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Art to Heart and Early Childhood Education Standards

Aligning Program Activities to Standards: An Example

A teacher will identify the standard area, domain, or intended outcome of an activity. If the intended outcome is literacy development, at least one of the benchmarks or indicators must be observed in the act of completing the lesson for a child to have made progress in that standard or domain.


(from Art to Heart Program 2, "Visual Arts")
Read Eric Carle's book The Very Busy Spider. Discuss children's ideas about spiders. Optional: Look at a picture of Louise Bourgeois' Spider and other artworks or pictures showing spiders and discuss students' reaction. As shown in the program, make a spider amulet using Model Magic, chenille rods, and yarn or string to tie around the neck. Have the students tell you about their spider amulets in relation to the book and/or the sculpture.

Standards Addressed in This Activity

Kentucky Early Childhood Standards

  • Communication (birth to 3)
    • STANDARD 1: Demonstrates observation and listening skills and responds to the communication of others.
      • 1.1: Focuses on and attends to communication of others and to sounds in the environment to gain information.
      • 1.2: Responds to the verbal and nonverbal communication of others.
    • STANDARD 2: Demonstrates communication skills in order to express him/herself.
      • 2.1: Engages in nonverbal communication for a variety of purposes.
      • 2.2: Uses vocalizations and words for a variety of purposes.
    • STANDARD 3: Demonstrates interest and engages in early literacy activities.
      • 3.1: Demonstrates interest and engagement in print literacy materials.
      • 3.2: Demonstrates interest and engagement in oral stories, songs, and rhymes.

  • Language Arts (3s and 4s)
    • STANDARD 1: Demonstrates general skills and strategies of the communication process.
      • 1.1: Uses nonverbal communication for a variety of purposes.
      • 1.2: Uses spoken language for a variety of purposes.
      • 1.3: Speaks with increasing clarity and use of conventional grammar.
    • STANDARD 2: Demonstrates general skills and strategies of the listening and observing process.
      • 2.1: Engages in active listening in a variety of situations.
      • 2.2: Observes to gain information and understanding.
    • STANDARD 3: Demonstrates general skills and strategies of the reading process.
      • 3.1: Listens to and responds to reading materials with interest and enjoyment.
      • 3.2: Shows interest and understanding of the basic concepts and conventions of print.
      • 3.3: Demonstrates knowledge of the alphabet.
      • 3.4: Demonstrates emergent phonemic/phonological awareness.
      • 3.5: Draws meaning from pictures, print, and text.
      • 3.6: Tells and retells a story.
    • STANDARD 4: Demonstrates competence in the beginning skills and strategies of the writing process.
      • 4.1: Understands that the purpose of writing is communication.

Head Start Outcomes Framework

Domain: Literacy
Domain Element: Early Writing


  • Develops understanding that writing is a way of communicating for a variety of purposes.
  • Begins to represent stories and experiences through pictures and dictation and in play.
  • Experiments with a growing variety of writing tools and materials, such as pencils, crayons, and computers.
  • Progresses from using scribbles, shapes, or pictures to represent ideas to using letter-like symbols, to copying or writing familiar words such as their own name.

Observe children individually during the activity and note any benchmarks or indicators reached.