The Totetude Map of Childhood Bailiwicks
A bailiwick is Totetude's fancy name for a skill. Why not just say skill then? Well, a bailiwick also incorporates the learner's areas of interests. At such a young age, most skills are still developing, so Totetude decided to focus on the learner's interests more than simply his/her mastery of a list of skills.
Each category of bailiwicks are listed with corresponding target skills. Where available, they are also aligned with North American government standards.
Explore bailiwicks as:
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Critical thinking
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Remember
- Remembers
- Lists
- Names
- Identifies
- Locates
- Memorizes
- Tells
- Recognizes
- Repeats
- Defines
- Describes
- Finds
- Writes
- Labels
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Understand
- Matches
- Explains
- Retells
- Restates
- Puts in order
- Summarizes
- Discusses
- Predicts
- Translates
- Outlines
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Apply
- Demonstrates
- Teaches
- Uses knowledge
- Solves
- Gives an example
- Experiments
- Follows a procedure
- Paints
- Draws
- Shows
- Completes
- Illustrates
- Models
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Analyze
- Categorizes
- Classifies
- Compares
- Contrasts
- Infers
- Organizes
- Charts
- Examines
- Investigates
- Sorts
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Evaluate
- Concludes
- Judges
- Prioritizes
- Ranks
- Selects
- Supports
- Justifies
- Defends
- Debates
- Rates
- Chooses
- Recommends
- Suggests
- Orders
- Decides
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Create
- Composes
- Creates
- Designs
- Plans
- Invents
- Constructs
- Produces
- Imagines
- Pretends
- Makes
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Remember
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Movement
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Performs gross motor movements
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Coordinates body parts
- Touches fingers together without looking
- Climbs stairs alternating feet on each step
- Walks down stairs alternating feet on each step
- Walks backwards for at least five feet
- Runs in a fluid and coordinated manner
- Jumps with a rope
- Jumps landing on two feet
- Hops forward on both feet
- Hops backward on both feet
- Hops forward on one foot
- Hops backward on one foot
- Skips smoothly
- Marches
- Throws in a fluid and coordinated manner
- Catches in a fluid and coordinated manner
- Acts out movements without language
- Acts out movements while using language (poem, song, or story)
- Claps hands
- Builds with blocks
- Carries a plate of food
- Slides
- Uses a swing on his/her own
- Crawls
- Leaps through an object
- Pedals and steers a tricycle
- Crosses midline with feet/hands
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Maintains stability
- Stands on one foot for 5-10 seconds
- Walks for at least ten feet in a straight line
- Walks on a balance beam
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Adjusts his/her movements
- Moves in coordination with music and/or words
- Moves in coordination with peers
- Uses movement and rhythm to express his/herself
- Walks from A to B avoiding obstacles
- Runs avoiding obstacles
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Coordinates body parts
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Performs fine motor movements
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Uses tools effectively
- Manipulates a thick pen/marker/pencil/crayon
- Manipulates a thin pen/marker/pencil/crayon
- Manipulates paintbrushes of varying lengths and thickness
- Manipulates an instrument
- Manipulates food utensils (fork, spoon, knife, etc.)
- Manipulates a hole puncher
- Manipulates scissors to cut smooth edges
- Opens door handles (twists, turns, slides, pulls, pushes, etc.)
- Turns faucet on and off
- Buttons and unbuttons
- Zips up and down
- Ties laces, ropes, and strings
- Opens lunch boxes or bags
- Squeezes (clothespin, tweezers, eye dropper, etc.)
- Twists lids on and off
- Uses a pretend phone to dial home phone number and 9-1-1
- Manipulates a ruler
- Fastens with a brass fastener (brad)
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Uses materials effectively
- Applies glue appropriately
- Applies tape appropriately
- Threads 1/2" beads
- Completes a nine piece interlocking puzzle
- Works with modeling clay/plasticine/playdough to make a pancake, snake, and ball
- Wraps objects with yarn
- Stretches rubber bands around objects
- Stacks objects (10 one-inch blocks, pyramid of plastic cups, etc.)
- Twists pipe cleaners to create shapes and objects
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Performs tasks within boundaries
- Colors within boundaries of drawing
- Prints within boundaries
- Traces within boundaries
- Places objects within boundaries
- Pastes objects within boundaries
- Rolls objects within boundaries
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Uses tools effectively
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Controls his/her movements within a specific environment
- Stands in a line
- Walks in a hall
- Runs in open area/gym
- Dresses and undresses within a specific space
- Works within a personal space
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Performs tasks that foster well-being
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Performs tasks required for proper hygiene
- Goes to the washroom when needed
- Washes hands when necessary
- Blows nose when necessary
- Brushes teeth
- Regulates body temperature (takes off sweater when hot)
- Identifies healthy eating choices
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Develops relaxation techniques
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Identifies relaxation techniques
- Identifies calming activities
- Identifies breathing techniques (smell the flower and blow out the candle)
- Identifies mental imagery scenarios (imagine yourself on a cloud or on a warm beach listening to the waves)
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Chooses relaxation techniques
- Chooses a calming activity to calm self
- Chooses a breathing technique to calm self
- Chooses mental imagery to calm self
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Applies relaxation techniques
- Applies a calming activity to calm self
- Applies a breathing technique to calm self
- Uses mental imagery to calm self
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Identifies relaxation techniques
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Adopts appropriate posture
- Stands up straight when upright
- Sits in a chair with back straight and feet on the floor (without slouching)
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Performs tasks required for proper hygiene
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Respects safety rules
- Respects classroom safety rules
- Respects community safety rules
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Performs gross motor movements
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Communication
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Shows an interest in communication
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Shows interest in oral communication
- Spontaneously tells a story or experience
- Asks questions
- Looks at person to whom he/she is talking
- Looks at person who is speaking
- Waits for a reaction or response
- Responds to the speaker non-verbally
- Responds to the speaker verbally
- Engages in conversations
- Engages in group discussions
- Engages in role-playing or acting
- Participates in songs, poems, chants, and finger plays
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Shows interest in a second language
- Looks at the person who is speaking
- Participates in songs, poems, chants, and finger plays
- Asks to repeat or clarify what was said
- Asks how to say something in a second language
- Makes attempts to communicate in a second language
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Shows interest in written communication
- Views books
- Listens to stories attentively
- Uses pictures to communicate an idea
- Reads or pretends to read messages
- Writes or imitates writing
- Asks what is written
- Asks for messages received to be read
- Proposes to write or respond to messages
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Shows interest in technology
- Observes peers or educator at the computer
- Asks to use the computer
- Asks to use materials from the media center
- Suggests using technology (camera, phone, computer, video)
- Makes links between daily activities and use of technologies
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Shows interest in oral communication
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Shows understanding of the message
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Shows understanding of oral communication
- Responds to the topic by reacting non-verbally
- Responds to the topic by commenting
- Responds to the topic by relating a similar experience
- Responds to the topic by asking a question
- Follows a simple instruction
- Follows multi-stepped instructions
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Shows understanding of second language
- Responds non-verbally or verbally to simple familiar phrases
- Follows simple or basic instructions
- Answers simple questions
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Shows understanding of written communication
- Simulates reading a message
- Uses the illustrations to read/retell a story
- Recites familiar patterns of speech from predictable texts (rhymes, repetitions, etc.)
- Views a book sequentially from the beginning
- Attempts to track print from left to right
- Understands the message in pictograms, logos, symbols, or icons
- Asks adult or peers to scribe a message
- Recognizes letters of the alphabet (upper and lower case)
- Recognizes numbers 1-20
- Recognizes numbers 1-20 written as symbols (playing cards, dice, etc.)
- Associates letters with their sounds
- Recognizes own name in writing
- Recognizes some words in writing
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Shows understanding of oral communication
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Produces messages
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Produces oral messages
- Uses gestures to communicate
- Uses two to four word phrases when speaking
- Uses complete sentences when speaking
- Uses sentences that include two or more ideas when speaking
- Uses appropriate pronouns and tenses when speaking
- Uses appropriate vocabulary (descriptive) when speaking
- Speaks clearly
- Adjusts speech to audience and situations (adult, peers, role play)
- Orally communicates thoughts in an organized manner
- Pretends, creates, and makes up songs or stories
- Tells or retells stories or everyday experiences
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Produces messages in a second language
- Uses one word to convey message
- Uses two or three word phrases
- Uses familiar sentences
- Engages in simple conversations
- Engages in complex conversations
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Produces written messages
- Uses pictures or pictograms to communicate an idea
- Scribbles to represent writing
- Produces letter-like or number-like forms to represent writing
- Asks an adult or peer to scribe a message
- Copies print from the environment
- Writes his/her own name
- Asks how to spell words
- Uses initial consonant to represent a word (invented spelling)
- Uses initial and final consonant to represent a word (invented spelling)
- Uses initial, final consonant and middle vowel (invented spelling)
- Mimics different types of writing (letters, notes, lists, stories)
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Uses technology to produce messages
- Operates a sound recorder
- Operates a video recorder
- Operates a still camera (film or digital)
- Utilizes digital illustration (paint program)
- Utilizes slide shows (PowerPoint)
- Utilizes a printer
- Uses applications (Apps)
- Sends E-mail (to authorized family members or self)
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Produces oral messages
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Controls his/her communications within a specific environment
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Uses appropriate voice control (volume)
- Uses a quiet voice in the library
- Uses a loud voice during a large group presentation
- Uses indoor voice appropriately
- Uses outdoor voice appropriately
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Uses appropriate communication skills
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Uses manners
- Says please
- Says thank you
- Says excuse me
- Greets others appropriately
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Discusses appropriate topics during conversations
- Has appropriate mealtime conversations
- Has appropriate public conversations
- Has appropriate conversations with adults
- Has appropriate conversations with peers
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Uses manners
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Uses appropriate voice control (volume)
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Shows an interest in communication
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Awareness
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Self awareness
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Appropriately expresses needs
- Expresses his/her physical needs
- Expresses his/her emotional needs
- Communicates the need to play in a group/with a friend/alone
- Shows curiosity
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Uses different strategies to meet his/her needs
- Asks for help
- Asks for alone time
- Uses self control
- Attempts to apply relaxation techniques
- Experiments with different tasks
- Adapts objects/tools to accomplish goals
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Shows interest and curiosity in a variety of subject areas
- Volunteers to help
- Observes or pays attention intently
- Listens to what is being said
- Asks questions about what he/she is observing
- Moves closer to center of interest
- Seeks to know more
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Expresses his/her tastes and interests
- Makes choices
- Expresses verbally what he/she likes
- Expresses verbally what he/she dislikes
- Expresses tastes and interests through the arts
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Expresses his/her feelings and emotions
- Identifies feelings and emotions
- Communicates how he/she feels
- Expresses feelings and emotions through the arts
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Demonstrates autonomy
- Retrieves materials to complete a task
- Stays on task to complete activity
- Puts materials away in their proper location
- Cleans work area
- Makes transitions easily through activities
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Assumes responsibilities
- Completes tasks and chores
- Takes care of materials, toys, environment, pet
- Passes on a message
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Makes personal choices
- Selects favorite books, toys, games
- Selects a peer/small group/team to work or play with
- Selects appropriate materials and/or space for an activity
- Selects what he/she wants to include in the portfolio
- Selects what he/she wants to include in a reflection journal
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Takes risks
- Tries new things
- Tries different ways of doing things
- Makes decisions
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Confronts challenges
- Identifies a problem or challenge
- Confronts a problem appropriately
- Attempts to find a strategy to solve a problem
- Attempts to apply a strategy to solve a problem
- Perseveres at an activity proposed by him/herself
- Perseveres at an activity proposed by others
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Begins to set appropriate goals
- Identifies strengths and weaknesses
- Identifies what he/she would like to do or improve
- Takes steps to reach goals
- Recognizes when a goal is met
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Presents ideas with confidence
- Expresses his/her personal opinions and ideas
- Contributes ideas in a group
- Makes suggestions
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Reflects on his/her learning
- Recognizes own accomplishments
- Describes the steps taken in an activity
- Explains what he/she liked most about the activity
- Explains what he/she would change or do differently
- Identifies the objective of an activity
- Creates an illustration of an activity
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Appropriately expresses needs
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Group awareness
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Shows interest towards others
- Shows curiosity towards others
- Seeks other children to play with
- Greets guests
- Interacts with different people
- Works on a team project
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Expresses ideas, information, and opinions to the group
- Shares information, thoughts, and feelings
- Gives compliments
- Accepts different points of view
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Listens to others
- Looks at the person who is speaking
- Waits his/her turn to speak
- Reacts to what is said or happening
- Remains still while listening
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Takes part in group decision making
- Participates in creating rules
- Participates in organizing materials
- Participates in organizing space
- Participates in organizing time
- Participates in the selection of evaluation criteria
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Observes the group rules of appropriate conduct
- Positions his/herself without infringing on others
- Uses appropriate social behavior
- Respects rules established by the group
- Follows classroom routine
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Applies conflict resolution strategies
- Identifies a conflict situation
- States the facts
- Generates solutions
- Selects a solution
- Applies a solution
- Assesses the effectiveness of the solution
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Cooperates with others
- Shares materials, games, and toys
- Shares ideas and strategies
- Offers to help
- Encourages others
- Identifies factors that promote/hinder cooperation
- Takes turns
- Accepts losing a game
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Recognizes feelings of others
- Demonstrates sympathy or empathy
- Seeks adult help for peers in distress
- Role-plays emotions with toys
- Identifies feelings of others from images or social situations
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Shows interest towards others
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Self awareness
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Motivation
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Receive
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Joins an activity
- Enters into casual conversation
- Asks to join a group activity
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Observes others during an activity
- Observes the educator explaining an activity
- Observes the learners participating in an activity
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Joins an activity
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Respond
- Answers questions relevant to discussion
- Discusses on-topic
- Participates meaningfully
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Value
- Completes tasks at the best of his/her ability
- Invites others to join activity
- Initiates activity
- Shares knowledge with others
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Manage
- Modifies a task to meet personal goals (self-reliant)
- Prioritizes and plans how to complete a task productively (revises plans based on new information).
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Adapt
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Participates appropriately in a small group
- Shares discussion time
- Sits facing others
- Raises hand and waits until called on to speak
- Maintains eye contact during discussions
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Participates appropriately in a large group
- Shares discussion time
- Stands in front of a large group to speak
- Raises hand and waits until called on to speak
- Maintains eye contact during discussions
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Participates appropriately in a small group
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Accept
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Accepts responsibility for own behavior
- Appreciates rewards
- Assumes consequences
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Accepts themselves and others for who they are
- Recognizes different heritages
- Embraces diverse cultural backgrounds
- Understands his/her uniqueness
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Accepts responsibility for own behavior
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Receive