Classroom Portfolio Labels –All Ages

Use these Classroom Portfolio labels to label pieces of evidence included in the Classroom Portfolio. This resource is an optional resource for programs. These labels apply to mixed-age groups that serve infant, toddler/two children, preschool, and kindergarten-aged children (birth through kindergarten).

These labels were designed to be used with Avery 5160 (1” x 2 5/8”) labels or a similar product. You may notice that some criteria do not fit on one label. In these cases, the criterion language appears on two labels and includes a “1 of 2” and “2 of 2” note at the top of each label.

Certain criteria have been intentionally removed from this resource. Read more.

Standard 1: Relationships / Topic Area 1.A. Building Positive Relationships Among Teachers and Families / 1.A.01 Teachers work in partnership with families, establishing and maintaining regular, ongoing, two-way communication.
1.A.03.a Teachers communicate with family members on an ongoing basis to a. learn about children’s individual needs. / 1.A.03.b Teachers communicate with family members on an ongoing basis to b. ensure a smooth transition between home and program. / 1.A.05 Teachers share information with families about classroom rules, expectations and routines not only at enrollment but also as needed throughout the year.
Topic Area 1.C. Helping Children Make Friends / 1.C.03.a Teaching staff support children as they practice social skills and build friendships by helping them
a. enter into [play] / 1.C.03.b Teaching staff support children as they practice social skills and build friendships by helping them
b. sustain [play]
1.C.03.c Teaching staff support children as they practice social skills and build friendships by helping them
c. enhance play / Topic Area 1.D. Creating a Predictable, Consistent, and Harmonious Classroom / 1.D.01.a Teaching staff counter potential bias and discrimination by
a. treating all children with equal respect and consideration,
1.D.01.b Teaching staff counter potential bias and discrimination by
b. initiating activities and discussions that build positive self-identity and teach the valuing ofdifferences, / 1.D.01.c Teaching staff counter potentialbias and discrimination by
c. intervening when children tease or reject others, / 1.D.01.d Teaching staff counter potential bias and discrimination by
d. providing models and visual images of adult roles, differing abilities, and ethnic or cultural backgrounds that counter stereotypical limitations,
1.D.01.e Teaching staff counter potential bias and discrimination by
e. avoiding stereotypes in language references. / 1.D.02.a Teachers provide children opportunities to develop the classroom community through participation in decision making about classroom a. rules / 1.D.02.b Teachers provide children opportunities to develop the classroom community through participation in decision making about classroom b. plans, and
1.D.02.c Teachers provide children opportunities to develop the classroom community through participation in decision making about classroom c. activities. / 1.D.04.a Teachers help children talk about
a. their own [emotions] / 1.D.04.b Teachers help children talk about
b. others’ emotions.
1.D.04.c [Teachers] provide opportunities for children to c. explore a wide range of feelings and the different ways that those feelings can be expressed. / Standard 2: Curriculum / Topic Area 2.A. Curriculum: Essential Characteristics
2.A.07.a The curriculum guides the development of a daily schedule that is predictable yet flexible and responsive to individual needs of the children. The schedule
a. provides time and support for transitions. / 2.A.07.b The curriculum guides the development of a daily schedule that is predictable yet flexible and responsive to individual needs of the children. The schedule
b. includes both indoor and outdoor experiences. / 2.A.07.c The curriculum guides the development of a daily schedule that is predictable yet flexible & responsive to individual needs of the children. The schedule
c. is responsive to a child’s need to rest or be active.
2.A.08.a Materials and equipment used to implement the curriculum reflect the lives of the children & families as well as the diversity found in society, including
a. gender, / 2.A.08.b Materials and equipment used to implement the curriculum reflect the lives of the children & families as well as the diversity found in society, including
b. age, / 2.A.08.c Materials and equipment used to implement the curriculum reflect the lives of the children and families as well as the diversity found in society, including
c. language, and
2.A.08.d Materials and equipment used to implement the curriculum reflect the lives of the children and families as well as the diversity found in society, including
d. abilities. / 2.A.08.e Materials and equipment e. provide for children’s safety while being appropriately challenging. / 2.A.08.f Materials and equipment
f. encourage exploration, experimentation, and discovery.
2.A.08.g Materials and equipment
g. promote action and interaction. / 2.A.08.h Materials and equipment
h. are organized to support independent use. / 2.A.08.i Materials and equipment
i. arerotated to reflect changing curriculum and accommodate new interests and skill levels.
2.A.08.j Materials and equipment
j. are rich in variety. / 2.A.08.k Materials and equipment
k. accommodate children’s special needs. / 2.A.10.a The curriculum guides teachers to incorporate content, concepts, and activities that foster
a. social [development],
2.A.10.b The curriculum guides teachers to incorporate content, concepts, and activities that foster
b. emotional [development], / 2.A.10.c The curriculum guides teachers to incorporate content, concepts, and activities that foster
c. physical [development], / 2.A.10.d The curriculum guides teachers to incorporate content, concepts, and activities that foster
d. language [development], and
2.A.10.e The curriculum guides teachers to incorporate content, concepts, and activities that foster
e. cognitive development and / 2.A.10.f The curriculum guides teachers to incorporate content, concepts, and activities that f. integrate key areas of content including literacy, mathematics, science, technology, creative expression and the arts, health and safety, and social studies. / 2.A.11.a The schedule
a. provides children learning opportunities, experiences, and projects that extend over the course of several days [and incorporates time for:]
2.A.11.b The schedule [incorporates time for:]
b. play, / 2.A.11.c The schedule [incorporates time for:]
c. creative expression, / 2.A.11.d The schedule [incorporates time for:]
d. large-group [activity],
2.A.11.e The schedule [incorporates time for:]
e. small-group [activity], and / 2.A.11.f The schedule [incorporates time for:]
f. child-initiated activity. / 2.A.12 The curriculum guides teachers to plan for children's engagement in play (including dramatic play and blocks) that is integrated into classroom topics of study.
Topic Area 2.C. Curriculum Area of Development: Physical Development / 2.C.01.a Infants and toddlers/twos are provided a. an environment that allows them to move freely and achieve mastery of their bodies through self-initiated movement. / 2.C.01.b [Infants and toddlers/twos] have multiple opportunities to practice emerging skills in
b. coordination, movement, and balance, and
2.C01.c [Infants and toddlers/twos] have multiple opportunities to practice emerging skills in
c. perceptual-motor integration. / 2.C.02Infants and toddlers/twos have multiple opportunities to develop fine-motor skills by acting on their environments using their hands and fingers in a variety of age-appropriate ways. / 2.C.03Children are provided varied opportunities and materials that support fine-motor development.
2.C.04.a Children have varied opportunities and are provided equipment to engage in large motor experiences that
a. stimulate a variety of skills. / 2.C.04.b Children have varied opportunities and are provided equipment to engage in large motor experiences that
b. enhance sensory-motor integration. / 2.C.04.c Children have varied opportunities and are provided equipment to engage in large motor experiences that
c. develop controlled movement (balance, strength, coordination).
2.C.04.d Children have varied opportunities and are provided equipment to engage in large motor experiences that
d. enable children with varying abilities to have large-motor experiences similar to those of their peers. / 2.C.04.e Children have varied opportunities and are provided equipment to engage in large motor experiences that
e. range from familiar to new andchallenging. / 2.C.04.f Children have varied opportunities and are provided equipment to engage in large motor experiences that
f. help them learn physical games with rules and structure.
Topic Area 2.D. Curriculum: Areas of Development: Language Development / 2.D.02Children are provided opportunities to experience oral and written communication in a language their family uses or understands. / 2.D.04.a Children have varied opportunities to develop vocabulary through
a. conversations,
2.D.04.b Children have varied opportunities to develop vocabulary through
b. experiences, / 2.D.04.c Children have varied opportunities to develop vocabulary through
c. field trips, and / 2.D.04.d Children have varied opportunities to develop vocabulary through
d. books.
2.D.06.a Children have varied opportunities and materials that encourage them to have discussions to solve problems that are [both]
a. interpersonal and / 2.D.06.b Children have varied opportunities and materials that encourage them to have discussions to solve problems that are [both]
b. related to the physical world. / Topic Area 2.E. Curriculum Content Area for Cognitive Development: Early Literacy
2.E.01.a Infants have varied opportunities to experience songs, rhymes, routine games and books through
a. individualized play that includes simple rhymes, songs, and interactive games (e.g., peek-a-boo). / 2.E.01.b Infants have varied opportunities to experience songs, rhymes, routine games and books through
b. daily opportunities for each child to hear and respond to various types of books, including picture books, wordless books, and books with rhymes. / 2.E.01.c Infants have varied opportunities to experience songs, rhymes, routine games and books through
c. access to durable books that enable children’s independent exploration.
2.E.02.a Toddlers/twos have varied opportunities to experience books, songs, rhymes, and routine games through
a. individualized play that includes simple rhymes, songs and sequences of gestures (e.g., finger plays, peek-a-boo, patty-cake, This Little Piggy). / 2.E.02.b Toddlers/twos have varied opportunities to experience books, songs, rhymes, and routine games through
b. daily opportunities to hear and respond to various types of books, including picture books, wordless books, and books with rhymes. / 2.E.02.c Toddlers/twos have varied opportunities to experience books, songs, rhymes, and routine games through
c. access to durable books that enable independent exploration.
2.E.02.d Toddlers/twos have varied opportunities to experience books, songs, rhymes, and routine games through
d. experiences that help them understand that pictures represent real things in their environment. / 2.E.03.a (1 of 2) Children have opportunities to become familiar with print. They are actively involved in making sense of print, and they have opportunities to become familiar with, recognize, and use print that is accessible throughout the classroom: / 2.E.03.a (2 of 2) a. Items belonging to a child are labeled with his or her name
2.E.03.b (1 of 2) Children have opportunities to become familiar with print. They are actively involved in making sense of print, and they have opportunities to become familiar with, recognize, and use print that is accessible throughout the classroom: / 2.E.03.b (2 of 2) b. Materials are labeled. / 2.E.03.c (1 of 2) Children have opportunities to become familiar with print. They are actively involved in making sense of print, and they have opportunities to become familiar with, recognize, and use print that is accessible throughout the classroom:
2.E.03.c (2 of 2) c. Print is used to describe some rules and routines. / 2.E.03.d (1 of 2) Children have opportunities to become familiar with print. They are actively involved in making sense of print, and they have opportunities to become familiar with, recognize, and use print that is accessible throughout the classroom: / 2.E.03.d (2 of 2) d. Teaching staff help children recognize print and connect it to spoken words.
2.E.04.a Children have varied opportunities to
a. be read books in an engaging manner in group or individualized settings at least twice a day in full-day programs and at least once daily in half-day programs. / 2.E.04.b Children have varied opportunities to
b. be read to regularly in individualized ways including one-to-one or in small groups of two to six children / 2.E.04.c Children have varied opportunities to c. explore books on their own and have places that are conducive to the quiet enjoyment of books.
2.E.04.d Children have varied opportunities to
d. have access to various types of books, including storybooks, factual books, books with rhymes, alphabet books, and wordless books. / 2.E.04.e Children have varied opportunities to
e. be read the same book on repeated occasions. / 2.E.04.f Children have varied opportunities to
f. retell and reenact events in storybooks.
2.E.04.g Children have varied opportunities to
g. engage in conversations that help them understand the content of the book. / 2.E.04.h Children have varied opportunities to
h. be assisted in linking books to other aspects of the curriculum. / 2.E.04.i Children have varied opportunities to
i. identify the parts of books and differentiate print from pictures.
2.E.05.a Children have multiple and varied opportunities to write:
a. Writing materials and activities are readily available in art, dramatic play, and other learning centers. / 2.E.05.b Children have multiple and varied opportunities to write:
b. Various types of writing are supported, including scribbling, letter-like marks, and developmental spelling. / 2.E.05.c Children have multiple and varied opportunities to write:
c. Children have daily opportunities to write or dictate their ideas.
2.E.05.d Children have multiple and varied opportunities to write:
d. Children are provided needed assistance in writing the words and messages they are trying to communicate. / 2.E.05.e Children are given the support they need to write on their own, including access to the
e. alphabet [both of] which are made available at eye level or on laminated cards. / 2.E.05.f Children are given the support they need to write on their own, including access to
f. printed words about topics of current interest, [both of] which are made available at eye level or on laminated cards.
2.E.05.gg. Children see teaching staff model functional use of writing and are helped to discuss the many ways writing is used in daily life. / 2.E.07.a Children are given opportunities to a. recognize [letters] and / 2.E.07.b Children are given opportunities to
b. write letters.
2.E.09.a Kindergartners have varied opportunities to learn to read familiar
a. words, / 2.E.09.b Kindergartners have varied opportunities to learn to read familiar
b. sentences, and / 2.E.09.c Kindergartners have varied opportunities to learn to read familiar
c. simple books.
2.E.10.a Kindergartners are encouraged to identify phonemes in words through varied activities, including
a. writing and / 2.E.10.b Kindergartners are encouraged to identify phonemes in words through varied activities, including
b. games. / 2.E.11 Each kindergartner is encouraged to write independently each day.
Topic Area 2.F. Curriculum Content Area for Cognitive Development: Early Mathematics / 2.F.01.a Infants and toddlers/twos are provided varied opportunities and materials to
a. use language, gestures, and materials to convey mathematical concepts such as more and less and big and small. / 2.F.01.b Infants and toddlers/twos are provided varied opportunities and materials to
b. see and touch different shapes, sizes, colors, and patterns.
2.F.01c. Infants and toddlers/twos are provided varied opportunities and materials to
c. build number awareness, using objects in the environment. / 2.F.01.d Infants and toddlers/twos are provided varied opportunities and materials to
d. read books that include counting and shapes. / 2.F.02 Children are provided varied opportunities and materials to build understanding of numbers, number names, and their relationship to object quantities and to symbols.
2.F.03 Children are provided varied opportunities and materials to categorize by one or two attributes such as shape, size, and color. / 2.F.05.a Children are provided varied opportunities and materials that help them understand the concept of measurement by using a. standard [units of measurement] and / 2.F.05.b Children are provided varied opportunities and materials that help them understand the concept of measurement by using b. non-standard units of measurement.
2.F.06 Children are provided varied opportunities and materials to understand basic concepts of geometry by, for example, naming and recognizing two- and three-dimensional shapes and recognizing how figures are composed of different shapes. / 2.F.07 Children are provided varied opportunities to build an understanding of time in the context of their lives, schedules, and routines. / 2.F.08 Children are provided varied opportunities and materials that help them recognize and name repeating patterns.
2.F.09.a Kindergartners are provided varied opportunities and materials to use
a. standard [units of measurement] and / 2.F.09.b Kindergartners are provided opportunities and materials to use
b. nonstandard units of measure and to / 2.F.09.c Kindergartners are provided varied opportunities and materials to
c. assign numerical values to measurements.
2.F.10.a Kindergartners are provided varied opportunities and materials to
a. create [repeating and growing patterns], / 2.F.10.b Kindergartners are provided varied opportunities and materials to
b. represent [repeating and growing patterns], / 2.F.10.c Kindergartners are provided
varied opportunities and materials to
c. discuss [repeating and growing patterns], and
2.F.10.d Kindergartners are providedvaried opportunities and materials to
d. extend repeating and growing patterns. / 2.F.11 Kindergartners are provided varied opportunities and materials that encourage them to use written mathematical representations in everyday experiences. / 2.F.12 Kindergartners are provided varied opportunities and materials to use numerical symbols and to explore operations on quantities, such as adding, taking away, and dividing into equal and unequal subsets.
2.F.13 Kindergartners are provided varied opportunities and materials that introduce them to conventional tools such as a calendar and a clock for understanding time. / Topic Area 2.G. Curriculum Content Area for Cognitive Development: Science / 2.G.01.a Infants and toddlers/twos are provided varied opportunities and materials to
a. use their senses to learn about objects in the environment.
2.G.01.b Infants and toddlers/twos are provided varied opportunities and materials to
b. discover that they can make thingshappen and solve simple problems. / 2.G.02.a Children are provided varied opportunities and materials to learn key content and principles of science such as
a. the dif-ference between living and nonliving things (e.g.plants versus rocks) and life cycles of various organisms (e.g., plants, butterflies, humans). / 2.G.02.b Children are provided varied opportunities and materials to learn key content and principles of science such as
b. earth and sky (e.g., seasons; weather; geologic features; light and shadow; sun, moon, and stars).
2.G.02.c (1 of 2) Children are provided varied opportunities and materials to learn key content and principles of science such as / 2.G.02.c (2 of 2) c. structure and property of matter (e.g., characteristics that include concepts like hard and soft, floating and sinking)and behavior of materials (e.g., transformation of liquids and solids by dissolving or melting). / 2.G.03 Children are provided varied opportunities and materials that encourage them to use the five senses to observe, explore, and experiment with scientific phenomena.