Skills Addressed Through Ignite by Hatch™
Ignite is organized by
- Seven Learning Domains
- 46 Subdomains
- The Mathematics and Literacy Domains are also subdivided into Strands (categories).
- Subdomains can include Skill Levels 1–8, but depending on the difficulty of the Subdomain, Skill Levels might start at Level 6 (and go through 8), they might start at 1 and go through 5, and so on.
Refer to this diagram for more details:
Note: A larger version is attached at the bottom of this article for greater detail.
- In the Insights reporting system, administrators, teachers, and families can see how children are progressing through the Skill Levels in these Subdomains using the Child Skill Details report.
- Educators can visit REPORTS > Child Progress, then select the name of a child, to view the Child Skill Details report.
- Families can simply log in and select the Progress tile on their dashboards to see a detailed report for their child.
- This article lists the Domains, Subdomains, Strands, and Skill Level descriptors. The descriptors are numbered (according to each Skill Level).
Domain: Social Studies
Developing a sense of self-identity is crucial to the development of self-esteem and confidence and enables children to identify as part of a group (which helps children feel a sense of identity).
1. Draws a self-portrait.
2. Draws a picture of his/her home.
3. Draws a picture that resembles his/her family.
4. Identifies various characteristics and interests that appeal to themselves, within a drawing.
5. Draws a self-portrait with at least one characteristic or interest included.
6. Draws a picture resembling his/her family, including interests or traditions of the family.
7. Draws a picture of his/her home that includes family-specific details.
8. Draws a picture of him/herself engaged in an activity, tradition, sport, hobby.
Subdomain: Community Awareness
Understanding the community outside of home builds understanding and positive attitudes, develops spatial reasoning, and helps children make sense of their world.
1. Draws a picture of a neighborhood.
2. Identifies characteristics of a neighborhood.
3. Shows understanding of how places and things within a neighborhood are commonly utilized.
4. Demonstrates understanding of physical features of neighborhoods/communities.
5. Identifies community helpers (within a community/neighborhood).
6. Explores ways to help community helpers do their work in the community.
7. Explores ways to build community relationships.
8. Explores ways to help those in need.
Domain: Physical Development
Having a strong understanding of self-care routines can positively impact a child’s development and self-confidence.
1. Identifies self-care routines and scenarios.
2. Identifies basic processes for self-care (hand washing, feeding, and toileting)
3. Identifies objects needed for basic self-care activities.
4. Identifies daily routine activities.
5. Identifies steps in daily routine and self-care processes.
6. Explores relaxing self-care activities.
7. Practices deep breathing and reciting positive affirmations.
8. Chooses an appropriate self-care activity based on a given mood.
Nutrition, health, and learning are three major factors that impact a child’s development, making learning about healthy choices a very important part of every child’s learning process.
1. Identifies a variety of nutritious foods.
2. Identifies healthy versus unhealthy foods.
3. Creates a healthy breakfast menu.
4. Creates healthy lunch and dinner menus.
5. Creates a shopping list with healthy foods.
6. Distinguishes between fruits and vegetables.
7. Distinguishes between dairy, protein, and grains.
8. Builds a balanced plate.
Subdomain: Health & Safety
Children do not always understand danger, and, therefore, it is important to support learnings about personal safety and tips for staying healthy.
1. Demonstrates an understanding of personal safety practices and routines.
2. Identifies ways to play safely.
3. Identifies behaviors that promote health and safety.
4. Applies knowledge and skills related to health promotion, disease prevention, and health maintenance.
5. Identifies, avoids, and alerts others to danger.
Use one or more fingers to make small movements or manipulate objects.
6. Uses one finger to make small movements.
7. Uses fingers to manipulate small objects.
8. Uses fingers to manipulate, reposition, or resize small objects in that hand.
Domain: Science & Technology
Subdomain: Life Science
Understanding the natural world and developing reasoning processes that form the underpinnings of scientific thinking.
1. Identifies at least one living thing.
2. Identifies at least three living things.
3. Identifies the basic needs of living things (air, water, food, shelter).
4. Identifies how living things change over time.
5. Identifies living things and their basic needs and how they grow and change over time.
6. Classifies plants based on observable characteristics.
7. Identifies basic parts of a plant.
8. Identifies (understands) interdependencies of living things.
Subdomain: Physical Science
Utilizing the five senses for understanding, classification, and prediction of physical properties in living and nonliving things.
1. Identifies the properties of natural and/or humanmade material.
2. Identifies four of five senses and demonstrates an understanding of the texture of materials.
3. Identifies five senses and demonstrates an understanding of what our senses do.
4. Sorts, groups, or classifies objects based on one or more properties.
5. Identifies the effects magnets have on some items.
6. Classify objects based on the way they move.
7. Classify objects based on the type of energy they produce (light, heat, and sound).
8. Predicts different effects of various amounts of force applied to stationary objects.
Subdomain: Earth Science
Identifying, analyzing, or predicting materials and patterns found on Earth.
1. Identifies materials in the environment.
2. Identifies changes and properties in Earth’s environment.
3. Analyzes patterns in weather and the effects of weather on Earth’s environment.
4. Evaluates changes to Earth’s environment.
5. Demonstrates understanding of the importance of caring for the environment
Subdomain: Simple Tools
Developing skills that support tools and technologies can have positive effects on future educational outcomes.
1. Identifies simple tools.
2. Demonstrates understanding of the uses of simple tools in everyday life.
3. Identifies simple science tools.
4. Explores simple science tools and their uses.
5. Demonstrates understanding of the uses of simple science tools.
6. Identifies awareness that tools can be used effectively or ineffectively
7. Explores technology used for learning and investigating
8. Explores technology tools used to solve problems, design solutions, or create something new.
Domain: Social–Emotional Development
Subdomain: Identifying Emotions
Identifying and demonstrating emotions ranging in intensity and complexity found in everyday life.
1. Identifies basic emotions (happy, sad, angry/mad, and scared).
2. Demonstrates an understanding of the causes of basic emotions.
3. Identifies more complex emotions (calm, surprised, embarrassed, and disappointed).
4. Demonstrates an understanding of the causes of more complex emotions.
5. Identifies a variety of facial expressions as they relate to basic emotions.
6. Connects basic emotions to a variety of facial expressions and body language cues.
7. Identifies a variety of facial expressions as they relate to more complex emotions.
8. Connects more complex emotions to a variety of facial features and body language cues.
Subdomain: Solving Social Problems
Enabling children to learn how to collaborate, cooperate, communicate, negotiate, self-advocate, and respect others.
1. Recognizes social problems.
2. Identifies pro-social behaviors.
3. Identifies classroom routines and procedures that prevent social problems from occurring.
4. Identifies appropriate solutions for social problems, involving basic emotions.
5. Identifies strategies for addressing their own emotions in social problems.
6. Applies strategies for solving social problems in familiar situations.
7. Identifies appropriate solutions for social problems, involving more complex emotions.
8. Applies strategies for solving social problems in new situations.
Subdomain: Responding to Emotions
Identifying or engaging in strategies responding to emotions ranging in complexity and intensity.
1. Engages in breathing exercises to learn to calm the self.
2. Identifies appropriate ways to respond to basic negative emotions (scared, mad, and sad).
3. Identifies appropriate ways to manage basic negative emotions (scared, mad, and sad).
4. Identifies appropriate ways to respond to basic positive emotions (happy).
5. Identifies appropriate ways to respond to more complex negative emotions (embarrassed, disappointed, and surprised).
6. Identifies appropriate ways to manage more complex negative emotions (embarrassed, disappointed, and surprised).
7. Identifies appropriate ways to respond to more complex positive emotions (calm and surprised).
8. Recognizes that others may have a different emotional response than their own.
Engages in exploration or persists to complete an activity or solve a problem.
2. Explores using trial and error to complete an activity.
3. Explores various materials to accomplish a goal.
4. Explores simple observations to make a prediction.
5. Uses persistence to engage in a challenging activity and asks for help when needed.
6. Uses persistence to complete an activity with unknown challenges.
7. Uses trial and error to solve a problem.
8. Uses problem-solving to create an activity using cause and effect.
Domain: Language & Communication Development
Subdomain: Receptive Language
Understands increasingly complex communication and language.
1. Shows an understanding of basic words.
2. Responds to "what" questions.
3. Responds to "where" questions.
4. Demonstrates an understanding of complex and compound sentences.
5. Responds to "how" questions.
Subdomain: Listening & Understanding
Acting in response to language and responding to increasingly complex language.
1. Responds to one-step requests or questions.
2. Carries out a one-step request that relates to a new or unfamiliar activity or situation.
3. Follows two-step oral directions (that relate to a familiar activity or situation).
4. Carries out two-step requests that involve a new or unfamiliar activity or situation.
5. Carries out multistep requests that relate to familiar activities or situations.
6. Attends to multiple details in directions.
7. Carries out multistep directions with multiple details.
8. Carries out multistep directions with multiple details that involve a new or unfamiliar activity or situation.
Building conceptual knowledge and the vocabulary associated with that knowledge.
1. Understands color words.
2. Sorts words into categories.
3. Demonstrates an understanding of comparative adjectives.
4. Demonstrates an understanding of common antonyms.
5. Demonstrates an understanding of cross-curricular words.
6. Demonstrates an understanding of basic multiple meaning words.
7. Makes connections using verbs and adjectives.
8. Uses sentence-level context as a clue to the meaning of a word or phrase.
Subdomain: Academic Vocabulary
Building conceptual cross-curricular knowledge and the vocabulary associated with that knowledge.
4. Applies an understanding of cross-curricular pre-K-level Tier 2 words.
5. Applies an understanding of some cross-curricular kindergarten-level Tier 2 words.
6. Applies an understanding of more cross-curricular kindergarten-level Tier 2 words.
7. Applies an understanding of a range of cross-curricular kindergarten-level Tier 2 words.
8. Applies an understanding of some cross-curricular first-grade-level Tier 2 words.
Subdomain: Conventions of Language
Demonstrating an understanding of various components of conventional language (e.g., irregular and regular plural nouns, verb tenses, interrogatives, and prepositions).
3. Demonstrates an understanding of regular plural nouns.
4. Demonstrates an understanding of simple past, progressive present, and simple future verb tenses.
5. Demonstrates an understanding of question words (who, what, where, when, why, and how).
6. Demonstrates an understanding of prepositions within sentences.
7. Demonstrates an understanding of irregular plural nouns.
8. Demonstrates an understanding of matching verbs to singular and plural nouns in basic sentences.
Strand: Counting & Cardinality
Subdomain: Set Counting
Using one-to-one correspondence to count or produce a group of objects.
1. Touches one object for each number said for sets up to 5.
2. Counts up to five objects.
3. Counts up to 10 objects.
4. Produces sets of up to five objects.
5. Produces sets of up to 10 objects.
6. Counts sets of up to 20 objects.
7. Produces sets of up to 20 objects.
8. Counts sets of up to 30 objects.
Subdomain: Comparing Quantities
Analyzing two sets of objects to determine which set has more than, less than, or the same amount.
1. Places objects into a set structure that forces one-to-one correspondence.
2. Pairs objects to compare two sets.
3. Correctly chooses the set of objects that has more or less when shown two sets that vary greatly in quantity.
4. Counts sets of up to five objects to compare.
5. Counts sets of up to 10 objects to compare when objects are the same or different sizes.
6. Determines “how many” more are in the larger set when provided sets with up to 10 objects.
7. Counts sets of up to 20 objects to compare when objects are the same size.
8. Generates sets that are greater or less than a given number up to 20.
Subdomain: Ordinal Numbers
Understanding how an ordinal number relates to an object's position in a line; identifies or arranges objects based upon ordinal number.
1. Identifies the “first” object arranged in a line.
2. Identifies the “last” object arranged in a line.
3. Identifies the “first” and “second” object arranged in a line.
4. Identifies the position of the first, second, and last object arranged in a line.
5. Arranges up to four objects using knowledge of ordinal positions.
6. Identifies ordinal numbers "first" through "fifth."
7. Identifies ordinal numbers "first" through "tenth."
Instantly recognizing collections of units; perceptual subitizing = recognizing units in one group; conceptual subitizing = recognizing smaller groups within one group.
1. Matches small sets of one to three objects.
2. Makes a small collection to match the same number as another collection that was shown quickly (no more than four).
3. Instantly recognizes collections up to four in typical arrangements (perceptual subitizing).
4. Instantly recognizes collections up to four in random arrangements (perceptual subitizing).
5. Instantly recognizes collections up to five (perceptual subitizing).
6. Instantly recognizes collections up to five when collections contain two colors (conceptual subitizing).
7. Instantly recognizes collections up to 10 that are made by combining two smaller groupers (conceptual subitizing).
8. Instantly recognizes collections up to 20 shown in tens frames (conceptual subitizing).
Subdomain: Number Sequencing
Understanding the number–name and numeral relationship, using this understanding to recognize or order numbers in a sequence.
1. Listens to number chants and songs.
2. Orders quantities 0–5.
3. Recognizes numerals 0–5.
4. Recognizes numerals 0–10.
5. Identifies the number that comes before or after a number between 0 and 10.
6. Orders numerals 0–10 forward and backward.
7. Recognizes numerals 11–20.
8. Names the number that comes before or after 11–20.
Joining groups of objects or a set of numbers to make a whole group or another number.
6. Identifies the missing part to complete wholes up to 5.
7. Identifies the missing part to complete wholes up to 10.
8. Uses understanding of place value to compose numbers between 11 and 20.
Breaking down a group of objects or a number into component parts.
6. Given the whole (up to 5), identifies two parts that can be used to create the whole.
7. Given the whole (up to 10), identifies two parts that can be used to create the whole.
8. Uses understanding of place value to decompose numbers between 11 and 20.
Strand: Operations & Algebraic Thinking
Joining two sets of objects to find the total number of objects; understanding how groups of objects are composed of smaller groups.
3. Finds the total when given a word problem or scenario by directly modeling the problem with objects and counting all the objects when the sum is 6 or less.
4. Finds the total when given a word problem or scenario by directly modeling the problem with objects and counting all the objects when the sum is 8 or less.
5. Finds the total by counting on from the first addend, with sums up to 10.
6. Given a set of objects, adds on to the set to make a given total. For instance, there are four bears, and the child is asked to make there be seven; the child adds three more bears.
7. Determines the missing addend by adding on objects. For instance, you have five balls and then get some more. Now you have seven in all. How many did you get?
8. Finds the total when given a word problem by modeling with manipulatives when the sum is 15 or less (manipulatives are not a direct representation of the objects in the word problems).
Starting with the whole and taking away a few objects. Subtraction concepts also include separating (decomposing) a whole group of objects into two smaller groups.
6. Given a set of objects, takes away from the set to make a given total. For instance, there are six bears, and the child is asked to make there are three; the child takes away three bears.
7. Determines how many were taken away when given the starting total and the ending total. For instance, you had eight cookies and gave some to your friend. Now you have five cookies. How many cookies did you give to your friend?
8. Finds the difference when given a word problem by modeling with manipulatives when the whole is 15 or less (manipulatives are not a direct representation of the objects in the word problems).
Recognizing, copying, extending, or generating a repeating series of units.
1. Copies ABAB patterns.
2. Fills in and extends ABAB patterns.
3. Creates simple repeating patterns.
4. Copies AABBAA, ABCABC, and ABBABB patterns.
5. Extends and fills in missing parts of AABBAA, ABCABC, and ABBABB patterns.
6. Creates varied repeating patterns.
7. Fills and extends in patterns involving numbers.
8. Creates patterns with numbers.
Strand: Math Applications
Understanding that attributes of objects can be measured by height, length, width, volume, and area; can compare the length of two objects directly by lining them up.
1. Orders up to three objects by length and height.
2. Identifies the object that is longer, taller, or shorter.
3. Builds towers that are either shorter or taller than an object.
4. Fills in containers with objects to compare volumes.
5. Orders up to 10 objects by length and height.
6. Indirectly compares the length of two objects by using a third object.
7. Uses a nonstandard unit of measurement to measure and compare objects.
8. Uses standard measurement tools to compare two objects.
Subdomain: Classification & Data
Categorizing and sorting objects into meaningful groups; sorts objects based on similar attributes and recognizes when objects do not belong in the same group.
1. Matches similar objects.
2. Sorts objects based on a single attribute.
3. Identifies objects given a single attribute.
4. Identifies objects given two attributes.
5. Sorts objects based on two attributes.
6. Interprets simple picture graphs.
7. Creates picture graphs with two categories.
8. Compares and contrasts data points on simple graphs.
Subdomain: 2-D Shapes
Recognizing and naming shapes that are both prototypical and non-prototypical and composing (and decomposing) shapes to make new figures.
1. Completes a pattern block puzzle by choosing the correct shapes to fit in each piece.
2. Matches two identical simple shapes (square, triangle, and circle) that have the same size and orientation.
3. Names a circle, square, and triangle when shown a prototypical shape.
4. Completes a pattern block puzzle by choosing the correct shapes to fit in each piece.
5. Describes attributes of basic two-dimensional shapes.
6. Compares two-dimensional shapes.
7. Identifies more complex shapes (pentagon, hexagon, rhombus, trapezoid, and oval).
8. Identifies which two-dimensional shapes create the faces of three-dimensional objects.
Subdomain: Composing Shapes
Drawing shapes, composing shapes to create larger shapes, and partitioning a shape to make simple shapes.
6. Draws basic two-dimensional shapes.
7. Composes simple shapes to form larger shapes.
8. Partitions shapes into simple shapes.
Subdomain: Spatial Relationships
Noticing and describing the relationships between objects and places using spatial language.
1. Follows simple directions related to position (in, on, off, over, and under).
2. Follows simple directions related to direction (up and down).
3. Follows simple directions related to proximity (besides, between, and next to).
4. Follows simple directions related to frames of reference (behind, left, right, in front of, to the side of, above, and below).
5. Appropriately responds to positional words indicating position, direction, and distance.
Strand: Phonological Awareness
Breaking down individual sounds or syllables to read or write words.
1. Identifies separate words within a sentence.
2. Segments compound words into two words.
3. Deletes a word from a compound word.
4. Segments words into syllables.
5. Explores segmenting simple words into individual phonemes.
6. Isolates final sounds in CVC words.
7. Isolates medial vowel sounds in CVC words (short vowels only).
8. Identifies consonants that are combined to form a consonant blend.
Listening to, generating, or manipulating words that have the same initial sound (onset).
1. Listens to songs and chants that have repeating initial sounds.
2. Recognizes when groups of words begin with the same onset.
3. Distinguishes if two words start with the same onset.
4. Isolates the onset in words.
5. Sorts words by onset.
6. Sorts words with initial diagraphs by onset.
Pulling together individual sounds or syllables to hear or read words.
1. Adds a missing word to form a compound word.
2. Combines two words to make a compound word.
3. Combines syllables to form words.
4. Blends onsets and rimes to make one-syllable words.
5. Blends phonemes to form simple words.
6. Blend phonemes to form simple words quickly.
7. Blends phonemes to form one-syllable word with consonant digraphs.
8. Blends phonemes to form one-syllable words with consonant blends.
Listening to, generating, or manipulating words that have the same ending sound.
1. Listens to a variety of rhymes (songs, chants, etc.).
2. Determines if two words rhyme.
3. Matches rhyming words.
4. Determines which word does not rhyme.
5. Demonstrates the ability to fill in rhyming words.
6. Fills in rhyming words.
Subdomain: Alphabet Knowledge
Awareness of letters in the environment; an introduction to their relationship to sound and the understanding that letters make up words.
2. Listens to alphabet chants and songs.
3. Recognizes 10 uppercase letters.
4. Recognizes 18 uppercase and 15 lowercase letters.
5. Recognizes 26 uppercase and 20 lowercase letters.
6. Identifies all 26 uppercase and lowercase letters.
7. Rapidly identifies all 26 uppercase and lowercase letters.
Using knowledge of letter–sound relationships, phonogram patterns, and letter patterns to pronounce written words.
6. Decodes CVC words with short vowel sounds.
7. Decodes CCVC words with consonant diagraphs.
8. Decodes CVC/e/ words with long vowel sounds.
Subdomain: Letter–Sound Correspondence
Connecting grapheme to phoneme relationships through identifying the common sounds letters represent.
3. Identifies less than 10 letters based on their sounds.
4. Identifies 10 uppercase letters based on their sounds.
5. Identifies 15 uppercase and 10 lowercase letters based on their sounds.
6. Identifies all uppercase and 20 lowercase letters based on their sounds.
7. Identifies all 26 uppercase and lowercase letters based on their sounds.
8. Identifies vowels based on long vowel sounds.
Subdomain: Concepts of Print
Awareness of print and print directionality; understanding that print has meaning and books are made of letters and words.
1. Identifies appropriate book orientation.
2. Distinguishes print from pictures.
3. Demonstrates an understanding of print directionality.
4. Identifies book parts and features.
5. Distinguishes letters from words.
6. Distinguishes between uppercase and lowercase letters.
7. Tracks written text along with spoken text.
8. Identifies features of nonfiction text
Subdomain: Comprehension: Fiction
Using decoding skills, making connections, and thinking about what is read to understand and interpret fiction stories.
5. Interacts during a read-aloud with call and response or movements
6. Answers simple recall questions about a text with short, predictable sentences that directly relate to illustrations.
7. Recalls order of events after reading a text.
8. Makes simple predictions and inferences about a text.
Subdomain: Comprehension: Nonfiction
Using decoding skills, making connections, and thinking about what is read to understand and interpret expository texts.
6. Answers simple recall questions about texts with short, predictable sentences that directly relate to illustrations.
7. Demonstrates an understanding of content-specific vocabulary used in a text.
8. Recalls order of procedures after reading a procedural text.
Subdomain: High-Frequency Words
Words that are commonly seen in print; they hold little to no meaning on their own, but contribute to the meaning of a sentence.
6. Identifies the following sight words: the, can, is, a, I, see, on, he, she, at.
7. Identifies the following sight words: to, in, you, it, was, that, his, and, for, are.
8. Identifies the following sight words: of, with, they, be, this, have, from, we, look, my.
Strand: Listening Comprehension
Subdomain: Key Ideas & Details
Important elements or central ideas in a story or text.
1. Listens to fictional texts with simple details and story elements.
2. Listens to nonfiction texts with simple structures and elements.
3. Identifies the main character(s) in a story.
4. Recalls key details from a story.
5. Recalls the order of events in a story.
6. Recalls several facts from expository text.
7. Makes text-to-text connections.
8. Draws a picture to summarize text, and labels key details.
Subdomain: Writing Development
The progression of writing begins with scribbling, then drawing for meaning, next producing letter strands that represent letters and words, and finally using formal writing conventions.
1. Makes scribble marks.
2. Draws pictures to convey meaning.
3. Writes shape-like symbols.
4. Writes letter strings.
5. Writes letter strings with spaces.
6. Labels a picture with at least the initial sound.
7. Uses invented or phonetic spelling.
8. Uses capital letters at the beginning of a sentence and ending punctuation.