Developmental

Milestone Rubric
Six to Eleven Year Olds

Name of Observer:
Teacher Name:
D. Perry
Ms. J. G.
______________________________________________ _______________________________________________
Class and Grade Observed:
Date of Observation:
2nd Reading
April 12, 2016
______________________________________________ _______________________________________________

Physical Development

Developmental
Observed
Not
Not
Comments
Milestone
Observed Applicable
Good visual tracking from
x



left to right

Most aware of their

fingers as tools

Enjoys being active both
outdoors and in the gym

Noisy and sloppy; in a
hurry; speed is a hallmark

Can be sensitive to many

hurts, real and imaginedcomplain about aches and
pains
Have improved physical
abilities (for example, are
better at playing sports

Sometimes tense


Visually, focus both near
and far objects

Restless and very
energetic

Cognitive Development

Developmental
Milestone
Learn through discovery;
loves asking questions and
trying new games and
ideas
Very ambitious and
motivated to learn

Increasingly interested in
computers


Like to work by
themselves slowly and
finish what they start
Bothered by mistakes and
try hard to make their
work perfect

Enjoy board games as well
as computer games

Enjoy hands-on
exploration-taking things
apart and discovering how
they work
Have limited attention
span but do become
engrossed in the activity at
hand; love to socialize at
the same time

Observed

Not
Observed

Comments

Not
Applicable

Students in technology
stations were on
academic games

While students where in

stations they talked
while working

Masters handwriting,

handcrafts, computers and
drawings

Beginning to see the

bigger world, including
issues of fairness and
justice
Intellectually curious
x



Good at memorizing facts x


Enjoy collecting,

x
classifying, and organizing



Language and Literacy Development

Developmental
Observed
Not
Milestone
Observed
Enjoy explaining things; x

sharing about things
they like

Uses boisterous and
x

enthusiastic language


Love telling jokes and

x
guessing games


Tend to complain

x
frequently
Listens well and speak


precisely
x
Enjoy one-to-one
x

conversations
Tends to exaggerate

x
Sometimes revert back
x

to baby talk
Shows great interest in
meanings of words

Comments

Not
Applicable

Expressive and talkative x

Enjoys arguing and

debating

Values peer vocabulary

(slang)

Enjoys conversations
with adults and peers

Students appeared to be
happy when it was there
small group time with the
teachers. They smiled (and
talked) and quickly went to
the table.

Self-Concept, Identity, and Motivation

Developmental
Milestone
Increased ability to
interact with peers
Children begin to think
about their own
behavior and see
consequences for
actions
Shows pride in work

Learn best if they are

active while they are
learning


Begin to build the selfimage as a worker


Sets goals
independently


Desires to be perfect
and is self-critical


Has low self-confidence
Understands the
difference between

Observed

Not
Not
Observed Applicable

One student kept erasing and

starting over because she
wanted her work neat

One student kept erasing and

starting over because she
wanted her work neat

Comments

Teacher: ______, Is that what

you are suppose to be doing?

right and wrong

Has feelings of guilt and x
shame
Tends to complain; has
emotional reactions

Student: No maam.

Peer Relations and Moral Development

Developmental Milestone
Observed Not

Not
Comments
Observed Applicable

Dialogue is playful, serious,

imaginative, or goal-oriented
Cooperates and shares

Plays with peers of the same gender

Sharing
materials
in stations
Even
though
students
were in
groups
consisting
of both
genders,
the girls
worked
together
and the
boys
worked
together

Likes competition

Starts to mix friends and play with

children of the opposite gender

x
x

Enjoys talking to others

Increasingly defines self through peers
Acquires a sense of accomplishment
based upon the achievement of greater
physical strength and self-control
Pays attention to friendships and

teamwork
Practices being independent at
completing certain skills and tasks

Comments:
The students were very energetic and talkative. Students were in Daily 5
Stations working in groups of 4-5 students. During rotation, students were
redirected due to behavior and noise. Some groups kept interrupting the
teacher asking for help during her small group reading lesson, while other
groups worked continuously sharing books and other manipulatives.



Signature:

Dakisha Perry

Date: April 12, 2016