1 Margaret Armstrong Childs name: Reese Dates of Observation: 10/3/13, 10/8/13, 10/10/13 Content Area: English/Language Arts Core

Standard 1: Word Recognition, Fluency and Development Demonstrates awareness of sounds Rate: 4- Compares sounds of different words Criteria: Produces and blends the sounds of letter patterns into recognizable words, matches sound that begins own name with the sound that begins another word or name, identifies words that sound alike, identifies words that rhyme, and produces words that rhyme with oral prompts. Date: 10/8/13

On October 8th, while reading Is Your Mama a Llama? Reese compared the words mama and llama. She also compared the other rhyming words in this book, but she mostly just compared mama and llama. Later that afternoon, Reese identified the sound that began with her own name. When I asked, What does Reese start with?, Reese answered, RRRRRRRRR!. I then asked, What does Sam start with? And she responded sssssssss.

2 Demonstrates awareness of symbols Rate: 3- Recognizes familiar symbols Criteria: labels familiar pictures of objects used in everyday routines, identifies familiar signs, logos, product labels, or other environmental print; identifies letters of own name, produces sounds from letters in own name, points to and names some letters, and distinguishes letter from words. Date: 10/3/13

On October 3rd, Reese and Marlowe looked at a book of photographs with Mrs. Liggett. Before the photo was taken, Reese was asked to point at a shirt that had print on it, and she pointed to herself wearing a shirt with lettering. Later in the day, I asked Reese what letter her name started with. She replied rrrrrrrrr. I then told her that was a sound, and asked if she knew what letter made that sound. After a few moments, Reese said, R.

3 Core Standard 2 & 3: Reading Informal and Literary Text Uses print for pleasure and information Rate: 5- Chooses reading activities for meaning Criteria: Orients to print in books, intentionally selects material to provide information, requests a book by title, locates the title of a book, locates the name of the author of the book Date: 10/10/13

On October 10th, Reese chose to read Sheep in a Jeep. When asked why she choose this book Reese responded because I like sheep. Before she started to pretend read the book, I asked her if she could find the title of the book. She pointed to the title on the cover. I then asked her if she could find the author of the book. Reese again pointed to the title of the book. Reese then opened the book and oriented to the print.

4 Comprehends details, events, and main ideas Rate: 4- Retells familiar stories Criteria: Talks about characters and settings, tells simple stories from picture books, re-enacts stories, answers simple questions about characters, plot, outcome of story read aloud; and retells a storys beginning, middle, end of story. Date: 10/10/13

Today, while pretending to read Sheep in a Jeep, Reese told me the plot of the story page by page as she flipped through the book. When I asked her what happened on this page, Reese responded, the jeep crashed! After she had gone through the whole book, I asked her what happened in the beginning, middle, and end. She said, In beginning the sheep ride the jeep. In middle sheep get jeep stuck and then get it out of the mud. In end the sheep crash jeep.

5 Core Standard 4 & 5: Writing Informal and Literary Text Writing for a specific purpose and audience Rate: 2- Associates writing with a purpose Criteria: Intentionally makes marks or scribbles, draws approximations of shapes of objects to communicate, requests someone else draws a picture or writes a message Date: 10/10/13

On October 10th, Reese wanted to draw a picture for her grandmother, who was coming to pick Reese up this afternoon. After drawing on the pink paper with blue crayon, Reese asked me to write her name on the paper.

6 Core Standard 6: English Language Conventions Uses writing implements Rate: 2- Imitates specific writing strokes to make a picture Criteria: Grasps writing tools, imitates drawing a horizontal line, imitates drawing a vertical line, imitates drawing a circle, draws at top or bottom of page when requested Date: 10/10/13

In this photograph, Reese was drawing a picture for her grandmother, who was picking her up from the Child Study Center that afternoon. Reese demonstrated grasping a writing tool as she was drawing. She was drawing mostly at the bottom of the paper, and so I asked her if she would draw at the top of the paper. Reese eventually drew at the top of the paper. On a separate piece of paper, I drew a horizontal line, a vertical line, and a circle. I asked her to imitate these designs, and Reese did. Her circle looked more like a squiggly oval than a circle.

7 Core Standard 7: Listening and Speaking Demonstrates Receptive Language Rate: 5- Follows directions with steps and descriptors Criteria: Follows an unfamiliar direction, follows two-step unrelated directions, e.g., Put away your toys and come inside. Follows directions embedded with qualities (e.g., Walk slowly and get the red book on the shelf.) And follows directions embedded with reasons (e.g. Get your coat, it is time to go.) Date: 10/3/13

After lunch, Reese had brought all of the books to the top of the climber. So, before naptime when it was time to clean up, I asked Reese to bring the books back to the bookshelf and put them away for naptime. After mild coaxing, Reese followed the two-step directions embedded with reasons.

8 Demonstrates Expressive Language Rate: 6- Shares information and ideas to describe, explain, and predict Criteria: Uses varied grammar in expression, speaks in complete and coherent sentences, uses a logical sequence to share a story or experience, describes people, places, things, locations, and actions; recites short poems, rhymes, songs, stories; produces most consonants meaningful at the beginning and end of words (excluding r, l, th, s), speaks intelligible approximately 90% of the time, and answers why questions. Date: 10/8/13

While outside, I asked Reese to describe the sand and the sandcastle that she was building. She said that the sand was cold, brown, and small. She said that her sandcastle would be big, round, and brown. Reese speaks intelligibly approximately 90% of the time, and she produces most consonants meaningfully at the beginning and end of words.