Evidence of Assessment for Provocation One

Child Domain Observed Observation

Observed
(Alternative
names were
Evidence of
given to
Assessment
each child
observed)
Tyler Domain: Pre-Assessment:
Cognitive/ Tyler, present during most of the completed provocations,
Language played a large role in the development of the story
Swimmers in the Ocean. During the initial writing
process, Tyler showed interest by expressing his ideas for
the story. The expectation was that children would raise
their hand if they had an idea to share, Tyler was able to
follow these instructions most of the time.

Post-Assessment:
For the story the teachers would discuss what makes a
story a story. Some of the kids, including Tyler, told us
that a story has characters. When we asked if there was a
beginning Tyler told us that there had to also be an end.

This shows us that Tyler can identify the process of a

story and parts of a story. His ideas were imaginative and
symbolic of reality. When a different child suggested that
we use scuba-divers as characters and were in the process
of drawing the characters he used problem-solving skills
and thoughts about reality to determine that the scuba-
diver needed air underwater, so he drew a helmet.
 Evidence of We observed that Tyler displayed use of vocabulary on
Assessment oral language to express ideas and events (CDE 1.1)
when helping think of ideas for the story. He also
demonstrated listening with comprehension, and
following two-step directions (CDE 1.2) when told to
hold up his hand and wait his turn to share his ideas.

Domain: Physical Pre-Assessment:

During the process of illustrating, Tyler took interest in
coloring several different pages. In the beginning his
efforts for drawing showed that he was making large
coloring movements, most likely to color in as much as
he could as fast as he could.

Post-Assessment:
Over time Tyler began coloring more precisely,
exercising his fine motor skills. Tyler also exercised fine
motor skills by engaging in the writing process. He was
eager to write but needed guidance remembering what
letter to write next and decoding what each letter was.
This process also falls under that Cognitive/Language
domain but the focus here was to observe Tylers fine
motor skills. He displayed these skills by appropriately
holding a colored pencil and controlling his hand in
correspondence to where on the page he wanted to draw.

Evidence of Reading, Writing, and Communicating Standard (CDE)

Assessment 3.2- We observed that Tyler formed letters with
developing accuracy by beginning to develop proper
pencil grip when drawing or writing.

Blake Cognitive/ Pre-Assessment:

Language During this provocation, Blake was interested in helping
to write the story and brainstorming ideas but struggled
agreeing with his peers about what exactly should go onto
each page. Other children, with teacher guidance,
suggested a compromise between the ideas. Blake then
agreed if his idea went on one of the pages.

Post-Assessment:
This shows that Blakes problem solving still need
development as he struggles agreeing with others.
Similarly, Blake is developing within this domain
because after suggestion he was eventually able to
compromise. During the illustration portion of this
provocation, Blake displayed developing cognitive skills
 when drawing pictures for the page about baby scuba-
divers. Blake, after initially drawing the baby scuba-
diver, realized that the story is set underwater. He then
proceeded to draw a helmet around the babys head,
saying that it was meant to help the baby breathe
underwater. His thought process connected both reality
and make-believe which suggests that he is developing
his sense of other vs. world.

Evidence of Reading, Writing, and Communicating Standard (CDE)

Outcome 3.1- Pictures express ideas. Draw pictures to generate,
represent, and express ideas or share information with
peers and teacher. Blake requires further development
within the social/emotional and communication domains.

Social/Emotional Pre-Assessment:
For Blakes illistration he worked alongside another peer
in the group. The two shared the page to make
illistrations. Mike, the other peer, asked to join Blake in
his work , Blake accepted. The two exercised their taking
turn abilities while drawing and worked on cooperating
so that their pictures matched the sentence on the page.

Post-Assesment:
When working with Mike, Blake did well sharing and
taking turns but when Blake moved on to a new page with
a new class member, Blake struggled to communicate his
ideas and became upset when she was not respondinging
positively to his idea.
Evidence Outcome Reading, Writing, and Communicating Standard 1.1-
Blake struggled to demonstrate use of vocabulary on oral
language to express ideas and events with peers in the
classroom.