CHILD S NAME: Ivy DATE: 8/24/15 OBSERVER: Dorothy

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1 CHILD S NAME: Ivy DATE: 8/24/15 Describe what you saw the child do and/or heard the child say: Ivy was in the reading center looking at the book Where Is the Green Sheep. I asked her if she would like me to read it to her. She shook her head up and down and smiled. As I read the book, Ivy looked at the pictures, turning the page three times. On one page, she pointed to a picture of a train which had several animals inside of it. I asked her, What do you see, Ivy? She pointed to different animals, saying, Doggie, cat, cow... When we finished the story, Ivy said, Read it again! As we continued to read the book a second time, I would pause, and she would say the repetitive line, Where s the green sheep? and giggle. Child s Progress toward the Outcome: Check the appropriate rating above. Relates story content to own experiences (eg., Look, a dog.) Uses own experiences to make comments that may or may not follow along the story line for Listens to stories for a few minutes and responds by pointing to pictures, turning pages, and/or asking simple questions Listens to stories and responds by asking related questions and/or making pertinent comments for First steps for K Listens to stories and responds by asking related questions and making predictions or retelling stories read Exceeds for Role plays main events of a story with puppets or other props

2 CHILD S NAME: Ivy DATE: 9/07/15 Describe what you saw the child do and/or heard the child say. Ivy was in dramatic play, playing with the food while wearing an apron. What do you wanna eat? she said. What do you have to eat at this restaurant? I asked. pizza and ice cream. Oh, and some toast and...coffee, she replied. Hmmm..., I said, I would like two slices of pepperoni pizza and chocolate ice cream, please, and a glass of water. Should you write it down to help you remember my order? I have seen other waiters and waitresses do that in other restaurants I have visited. Ya, Ivy said, as I handed her a pad and marker. Using her right hand, Ivy moved her pencil on the paper (sample attached), and said, Ok. Pepperoni pizza... chocolate ice cream. She went to the cabinet and placed plastic food items on a plate and brought them to me. Here you go! she said. Makes marks or scribbles in addition to drawings Makes marks or scribbles in response to adult suggestions for writing for Makes marks or scribbles and identifies them as writing Purposefully makes marks, scribbles or letter-like shapes identifying the writing as words or print in the environment for First steps for K Shows increasing control of the writing tool as seen in the formation of letterlike shapes, forms of pretend cursive writing and some letters; may write some words or names Exceeds for Writes own first and last name and many additional letters of the alphabet

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4 CHILD S NAME: Ivy DATE: 9/16/15 Describe what you saw the child do and/or heard the child say. Ivy and Mateo were in the block center. They were stacking the small cubes on top of the other. Mateo placed a large rectangle on top of the small cubes. Ivy said, No! Not that one! Mateo responded, But I WANT to! and placed another large block on the stack. The stack fell over and Ivy began to cry. I came over and said, I noticed you wanted to use the smaller blocks, Ivy and Mateo wanted to try out some larger ones. I wonder how you can both use the blocks you want to use while still playing together... Ivy wiped away her tears and looked at me. I said, How about you build with the blocks you want to use right here, and Mateo can build what he wants to build next to you? Ok, said Ivy. Sure, said Mateo, and they began building with blocks again. Ivy continued to use the same size blocks. Child s Progress toward the Outcome: Check the appropriate rating above. Identifies objects as big or small Identifies objects that are similar in size or length for Sorts objects that are similar in size and length Sorts objects that are similar and different in size length, weight, or capacity for First steps for K Uses words to describe a measureable property (e.g. size, length, weight, or capacity) Exceeds for Uses words to compare two objects on a measureable property (e.g., bigger/smaller, longer or taller/short, heavier/lighter, more full/less full)

5 CHILD S NAME: Ivy DATE: 9/15/15 Describe what you saw the child do and/or heard the child say. During lunch, Ivy and Monica were talking. Monica said, I have cornbread and beans! Ivy responded, I have cornbread too! It s sweet. My Nana makes cornbread. It s yummy! We visited her in Zona the other day. Child s Progress toward the Outcome: Check the appropriate rating above. Plays with materials of different textures (e.g., sand, water, leaves) with adult encouragement Plays with materials of different textures (e.g., sand, water, leaves) and conditions (wet, dry, warm, cold, etc.) with adult encouragement for Uses obvious sensory information to explore the world, reacting more physically than verbally Uses one sense (such as sight only or smell only) in a sensory experience, making 1-2 simple comments describing the experience for First steps for K Uses 2 or more senses (such as both sight and smell, or hearing and touch) to explore the world and makes 1 or more detailed comments describing sensory experiences Exceeds for Conducts small hands-on/multisensory experiments with adult guidance and uses observation and verbal questioning and comments to investigate and draw conclusions.

6 CHILD S NAME: Ivy DATE: 10/02/15 Anecdotal note (If applicable): This child s creative expression has been documented in the following ways: (Check all that apply, ONE required) Photo of child s work (included) Sample of child s word (included) Video of child (included) Anecdotal note (see description above) Other: *See Family Teacher Summary Report form for more information on child s creative expression

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