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Monica Hibler

Erin-Full Assessment

Personal Care:

Core Standard 1: Oral

Rate 3: Uses tongue to move and munch solid food

Erin picked up the corn from her plate with her spoon. She put the corn in her mouth to chew them up.

Next Step: Chews with rotary movement

Observed November 9, 2012

Core Standard 2: Self-Feeding

Rate 3: Feeds self

Erin picked her spoon up when she tried the strawberry yogurt. She brought the food to her mouth to feed herself.

Next Step: Uses utensils and open cup to feed self


Core Standard 3: Dressing/Undressing

Rate 3: Completes dressing/undressing

Erin put her socks and shoes on her feet when it was time to go play outside. She put her socks on then her shoes on the correct feet.


Sorting and Classifying Objects

Rate 2: Matches same attributes

Erin was putting the colors of the crayons together on the math/science table. She was holding the orange crayon and found the match to lay it down.

Next Step: Matches opposites


Core Standard 4: Care of hands, face, nose

Rate 3: Assists in personal care routines

Erin went to the sink to wash the paint off her hands. She turned on the water and pushed the soap to get some on her hands. She rubbed her hands together to get all of the paint off.

Next Step: Completes personal care routines


Core Standard 5: Toileting

Rate 3: Completes toileting independently

When Erin went to the bathroom, she went to the sink to wash her hands as she completed the routine after flushing the toilet.


English/Language Arts

Core Standard 1: Word Recognition, Fluency and Vocabulary

Rate 1: Responds to sounds in the environment

Erin looked at the door as she heard the sound of the doorbell ring. She heard the sound as she saw one of her friends and their moms walk inside the classroom.

Next Step: Produces a variety of sounds


Demonstrates awareness of symbols

Rate 0: No evidence

Erin was not able to point to any pictures in books.

Core Standard 2 & 3: Reading Informational and Literary Text

Rate: No evidence

Erin didn’t look at any books to explore in the classroom. Erin liked to listen to books that adults were reading to her instead.

Core Standard 4 & 5: Writing Informational and Literary Text

Rate 1: Intentionally makes marks or scribbles

Erin used her hand when she painted with the pink paint with the rollers on the wall. She made hand prints and made marks on the white butcher paper.

Next Step: Associates writing with a purpose


Comprehends details, events and main ideas

Rate 1: Reacts to a story or event

Erin listened to the book that Miss Hibler put together for circle time. She was engaged into the pictures that she saw on the pages.

Next Step: Identifies details from a story or picture


Core Standard 6: English Language Conventions

Rate 1: Grasps writing tools

Erin used crayons and markers to make marks on her paper baby outfit at art. She used different colors as she made marks on her red paper with the tools she used in her hands.

Next Step: Imitates specific writing strokes to make a picture


Core Standard 7: Listening and Speaking

Rate 1: Responds to cues in the environment

Miss Davidson showed Erin what the art activity was about as Erin used different materials to color on the baby outfit. Erin attended to what Miss Davidson showed her.

Next Step: Responds to familiar gestures and words


Demonstrates Expressive Language

Rate 3: Uses two word phrases to communicate

Erin found the baby toys for the gross motor scavenger hunt the lab student put together. Erin grasped the baby rattle in the basket and shook it up and down and said, “It’s a baby rattle.” Erin found the baby rattle and made it make noise as she showed what it did.

Next Step: Uses simple phrases and sentences with simple grammatical rules


Social Emotional

Core Standard 1: Sense of Self and Others

Rate 1: Uses self-awareness

Erin and her friend Lily went to sit on top of the climber. Erin and Lily looked outside as they saw that it was snowing outside the window. Erin was self-aware that her friend was sitting next to her as they talked to each other what they saw.

Next Step: Demonstrates independence


Core Standard 2: Manages Emotions

Rate 1: Expresses a variety of emotions

Erin laughed when she saw the colors she matched were not the same.

Next Step: Responds to a variety of emotions


Core Standard 3: Interpersonal Skills

Rate 3: Interacts with others

Erin engaged in building a tall tower with Sasha as they used the foam blocks. Erin engaged in parallel play with her friends.

Next Step: Engages in cooperative interactions


Core Standard 4: Responsibility

Rate 1: Recognizes steps in familiar routines

After Erin went to the bathroom, she went to the sink and used the soap and water to wash her hands.

Next Step: Follows familiar routines


Core Standard 5: Problem Solving

Rate 1: Initiates an action to get a desired effect

Erin sat on the climber as she looked over the edge. Erin looked to see what was falling from the sky outside. It was snowing and she said the snow was, “White!”

Next Step: Uses trial and error to manipulate objects


Core Standard 6: Learning

Rate 1: Demonstrates Curiosity

Erin used cotton balls as she put them on the sticky part of the contact paper for the art activity. She moved the cotton balls off the paper and some of the cotton was still on the sticky part. She said that it was still there when she took it off.

Next Step: Sustains attention to preferred activities


Mathematics

Core Standard 1: Number Sense

Rate 2: Identifies more

Erin used water colors to paint on the wooden popsicle stick house. She wanted more paint and put her sponge brush back into the container to get more paint.

Next Step: Uses numbers to compare


Computation

Rate 3: Makes a set or objects smaller or larger

Erin began to add more Legos on top of each other as she lined them up next to each other. She said the pile was getting bigger as she continued to add more to her pile.

Next Step: Follows models of addition or subtraction situations


Core Standard 2: Geometry and Measurement

Rate 2: Uses vocabulary to identify events in a routine

When the children were eating lunch, Erin responded, “I think I am done.” She took her plate to the dump bucket and scraped off the food as she continued with the routine that happens after lunch time.

Next Step: Sequences events


Location

Rate 1: Demonstrates an awareness of location of objects

Erin pulled her sleeves up when she went to the discovery table. She said that she was pulling them up on her arms so her shirt didn’t get saw dust on them.

Next Step: Identifies locations


Length, Capacity, Weight, Temperature

Rate 2: Distinguishes between big and little, hot and cold

Erin built a house with the wooden blocks in the dramatic play area. She used the ruler to measure the top of the house and she said, “The house is tall!”

Next Step: Differentiates gradients of size and weight


Physical

Core Standard 1: Sensory Integration

Rate 2: Tolerates a variety of sensory input

Erin touched the paint roller she used when she painted on the paper. Erin said the paintbrush was bumpy and there was a green flower on the roller.

Next Step: Regulates sensory input with assistance


Core Standard 2: Physical Stability

Rate 1: Demonstrates strength in resisting gravity

Erin sat down for circle time as she looked at Miss Davidson and clapped her hands together when we sang the circle time song.

Next Step: Tolerates a variety of sensory input


Core Standard 3: Gross Motor Skills

Rate 3: Moves in upright position

When Erin played outside she wanted to walk on the wooden balance beam. She wanted her hand to be held so she could walk across as she wanted help to get to the other side.

Next Step: Coordinates toward movement


Core Standard 4: Object Control

Rate 3: Uses both hands in middle of body

Erin used the clear bowl in her right hand and scooped the dried oats in her left hand. She used both hands in the middle of her body as she used both objects at the same time to get the dried oats in the bowl.

Next Step: Throws, catches and kicks objects


Core Standard 4: Precision Hand Skills

Rate 1: Grasps small objects

Erin grasped the paintbrush with her left hand as she painted with the blue paint on the paper cut out of a baby bib.

Next Step: Isolates one or two fingers


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