Kelsey Oswald Cora Olson 6/24/11 2/19, 2/21 English/Language Arts Core Standard 1: Word Recognition, Fluency and

Vocabulary Development (Demonstrates awareness of sounds)

Rate: 3, Produces and blends the sounds of letter patterns into recognizable words On 2/21, Cora was singing Ring Around the Rosie to herself. She would spin in a circle and fall down at the end of the song. Then she would get up and start over again. Later, I asked Cora if she would like to do art with me. She repeated art and walked over to get a marker. I also asked Cora if I could take her picture and she repeated, picture and moved closer to the camera and made this face. Next Step: For Cora to say she would like to do art.

Core Standard 1: Word Recognition, Fluency and Vocabulary Development (Demonstrates awareness of symbols)

Rate: 2, Labels familiar pictures On 2/19, Cora was identifying the members in her family. When she first went over to the picture of her family on the wall, she started smiling and laughing. She could correctly name the people in the picture without prompting. She could also answer correctly to questions like, Cora, can you point to Daddy? Next Step: For Cora to be able to identify where and what the people in the pictures are doing.

Core Standard 2&3: Reading Informational and Literary Text (Uses print for pleasure and information)

Rate: 2, Imitates proper handling of books On 2/19, Cora engaged with a book. She pointed to a picture in the book and said Dinosaur RAWR! When prompted, she could turn the pages front to back. She had some trouble flipping the cardboard pages one at a time. She spent a few moments trying to separate them and was able to get them apart. Next Step: For Cora to be able to talk about the pictures she sees on a page using simple phrases or sentences. Such as, The dinosaur says RAWR!

Core Standard 4&5: Writing Informational and Literary Text (Writing for a specific purpose and audience)

Rate: 1, Intentionally makes marks or scribbles On 2/21, Cora grasped a blue marker and made large scribbles on the paper. She would make a few marks, look at what she had done so far, and continue drawing. She did this several times until she was finished. Then she handed me her picture and said, Paper. Next Step: For Cora to be able to request someone else to draw a picture or write a message, and to draw approximations of shapes of objects to communicate.

Core Standard 4&5: Writing Informational and Literary Text (Comprehends details, events and main ideas)

Rate: 2, Identifies details from a story or picture On 2/21, Cora was looking at a book and correctly identified a dog upon request. Then we were reading another book on colors and there was a picture of strawberries on one page and blueberries on another. She pointed to each fruit without being asked and identified them correctly. Next Step: For Cora to be able to identify that the dog is running or chasing the cat.

Core Standard 6: English Language Conventions (Uses writing implements)

Rate: 1 , Grasps writing tools On 2/21, Cora was grasping a blue marker and making scribbles on a piece of paper. I asked her to draw a line on the paper. She said line! and started making dots and small marks on the paper. Then I drew a line for her to imitate and she scribbled over the top of it. Next Step: For Cora to imitate drawing horizontal and vertical line, imitate drawing a circle, and be able to draw at the top or bottom of the page when requested.

Core Standard 7: Listening and Speaking (Demonstrates Receptive Language)

Rate: 3, Follows a familiar verbal or signed direction On 2/21, I asked Cora to point to my nose and she pointed to the correct place. I then asked her to point to other features of mine, such as eyes, both ears, mouth, tummy, etc., and she answered those correctly as well. I also asked her other simple questions, such as, Where is Maggie? She pointed to Maggie and said Maggie. Next Steps: For Cora to start answering ifwhat questions, like If you press the blue button on the pop up toy, what happens?

Core Standard 7: Listening and Speaking (Demonstrates Expressive Language)

Rate: 3, Uses two-word phrases or signs On 2/21, Cora was sitting in a rocking chair set out for another child. She then got up and started pushing it into the center of the Circle Classroom, repeating, Move it, move it! She got the leg of the chair stuck on the changing table. Cora then looked at me and said, Help. Next Steps: For Cora to start using 4 word phrases like Can you help me? and using progressive words like, moving the chair.