Using imagination to create a variety of ideas Speaking clearly enough so that 75 to 80 percent • • Creating acceptable rules for group activities of speech is understandable to the unfamiliar • Engaging in extensive pretend play (playing listener • dinosaurs, fireman) Stumbling over words at times • Representing things in environment with negative phrases other than (“Don’t do • • “No” available materials, moving from simple to that!”) complex representations (building a bridge, Naming four colors • structure or road from blocks) Using prepositions in phrases (“The box is behind • Thinking out loud and talking through a situation the couch”) • Talking about rules for and for Correctly producing phonemes (s, -l, -g, er) • “dos” “don’ts” • self and others Beginning to use the articles and • “the” “a” Using his/her imagination and diverse materials Responding correctly to questions (who, when, • • to create unique art, costumes where) Using his/her imagination and diverse materials Using on verbs to include past tense (petted, • • “ed” to create unique art, costumes, etc. walked, cooked) Working out problems mentally rather than Using imperatives (“Do it!”) • • through and error Enjoys singing a simple tune • Having internalized rules about and don’ts Recounting some details of a recent event • “dos” • and and Telling a short make-believe story with assistance “right” “wrong” • Accepting suggestions and following simple Participating in conversations about a variety of • • directions topics Counting by rote to five and counting five objects • Understanding the concept of the number three • (“Give me three.”) Matching objects that have the same function • (comb and brush) Telling own age and gender • Beginning to recall parts of a previously heard • story Recognizing first and last name in print • Rote counting objects to ten •
• Using imagination to create a variety of ideas • Creating acceptable rules for group activities • Engaging in extensive pretend play (playing dinosaurs, fireman) • Representing things in environment with available materials, moving from simple to complex representations (building a bridge, structure or road from blocks) • Thinking out loud and talking through a situation • Talking about rules for “dos” and “don’ts” for self and others • Using his/her imagination and diverse materials to create unique art, costumes • Using his/her imagination and diverse materials to create unique art, costumes, etc. • Working out problems mentally rather than through and error • Having internalized rules about “dos” and don’ts and “right” and “wrong” • Accepting suggestions and following simple directions • Speaking clearly enough so that 75 to 80 percent of speech is understandable to the unfamiliar listener • Stumbling over words at times • negative phrases other than “No” (“Don’t do that!”) • Naming four colors • Using prepositions in phrases (“The box is behind the couch”) • Correctly producing phonemes (s, -l, -g, er) • Beginning to use the articles “the” and “a” • Responding correctly to questions (who, when, where) • Using “ed” on verbs to include past tense (petted, walked, cooked) • Using imperatives (“Do it!”) • Enjoys singing a simple tune • Recounting some details of a recent event • Telling a short make-believe story with assistance • Participating in conversations about a variety of topics • Counting by rote to five and counting five objects • Understanding the concept of the number three (“Give me three.”) • Matching objects that have the same function (comb and brush) • Telling own age and gender • Beginning to recall parts of a previously heard story • Recognizing first and last name in print • Rote counting objects to ten
NC%20Age-Anchoring%20Tool%20for%20use%20with%20COS.docx