Grips writing Grips writing Uses writing Uses writing Uses Demonstrates and crafting and crafting and crafting and crafting writing fine motor fine motor tools (e.g., tools (e.g., tools (e.g., tools (e.g., and control in coordination crayons, crayons, crayons, crayons, crafting using writing in using a pencils, pencils, pencils, pencils, tools with and crafting variety of paintbrushes, paintbrushes, paintbrushes, paintbrushes, a 3 point tools writing and glue sticks) glue sticks) glue sticks) glue sticks) grip*. crafting tools with whole with whole with some with a 3 point Uses with a 3 independently hand but hand to adult grip but too scissors to point grip* so that work uses make marks. guidance and close to cut a line. (e.g., cuts products have Opens and support. either end. simple detail. movements closes Uses scissors geometric to make scissors with to snip shapes). marks. one hand. materials. Student Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 New Mexico Early Childhood Observation Tool Essential Indicators Domain 1 Physical Development, Health, and Well Being Outcome 2 The child independently uses fine motor skills. Demonstrates self-help fine motor skills such as buttoning and zipping. Indicator 2.1b Making Progress for Making Progress Accomplished Making Progress First Steps for 3s First Steps for 4s Accomplished for K 3s for 4s for 4s for K Attempts Independently Attempts to Requires Requires Independently Independently to unzip, unzips, zip, button, some minimal buttons and ties shoes and unbutton, unbuttons, or snap assistance in support in zips, snaps, manages all ELG untie, or unties, or clothing self-help self-help and Velcros aspects of to unsnap unsnaps with situations situations clothing, but dressing. Refer clothing clothing most guidance that require that may struggle with of the time. and fine motor require with guidance support skills (e.g., fine motor shoelaces.
Grips writing and crafting tools (e.g., crayons, pencils, paintbrushes, glue sticks) with whole hand but uses movements to make marks. Grips writing and crafting tools (e.g., crayons, pencils, paintbrushes, glue sticks) with whole hand to make marks. Opens and closes scissors with one hand. Uses writing and crafting tools (e.g., crayons, pencils, paintbrushes, glue sticks) with some adult guidance and support. Uses writing and crafting tools (e.g., crayons, pencils, paintbrushes, glue sticks) with a 3 point grip but too close to either end. Uses scissors to snip materials. Uses writing and crafting tools with a 3 point grip*. Uses scissors to cut a line. fine motor control in using writing and crafting tools with a 3 point grip* (e.g., cuts simple geometric shapes). Demonstrates fine motor coordination in using a variety of writing and crafting tools independently so that work products have detail. Student Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 New Mexico Early Childhood Observation Tool Essential Indicators Domain 1 Physical Development, Health, and Well Being Outcome 2 The child independently uses fine motor skills. Indicator 2.1b Demonstrates self-help fine motor skills such as buttoning and zipping. Refer to ELG First Steps for 3s Making Progress for 3s First Steps for 4s Making Progress for 4s Accomplished for 4s Making Progress for K Accomplished for K Attempts to unzip, unbutton, untie, or unsnap clothing with guidance Independently unzips, unbuttons, unties, or unsnaps clothing most of the time. Attempts to zip, button, or snap clothing with guidance and support Requires some assistance in self-help situations that require fine motor skills (e.g., Requires minimal support in self-help situations that require fine motor Independently buttons and zips, snaps, and Velcros clothing, but may struggle with shoelaces. Independently ties shoes and manages all aspects of dressing.
FY18-Preschool-Quick-Look-Recording-Sheets.docx