and from buttoning, skills. support adults. zipping, from snapping, adults. and Velcroing). 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 2 Literacy Outcome 5 The child demonstrates the understanding and function of both receptive and expressive vocabulary Demonstrates the ability to attend, understand, and follow increasingly complex directions. Indicator 5.2 Making Progress Making Progress Accomplished Making Progress Accomplished for First Steps for 3s First Steps for 4s for 3s for 4s for 4s for K K Follows Follows oral Follows oral Follows oral Follows oral Follows oral Follows simple, one directions of directions of directions that directions directions multi-step step, oral two or more two or more involve two or that involve that involve oral directions related steps related more related two steps in two or more directions in (e.g., with adult steps with steps a series of steps in a a series of Teacher- modeling verbal adult independently, unrelated series of unrelated ELG to “Put this toy (e.g., washes support without sequences unrelated sequences of in the basket and dries (e.g., prompting of action sequences action Refer please”). hands after Teacher – between steps with adult with verbal seeing “Remember (e.g., after you modeling adult without to put the finish your (e.g., “After support prompting caps on the drawing, you clean between between markers please hang it up the steps (e.g., steps. then put on the wall”). blocks, walk “After you
and support from adults. from adults. buttoning, zipping, snapping, and Velcroing). skills. 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 2 Literacy Outcome 5 The child demonstrates the understanding and function of both receptive and expressive vocabulary Indicator 5.2 Demonstrates the ability to attend, understand, and follow increasingly complex directions. 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 Follows simple, one step, oral directions (e.g., Teacher- “Put this toy in the basket please”). Follows oral directions of two or more related steps with adult modeling (e.g., washes and dries hands after seeing Follows oral directions of two or more related steps with verbal adult support (e.g., Teacher – “Remember to put the caps on the markers then put Follows oral directions that involve two or more related steps independently, without prompting between steps (e.g., after you finish your drawing, please hang it on the wall”). Follows oral directions that involve two steps in a series of unrelated sequences of action with adult modeling (e.g., “After you clean up the blocks, walk Follows oral directions that involve two or more steps in a series of unrelated sequences with verbal adult support between steps (e.g., “After you Follows multi-step oral directions in a series of unrelated sequences of action without prompting between steps.
FY18-Preschool-Quick-Look-Recording-Sheets.docx