with a rhyming word pattern. 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 7 The child engages in activities that promote the acquisition of foundational reading skills. Demonstrates understanding of spoken words, syllables and sounds (phonemes). Indicator 7.4b Making Progress Making Progress Accomplished for Making Progress Accomplished for First Steps for 3s First Steps for 4s for 3s for 4s 4s for K K Responds to Begins to Identify and Count, Identify and Verbally Identify, the rhythm recognize separate pronounce, separate separate and isolate and of spoken the number syllables blend and syllables in blend onsets pronounce language, in of words in (word parts) segment words and and rimes the initial, stories, sentences. in familiar syllables in begin within final and songs, words. spoken isolating medial ELG to poems, Hears and words. initial sounds spoken sounds chants or shows Begins to in spoken words. (phonemes) Refer fingerplays. awareness of recognize words. in syllables initial sounds Repeats Recognize (word parts) in familiar alliterative initial and (not letters) in simple spoken language final sounds spoken words. words (e.g., (e.g., “cute in spoken words. recognizes cats can words. (e.g.,
with a rhyming word pattern. 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 7 The child engages in activities that promote the acquisition of foundational reading skills. Indicator 7.4b Demonstrates understanding of spoken words, syllables and sounds (phonemes). 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 Responds to the rhythm of spoken language, in stories, songs, poems, chants or fingerplays. Begins to recognize the number of words in sentences. Hears and shows awareness of syllables (word parts) in simple words. Identify and separate syllables (word parts) in familiar words. Count, pronounce, blend and segment syllables in spoken words. Begins to recognize initial sounds in familiar spoken words (e.g., recognizes Identify and separate syllables in words and begin isolating initial sounds in spoken words. Repeats alliterative language (e.g., “cute cats can Verbally separate and blend onsets and rimes within spoken words. Recognize initial and final sounds in spoken words. Identify, isolate and pronounce the initial, final and medial sounds (phonemes) in (not letters) spoken words. (e.g.,
FY18-Preschool-Quick-Look-Recording-Sheets.docx