If desired, use the letter for or the letter for to note “U” “upper case” “l” “lower case” which letter format was present when the child demonstrated knowing the letter by sight or name. Use the letter to document that the child understands the sound the letter “S” makes in correspondence to the sound in words. Consider writing, drawing, reading, and alphabet letter activities that occur during typical daily activities to plan observations. Have the checklist and a pencil within month’s easy reach and be intentional in observing and documenting letter children’s knowledge. Another potential checklist is for DRDP Measure COG 3: Number Sense of Quantity. Use a copy of the checklist during the normal, routine activities and plan to month’s document knowledge of numbers, quantity, and counting with initials and children’s date. Notes may also be added on the back of the checklist. Remember to include the name, your initials, and date. child’s Think about the classroom learning centers, as well as times during the day when children will be using manipulatives, counters, or distributing snacks, utensils, etc. to small groups. Have the checklist handy and have staff add initials and date for month’s each child who demonstrates the listed skills and behaviors. A third sample checklist supports gathering evidence on physical children’s development, including DRDP Measure PD-HLTH 1: Perceptual-Motor Skills and Movement Concepts and Measure PD-HLTH 4: Fine Motor Manipulative Skills. As with the previous samples, prepare for observations by having the copy of the month’s checklist, a pencil, and a plan for where and when an opportunity exists to see children demonstrating these skills. Be strategic in making observations and evidence records. Remember that a single piece of evidence may document two or more measures. For example, a child’s manipulation of small counters for counting in Measure COG 3: Number Sense of Quantity may also provide evidence of eye-hand coordination for Measure PD-HLTH 4: Fine Motor Manipulative Skills. Set aside a regular time once a month to review checklists to ensure evidence is gathered for each child and to support plans for gathering documentation for the next month.
If desired, use the letter “U” for “upper case” or the letter “l” for “lower case” to note which letter format was present when the child demonstrated knowing the letter by sight or name. Use the letter “S” to document that the child understands the sound the letter makes in correspondence to the sound in words. Consider writing, drawing, reading, and alphabet letter activities that occur during typical daily activities to plan observations. Have the month’s checklist and a pencil within easy reach and be intentional in observing and documenting children’s letter knowledge. Another potential checklist is for DRDP Measure COG 3: Number Sense of Quantity. Use a copy of the checklist during the month’s normal, routine activities and plan to document children’s knowledge of numbers, quantity, and counting with initials and date. Notes may also be added on the back of the checklist. Remember to include the child’s name, your initials, and date. Think about the classroom learning centers, as well as times during the day when children will be using manipulatives, counters, or distributing snacks, utensils, etc. to small groups. Have the month’s checklist handy and have staff add initials and date for each child who demonstrates the listed skills and behaviors. A third sample checklist supports gathering evidence on children’s physical development, including DRDP Measure PD-HLTH 1: Perceptual-Motor Skills and Movement Concepts and Measure PD-HLTH 4: Fine Motor Manipulative Skills. As with the previous samples, prepare for observations by having the month’s copy of the checklist, a pencil, and a plan for where and when an opportunity exists to see children demonstrating these skills. Be strategic in making observations and evidence records. Remember that a single piece of evidence may document two or more measures. For example, a child’s manipulation of small counters for counting in Measure COG 3: Number Sense of Quantity may also provide evidence of eye-hand coordination for Measure PD-HLTH 4: Fine Motor Manipulative Skills. Set aside a regular time once a month to review checklists to ensure evidence is gathered for each child and to support plans for gathering documentation for the next month.
2015Timely%20Tipsv4.docx