Interacting with familiar adults Pointing out common words in stories Assisting in food preparation requiring mixing and • • • Separating and reuniting appropriately from Discriminating middle sounds in words (cup, cap) cooking • • primary family member Articulating the middle sounds in words Making simple breakfast and • • Completing a project Independently Articulating the difference between beginning Selecting clothing appropriate for temperature • • • Naming feelings (happy, sad, angry, surprised, and ending sounds (fish/dish, can/cat, ring/rat, and occasion • worried, fearful) bat/hat) Requiring minimal supervision and help with • Demonstrating tenderness and protectiveness Substituting sounds in words (bat-rat, hat-hit, dressing and undressing • • toward younger children and pets Selecting own clothes • Predicting classroom routines and guiding other Naming the sound spoken /mm/, /tt/, /bb/ responsible for one household chore • • • children in routines many, moon money - These words start Making own bed when “monkey, • Solving conflicts by using thinking skills with what sound?” Using imagination and inventiveness to create • • Conforming to adult ideas Identifying beginning sound of name and/or novel experiences • • Participating in pretend reading activities with familiar words and find another with the same Skipping on alternating feet, maintaining balance • • other children sound, (“My name is Mary, his name is Matt. They Demonstrating the ability to look ahead and • Modifying activities when new ideas are both begin with /mm/.”) visualize a solution • presented Identifying most letter sounds Writing to communicate • • Working alone at chore for 20 to 30 minutes Recognizing most letters • • Expressing anger with non- aggressive words Naming most letters • • rather than with physical actions Using letters that represent sounds in writing • Comforting friends in distress words (phonetic spelling) • Expressing feelings appropriate words Recalling single words from single presentation • • (stop sign) Predicting what will happen in a story • Accurately relating familiar story • Attending while being read to for more than ten • minutes Stringing invented words together leaving spaces • between words Printing name • Printing various letters of the alphabet and • symbols
• Interacting with familiar adults • Separating and reuniting appropriately from primary family member • Completing a project Independently • Naming feelings (happy, sad, angry, surprised, worried, fearful) • Demonstrating tenderness and protectiveness toward younger children and pets • Predicting classroom routines and guiding other children in routines • Solving conflicts by using thinking skills • Conforming to adult ideas • Participating in pretend reading activities with other children • Modifying activities when new ideas are presented • Working alone at chore for 20 to 30 minutes • Expressing anger with non- aggressive words rather than with physical actions • Comforting friends in distress • Expressing feelings appropriate words • Pointing out common words in stories • Discriminating middle sounds in words (cup, cap) • Articulating the middle sounds in words • Articulating the difference between beginning and ending sounds (fish/dish, can/cat, ring/rat, bat/hat) • Substituting sounds in words (bat-rat, hat-hit, • Naming the sound spoken /mm/, /tt/, /bb/ “monkey, many, moon money - These words start with what sound?” • Identifying beginning sound of name and/or familiar words and find another with the same sound, (“My name is Mary, his name is Matt. They both begin with /mm/.”) • Identifying most letter sounds • Recognizing most letters • Naming most letters • Using letters that represent sounds in writing words (phonetic spelling) • Recalling single words from single presentation (stop sign) • Predicting what will happen in a story • Accurately relating familiar story • Attending while being read to for more than ten minutes • Stringing invented words together leaving spaces between words • Printing name • Printing various letters of the alphabet and symbols • Assisting in food preparation requiring mixing and cooking • Making simple breakfast and • Selecting clothing appropriate for temperature and occasion • Requiring minimal supervision and help with dressing and undressing • Selecting own clothes • responsible for one household chore • Making own bed when • Using imagination and inventiveness to create novel experiences • Skipping on alternating feet, maintaining balance • Demonstrating the ability to look ahead and visualize a solution • Writing to communicate
Age-Anchoring%20Tool%20for%20use%20with%20COS.docx