Screening through daily routines Assessment of Student Competencies Many of the Assessment of Student Competencies can be assessed during daily routines. In some instances it may be easier or more efficient to note the children who are unable to perform the competency rather than those who can. Routines ASC Students their bag in their named locker RW1 Identify their own name and some environmental print in a variety of contexts Group times SL1 Answer familiar, simple questions with a verbal response in child’s own Chatting with students individually or in groups e.g. language ask children news about themselves SL4 Say most speech sounds correctly SL6 Speak using sentences Transitional activities: e.g. move from a group time RW1 Identify their own name and some to activity or going to recess by: environmental print in a variety of Showing flash cards of children’s names contexts Children repeat a series of random numbers or e.g. SL5 Repeat series of spoken words once 4 year olds: 3 items e.g. Say pen, aloud in their home language bag, book 5year olds 4 digits e.g. Say 3, 6, 2, 8 Packing up times : Sort play materials by size e.g. all long/ short MG2 Select objects according to size and blocks matched to silhouette of block uses language of size shapes, small/ big balls in the blue/red box Sort objects according to one criteria Sort play materials into categories e.g. place MG5 e.g. shape, colour or size all same size blocks together, scissors together, all triangles in the triangle box As children are packing up ask them where MG1 Say and demonstrate understanding of materials are kept or instruct children where positional to place materials using positional language Observe children doing self-care tasks e.g. putting SC1 Perform self-care activities lunchbox in the fridge, putting their hat on for outside play, washing hands after the toilet, blowing own nose Observe if a child uses body language and gestures SC2 Identify and express personal rights to communicate e.g. eye contact, facial expressions, body movements and gestures, distance, and space to express responses. Put hand up to indicate stop. Observe children who can ask for assistance when SC3 Verbally ask an adult for help they need it e.g. cannot open their lunch wrapping, don’t know where to find play materials Songs/ Games ASC Simon Says Game: teacher demonstrates PM1 Visual motor/ tracking Follow my finger with your eyes
Screening through daily routines Assessment of Student Competencies Many of the Assessment of Student Competencies can be assessed during daily routines. In some instances it may be easier or more efficient to note the children who are unable to perform the competency rather than those who can. Routines ASC Students their bag in their named locker RW1 Identify their own name and some environmental print in a variety of contexts Group times Chatting with students individually or in groups e.g. ask children news about themselves SL1 Answer familiar, simple questions with a verbal response in child’s own language SL4 Say most speech sounds correctly SL6 Speak using sentences Transitional activities: e.g. move from a group time to activity or going to recess by: Showing flash cards of children’s names Children repeat a series of random numbers or e.g. 4 year olds: 3 items e.g. Say pen, bag, book 5year olds 4 digits e.g. Say 3, 6, 2, 8 RW1 SL5 Identify their own name and some environmental print in a variety of contexts Repeat series of spoken words once aloud in their home language Packing up times : Sort play materials by size e.g. all long/ short blocks matched to silhouette of block shapes, small/ big balls in the blue/red box Sort play materials into categories e.g. place all same size blocks together, scissors together, all triangles in the triangle box As children are packing up ask them where materials are kept or instruct children where to place materials using positional language MG2 MG5 MG1 Select objects according to size and uses language of size Sort objects according to one criteria e.g. shape, colour or size Say and demonstrate understanding of positional Observe children doing self-care tasks e.g. putting lunchbox in the fridge, putting their hat on for outside play, washing hands after the toilet, blowing own nose SC1 Perform self-care activities Observe if a child uses body language and gestures to communicate e.g. eye contact, facial expressions, body movements and gestures, distance, and space to express responses. Put hand up to indicate stop. SC2 Identify and express personal rights Observe children who can ask for assistance when they need it e.g. cannot open their lunch wrapping, don’t know where to find play materials SC3 Verbally ask an adult for help Songs/ Games ASC Simon Says Game: teacher demonstrates Follow my finger with your eyes PM1 Visual motor/ tracking
ASC-Assessing-through-daily-routines-3.docx