Activity

Components

Alignment

Engage a child in a conversation. Make sure that you speak to the child in English. Videotape the conversation and upload it into TS Gold portal.

• Position the camera in a way that the child’s face is visible

10b. Uses social rules of language (for example: uses appropriate eye contact)

• Prompt the child to speak about past events (for example: “What did you do over the weekend?” or “What did you do yesterday after school?”).
• Prompt the child to evaluate the experience (for example: “Do you like going to the park?” or “What did you like the most about going to the park”)

9d. Tells about another time or place

12a. Recognizes and recalls (level 5 and 6: Tells about experience in order, provides details, and evaluates the experience)

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• Extend the conversation by asking questions and making comments (for example: “I love going for walks! Who did you go with?” or “What did you do at the park?” or “What movie did you see?”). Continue until the child loses interest

8a. Comprehends language

9b. Speaks clearly

9c. Uses conventional grammar

10a. Engages in conversation

• Prompt the child to identify basic emotional reactions of other people who they are speaking about and the causes of those reactions (for example: “How did mommy feel about missing the bus?” and “Why did she feel sad?”)

2b. Responds to emotional cues

• Speak to the child in English only and provide appropriate support (gestures or other visual aides) as needed

37. Demonstrates progress in listening to and understanding English (for students who scored 2 or higher on TS Gold Home Language Survey)

• If needed, prompt the child to respond in English (for example: “Can you tell me in English?”)

38. Demonstrates progress in speaking English (for students who scored 2 or higher on TS Gold Home Language Survey)

Activity

Components

Alignment

Engage a child in an interaction related to the use of books. Make sure that you speak to the child in English.

• Preparation, ensure that you select a book that:
• Has a storyline (avoid non-fiction books)
• The student is familiar with (a book that you read to that child a few times before, during large group, small group, etc.)
• The student enjoys (to increase the engagement)

Prompt the child to recognize a familiar book by its cover (for example: present two different books: a familiar book that the child enjoys and an unfamiliar one that would most likely be of little interest to him/her; say, “Which book would you like us to read today?”). To support non-verbal students, present a few books and ask the child to select the one that you would like him/her to use (say, “Let’s read Corduroy today. Could you pass it to me, please?”).

17a. Uses and appreciates books and other texts (recognizes familiar books by their covers)

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Before you hand the child the book, prompt him/her to tell you what it is about. Assess how much detail the child can provide you without looking at the illustrations. Extend as much as you can without frustrating the child.

18c. Retells stories and recounts details from informational text

If the child retold the story in great detail without looking at the illustrations, then hand him/her the book and ask him/her to read it to you (pretend to read it or match oral language to words on the page).

17a. Uses and appreciates books and other texts (orients book correctly; turns pages from the front of the book to the back)

17b. Uses print concepts

18b. Uses emergent reading skills

If the child had difficulty retelling the story without looking at the illustrations, then hand him/her the book and ask him/her to use the illustrations to tell you what happened in the book. When he/she is finished ask him/her to read a couple of pages to you (pretend to read it or match oral language to words on the page).

17a. Uses and appreciates books and other texts (orients book correctly; turns pages from the front of the book to the back)

17b. Uses print concepts

18b. Uses emergent reading skills

Read a few pages of the book to the child and note how the child interacts during this experience.

18a. Interacts during reading experiences, book conversations, and text reflections

Student Name

Components

Alignment

Observe one or two children per day across several routines. Write down what you see. Consider using the checklist on slides #4 and #5.

• During arrival, is the child able to manage separation from the family without distress?
• During choice time, if the child is able to manage separation without distress, does he/she engage with trusted adults as resources (for example: asks how to build a bridge or draw an alligator)

2a. Forms relationships with adults

• During arrival, does the child, without a reminder, take off coat and backpack and place them in the cubby?
• During arrival, does the child, without a reminder, wash hands and use towel to dry ?
• During choice time, does the child stay involved in activity of choice or transition from one activity to another in a matter of minutes?

1c. Takes care of own needs appropriately

• During clean-up time, does the child need frequent or occasional reminders to put away materials?

1b. Follows limits and expectations

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Student Name

Is the child able to manage separation from family without distress (2a)

(yes, no, sometimes, + DETAIL + DATE)

Does the child, without a reminder, take off coat and backpack and place them in the cubby? (1c)

(yes, no, sometimes, + DETAIL + DATE)

Does the child, without a reminder, wash hands and use towel to dry? (1c)

(yes, no, sometimes, + DETAIL + DATE)

EXAMPLE

Zoe Smith

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No; cried during arrival and rest time asking for mommy; 10.13.23

Yes; put away her backpack and coat without me reminding her or making a whole-class announcement; 10.13.23

No; I reminded her to get soap. She put hands under water for a few seconds and then dried them using towel; 10.12.23

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Student Name

Does the child use adults as resources (for example: asks how to build a bridge or draw an alligator) (2a)

yes, no, sometimes, DETAIL, DATE

Does the child stay involved in activity of choice without transitioning from one activity to another in a matter of minutes? (1c)

yes, no, sometimes, DETAIL, DATE

During clean-up time, does the child need frequent or occasional reminders to put away materials? (1b)

DETAIL + DATE

EXAMPLE

Zoe Smith

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Yes; she asked me how to draw a flower today; 10.13.23

No; she selected the block area, stayed there for 2 minutes then wanted to paint. She stayed in the art area for 2 minutes and then moved to sand table; 10.13.23

I reminded her to put away materials twice and then supported her in the process; 10.12.23

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