Item 27 Demonstrate how print is read E Demonstrates how print is read eg from left to right top to bottom and front to back through reading pointing or tracking when handling ageappropriate texts ID: 766677
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Item 27: Demonstrate how print is readEDemonstrates how print is read (e.g., from left to right, top to bottom, and front to back; through reading, pointing, or tracking) when handling age-appropriate texts.IRequires some adult support to demonstrate how print is read when handling age-appropriate texts.NRequires considerable adult support to demonstrate how print is read when handling age-appropriate texts, or does not demonstrate how print is read. Item 28: Engage in conversationEEngages in conversations with adults and peers that extend through multiple exchanges, adding on-topic ideas and/or asking questions to support or extend the conversation.IEngages in conversations with adults and peers that extend through multiple exchanges, but changes the topic quickly and/or does not ask questions to support or extend the conversation.NDoes not engage, or rarely engages, in conversations with adults or peers that extend through multiple exchanges.
Item 29: Write first nameEWrites all letters of own first name so that all are legible. Letters may be all reversed, all uppercase, all lowercase, or a mix of reversed/not reversed and upper/lowercase. Nicknames are acceptable.IWrites at least one letter of own first name legibly.NDoes not write any letter of own first name legibly. Item 30: Use words that reflect variety, specificity, and complexityEUses a variety of specific and/or complex words for objects, actions, and attributes.IUses some specific and/or complex words for objects, actions, and attributes, but more often uses basic, simple, or generic words.NUses only basic, simple, or generic words for objects, actions, and attributes, or does not use words for objects, actions, or attributes at all.
Item 31: Express own emotionsEExpresses own emotions in ways that are appropriate for the school setting.IRequires adult support to express own emotions in ways that are appropriate for the school setting.NDoes not express own emotions in ways that are appropriate for the school setting, even with considerable adult support. Item 32: Ask familiar adults for helpEAsks familiar adults for help by expressing a specific need. IAsks familiar adults for help, but does so without expressing a specific need.NDoes not ask familiar adults for help, even in situations where a specific need is apparent to adults.
Item 33: Control impulses and behaviorEControls impulses and behavior to enable successful participation in classroom activities (e.g., listens attentively, responds to adult direction, and works cooperatively).IRequires some adult support to control impulses and behavior to enable successful participation in classroom activities.NDoes not control impulses and behavior to enable successful participation in classroom activities, even with considerable adult support. Item 34: Wait to take turnsEWaits to take turns while managing frustration or without becoming frustrated.IWaits to take turns, but requires adult support to manage frustration.NIs unable to manage frustration when waiting to take turns, even with considerable adult support, or will not wait to take turns.
Item 35: Focus on ActivitiesEFocuses on activities and maintains concentration, despite distractions and/or temptations.IFocuses on activities, but requires adult support to maintain or regain concentration when there are distractions and/or temptations.NFrequently struggles to focus on activities, loses concentration quickly, and is unable to regain concentration when there are distractions and/or temptations, even with considerable adult support. Item 36: Follow multi-step directionsEFollows multi-step directions.IRequires some adult support to follow multi-step directions.NRequires considerable adult support to follow multi-step directions.
Item 37: Solve ProblemsESolves problems by carrying out sequence of actions.IRequires some adult support to carry out a sequence of actions in order to solve problems.NRequires considerable adult support to carry out a sequence of actions in order to solve problems. Item 38: Express and desire to learnEExpresses a desire to learn by asking questions and seeking new information.IRequires adult support to ask questions and seek new information, but may express a desire to learn in other ways (e.g., through watching and listening).NDoes not express a desire to learn in any way, even with considerable adult support.
Item 39: Engage with peers in pretend playEEngages cooperatively with peers in pretend play scenarios by planning and coordinating roles.IRequires adult support to engage cooperatively with peers in pretend play scenarios that involve planning or coordinating roles.NDoes not engage, or rarely engages, with peers in pretend play scenarios that involve planning or coordinating roles. Item 40: Share materials with peersEShares materials with peers.IRequires some adult support to share materials with peers.NRequires considerable adult support to share materials with peers.
Item 41: Explain why rules are neededEExplains why rules are needed in the classroom.IRequires adult support to explain why rules are needed in the classroom.NDoes not explain why rules are needed in the classroom, even with considerable adult support. Item 42: Move through a crowded environmentEMoves through a crowded environment without bumping into peers or objects, using appropriate pace and maintaining spatial awareness.IRequires adult support to use appropriate pace and maintain spatial awareness to avoid bumping into peers or objects when moving through a crowded environment.NDoes not move through a crowded environment without bumping into peers or objects, even with considerable adult support.
Item 43: Run, jump, and/or hopERuns, jumps, and/or hops with control, coordination, and balance during active play.IRuns, jumps, and/or hops with limited control, coordination, and/or balance during active play.NDoes not run, jump, and/or hop with control, coordination, and balance during active play. Item 44: Bend, stretch, and/or twistEBends, stretches, and/or twists with control, coordination, and balance during active play.IBends, stretches, and/or twists with limited control, coordination, and/or balance during active play.NDoes not bend, stretch, and/or twist with control, coordination, and balance during active play.
Item 45: Hold scissorsEHolds scissors in one hand to cut on or near the lines of simple shapes, using the other hand to hold/turn paper.IHolds scissors in one hand, but does not cut near the lines of simple shapes, and/or requires some adult support to hold/turn paper.NRequires considerable adult support to hold scissors to cut paper, or does not use scissors to cut paper. Item 46: Hold writing toolEHolds a writing tool (e.g., a pencil) with a stable, efficient grasp, and uses finger movement to control the tool.IHolds a writing tool with a somewhat efficient grasp(e.g., holds the tool too far back and/or needs the other hand to adjust positioning of the tool), and/or uses hand and arm movements to control the tool.NHolds a writing tool with an inefficient grasp (e.g., fisted), or does not hold a writing tool.
Item 47: Follow basic safety rulesEFollow basic safety rules.IRequires some adult support to follow basic safety rules.NRequires considerable adult support to follow basic safety rules. Item 48: Show or explain ways that adults help to keep people safeEShows or explains way that adults help to keep people safe (e.g., identifies roles and/or actions of community helpers).IRequires some adult support to show or explain ways that adults help to keep people safe.NDoes not show or explain ways that adults help to keep people safe, even with considerable adult support.
Item 49: Complete personal care tasksECompletes personal care tasks (e.g., takes off/puts on own jacket).IRequires some adult support to complete personal care tasks.NRequires considerable adult support to complete personal care tasks. Item 50: Follow basic health practicesEFollows basic health practices (e.g., covers mouth/nose when coughing/sneezing).IRequires some adult support to follow basic health practices.NRequires considerable adult support to follow basic health practices.