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Post-Assessment:
For the story the teachers would discuss what makes a
story a story. Some of the kids, including Tyler, told us
that a story has characters. When we asked if there was a
beginning Tyler told us that there had to also be an end.
Post-Assessment:
Over time Tyler began coloring more precisely,
exercising his fine motor skills. Tyler also exercised fine
motor skills by engaging in the writing process. He was
eager to write but needed guidance remembering what
letter to write next and decoding what each letter was.
This process also falls under that Cognitive/Language
domain but the focus here was to observe Tylers fine
motor skills. He displayed these skills by appropriately
holding a colored pencil and controlling his hand in
correspondence to where on the page he wanted to draw.
Post-Assessment:
This shows that Blakes problem solving still need
development as he struggles agreeing with others.
Similarly, Blake is developing within this domain
because after suggestion he was eventually able to
compromise. During the illustration portion of this
provocation, Blake displayed developing cognitive skills
when drawing pictures for the page about baby scuba-
divers. Blake, after initially drawing the baby scuba-
diver, realized that the story is set underwater. He then
proceeded to draw a helmet around the babys head,
saying that it was meant to help the baby breathe
underwater. His thought process connected both reality
and make-believe which suggests that he is developing
his sense of other vs. world.
Social/Emotional Pre-Assessment:
For Blakes illistration he worked alongside another peer
in the group. The two shared the page to make
illistrations. Mike, the other peer, asked to join Blake in
his work , Blake accepted. The two exercised their taking
turn abilities while drawing and worked on cooperating
so that their pictures matched the sentence on the page.
Post-Assesment:
When working with Mike, Blake did well sharing and
taking turns but when Blake moved on to a new page with
a new class member, Blake struggled to communicate his
ideas and became upset when she was not respondinging
positively to his idea.
Evidence Outcome Reading, Writing, and Communicating Standard 1.1-
Blake struggled to demonstrate use of vocabulary on oral
language to express ideas and events with peers in the
classroom.