Tag Archives: ECSE

Reading to the Class

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Noah loves to “read” books to us. He holds them with the pictures facing out like his teacher does and babbles like he’s reading what’s on the page to us. Then he turns the page and “reads” that page to us through the whole book. I sent this picture to his teacher and she said he really likes when she lets him hold the book she’s reading and turn the pages for her so she’s not surprised he’s “reading” to us at home, too.

Pre-K Progress Reports

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Near the end of the second semester we got Nicky and Noah’s progress reports. Nicky is all over the place thanks to ADHD so he’s having trouble remembering (or, more likely, letting the teacher know he remembers) what he’s been taught. Everything he didn’t get mastery on is also because of his ADHD. Noah knows all 26 uppercase letters and 25 of the lowercase letters. He can count 1-10, skips 11-19, and says 20. He apparently loves when he gets to be in charge of his teacher’s keys. I’m so glad he is able to be in ECSE. It’s made a huge difference for him.

Nicholas has mastered telling his age, pinching things to pick them up, identifying colors, reciting the alphabet, and that the number counted indicates how many there are. He’s progressing on participating in classroom and movement activities as well as following the morning routine. He’s in the social play stage meaning he plays together with others.

Noah has mastered pinching things to pick them up, participating in classroom and movement activities, identifying colors, and reciting the alphabet. He’s progressing on telling his age as well as following the morning routine. He does not yet understand that the number counted indicates how many there are. He’s in the parallel play stage meaning he plays near other children, but does not play with them.

Nicholas and Noah’s First Report Cards

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With the first quarter completed Nicholas and Noah brought home their first report cards. Pre-K kids get grades of 1-4. 1 means they do not demonstrate understanding, 2 means they require teacher support to demonstrate the skill, 3 means they occasionally demonstrate the skill independently, and 4 means they have mastered the skill independently.

Nicholas got all 2’s in self-awareness (this is stuff like waiting turns, using feeling words, and self-regulating). He got all 2’s in self-management as well (this is stuff like remaining focused for 5 minutes, showing flexibility, having good habits of personal safety, and utilizing the visual schedule). He got a 2 in social awareness (using imagination to act out pretend play). He got 2’s in relationship skills (awareness of where his body is in space and respecting personal space and interacting positively with peers and adults). He also got 2’s in responsible decision making (taking care of materials appropriately and following classroom and school rules). He recognizes 12 uppercase and 13 lowercase letters. He got a 2 for intentionally using marks to represent language and verbally sharing the meaning. He is in stage 2 of writing (scribbling). He can rote count to 10.

Noah got all 2’s and a 3 (demonstrates coordination and balance in isolation) in self-awareness. He got all 2’s and a 3 (transitions throughout the day without becoming upset) in self-management. He got a 2 in social awareness. He got a 2 (aware of his body in space) and a 3 (interacts positively with peers and adults) in relationship skills. He got a 2 (following rules) and a 3 (uses materials appropriately) in responsible decision making. He recognizes 20 uppercase and 15 lowercase letters. He got a 2 in intentionally using marks to represent language. He is also in stage 2 of writing. He can rote count to 3.

Pre-K Progress Reports

Public School Leave a comment

Nicholas and Noah got their six week progress reports a couple weeks ago. I like these reports much better than the incredibly long and in-depth checklists their teachers used to have to do. I’m sure their teacher like them better, too.

Nicholas got progressing for says first and last name. He says his last name fine, but usually says Nicky for his first name and his teacher wants him to say Nicholas instead of Nicky. He got mastery for drawing pictures, independently using the restroom, independently feeding himself, and walking, running, and jumping. He got emergent for says teacher’s name (which is funny because he tells me he had fun with his teacher – by name – every day) and telling how he gets home from school (he tells me he’s a car rider, but sometimes says by mommie and daddy so that could be why she put that). His current stage of play is associative.

Noah got emergent for saying his name, saying his teachers name, and telling how he gets home from school. He got progressing for drawing pictures and independently using the restroom. He got mastery for independently feeding himself and walking, running, and jumping. His current stage of play is parallel.