BRIGANCE Prepare every child for school success Early Childhood PRODUCT SAMPLER The new BRIGANCE® Early Childhood System prepares every child for school success The BRIGANCE® Early Childhood family of products has been completely updated with the latest research and content for 2013. These up-to-date resources will help educators more effectively meet the needs of young learners so they are better prepared for school success. Screen Quickly and Easily with the BRIGANCE Screens III (iTififiTiTiTiTifiTiTiV Generate Results and User-Friendly Reports with the Online Management System Assess Each Child's Strengths and Needs and target instruction based on assessment results Build School Readiness Skills with developmentally appropn instructional activities BRIGANCE Early Childhood Sampler • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 Sern I ..'i i■■■■_ utai —mm Early Childhood Screens III (Birth-Grade 1) New for 2013! Quickly and easily screen children with the latest screens to identify potential developmental delays and giftedness. Accurately assess physical development, language, academic/ cognitive, self-help, and social-emotional skills. Online Management System Instantly generate results, compare screening scores to cutoffs, and get specific instructional recommendations for each child. Reports are easy to understand and share with parents. 12 Inventory of Early Development III (Birth-7 years) New for 2013! Plan individualized instruction and easily monitor child progress with assessments aligned to key early learning domains. Get a deeper understanding of each child's specific strengths and needs. 14 Readiness Activities (3-7 years) Use fun, easy-to-plan developmental activities targeting key readiness skills. Take-home activities and family letters are also available to engage parents. 24 Call 800-225-0248 or visit our website at BRIGANCE.com/EarlyChildhood Early Childhood Screens III BRIGANCE Early Childhood Screens Get accurate information on each child with the most up-to-date screening tools New norms and cutoffs ensure highly accurate results Easy to use (just 10-15 minutes per child) Strong reliability and validity data Updated content, including new self-help and social-emotional scales V BRIGANCE nim Early Childhood mmftmfflWQW*** \ huh Screen HI 0-35 months BRIGANCE Early Childhood Screen III 3-5 years BRIGANCE New research studies reflect: • A high degree of accuracy—high sensitivity and specificity • Strong test-retest and inter-rater reliability • Substantial content, construct, and concurrent validity huh Early Childhood Screen III K&l 1 BRIGANCE Early Childhood Sampler • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 TABLE OF CONTENTS Page INTRODUCTION Overview.......................................... 3RIGANCE® Early Childhood System . Standardization and Validation........ Program Decisions. Step-by-Step Screening Procedures.. Step 1 Step 2 Step 3 Step 4: Step 5 Get Ready to Screen..................................................................x Screen the Child......................................................................xii Complete the Data Sheet.........................................................xv Analyze Results........................................................................xx dentify Next Steps.................................................................xxv Screening Children with Special Considerations..............................xxix Bilingual and Non-English-Speaking Children.....................................xxix Children At-risk.................................................................................xxix Children with Exceptionalities............................................................xxxi CORE ASSESSMENTS—INFANT (BIRTH-11 MONTHS)............. CORE ASSESSMENTS—TODDLER (12-23 MONTHS)................ CORE ASSESSMENTS—TWO-YEAR-OLD CHILD....................... SUPPLEMENTAL ASSESSMENTS............................................... BRIGANCE® Early Childhood Screen III Page SCREENING INFORMATION FORMS......................................................83 Screening Observations Form ..........................................................85 Trent's Rating Forms ......................................................................91 Hearing and Vision Observations .....................................................95 SELF-HELP AND SOCIAL EMOTIONAL SCALES.....................................97 How to Administer the Self-help and Social-Emotional Scales..............98 Parent's Report Form............................................................................99 Teacher's Report and Scoring Form....................................................101 Self-help Scale...................................................................................105 Social-Emotional Scale.......................................................................109 APPENDICES AND REFERENCES ,.111 Append Append Append x A—Planning for More Comprehensive Assessment............112 x B—Station Method for Screening.......................................125 x C—History and Acknowledgments.....................................126 129 Table of Contents INFANT (birth-11 months) Number Skill Page 1A Gross Motor Skills.................................... .............................2 2A Fine Motor Skills...................................... .............................5 3A Receptive Language Skills......................... .............................8 4A Expressive Language Skills........................ ........................... 11 5A Self-help Skills.......................................... ...........................14 6A Social and Emotional Skills ...................... ........................... 17 TODDLER (12-23 months) Number Skill Page 1B Gross Motor Skills..................................................................22 2B Fine Motor Skills....................................................................24 3B Receptive Language Skills—General......................................26 4B Receptive Language Skills—Identifies Parts of the Body.........27 5B Receptive Language Skills—Identifies Pictures.......................29 6B Receptive Language Skills—Knows Sounds Animals Make ....30 7B Expressive Language Skills—General.....................................32 8B Expressive Language Skills—Names Objects..........................34 9B Expressive Language Skills—Uses Phrases .............................35 10B Self-help Skills.......................................................................38 IIB Social and Emotional Skills....................................................41 The Early Childhood Screens III are correlated to the BRIGANCE® Inventory of Early Development III (see page 14). Results help identify areas in which to focus developmental assessment and instruction to help each child be prepared for school. TWO-YEAR-OLD CHILD Number Skill Page 1C Gross Motor Skills................................................................45 2C Identifies Parts of the Body...................................................46 3C Identifies Pictures by Naming................................................47 4C Knows Uses of Objects........................................................48 5C Repeats Sentences ..............................................................49 6C Visual Motor Skills...............................................................51 7C Understands Concepts of Number and Size.........................52 8C Builds Tower with Blocks .....................................................54 9C Matches Colors ...................................................................55 10C Verbal Fluency and Articulation............................................56 Screen III (0-35 months ch Age 5 ?t Screen III (3-5 years): Table of Contents and Core Assessments Included for Each Age TABLE OF CONTENTS Page INTRODUCTION ............................... Overview........................................ BRIGANCE® Early Childhood Systerr Standardization and Validation...... Program Decisions .. Step-by-Step Screening Procedures.......................................................x Step 1: Get Ready to Screen..................................................................x Step 2: Screen the Child.......................................................................xi Step 3: Complete the Data Sheet.........................................................xiv Step 4: Analyze Results......................................................................xviii Step 5: Identify Next Steps...................................................................xxi Screening Children with Special Considerations..............................xxv Bilingual and Non-English-Speaking Children.....................................xxv Children At-Risk.................................................................................xxv Children with Exceptionalities...........................................................xxviii CORE ASSESSMENTS—THREE-YEAR-OLD CHILD................... CORE ASSESSMENTS—FOUR-YEAR-OLD CHILD .................... CORE ASSESSMENTS—FIVE-YEAR-OLD CHILD ..................... SUPPLEMENTAL ASSESSMENTS .. SCREENING INFORMATION FORMS Screening Observations Form........... Parent's Rating Forms....................... Hearing and Vision Observations..... Page .....79 ..81 .90 SELF-HELP AND SOCIAL EMOTIONAL SCALES......................... How to Administer the Self-help and Social-Emotional Scales.. Parent's Report Form................................................................ Teacher's Report and Scoring Form.......................................... Self-help Scale......................................................................... Social-Emotional Scale............................................................. ....91 ....92 ....93 ....95 ....99 .103 APPENDICES AND REFERENCES 113 Appendix A—Planning for More Comprehensive Assessment............114 Appendix B—Station Method for Screening.......................................118 Appendix C—History and Acknowledgments.....................................119 References.........................................................................................122 BRIGANCE Early Childhood Screen II Table of Contents Number 1A 2A 3A 4A 5A 6A 7A 8A 9A 10A 11A THREE-YEAR-OLD_ Skill Page Knows Personal Information...................................................3 Identifies Colors.....................................................................4 Identifies Pictures by Naming..................................................5 Knows Uses of Objects...........................................................6 Visual Motor Skills..................................................................7 Understands Number Concepts..............................................9 Builds Tower with Blocks...................................................... 10 Gross Motor Skills................................................................11 Identifies Parts of the Body..................................................13 Repeats Sentences............................................................... 14 Uses Prepositions and Irregular Plural Nouns........................ 15 Number 1B 2B 3B 4B 5B 6B 7B 8B 9B 10B FOUR-YEAR-OLD_ Skill Page Knows Personal Information................................................ 18 Names Colors......................................................................20 Identifies Pictures by Naming................................................22 Visual Discrimination—Forms and Uppercase Letters ..........23 Visual Motor Skills...............................................................24 Gross Motor Skills ...............................................................26 Names Parts of the Body .....................................................28 Follows Verbal Directions.....................................................29 Counts by Rote ..................................................................30 Recognizes Quantities ........................................................32 Verbal Fluency and Articulation............................................33 Number 1C 2C 3C 4C 5C 6C 7C 8C 9C 10C 11C 12C 13C _FIVE-YEAR-OLD_ Skill Page Knows Personal Information..................................................37 Recites Alphabet...................................................................40 Names Parts of the Body.......................................................41 Gross Motor Skills.................................................................43 Visual Motor Skills................................................................45 Prints Personal Information ..................................................47 Sorts Objects (by Size, Color, Shape) ....................................49 Counts by Rote ....................................................................51 Matches Quantities with Numerals........................................52 Determins Total of Two Sets.................................................53 Reads Uppercase Letters.......................................................54 Alternate—Reads Lowercase Letters.....................................55 Experience with Books and Text............................................57 Verbal Fluency and Articulation ............................................60 BRIGANCE Early Childhood Sampler • Curriculum AssociatesLUtT»-vvww.CurriculumAssociates.com • 800-225-0248 KINDERGARTEN TABLE OF CONTENTS Page INTRODUCTION .................................. Overview........................................... BRIGANCE® Early Childhood System.. Standardization and Validation......... Program Decisions.............................. Step-by-Step Screening Procedures.. Step 1 Step 2 Step 3 Step 4: Step 5: Get Ready to Screen..................................................................x Screen the Child.......................................................................xi Complete the Data Sheet.........................................................xiv Analyze Results......................................................................xviii dentify Next Steps...................................................................xxi Screening Children with Special Considerations..............................xxvi Bilingual and Non-English-Speaking Children.....................................xxvi Children At-Risk.................................................................................xxvi Children with Exceptionalities...........................................................xxviii CORE ASSESSMENTS—KINDERGARTEN ..................... .........................1 CORE ASSESSMENTS—FIRST GRADE........................... .......................24 SUPPLEMENTAL ASSESSMENTS................................... .......................40 BRIGANCE Early Childhood Screen III Page SCREENING INFORMATION FORMS......................................................49 Screening Observations Form...............................................................51 Parent's Rating Forms...........................................................................54 Hearing and Vision Observations.........................................................58 SELF-HELP AND SOCIAL EMOTIONAL SCALES.....................................59 How to Administer the Self-help and Social-Emotional Scales..............60 Parent's Report Form............................................................................62 Teacher's Report and Scoring Form......................................................65 Self-help Scale.....................................................................................67 Social-Emotional Scale .......................................................................71 APPENDICES AND REFERENCES..........................................................73 Appendix A—Planning for More Comprehensive Assessment............74 Appendix B—Station Method for Screening.......................................76 Appendix C—History and Acknowledgments.....................................78 References.........................................................................................79 Table of Contents Number Skill Page 1A Knows Personal Information..................................................2 2A Recites Alphabet ...................................................................5 3A Names Parts of the Body .......................................................6 4A Gross Motor Skills .................................................................8 SA Visual Motor Skills...............................................................10 6A Prints Personal Information.................................................. 12 7A Sorts Objects (by Size, Color, Shape).................................... 14 8A Counts by Rote ................................................................... 16 9A Matches Quantities with Numerals ......................................17 10A Determines Total of Two Sets............................................... 18 11A Reads Uppercase Letters...................................................... 19 Alternate—Reads Lowercase Letters....................................20 12A Experience with Books and Text...........................................22 13A Verbal Fluency and Articulation............................................23 Number 1B 2B 3B 4B BB 6B 7B 8B 9B 10B 1 1B 12B FIRST GRADE Skill Page Knows Personal Information................................................25 Visual Discrimination—Lowercase Letters and Words...........26 Reads Lowercase Letters.......................................................27 Auditory Discrimination .......................................................28 Identifies Initial Letters.........................................................29 Sorts Objects (by Size, Color, Shape)....................................30 Listening Vocabulary Comprehension ..................................32 Word Recognition ...............................................................33 Prints Personal Information..................................................35 Writes Numerals in Sequence..............................................36 Adds and Subtracts.............................................................38 Solves Word Problems..........................................................39 Screen III (K&l):Tai |^ Sci*66H III (0~35 months) I Assessments from Physical Development and Language Domains ^ iTiTiTiTiTiTiTit.TiTik. 1C Gross Motor Skills Overview This assessment focuses on the child's balancing jumping skills. , walking, and DOMAIN Physical Development SKILL Demonstrates various gross motor skills ASSESSMENT INFORMATION • Data Sheet: Two-Year-Old Child • Entry: Start with item 1. • Scoring: Give credit for each skill demonstrated. See the specific Criteria given for each skill. Directions_ Ask the child to perform the skill. Q Stands on one foot for one second Say: Stand on one foot by yourself, as long as you can. Allowthe child two attempts if needed Q Walks backward four steps With the child standing in a location that will allow him/her to walk backward, Say: Walk backward, like this. Demonstrate Criteria: Give credit if the child walks backward four steps without osing balance. Do not give credit if the child shuffles Overviews point out each assessment's purpose, domain, and key administration information, including scoring. BRIGANCE" Early Childhood Screen I 4C Knows Uses of Objects Overview This assessment focui knowledge of the US' Directions •s on the child's ability to c ; of everyday objects. C-48 BRIGANCE" Early Childhood Screen II DOMAIN Language Development SKILL Explains how common objects are used MATERIALS Page C-48 ASSESSMENT INFORMATION • Data Sheet: Two-Year-Old Child • Entry: Start with item 1. • Time: Allow as much time as you think the child needs or ten seconds per picture. • Scoring: Give credit for each correct response. See the specific Criteria given for each skill. • Discontinue: Stop after two incorrect responses in a row. Point to each picture on page C-48 and ask the child how the object s used. Pause after each question for the child's response. f the child's response is incomplete, Say: Tell me more, or Ask: What else? Q Knows use of car Point to the picture of the car anc Ask: What is a car for? or What do we do with a car? Criteria: Give credit for an appropriate verbal response (e.g., going places, for dnving or nde in it, go to the store) or for another response that shows the child understands how a car is used (e.g., the child pantomimes driving or makes car sounds "vroom, vroom"). Q Knows use of bed Point to the picture of the bed anc Ask: What is a bed for? or What do you do with a bed? Criteria: Give credit for an appropriate verbal response (e.g., sleeping, for taking a nap; sleep in it, rest on it) or for another response that shows the child understands how a bed is used (e.g., the chile rjantomimes sleeping or makes a snoring sound). o 48 BRIGANCE® Early Childhood Screen III Knows use of chair Point to the picture of the chair anc Ask: What is a chair for? or What do you do with a chair? Criteria: Give credit for an appropriate verbal response (e.g., going places, for driving or ride in it, go to the store) or for another response that shows the child understands how a chair is used (e.g., the chile makes a sitting motion. 4C Knows Uses of Objects BRIGANCE Early Childhood Sampler • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 7C Sorts Objects (by Size, Color, Shape) Overview This assessment foci two attributes. s on the child's ability to sort objects by DOMAIN Mathematics Knowledge and Skills SKILL Sorts objects by two attributes MATERIALS Sixteen simple objects, varying by size, color, and shape • 2 large red circles* • 2 large blue circles* • 2 large red squares* • 2 large blue squares* 2 small red circles* • 2 small blue circles* • 2 small red squares* • 2 small blue squares* *Available in the Screens III Accessories ASSESSMENT INFORMATION • Data Sheet: Five-Year-Old Child • Entry: Start with item 1. • Scoring: Give credit for each correct response. • Discontinue: Administer both items. BRIGANCE" Early Childhood Screen II Directions_ Arrange the sixteen objects in a random array on the table in front of the child. Sorts by two attributes 1. Sorts objects by size and color Say: Put all the large blue ones in a group. ^ause for the child's response, return t-objects 2. Sorts ol Say: Th ="ause fc Child pages are positioned to face the child for easy administration. C-23 BRIGANCE" Early Childhood Screen II Anna a 8. a a c V 7. V i 1 6. 0 i 3 5. c 3 V 4. V o V 4B Visual Discrimination—Forms and Uppercase Letters Overview Directions This assessment focuses on the child's ability to identify similaritie and differences between forms and between uppercase letters. DOMAIN Literacy SKILLS Visually discriminates between printed forms and between printed uppercase letters MATERIALS Page C-23 ASSESSMENT INFORMATION • Data Sheet: Four-Year-Old Child • Scoring: Give credit for each correct response. • Discontinue: Stop after five incorrect responses in a row. NOTE Allow as much time as you think the child needs or ten seconds per item. POSSIBLE OBSERVATIONS As the child responds to the symbols on page C-23, you may wish to observe and make note of the following: • Meaning of Different: Does it appear that the child is answering incorrectly because he/she doesn't understand the meaning of the word different? Do not change the wording of the direction, but do note that the child may be having difficulty understanding the direction. • Type of Response: Does the child respond by pointing or does he/she respond by saying the name of the form or letter that is different? CHILD-PAGE FORMAT AND ANSWERS FOR PAGE C-23 Forms Uppercase Letters □ □ © □ )□ □ □ © O o O A © A A © L L (<3) L A (7) A A (F) D D D u u u © Y (x) Y Y 1 Ask the child to point to the form or letter that is different ir each box on page C-23. Beginning with an example, point to the example box anc Say: One of the pictures in this box is different. Put your finger on the picture that is different. f the child does not respond correctly, point to the cats anc Say: These are cats. ^oint to the bird anc Say: This is a bird. It is different. 3o not give any additional help. Continue with the other items on the page. For each item, □oint to the box anc Ask: Which one is different? 23 BRIGANCE" Early Childhood Screen III 4B Visual Discrimination—Forms and Uppercase Letters Screen III (3-5 years BRIGANCE Early Childhood Sampler • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 9 |T SCfGGIl III (K & l)l Assessments from Literacy and Mathematics Domains 10 ^ iTiTiTiTiTiTilil.TiTik. C-52 BRIGANCE- Early Childhood Screens III User-friendly, color-enhanced teacher pages make screening even easier. 9A Matches Quantities with Numerals Overview This assessment focuses on the child's understanding of the quantity a numeral represents for numerals under 10. DOMAIN Mathematics Knowledge and Skills SKILL Matches quantities with numerals 2-10 MATERIALS • Page C-52 • Ten identical small objects (red counters) *Available in Screening Accessories ASSESSMENT INFORMATION • Data Sheet: Kindergarten • Entry: Start with item 1. • Scoring: Give credit for each correct response. • Discontinue: Stop after two incorrect responses in a row. 52 BRIGANCE" Early Childhood Screens III Directions_ =or each numeral on page C-52, ask the child to use his/her fingers or objects to show the quantity that the numeral represents. To have the child show quantities using his/her fingers, point to the numeral 3 on page C-52 anc Say: Show me this many fingers, or Hold up this many fingers. 11A Experience with Books and Text Overview This assessment focuses on the child's awareness of the conventions of print, such as the use of left-to-right and top-to-bottom directionality. DOMAIN Literacy SKILL Demonstrates an understanding of text and print conventions Directions MATERIALS A picture book that has at least 3 lines of text on each page ASSESSMENT INFORMATION • Data Sheet: Kindergarten • Scoring: Give credit for each correct or yes response. See the Criteria that follows each item. • Discontinue: Administer all items. 57 BRIGANCE" Early Childhood Screens II =or each item, ask the parent/caregiver or someone else who knows the child well (the child's teacher) the question that follows the skill. Or observe the child in a setting that is appropriate for assessing the child's response to books, such as circle time or story time, and ask yourself the question that follows the skill. Additional instructions are included to support child performance. Give credit for a skill if the child demonstrates the skill at least most of the time or is reported to do so. 1. Knows the front and back of a book Ask: Can_point to the front and back of a book? Or, with the picture book in a vertical position and with the spine of the book facing the child, hand the book to the child anc Say: Show me the front of this book, ^ause for the child's response. Ther Say: Show me the back of the book, ^ause for the child's response. Criteria: Give credit if the child knows both front and back. 2. Understands that text progresses from left to right Ask: If, when you are reading a book to_, you point to a word (any word except the last word) in a line of text and ask_"Which word do I read after this word?", would he/she point to the next word to the right? Or open a picture book to a page with lines of text. Point to a word in a line of text (any word in a line except the last word ir the line) anc Say: Which word do I read after I read this word? ^ause for the child's response. Criteria: Give credit if the child points to the next word in the line or is reported to do so. 12A Experience with Books and Text BRIGANCE Early Childhood Sampler • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 User-friendly Data Sheet is easy to use and score. Screening Observations Form Directions: Based on observations made during the screening, check any significant observations that you believe are suggestive of a problem anc warrant referral for additional screening or treatment. Child's Name_ Child's Age _ Date _ ixaminer's Name_ showed symptoms of eye fatigue or stress, such as _blinking_squinting_itching_tearing appeared to have eye infection indicated by_ BRIGANCE® Screen III Four-Year-Old Child Data Sheet Mia Thomas_ A. Child's Name Parent(s)/Caregiver(s) Deborah and Rob Thomas Address 322 Flagstaff Drive_ Date of Screening Age Year Month Day 2013 9 15 2009 5 10 4 4 5 School/Program Hammond Teacher Ben Haywood Examiner Ruth Yakaus B. Core Assessments C. Scoring Page Domain Directions: Assessments may be administered in any order. For each assessment, start with the first item and proceed in order. Give credit for a skill by circling the item number. (l) If the child does not receive credit for a skill, slash through the item number. /. Discontinue Number Correct Point Value for Each Child's Score 18 Language Development 1B Knows Personal Information ^T^first name (^2^last name ^3^age street address Stop after 3 incorrect responses in a row. _3_x 2 20 Language Development 2B Names Colors /l^blue ^2^green ^3^yellow ^4^red ^5^orange (6lpink f. black 0. white 3(f purple 10. brown 11. gray Stop after 3 incorrect responses in a row. 6 x 1 _e_/n 22 Language Development 3B Identifies Pictures by Naming ^T^scissors ^^Juck ^3^snake ^ wagon ^^ladder jf leaf Jf. owl f. nail Stop after 3 incorrect responses in a row. 1 23 Literacy 4B Visual Discrimination—Forms and Uppercase Letters Go Qn ©o yo /> ack ^^knees f. thumbs J? fingernails Stop after 3 incorrect responses in a row. J_x 2.5 JO/15 29 Language Development SB Follows Verbal Directions ^J^Follows two-step directions Follows three-step directions Stop after 2 incorrect responses for 1 item. J_x 3 J_/e 31 Mathematics 9B Counts by Rote oooooo/ Stop after the first error. _<2_X .5 JL/b 32 Mathematics 10B Recognizes Quantities £^three /five / eight Administer all items. J_x 4 33 Language Development 11B Verbal Fluency and Articulation C^Uses sentences of at least three words At least 90% of speech is intelligible Administer both items. _1_x 5 5 ho D. Comments and Observations Very attentive and focused. E. Next Steps Total Score = 56 /lOO Below cutoff of <69. Kef er for further evaluation. D. Self-Reliance _ lacked confidence _ was overly confident _ was careless _ needed encouragement in orderto perform _ needed praise in orderto perform _ needed continuous individual attention in orderto perform _ was overly concerned about failure E. Emotional Functioning _ appeared to be emotionally distressec _ level of motivation appeared to be low _ required much praise, encouragement, and attentior _ rapport was difficult to achieve and maintair _ had difficulty in cooperating _ responded impulsively _ became impatient when presented with difficult task _ short attention span for age _ tended to be hyperactive _ exhibited nervous habits or symptoms such as nail-biting, facial tics, thumb-sucking, and stuttering Jst specific habits or symptoms observed: F. Motor Skills _ gross-motor skills and development appeared to be significantly oelow age _ fine-motor skills and development appeared to be significantly oelow age G. Physical Appearance _ appeared to lack good physical health and stamina _ appeared to tire easily Jst any significant observations that might suggest a need for medica care, such as skin rashes, obesity, frailness, and clumsiness: 1 Screening Observations Form Screening Observations Form helps teachers organize important observations. Early Childhood Scr BRIGANCE Early Childhood Sampler • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 Online Management System 12 Generate reports with the BRIGANCE® Online Management System Wümme ratline Mäsan '"~ BRIGANCE ManaccmrntSystem_ ■^HIIIIII Mia Thomas f Screening Summary Report Cl.!-0!'-n Culnll Icm CuD* ».tri« i-t'jm-J I. nnu, 1 ■ 1 ■ Essential data management and reporting are now in one easy-to-access and easy-to-use system Manage your program and meet reporting requirements BRIGANCE.com/EarlyChildhood Administrator reports provide at-a-glance, program-level information, such as which children have not yet been screened Teachers and administrators can analyze screening data for individual children and groups Letters to families can be printed or emailed to engage parents and caregivers in supporting their child's development at home BRIGANCE Miri.iti'fllrin Sv*r«tPi Children Screened*Not Screened Report nun BRIGANCE Early Childhood Sampler • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 Use screen data to inform referral decisions and target further assessment and instruction. Wmctxne PmÜlie Vital t^t^MIIIIII Screening Summary Report Screen: Four-Year-Old Child Date of Screening: September 15, 2013 Chronological Age When Screened: 4 years, 4 months Scores Compared to Cutoffs Total Score: 56 Potential Delay Cutoff: This child's score is below the Cutoff (<69). At-Risk Cutoff: Since this child has 6 Psychosocial Risk Factors, scores on certain assessments were compared to the At-Risk Cutoff. This child's score is above the At-Risk Cutoff. Self-Help / Social-Emotional Scales What Does It Mean? cutoff and has fewer than four psychosocial risk factors may be d evelopmentally delayed At-Risk Guidelines Score: At-Risk Guidelines are basec an Nonverbal. Communication, and Academic scores. Weak- a need to refer the child for below the cutoff and has four ar more psychosocial risk factors is delayed due to developmental Please see the Head Start Screen fordetails on Self-Help and Social-Emotional scoring • User-friendly format helps users quickly find and access information • Simple navigation makes it easy to enter data and locate essential resources • Helpful guidance ensures consistent and accurate data a reports Wmctxne PmÜlie Vital ------------ BRIGANCE n-'.11i.ii'■!i:I!E Syilcin ^^^Illlll Mia Thomas The Screening Summary Report clearly shows the child's results compared to cutoff scores and then automatically identifies individualized next steps, including recommendations for further assessment and instruction. Suggested Next Steps I • Consider referral for further evaluation. I ■ Follow up on Data Sheet Recommendations, notes on hearing, vision. I ■ Communicate results to parents. I ■ Individualize instruction with the Instructional Planning Sheet. I • Enter the Screening Observations Form. ■ Provide ongoing assessment and appropriate instruction. I See below for recommendations. Recommendations for Ongoing Assessment and Instruction I Ongoing Assessment For more in-depth information about this child's skills and for ongoing assessment, focus assessment in the following domains; • Language Development * Literacy I Instruction Go to Activities Library for Teaching Activities from BRIGANCE Read i ness A ct i v it ies Read ness Activities, vfei BRIGANCE.com for more information Online Management Sys BRIGANCE Early Childhood Sampler • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 82 Inventory of Early Development III BRIGANCE@ Inventory of Early Development III (IED III) Updated and expanded for 2013, the IED III makes it easy to identify specific strengths and needs for children from birth through age seven. Plan individualized instruction based on valid and reliable assessment results Measure child progress toward school readiness goals Ensure strong alignment with the Common Core State Standards, as well as state early learning standards and Head Start domains Connect to the BRIGANCE® Early Childhood Screens III and the Readiness Activities BRIGANCE iiiiii ' Inventory of Early Development III B-»V Childhood EdJtion For more information on the IED III Standardized, see page 20. BRIGANCE Early Childhood Sampler • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 TABLE OF CONTENTS Page Table of Contents—Assessments INTRODUCTION The BRIGANCE® Family of Products. . Introduction to the IED HI Overview....................... How the IED III Supports Your Program Step-by-Step Assessment Procedures Step 1 Step 2 Step 3: Step 4: Step 5: Get Ready for Assessment. Administer the Assessments...........................xv Record Results in the Record Book..................... xx Analyze Results.................................. xxii dentify Next Steps................................ xxiv Evaluating Children with Special Considerations 3ilingual and Non-English-Speaking Children.................. xxv Children with Exceptionalities............................. xxv A PHYSICAL DEVELOPMENT: PREAMBULATORY MOTOR SKILLS 1 B PHYSICAL DEVELOPMENT: GROSS MOTOR SKILLS C PHYSICAL DEVELOPMENT: FINE MOTOR SKILLS D LANGUAGE DEVELOPMENT E ACADEMIC/COGNITIVE: LITERACY F ACADEMIC/COGNITIVE: MATHEMATICS AND SCIENCE G DAILY LIVING H SOCIAL AND EMOTIONAL DEVELOPMENT iii BRIGANCE" Inventory of Early Development III Page MILESTONE SKILLS BY DEVELOPMENTAL AGE LEVEL Overview............................................. 382 Developmenta Age Level—Birth to One Year..................383 Developmenta Age Level—One Year to Two Years..............385 Developmenta Age Level—Two Years to Three Years.............387 Developmenta Age Level—Three Years to Four Years............39C Developmenta Age Level—Four Years to Five Years..............393 Developmenta Age Level—Five Years to Six Years...............397 Developmenta Age Level—Six Years to Seven Years.............401 Developmenta Age Level—Seven Years to Eight Years............404 APPENDICES Appendix A—Teacher's/Observer's Rating Form for Academic Readiness ................................ 408 Appendix B—History and Acknowledgments ................. 409 AppendixC—References ................................ 412 The IED III contains more than 100 developmental assessments covering key school readiness skills. 4>»> Table of Contents—Assessments A PHYSICAL DEVEL PHYSICAL DEVELOPMENT: GROSS MOTOR SKILLS Page Assessments A-1 Supine Position Skills and Behaviors.................... 5 A-2 Prone Position Skills and Behaviors..................... 8 A-3 Sitting Position Skills and Behaviors.................... 11 A-4 Standing Position Skills and Behaviors.................. 14 Comprehensive Skill Sequences............................. 17 Assessments B-1 Standing........................................ 23 B-2 Walking........................................ 26 B-3 Stair Climbing.................................... 29 B-4 Running, Skipping, and Galloping..................... 31 B-5 Jumping........................................ 33 B-6 Hopping........................................ 36 B-7 Kicking......................................... 38 B-8 Balance on a Beam................................ 40 B-9 Catching....................................... 42 B-10 Rolling and Throwing.............................. 44 Comprehensive Skill Sequences............................. 47 Supplemental Skill Sequences.............................. 51 Page D LANGUAGE DEVELOPMENT C PHYSICAL DEVELOPMENT: FINE MOTOR SKILLS Assessments C-1 General Eye/Finger/Hand Manipulative Skills............. 55 C-2 Builds Tower with Blocks............................ 63 C-3 Early Handwriting Skills............................. 65 C-4 Copies Forms.................................... 68 C-5 Draws a Person................................... 71 C-6 Cuts with Scissors................................. 72 Comprehensive Skill Sequences............................. 76 Supplemental Skill Sequences.............................. 80 Assessments D-1 Prespeech Receptive Language....................... 86 D-2 Prespeech Expressive Language....................... 90 D-3 General Speech and Language Development............ 96 D-4 Length of Sentences.............................. 103 D-5 Knows Personal Information........................ 105 D-6 Follows Verbal Directions.......................... 108 D-7 Identifies Pictures................................ 111 D-8 Identifies Parts of the Body......................... 115 D-9 Identifies Colors................................. 118 D-10 Understands Directional/Positional Concepts............ 120 D-11 Understands Qualitative Concepts................... 125 D-12 Classifies Objects into Categories.................... 128 D-13 Knows Uses of Objects............................ 133 D-14 Repeats Numbers................................ 137 D-15a Repeats Sentences (with Picture Stimuli)............... 138 D-1 Sb Repeats Sentences (without Picture Stimuli)............ 140 D-16 Uses Plural Nouns, -ing, and Prepositions.............. 142 D-17 Uses Meaningful Language in Context................ 144 Comprehensive Skill Sequences............................ 146 Supplemental Skill Sequences............................. 154 BRIGANCE" Inventory of Early Development III Table of Contents C CD +-» C O u o _Q .«5 Inventory of Early D BRIGANCE Early Childhood Sampler • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 v Inventory of Early Development III: Table of Contents 16 Page Page E ACADEMIC/COGNITIVE: LITERACY Assessments E-1 Response to and Experience with Books............... 159 E-2 Identifies Common Signs.......................... 167 E-3 Blends Word Parts into One Word.................... 172 E-4 Identifies Blended Word Parts as Words............... 174 E-5 Auditory Discrimination........................... 177 E-6 Visual Discrimination............................. 179 E-7 Recites Alphabet................................. 182 E-8a Matches Uppercase Letters......................... 183 E-8b Identifies Uppercase Letters........................ 185 E-9a Matches Lowercase Letters......................... 188 E-9b Identifies Lowercase Letters........................ 190 E-10 Prints Uppercase Letters m Sequence................. 192 E-11 Prints Lowercase Letters in Sequence................. 193 E-12 Prints Uppercase Letters Dictated.................... 194 E-13 Prints Lowercase Letters Dictated.................... 196 E-14 Prints Personal Information......................... 198 E-15 Identifies Rhymes.................................201 E-16 Segments Words into Word Parts.................... 205 E-17 Identifies Beginning Sounds........................207 E-18 Matches Beginning Sounds and Letters with Pictures.....211 E-19 Identifies Blended Phonemes as Words................216 E-20 Deletes Word Parts and Phonemes in Words............221 E-21 Reads Basic Vocabulary Words...................... 224 E-22 Reads NumberWords..............................225 E-23 Reads Color Words............................... 226 E-24 Reads Words from Common Signs................... 227 OE-25a Reads Passages at Preprimer Level—Forms A and B.......230 E-25b Reads Passages at Primer Level—Forms A and B.........233 E-25c Reads Passages at First-Grade Level—Forms A and B......236 E-25d Reads Passages at Second-Grade Level—Forms A and B . . . 239 E-26 Writes Simple Sentences...........................241 E-27 Quality of Printing...............................242 E-28 Word Recognition Grade Placement Test-Forms A and B ..................................246 BRIGANCE" Inventory of Early Development III F ACADEMIC/COGNITIVE: MATHEMATICS AND SCIENCE Assessments F-1 Understands Number Concepts..................... 251 F-2 Counts by Rote.................................. 253 F-3 Compares Different Amounts....................... 254 |^ F-4 Identifies Shapes................................. 256 fM F-5 Sorts Objects (by Size, Color, Shape).................. 258 F-6 Recognizes Quantities............................. 260 F-7 Matches Quantities with Numerals................... 263 F-8 Understands Ordinal Position....................... 266 F-9 Reads Numerals................................. 269 F-10 Knows Missing Numerals in Sequences................ 272 F-11 Writes Numerals in Sequence....................... 274 F-12 Writes Following and Preceding Numerals.............. 276 F-13 Writes Numerals Dictated.......................... 277 F-14 Solves Word Problems............................ 279 F-15 Determines Total of Two Sets....................... 281 F-16a Knows Addition Facts............................. 283 F-16b Adds Numbers.................................. 288 F-17a Knows Subtraction Facts........................... 291 F-17b Subtracts Numbers............................... 294 F-18a Knows Money (United States)........,-29£_ F-18b Knows Money (Canada)......... Major content updates to the 2013 edition include: O o © NEW science assessments O NEW and revised phonological awareness assessments and reading passages NEW mathematics assessments, including sorting and word problems Broadened social and emotional development section F-19 F-20 F-21 F-22 F-2 3 UnderstandsTime and Reads a Clock . Understands Weather Concepts..... Understands the Five Senses........ Distinguishes Between Living and Non-Identifies Plants and Animals........ Page Page G DAILY LIVING. Assessments Self-help Skills G-1 Feeding/Eating.................................. 322 G-2 Undressing..................................... 327 G-3 Dressing....................................... 329 G-4 Unfastening.................................... 332 G-5 Fastening...................................... 334 G-6 Toileting....................................... 336 G-7 Bathing....................................... 339 G-8 Grooming...................................... 342 Independent Living Skills G-9 Knows What to Do in Different Situations.............. 344 G-10 Knows What Community Helpers Do................. 346 G-11 Knows Where to Go for Services..................... 348 Comprehensive Skill Sequences............................ 350 Supplemental Skill Sequences............................. 354 H SOCIAL AND EMOTIONAL DEVELOPMENT..... Assessments H-1 Relationships with Adults.......................... 357 3H-2 Play and Relationships with Peers.................... 361 H-3 Motivation and Self-Confidence..................... 369 H-4 Prosocial Skills and Behaviors....................... 373 Comprehensive Skill Sequences. 377 BRIGANCE- Inventory of Early Development III Table of Contents C 16 children and 20 cupcakes JL (yes) J£_ (4) 6-0 Knows Addition Facts 6-3 1. 2. 3. 4. 5. Notes:. 9. 10. 11. 12. 13. 14. 15. 16. 9 17. 10 18. 10 19. 9 20. 10 21. 22. 23. 24. 25. 11 12 11 12 11 26. 27. 28. 29. 30. 14 13 14 13 14 7-0 F Academic/Cognitive: Mathematics and Science 31 BRIGANCE Early Childhood Sampler • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 D-3 General Speech and Language Development Overview This assessment focuses on the student's vocabulary development, complexity of speech, and ability to speak in phrases and sentences. skill Uses words and combines them into phrases and sentences to communicate assessment methods Observation, Interview materials Although no specific materials are needed, toys, pictures, and puzzles may be helpful in eliciting responses from the student. scoring information • Record Book: Page 14 • Give credit for each yes response. See the specific Criteria for some skills. • Stop after three consecutive no responses. before assessing Review the Note at the end of this assessment for additional information. after assessing • To write an IEP, use the Objective for Writing lEPs at the end of this assessment. • To find related instructional activities, see the BRiGANCE Readiness Activities. 96 BRIGANCE9 Inventory of Early Development I Directions for Assessment: Observation_ Observe the student in a natural social setting or engage the student in a conversation that will elicit relevant resp For each item, ask yourself the question tha Directions for Assessnn Interview Interview the parent/caregiver to assess the and language development. Say: Tell me about. _'s speech. Wh or sentences he/she uses? To elicit additional information about specifi that follows the skill. Rephrase the question the interview as informal as possible. Says the word mama or dada wi Ask: Does_use the word m, family name) indicating mea Note: This may be a sensitive item if one with the student. 2. Says real wc or dada) Ask: Does Which i Criteria: Give than mama or Notes: • You may wi: the student • This respons Helpful Comprehensive Skill Sequences break down skills and list developmental age levels to help teachers and parents know which skills to look for and support next. J Multiple assessment methods allow for flexible administration. 49. Answers the telephone, takes simple message, and delivers it Ask: Can_answer the telephone, take a simple message such as Mr. Smith wants Daddy to call, and deliver the message? Note: Disregard this item if the student is not allowed to answer the telephone or if there is no telephone in the student's home. "50. Verbally shares experiences or items with a group of classmates such as during "Show and Tell" Ask: Does_effectively share experiences or items with his/her classmates during "Show and Tell"? Criteria: Give credit if, when sharing, the student tells events n a logical sequence, speaks in sentences of an average length of at least five words, and speaks in a volume easily heard. 51. Answers "when" questions Ask: Does__answer "when" questions such as _When are you going? or When did that happen? Objective for Writing IEPs (date) when provided with the appropriate stimuli ' i ' (list as appropriate) say the word mama or dada with meaning, say real words (at least one word other than mama or dada). have an expressive vocabulary of at least ten words, call at least one person by name. respond with yes or no to questions regarding his/her wants or needs, repeat phrases. have an expressive vocabulary of at least twenty-five words, use two or three words in combination, use the word no to indicate refusal, use subject-predicate phrases.* ask for food when hungry. 12. refer to self by name.* 13. use words ending in s to indicate more than one. _Ld_i kp wnrrk with the cj iffiv -inn_ Student's Name: Date: D-3C GENERAL SPEECH AND LANGUAGE DEVELOPMENT See pages 96-102 for assessment procedures for the milestone or primary skills (those skills in bold print □elow) that appear in D-3 General Speech anc _anguage Development. The numeral in parentheses thatfollowsa milestone skill indicates the item number of the skill in the assessment and in the Record Book. The additional skills listed below are considered intermediate or secondary skills. Using the sequence of combined milestone and intermediate skills can allow you to conduct a more comprehensive assessment anc can show a student's ongoing progress toward mastery of milestone skills. 13. 14. 15. -°1 Says one wore 2. Says the word mama or dada with 22 meaning (1] "23 3. Says two words 24 4. Says real words (at least one word other than mama or dada) (2) 25 26 27 5. Has an expressive vocabulary of at least six words 6. Jses a single word in combination with a gesture to ask for objects 28 7. Has an expressive vocabulary of 29 at least ten words (3) 30 8. Calls at least one person by name (4] 31 9. Responds with yes or no to questions regarding his/her wants or needs (5) 32 10. Repeats phrases (6] 11 Jses abbreviated or telescopic sentences 33 12. responds with yes or no to simple yes or nc questions 34 Has an expressive vocabulary of at least twenty-five words (7) Uses two or three words in combination (8) Uses the word no to indicate refusal (9] 16. Uses subject-predicate phrases *(10] 17. Asks for water when thirsty 18. Uses article before noun (e.g., the dog, a cat) 19. Asks for food when hungry (11) 20. Refers to self by name *(12] 21. Uses words ending in s to indicate more than one (13) Uses words with the suffix -ing (14) Uses personal pronouns / and me (15] Produces all vowels clearly ncludes all initial consonants Jses all speech sounds Produces diverse and complex syllables At least 65% of speech is intelligible (16) mitates three-syllable words Asks for food at table Jses the words no and not in combinatior with other words Has a mean length utterance (MLU] of 2.1 (e.g., daddy go)* (17) Has an expressive vocabulary of at least 200 words 35. Asks for another (e.g., another cracker) 36. Can sing phrases of songs (often not on pitch) 37. Uses facial expressions, gestures, and body movements for communicatior 38. Responds appropriately to questions nvolving choices (e.g., Do you want a cracker or an apple?) 39. Vocalizes toileting needs (18] 40. Uses the words my and mine to indicate possession (19] 41. Uses past tense (20] 42. Asks simple questions (21] 43. Uses his or her to indicate possessior *644. Has a mean length utterance (MLU) of 3.1 (e.g., daddy go work) (22) 45. At least 75% of speech is intelligible (23) 46. Can talk briefly about what he/she is doing 47. Imitates adult phrase heard on previous □ccasior 48. Responds to simple yes or no questions related to visual information (24] 49. Uses possessive nouns (25] 50. Uses pronouns to refer to others (26) 51. Has expressive vocabulary of at least 400 words 52. Uses prepositions in and on 53. Shows frustration if not understooc 54. Enjoys use of telephone, but may be unable to sustain long conversatior "This is a disappearing behavior. Iial information. ne Development Inventory of Early BRIGANCE Early Childhood Sampler • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 ve Skill Sequences 19 31 IED III Standardized 20 BRIGANCE® IED III Standardized The new IED III Standardized streamlines assessment and provides !^ standardized scores for children from birth through age seven. The IED III Standardized has been completely updated for 2013 to include new content and up-to-date research, ensuring highly accurate data to support referrals. New standardization and validation studies reflect: • Current normative data based on a nationally representative sample • Strong test-retest and inter-rater reliability • Significant content, construct, and criterion-related validity -Wfyfv BRIGANCE Inventory of Early Development III M Standardized M% BRIGANCE Early Childhood Sampler • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 TABLE OF CONTENTS Page Table of Contents—Assessments.............................iv INTRODUCTION The BRIGANCE" Family of Products...........................vi Introduction to the IED III Standardized Overview.............................................. vii How the IED III Standardized Supports Your Program..............ix Standardization and Validation.............................. x Step-by-Step Assessment Procedures Step 1: Get Ready for Assessment............................xi Step 2: Administerthe Assessments ......................... xiv Step 3: Record Results in the Standardized Record Book......... xviii Step 4: Analyze Results.................................. xxiii St:: v. 'y \i'x: S:e^s.................................xxv Evaluating Children with Special Considerations Children Retained in Grade...............................xxvn Bilingual and Non-English-Speaking Children..................xxvn Children with Exceptionalities.............................xxvm Page A PHYSICAL DEVELOPMENT: GROSS MOTOR . ! PHYSICAL DEVELOPMENT: FINE MOTOR C LANGUAGE DEVELOPMENT: RECEPTIVE AND EXPRESSIVE......38 D ACADEMIC SKILLS/COGNITIVE DEVELOPMENT: LITERACY.......83 E ACADEMIC SKILLS/COGNITIVE DEVELOPMENT: MATHEMATICS .. 106 F ADAPTIVE BEHAVIOR: DAILY LIVING.......................125 G SOCIAL AND EMOTIONAL DEVELOPMENT..................137 55 standardized assessments cover five key domains. BRIGANCE' Major content updates include: ONew pre-literacy and early literacy assessments ©Broadened mathematics coverage ©Expanded social and emotional development section Table of Contents—Assessments Page A PHYSICAL DEVELOPMENT: GROSS MOTOR..................1 Assessments A-1 Early Gross Motor Skills.............................3 A-2 Standing ........................................7 A-3 Walking, Skipping, and Galloping .....................9 A-4 Jumping and Hopping.............................11 A-5 Stair Climbing ...................................13 A-6 Rolling, Throwing, and Catching .....................15 ! PHYSICAL DEVELOPMENT: FINE MOTOR Assessments B-1 Early Fine Motor Skills .............................20 B-2 Builds Tower with Blocks...........................24 B-3 Visual Motor Skills................................25 Draws a Person ..................................30 Prints Personal Information..........................31 Writes Numerals in Sequence........................32 Prints Uppercase Letters in Sequence..................33 Quality of Printing................................34 B-4 B-6 B-7 BRIGANCE' Page C LANGUAGE DEVELOPMENT: RECEPTIVE AND EXPRESSIVE.....38 Assessments Early Receptive Language Skills.......................41 Early Expressive Language Skills......................45 Identifies Pictures.................................49 Identifies Parts of the Body (Receptive).................54 Understands Verbal Concepts........................56 Follows Verbal Directions...........................60 Knows Uses of Objects.............................63 Identifies Colors (Receptive).........................66 Repeats Sentences................................69 Identifies Parts of the Body (Expressive).................71 Identifies Colors (Expressive).........................73 Verbal Fluency...................................75 Articulation.....................................77 Uses Grammar and Language in Context...............79 D ACADEMIC SKILLS/COGNITIVE DEVELOPMENT: LITERACY.....83 assessments D-1 Experience with Books and Text......................85 D-2 Recites Alphabet..................................89 D-3 Visual Discrimination ..............................90 D-4 Identifies Uppercase Letters.........................92 D-5 Familiarity with Sounds: Phonological Awareness.........94 D-6 Auditory Discrimination............................97 D-7 Familiarity with Sounds: Phoneme Manipulation.........100 D-8 Reads Words from Common Signs...................103 D-9 Word Recognition................................104 c 1 c 2 c 3 c 4 c 5 c 6 c 7 c « c 9 c 10 c 11 c 12 c 13 c 14 c c o Page E ACADEMIC SKILLS/COGNITIVE DEVELOPMENT: MATHEMATICS .. 106 Assessments Page G SOCIAL AND EMOTIONAL DEVELOPMENT. E-3 Compares Different Amounts 108 110 6-2 111 G-3 113 G-4 115 G-5 116 G-6 117 G-7 119 G-8 120 123 ssessments Relationships with Adults (younger than 3 years)...... Play and Relationships with Peers (younger than 3 years) Motivation and Self-Confidence (younger than 3 years) . Prosocial Skills and Behaviors (younger than 3 years) ... Relationships with Adults (3 years through 7 years) .... Play and Relationships with Peers (3 years through 7 years) Motivation and Self-Confidence (3 years through 7 years) Prosocial Skills and Behaviors (3 years through 7 years).. 141 143 145 147 149 151 153 155 F ADAPTIVE BEHAVIOR: DAILY LIVING......................125 Assessments F-1 Eating ........................................127 F-2 Dressing and Undressing..........................130 F-3 Toileting and Bathing.............................133 F-4 Knows Personal Information .......................135 IED III Standardize 21 IED III Standardized: Assessments from Literacy and Mathematics Domains 22 Overview This assessment focuses on the development of the child's early phonological awareness skills. >nological Awareness skills • Orally blends two words into one word • Identifies rhymes • Orally segments words into word parts (syllables) assessment method Performance materials • Page C-95 • Blank sheets of paper if needed scoring information • Standardized Record Book: Page 16 • Entry: 3+ years • Basal: None • Ceiling: None note If the child has difficulty focusing on a single row, cover the other n with blank sheets of paper. after assessing To write an IEp use the Objectives for Writing lEPs at the end of this assessment. BRIGANCE® IED III Standardized Directions for Assessment_ This assessment is made up of three different phonological skills. For each of these skills, use the specific directions given. Administer all items. Blends Two Words into One Word Beginning with an example, Say: I am going to say two words. Then I want you to say them together to make one word. For example, if I say air. . . plane, you would say airplane. Let's begin. 1. base ball - baseball Say: The next words are base . .. ball. Pause for the child's response, (baseball) 2. sail boat - sailboat Say: The next words are sail.. . boat. Pause for the child's re4 User-friendly page layout makes it easy to give and record assessments. Step-by-step standardized directions ensure accurate scoring. cup cake - cupcake Say: The words are c Pause for the child's re: E-4 Sorts Objects (by Size, Color, Shape) Overview This assessment focuses on the child's ability to sort objects by one, two, and three attributes. skill Sorts objects by one, two, and three attributes assessment method Performance materials Sixteen simple objects, varying by size, color, and shape 2 small red circles* • 2 small blue circles* • 2 small red squares* • 2 small blue squares* • included in the IED Hi Accessories Kit 2 large red circles* 2 large blue circles* 2 large red squares* 2 large blue squares* scoring information • Standardized Record Book: Page 20 • Entry: For 3 years, start with item 1. For 5+ years, start with item 3. • Basal: Two in a row correct If the child does not reach a basal, drop back to the earlier Entry and begin with the item indicated. • Ceiling: Two in a row incorrect Objective for Writing IEPs By (date) when shown sixteen objects that vary by three attributes, size, color, and shape, (child's name) wj|| (list as appropriate) 1. sort the objects by one attribute. 2. sort the objects by two attributes. 3. sort the objects by three attributes. 113 BRIGANCE® IED III Standardized Directions for Assessment_ Arrange the sixteen objects in a random array on the table in front of the child. Sorts by one attribute Say: I want you to sort these (name of objects) -for me. 1. Say: Put all the blue ones in a group. Pause for the child's response. Return the objects to the group and arrange the sixteen objects in a random array in front of the child. 2. Say: Now put all the small ones in a group. Pause for the child's response. Return the objects to the group and arrange the sixteen objects in a random array in front of the child. Sorts by two attributes 3. Say: Now put all the large blue ones in a group. Pause for the child's response. Return the objects to the group and arrange the sixteen objects in a random array in front of the child. 4. Say: This time put all the small circles in a group. Pause for the child's response. Return the objects to the group and arrange the sixteen objects in a random array in front of the child. Sorts by three attributes 5. Say: This time put all the large red circles in a group. Pause for the child's response. Return the objects to the group and arrange the sixteen objects in a random array in front of the child. 6. Say: Now put all the small blue squares in a group. Pause for the child's response. E-4 Sorts Objects (by Size, Color, Shape) BRIGANCE Early Childhood Sampler • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 E Academic Skills/Cognitive Development: Mathematics (continued) SCORING INFORMATION Assessment E-4 Sorts Objects (by Size, Color, Shape) [page 113] Entry: • For 3 years, start with item 1. • For 5+ years, start with item 3. Basal: 2 in a row correct Ceiling: 2 in a row incorrect Sorts by one attribute 1. blue 2. small Sorts by two attributes 3. large blue 4. small circles Sorts by three attributes 5. large red circles 6. small blue squares _/e E-5 Matches Quantities with Numerals [page 115] Entry: 1. 2 6. 7 • For 3 years, start with item 1. 2. 1 7. 8 • For 5 years, start with item 4. 3. 4 8. 6 • For 6+ years, start with item 8. 4. 3 9. 10 Basal: 3 in a row correct 5. 5 10. 9 _no Ceiling: 3 in a row incorrect E-6 Reads Numerals [page 116] Entry: 3+ years 1. Reads numerals to 5 Basal: One entire block of 2. Reads numerals to 10 numerals correctly named 3. Reads numerals to 20 Ceiling: Two blocks of numerals 4. Reads numerals to 50 in a rowfor which the child 5. Reads numerals to 100 _/5 does not receive credit Simple scoring produces age equivalents, percentiles, and standard scores for key skill areas. IED III Standardized Scoring Sheet (continued) E ACADEMIC SKILLS/COGNITIVE DEVELOPMENT: MATHEMATICS SUBDOMAIN MATHEMATICS RAW SCORE SCALED SCORE Appendix A (B) COMPOSITE SCORE: MATHEMATICS Appendix B ASSESSMENTS E-1 Understands Number Concepts h E-2 Counts by Rote /30 E-3 Compares Different Amounts Is E-4 Sorts Objects (by Size, Color, Shape) Is E-5 Matches Quantities with Numerals ho E-6 Reads Numerals Is E-7 Solves Word Problems ho E-8 Knows Missing Numerals in Sequences hi E-9 Adds Numbers Is E-10 Subtracts Numbers 16 ® f (sum) TOTAL RAW SCORE /101 ? fc.m) TOTAL SCALED SCORE TOTAL DOMAIN: ACADEMIC SKILLS/COGNITIVE DEVELOPMENT TOTAL SEm RAW SCORE COMPOSITE SCORE CONFIDENCE INTERVAL PERCENTILE Appendix E EQUIVALENT Appendix F INSTRUCTIONAL RANGE /170 6 6 SUBDOMAIN ® LITERACY 2 2 /101 6 6 SUBDOMAIN ® MATHEMATICS 2 2 . (sum) . (sum) SUM OF @ AND® /271 ACADEMIC SKILLS/COGNITIVE DEVELOPMENT 6 6 DOMAIN 2 2 20 E Academic Skills/Cognitive Development: Mathematics BRIGANCE Early Childhood Sampler • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 IED III Standardize 23 Readiness Activities iu Build kindergarten readiness with fun, easy-to-plan activities that prepare children for school Based on assessment results from the BRIGANCE® Inventory of Early Development III, deliver developmentally appropriate instruction with the correlated BRIGANCE® Readiness Activities. BRIGANCE Early Childhood Sampler • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 Readiness Activities Domains and Skills Areas Included Each skill section includes more than a dozen fun and easy-to-plan activities, as well as helpful instructional guidance and resources for that skill, such as: Objective Domain Rationale Sequence Recommendations for Effective Teaching Factors That Impact Development Reproducibles for Teaching Activities LANGUAGE DEVELOPMENT Body Parts Colors LITERACY Response to and Experience with Books Prehandwriting Copies Forms Visual Discrimination Print Awareness and Concepts Prints Uppercase and Lowercase Letters in Sequence Prints Personal Data Phonological Awareness Skills MATHEMATICS Number Concepts Counting Reads Numerals Numeral Comprehension Numerals in Sequence Quantitative Concepts Shape Concepts Joins Sets Directional/Positional Concepts Concepts of Time and Reading a Clock SOCIAL AND EMOTIONAL DEVELOPMENT General Social and Emotional Development Play Skills and Behaviors nitiative and Engagement Skills and Behaviors Self-Regulation Skills and Behaviors Personal Data Response PHYSICAL HEALTH AND DEVELOPMENT GROSS MOTOR SKILLS Standing Walking Jumping and Hopping Running (Skipping and Galloping) Ball Skills (Kicking, Catching, Rolling, and Throwing) FINE MOTOR SKILLS Holding and Manipulating Objects Cuts with Scissors SELF-HELP SKILLS Self-Help Skills Puts On Clothing Fastens Clothing Every domain section also includes valuable resources and reproducibles: • References Read-to-Me Books Letters to Families (reproducible, English and Spanish versions) My Learning Plans (reproducible) Readiness Activities' BRIGANCE Early Childhood Sampler • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 /ISvA Readiness Activities: Activities from Literacy Domain 26 Read and Make a Picture Book Materials: ■ An informational picture book that is illustrated with photographs. ■ Response Activity Materials: - Photographs: photos the children have brought from home, photos from classroom activities and field trips, or photos cut from old magazines. - Scissors. - Glue sticks. - Sheets of drawing paper (at least one for each Group Size: Individual, small group, or class. Preparation: A few days before you plan to do this a note home with the children requesting that family to school. Explain that the photos will be used for an they will not return home in their original form. Procedure: Have the children sit comfortably in a circl around you. Make sure that each child can see you an the book so that the photographs face children. Then ■ Read the title and ask children what they think the Have them share what they know about the topic books they read on the same topic. ■ Introduce important words from the book that they i to talk about the topic. Discuss their meaning and pr ■ Read the book or split the book into two or three each part on a different day. Use new words as yo content. ■ Talk about the photos and read the captions. Expl; give more information about atopic. ■ Point out other text features specific to the book, si Contents, bold-faced words, or diagrams. Talk aboi that they provide. RESPONSE TO THE BOOK: ■ Turn back to the first photo in the book, either on the book's cover, or on one of the beginning pages, and talk about how the photographer used a camera to create pictures for the book. Ask, "Have you ever used a camera (real or pretend)?" What pictures did you take?" ■ Tell children that they will each make a picture story with the photos that they brought from home. Ask, "What will your story be about? Which photos do you want to use?" BRIGANCE® Readiness Activities Over300 developmental^/ appropriate activities cover a broad range of skills. 8. Share a Fun Informational Book Materials: ■ An informational picture book about a specific concept. ■ Objects or pictures of objects that appear in the book. Group Size: Individual, small group, or class. Preparation: Do the following: ■ Choose an informational book about a specific concept or topic that children are learning. Select 5 to 8 vocabulary words from the book that are key to learning about the topic. ■ Gather objects or pictures of objects that appeal example, if the children are learning about butten choose a book about the life cycle of a butterfly, different kinds of butterflies, or a book that tells v butterflies. You might want to bring in a butterfly collection, a butterfly net, or flowers that butterfli 3ut them on display in the room. Procedure: Gather children on the floor around yo children can see the book. Do the following: ■ Tell children that the book you are going to read things. The book gives information about a topi object on display. ■ Read the title. Discuss the photo on the cover an might be about. Have children share what they topic and what they would like to learn. ■ Read one part of the book. Point out some of the as a chart or caption and talk about the informatii ■ As you read, pause briefly to provide short explan meaning. Point to an illustration to help clarify the Encourage children to ask questions about the tc on the photos and illustrations as you read. Pror new words in the discussion, f children are interested, bring in other books o and read them with children. 64 BRIG ANCE® Readiness Activities Easy-to-read and easy-to-plan activities are listed in order of difficulty and accommodate all types of learning styles: visual, aural, tactile, kinesthetic. RESPONSE TO THE BOOK: ■ Place informational books in the reading area so children can select one during choice time. Organize the informational books by topic. ■ Small groups of children might read books on a topic and ther work together to create a poster about information they learned. SUGGESTED AUTHORS OF INFORMATIONAL PICTURE BOOKS: Aliki; Jim Arnosky; Joanne Cole; Donald Crews; Tomie dePaola; Gail Gibbons; Tana Hoban; Stephen Krensky; Seymour Simon. Easy-to-follow directions list the materials needed, preparation (if any), procedure, and extension opportunities. We're a Part of the Story! Materials: ■ A predictable book or narrative picture book. ■ Response Activity Materials: - Photocopies of the illustrated characters and objects in the story. - Scissors. - Craft or Popsicle® sticks. - Glue or glue sticks. - A box to hold the stick pupf Group Size: Individual, small groi Preparation: ■ Photocopy illustrations of char; to use to make into stick pupps ■ Cut out each character and objs ■ Glue the character or object hi s enough stick left for a child 1 Procedure: Have the children sit around you. Make sure that each Then do the following: ■ Read the title, author, and illus llustration. Ask, "What do yoi ■ Take a picture walk, and encou think the story is about. Ask th ■ Read the book. Stop briefly to comments about a character o ■ After reading ask a "why" que nferences about the story chai character do this?" ■ Give each child a stick puppet n the story. Reread the book. / you read. Have them raise thei or object is mentioned in the st BRIG ANCE® Readiness Activities RESPONSE TO THE BOOK: ■ Have children use the stick puppets to dramatize the story and retel t in their own words. Encourage them to use the new words ir their retellings. ■ Invite children to create original stories with the stick puppets. SUGGESTED BOOKS: Goodnight Moon by Margaret Wise Browr Time for Bed by Mem Fox_ Every Puppet Tells a Story Materials: ■ A narrative picture book with several characters. ■ Response Activity Materials: To make puppets: - Socks. - Small paper bags. - Buttons. - Scraps of felt and fabric. - Yarn. - Glue or glue sticks. - Scissors. - Markers. - Crayons. To make a puppet stage: - A large appliance box with the upper front panel cut out. - A towel draped over the back of a chair. - A blanket or sheet hung over a card table. - A curtain on a spring rod suspended in a doorway. Group Size: Small group or class. Procedure: Gather children on the floor around you. ■ Read the title of the book. Provide a short introduction that states the main problem of the story. ■ You might look at a few pictures in the book and think aloud tc demonstrate how to make predictions about the story. For example: "Look at this picture. This story must be about. . ." "I wonder if the characters are going to . . ." ■ Read the story aloud with expression. At several points in the story, pause to comment on characters' actions and feelings. Offer a short definition or explanation of an unfamiliar word, or point to ar llustration to help clarify word meaning as you read the word. ■ After reading ask "why" questions to encourage children to make nferences about and explain story events. Model how to answer a "why" question. Help children think about what the character did, •ecall specific events, and use illustrations to support their thinking. 66 BRIGANCE® Readiness Activities RESPONSE TO THE BOOK: ■ Have children make puppets to represent the characters in the story. The puppets can be stuffed socks with button eyes and fabric features, or they can be lunch-bag puppets with glued-on or drawn-on features. ■ Ask children to use their puppets to dramatize the story and retell it n their own words using new vocabulary. ■ Work with a small group of children to create a sequel to the story and use their puppets to tell the story. SUGGESTED BOOKS: Panda Bear, Panda Bear, What Do You See? by Bill Martin Jr. The Little Red Hen by Paul Galdone Alice's Adventure in Wonderland by Lewis Carroll. Book Knowk Response to and Experience with Books J BRIGANCE Early Childhood Sampler • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 Each skill area includes a wealth of helpful information for teachers. Read-to-Me Books See Teaching Activities far ideas o far instruct.an Trade Books for Reading Aloud Agee, Jan. Z Goes Home Aliki. MyFeet Aliki. My Hands Aliki. Communication Aliki. How a Book Is Made Allington, Richard L. and Kathh support children's literacy developrr v these books might be usee Carter, David. Alpha Bugs Catalanotto, Peter. Matthew A. B. C Chandra, Deborah. A Is for Amos. II Ins. by Keiko Narahashi Choi, Yangsook. The Name lae Christelow, Eileen. What Do Illustrators Do? Cohen, Miriam. Will I Have a Friend? Illus. by Lillian Hoban Cole, Joanna. The Magic School Bus Plants Seeds: A Book About How Living Things Grow Cooney Barbara. Miss Rumphius _ucy. Maisy'sABC. Illus. by Fark Anthony, J. L, and others. 2002. "Structure of Preschool Phonologica Sensitivity: Overlapping Sensitivity to Rhyme, Words, Syllables, anc Phonemes," Journal of Experimental Child Psychology Vol. 82, 65-92 Anthony, J. L, C. J. Lonigan, and S. R.Burgess. 2003. "Phonological Sensitivity A Quasi-Parallel Progression of Word Structure Units and Cognitive Operations," Reading Research Quarterly, Vol. 38, 470-87. Settelheim, Bruno. The Uses of Enchantment: The Meaning and Importance of Fairy Tales. NY: Alfred Knopf, Inc. 1976. Srigance, Albert H. BRIGANCE* Diagnostic Inventory of Early Development-!! North Billerica, MA: Curriculum Associates, 2004. __. BRIGANCE* Comprehensive Inventory of Basic Skills-Revised North Billerica, MA: Curriculum Associates, 1999 Burns M S P Griffin and f F Snow 1999 Startinn Out Rmnt_ ■n Early Childhood Pedagogy, National Research Council. 2001 Eager to Learn: Educating Our Preschoolers. Edited by Barbara T. Bowman. M.S. Donovan, and M.S. Burns. Washington, D.C.: National Academy Press Cullman, Bernice E. Reai MY: Sagebrush, 200' Dickinson, D. K. 2001. "Book Reading Recommended Practice Common?'' Young Children Learning at Home a and P. O. Tabors. Baltimore: Brookes Dickinson, D. K., and M. W. S Teachers' Book Readings o We: Raising Kids Who Love to Read i Preschool Classrooms: Is n Beginning Literacy with Language: din School. Edited byD. K. Dickinson nith. 1994. "Long-term Effects of Preschoo _ow-lncome Children's Vocabulary and Story -104-22. Comprehensive Skill Sequences The primary or "milestone'' additional skills listed below with the "milestone" skills, teaching curriculum ills are listed below and in bold print.The e considered "intermediate" and, combinec n be used to design a more comprehensive 3 Points t objects. (2) nterest in books (as something ti something to chew or tear) ;ral pages in a book at once. ( Pictures of animals o >ictures selectively. (3) 5. Turns book right-side up. (4) "6. Listens to a story for five minutes 7 Turns pages individually. (5) 3 Points to and names simple pictures. (6) 3. Wants to hear the same story repeated "10 Is interested in "read-tome" books. (7) 11. Looks at pictures while story is read "12. Describes actions depicted in pictures. (8) 13. Asks to have a favorite book read 14 Takes part in reading by "filling in" words and phrases. (9) IB. Recalls/tells part of the story read. "16 Gains information from books about real things. (10) 17 Tries to read books from memory. (11) 18. Attends to story for eight minutes or more 19 Follows along in a book being read. (12) 20 Can tell context of a story but may confuse facts. (13) '-"21 Retells story from a picture book with reasonable accuracy. (14) 22. Draws picture based on story(ies) 23. Listens to part of a story and tells what he/she thinks might happen 24. Acts out stories in dramatic play. 25 Attempts to read by looking at pictures. (15) 148 BRIGANCE® 26. Knows that reading goes from left to right and from the top to the bottom of the page 27 Reads some words by sight. (16) H28. Begins to assign sound/symbol relationships 29 Tries to read words by using word-attack skills—phonics, context clues, or picture clues. (17) 30 Reads simple stories aloud. (18) 31 Distinguishes between fantasy and reality. (19)M Supplemental Skill Sequences The supplemental skills listed below are included because they provide an excellent means for developing fine-motor skills ;s (Dra- ; after watching another person draw a form) 2. Imitates circle O "4. Copies vertical line I. ( 5. Copies horizontal line 7 Copies circle O. (3) 3. Imitates square □ ]10 Copies cross or plus + 11 Copies 2. (5) 12 Copies square □. (6) 313 Copies rectangle □. (7) Imitates triangle A. Copies triangle A. (8) Imitates diamond O Copies diamond O. (9)" Recommendations for Developing Children's Interest and Experience with Books _ibraries and school systems frequs aooks for children of different age: that provide parents and teachers i Professional organizations such as arovide annual lists of recommend publish a list of recommendec aook recommendations nternational Reading Association ooks. Consult your local or schoo Trelease ■he Best Books for Children • The New Read-Aloud Handbook, by J • The New York Times Parent's Guide t ay Eden Ross Lipson • Read to Me: Raising Kids Who Love to Read by Bernice E. Cullinan • Choosing Books for Children: A Commonsense Guide by Betsy Hearne • The Children's Choices List (appears every October in The Reading Teacher) • The Notable Children's Trade Books in the Field of Social Studies List appears in the May/June issue of Social Education) • The Outstanding Science Trade Books for Children List appears in the November issue of Children and Science) ntroduce children to a wide variety of books including storybooks, wordless aicture books, information books, predictable books, alphabet and counting year, add the books children have authored to the library. Rotate the books n the class library so that new and engaging books are available • Create an environment that engages young readers. Set up an ir alace to read—a carpeted corner with comfortable chairs or big aillows. The library should be a place where children will want to cor to read on their own or with a buddy. Display the books on an open face rack so that children can see the covers of the books • Add to the class library cassette players, headphones, and CDs/tapes for listening to books. Show the children how to use the audio equipment and explain how the books and recordings are stored 7 BRIGANCE® Readiness Activities nc animals, people, oceans, dinosaurs, an Sefore reading a storybook to children, practice readi different voices for different characters and practice c nflection of your voice to accompany the events in tr you are reading will tell you whether to use a soft or whispered to her sister" or "as the waves crashed aq, Informational books knowledge. Select • story The nigh one. You willwa some passages, you v e the Read-to-Me Books on page 151 for books that children ai ults will enjoy reading and talking about together suggests fun ways for ning at home. It recommends vith children. (See page 155 for • Send Home a Letter The Letter tc families to reinforce classroom lear activities to try and books ti a sample letter for this section.; • Send Home the Learning Plan Give children a copy of the Learning Plan to share with their families. Encourage families to read anc talk about the Learning Plan, "I am learning to love books.'' 5ee My Learning Plan: Literacy 1 on page 167.; Response to and Experience with Books Objective ■ To demonstrate an interest in books and enjoyment in literacy activities. ■ To participate in book-related conversations, asking and answering questions about characters, story events, and ideas, concepts and facts (or asking and answering questions that demonstrate understanding). DOMAIN Literacy: Book Knowledge RATIONALE Research studies conclude that five-year-olds who have been read to regularly throughout their early years are inquisitive and tend to do better in school. Children who have been read to have better language skills, are more motivated to learn to read, and have a better understanding of the reading process than those who have not been read to. Giving young children successful and enjoyable experiences with books will help create book knowledge, the desire to read, and will cultivate a lifelong love of reading. Sequence SEQUENCE OF SKILLS Although each child's developmental i s a sequence of skills that children typ years. Use the skill sequences as a ger The developmental age notations to t selecting the appropriate skill level am "Turns several pages in a book at Points to pictures of animals or _ooks at pictures selectively Turns book right-side-up "Turns pages individually eral guide when planning your instruc ie left of each skill provide guidance ir Point 56 BRIGANCE® I "Shows an interest in books and reading "Describes actions depicted in pictures Takes part in reading by "filling in" words and phrases "Gains information from books about real things =ollows along in a book being read Recalls some main events when asked, "What happens in this story?'' "Retells story from a picture book with reasonable accuracy Attempts to read by looking at pictures Reads some words by sight "Tries to read words by using phonics, context clues, or picture clues Reads simple stories aloud Distinguishes between fantasy and reality" Book Kno\ Respoi Readiness Activities: BRIGANCE Early Childhood Sampler • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 Readiness Activities: Activities from Physical Development Domain—Fine Motor Skills 28 Teaching Activities 1. Let's Cut Paper Ma1 rials: ■ A pair of scissors for each child and a pair ■ A copy of page 378 for each child and or •eproduced on paper that is easy to cut Group Size: Individual, small group, or class Procedure: Give each child a pair of scissors then do the following «_ for you e for you and a copy of page 378. ■ Have them cut their paper on one of the dashed lines between t\ solid lines. Encourage children to keep their scissors on the dashec ine as they cut. Demonstrate again, if necessary ■ Have children continue to practice cutting until they have cut al four dashed lines 3. Let's Cut Triangles: Within Yz-lnch Limits Materials: ■ A pair of scissors for each child and one for you ■ A copy of page 380 for each child and one for you: reproducec on paper that is easy to cut _Group Size: Individual, small nroun. or class_ 7. Let's Cut a Picture Mat -ials: e for you e for you ■ A pair of scissors for each child a ■ A copy of page 384 for each child and c •eproduced on paper that is easy to cut Group Size: Individual, small group, or class Procedure: Do the following ■ Give each child a pair of scissors and a copy of page 384 ■ Explain to children that they are going to cut around the oi of the picture on the page ■ Turn your page to face the children and demonstrate how around the outside of the picture ■ Remind children to begin cutting at the picture of scissors 9. Confetti Collages Materials: ■ A pair of scissors for each child and one for you ■ A glue stick for each child ■ Sheets of white paper, at least one for each child ■ Scraps of different-colored paper: construction paper, wrapping paper, wallpaper, tissue paper Group Size: Individual, small group, or class Procedure: Do the following ■ Explain to children that confetti is small pieces of brightly colorec oaper that people sometimes throw into the air at celebrations ■ Tell children they will make their very own confetti by cutting scrap: of colorful paper into little pieces Materials: ■ Predrawn rectangles on colored sheets of construction paper praw rectangles with a thick black marker so that the cutting ines are clearly visible.; ■ A pair of scissors for each child ■ Crayons or markers ■ Sample bookmarks Group Size: Individual, small group, or class Procedure: Da the fallowing ■ Show children sample bookmarks. Explain that people use s jookmark to mark the last page they read. So when they pick jp the book again, they know where to begin reading ■ Tell children that they are going to make bookmarks to take nome and share with their families ■ Give each child a sheet of paper with a rectangle outline, a pair of scissors, and some crayons or markers. Procedure: Do the fallowing ■ Show children a completed construction paper sailboat ■ Point to each part and say - The sail of the boat is a triangle - Thebottorn oftheboatisa rectangle - The mast of the boat is a craft stick • Give each child a pre-drawn triangle and rectangle, a pair of scissors, a sheet of blue construction paper, a craft stick, and a glue stick ■ Have children cut out the shapes. Remind them to turn the paper ■ Ask children to put the shapes and the craft stick together n the form of a sailboat on the blue construction paper ■ Have children glue all the items onto the paper 13. Paper Plate Spirals Materials: 1 A lightweight paper plate for e Jsing the marker, draw a spira 14. I Give My Heart to You! Materials: rof s< ■s for e i child i child and one for you i each of the paper plate Viagaz alogs ■ Lengths of string to hang the spirals in the classroom Group Size: Individual, small group, or class Procedure: Do the following ■ Demonstrate how to cut along the spiral drawn on a plate Show children how you turn the paper plate as you cut ■ Give each child a paper plate and a pair of scissors ■ Have children cut along the spirals drawn on their plates remind them to turn the plates as they cut ■ Using the hole punch, make a hole at the top of each completec spiral. Tie one end of a length of string to the hole and hanc the spirals in the classroom ?art shape cut from craft paper ■ A glue stick for each child Group Size: Small group, or class Procedure: Do the following ■ Display the giant heart on the floor in the middle of the room ■ Tell children that they are going to make a class friendship collage jsing this special heart ■ Give them scissors, glue sticks, magazines, and catalogs ■ Have children cut out pictures of items that they might like to share with friends, such as food, toys, stuffed animals, action figures. CDs, and books. ■ As they cut out their pictures, have children glue the pictures 377 BRIGANCE® Readini Fine-Moto Cuts with Scis: Factors That Impact Development 3e alert to factors that might affect development of visual-rt f a child shows delayed development, refer the family to the appropriate medical professional. Keep daily anecdotal notes on the child and include Recommendations for Effective Teaching SET UP A CUTTING AREA IN THE AßT CENTEB SUPPLY LEFT-HANDED SCISSORS Even though some left-handed children can use scissors with their right nand, make left-handed scissors available to them. Also, have available safety scissors that can be used with either the right or the left hand FINE-MOTOR SKILLS Cuts with Scissors Sequence Objective DOMAIN Physical Health and Development: Fine-Motor Skills The ability to cut with scissors is a practical skill that children will use in their everyday activities. Cutting with scissors helps children develop fine-motor skills, dexterity, and visual perception. Page Visual Discrimination...........................................................................9; Prints Uppercase a Prints Personal Dal Numerals in Sequence..................... Directional and Positional Concepts. Self-Help Skills................................. '-"Places scissors on fingers and hold comfortably and correctly Opens and closes scissors Snips or makes small cuts in paper Holds paper for cutting M Cuts a piece of paper 5 inches (12.5 cm) square in two "Cuts a B-mch (12.5 cm) line within '/2-inch (12-mm) limits Cuts a trianglewith 2-inch (5-cm) sides within '/2-inch (12-mm) limits Move paper while cutting Cuts a 5-inch (12.5 cm) circle within '/2-inch (12-mm) limits Cuts a 5-inch (12.5 cm) circlewithin '/2-inch (6-mm) limits M Cuts a 5-inch (12.5 cm) curving line within '/2-inch (6-mm) limits "Cuts out items such as paper dolls or pictures of animals.M TEACHING SEQUENCE 1. Teach Scissors Safety Talk to the children about how to handle scissors safely. For example, tell the children it is important to keep scissors away from the face. Teach the children to carry scissors closed and with the tip turned down. Wher landing scissors to another person, teach the child to point the handles toward the person 2. s the Children Practice the Cutting Motic Sefore teaching children to cut pape thumb and forefinger movements m to pretend they are cutting the air in-thumb and forefinger to make the ci 3. Teach "Thumbs Up!" As children practice cutting with sdssi jp as they cut BRIGANCE® ness Activities Encourage them ti remind them to keep their thumbs s-Motor Skills Cuts with Scis' Helpful instructional guidance, including objective and skill sequences, assists teachers at all experience levels. Reproducible pages for activities are included where needed. BRIGANCE Early Childhood Sampler • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 Build home-school connections through letters and take-home learning plans. MY LEARNING PLAN I am learning what numerals stand for. MY LEARNING PLAN I am learning to read the letters of the alphabet. MY LEARNING PLAN I am learnina to cut with scissors BRIGANCE® ©Curriculum Associates, Inc. My Learning Plan: Physical Health and Development 5 Querida familia i Leer con su niňo es una de las cosas mäs gratif icantes que usted puede hacer! Cuando apaga el televisor y se sientan abrazados ton su niňo y un libra en el sofa, en un sillón o er la tarna, le dernuestra a su niňo que usted disfruta el tiernpo que pasan juntos y que valora la lectura Lea muthos tipos de libros. Lea una y otra vez los libros favorites de su niňo. Lea ton expresión. Esta bien si su niňo quiere regresar a una página o saltar algunas páginas del libro. jDisfrute el plater de tompartir un libra ton su niňo Fíjese en las siguientes tonduttas, y estimúlelas al leer libros ton su niňo. Su niňo ■ ^Muestra interés en la lectura? ■ iHace preguntas y comentarios sobre los personajes y eventos en las historias? ■ iSigue el hilo de la historia mientras usted Iee7 ■ Jntenta leery escribir? istas son algunas attividades que ayudarán a su niňo a desarrollar algunas de estas tonduttas 1. Recite poem as o canciones infantiles conocidas a su niňo. Deténgase antes de leer la palabra que rirna y pídale al niňo que diga la palabra 2. Ayude a su niňo a hacer un libro. Netesitarán tartón para las tapas del libro, papel er olanco, un lápiz, crayones, perforadora de papel y estambre. Deje que su niňo escoja sobre qué dibujar y estribir. Anote lo que el niňo dite, en una o dos orationes en tada página. Deje espatio para que el niňo haga un dibujo. Cuando el niňo indique que el libro está terminado, perfore as páginas y sujételas a las tapas con estambre 3. Tenga una colettió-niňo. Haga hincar. 4 Planee el tiemp usted lee frente a enriquetedora que 5 Lea a su niňo di de libros. Pregúnte su propia vida. Res repletas de libros rr Ajmera, Maya. Si Hoban, Russell. í Numeroff, Laura Viorst, Judith. Ali Dear Families, Reading with your child is one of the most satisfying things you can do! Wher you turn off the TV and snuggle up on the sofa, in a big thair, or on your bed with your thild anc a book, you are showing your thild that you enjoy being together and that you value reading. Reac a lot of different kinds of books. Reread your thild's favorite books. Read with expression. If your thild wants to turn batk to a page or skip ahead in the book, that's okay. Enjoy the pleasure of sharing a book together Look for and entourage the following behaviors as you read books with your thild. Does your thild ■ Show an interest in books and reading? ■ Ask questions and make comments about the characters and events in storybooks? ■ Follow ■ Make Here are sor -ead? -ite? í activities that v. help your thild develop some of these behaviors Read familiar poems or nursery rhymes to your child. Stop before a rhyming word anc ask your thild to provide the word Help your child make a book. You'll need tardboard for the front and batk tovers, some unlined paper, a pencil, trayons, a paper punch, and yarn. Let your thild thoose what to draw and write about. Write down what your thild says, writing one or two sententes on eath page Leave room for your thild to draw a pitture. When your thild inditates that the book is finished, punth holes and fasten the pages and tovers together with yarn Build a book tollettion for your thild. Provide a special place for your child's own books. Talk with your thild about how important it is to take good tare of books Find time to read your own books, magazines, or newspapers When your thild sees you reading, it sets a good example and reinfortes reading as a valuable and worthwhile activity Read to your child for at least fifteen minutes every day. Talk about the books Ask about favorite parts and help your child connect the story to his own life. Answer his questions about tharatters or events. Libraries are filled with wonderful books for thildren. Here are a few suggestions Berger, Barbara. Grandfather Twilight. :ox, Mem. Possum Magic. Illus. by Julie Vivas Hoban, Russell. A Baby Sister for Frances. Illus. by Lillian Hoban VlcCloskey, Robert. Blueberries for Sal. Nurneroff, Laura Joffe. If You Give a Mouse a Cookie. Illus. by Felicia Bond Viorst, Judith. Alexander and the Terrible, Horrible, No Good, Very Bad Day. Illus. by Ray Cruz Readiness Activities: Reproducible Lear anish 29 /^%\ Take-Home Activity Books 30 Encourage parent involvement with Take-Home Activity Books Easy-to-read and easy-to-use English language arts and mathematics activity booklets give families the opportunity to partner in their child's learning. Skills included in the collection: Reading • ELA • Recites Alphabet • Reads Letters • Prints Personal Information • Prints Letters in Order • Prints Letters Mathematics • Counts in Order • Counts Objects • Reads Numbers • Understands Numbers • Writes Numbers in Order My name is I am learning to say my ABCs. ABC06F My name is I am learning to write numbers in order. 123456 Dear Tamily Your child is working on writing numbers in order. Use the activities on pages 2-11 to help your child write numbers. Use the following numbers as a guide for how the numbers your child writes should look. OI234567Sq Here are some other daily activities to try with your child: © Use dotted lines to write the numbers 0-9 on a sheet of paper. Tell your child that the lines are a railroad track and the pencil is the train. Have your child try to keep the train on the track whiletracing each number. © Leave blanks for missing numbers as you write the numbers 0-9 in order on a sheet of paper. Have your child write the missing numbers. ) Use paint, markers, chalk, or crayons to make p met icing writing numbers more fun. You might also let your shlld writs the numbers in shaving cream, sand, or pudding! ) Have your child make a number chart on a large piece of paper. Have your child decorate the chart. Hang it in a place where It can be seen (on the refrigerator door, or on your child's bedroom door). ) Make a set of number cards 0-9 out of index cards. Show your child a number, and have your child write the number that comes before and the number that comes after that number. 1 Read books with your child about numbers. Here are some books that you might find at your local library: One Lighthouse, One Moon, by Anita Lobel. ' Spy Two Eyes: Numbers in Ait, by Lucy Micklethwait. One Gorilla: A Counting Book, by Atsuko Morozumi. BRIGANCE Early Childhood Sampler • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 0-35 months 3-5 years K&1 Products Price Order» Price Order« Price Order # Early Childhood Screens III Pages4-n Complete Assessment Kit for Screens III and IED III (Screens III Manual, 60 Data Sheets, Technical Report, IED III Inventory, 20 Record Books, Testing Accessories, Durable CanvasTote] $529.00 14348 $529.00 14347 - Screens III Kit [Screens III Manual, 60 Data Sheets, Technical Report, Screens III Accessories [only in 0-35 months Kit], Durable CanvasTotel $309.00 $279.00 14295 $279.00 14298 Screens III Manual $189.00 $189.00 14296 $189.00 14299 Screens III Data Sheets $19.00 [15-pack] Infants 14301 Toddlers 14303 2-year-olds 14305 $19.00 [15-pack] 3- year-olds 14309 4- year-olds 14311 5- year-olds 14313 $19.00 (15-pack] Kindergarten 14315 Grade 1 14317 $65.00 [60-pack] Infants 14302 Toddlers 14304 2-year-olds 14306 $65.00 [60-pack] 3- year-olds 14310 4- year-olds 14312 5- year-olds 14314 $65.00 (60-pack] Kindergarten 14316 Grade 1 14318 Screens III Accessories [onlyforO-35 monthsl $65.00 8652 - - Screens III Technical Report $65.00 14300 Products Price Online Management System Pages 12-13 Online Management System 1-Year License [Supports Screens III] Price Per Child* $4.00 (<300 children) $3.50 [300+children] 14349 Online Management System 3-Year License [Supports Screens III] Price Per Child* $10.00 [<300 children] $8.75 [300+children] 14352 *Additionalvolume discounts available. 10-license minimum peraccount. 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IED III Accessories, Durable CanvasTote] $349.00 14286 IED III Inventory—Early Childhood Edition $229.00 14278 IED III Record Books $39.00 [10-pack] 14283 $359.00 [100-pack] 14284 IED III Standardized Kit (IED III Standardized Inventory, Standardization and Validation Manual, 20 Standardized Record Books, IED III Accessories, Durable CanvasTote! $349.00 14291 IED III Standardized Inventory $189.00 14288 IED III Standardized Record Books $39.00 (10-pack] 14289 $359.00 (100-pack] 14290 IED III Standardization and Validation Manual $59.00 14292 IED III Accessories $69.00 9567 Readiness Activities Pages 24-30 Readiness Activities $219.00 11854 Take-Home Activity Book Collection $269.00 11380 To Order: Give us a call at 800-225-0248 or visit BRIGANCE.com/ EarlyChildhood Ordering and Price BRIGANCE Early Childhood Sampler • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 Call now or visit online for the entire family of BRIGANCE Early Childhood products: • Early Childhood Screens III • Inventory of Early Development III (IED III) • Readiness Activities • Take-Home Activity Books • Online Management System Call 800-225-0248 or visit BRIGANCE.com/EarlyChildhood