Receptive and expressive language activities
Observation Assignment
LANGUAGE DEVELOPMENT
I. Observe in a preschool or elementary school setting. Select an individual child to observe and provide the following identifying information:
Age of Child _____ Number of children in class _____ Number of teachers ____
II. Describe 2 situations in which the child has REASONS to communicate and HOW the child then communicates:
POSSIBLE REASONS:
To request object or assistanceTo request comfortTo draw attention to selfTo draw attention to people, things, eventsTo request information
POSSIBLE BEHAVIORS:
Cries, fusesLooks, changes facial expressionsPoints and uses gesturesUses questionsMakes statements
III. Describe child’s expressive language in 2-3 situations with either peer or adult:
2 or 3 word sentencesComplex sentencesStatements with a rising intonation, e.g. “I have some?”Uses where, what, when, why and who questionsTells storiesPlans and negotiatesUses language in creative endeavors
IV. Describe child’s RECEPTIVE language in 2-3 situations:
Understands and follows simple directionsUnderstands and applies word usageListens attentively
V. Describe child’s SOCIAL language (CONVERSATIONAL STYLE):
Be sure to provide examples.
Social – initiates and responds frequently to others initiations
Reluctant – seldom initiates, but does respond to others’ initiations
Own agenda – may initiate, but rarely responds to others’ initiations
Passive – seldom initiates or responds to others’ initiations
VI. Look at NC FELD and determine a Goal and Developmental Indicator that you feel describes the child’s development. Using a few sentences , explain your goal selection.
NCFELD
Receptive and expressive language activities
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Observation Assignment
LANGUAGE DEVELOPMENT
I. Observe in a preschool or elementary school setting. Select an individual child to observe and provide the following identifying information:
Age of Child _____ Number of children in class _____ Number of teachers ____
II. Describe 2 situations in which the child has REASONS to communicate and HOW the child then communicates:
POSSIBLE REASONS:
To request object or assistanceTo request comfortTo draw attention to selfTo draw attention to people, things, eventsTo request information
POSSIBLE BEHAVIORS:
Cries, fusesLooks, changes facial expressionsPoints and uses gesturesUses questionsMakes statements
III. Describe child’s expressive language in 2-3 situations with either peer or adult:
2 or 3 word sentencesComplex sentencesStatements with a rising intonation, e.g. “I have some?”Uses where, what, when, why and who questionsTells storiesPlans and negotiatesUses language in creative endeavors
IV. Describe child’s RECEPTIVE language in 2-3 situations:
Understands and follows simple directionsUnderstands and applies word usageListens attentively
V. Describe child’s SOCIAL language (CONVERSATIONAL STYLE):
Be sure to provide examples.
Social – initiates and responds frequently to others initiations
Reluctant – seldom initiates, but does respond to others’ initiations
Own agenda – may initiate, but rarely responds to others’ initiations
Passive – seldom initiates or responds to others’ initiations
VI. Look at NC FELD and determine a Goal and Developmental Indicator that you feel describes the child’s development. Using a few sentences , explain your goal selection.
NCFELD