In order to adapt the above tools and skills for older as well as younger students than the ones mentioned above, it is important to first of all identify the learning objectives of these students and the classes they are in. The learning objectives are for example such as ones…
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However, for the younger students such as the one in pre-kindergarten, the list of objectives should be way smaller with only one or two items to be assessed by the teachers as they are still very young will smaller ability to understand and shorter memory span.
The above mentioned tools in the checklist cannot be appropriate for assessment of children from birth to pre-kindergarten as they are very young and cannot understand what is being tested. However it is appropriate for those from kindergarten to grade 3 as they also hold similar learning objectives as the ones discussed above in the check list.
For the children between births to pre-kindergarten, they should have their own set of simpler and way shorter learning objectives which would lead to shorter assessment and check lists for the teachers to examine. This as explained above is because of their short memory span as well as ability to understand which is still developing. Most of the assessment tools for such children are just repetitive sounds and music among other simpler
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(“Reading Standard for Foundational SKills Assignment”, n.d.)
Retrieved from https://studentshare.org/education/1670575-reading-standard-for-foundational-skills
(Reading Standard for Foundational SKills Assignment)
“Reading Standard for Foundational SKills Assignment”, n.d. https://studentshare.org/education/1670575-reading-standard-for-foundational-skills.
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