Progress Report
Jun. 6th, 2012 09:49 pm![[personal profile]](https://www.dreamwidth.org/img/silk/identity/user.png){kind=small}
daily_aliceWe thought you might enjoy reading the Teacher Reflections from Alice's End of Year Progress Report from Pre-K.
Social - Emotional
Alice is a caring and enthusiastic friend who is always willing to share ideas with her peers and teachers. Alice enters the classroom each day with a spring in her step and an eagerness to greet her classmates and to explore the classroom. Although Alice has developed a very strong friendship with one of her peers, she is often willing to play with different friends. When playing with a group, Alice asserts her ideas, but occasionally benefits from reminders to listen to the ideas of her friends. Alice takes a leadership role in group play experiences, but occasionally becomes frustrated when other friends are unwilling to negotiate or compromise to her ideas. When both parties are able to explain their position, a resolution is quickly found. Alice plays independently as well as with her peers. She is often found working at a creative project. Should her project ideas inspire a friend to join, she is able to accept companionship without hesitation. Alice has begun to show great pride in her skills. When a friend wanted to add a star to their drawing, Alice asked if they wanted help. Rather than draw the star for the friend, Alice modeled the process, step-by-step, adding finally, "Now you can try. It's not easy at first, but if you keep trying, you'll get better at it soon." Alice shares ideas appropriately. She is clearly an expert about many topics, and her willingness to share information with us is appreciated and welcomed.
Classroom Adaptation
Alice has a clear understanding of the routine and schedule of our classroom. She appears very comfortable in her environment, both during an open-ended part of the day, such as Free Play, as well as a more structured part of the day, such as Gathering. During Free Play, Alice makes choices independently. She is often found at many different activities, but prefers creative art choices and dramatic play. Alice's voice is heard, during any activity, with enthusiasm and joy, laughing or singing. When she begins a creative project at the Writing Table for example, Alice locates and chooses materials that she needs (such as scissors, markers, etc.). While working alone or with a friend, she is usually chatting happily or singing a favorite song. When a project is complete, Alice often takes time to share it with a teacher before carefully placing it in her mailbox. If cleanup begins, and Alice is in the middle of a project, she often chooses to store her project in her art folder, or on the "Safe Shelf" to continue on another day. During cleanup, Alice is an enthusiastic helper who easily follows the routine and takes a final glance around the room before moving on to the next part of her day.
During Gathering, Alice is an attentive listener and also an active contributor to group discussions. Alice has definitely found her voice in the group. For example, her description of a way we can take care of the Earth was very detailed, "You shouldn't throw trash in any, any, any water because it can float to the ocean and become floatablesL. That is not good!" Her friends truly value her unique ideas and often look to her with questions. She is a responsible, well-respected member of our classroom community.
Language and Literacy
Throughout the day, Alice is able to share her ideas confidently and appropriately. She can easily converse with both her peers and her teachers. During Gathering, even though she frequently has great ideas to share, Alice is able to wait her turn in the group. Recently, during a discussion about Earth Day, Alice provided a description of composting which included both the process as well as some cautions, "And you should watch out though, 'cause there can be a lot of worms in there!" In the same way that Alice's responses during Gathering are often elaborate, her drawings always display a great amount of detail as well. During a small group activity about the seasons, Alice completed numerous pictures of her favorite things about summer. In a drawing of a family camping trip to Seattle, she added a tent and other essential camping materials. During and activity where she could make her own books, Alice drew pictures from a book she knew from home about Grover and a monster. For her second book, she added more personal details. Using her strong letter-sound correspondence skills, Alice was able to sound out her own words for her book with limited teacher support. Not only is Alice able to draw with detail, she is able to explain her ideas articulately as well. And she also often adds humor to her descriptions. "Well, my Mom and Dad were driving the MINI Cooper, but then the 'C' and the 'ER' fell off, so now it's just an OOP!"
Cognitive
Alice's curiosity, creativity and imagination are shown throughout the day. She is able to make astute observations and ask insightful questions. Alice has shown very strong pre-literacy and pre-math skills, including letter-sound identification skills and counting skills. Not only has Alice shown abilities in literacy and math, she often takes her observations further by offering more complex responses. During a patterning task, for example, Alice was able to accurately predict the next series of items in the pattern, but she was also able to provide an explanation for her response. As Helper of the Day, Alice shows confidence as well as an ability to use strategies when she encounters a problem. For example, when determining the number of the day, she often counts up to the number rather than taking a guess or asking a friend. Everyone enjoyed Alice's sharing of the program from her parents' play "Pride and Prejudice." She was able to describe the play in detail without any teacher prompts. She enthusiastically shared about her parents' roles in the play and giggled happily as she described her uncle introducing her to the audience. Although she asks for help if needed, Alice works on a challenging task, without frustration until she achieves success.
Physical Development
Alice has also shown strengths in the areas of gross and fine motor skills. Although her preference for dramatic play activities typically extends onto the playground (for example, playing princesses in the playhouse or under the structure), she also enjoys active games as well. Alice demonstrates age-appropriate gross motor skills. She has strong coordination and balance, and she clearly loves to dance.
Alice also shows exceptional fine motor control and coordination. She is able to utilize tools such as scissors, hole-punchers, and writing instruments with ease. Alice has shown a willingness to try a variety of hand-strengthening tasks such as pinch grasp sorting.
We are very pleased that her teachers have appreciated and supported her so well this year and terribly proud of her work and joy in school.
Social - Emotional
Alice is a caring and enthusiastic friend who is always willing to share ideas with her peers and teachers. Alice enters the classroom each day with a spring in her step and an eagerness to greet her classmates and to explore the classroom. Although Alice has developed a very strong friendship with one of her peers, she is often willing to play with different friends. When playing with a group, Alice asserts her ideas, but occasionally benefits from reminders to listen to the ideas of her friends. Alice takes a leadership role in group play experiences, but occasionally becomes frustrated when other friends are unwilling to negotiate or compromise to her ideas. When both parties are able to explain their position, a resolution is quickly found. Alice plays independently as well as with her peers. She is often found working at a creative project. Should her project ideas inspire a friend to join, she is able to accept companionship without hesitation. Alice has begun to show great pride in her skills. When a friend wanted to add a star to their drawing, Alice asked if they wanted help. Rather than draw the star for the friend, Alice modeled the process, step-by-step, adding finally, "Now you can try. It's not easy at first, but if you keep trying, you'll get better at it soon." Alice shares ideas appropriately. She is clearly an expert about many topics, and her willingness to share information with us is appreciated and welcomed.
Classroom Adaptation
Alice has a clear understanding of the routine and schedule of our classroom. She appears very comfortable in her environment, both during an open-ended part of the day, such as Free Play, as well as a more structured part of the day, such as Gathering. During Free Play, Alice makes choices independently. She is often found at many different activities, but prefers creative art choices and dramatic play. Alice's voice is heard, during any activity, with enthusiasm and joy, laughing or singing. When she begins a creative project at the Writing Table for example, Alice locates and chooses materials that she needs (such as scissors, markers, etc.). While working alone or with a friend, she is usually chatting happily or singing a favorite song. When a project is complete, Alice often takes time to share it with a teacher before carefully placing it in her mailbox. If cleanup begins, and Alice is in the middle of a project, she often chooses to store her project in her art folder, or on the "Safe Shelf" to continue on another day. During cleanup, Alice is an enthusiastic helper who easily follows the routine and takes a final glance around the room before moving on to the next part of her day.
During Gathering, Alice is an attentive listener and also an active contributor to group discussions. Alice has definitely found her voice in the group. For example, her description of a way we can take care of the Earth was very detailed, "You shouldn't throw trash in any, any, any water because it can float to the ocean and become floatablesL. That is not good!" Her friends truly value her unique ideas and often look to her with questions. She is a responsible, well-respected member of our classroom community.
Language and Literacy
Throughout the day, Alice is able to share her ideas confidently and appropriately. She can easily converse with both her peers and her teachers. During Gathering, even though she frequently has great ideas to share, Alice is able to wait her turn in the group. Recently, during a discussion about Earth Day, Alice provided a description of composting which included both the process as well as some cautions, "And you should watch out though, 'cause there can be a lot of worms in there!" In the same way that Alice's responses during Gathering are often elaborate, her drawings always display a great amount of detail as well. During a small group activity about the seasons, Alice completed numerous pictures of her favorite things about summer. In a drawing of a family camping trip to Seattle, she added a tent and other essential camping materials. During and activity where she could make her own books, Alice drew pictures from a book she knew from home about Grover and a monster. For her second book, she added more personal details. Using her strong letter-sound correspondence skills, Alice was able to sound out her own words for her book with limited teacher support. Not only is Alice able to draw with detail, she is able to explain her ideas articulately as well. And she also often adds humor to her descriptions. "Well, my Mom and Dad were driving the MINI Cooper, but then the 'C' and the 'ER' fell off, so now it's just an OOP!"
Cognitive
Alice's curiosity, creativity and imagination are shown throughout the day. She is able to make astute observations and ask insightful questions. Alice has shown very strong pre-literacy and pre-math skills, including letter-sound identification skills and counting skills. Not only has Alice shown abilities in literacy and math, she often takes her observations further by offering more complex responses. During a patterning task, for example, Alice was able to accurately predict the next series of items in the pattern, but she was also able to provide an explanation for her response. As Helper of the Day, Alice shows confidence as well as an ability to use strategies when she encounters a problem. For example, when determining the number of the day, she often counts up to the number rather than taking a guess or asking a friend. Everyone enjoyed Alice's sharing of the program from her parents' play "Pride and Prejudice." She was able to describe the play in detail without any teacher prompts. She enthusiastically shared about her parents' roles in the play and giggled happily as she described her uncle introducing her to the audience. Although she asks for help if needed, Alice works on a challenging task, without frustration until she achieves success.
Physical Development
Alice has also shown strengths in the areas of gross and fine motor skills. Although her preference for dramatic play activities typically extends onto the playground (for example, playing princesses in the playhouse or under the structure), she also enjoys active games as well. Alice demonstrates age-appropriate gross motor skills. She has strong coordination and balance, and she clearly loves to dance.
Alice also shows exceptional fine motor control and coordination. She is able to utilize tools such as scissors, hole-punchers, and writing instruments with ease. Alice has shown a willingness to try a variety of hand-strengthening tasks such as pinch grasp sorting.
We are very pleased that her teachers have appreciated and supported her so well this year and terribly proud of her work and joy in school.
