PRESCHOOL PROGRESS REPORT Four and Five Year Olds Adapted from several resources Child’s name: _________________________________ School Year:________________ Weight: _____ _____ _____ Height: _____ _____ _____ Sept. Jan. June Sept. Jan. June Evaluation Key U = Usually G = Good Progress W = Working on Skill NA = Not Applicable Self-Reliance Skills Sept. Jan. June I go to the bathroom alone. I am learning to dress myself. I can brush my teeth. Practical Skills Sept. Jan. June I can say my first and last names. I know how old I am. I know some colors. I can recognize/point to body parts. Social/Emotional Skills Sept. Jan. June I accept and respond to my teacher’s authority. I respect and show concern for people and things around me. I play and share cooperatively with other children. I have a good self-image. I have appropriate control over my feelings. I can identify human feelings (sad, happy). Work Habits Sept. Jan. June I follow routines independently. I can follow directions. I can work well with in small groups. I am learning not to disturb classmates while they work. I seek only my share of teacher’s attention. Listening Skills Sept. Jan. June I listen quietly; my attention span is lengthening. I respond to a story by answering questions. Speaking Skills Sept. Jan. June I speak clearly. I communicate in sentences. I can answer some questions. I am expanding my vocabulary. I wait my turn when speaking in a group. Fine Motor Skills Sept. Jan. June I use my small muscles in: Holding, using my crayons. Holding, using my pencils. Holding, using my scissors. Easel/watercolor painting. Pasting/gluing. Fine Motor Skills (Continued) Sept. Jan. June I use my small muscles in: Simple puzzle assembly. Play dough/clay. Stringing beads. Manipulating small pieces. Manipulating zippers. Manipulating buttons. Manipulating snaps. Tying my shoes. Gross Motor Skills Sept. Jan. June Walk up/down stairs (alternating my feet). Walk (forward, backward). Run. Jump in place (two feet together). Balance (left foot, right foot). Hop (one foot, two feet) Throw a large ball forward. Kick a large ball forward. Catch a large ball. Bounce a large ball. Do a forward somersault. Gross Motor Skills (Continued) Sept. Jan. June Gallop. Skip. Take part in games. Reading Readiness Sept. Jan. June I can say the alphabet (rote memory). Lower case alphabet: Identify some letter names. Produce some letter sounds. Upper case alphabet: Identify some letter names. Produce some letter sounds. I can print my first name. I can recognize eight colors. I can identify likenesses/differences. I know some opposite words (hot/cold). I know some position orientation words (top/bottom). Math Readiness Sept. Jan. June I can rote count to: Recognize some numbers: Name some numbers: Recognize some shapes: I can find shapes in my environment. Math Readiness (Continued) Sept. Jan. June I can identify size differences (big, little). I can sequence different sizes (small, smaller, and smallest). I can categorize objects (shape, color size, texture). Music*Art*Science Social Studies*Readiness Skills Sept. Jan. June I participate in music activities. I participate in art activities. I participate in science activities. I participate in social studies activities. Pre-Writing Skills you can work on now ! (We started this processing with our son when he was 2 years old) Holding crayon: Level 1 – thumb position down, using entire arm and shoulder to scribble. Level 2 – thumb position up, using entire arm and shoulder to scribble. Level 3 – thumb position up, using from elbow of arm and down to fingers to scribble then progressing to drawing purposeful lines. Level 4 – correctly holding crayon between fingers (like writing) using from elbow of arm and down to fingers to draw lines and circles. Level 5 – correctly holding crayon between fingers (like writing) using from wrist to fingers to draw lines and circles. Pre-letter writing: Level 1 – Go from point A to point B (horizontal lines). Level 2 – Go from point A to point B (vertical lines). Level 3 – Go from point A to point B (intersecting lines = + shape). Level 4 – Go from point A to point B (diagonal lines = triangle shape). Pre-word writing: Level 1 – using 4 boxes in horizontal line, have child put a sticker in each box. This gets child used to going from left to right and spacing. Level 2 – using 4 boxes in horizontal line, have child draw a shape like a circle or a + in each box. This gets the child used to going from left to right, spacing and lifting pencil to end one letter to start another letter in the word. Level 3 – using 8 boxes in 2 horizontal lines of 4 boxes, have child draw a shape like a circle or a + in each box of the first line of boxes going from left to right. Next have the child do the next row of boxes the same moving left to right. This helps the mind and hand connection of sequencing to start writing beginning words that are usually 3 – 4 letters. You are now using two rows, because when writing the child needs to understand that the words for a sentence will continue to the next line. REMEMBER these are toddlers, this should be fun. Don’t push, Don’t rush, Just play !