1. CE320 Unit 7 Seminar: Language Assessment Language Development in the Young Child

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3. In this Seminar, we will discuss the purpose in using a checklist, an anecdotal record, and a Story Based Language Observation chart when working with children. Tonight we will… Review Reading Material Screening and its purpose Steps to take when meeting with parents about assessments Jump Ahead to the Unit 9 Project and Rubric Questions and planning schedule to complete project UPDATES AND REMINDERS

4. Unit Outcomes and Expectations At the end of this unit you should be able to: 1.Explain the considerations that should be made when selecting screening instruments 2.Summarize the results of a decision made by a screening instrument such as those used by Child Find 3.Analyze how diagnostic testing can be used by an early childhood professional to make decisions about curriculum or remediation needed 4.Relate your own theoretical perspective to assessment practices

5. Review tonight’s reading Please take about ten minutes to review your findings on the following areas from Chapter 12 of this week’s reading: Observational assessment and its purpose How does screening link to follow-up assessments Steps to take when meeting with parents about referrals and services Please do not share your answer until each question is asked upon your return. CE320 Language Development in the Young Child

6. SCREENING AND ITS PURPOSE 1.What are observational assessments? How and why do we use them in the classroom? Checklists – can use pre-made checklists or develop your own Anecdotal Records - should contain facts not opinions. Watch “Dylan and Enrique Matching” and make 3 objective observations regarding Dylan’s use of language. http://www.cde.state.co.us/resultsmatter/RMVideoSeries_PracticingO bservation.htm#top Audio and Video Recordings

7. SCREENING AND ITS PURPOSE 2. How does screening link to follow up assessments? Developmental Screening is mandated by Federal Law Process referred to as Child Find – each state has its own procedures for identification and screening process Language Screening Development Measures (Fluharty-2, Denver II, Battelle Screening) Screening can result in: -Results are typical; no further assessment needed -Results are questionable or unreliable; rescreen at a later time or in a different context -Referral is made for additional testing

8. PARENTS AND ASSESSMENTS 3. Explain the steps that you would take to prepare for a meeting with a parent to discuss the results of a recent screening and a possible referral for diagnostic testing.

9. ETHICAL PRINCIPLES Please review the information that you have learned and explain how your ethical principles relate to your role as an early childhood professional.

10. A JUMP AHEAD: UNIT 9 PROJECT DIRECTIONS Assessment and Theoretical Perspectives Your Unit 9 Project has two parts. In Part I, you will be watching videos of children participating in reading activities, and you will document and assess the behavior you witness. You will use this information in Part II of the project, in which you will write a paper and use theoretical perspectives to explain the language development you witnessed. The template provided in the course has been set up in the correct format to complete both parts of this project.

11. UNIT 9 PROJECT: PART I Part I: Observation and Documentation Watch the three videos provided in the course and document your observations using the assessment forms provided in the template. Video 1: Story Time: Complete a Checklist on your observation of the reading behaviors one of the more vocal children in the group. Video 2: Sam Reading Books: Complete an Anecdotal Record on the vocabulary level of Sam. After clicking this link, scroll until you get to Sam Reading Books. Video 3: Shared Reading: Complete Story Book Language Observation of one of the children in the video. The documentation you create will be submitted as appendices to Part II of this project.

12. PROJECT 9: PART II Part II: Paper Once you have completed your observations and assessment documentation, write a 1- to 2-page paper explaining the typical language development you observed and outlining the theoretical perspectives observed in the students in the videos. You will also provide a summary of the assessments you used during your observation.

13. UNIT 9 PROJECT FORMATTING GUIDELINES Suggested format of your paper including title, reference, and appendix A, B, C: A title page An introduction to the role that assessments have in language development and a summary of the points you will make in your paper. An explanation of the purpose of each of your assessments. A discussion of where you observed application of theory and DAP principles in at least one of the videos. A conclusion and short summary of your documentation and analysis experience. You should also reflect upon how this experience will prepare you for your career goals as an early childhood professional. A Reference page followed by appendices with the three assessment forms

14. UNIT 9 PROJECT FORMATTING GUIDELINES Be sure to use specific information from your readings in your paper, and be sure to use APA formatting. Information regarding APA formatting can be found in the Writing Center and should be reviewed thoroughly. APA formatting dictates how your paper should appear on each page. Refer to the APA Quick Reference under Course Home for examples of how to cite sources. Your writing should be organized, logical and unified, as well as original and insightful. Your work should display superior content, organization, style, and mechanics while demonstrating the ability to apply critical thinking skills to illustrate sound reasoning. Be sure to include citations for quotations and paraphrases with references in APA format and style. Avoid any practice that might constitute plagiarism. Use the rubric as your guide to ensure that you include all the required contents.

15. Time to Review: Questions?  Where are the templates for this project?  When is this project due?  How will you approach the work involved in this project?  Have you planned enough time in your schedule? If not, what adjustments do you plan to make?

16. THANK YOU FOR COMING!

17. REFERENCES Agbenyega, J. (2009). The Australian Early Development Index, who does it measure: Piaget or Vygotsky's child?. Australasian Journal of Early Childhood, 34(2), 31-38. O'Neill, D. K. (2007). The Language Use Inventory for Young Children: A Parent-Report Measure of Pragmatic Language Development for 18- to 47-Month-Old Children. Journal of Speech, Language & Hearing Research, 50(1), 214-228. doi:10.1044/1092-4388(2007/017) Otto, B. (2010). Language Development in Early Childhood, 3rd ed. Upper Saddle River, NJ: Pearson Education, Inc. Jupiter Images Corporation, (2010). Clipart.com. Retrieved May 10, 2010 from http://www.clipart.comhttp://www.clipart.com