Training Guides for the Head Start Learning Community:
Emerging Literacy: Linking Social Competence to Learning
Module 2
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| Contents | Preface
| Introduction
| Module 1
| Module 2
| Module 3
| Module 4 | | Professional Development | Resources | Training Guides | |
From Cooing to Talking: Partners in Conversation
Handout 10: Observing Language Skills
Part I: Watching and Listening to a Child's Language
Instructions: Select a child to be the focus of this activity. You might want to choose a child who has a language delay or disorder or one who is learning a second language. Record background information about the focus child. During the next week, use strategies such as those listed below to collect as much information as you can about this child's language skills. Complete Part I before your next coaching session.
| Child:_________________________ | Dates:_______________________________ |
| Age:__________________________ | Home Language:______________________ |
- Conduct observations of the child alone and during interactions with peers, family members, and/or Head Start staff.
- Make anecdotal recordings of the child's nonverbal and verbal communications.
- Make video and/or audiotape recordings of the child's use of language (for example, cooing, babbling, talking to self, interacting with adults and/or peers).
- Photograph the child at play or during routines or activities and write a brief explanation of what the child said and did.
- Take notes during or after conversations with the child's family about his or her use of language at home.
- Take notes during or after conversations with Head Start staff about the child's use of language at the program.
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