As I've said in my previous two posts, a spoken language sample is a required component of our evaluations. This set of directions and form is for those regular education kiddos who are referred for evaluations (as opposed to our more severely disabled children who may need a more customized communication evaluation). Children in regular education are routinely expected to tell stories, explain their thinking, compare, evaluate, state opinions, listen and follow complex directions, and use appropriate social skills.
Here are the segments of the CHCCS language sample for grades k-3: (see the link for detailed instructions)
- Sequencing Cards: Directions are given in the link. You can find sequenced picture cards from many sources and may already have your own. This is set up as a dynamic assessment. If the child is confused about expectations the first time, teach the child and look for improved performance. In this way, you can see if the problem is due to task confusion or due to a language difficulty.
- How To: The child is to explain a task. Again, this is a dynamic assessment.
- Compare and Contrast: The child is to compare two common items without pictures. Again, this is a dynamic assessment.
- Story Retell: We use the stories in the Goldman-Fristoe Test of Articulation. WH-questions are also asked of the child, and these questions are on the form (see link below). If you do not have the Goldman-Fristoe, you can find a wordless picture book, write out a script, and do your own story and questions.
- Storytelling: This assesses the child's ability to tell a story given a wordless picture book. We used the books from the Dynamic Assessment and Intervention. If you do not have this, find two wordless picture books with a clear problem/solution, characters, setting, and sequence of events. Use one for initial assessment, then model the concepts you want the child to demonstrate, and use the second book to reassess.
|I just have to throw in here that my grand baby is growing fast!!!|