Cognitive Area

NOTE: Place a "Y," "S," or "N" by items a through c:

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1. Does your child use at least eight color words? Circle the words that your child uses correctly; for example, your child says, "l have a green ball" while holding a green ball. (A1.1 )

2. Does your child use at least five shape words? Circle the words that your child uses correctly; for example, your child says, "That's a square," when pointing to a box. (A1.2).

3. Does your child use at least six size words? Circle the words that your child uses correctly. (A1.3)

red orange

pink yellow black purple

gray green

white brown

circle triangle diamond square rectangle star

big thick small skinny chubby

tall short

itsy bitsy

fat gigantic

NOTE: Place a "Y," "S," or "N" by items a and b:

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1. Does your child use at least 10 quality words? Circle the words that your child uses correctly; for example, your child says, "The banana is soft." (A2.1)

2. Does your child use at least eight quantity words? Circle the words that your child uses correctly; for example, your child says, "My cup is empty," after drinking all of the milk. (A2.2)

hot hard light cold different clean

soft same quiet dirty

good rough heavy wet slow

bad smooth dry sweet fast

all many none

empty some

  few each more any

NOTE: Place a "Y," "S," or "N" by items a and b:

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1. Does your child use at least 12 words to describe the position of objects or people? Circle the words that your child uses correctly; for example, your child says, "Sit beside me." (A3.1)

2. Does your child use at feast seven time words? Circle the words that your chitd uses correctly; for example, your child says, "Yesterday, I went to school." (A3.2)

back front behind under

here middle last in back of bottom

beside down up in front of on

next to between there

yesterday early before if—then today

later after tomorrow last first

6. Does your child put three objects in order according to length or size? For example, you give your child three blocks and your child lines them up on a shelf with the smallest first and the largest last. (C2)

7. Does your child retell an event or story that involves a beginning, middle, and end? For example, you ask your child how he or she made a picture, and your child says, "First we got paper, then we put glue on it, and then we stuck beans on it."

8. Does your child tell you about something that happened at least 30 minutes earlier on the same day? For example, you ask your child what he or she had for lunch and your child tells you. (DI )

9. Does your child tell you why o solution to a problem would or would not work? For example, your child stands on a chair to reach a book on the shelf and says, "This chair is too small. I can't reach." (El)

10.  Can your child give answers to questions that require thinking? (E2) 

Place a "Y," or "N" by items a through c:

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1. Does your child give a reason for something? For example, your child says, "She is sad," and you ask, "How do you know that the girl is sad?" Your child answers, "She is crying." (E2.1)
2. Does your child make a prediction? For example, when you are reading an unfamiliar story you pause and ask your child, "What do you think will happen?" Your child tells a possible event. (2.2)
3. Does your child determine a possible cause? For example, your child tells a possible cause in response to your question, "Why do you think she is crying?" by saying, "Because she fell down. " (2.3)

11. Does your child pretend play with other children? (F1)

NOTE: Place a "Y," "S," or "N" by items a through c:

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1. Does your child pretend to be someone else and tell other children who they can pretend to be?  For example, your child says, "I'll be the bus driver, and you be the kid." (Fl . 1 )
2. Does your child act out a pretend story or event? For example, your child says he or she is going fishing and then pretends to catch some fish and cook them. (Fl .2)
3. Does your child use pretend objects or motions to play? For example, your child pretends to brush hair without a brush. (Fl .3)

12. Does your child play games following rules? (F2)

1. Does your child try to make rhymes? For example," My name is MIKE, I have a BIKE" or "What's in the POT and is it HOT?" (HI . l )
2. Does your child understand that words are made up of individual sounds and that words are put together to make sentences? For example, if asked, can your child say the sounds in a word separately (e.g., C-A-T), and repeat separately the words in a sentence (e.g., I-want-it)? (H I .2)
3. Does your child put several syllables together to make a familiar word after hearing you say the syllables or sounds slowly? For example, when you say the sounds "h - a - t" slowly, your child says "hat" or you say "tel - e - phone" slowly and your child says "telephone." (H 1 .3)
4. Does your child recognize spoken or printed words with both same and different beginning and ending sounds? For example, CAR and CAKE, and BEG and DOG (same and different beginning sounds), and MAMA and LLAMA, and TOP and TOY (same and different ending sounds). (H 1 .4)

1. Does your child correctly say the sound of the letters he or she writes in simple words? For example, the child might write his dog's name by saying each sound as it is written (e.g., 'I S-P-O-T").
2. Does your child sound out simple words in print by combining the letter sounds? For example, the child looks at a store sign and says, "T-O-Y-S, toys." (H2.2)

3. know the sounds for about half of the letters of the alphabet? For example, when looking at a book, he or she points to the letter B and makes the correct sound. (H2.3)