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Teacher Rating Scale for Communicative Behaviors

Teacher Rating Scale for Communicative Behaviors
Teacher Rating Scale for Communicative Behaviors
Teacher Rating Scale for Communicative Behaviors
Teacher Rating Scale for Communicative Behaviors
Grade Levels
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Product Description
This chart is ideal for typically-developing Kindergarteners and first graders, but take a look and see if it can be used for the population you work with. Speech-Language Pathologists can utilize this tool when assessing students to gauge their current communicative behaviors (speech and language) as seen in the classroom. Give this simple rating scale to the student's teacher to discover valuable information.

Here is the text from the document:


Teacher Rating Scale: Oral Language Skills Grades K-1
Student: ___________________ Teacher: ______________ Grade: ___________ Date: __________

Please compare the student's strengths and challenges to other students in your class.

How does the student communicate with you? Circle all that apply.
Gestures | Single words | Phrases | Complete sentences | Pictures

Rating:
Significant Difficulty
Moderate Difficulty
Mild Difficulty
Average and Above
Unable to Determine

1. Participates as a speaker and listener in conversations with both peers and adults.
2. Answers questions about key details from information presented orally or through other media.
3. Asks for help appropriately.
4. Initiates verbal interactions.
5. Describes familiar people, places, things, and events.
6. Expresses thoughts, feelings, and ideas clearly.
7. Has age appropriate sound/symbol awareness.
8. Uses age appropriate frequently occurring nouns and verbs.
9. Uses age appropriate frequently occurring prepositions (i.e., to/from, in/out, on/off, for, of, by, with).
10. Uses age appropriate grammar (i.e., regular plural nouns).
11. Shows knowledge of age-appropriate vocabulary (i.e., categorizing by characteristic).
12. Follows directions of two or more steps that relate to familiar objects and/or experiences.
Open Ended:
What types of supports or interventions is the student receiving?
What kinds of progress have you noticed since the beginning of the school year? Would you consider it adequate growth compared to other students in your class?
Do you have any concerns with the way this student pronounces words (articulation), fluency when speaking (stuttering), or vocal quality (harshness or loudness)?
Do you have any concerns with this student's language skills receptively (what the child understands) or expressively (what the child expresses)?
Do you have any other concerns or comments?
Total Pages
2 pages
Answer Key
Does not apply
Teaching Duration
N/A
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