Categories and Attributes of Language Inventory. Use this checklist to informally assess and rank student's knowledge of the function, description, parts, location, category, association, and composit
...ion of an object.
Adjectives, Adverbs, and Prepositional Phrases Pretests - Free functional assessment pre-test of these areas of knowledge. Each pre-test has a cut off score criteria, targeted intervention goals, and
...recommends which Cracking the Grammar Code teaching materials to use to begin instruction. Includes key to all pre-tests.
Functional
approach to assessing a child's ability to follow directions. Six examples
are listed for each of the language development categories. Administer the
first 3 directions from ea
...ch category to the student who is hard of hearing
from 6 foot distance without speech reading. If the student successfully completes directions,
present the other 3 at a distance of 12 feet. Fillable form.
Checklist identifying student skills and knowledge about hearing loss, audiogram, amplification, and successful communication in the classroom. For elementary age students
Administration instructions for the Meaningful Auditory Integration Scale (MAIS) and the Meaningful Use of SpeECH- Scale (MUSS). These are parent report scales which allow the examiner to evaluate a c
...hild's skills in meaningful, real-world situations.
Once a child is diagnosed with hearing loss family members have many questions. This resource provides information addressing how overwhelming the diagnosis can be and families may have many feelings
...about the testing process and the diagnosis. It describes where you can find help and support and why it is important to start services shortly after the hearing loss is diagnosed.
The Activities for Listening and Learning (ALL) is to be used for functional assessment, planning and progress monitoring of student's development of complex listening skills. Skills are listed under
...the following categories: auditory association, auditory discrimination, auditory memory, auditory closure, being a responsible communication partner, humor, general communication information, organization and sequencing, reading, and vocabulary. Author of the original ALL is Nancy Caleffe-Schenck. Adapted version that includes fillable blanks by each skill to enter goal date/completion.
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