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During center time today i observed The girl looking at bugs along with her teacher . The girl was talking back and forth about what she saw in each bug description . She used 6 or more words in her sentences , she used sentence form in talking to her teacher and used questions when she did not know about that bug . The teacher asked open ended questions and the girl could answer with details . She was engaged and continued her learning when child number 2 walked up . The girl kept sorting the bugs .

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Teacher and girl worked together in homeliving/science area of the classroom examining insects. The girl described the insects by colors, body parts. The conversation was back and forth and full of details surrounding what the insects looked like, where they lived, what colors they were. The girl was very focused on the task at hand and was able to ignore other classroom activity. The girl was asked and answered questions with from the teacher. She demonstrated curiosity and flexible thinking.

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In the housekeeping center, the little girl was identifying insects. When asked by the teacher, "what do you think it is?" The little girl responded, "its a butterfly." When asked what bugs she thought lived in the ground, the little girl said, "I'm putting this one there because its blue." She was engaged with the materials and the teacher discussing what the insects were and which insects live in the ground.

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The child engaged in back and forth conversations with the teacher about insects. She named several insect names.

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While looking at bugs during center time, Sally was exploring different insects. The teacher sat next to her and asked her to identify multiple insects and asked her identifying factors of each. Sally struggled to answer each WH question accurately (only about two insects correctly labeled out of a field of about 10). Although she was able to have multiple exchanges in conversation with the teacher and stayed on task throughout.

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The teacher was engaging with the student asking questions. The teacher was asking questions that related to the different insects that they were looking at.

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A. sorted an insect based on the color blue.

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A showed curiosity and motivation in her learning by asking questions about insects to the teacher.

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In the house center one on one with the teacher at the table. The girl was looking at plastic bugs. She said, this is a bee, T said - how do we know its a bee?, G - it has wings. T ask questions where, next to him.

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The little girl is very interested in the insects. She talks to the teacher about each insect and then touches them and they decide which insect lives in the ground. When the little boy came near the teacher to talk to her she was not bothered by him at all.

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The child is able to ask and answer questions using 4 to 5 + word sentences. Engages in back and forth conversations of five or more exchanges. Child is understood by unfamiliar listeners. She speaks clealy and uses and expressive vocabulary describing insects.

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Girl was in dramatic play looking through the insects picking them up one by one. She asked her teacher what each one was and was able to recognize the bee and butterfly.

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A. engaged in an extended back-and-forth conversation with the teacher regarding insects. When asked questions, A responded with one to two-word responses.

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the child was very inquisitive about the bugs and asked a lot of questions.

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Child was able to identify two out of 10 insects.

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Sandy