# data[].attributes.body
This activity is part of the Math/Cognitive Skills. It's Number 7: Drawing Pictures.

I believe that the child drawing a scribble who says, "I coloured on this paper" is at a level A, since he is completing the drawing and understands what is asked of him.

I would be sure to encourage the child, letting him know that he's doing a great job. The next steps would be to encourage him to explain what he drew in more detail. I could do this by explaining a picture myself to the whole group or even explaining an illustration in a book during a read-aloud.

I believe that the child drawing who explained her scribble as "an angel flying over people when they are asleep" is at a level B, because she is able to explain what it represents.

I would encourage the child, letting her know she's doing a great job and that it's a wonderful explanation. I'd thank her for sharing that with me.

# data[].attributes.body
This activity is part of the Language skills #11.

Child #1: Level A. The child was able to demonstrate she understood the question the instructor asked  to the group , she raised her hand but when she was called to share, she didn't answer until the instructor asked specific questions like: did you have fun playing outside? and what did you like about playing outside? In this case, we see that she is able to describe the activities  with the instructor's help.

Next step: I would have laminated pictures with the different activities we do throughout the day, then ask the child to pick her favourite activity, when she answers I would say - thank you for sharing that with us, I saw you playing outside and it seemed like you were having a lot of fun-. I would then open a discussion with the whole group so everyone can share a little bit of their favourite activity outside.

Child #2: Level C. The child was able to describe the activity she liked the most and also explained what she liked about the snack she had (orange cheese and red juice) although she didn't use the proper name for the cheese or juice the information was clear and she demonstrated that she understood the question and answered with just a little bit of help from the instructor.

Next step: I would respond to her by saying- oh yes, that was definitely my favourite part too! the cheddar cheese tasted delicious with the crackers,  I also liked the taste of the grape juice- This way, I will be able to help her learn the appropriate words for the kind of cheese and  juice she had for snack. Then, I would open a conversation about the snack we will be having the next day.

# data[].attributes.body
This activity is part of the Language Skills. It is Number 11: Describes Activities.

Child #1: This child is working at a level A, as she is able to describe activities with much help. Although prompting was involved, she was able to provide an answer with guidance. The next steps for this child to get to a level B could be to provide a visual schedule to promote sharing without so much prompting. If the child could physically see what we have done today, she could have gotten to the conclusion that she enjoyed playing outside without having to be asked. A visual schedule could also take away the anxiety of raising her hand without having an answer as the schedule would be right in front of her.

Child #2: This child seems to be at a level C as they were able to answer the question about their favourite part of the day without help. When prompted about what they enjoyed about snack, they were able to provide in detail what they enjoyed about snack and pose another question which shows interest and engagement. The next steps for this child would be to continue asking questions and allowing them to practice answering without providing a prompt. We could work on answering questions together and using "because" as she already knew why it was her favourite without any prompting. By helping her understand how to answer that question on her own, she would be well on her way to a level D.

# data[].attributes.body
This activity is from the Math/Cognitive skills, number 7: Creative Doodles.

Child #1: I would put this student at a level A. Similarly to what Corie discussed, the student is able to remain on task and finish their doodle. However, they are unable to discuss what they have drawn and leaves it with, 'I coloured this paper'. The student is aware of their task but does not give it more thought than that. I would begin by discussing with the student about what aspects I liked from the doodle and how well they did. For next steps I would encourage the student to try and doodle with something in mind, thus leading to an outcome for their drawing. They do not need to have a fully realized end outcome, but if we discuss the process and what the image may turn into, then the student will have a better comprehension of what the task is asking and how to better communicate their ideas.
Child #2: I would consider giving putting this student at a level C. They seem to understand the object and outcome of the activity as they were able to discuss with the instructor about what they have drawn. They did need to prompt of the instructor asking about their image but they had a understanding of what to say. Again I would discuss what aspects of the drawing I liked with the student and how great of a job they did. I would also thank them for their explanation. For next steps I would encourage the student to continue diving into what the drawing represents and what aspects of the image they believe show what they are describing. This way we can see the correlation between what they are seeing and what they have drawn.

# data[].attributes.body
This activity is Math/Cognitive #7: Drawing Pictures.

Child #1 would be level A as they were able to participate without much elaboration on the creative aspect of the doodle.

I would ask them to draw me one or two quick doodles and describe in detail what I saw, hoping to encourage creative thinking. I would also start a group discussion on paintings that could be interpreted in different ways (with examples).

Child #2 would be level B as they were able to successfully complete the task and describe their creative doodle.

I would encourage them to keep drawing and ask them what they saw in other students doodles.

# data[].attributes.body
This activity is part of the Math/Cognitive Skills #9.

Child #1: Level A. The child was able to practice simple problem solving by beywatching the teacher pour the sand in the funnel. The child decided to still continue to use her shovel to dig and move the sand.

Next Steps:
Continue to model the activity for the child by saying “Look at me, I’m going to pour sand through the tunnel to see what will happen”. As you are pouring sand through the funnel ask the child what is happening and what they think will happen if you pour more sand in funnel. Ask the child if they would like to use a funnel or any other sand tools, this will help them to expand their problem solving skills by giving her new tools to try and figure out.

Child #2: Level D. The child was able to develop and practice simple problem solving skills. The child was able to demonstrate his simple problem solving skills by being able to pour the sand in the bottom of the flower pot and by watching it he was seeing the cause of what would happen when you pour sand through. He is also able to make a prediction of which sand tool would make the sand go through fastest.

Next Steps:
Continue to model and participate in the activity with the student. I would demonstrate the use of different tools and will use verbal language to ask questions about what he is doing, what will happen and to make a prediction. I would provide this student with a variety of sand tools they can explore on their own.  I could also further extend the activity by maybe using a water table instead or different materials such as stones and water beads to help them problem solve with different and new materials.

# data[].attributes.body
Language Skills #11

Child #1: Level A

The child is able to describe her favourite part with much help. She was able to answer the question, after a few prompts to guide her. She may be feeling anxious answering the question or may have forgotten different activities from the day. Visual prompts may be a way to help, for example, keeping a visual schedule up as a reminder of the different activities. This could also help with anxiety, knowing where to find the answer.

Child #2: Level C

The child is able to describe activities with little help. When prompted to give more detail, she was able to easily describe what she liked about snack and ask a question. I would continue to ask questions, and model responses that include conjunctions in order to help the child learn how to build a more detailed sentence.

# data[].attributes.body
Skill - math and cognitive #9 practice simple problem solving

Child #1 - level A

The child watches when examples are given

Next steps - to continue demonstrating the activity and invite the the child to try it. ask questions like “do you think you could use your shovel to pour the sand into my funnel?” “ What else could you use to pour?”

Child #2 - level D

This child demonstrates an understanding of the activity and is able to problem solve which tool will pour faster.
Next steps - continue the learning by asking questions like "why does the funnel pour faster?"I would also consider adding more pouring tools for the child to experiment with to continue the learning.

# data[].attributes.headline
Language skill # 11 is being demonstrated in this scenario.

# data[].attributes.subject
Language skill # 11 is being demonstrated in this scenario.

# data[].attributes.body
Child 1: Level A. This child needed a great deal of prompting and reinforcement to answer the question but showed interest in participating without prompting.
Next Steps: We could provide this child with visual or verbal prompts before beginning the discussion to refresh their memory about what we did that day. We could use a visual schedule or allow a few developmentally advanced students to first share their favourite part of the day, modelling a thorough response for their peers. Listening to others answer the question or having a visual reminder of the daily activities could help this child move into level B.

Child 2: Level C. Although this child can answer the question effectively, they could provide greater detail and fewer questions as prompts to continue their thought.
Next Steps: We should encourage this child to continue sharing and in greater detail. To do this, we should allow for extra time between thoughts without interruption or further questions so that this child can move into level D.

# data[].attributes.headline
Activity #4 is from the Math/Cognitive skills, number 7: Creative Doodles.

# data[].attributes.subject
Activity #4 is from the Math/Cognitive skills, number 7: Creative Doodles.

# data[].attributes.body
Starting with child #1, I believe that are sitting at a level A. They completed the task, start to finish with some discussion with prompt.

We can tell child #1 that I really enjoy all of the beautiful colours you used on your page and congratulations on your picture, it brings a smile to my face because it’s so bright. This could also lead to a more in depth conversation, what is your favourite colour on your page? Could you find blue and add it to your picture? Maybe, a next step would be to have a focus or intention with our next piece we work on, having the child think about what they would like to draw or bring a toy/book of interest to inspire before picking up a crayon and going to a scribbly habit.

Now to child #2, they were able to able to complete the task successfully and took it a step further by explaining her artwork and what it is about. I think she’s working at a level B, but progressing steadily to a level C.

This is an interesting drawing conversation and again, always a great place to have a conversation, “why did you draw an angel?” and asking about the colours she has used and asking her to point to items on her page like wings or the people sleeping. A congratulations and praise is in order for a thought out and creative piece of art. A next step for our child #2, I would possibly consider talking through another art piece of hers during the process. Getting her to slow down and rather than scribble, asking, “What are you drawing?” (an angel) “Fantastic idea! We should start slow, what do you want to draw first? (ex. wings) Perfect, what shape are her wings? Maybe a bit wavy? Let’s draw just the wings for now.” Having our little one connect those creative ideas into her process.