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During circle time, the teacher was sequencing the events of a familiar story using hand actions, words and visual cues. The girl sat in the cirlce alongside of her peers. As the story retell began, she was watching the teacher and her peers then did the hand actions as they were doing. After 1 1/2 min the little girl did less hand actions as the language of the other students and teacher became louder and faster. She began making vocalizations to herself then looked away and moved her hands over her face as they finished the story

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During story retelling of events in a small group of student child participated by copying the motions of the teacher adding ingredients to a bowl. Child followed the first _____ motions out of _____ motions of the story being told by the teacher.

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While in small groups with the teacher the teacher prompted the children asking the children to get their "bowls" (with their hands). They then placed their hands out, poured pretend flower, sugar. Both of which, Sally did the corresponding movements. The teacher then prompted the children by saying whats next? Sally stayed quiet while others said egg. The teacher then prompted the children with cracking the egg and saying what do we do next? and sally again stayed quiet. The teacher then continues to discuss ingredients such as butter. Sally did not participate in the movements . The teacher then discussed how all the ingredients made a liquid. Sally then began to look around the room.

-Maybe try this activity with visuals or actual ingredients for Sally? Or connect to a book about baking? Make it a song?

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During large group activity The little girl participated while using her hands along with peers to follow steps the teacher was leading in her activity . The girl had no language along with this activity . In the middle to end of activity Girl lost focus as she looked around the room and she was looking at he camera person and not engaged in activity . The other children used their words while teacher kept activity going .

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During a group setting teacher was engaging students by making sounds and pretending to have ingredients that was needed to make a cake. Students and teachers was making sounds and making movements. Not a lot of verbal communication.

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During large group, Child A, was following the first few actions of pretending to make a cake, while looking at the teacher and their peers for what to do. When the teacher started to ask more WH questions referring to what comes next, Child A begins to disengage from the activity (no longer performing actions, looking around the room, and sitting still on the carpet).

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In group time with at least 10 other children. the girl sat quietly looked around, did some of the motions after looking at either teacher or other students. Her motions were small and slow but of the ones she did they were accurate. I did not hear vocaliations but did see some mouth movements that could have been words or other noise making.

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The little girl in the middle was just taking the teachers instructions all in sometimes I feel like she zoned out and didnot enjoy herself while the other studnets were engaging the the activity. Maybe it was getting close to nap time or she was distracted by all of the noise as to why she seemed like she didnot enjoy the " baking the cake " activity.

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Child was able to complete group activity .(pretending to place ingredients in a bowl, making a cake) up until the third item. Child did attend for the entire activity, but was not fully engaged after the third ingredient. She was able to sit for the period, but did not participate.'

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A. worked in a group setting with students and the teacher. She was slower to complete activities than others. She sat "criss-cross" with her hands in her lap for the entirety of the activity. She watched the movements of the students and the teacher around her, and mimicked those movements at times. When A. spoke she spoke/mouthed words to herself quietly. These were unable to be understood.

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Child starts off mimicking teacher's movements to make a cake. Child does not speak during the observation. Child looks around and loses focus during the middle to end of observation.

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Girl was sitting in a circle with her classmates and teacher. In the beginning she imitated the movements the teacher was making but was not contributing language when question's were being asked. After a few minutes she began to stare at the middle of the circle or look around and no longer imitated the teachers movements.

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Child is mimicking the teacher's movements. Child is not verbal during the observation. Child focuses only part of the time during the observation, she is distracted by other things happening around her.