Essential Communication Skills Checklist for K-5 Students
School
Capella University**We aren't endorsed by this school
Course
RSCH 7860
Subject
Communications
Date
Dec 10, 2024
Pages
1
Uploaded by moriahables
St Lucie Public Schools, Department of Student Services Communication Skills Checklist (K-5) Student Name___________________________________ Student ID#______________________ Date of Interview_______________ Date of Birth________________ School/Grade___________________________________ Teacher_______________________________ Is this student a dual language learner? ________ How long has this student been exposed to English? ____________________________ Considering all factors and data available, what do you consider to be this student’s PRIMARY area of concern at this time? ____academic ____behavior ____intellectual/cognitive ____language ____speech SPEECH If there are no speech concerns, check here ________ (and skip to the language section)1.How does this student’s speech sound different than that of his/her peers? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2.When the student is talking, approximately how much do you understand? _______% 3.What sounds or words do you notice the student has trouble saying? _______________________________________________________ 4.Does the child seem to “stutter” (repeat parts of words over and over or get stuck on a single sound in a word ie: m-m-m-m-m-aybe, can-can-can-can I get a d-d-d-rink) ________ 5.How do the student’s speech difficulties impact his/her academic or social performance? ________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________ LANGUAGE SLP use only For each listed skill indicate the level at which the student is able to….. Equal to peers Sometimes Rarely Not observed OE Express his wants, needs and ideas LC Follow classroom routines and simple verbal directions PL Interact socially with his/her peers in non-structured situations (lunch, recess, free time,etc.) PL Participate in a conversation with a peer or adult maintaining topic and turn taking OE Use grade/age appropriate vocabulary (specific vs. general—‘thing’, ‘stuff’, etc.) OE Speak in complete sentences without omitting words or word endings (ie: plurals, “ed”) LC Repeat a verbally stated sentence accurately LC Follow multistep verbal directions PL Ask and answer questions appropriately across situations LC Respond accurately to “wh” questions about stories or information presented verbally OE Tell about a real event or a story with accurate detail and sequence PP Count syllables or sounds in a word PP Identify/produce rhyming words PP Blend and segment CVC words PP Use invented spelling WE Write a complete sentence (accurate word order/not omitting words) WE Write a sentence with grade/age appropriate vocabulary choices WE Write a sentence with accurate word forms, verb tenses, pronouns, and word endings RC Silently read an ability levelpassage and accurately answer comprehension questions RC Silently read an ability levelpassage and retell the content with accurate details COMMENTS (use the back of form if needed): Teacher Signature_____________________________________ SLP Signature________________________________ STS0151
