Does the child look up, turn, or react when you say their name? Try during arrival or roll call. Accept responses in any language.
Point to a class photo or mirror. Does the child point to or name themselves? Pointing or gesturing counts.
During songs like “Cabeza, hombros, rodillas, pies” or washing hands — does the child point to body parts? Accept in any language.
Does the child anticipate what comes next? (e.g., gets lunchbox at mealtime, goes to cubby at dismissal). Shows memory and sequencing.
Give a simple instruction like “Pon el bloque aquí” or “Sit down.” Does the child follow it? Try in both languages and note which one the child responds to.
Does the child point, wave, nod, or use any English words to express needs or ideas? Even a single English word or approximation counts.
Does the child take turns in conversation — even short back-and-forth with a peer or adult? Counts in any language, including mixed-language responses.
Does the child use any English words to name classroom objects, actions, or people? (e.g., “water,” “sit,” “book.”) Even approximations count. Note specific words observed and record in Spanish if the Spanish equivalent is used instead.
Can the child follow two connected directions without a reminder between them? (e.g., “Get your mat and sit down.”) This also reflects working memory — note the language used in the instruction.
Does the child pick up a book right-side-up? Do they turn pages (even imperfectly)? This shows understanding that books have orientation and sequence.
Does the child look at the pictures, point to images, or react to what they see? Does the child track from the reader to the page? Eye gaze and pointing count.
Can the child find their name on a cubby label, sign-in sheet, or name card? Do they recognize classroom symbols (bathroom sign, stop sign)? Points or picks up their card counts.
During shared reading, does the child sweep their finger or eyes left-to-right across a line of text? Does the child point to where reading “starts” on a page? Even emergent tracking counts. Use a pointer during read-alouds to observe.
Does the child hum, sing along, or repeat phrases from familiar songs (in any language)? Even partial repetition or humming the melody counts.
Does the child laugh at rhyming words, finish a rhyming pattern, or make up silly sounds? Look for delight in word play — giggling at “cat/bat/hat” counts.
During name games or clapping songs, does the child tap or clap along with syllables? Try “Ma-ri-a” (clap-clap-clap). Approximate attempts count — look for intentional rhythm matching.
Does the child notice or respond to words that start with the same sound? (e.g., giggling at “silly snakes”) Do they attempt to produce a word starting with a specific sound when prompted? Emergent awareness — any response to initial sounds counts.
Does the child join an activity after you invite or gently guide them? This counts as engagement even when initiation requires support.
Does the child voluntarily join circle time, a game, or group play without adult prompting? Self-initiation is the key indicator here.
Does the child stay with a puzzle, book, drawing, or sensory activity for at least 2 continuous minutes without wandering or requiring redirection? This is an attention regulation indicator. Note the type of activity — interest-driven tasks count.
When given a 2-minute warning or a transition signal, does the child stop the current activity and move to the next with minimal protest or meltdown? Slow transitions are okay — the child recovers and complies. This reflects inhibitory control and self-regulation.
During games, snack, or shared materials, does the child wait when asked — even briefly — before grabbing or acting? Can they defer a desire (e.g., wanting a toy someone else has)? Impulse control at this age is short — even 15–30 seconds of waiting is meaningful.