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2014 School Integration Program Report

This report summarizes the progress of a kindergarten student with a language disorder in various academic and social areas during the first semester of 2014 according to a checklist. It shows her achievements and areas that still need work in reading, writing, mathematics, language, and social skills. The goal is to assess the fulfillment of the goals set in her individual educational plan.

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12 views5 pages

2014 School Integration Program Report

This report summarizes the progress of a kindergarten student with a language disorder in various academic and social areas during the first semester of 2014 according to a checklist. It shows her achievements and areas that still need work in reading, writing, mathematics, language, and social skills. The goal is to assess the fulfillment of the goals set in her individual educational plan.

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© All Rights Reserved
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School Integration Program (SIP)

Nemesio Antúnez Zañartu School


Illustrated Municipality of El Bosque
Progress Report
First Semester 2014

The objective of this progress report is to evaluate, through a checklist, the achievement of learning outcomes proposed in the individual action plan of the
students with special educational needs, belonging to the school Integration program.

Nombre:Danae Betsabé Espinoza Morales

Course: Kindergarten

Diagnosis: Mixed Specific Language Disorder (T.E.L-M)

Cognitive area Achieved By No Observations


achieve worked
Achieves sustained and permanent attention in activities
graphs
Connect new learnings with everyday life experiences.
Complete the assigned activities independently.
Ask questions about unfamiliar topics.
Clearly and coherently recount personal experiences
Presents difficulties in motor activities
Emotional social area
Shows adequate tolerance towards frustration
It shows disruptive behaviors that hinder their normal process.
teaching/learning
Demonstrates good relationships with classmates and teachers
He/She gets motivated easily regarding new learnings.
Has good attendance
Instrumental area
Reading
Fluid and/or expressive oral reading
Oral reading at the sentence level
Oral reading at the level of short units
Syllabic oral reading
Oral reading at the vowel level
No reader
Understanding
Recognizes and identifies textual responses
Recognize and identify implicit responses
Argue and justify answers that imply relationships of
prior and/or experiential knowledge
Frequently uses reading comprehension strategies (underlining,
re-reading, using contextual clues, extracting main ideas,
establish action sequences
Recognize different types and structures of literary and/or non-literary texts.
literary
Writing
Their written productions are legible.
Presence of specific errors (omissions, substitutions, inversion,
etc.)
Achieve the production of medium-length texts, respecting rules.
orthographic and grammatical
His spontaneous writings demonstrate logical and semantic coherence.
that facilitate their understanding
Calculation
Properly carry out addition with/without reservation
Perform subtraction properly with/without exchange
Recognizes and executes multiplications correctly.
Recognizes and executes divisions properly.
Perform mental calculations
Numbering
Read and write numerals
Recognize the concept of number (symbol and quantity)
Recognize and identify visually presented numbers
Recognize the positional value of a number
Perform ascending and descending sequence of numbers
Uses and recognizes mathematical terms related to quantities (
double, ten, hundred
Recognize and reproduce symbolism associated with numerals (greater, lesser,
same, etc)
Problem Solving
Identify and recognize the operations present in mathematical problems.
Recognize and arrange the data provided by the statement
Solve simple guided problems with the support of graphic aids.
Use strategies to solve mathematical problems
Recognize and identify geometric figures and their attributes
Achieved For No Observations
Achieve worked
Language and Speech
Phonetic - Phonological Level
Present all speech sounds (In their different positions)
Presents vowel diphones
It presents consonant digraphs.
Achieves word segmentation through syllables
Recognizes initial, medial, and/or final syllables.
Achieve adding, subtracting, or changing the order of syllables within the word
It manages to evoke new words through syllable example
Achieves recognition of phoneme (initial sound) of words
Achieves recognizing the grapheme (written letter) of words
It manages to evoke words through phoneme example
Achieve adding, subtracting, or reversing phonemes within a word
Lexical - Semantic Level
Achieve categorization of basic elements (e.g.: animals, means of
transport, etc.)
Achieves categorizing more complex elements (e.g.: Types of transportation)
land
It manages to understand the meaning of commonly used words for its
age
Understand technical words that are used in different contexts.
in what it develops
Understand and recognize visual absurdities
Understand and recognize verbal absurdities
Has and understands figurative language (metaphors, double meanings,
irony, etc)
Morphosyntactic Level
Make simple sentences
Produce semi-complex and complex sentences.
Correct use of connectors within a sentence
Understand and use interrogative particles
Achieve coherence and cohesion in narrative discourse
Pragmatic Level
Presents communicative intention
Maintains constant eye contact
Correct proxemic level
Correct kinesiological level
Appropriate prosody for the statement (intonation of a question or)
exclamation
Taking turns
Repair conversational breakdowns
Manages to maintain a specific theme
It does not assume knowledge in the interlocutor.

Psychologist or Speech Therapist Differential educator or psychopedagogue

The Forest July of 2014

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