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Get Set for School® Language & Literacy: 1:1 Assessment

3. Describe
When we tell children how things look, sound, feel, taste, and smell, we’re teaching them to describe.
Describing words (big, bumpy, furry) are adjectives.

Compare
When we describe how two things are alike or different, we’re teaching children how to compare.
Comparisons require noticing the same attribute (like size) that two things share. Opposites are a
wonderful way to introduce comparing.

Look at this elephant. Look at the bird, too. Let’s compare them.
• The elephant is big. The bird is (pause).
• The elephant picks up things with its trunk. The bird picks up things with its (pause).
• The elephant’s trunk is long. The bird’s beak is (pause).
• The elephant has 4 legs. The bird has (pause).
• The elephant is heavy. The bird is (pause).
• The elephant can walk. The bird can (pause).
• The elephant makes a big trumpet sound. The bird makes a (pause).

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Get Set for School® Language & Literacy: 1:1 Assessment

Nursery rhymes are a delightful way to develop vocabulary, memory, and speech sound awareness. They endure
because of their appealing content, rhythm, and rhyme. Familiarity with nursery rhymes often indicates a language-rich
home and school environment.

4. Nursery Rhyme Repeat (no pictures)

Say what I say. One, two, tie my shoe (pause) . Three, four, shut the door, (pause).________
Jack and Jill, went up the hill, (pause).
Humpty Dumpty sat on a wall, (pause) Humpty Dumpty had a great fall, (pause).

Rhyming words have the same ending sound. Noticing whether words have the same or different ending sounds is part
of phonological awareness.

Rhyme Or Not (no pictures)

Pig, dig rhyme. They have the same ending sounds: ig.
Pig, hat do not rhyme. They have different ending sounds: ig, at.
• Do bear and dog rhyme? • Do chair and cat rhyme?
• Do bear and chair rhyme? • Do chair and bear rhyme?

Rhyme Find (use pictures)

What is this? (point to bear, dog, chair, cat):
• Which one rhymes with hat? cat • Which one rhymes with hair? bear and/or chair
• Which one rhymes with frog? dog • Which one rhymes with mat? cat
• Which one rhymes with log? dog
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Get Set for School® Language & Literacy: 1:1 Assessment

5. Words
To develop language, children need to hear people talking from the time they’re babies. They need people
to talk and read to them. The more words the better as spoken words gradually take on meaning.
Words (Use pictures)
What is this? __________car _________ banana _________ backpack __________jacket
Words in a category
• Which one do people drive? (pause) car
• Which one is used for carrying things? (pause) backpack
• Which one can people eat? (pause)_banana What foods do you eat? (pause)
• Which one do people wear? (pause)_jacket What clothes do you wear? (pause)

6. Word Parts (No pictures)

Spoken words have meaning, but they also have sound parts. The ability to hear and manipulate
sounds is called phonological awareness. This assessment looks at how children blend sounds together.
I will say word parts. You put the parts together.
I have the word fish. I have the word bowl. I put them together, fishbowl.
Compound word parts
hot + dog = (pause) hotdog back + pack = (pause) backpack cup + cake = (pause) cupcake
Syllables
ap + ple = (pause) apple car + toon = (pause) cartoon jack + et = (pause) jacket
Onset- rime
/s/+ it = (pause) sit /r/ + un = (pause) run /k/ + ar = (pause) car
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