BrigEC SMPLR Brochure 1

Prepare every child for school success
Early Childhood
PRODUCT SAMPLER
The new BRIGANCE® Early Childhood System prepares every child for school success
The BRIGANCE® Early Childhood family of products has been completely updated
with the latest research and content for 2013. These up-to-date resources will help
educators more effectively meet the needs of young learners so they are better
prepared for school success.
screen
Screen Quickly and Easily
with the BRIGANCE Screens III
inform
Assess Each Child’s
Strengths and Needs
and target instruction based
on assessment results
instruct
Build School
Readiness Skills
report with developmentally appropriate
instructional activities
Generate Results and
User-Friendly Reports
with the Online
Management System
2
BRIGANCE Early Childhood Sampler • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248
Early Childhood Screens III (Birth–Grade 1)
New for 2013! Quickly and easily screen children with the latest
screens to identify potential developmental delays and giftedness.
Accurately assess physical development, language, academic/
4
cognitive, self-help, and social-emotional skills.
Online Management System

Instantly generate results, compare screening scores to cutoffs,
and get specific instructional recommendations for each child.
Reports are easy to understand and share with parents.
12
Inventory of Early Development III (Birth–7 years)

New for 2013! Plan individualized instruction and easily monitor
child progress with assessments aligned to key early learning
domains. Get a deeper understanding of each child’s specific
14
strengths and needs.
Readiness Activities (3–7 years)

Use fun, easy-to-plan developmental activities targeting key
readiness skills. Take-home activities and family letters are
also available to engage parents.
24
Ordering & Pricing on page 31 Call 800-225-0248 or visit our website at BRIGANCE.com/EarlyChildhood
Early Childhood Screens III 4
BRIGANCE Early Childhood Screens III

®
Get accurate information on each child with the most up-to-date screening tools
• New norms and cutoffs ensure highly accurate results
• Easy to use (just 10–15 minutes per child)
• Strong reliability and validity data
• Updated content, including new self-help and social-emotional scales
W F OR
NE 3!
201
New research studies reflect:

• A high degree of accuracy—high sensitivity and specificity
• Strong test-retest and inter-rater reliability
• Substantial content, construct, and concurrent validity

CORE ASSESSMENTS—INFANT (birth–11 months)
TABLE OF CONTENTS Introduction Table of INFANT (birth–11 months)
Contents
The assessments in this section allow screening personnel to assess the
Number Skill Page
foundation Page
skills of infants between birth and eleven months Page
of age.
INTRODUCTION The assessments coordinate with the skills listed on the Infant
SCREENING INFORMATION FORMS ......................................................83
1A Gross Motor Skills .................................................................. 2
(birth–11 ivmonths)Screening
Overview .............................................................................................. Data Observations
Sheet. Form .......................................................... 85 2A Fine Motor Skills .................................................................... 5
BRIGANCE® Early Childhood System
.............................................................. v Parent’s Rating Forms ...................................................................... 91
Hearing and Vision Observations ..................................................... 95
3A Receptive Language Skills ....................................................... 8
Standardization and Validation ............................................................ vi 4A Expressive Language Skills .................................................... 11
SELF-HELP AND SOCIAL EMOTIONAL SCALES.....................................97 5A Self-help Skills ...................................................................... 14
(12–23 months) (birth–11 months)

DIRECTIONS
Program Decisions .................................................................................vii
How to Administer the Self-help and Social-Emotional Scales ..............98
• To begin,x see STEP
Step-by-Step Screening Procedures ....................................................... 1 and
Parent’s ReportSTEP 2 of the Step-by-Step Screening Procedures
Form............................................................................99 6A Social and Emotional Skills .................................................. 17
Teacher’s Report and Scoring Form ....................................................101
on pagesx x–xv. These
Step 1: Get Ready to Screen ..................................................................
Self-help
steps
Scale
will help you select the appropriate-age screen
...................................................................................105
Step 2: Screen the Child ......................................................................xiii
and will give youSocial-Emotional
Step 3: Complete the Data Sheet .........................................................xvi tips for assessing in different situations and tips for
Scale .......................................................................109
CORE ASSESSMENTS—TODDLER (12–23 months)

establishing rapport
Step 4: Analyze Results ........................................................................xxi with the child. ..........................................................111
Table of Contents and Introduction

APPENDICES AND REFERENCES
Step 5: Identify Next Steps ................................................................. xxvi
Appendix A—Planning for More Comprehensive Assessment ............112
Screening Children with Special Considerations .............................. xxix Appendix B—Station Method for Screening .......................................125
• See
Bilingual and Non-English-Speaking Children ..................................... xxix
STEP 3 in the Step-by-Step
Appendix C—History and Screening
Acknowledgments Procedures on page xvi for
.....................................126 All items in the BRIGANCE® Screens have been standardized and validated.
Table of TODDLER (12–23 months)

information about the child’s Data Sheet to record the child’s
using.........................................................................................129
References Standardized scores, percentiles, and age equivalents can be determined.
Introduction Contents
Children At-risk ................................................................................. xxix
Children with Exceptionalities ............................................................ xxxi
responses and to tabulate a Total Score. See page xvii for an example of You must adhere strictly to the specific ASSESSMENT INFORMATION and
The Directions for each assessment if you want to compare a child’s score to
theassessments in this
Infant (birth–11
CORE ASSESSMENTS—INFANT (BIRTH–11 MONTHS) ..........................1 section
months) allow
Data screening
Sheet. personnel to assess the
Number Skill in the Technical Report for the BRIGANCE® Screens. Page
foundation skills of toddlers, ages twelve months to twenty-three the norms found
CORE ASSESSMENTS—TODDLER (12–23 MONTHS) ...........................21
1B Gross Motor Skills..................................................................22
•months.
See STEP The assessments
4 and STEP 5 in coordinate with Screening
the Step-by-Step the skills Procedures
listed on the
on
CORE ASSESSMENTS—TWO-YEAR-OLD CHILD ..................................44
Toddler (12–23 months) Data Sheet. 2B Fine Motor Skills....................................................................24
pages xxi–xxviii for information about analyzing results and identifying
SUPPLEMENTAL ASSESSMENTS ...........................................................57 3B Receptive Language Skills—General... ...................................26
next steps.
4B Receptive Language Skills—Identifies Parts of the Body .........27
Core Assessments—Infant
5B Receptive Language Skills—Identifies Pictures .......................29
6B Receptive Language Skills—Knows Sounds Animals Make ....30
NOTES
7B Expressive Language Skills—General .....................................32
• Parent/Caregiver Responses: When you ask the parent if the child
8B Expressive Language Skills—Names Objects ..........................34
demonstrates a skill and the parent’s response is “a little,” “sometimes,”
9B Expressive Language Skills—Uses Phrases .............................35
“we’ve never let him but he probably could,” or a similar response, treat
10B Self-help Skills .......................................................................38
iii ®
Doofnot
BRIGANCE Early Childhood Screen III (0-35 months) the response as “no” for the purposes of screening.Table give credit
Contents
11B Social and Emotional Skills ....................................................41
unless the parent responds that the child demonstrates the skill “most of
the time.”
CORE ASSESSMENTS—TWO-YEAR-OLD CHILD
• Food Allergies: Ask if the child has any food allergies that would
be triggered if he were to put a bit of cracker into his mouth. If so,
substitute a safe item for the cracker in those assessments that list
The Early Childhood Screens crackers III areMaterials.
correlated to the
Introduction Table TWO-YEAR-OLD CHILD and validated.
Standardizedof Contents
®
in the All items in the BRIGANCE Screens have been standardized
scores, percentiles, and age equivalents can be determined.
BRIGANCE® Inventory The of Early Development
in this sectionIII (see
Assessments—Toddler
assessments allow screening personnel to assess the You must adhere strictly to the specific ASSESSMENT INFORMATION and
Number Skill Page
foundation skills of two-year-old children. The assessments coordinate Directions for each assessment if you want to compare a child’s score to
page 14). Results help identify areas
with the skills inonwhich
listed to focus Child Data Sheet.
the Two-Year-Old 1Cnorms found
the Gross MotorTechnical
in the Skills ................................................................
Report for the BRIGANCE® Screens. 45
2C Identifies Parts of the Body ................................................... 46
developmental assessment and instruction to help each 3C Identifies Pictures by Naming ................................................ 47
child be prepared for school.
1 BRIGANCE Early Childhood Screen III (0–35 months) Core Assessments
®
4C Knows Uses of Objects ........................................................ 48
5C Repeats Sentences .............................................................. 49
6C Visual Motor Skills ............................................................... 51
7C Understands Concepts of Number and Size ......................... 52
8C Builds Tower with Blocks ..................................................... 54
9C Matches Colors ................................................................... 55
Child
10C Verbal Fluency and Articulation ............................................ 56
-Old
Screen III (0-35 months): Table of Contents and Core Assessments Included for Each Age 5
All items in the
BRIGANCE Early Childhood Sampler • Curriculum Associates LLC • www.CurriculumAssociates.com BRIGANCE® Screens have been standardized and validated.
• 800-225-0248
Screen III
CORE(3-5ASSESSMENTS—THREE-YEAR-OLD
years): Table of Contents and Core Assessments Included
CHILD for Each Age 6
Introduction THREE-YEAR-OLD
Table of Contents
Number Skill Page
foundation skills of three-year-old children. The assessments coordinate
TABLE OF CONTENTS with the skills listed on the Three-Year-Old Child Data Sheet. 1A Knows Personal Information. .................................................. 3
2A Identifies Colors . .................................................................... 4
Page Page 3A Identifies Pictures by Naming. ................................................. 5
INTRODUCTION ..................................................................................... iv SCREENING INFORMATION FORMS ......................................................79 4A Knows Uses of Objects. .......................................................... 6
Overview .............................................................................................. iv Screening Observations Form ...............................................................80
BRIGANCE® Early Childhood System .............................................................. v Parent’s Rating Forms...........................................................................85
5A Visual Motor Skills. ................................................................. 7
Hearing and Vision Observations .........................................................90 6A Understands Number Concepts. ............................................. 9
Standardization and Validation ............................................................ vi
7A Builds Tower with Blocks. ..................................................... 10
Child
Program Decisions .................................................................................vii SELF-HELP AND SOCIAL EMOTIONAL SCALES.....................................91 8A Gross Motor Skills ................................................................ 11
Step-by-Step Screening Procedures ....................................................... x Parent’s Report Form............................................................................93 9A Identifies Parts of the Body .................................................. 13
CORE ASSESSMENTS—FOUR-YEAR-OLD CHILD
Step 1: Get Ready to Screen .................................................................. x
Step 2: Screen the Child .......................................................................xii
Step 3: Complete the Data Sheet .........................................................xiv
Teacher’s Report and Scoring Form ......................................................95
Self-help Scale .....................................................................................99
Social-Emotional Scale .......................................................................103
10A
11A
Repeats Sentences ............................................................... 14
Uses Prepositions and Irregular Plural Nouns ........................ 15
Step 4: Analyze Results ...................................................................... xviii
Child Core Assessments—Three-Year-Old

Step 5: Identify Next Steps ...................................................................xxi
APPENDICES AND REFERENCES ..........................................................113
Introduction
Screening Children with Special Considerations .............................. xxvi
Bilingual and Non-English-Speaking Children ..................................... xxvi
Appendix A—Planning for More Comprehensive Assessment ............114
Appendix B—Station Method for Screening .......................................118 Table of Contents
FOUR-YEAR-OLD
The assessments
Children At-Risk................................................................................. xxvi the inAppendix
this section
C—Historyallow screening
and Acknowledgments personnel to assess
.....................................119
Children with Exceptionalities ...........................................................xxviii
foundation skills of four-year-old children. The assessments coordinate
References .........................................................................................122 Number Skill Page
All items in the BRIGANCE® Screens have been standardized and validated.
with the skills listed on the Four-Year-Old Child Data Sheet.
CORE ASSESSMENTS—THREE-YEAR-OLD CHILD ..................................1 1B Knows Personal Information . . .............................................. 18
Standardized scores, percentiles, and age equivalents can be determined.
CORE ASSESSMENTS—FOUR-YEAR-OLD CHILD .................................17 2B must adhere
You Names Colors
strictly ......................................................................
to the specific ASSESSMENT INFORMATION and 20
3B
Directions Identifies
for Pictures ifbyyou
each assessment Naming.... ............................................
want to compare a child’s scores 22
CORE ASSESSMENTS—FIVE-YEAR-OLD CHILD ...................................36
4Bthe normsVisual
to foundDiscrimination—Forms
in the Technical Report and forUppercase
the BRIGANCE Letters . . ........ 23
® Screens.
SUPPLEMENTAL ASSESSMENTS ...........................................................62

5B Visual Motor Skills ............................................................... 24
6B Gross Motor Skills ............................................................... 26
7B Names Parts of the Body ..................................................... 28
8B Follows Verbal Directions ..................................................... 29
Child
9B Counts by Rote .. ................................................................ 30
CORE ASSESSMENTS—FIVE-YEAR-OLD CHILD 10B
11B
Recognizes Quantities .. ...................................................... 32
Verbal Fluency and Articulation ... ......................................... 33
iii BRIGANCE Early Childhood Screen III (3-5 years) Table of Contents
ssessments—Four-Year-Old
Introduction Table of Contents
FIVE-YEAR-OLD
Number Skill Page
foundation skills of five-year-old children. The assessments coordinate All ®
with the skills listed on the Five-Year-Old Child Data Sheet. 1Citems in the
KnowsBRIGANCE
Personal Screens have been standardized and validated.
Information..................................................37
2C Recites Alphabet .. .................................................................40
You must adhere strictly to the specific ASSESSMENT INFORMATION and
3C
Directions Names
for Parts of the
each assessment Body
if you want.......................................................41
to compare your child’s score
4C
to the normsGross
found Motor
in the Skills .................................................................43
Technical Report for the BRIGANCE® Screens.
5C Visual Motor Skills ................................................................45
1 BRIGANCE Early Childhood Screen III (3–5 years)
®
Core Assessments
6C Prints Personal Information ..................................................47
7C Sorts Objects (by Size, Color, Shape) ....................................49
8C Counts by Rote ....................................................................51
9C Matches Quantities with Numerals ........................................52
10C Determins Total of Two Sets .................................................53
11C Reads Uppercase Letters .......................................................54
Alternate—Reads Lowercase Letters .....................................55
ar-Old
12C Experience with Books and Text ............................................57
13C Verbal Fluency and Articulation .............................................60

CORE ASSESSMENTS—KINDERGARTEN
Introduction KINDERGARTEN
Table of Contents
Number Skill Page
foundation skills of Kindergarten children. The assessments coordinate
with the skills listed on the Kindergarten Data Sheet. 1A Knows Personal Information .................................................. 2
2A Recites Alphabet ................................................................... 5
TABLE OF CONTENTS 3A Names Parts of the Body ....................................................... 6
Page Page
4A Gross Motor Skills ................................................................. 8
5A Visual Motor Skills ............................................................... 10
INTRODUCTION ..................................................................................... iv SCREENING INFORMATION FORMS ......................................................49
Overview .............................................................................................. iv Screening Observations Form ...............................................................51
6A Prints Personal Information .................................................. 12
BRIGANCE® Early Childhood System .............................................................. v Parent’s Rating Forms...........................................................................54 7A Sorts Objects (by Size, Color, Shape) .................................... 14
Hearing and Vision Observations .........................................................58
Standardization and Validation ............................................................ vi
8A Counts by Rote ................................................................... 16
9A Matches Quantities with Numerals ...................................... 17
Program Decisions .................................................................................vii SELF-HELP AND SOCIAL EMOTIONAL SCALES.....................................59
10A Determines Total of Two Sets ............................................... 18
Step-by-Step Screening Procedures ....................................................... x Parent’s Report Form............................................................................62 11A Reads Uppercase Letters ...................................................... 19
Step 1: Get Ready to Screen .................................................................. x Teacher’s Report and Scoring Form ......................................................65
Step 2: Screen the Child .......................................................................xii Self-help Scale .....................................................................................67
Alternate—Reads Lowercase Letters .................................... 20
12A Experience with Books and Text ........................................... 22
Core Assessments—Kindergarten
Step 3: Complete the Data Sheet .........................................................xiv Social-Emotional Scale ....................................................................... 71
Step 4: Analyze Results ...................................................................... xviii
13A Verbal Fluency and Articulation ............................................ 23

Step 5: Identify Next Steps ...................................................................xxi
CORE ASSESSMENTS—FIRST GRADE

APPENDICES AND REFERENCES ..........................................................73
Screening Children with Special Considerations .............................. xxvi Appendix A—Planning for More Comprehensive Assessment ............74
Bilingual and Non-English-Speaking Children ..................................... xxvi Appendix B—Station Method for Screening .......................................76
Children At-Risk................................................................................. xxvi Appendix C—History and Acknowledgments .....................................78
Children with Exceptionalities ...........................................................xxviii References .........................................................................................79
FIRST GRADE
CORE ASSESSMENTS—KINDERGARTEN Introduction
.................................................................... 1 Table
All items inof Contents
the BRIGANCE ®
Screens have been standardized and validated.
CORE ASSESSMENTS—FIRST..................................
GRADE The assessments
.................................24 in this section allow screening personnel to assess
the foundation skills of children in first grade. The assessments Number Skill strictly to the specific ASSESSMENT INFORMATION andPage
You must adhere
SUPPLEMENTAL ASSESSMENTS ...........................................................40 Directions
1B for eachPersonal
Knows assessment if you want
Information to compare a child’s score
................................................ 25
coordinate with the skills listed on the First-Grade Data Sheet. to the norms found in the Technical Report for the BRIGANCE® Screens.
2B Visual Discrimination—Lowercase Letters and Words ........... 26
3B Reads Lowercase Letters ....................................................... 27
4B Auditory Discrimination ....................................................... 28
5B Identifies Initial Letters . ........................................................ 29
6B Sorts Objects (by Size, Color, Shape) . ................................... 30
7B Listening Vocabulary Comprehension .................................. 32
8B Word Recognition ............................................................... 33
9B Prints Personal Information . ................................................. 35
iii BRIGANCE Early Childhood Screen III Table of Contents
10B Writes Numerals in Sequence . ............................................. 36
11B Adds and Subtracts . ............................................................ 38
12B Solves Word Problems .......................................................... 39
s—First Grade
1 BRIGANCE® Early Childhood Screen III (K&1) Core Assessments
All items in the BRIGANCE® Screens have been standardized and validated.
You must adhere strictly to the specific ASSESSMENT INFORMATION and
Directions for each assessment if you want to compare your child’s score to
the norms found in the Technical Report for the BRIGANCE® Screens.
Screen III (K & 1): Table of Contents and Core Assessments Included for Each Age 7
Screen III (0-35 months): Assessments from Physical Development and Language Domains 8
1C Gross Motor Skills

Overviews point out each assessment’s purpose,
Overview Directions
This assessment focuses on the child’s balancing, walking, and
jumping skills.
Ask the child to perform the skill.
domain, and key administration information,
DOMAIN
1 Stands on one foot for one second
Say: Stand on one foot by yourself, as long as you can.
including scoring.
Physical Development
Allow the child two attempts if needed.
SKILL
Demonstrates various gross motor skills 2 Walks backward four steps
ASSESSMENT INFORMATION With the child standing in a location that will allow him/her
Core Assessments—Two-Year-Old Child

• Data Sheet: Two-Year-Old Child to walk backward,
• Entry: Start with item 1. Say: Walk backward, like this.
• Scoring: Give credit for each skill demonstrated. See the specific Demonstrate.
Criteria given for each skill.
Criteria: Give credit if the child walks backward four steps without
losing balance. Do not give credit if the child shuffles.
3 Walks on tiptoe three steps

Say: Walk on your tiptoes, like this.
Demonstrate.
Criteria: Give credit for skill 3 if the child walks on tiptoe three steps
with good balance.
4 Jumps off floor with both feet

Say: Jump with both feet, like this.
Demonstrate.
Criteria: Give credit if the child jumps off the floor with both feet
and lands without losing balance.
4C Knows Uses of Objects
Overview Directions
This assessment focuses on the child’s ability to communicate his/her
Point to each picture on page C-48 and ask the child how the object
knowledge of the uses of everyday objects.
45 BRIGANCE Early Childhood Screen III
®
1C Gross Motor Skills is used. Pause after each question for the child’s response.
DOMAIN If the child’s response is incomplete,
Language Development
Say: Tell me more. or Ask: What else?
SKILL 1 Knows use of car
Explains how common objects are used
Point to the picture of the car and
MATERIALS Ask: What is a car for? or What do we do with a car?
Core Assessments—Two-Year-Old Child

Page C-48 Criteria: Give credit for an appropriate verbal response (e.g., going places,
for driving or ride in it, go to the store ) or for another response that shows
ASSESSMENT INFORMATION the child understands how a car is used (e.g., the child pantomimes driving
• Data Sheet: Two-Year-Old Child or makes car sounds “vroom, vroom”).
• Entry: Start with item 1. 2 Knows use of bed
• Time: Allow as much time as you think the child needs or ten seconds
Point to the picture of the bed and
per picture.
Ask: What is a bed for? or What do you do with a bed?
• Scoring: Give credit for each correct response. See the specific Criteria
given for each skill. Criteria: Give credit for an appropriate verbal response (e.g., sleeping,
• Discontinue: Stop after two incorrect responses in a row. for taking a nap; sleep in it, rest on it ) or for another response that
shows the child understands how a bed is used (e.g., the child
pantomimes sleeping or makes a snoring sound).
C-48 BRIGANCE Early Childhood Screen III

®
4C Knows Uses of Objects 3 Knows use of chair
Point to the picture of the chair and
Ask: What is a chair for? or What do you do with a chair?
Criteria: Give credit for an appropriate verbal response (e.g., going
places, for driving or ride in it, go to the store ) or for another response
that shows the child understands how a chair is used (e.g., the child
makes a sitting motion.

®
4C Knows Uses of Objects

7C Sorts Objects (by Size, Color, Shape)
Overview Directions
This assessment focuses on the child’s ability to sort objects by
Arrange the sixteen objects in a random array on the table in front
of the child.
DOMAIN
Mathematics Knowledge and Skills
Sorts by two attributes Child pages are positioned to face
SKILL
1. Sorts objects by size and color
Say: Put all the large blue ones in a group.
the child for easy administration.
Sorts objects by two attributes
Pause for the child’s response.
MATERIALS Return the objects to the group and again arrange the sixteen
Core Assessments—Five-Year Old-Child

Sixteen simple objects, varying by size, color, and shape objects in a random array in front of the child.
• 2 small red circles* • 2 large red circles*
• 2 small blue circles* • 2 large blue circles* 2. Sorts objects by size and shape
• 2 small red squares* • 2 large red squares* Say: This time put all the small circles in a group.
• 2 small blue squares* • 2 large blue squares*
*Available in the Screens III Accessories
Y
Y X Y
ASSESSMENT INFORMATION 5.
• Data Sheet: Five-Year-Old Child 10.
• Entry: Start with item 1.
• Scoring: Give credit for each correct response.
• Discontinue: Administer both items. V U U U
4.
9.
4B Visual Discrimination—Forms and Uppercase Letters
D D D P Overview
3.
Directions
This assessment focuses on the child’s ability to identify similarities
Ask the child to point to the form or letter that is different in
and differences between forms and between uppercase letters.
each box on page C-23.
8.
DOMAIN Beginning with an example, point to the example box and
Literacy Say: One of the pictures in this box is different.
2.
®
A 7C Sorts Objects (by Size, Color, Shape)
A I A Put your finger on the picture that is different.
SKILLS
If the child does not respond correctly, point to the cats and
Visually discriminates between printed forms and between printed
uppercase letters Say: These are cats.
Point to the bird and
Core Assessments—Four-Year-Old Child

7. MATERIALS
Say: This is a bird. It is different.
1.
Page C-23
Do not give any additional help.
L O L L ASSESSMENT INFORMATION
• Data Sheet: Four-Year-Old Child Continue with the other items on the page. For each item,
• Scoring: Give credit for each correct response.
point to the box and
• Discontinue: Stop after five incorrect responses in a row. Ask: Which one is different?
6. Example
NOTE
Allow as much time as you think the child needs or ten seconds per item. CHILD-PAGE FORMAT AND ANSWERS FOR PAGE C-23
C-23 BRIGANCE Early Childhood Screen III
®
4B Visual Discrimination—Forms and Uppercase Letters D-3 Visual Discrimination
Forms Uppercase Letters
©Curriculum Associates, LLC BRIGANCE IED III Standardization Study C-1
POSSIBLE OBSERVATIONS
®
Example
As the child responds to the symbols on page C-23, you may wish to 6. L L O L
observe and make note of the following:
• Meaning of Different : Does it appear that the child is answering 1.
incorrectly because he/she doesn’t understand the meaning of the word
7. A I A A
different ? Do not change the wording of the direction, but do note that 2.
the child may be having difficulty understanding the direction. 8. P D D D
• Type of Response: Does the child respond by pointing or does he/she 3.
respond by saying the name of the form or letter that is different?
4.
9. U U U V
5. 10. Y X Y Y

®
Screen III (3-5 years): Assessments from Literacy and Mathematics Domains 9
Screen III (K & 1): Assessments from Literacy and Mathematics Domains 10
User-friendly, color-enhanced teacher

pages make screening even easier.
6 8 4 9A Matches Quantities with Numerals

2 3
Overview Directions
This assessment focuses on the child’s understanding of the quantity a
For each numeral on page C-52, ask the child to use his/her fingers or
numeral represents for numerals under 10.
objects to show the quantity that the numeral represents.
DOMAIN To have the child show quantities using his/her fingers, point to the
Mathematics Knowledge and Skills numeral 3 on page C-52 and
SKILL Say: Show me this many fingers. or Hold up this many fingers.
Matches quantities with numerals 2–10 Continue this procedure for the other numerals in the row.
To have the child show quantities using objects, place the ten small
MATERIALS
• Page C-52
11AobjectsExperience with
in front of the child and Books
point to the numeral 2 and Text
on page C-52
• Ten identical small objects (red counters) and
*Available in Screening Accessories Overview
Say: Show me this many (name of the objects) . or
Givefocuses (name of the objects)
me this
Directions
onmany . conventions of
This assessment the child’s awareness of the
ASSESSMENT INFORMATION
print, such For each item, ask the parent/caregiver or someone else who knows
Onceasthe
thechild
use has
of left-to-right
responded,andput top-to-bottom directionality.
the objects back into the group
• Data Sheet: Kindergarten the child well (the child’s teacher) the question that follows the skill.
of objects.
• Entry: Start with item 1. Or observe the child in a setting that is appropriate for assessing the
DOMAIN
• Scoring: Give credit for each correct response. child’s response to books, such as circle time or story time, and ask
Continue this procedure for the other numerals in the row.
Literacy
• Discontinue: Stop after two incorrect responses in a row. yourself the question that follows the skill. Additional instructions
SKILL are included to support child performance.
C-52 BRIGANCE Early Childhood Screens III
®
9A Matches Quantities with Numerals
Demonstrates an understanding
CHILD-PAGEof FORMAT
text and print conventions
FOR PAGE C-14 Give credit for a skill if the child demonstrates the skill at least most
of the time or is reported to do so.
MATERIALS
A picture book3that has at least
2 3 lines of4text on each 8
page 6 1. Knows the front and back of a book
1. 2. 3. 4. 5. Ask: Can ______ point to the front and back of a book?
ASSESSMENT INFORMATION
• Data Sheet: Kindergarten
Or, with the picture book in a vertical position and with the spine
of the book facing the child, hand the book to the child and
• Scoring: Give credit for each correct or yes response. See the Criteria
that follows each item. Say: Show me the front of this book.
• Discontinue: Administer all items. Pause for the child’s response. Then
Say: Show me the back of the book.
Criteria: Give credit if the child knows both front and back.
2. Understands that text progresses from left to right

52 BRIGANCE® Early Childhood Screens III 9A Matches Quantities with Numerals
Ask: If, when you are reading a book to ______ , you point to
a word (any word except the last word) in a line of text
and ask ______ “Which word do I read after this word?”,
would he/she point to the next word to the right?
Or open a picture book to a page with lines of text. Point to a
word in a line of text (any word in a line except the last word in
the line) and
Say: Which word do I read after I read this word?
Criteria: Give credit if the child points to the next word in the line
or is reported to do so.
57 BRIGANCE Early Childhood Screens III

®
12A Experience with Books and Text

Screening Observations Form
Directions: Based on observations made during the screening, check any D. Self-Reliance
significant observations that you believe are suggestive of a problem and ____ lacked confidence
warrant referral for additional screening or treatment. ____ was overly confident
____ was careless
Child’s Name ______________________________________________________ ____ needed encouragement in order to perform
Child’s Age _______________________________________________________ ____ needed praise in order to perform
____ needed continuous individual attention in order to perform
Date _____________________________________________________________ ____ was overly concerned about failure
Examiner’s Name ___________________________________________________ E. Emotional Functioning
User-friendly Data Sheet

____ appeared to be emotionally distressed
____ level of motivation appeared to be low
A. Vision ____ required much praise, encouragement, and attention
is easy to use and score. ____ showed symptoms of eye fatigue or stress, such as
____ blinking ___ squinting ___ itching ___ tearing
____ rapport was difficult to achieve and maintain
____ had difficulty in cooperating
____ responded impulsively
____ appeared to have eye infection indicated by
___ redness ___ discharge ____ became impatient when presented with difficult task
____ held reading material very close ____ short attention span for age
____ held reading material far away ____ tended to be hyperactive
____ exhibited nervous habits or symptoms such as nail-biting,
4
____ tended to close or squint one eye in order to see better
BRIGANCE® Screen III Four-Year-Old Child Data Sheet facial tics, thumb-sucking, and stuttering
Screening Information Forms

Year Month Day B. Auditory List specific habits or symptoms observed:
year-old
____ needed to watch speaker’s face closely in order to year-old
understand
Date of
Mia Thomas
A. Child’s Name ______________________________________________ Screening 2013
______ 9
______ 15
______ ____ appeared
School/Program Hammond
to have difficulty hearing over background noise
______________________________________
____ turned head to one side in order to favor one ear
Deborah and Rob Thomas
Parent(s)/Caregiver(s) ________________________________________ Birth Date 2009
______ 5
______ 10
______ Ben Haywood
____ _____________________________________________
Teacher frequently misunderstood instructions F. Motor Skills
322 Flagstaff Drive
Address ___________________________________________________ Age 4
______ 4
______ 5
______ Examiner Ruth
____ asked thatYakaus
instructions be repeated
___________________________________________ ____ gross-motor skills and development appeared to be significantly
below age
C. Speech
B. Core Assessments C. Scoring ____ fine-motor skills and development appeared to be significantly
____ was difficult to understand below age
Directions: Assessments may be administered in any order. For each assessment, start with the first item and proceed in____
order.had difficulty with articulation as indicated by
Point G. Physical Appearance
Give credit for a skill by circling the item number. 1. ___ omission ___ substitution ___ distortion
____ appeared to lack good physical health and stamina
Number
____ voice quality: ___ raspy ___ breathy nasal ___ Child's
___ Value high-pitched
Page Domain If the child does not receive credit for a skill, slash through the item number. 1. Discontinue
___ low-pitched Correct for Each Score ____ appeared to tire easily
Language 1B Knows Personal Information ____ volume: ___ too loud ___ too weak List any significant observations that might suggest a need for medical
/
Stop after 3 incorrect
18
Development 1. first name 2. last name 3. age 4. street address ____ oral expression
responsesappeared 3 or inhibited,
in a row. to be____
limited 2 6 8 due to
possibly
____ care, such as skin rashes, obesity, frailness, and clumsiness:
shyness, fear, or lack of confidence
2B Names Colors
Language Stop after 3 incorrect
20 1. blue 2. green 3. yellow 4. red 5. orange
Development
6. pink 7. black 8. white 9. purple 10. brown 11. gray
responses in a row. 6
____ 1 6 11
____ /
3B Identifies Pictures by Naming
22
Language
Development 1. scissors 2. duck 3. snake 4. wagon 5. ladder 6. leaf 7. owl 8. nail 80
responses
BRIGANCE Screen ____
in a row.
Head Start 4 1 4 8
____ / Screening Observations Form
23 Literacy
1. 2. 3. 4. 5. 6. O 7. I 8. P 9. V 10. X
____ 1 4 10
____ /
5B Visual Motor Skills
24
Physical
Development 1. Draws a circle 2. Draws a plus sign 3. Draws an X 4. Draws a square 5. Draws a rectangle
Stop after 3 skills not
demonstrated in a row. 4
____ 2 8 10
____ / Screening Observations Form helps
6B Gross Motor Skills
26
Physical
Development
1. Walks forward heel-to-toe five steps
4. Stands on one foot for ten seconds
2. Hops five hops on preferred foot
5. Stands on other foot for ten seconds
3. Hops five hops on other foot Stop after 2 skills not
demonstrated in a row. 3
____ 1 3 5
____ / teachers organize important observations.
7B Names Parts of the Body
28
Language
Development 1. stomach 2. neck 3. back 4. knees 5. thumbs 6. fingernails
____ 2.5 10 15
____ /
8B Follows Verbal Directions
29
Language
Development 1. Follows two-step directions 2. Follows three-step directions
responses for 1 item. 1
____ 3 3 6
____ /
9B Counts by Rote
31 Mathematics
1 2 3 4 5 6 7 8 9 10
Stop after the first error. 6
____ .5 3 5
____ /
10B Recognizes Quantities
32 Mathematics
1. three 2. five 3. eight
Administer all items. 1
____ 4 4 12
____ /
11B Verbal Fluency and Articulation
33
Language
Development 1. Uses sentences of at least three words 2. At least 90% of speech is intelligible
Administer both items. 1
____ 5 5 10
____ /
D. Comments and Observations E. Next Steps /
56 100
Total Score = ______
Very attentive and focused.

____________________________________________________________________________________ Below cutoff of <69. Refer for further evaluation.
_______________________________________________________________________________________
____________________________________________________________________________________ _______________________________________________________________________________________
____________________________________________________________________________________ _______________________________________________________________________________________
____________________________________________________________________________________ _______________________________________________________________________________________
____________________________________________________________________________________ _______________________________________________________________________________________
Early Childhood Screens III: Data Sheet and Screening Observations Form 11
Online Management System 12
Generate reports with the BRIGANCE Online Management System ®
• Essential data management and reporting are now

in one easy-to-access and easy-to-use system
• Manage your program and meet reporting
requirements
ILABLE
AVA MER
SUM 3!
201
BRIGANCE.com/EarlyChildhood
• Administrator reports provide at-a-glance, program-level information,

such as which children have not yet been screened
• Teachers and administrators can analyze screening data for individual
children and groups
• Letters to families can be printed or emailed to engage parents and
caregivers in supporting their child’s development at home

Use screen data to inform referral decisions and target further assessment and instruction.
• User-friendly format helps users quickly find and access

information
• Simple navigation makes it easy to enter data and locate
Head Start essential resources
SCREENING RESULTS
Isabella Martinez
Student ID: Parent / Guardian: Class:
TEACHER REPORT • Helpful guidance ensures consistent and accurate data and
reports
371425HM Sandra Martinez Classroom A
Screening Summary Report

Screen: Four-Year-Old Child What Does It Mean?
Date of Screening: September 15, 2013
Chronological Age When Screened: 4 years, 4 months
Cutoff Score:
Cutoff scores are used to
determine which children may
Scores Compared to Cutoffs need rescreening or referral for
further evaluation.
Cutoff < 69 Potential Gifted
Total Score: 56 Cutoff >87 A child who scores below the
cutoff and has fewer than four
25 50 75 100
psychosocial risk factors may Head Start
be developmentally delayed
SCREENING RESULTS
Isabella Martinez
and should be considered for
Cutoff < 20
further evaluation.
TEACHER REPORT
At-Risk Score: 38 Student ID: Parent / Guardian: Class:
371425HM Sandra Martinez Classroom A
25 50 75 100 At-Risk Guidelines Score:
At-Risk Guidelines are based
on Nonverbal, Communication,
Total Score: 56 and Academic scores. Weak-
nesses in these areas indicate
Potential Delay Cutoff: This child’s score is below the Cutoff (<69). a need to refer the child for Suggested Next Steps Helpful Information
further evaluation.
At-Risk Cutoff: Since this child has 6 Psychosocial Risk Factors, scores
on certain assessments were compared to the At-Risk Cutoff. This child’s Use the At-Risk Guidelines to • Consider referral for further evaluation. If you do not already have the
determine if a child who scores Readiness Activities, visit
score is above the At-Risk Cutoff. • Follow up on Data Sheet Recommendations, notes on hearing, vision.
below the cutoff and has four BRIGANCE.com for more information.
or more psychosocial risk factors • Communicate results to parents.
is delayed due to developmental
disabilities. • Individualize instruction with the Instructional Planning Sheet.
Self-Help / Social-Emotional Scales Please see the Head Start
• Enter the Screening Observations Form.
Screen for details on Self-Help • Provide ongoing assessment and appropriate instruction.
Above and Social-Emotional scoring.
Below Average Average
Average See below for recommendations.
Self-Help Scale: 18
2 6 10 14 18 22 26 30 35
Recommendations for Ongoing Assessment and Instruction

Below Average Average Above Average
Ongoing Assessment
Social-Emotional Scale: 9
For more in-depth information about this child's skills and for ongoing
2 6 10 14 18 21 assessment, focus assessment in the following domains:
• Language Development
• Literacy
Instruction
Go to Activities Library for Teaching Activities from BRIGANCE
Readiness Activities.
The Screening Summary Report clearly shows the child’s results compared
to cutoff scores and then automatically identifies individualized next steps,
including recommendations for further assessment and instruction.
Online Management System 13

Inventory of Early Development III 14
BRIGANCE Inventory of Early Development III (IED III)

®
Updated and expanded for 2013, the IED III makes it easy to identify specific
strengths and needs for children from birth through age seven.
OR
NEW F !
• Plan individualized instruction based on valid and reliable 2013
assessment results
• Measure child progress toward school readiness goals
• Ensure strong alignment with the Common Core State
Standards, as well as state early learning standards and
Head Start domains
• Connect to the BRIGANCE® Early Childhood Screens III and
the Readiness Activities
For more information on the

IED III Standardized, see page 20.

TABLE OF CONTENTS
Page Page
Table of Contents—Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv MILESTONE SKILLS BY DEVELOPMENTAL AGE LEVEL
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 382
INTRODUCTION Developmental Age Level—Birth to One Year . . . . . . . . . . . . . . . . . .383
The BRIGANCE® Family of Products . . . . . . . . . . . . . . . . . . . . . . . . . . . vii Developmental Age Level—One Year to Two Years . . . . . . . . . . . . . .385
Introduction to the IED III Developmental Age Level—Two Years to Three Years . . . . . . . . . . . . .387
Developmental Age Level—Three Years to Four Years . . . . . . . . . . . .390
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii
Developmental Age Level—Four Years to Five Years . . . . . . . . . . . . . .393
How the IED III Supports Your Program . . . . . . . . . . . . . . . . . . . . . . . . ix Developmental Age Level—Five Years to Six Years . . . . . . . . . . . . . . .397
Step-by-Step Assessment Procedures Developmental Age Level—Six Years to Seven Years . . . . . . . . . . . . .401
Step 1: Get Ready for Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi Developmental Age Level—Seven Years to Eight Years . . . . . . . . . . . .404
Step 2: Administer the Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . xv
Step 3: Record Results in the Record Book . . . . . . . . . . . . . . . . . . . . . xxi APPENDICES
Step 4: Analyze Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxiii Appendix A—Teacher’s/Observer’s Rating Form for

Step 5: Identify Next Steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxiv Academic Readiness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 408
Appendix B—History and Acknowledgments . . . . . . . . . . . . . . . . . 409
Evaluating Children with Special Considerations Appendix C—References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 412
Bilingual and Non-English-Speaking Children . . . . . . . . . . . . . . . . . . xxvi
Children with Exceptionalities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxvi
A PHYSICAL DEVELOPMENT: PREAMBULATORY MOTOR SKILLS . . . . . 1

Table of Contents—Assessments
B PHYSICAL DEVELOPMENT: GROSS MOTOR SKILLS . . . . . . . . . . 21
Page Page
C PHYSICAL DEVELOPMENT: FINE MOTOR SKILLS . . . . . . . . . . . . 53
A PHYSICAL DEVELOPMENT: PREAMBULATORY MOTOR SKILLS . . . . .1 C PHYSICAL DEVELOPMENT: FINE MOTOR SKILLS . . . . . . . . . . . . 53
D LANGUAGE DEVELOPMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Assessments Assessments
A-1 Supine Position Skills and Behaviors . . . . . . . . . . . . . . . . . . . . 5 C-1 General Eye/Finger/Hand Manipulative Skills . . . . . . . . . . . . . 55
E ACADEMIC/COGNITIVE: LITERACY . . . . . . . . . . . . . . . . . . . . . . . 156 A-2 Prone Position Skills and Behaviors . . . . . . . . . . . . . . . . . . . . . 8 C-2 Builds Tower with Blocks . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
A-3 Sitting Position Skills and Behaviors . . . . . . . . . . . . . . . . . . . . 11 C-3 Early Handwriting Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
F ACADEMIC/COGNITIVE: MATHEMATICS AND SCIENCE . . . . . . . 249 C-4 Copies Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
A-4 Standing Position Skills and Behaviors . . . . . . . . . . . . . . . . . . 14
C-5 Draws a Person . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
G DAILY LIVING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 319 Comprehensive Skill Sequences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
C-6 Cuts with Scissors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
H SOCIAL AND EMOTIONAL DEVELOPMENT . . . . . . . . . . . . . . . . 355 Comprehensive Skill Sequences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

B PHYSICAL DEVELOPMENT: GROSS MOTOR SKILLS . . . . . . . . . . 21 Supplemental Skill Sequences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Assessments
B-1 Standing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
D LANGUAGE DEVELOPMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
iii BRIGANCE Inventory of Early Development III
®
B-2 Walking
Table .of . .Contents
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
B-3 Stair Climbing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Assessments
B-4 Running, Skipping, and Galloping . . . . . . . . . . . . . . . . . . . . . 31 D-1 Prespeech Receptive Language . . . . . . . . . . . . . . . . . . . . . . . 86
B-5 Jumping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 D-2 Prespeech Expressive Language . . . . . . . . . . . . . . . . . . . . . . . 90
B-6 Hopping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 D-3 General Speech and Language Development . . . . . . . . . . . . 96
B-7 Kicking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 D-4 Length of Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
B-8 Balance on a Beam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 D-5 Knows Personal Information . . . . . . . . . . . . . . . . . . . . . . . . 105
B-9 Catching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 D-6 Follows Verbal Directions . . . . . . . . . . . . . . . . . . . . . . . . . . 108
B-10 Rolling and Throwing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 D-7 Identifies Pictures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
The IED III contains more than 100 Comprehensive Skill Sequences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
D-8
D-9
Identifies Parts of the Body . . . . . . . . . . . . . . . . . . . . . . . . . 115
Identifies Colors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Supplemental Skill Sequences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
developmental assessments covering
D-10 Understands Directional/Positional Concepts . . . . . . . . . . . . 120
Table of Contents
D-11 Understands Qualitative Concepts . . . . . . . . . . . . . . . . . . . 125
D-12 Classifies Objects into Categories . . . . . . . . . . . . . . . . . . . . 128
key school readiness skills. D-13 Knows Uses of Objects . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
D-14 Repeats Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
D-15a Repeats Sentences (with Picture Stimuli) . . . . . . . . . . . . . . . 138
D-15b Repeats Sentences (without Picture Stimuli) . . . . . . . . . . . . 140
D-16 Uses Plural Nouns, -ing, and Prepositions . . . . . . . . . . . . . . 142
D-17 Uses Meaningful Language in Context . . . . . . . . . . . . . . . . 144
Comprehensive Skill Sequences . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
Supplemental Skill Sequences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
iv BRIGANCE Inventory of Early Development III

®
Table of Contents
Inventory of Early Development III: Table of Contents 15

Inventory of Early Development III: Table of Contents 16
Major content updates to the 2013 edition include:

Page Page
1 NEW and revised phonological awareness

E ACADEMIC/COGNITIVE: LITERACY . . . . . . . . . . . . . . . . . . . . . . . 156 F ACADEMIC/COGNITIVE: MATHEMATICS AND SCIENCE . . . . . . 249
Assessments Assessments
E-1
E-2
Response to and Experience with Books . . . . . . . . . . . . . . . 159
Identifies Common Signs . . . . . . . . . . . . . . . . . . . . . . . . . . 167
F-1
F-2
Understands Number Concepts . . . . . . . . . . . . . . . . . . . . . 251
Counts by Rote . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 253 assessments and reading passages
E-3 Blends Word Parts into One Word . . . . . . . . . . . . . . . . . . . . 172 F-3 Compares Different Amounts . . . . . . . . . . . . . . . . . . . . . . . 254
2 NEW mathematics assessments,

E-4 Identifies Blended Word Parts as Words . . . . . . . . . . . . . . . 174 F-4 Identifies Shapes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256
E-5
E-6
Auditory Discrimination . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
Visual Discrimination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
2 F-5
F-6
Sorts Objects (by Size, Color, Shape) . . . . . . . . . . . . . . . . . . 258
Recognizes Quantities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 260
E-7 Recites Alphabet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
E-8a Matches Uppercase Letters . . . . . . . . . . . . . . . . . . . . . . . . . 183
F-7
F-8
Matches Quantities with Numerals . . . . . . . . . . . . . . . . . . . 263
Understands Ordinal Position . . . . . . . . . . . . . . . . . . . . . . . 266
including sorting and word problems
E-8b Identifies Uppercase Letters . . . . . . . . . . . . . . . . . . . . . . . . 185 F-9 Reads Numerals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269
E-9a Matches Lowercase Letters . . . . . . . . . . . . . . . . . . . . . . . . . 188
E-9b Identifies Lowercase Letters . . . . . . . . . . . . . . . . . . . . . . . . 190
F-10 Knows Missing Numerals in Sequences . . . . . . . . . . . . . . . . 272
F-11 Writes Numerals in Sequence . . . . . . . . . . . . . . . . . . . . . . . 274 3 NEW science assessments
E-10 Prints Uppercase Letters in Sequence . . . . . . . . . . . . . . . . . 192 F-12 Writes Following and Preceding Numerals . . . . . . . . . . . . . . 276
E-11 Prints Lowercase Letters in Sequence . . . . . . . . . . . . . . . . . 193 F-13 Writes Numerals Dictated . . . . . . . . . . . . . . . . . . . . . . . . . . 277
E-12 Prints Uppercase Letters Dictated . . . . . . . . . . . . . . . . . . . . 194 F-14 Solves Word Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279
E-13 Prints Lowercase Letters Dictated . . . . . . . . . . . . . . . . . . . . 196
E-14 Prints Personal Information . . . . . . . . . . . . . . . . . . . . . . . . . 198
F-15 Determines Total of Two Sets . . . . . . . . . . . . . . . . . . . . . . . 281
F-16a Knows Addition Facts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283
4 Broadened social and emotional
E-15 Identifies Rhymes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .201
E-16 Segments Words into Word Parts . . . . . . . . . . . . . . . . . . . . 205
F-16b Adds Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 288
F-17a Knows Subtraction Facts . . . . . . . . . . . . . . . . . . . . . . . . . . . 291 development section
E-17 Identifies Beginning Sounds . . . . . . . . . . . . . . . . . . . . . . . . 207 F-17b Subtracts Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294
E-18 Matches Beginning Sounds and Letters with Pictures . . . . . 211 F-18a Knows Money (United States) . . . . . . . . . . . . . . . . . . . . . . . 296
E-19 Identifies Blended Phonemes as Words . . . . . . . . . . . . . . . . 216 F-18b Knows Money (Canada) . . . . . . . . . . . . . . . . . . . . . . . . . . . 299
E-20 Deletes Word Parts and Phonemes in Words . . . . . . . . . . . . 221 F-19 Understands Time and Reads a Clock . . . . . . . . . . . . . . . . . 301 Page Page
E-21 Reads Basic Vocabulary Words . . . . . . . . . . . . . . . . . . . . . . 224 F-20 Understands Weather Concepts . . . . . . . . . . . . . . . . . . . . . 306
G DAILY LIVING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 319 H SOCIAL AND EMOTIONAL DEVELOPMENT . . . . . . . . . . . . . . . . 355
E-22 Reads Number Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .225 F-21 Understands the Five Senses . . . . . . . . . . . . . . . . . . . . . . . . 310
E-23 Reads Color Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226
E-24 Reads Words from Common Signs . . . . . . . . . . . . . . . . . . . 227
3 F-22 Distinguishes Between Living and Non-Living Things Assessments
. . . . . . 313
F-23 Identifies Plants and Animals . . . . . . . . . . . . . . . . . . . . . . . . 315
Assessments
H-1 Relationships with Adults . . . . . . . . . . . . . . . . . . . . . . . . . . 357
Table of Contents
Self-help Skills
4
E-25a Reads Passages at Preprimer Level—Forms A and B . . . . . . . 230 H-2 Play and Relationships with Peers . . . . . . . . . . . . . . . . . . . . 361
1
G-1 Feeding/Eating . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 322
E-25b Reads Passages at Primer Level—Forms A and B . . . . . . . . . 233 H-3 Motivation and Self-Confidence . . . . . . . . . . . . . . . . . . . . . 369
G-2 Undressing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327
E-25c Reads Passages at First-Grade Level—Forms A and B . . . . . . 236 H-4 Prosocial Skills and Behaviors . . . . . . . . . . . . . . . . . . . . . . . 373
G-3 Dressing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 329
E-25d Reads Passages at Second-Grade Level—Forms A and B . . . 239
G-4 Unfastening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 332 Comprehensive Skill Sequences . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377
E-26 Writes Simple Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . 241
G-5 Fastening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 334
E-27 Quality of Printing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242
G-6 Toileting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 336
E-28 Word Recognition Grade Placement Test—
G-7 Bathing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 339
Forms A and B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246
G-8 Grooming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 342
Independent Living Skills
G-9 Knows What to Do in Different Situations . . . . . . . . . . . . . . 344
v BRIGANCE Inventory of Early Development III
® G-10
Table Knows What Community Helpers Do . . . . . . . . . . . . . . . . . 346
of Contents
G-11 Knows Where to Go for Services . . . . . . . . . . . . . . . . . . . . . 348
Comprehensive Skill Sequences . . . . . . . . . . . . . . . . . . . . . . . . . . . . 350
Supplemental Skill Sequences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 354
Table of Contents
vi BRIGANCE Inventory of Early Development III
®
Table of Contents

Colorful child pages are
F-14 Solves Word Problems S-279 BRIGANCE Inventory of Early Development III ©Curriculum Associates, LLC
®
designed to face the child

for easy administration.
A
Easy-to-follow directions ensure

quick and accurate assessment.
F-23 Identifies Plants and Animals
Overview Directions for Assessment:
B This assessment focuses on the student’s ability to identify and
distinguish between pictures of plants and animals.
Performance
Distinguishes between Plants and Animals
SKILL
Academic/Cognitive: Mathematics and Science

Ask the student to identify pictures of plants and animals on the page
Identifies and distinguishes between plants and animals
that belong to either category. Point to each row and ask the student
ASSESSMENT METHOD to identify the picture in the row that is either a plant or an animal as
Performance indicated.
Point to the dog on page S-315 the box marked “Example.” Start
MATERIALS with the example on page S-315.
• Pages S-315, S-316, and S-317
Say: Look at this picture. It is a picture of a dog.
• Blank sheets of paper if needed
Let the student look at the picture.
F-14 Solves Word Problems SCORING INFORMATION Ask: Is a dog a plant or an animal?
• Record Book: Page x
Say: Point to the picture in this r
• Give credit for each correct response.
Overview Directions for Assessment:
• Stop after three incorrect responses in a row. Pause for the student’s response. ( points to the dog )
This assessment focuses on the student’s ability to solve simple addition
and subtraction oral word problems that are accompanied by pictures.
Performance Continue this procedure with the items on pages S-316 through
BEFORE ASSESSING
Point to the row of pictures for each item on page S-279 and ask S-317.
SKILL Review the Note at the end of this assessment for additional information.
the corresponding questions. Ask the first question and pause for
Academic/Cognitive: Mathematics and Science

Solves simple oral word problems that are accompanied by pictures the student’s response. If theAFTER
student answers correctly, ask the
ASSESSING
second question. To write an IEP, use the Objective for Writing IEPs at the end
ASSESSMENT METHOD
of this assessment.
Performance 4 dogs and 3 tennis balls (4 2 3 5 1)
Point to item 1 and
MATERIALS
Say: Look at these pictures. Dogs like to play with tennis balls.
• Pages S-279 and S-280
• Blank sheet of paper if needed 3-0
1. Ask: Are there enough tennis balls so each dog can
have a tennis ball?
SCORING INFORMATION
• Record Book: Page 31 Pause for the student’s response. ( no)
• Give credit for an item only if both responses are correct. If the student responds correctly,
• Stop after an incorrect response for two items (two complete
word problems) in a row. 2. Ask: How many dogs will not get a ball?
350 response.
Pause for the student’s BRIGANCE
(1) Inventory of Early Development III
®
F-23 Identifies Plants and Animals
NOTE
Overviews point out each If the student has difficulty focusing on a single row, cover the other
rows with a blank sheet of paper.
6 people and 3 caps (6 5 3 1 3)
Point to item 2 and
assessment’s purpose, AFTER ASSESSING Say: Look at these pictures. Suppose each person wants to
wear a cap.
skill area, and key
To write an IEP, use the Objective for Writing IEPs at the end
of this assessment.
3. Ask: Will every person have a cap?
administration information. Pause for the student’s response. (no)

If the student responds correctly,
4. Ask: How many more caps do we need so each person

can have a cap?
Pause for the student’s response. (3)
279 BRIGANCE Inventory of Early Development III

®
F-14 Solves Word Problems
Inventory of Early Development III: Assessments from Mathematics and Science Domains 17
Inventory of Early Development III: Record Book 18
Simple record-keeping
F Academic/Cognitive: Mathematics and Science (continued) ensures accurate
Assessment Page
assessment results and
tracking over time.
F-14 279
Solves Word Problems
4 dogs and 3 balls 3 children and 7 bikes 16 children and 20 cupcakes
3-0 1. (no) 5. (yes) 9. (yes)
2. ( 1 ) 6. (yes) 10. (4) 6-0
6 children and 3 caps 20 rabbits and 19 carrots
3. (no) 7. (no)
4. (3) 8. (1)
Notes:
F-15 281
Knows Addition Facts
6-3 1. 2 6. 5 11. 8 16. 9 21. 11 26. 14
2. 3 7. 6 12. 7 17. 10 22. 12 27. 13
3. 4 8. 5 13. 8 18. 10 23. 11 28. 14
4. 1 9. 5 14. 8 19. 9 24. 12 29. 13
5. 4 10. 6 15. 7 20. 10 25. 11 30. 14 7-0
Notes:
F Academic/Cognitive: Mathematics and Science 31

D-3 General Speech and Language Development
Multiple assessment methods
Overview Directions for Assessment: allow for flexible administration.
This assessment focuses on the student’s vocabulary development,
complexity of speech, and ability to speak in phrases and sentences.
Observation
Observe the student in a natural social setting or engage the student
SKILL in a conversation that will elicit relevant responses from him/her.
Uses words and combines them into phrases and sentences For each item, ask yourself the question that follows the skill.
to communicate 49. Answers the telephone, takes simple message,
and delivers it Objective for Writing IEPs
ASSESSMENT METHODS
Directions for Assessment: Ask: Can ______ answer the telephone, take a simple (date)
By , when provided with the appropriate stimuli,
Observation, Interview Interview message such as Mr. Smith wants Daddy to call, (student’s name) will
and deliver the message?
Interview the parent/caregiver to assess the student’s general speech (list as appropriate)
MATERIALS Note: Disregard this item if the student is not allowed to answer
and language development. say the word mama or dada with meaning.
1.
Although no specific materials are needed, toys, pictures, and puzzles the telephone or if there is no telephone in the student’s home.
Say: Tell me about ______ ’s speech. What are some words say real words (at least one word other than mama or dada).
2.
may be helpful in eliciting responses from the student. 3.
have an expressive vocabulary of at least ten words.
or sentences he/she uses? 6-0
50. Verbally shares experiences or items with a group
4.
call at least one person by name.
SCORING INFORMATION of classmates such as during “Show and Tell”
To elicit additional information about specific skills, ask the question respond with yes or no to questions regarding his/her wants
5.
• Record Book: Page 14 that follows the skill. Rephrase the questions as neededAsk: and Does
make______ effectively share experiences or items or needs.
• Give credit for each yes response. See the specific Criteria for the interview as informal as possible. with his/her classmates during “Show and Tell”? 6. repeat phrases.
some skills. 7. have an expressive vocabulary of at least twenty-five words.
1-0
1. Says the word mama or dada with meaningCriteria: Give credit if, when sharing, the student tells events 8. use two or three words in combination.
• Stop after three consecutive no responses. in a logical sequence, speaks in sentences of an average length
Ask: Does ______ use the word mama or dada (or another
of at least five words, and speaks in a volume easily heard. 9. use the word no to indicate refusal.
family name) indicating meaning or purpose? 10. use subject-predicate phrases.*
BEFORE ASSESSING 11. ask for food when hungry.
Review the Note at the end of this assessment for additional information. Note: This may be a sensitive item if one or both51. Answers
parents do not“when”
live questions
12. refer to self by name.*
with the student. Ask: Does ______ answer “when” questions such as
13. use words ending in s to indicate more than one.
AFTER ASSESSING When are you going? or When did that happen? 14. use words with the suffix -ing.
2. Says real words (at least one word other than mama
• To write an IEP, use the Objective for Writing IEPs at the end or dada ) 15. use personal pronouns I and me.
52. One hundred percent of speech is intelligible 7-0 16. have at least____________________
50% of speech intelligible.
of this assessment. Student’s Name: ________________________________________________________________________ Date:
Ask: Does ______ say any words you can understand? Ask: Can you understand all (100%) of what ______ says? 17. have a mean length utterance (MLU) of 2 or more.*
• To find related instructional activities, see the BRIGANCE Which words does he/she say? 18. vocalize toileting needs.
Readiness Activities. Criteria: Give credit if the student speaks with no articulation errors.
D-3C
Criteria: Give credit GENERAL
if the studentSPEECH AND one real word other
uses at least 13. Has an expressive vocabulary of at least 35. 19.
Asksuse
forthe
another
words(e.g., another
my and minecracker)
to indicate possession.
LANGUAGE DEVELOPMENT twenty-five words (7) 20.
than mama or dada or is reported to do so. 36. Canuse
singpast tense.
phrases of songs (often not
See pages 96–102 for assessment procedures for the 14. Uses two or three words in combination 21. ask simple questions.
on pitch)
Notes: milestone or primary skills (those skills in bold print (8) 37. 22.
Useshave
faciala expressions,
mean lengthgestures,
utteranceand
(MLU)
bodyof 3 or more.*
• You may wish to record
below) thatsome
appearofinthe
D-3 words
Generaland phrases
Speech and 23. have at least 75% of speech intelligible.
15. Uses the word no to indicate refusal (9) movements for communication
the student saysLanguage Development.
in the Notes sectionTheof numeral in parentheses
the Record Book. 24. respond to simple yes or no questions related to visual information.
that follows a milestone skill indicates the item number 16. Uses subject-predicate phrases *(10) 38. Responds appropriately to questions
• This response may also provide information for item 3. 25. use possessive nouns.
of the skill in the assessment and in the Record Book. 17. Asks for water when thirsty involving choices (e.g., Do you want
26. use pronouns to refer to others.
The additional skills listed below are considered inter- a cracker or an apple?)
18. Uses article before noun (e.g., the dog, 27. ask “where” questions.
®
D-3 General
mediate Speechskills.
or secondary andUsing
the sequence of Vocalizes
39. 28. toileting needs (18)
a cat) ask “why” questions frequently.
combined milestone and intermediate skills can allow
19. Asks for food when hungry (11) Usesuse
40. 29. the words
simple my andwith
sentences minepronouns.
to indicate
you to conduct a more comprehensive assessment and
possession
30. (19) questions.
answer “who”
can show a student’s ongoing progress toward mastery 20. Refers to self by name *(12)
of milestone skills. 31. use negative
41. Uses past tense (20) phrases.
21. Uses words ending in s to indicate more
1-0
1. Says one word than one (13) 42. Asks simple questions (21)
2. Says the word mama or dada with 22. Uses words with the suffix -ing (14) 43. Uses his or her to indicate possession
meaning (1) 128 BRIGANCE® Inventory of Early Development III 44. Has a mean lengthD-3
2-6 General(MLU)
utterance Speech and Language Development
2-023. Uses personal pronouns I and me (15)
3. Says two words of 3.1 (e.g., daddy go work) (22)
24. Produces all vowels clearly
4. Says real words (at least one word 45. At least 75% of speech is intelligible
25. Includes all initial consonants
other than mama or dada) (2) (23)
26. Uses all speech sounds
5. Has an expressive vocabulary of at least 46. Can talk briefly about what he/she is doing
six words 27. Produces diverse and complex syllables
47. Imitates adult phrase heard on previous
6. Uses a single word in combination with 28. At least 65% of speech is intelligible occasion
a gesture to ask for objects (16)
48. Responds to simple yes or no questions
7. Has an expressive vocabulary of 29. Imitates three-syllable words related to visual information (24)
at least ten words (3) 30. Asks for food at table 49. Uses possessive nouns (25)
Helpful Comprehensive Skill Sequences

8. Calls at least one person by name (4) 31. Uses the words no and not in combination 50. Uses pronouns to refer to others (26)
9. Responds with yes or no to questions with other words
51. Has expressive vocabulary of at least
break down skills and list developmental age

regarding his/her wants or needs (5) 32. Has a mean length utterance (MLU) 400 words
10. Repeats phrases (6) of 2.1 (e.g., daddy go)* (17)
52. Uses prepositions in and on
levels to help teachers and parents know 11. Uses abbreviated or telescopic sentences 33. Has an expressive vocabulary of at least
1-6
53. Shows frustration if not understood
12. Responds with yes or no to simple yes or no 200 words
54. Enjoys use of telephone, but may be unable
which skills to look for and support next. questions 34. Refers to self by pronoun (e.g., me do)
to sustain long conversation
*This is a disappearing behavior.

® © Curriculum Associates, LLC Comprehensive Skill Sequences
Inventory of Early Development III: Language Assessment and Comprehensive Skill Sequences 19
IED III Standardized 20
BRIGANCE IED III Standardized ®
The new IED III Standardized streamlines assessment and provides

standardized scores for children from birth through age seven.
NEW
F
2013!OR
The IED III Standardized has been completely updated
for 2013 to include new content and up-to-date research,
ensuring highly accurate data to support referrals.
New standardization and validation studies reflect:
∙ Current normative data based on a nationally
representative sample
∙ Strong test-retest and inter-rater reliability
∙ Significant content, construct, and

criterion-related validity

TABLE OF CONTENTS 55 standardized assessments
Page Page
cover five key domains.
Table of Contents—Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv A PHYSICAL DEVELOPMENT: GROSS MOTOR . . . . . . . . . . . . . . . . . . . 1
INTRODUCTION B PHYSICAL DEVELOPMENT: FINE MOTOR . . . . . . . . . . . . . . . . . . . . 17

The BRIGANCE® Family of Products . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
C LANGUAGE DEVELOPMENT: RECEPTIVE AND EXPRESSIVE . . . . . . 38
Introduction to the IED III Standardized
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii D ACADEMIC SKILLS/COGNITIVE DEVELOPMENT: LITERACY . . . . . . . 83
How the IED III Standardized Supports Your Program . . . . . . . . . . . . . . ix
E ACADEMIC SKILLS/COGNITIVE DEVELOPMENT: MATHEMATICS . . 106
Standardization and Validation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x
Step-by-Step Assessment Procedures F ADAPTIVE BEHAVIOR: DAILY LIVING . . . . . . . . . . . . . . . . . . . . . . . 125
Step 1: Get Ready for Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi
Step 2: Administer the Assessments . . . . . . . . . . . . . . . . . . . . . . . . . xiv G SOCIAL AND EMOTIONAL DEVELOPMENT . . . . . . . . . . . . . . . . . . 137
Step 3: Record Results in the Standardized Record Book . . . . . . . . . xviii
Step 4: Analyze Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxiii
Step 5: Identify Next Steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxv Table of Contents—Assessments
APPENDICES
Appendix A: History of BRIGANCE® . . . . . . . . . . . . . . . . . . . . . . . . 158
Evaluating Children with Special Considerations
Appendix B: Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
Children Retained in Grade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxvii Page Page
Appendix C: Determining Rounded Chronological Age . . . . . . . . . 160
Bilingual and Non-English-Speaking Children . . . . . . . . . . . . . . . . . . xxvii
Appendix D: Assessments
A PHYSICAL DEVELOPMENT: to Administer GROSSby Age Range .
MOTOR . . . . . . . . . . . . . . . . . . . . . . .161
. . . . 1 C LANGUAGE DEVELOPMENT: RECEPTIVE AND EXPRESSIVE . . . . . 38
Children with Exceptionalities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxviii
Appendix E: BRIGANCE® Program-level Implementation Decisions . .164
Assessments
Appendix F: References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165 Assessments
A-1 Early Gross Motor Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 C-1 Early Receptive Language Skills . . . . . . . . . . . . . . . . . . . . . . . 41
A-2 Standing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 C-2 Early Expressive Language Skills . . . . . . . . . . . . . . . . . . . . . . 45
A-3 Walking, Skipping, and Galloping . . . . . . . . . . . . . . . . . . . . . 9 C-3 Identifies Pictures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
A-4 Jumping and Hopping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 C-4 Identifies Parts of the Body (Receptive) . . . . . . . . . . . . . . . . . 54
A-5 Stair Climbing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 C-5 Understands Verbal Concepts . . . . . . . . . . . . . . . . . . . . . . . . 56
of Contents
A-6 Rolling, Throwing, and Catching . . . . . . . . . . . . . . . . . . . . . 15 C-6 Follows Verbal Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
C-7 Knows Uses of Objects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
C-8 Identifies Colors (Receptive) . . . . . . . . . . . . . . . . . . . . . . . . . 66
Introduction
C-9 Repeats Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
B PHYSICAL DEVELOPMENT: FINE MOTOR . . . . . . . . . . . . . . . . . . . 17 C-10 Identifies Parts of the Body (Expressive) . . . . . . . . . . . . . . . . . 71
Assessments C-11 Identifies Colors (Expressive) . . . . . . . . . . . . . . . . . . . . . . . . . 73
B-1 Early Fine Motor Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 C-12 Verbal Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
B-2 Builds Tower with Blocks . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 C-13 Articulation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
C-14 Uses Grammar and Language in Context . . . . . . . . . . . . . . . 79
Table
B-3 Visual Motor Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
B-4 Draws a Person . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
B-5 Prints Personal Information . . . . . . . . . . . . . . . . . . . . . . . . . . 31
iii BRIGANCE IED III Standardized Writes Numerals in Sequence . . . . . . . . . .Table . . . . .of
. . Contents
®
B-6 . . . . . . . 32
D ACADEMIC SKILLS/COGNITIVE DEVELOPMENT: LITERACY . . . . . 83
B-7 Prints Uppercase Letters in Sequence . . . . . . . . . . . . . . . . . . 33
B-8 Quality of Printing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Assessments
1 D-1 Experience with Books and Text . . . . . . . . . . . . . . . . . . . . . . 85
Major content updates include: D-2

D-3
Recites Alphabet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Visual Discrimination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
Table of Contents
D-4 Identifies Uppercase Letters . . . . . . . . . . . . . . . . . . . . . . . . . 92
1 New pre-literacy and early D-5
D-6
Familiarity with Sounds: Phonological Awareness . . . . . . . . . 94
Auditory Discrimination . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
literacy assessments D-7

D-8
Familiarity with Sounds: Phoneme Manipulation . . . . . . . . . 100
Reads Words from Common Signs . . . . . . . . . . . . . . . . . . . 103
D-9 Word Recognition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
2 Broadened mathematics E ACADEMIC SKILLS/COGNITIVE DEVELOPMENT: MATHEMATICS . . 106

Page Page
G SOCIAL AND EMOTIONAL DEVELOPMENT . . . . . . . . . . . . . . . . . 137
coverage Assessments Assessments

E-1
E-2
Understands Number Concepts . . . . . . . . . . . . . . . . . . . . .
Counts by Rote . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
108
110
3
G-1 Relationships with Adults (younger than 3 years) . . . . . . . .
G-2 Play and Relationships with Peers (younger than 3 years) . .
141
143
iv
Expanded social and emotional
BRIGANCE IED III Standardized Table of Contents
3
®
E-3 Compares Different Amounts . . . . . . . . . . . . . . . . . . . . . . 111 G-3 Motivation and Self-Confidence (younger than 3 years) . . . 145
E-4 Sorts Objects (by Size, Color, Shape) . . . . . . . . . . . . . . . . . . 113 G-4 Prosocial Skills and Behaviors (younger than 3 years) . . . . . 147
development section E-5

E-6
Matches Quantities with Numerals . . . . . . . . . . . . . . . . . . .
Reads Numerals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
115
116
G-5 Relationships with Adults (3 years through 7 years) . . . . . .
G-6 Play and Relationships with Peers (3 years through 7 years) . .
149
151
E-7 Solves Word Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 G-7 Motivation and Self-Confidence (3 years through 7 years) . . 153
2 E-8
E-9
Knows Missing Numerals in Sequences . . . . . . . . . . . . . . .
Adds Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
119
120
G-8 Prosocial Skills and Behaviors (3 years through 7 years) . . . . 155
E-10 Subtracts Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
F ADAPTIVE BEHAVIOR: DAILY LIVING . . . . . . . . . . . . . . . . . . . . . . 125

Assessments
F-1 Eating . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
F-2 Dressing and Undressing . . . . . . . . . . . . . . . . . . . . . . . . . . 130
F-3 Toileting and Bathing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
F-4 Knows Personal Information . . . . . . . . . . . . . . . . . . . . . . . 135
IED III Standardized: Table of Contents
ntents
21
IED III Standardized: Assessments from Literacy and Mathematics Domains 22
D-5 Familiarity with Sounds: Phonological Awareness User-friendly page layout makes it easy
to give and record assessments.
Overview Directions for Assessment
This assessment focuses on the development of the child’s early This assessment is made up of three different phonological skills.
phonological awareness skills.
For each of these skills, use the specific directions given. Administer
Academic Skills/Cognitive Development: Literacy

SKILLS all items.
• Orally blends two words into one word Blends Two Words into One Word
• Identifies rhymes
Beginning with an example,
• Orally segments words into word parts (syllables)
Say: I am going to say two words. Then I want you to
ASSESSMENT METHOD say them together to make one word. For example,
Performance if I say air . . . plane, you would say airplane. Let’s begin.
1. base ball – baseball

MATERIALS
• Page C-95 Say: The next words are base . . . ball.
• Blank sheets of paper if needed Pause for the child’s response. (baseball ) Step-by-step standardized directions
SCORING INFORMATION
• Standardized Record Book: Page 16
2. sail boat – sailboat
Say: The next words are sail . . . boat.
ensure accurate scoring.
• Entry: 3+ years Pause for the child’s response. (sailboat )
• Basal: None
• Ceiling: None
3. cup cake – cupcake E-4 Sorts Objects (by Size, Color, Shape)
Say: The words are cup . . . cake.
NOTE
Academic Skills/Cognitive Development: Mathematics

Pause for the child’s response. (cupcake)
If the child has difficulty focusing on a single row, cover the other rows Overview Directions for Assessment
with blank sheets of paper. This assessment focuses on the child’s ability to sort objects by one,
Arrange the sixteen objects in a random array on the table in front
two, and three attributes.
AFTER ASSESSING of the child.
To write an IEP, use the Objectives for Writing IEPs at the end SKILL Sorts by one attribute
of this assessment. Sorts objects by one, two, and three attributes Say: I want you to sort these (name of objects) for me.
ASSESSMENT METHOD 1. Say: Put all the blue ones in a group.
Performance Pause for the child’s response. Return the objects to the
MATERIALS group and arrange the sixteen objects in a random array
Sixteen simple objects, varying by size, color, and shape in front of the child.
• 2 small red circles* • 2 large red circles* 2. Say: Now put all the small ones in a group.
• 2 small blue circles* • 2 large blue circles*
94 BRIGANCE IED III Standardized D-5 Familiarity with• Sounds: Phonological Pause for the child’s response. Return the objects to the
squares* Awareness
®
2 small red • 2 large red squares*

• 2 small blue squares* • 2 large blue squares* group and arrange the sixteen objects in a random array
* included in the IED III Accessories Kit
in front of the child.
Sorts by two attributes
SCORING INFORMATION
• Standardized Record Book: Page 20 3. Say: Now put all the large blue ones in a group.
• Entry: For 3 years, start with item 1. Pause for the child’s response. Return the objects to the
For 5+ years, start with item 3. group and arrange the sixteen objects in a random array
• Basal: Two in a row correct in front of the child.
If the child does not reach a basal, drop back to the earlier Entry 4. Say: This time put all the small circles in a group.
and begin with the item indicated.
Pause for the child’s response. Return the objects to the
• Ceiling: Two in a row incorrect
group and arrange the sixteen objects in a random array
Objective for Writing IEPs Sorts by three attributes

(date) 5. Say: This time put all the large red circles in a group.
By , when shown sixteen objects that vary by three
attributes, size, color, and shape, (child’s name) will Pause for the child’s response. Return the objects to the
(list as appropriate) group and arrange the sixteen objects in a random array
1. sort the objects by one attribute.
2. sort the objects by two attributes. 6. Say: Now put all the small blue squares in a group.
3. sort the objects by three attributes. Pause for the child’s response.
113 BRIGANCE IED III Standardized

®
E-4 Sorts Objects (by Size, Color, Shape)

D-2 Recites Alphabet / 26 
D-3 Visual Discrimination / 20 
D-4 Identifies Uppercase Letters / 52 
D-5 Familiarity with Sounds:

/9 
Phonological Awareness
Simple scoring produces age equivalents,
D-6 Auditory Discrimination / 10 
percentiles, and standard

D-7 Familiarity with Sounds: scores for key/ 7skill areas.
E Academic Skills/Cognitive Development: Mathematics (continued) Phoneme Manipulation

A
COMPOSITE
D-8 Reads Words from Common Signs / 16  SCORE:
SCORING LITERACY
D-9 Word Recognition
INFORMATION Assessment / 20
 (sum)

 (sum)
Appendix B
E-4 Sorts Objects (by Size, Color, Shape) [page 113] IED III Standardized Scoring Sheet
A (continued)
TOTAL RAW SCORE TOTAL SCALED SCORE

Sorts by one attribute

/ 170
Entry:
• For 3 years, start with item 1. 1. blue
• For 5+ years, start with item 3. 2. small
D ACADEMIC SKILLS/COGNITIVE
E ACADEMIC SKILLS/COGNITIVE DEVELOPMENT:
DEVELOPMENT: MATHEMATICS
LITERACY
Basal: 2 in a row correct
Sorts by two attributes SCALED SCORE
Ceiling: 2 in a row incorrect
SUBDOMAIN LITERACY RAW SCORE SCALED SCORE
Appendix A
3. large blue SUBDOMAIN MATHEMATICS RAW SCORE Appendix A
4. small circles ASSESSMENTS D-1 Experience with Books and Text / 10 
Sorts by three attributes

ASSESSMENTS E-1 Understands Number Concepts /7 
D-2 Recites Alphabet / 26 
5. large red circles
____ /6
E-2 Counts by Rote / 30 
6. small blue squares D-3 Visual Discrimination / 20 
E-3 Compares Different Amounts /6 
D-4 Identifies Uppercase Letters / 52 
NOTES:
E-4 Sorts Objects (by Size, Color, Shape) /6 
D-5 Familiarity with Sounds:
E-5 Matches Quantities with Numerals
Phonological Awareness / /109 
E-6 Reads Numerals

D-6 Auditory Discrimination /5
/ 10


E-5 Matches Quantities with Numerals [page 115]

E-7 Solves Word Problems
D-7 Familiarity with Sounds: / 10 
/7 
A
E-8 Phoneme Manipulation
Knows Missing Numerals in Sequences / 12  B
Entry: 1. 2 6. 7 COMPOSITE
• For 3 years, start with item 1.
• For 5 years, start with item 4.
2.
3.
1
4
7. 8
8. 6
D-8
E-9 Reads Words from Common Signs
Adds Numbers /9
/ 16  SCORE:
LITERACY
MATHEMATICS
• For 6+ years, start with item 8.
Basal: 3 in a row correct
4. 3 9. 10
____ /10
D-9
E-10 Word Recognition
Subtracts Numbers /6
/ 20 
Appendix B
5. 5 10. 9  (sum)
(sum)  (sum)
(sum)
Ceiling: 3 in a row incorrect TOTAL
TOTAL RAW
RAW SCORE
SCORE TOTAL
TOTAL SCALED
SCALED SCORE
SCORE
A
B / 170

101
NOTES:
E IED III Standardized
ACADEMIC SKILLS/COGNITIVEScoring Sheet
DEVELOPMENT: MATHEMATICS
(continued)
SCALED SCORE
SUBDOMAIN MATHEMATICS RAW SCORE Appendix A
TOTAL DOMAIN: ACADEMIC SKILLS/COGNITIVE DEVELOPMENT
E-6 Reads Numerals [page 116] ASSESSMENTS E-1 Understands Number Concepts /7 
TOTAL SEM AGE SEZ
1. Reads numerals to 5
Entry: 3+ years
Basal: One entire block of 2. Reads numerals to 10
E-2 Counts by Rote RAW COMPOSITE 30
CONFIDENCE / PERCENTILE EQUIVALENT INSTRUCTIONAL
32 Standardized Scoring Sheet SCORE SCORE INTERVAL Appendix E Appendix F RANGE
numerals correctly named 3. Reads numerals to 20 E-3 Compares Different Amounts
6 /6 
6
Ceiling: Two blocks of numerals
in a row for which the child
4.
5.
Reads numerals to 50
Reads numerals to 100 ____ /5 SUBDOMAIN E-4 Sorts
LITERACY / 170 Shape)
Objects (by Size, Color, 2 /6  2
does not receive credit
SUBDOMAIN
E-5
/ 101
Matches Quantities with Numerals
MATHEMATICS
6
2
/ 10  6
2
NOTES: E-6 Reads Numerals . (sum) . (sum)
/5 
E-7
SUM OF AND
/
Solves Word Problems 271 / 10 
.
ACADEMIC SKILLS/COGNITIVE
E-8 Knows
DEVELOPMENT
Missing Numerals in Sequences 6 / 12  6 B
DOMAIN Appendix C 2 COMPOSITE
2
E-9 Adds Numbers /9  SCORE:
MATHEMATICS
E-10 Subtracts Numbers /6 
Appendix B
 (sum)  (sum)
TOTAL RAW SCORE TOTAL SCALED SCORE
B / 101

20 E Academic Skills/Cognitive Development: Mathematics
F ADAPTIVE BEHAVIOR: DAILY LIVING

SCALED SCORE
SUBDOMAIN DAILY LIVING RAW SCORE Appendix A
32 Standardized Scoring Sheet
IED III Standardized: Record Book and Scoring Sheet ASSESSMENTS F-1 Eating
F-2 Dressing and Undressing
/ 16
/ 12
c
c
COMPOSITE
23
BRIGANCE Early Childhood Sampler • Curriculum Associates LLC • www.CurriculumAssociates.com
F-3 Toileting and Bathing• 800-225-0248 c SCORE:
Readiness Activities 24
Build kindergarten readiness with fun, easy-to-plan

activities that prepare children for school
Based on assessment results from the BRIGANCE®

Inventory of Early Development III, deliver
developmentally appropriate instruction with the
correlated BRIGANCE® Readiness Activities.

Readiness Activities Domains and Skills Areas Included
Each skill section includes more than a LANGUAGE DEVELOPMENT SOCIAL AND EMOTIONAL DEVELOPMENT
dozen fun and easy-to-plan activities, as Body Parts General Social and Emotional Development
well as helpful instructional guidance and Colors Play Skills and Behaviors
Initiative and Engagement Skills and Behaviors
resources for that skill, such as: LITERACY Self-Regulation Skills and Behaviors
Response to and Experience with Books Personal Data Response
• Objective
Prehandwriting
Copies Forms
PHYSICAL HEALTH AND DEVELOPMENT
• Domain
Visual Discrimination GROSS MOTOR SKILLS
• Rationale Print Awareness and Concepts Standing
Prints Uppercase and Lowercase Letters in Sequence Walking
• Sequence Prints Personal Data Jumping and Hopping
Phonological Awareness Skills Running (Skipping and Galloping)
• Recommendations for Effective Ball Skills (Kicking, Catching, Rolling, and Throwing)
Teaching MATHEMATICS
FINE MOTOR SKILLS
• Factors That Impact Development Number Concepts Holding and Manipulating Objects
Counting Cuts with Scissors
• Reproducibles for Teaching Reads Numerals
SELF-HELP SKILLS
Activities Numeral Comprehension
Self-Help Skills
Numerals in Sequence
Puts On Clothing
Quantitative Concepts
Fastens Clothing
Shape Concepts
Using Shoes
Joins Sets Every domain section
Taking Care of Selfalso includes
Directional/Positional Concepts
valuable resources and reproducibles:
Concepts of Time and Reading a Clock
• References
• Read-to-Me Books
• Letters to Families
(reproducible, English and
Spanish versions)
• My Learning Plans
(reproducible)
Readiness Activities: Domains, Skills, and Features 25

Readiness Activities: Activities from Literacy Domain 26
Over 300 developmentally

7. Read and make a picture Book Response to the Book:
materials:
• An informational picture book that is illustrated with photographs.
• Turn back to the first photo in the book, either on the book’s cover, or
on one of the beginning pages, and talk about how the photographer
appropriate activities cover
• Response Activity Materials:
– Photographs: photos the children have brought from home,
•
used a camera to create pictures for the book. Ask, “Have you ever
used a camera (real or pretend)?” What pictures did you take?”
Tell children that they will each make a picture story with the
a broad range of skills.
photos from classroom activities and field trips, or photos cut
from old magazines. photos that they brought from home. Ask, “What will your story
– Scissors. be about? Which photos do you want to use?”
– Glue sticks. • Work with small groups of children to plan their picture stories.
– Sheets of drawing paper (at least one for each child).
group size: Individual, small group, or class.
8. share a fun Informational
Help them plan how many pages will be in their book and what
each page will Booktell about. Then have them look at their photos Response and to the Book:
choose the best one for the page. When the picture books are • Place informational books in the reading area so children can select
Easy-to-follow directions list the materials
needed, preparation (if any), procedure,
materials:
preparation: A few days before you plan to do this activity, send completed, have children read them to the group. Some children one during choice time. Organize the informational books by topic.
• An informational picture book about a specific concept.
a note home with the children requesting that family photos be sent
• Objects or pictures ofmight
objectswant
thattoappear
add their books
in the book. to the class library. • Small groups of children might read books on a topic and then
to school. Explain that the photos will be used for an art activity so
and extension opportunities.
suggested InfoRmAtIonAL Books: work together to create a poster about information they learned.
they will not return home in their original form. group size: Individual, small group, or class.
My Big Book of Everything by Roger Priddy suggested AuthoRs of InfoRmAtIonAL pIctuRe Books:
procedure: Have the children sit comfortably in a circle on the floorpreparation: Do the following: Aliki; Jim Arnosky; Joanne Cole; Donald Crews; Tomie dePaola;
• Choose an informational Exactly theabout
book Opposite by Tana
a specific Hobanor topic
concept
around you. Make sure that each child can see you and the book. Hold Gail Gibbons; Tana Hoban; Stephen Krensky; Seymour Simon.
the book so that the photographs face children. Then do the following: Is It Rough?
that children are learning. Select 5Is to
It Smooth? Is It Shiny?
8 vocabulary by Tana Hoban
words from
• Read the title and ask children what they think the book is about.the book that are keyThe to learning
Moon Was about
the the
Besttopic.
by Charlotte Zolotow and illustrated
Have them share what they know about the topic. Ask about other • Gather objects or pictures of objects
by Tana Hobanthat appear in the book. For
books they read on the same topic. example, if the children are learning
Everybody Works about butterflies,
by Shelley Rotneryou might
• Introduce important words from the book that they will need to know choose a book about the life cycle of a butterfly, a book about
I Spy Funny Teeth: Riddles (Scholastic Reader, Level 1)
to talk about the topic. Discuss their meaning and provide examples.different kinds of butterflies, or a book that tells where to find
by Jean Marzollo and photographed by Walter Wick
• Read the book or split the book into two or three parts and read butterflies. You might want to bring in a butterfly cocoon, 9. a butterfly
We’re a part of the story! Response to the Book:
each part on a different day. Use new words as you talk about collection, a butterfly net, or flowers that butterflies are attracted to.
Materials: • Have children use the stick puppets to dramatize the story and retell
content. Put them on display in the room. it in their own words. Encourage them to use the new words in
• A predictable book or narrative picture book.
• Talk about the photos and read the captions. Explain that captions procedure: Gather children on the floor around you. Make sure•that Response Activity Materials: their retellings.
give more information about a topic. children can see the book. Do the following: – Photocopies of the illustrated characters and objects in the story. • Invite children to create original stories with the stick puppets.
• Point out other text features specific to the book, such as the Table of children that the book you are going to read tells about real – Scissors.
• Tell suggested Books:
Contents, bold-faced words, or diagrams. Talk about the information things. The book gives information about a topic. Talk about each – Craft or Popsicle® sticks. Goodnight Moon by Margaret Wise Brown
that they provide. object on display. – Glue or glue sticks. Time for Bed by Mem Fox
• Read the title. Discuss the photo on the cover and what the book – A box to hold the stick puppets.
might be about. Have children share what they know about the Where the Wild Things Are by Maurice Sendak
group size: Individual, small group, or class. Winnie the Pooh by A.A. Milne
topic and what they would like to learn. 10. every puppet tells a story Response to the Book:
• Read one part of the book. Point out some of the text features, such preparation: The House at Pooh Corner by A.A. Milne • Have children make puppets to represent the characters in the story.
• Photocopy illustrations of characters and objectsMaterials:
that you want
Literacy
as a chart or caption and talk about the information it provides. No Roses for Harry by Gene Zion. The puppets can be stuffed socks with button eyes and fabric
to use to make into stick puppets. • A narrative picture book with several characters.
• As you read, pause briefly to provide short explanations of a word’s features, or they can be lunch-bag puppets with glued-on or
• Response Activity Materials:
meaning. Point to an illustration to help clarify the meaning. • Cut out each character and object and glue each one to a craft stick. drawn-on features.
• Encourage children to ask questions about the topic and comment • Glue the character or object high enough on the To make puppets:
stick so that there
• Ask children to use their puppets to dramatize the story and retell it
on the photos and illustrations as you read. Prompt children to use is enough stick left for a child to hold. – Socks.
in their own words using new vocabulary.
63 BRIGANCE® Readiness Activities new words in the discussion. Book Knowledge Response to and Experience
procedure: with
Have children sit comfortably in a– circle
theBooks Smallonpaper bags.
the floor • Work with a small group of children to create a sequel to the story
• If children are interested, bring in other books on the same topic around you. Make sure that each child can see you – and
Buttons.
the book. and use their puppets to tell the story.
and read them with children. Then do the following: – Scraps of felt and fabric.
– the
Yarn. suggested Books:
• Read the title, author, and illustrator. Talk about cover
Panda Bear, Panda Bear, What Do You See? by Bill Martin Jr.
illustration. Ask, “What do you think the book–is Glue about?”or glue sticks.
• Take a picture walk, and encourage children to– discuss Scissors.
what they The Little Red Hen by Paul Galdone
Literacy
think the story is about. Ask them to predict what – Markers.
will happen. Alice’s Adventure in Wonderland by Lewis Carroll.
– Crayons.
• Read the book. Stop briefly to explain a new word or offer
comments about a character or event. To make a puppet stage:
• After reading ask a “why” question to prompt–children A largetoappliance
make box with the upper front panel cut out.
64 BRIGANCE® Readiness Activities inferences about the story Book Knowledge
characters. –Response
For example, “Whyto
A towel didand
draped Experience
theover the backwith
of a Books
chair.
character do this?” – A blanket or sheet hung over a card table.
• Give each child a stick puppet that represents a– character
A curtainor onobject
a spring rod suspended in a doorway.
in the story. Reread the book. Ask the children groupto listen
size:carefully as or class.
Small group
you read. Have them raise their stick puppets when their character
procedure: Gather children on the floor around you.
or object is mentioned in the story.
• Read the title of the book. Provide a short introduction that states
the main problem of the story.
• You might look at a few pictures in the book and think aloud to
demonstrate how to make predictions about the story. For example:
Literacy
“Look at this picture. This story must be about . . .” “I wonder if
Easy-to-read and easy-to-plan the characters are going to . . .”
• Read the story aloud with expression. At several points in the story,
activities are listed in order of difficulty 65 BRIGANCE® Readiness Activities

pause to comment on characters’ actions and feelings. Offer a short
definition or explanation of an unfamiliar word, or point to an
Book Knowledge Response to and Experience with Books
illustration to help clarify word meaning as you read the word.
and accommodate all types of learning • After reading ask “why” questions to encourage children to make
inferences about and explain story events. Model how to answer a
styles: visual, aural, tactile, kinesthetic.

“why” question. Help children think about what the character did,
recall specific events, and use illustrations to support their thinking.
Literacy
66 BRIGANCE® Readiness Activities Book Knowledge Response to and Experience with Books

Each skill area includes a wealth of helpful information for teachers. recommendations for Include InformatIonal Books In Your lIBrarY
Select nonfiction books on a wide range of topics, such as storms,
developing children’s Interest animals, people, oceans, dinosaurs, and machines. Informational books
and experience with Books help build children’s vocabulary and develop new knowledge. Select
books that engage children in topics that are of interest to them.
select QualItY Books
Read-to-Me Books Libraries and school systems frequently publish a list of recommended
PractIce Before readIng aloud to chIldren
Before reading a storybook to children, practice reading it aloud using
books for children of different ages. There are also books by educators
different voices for different characters and practice changing the
that provide parents and teachers with book recommendations.
These books can be used to support children’s literacy development. Carter, David. Alpha Bugs. inflection of your voice to accompany the events in the story. The words
Professional organizations such as the International Reading Association
See Teaching Activities for ideas on how these books might be used you are reading will tell you whether to use a soft or loud voice (“as she
Catalanotto, Peter. Matthew A. B. C. provide annual lists of recommended books. Consult your local or school
for instruction. whispered to her sister” or “as the waves crashed against the shore”)
Chandra, Deborah. A Is for Amos. Illus. by Keiko Narahashi. library. Here are some suggested resources:
or whether to use a low voice or a high one. You will want to read some
Trade Books for Reading Aloud • The New Read-Aloud Handbook by Jim Trelease.
Choi, Yangsook. The Name Jar. passages slowly, others quickly. For some passages, you will want to
Agee, Jon. Z Goes Home. • The New York Times Parent’s Guide to the Best Books for Children pause for emphasis or excitement (“Once upon a time . . . in a land far,
Christelow, Eileen. What Do Illustrators Do?
Aliki. My Feet. by Eden Ross Lipson. far away . . .” or “What . . . was in the box?”).
Cohen, Miriam. Will I Have a Friend? Illus. by Lillian Hoban.
Aliki. My Hands. • Read to Me: Raising Kids Who Love to Read by Bernice E. Cullinan.
Cole, Joanna. The Magic School Bus Plants Seeds: A Book About read wIth Your chIldren
Aliki. Communication. • Choosing Books for Children: A Commonsense Guide by Betsy Hearne.
How Living Things Grow. See the Read-to-Me Books on page 151 for books that children and
• The Children’s Choices List (appears every October in The Reading
Aliki. How a Book Is Made. Cooney, Barbara. Miss Rumphius. adults will enjoy reading and talking about together.
Teacher).
Allington, Richard L. and Kathleen Krull. Writing. Illus. by Yoshi Miyake. Cousins, Lucy. Maisy’s ABC. Illus. by Farlow, Disney Storybook Artists. communIcate wIth famIlIes
• The Notable Children’s Trade Books in the Field of Social Studies List
Anglund, Joan Walsh. In a Pumpkin Shell: A Mother Goose ABC. Crews, Donald. Freight Train. (appears in the May/June issue of Social Education). • Send Home a Letter The Letter to Families suggests fun ways for
Arnosky, Jim. All About Owls. Crews, Donald. Truck. • The Outstanding Science Trade Books for Children List families to reinforce classroom learning at home. It recommends
Aylesworth, Jim. Old Black Fly. Illus. by Stephen Gammell. (appears in the November issue of Children and Science). activities to try and books to read with children. (See page 155 for
Cronin, Doreen. Click, Clack, Moo: Cows That Type. Illus. by Betsy Lewin.
a sample letter for this section.)
Aylesworth, Jim. The Gingerbread Man. Illus. by Barbara McClintock. dePaola, Tomie. Pancakes for Breakfast. create a classroom lIBrarY
References Bang-Campbell, Monika. Little Rat Sets Sail. Illus. by Molly Bang. dePaola, Tomie. Andy That’s My Name. Introduce children to a wide variety of books including storybooks, wordless
• Send Home the Learning Plan Give children a copy of the Learning
Plan to share with their families. Encourage families to read and
Banks, Kate. Close Your Eyes. Illus. by Georg Hallensleben. picture books, information books, predictable books, alphabet and counting talk about the Learning Plan, “I am learning to love books.”
Ehlert, Lois. Eating the Alphabet.
books, poetry books, magazines, and easy-to-read books. Throughout the (See My Learning Plan: Literacy 1 on page 167.)
Anthony, J. L., and others.Berger, Barbara. Grandfather
2002. “Structure Twilight.
of Preschool Phonological Conley, Darby. The Get Fuzzy Experience.
Emberly, Ed. TheKansas City,
Wing on MO: Andrews McMeel,
a Flea. year, add the books children have authored to the library. Rotate the books
Sensitivity: OverlappingBeylon,
Sensitivity to Rhyme,
Cathy Words,Victoria.
and Fremont, Syllables,
A and
Is for Astronaut. Parker, 2003. Ernst, Lisa Campbell. Stella Louella’s Runaway Book. in the class library so that new and engaging books are available.
Phonemes,” Journal ofBooth,
Experimental
EugeneChild Psychology,
and Derek Vol.Under
Collard. 82, 65–92.
the Ocean. Committee on Early Childhood Pedagogy,
Feelings, Muriel.National Research
Jambo Means Council.
Hello. Illus. 2001.
by Tom Feelings. • Create an environment that engages young readers. Set up an inviting
Anthony, J. L., C. J. Lonigan, andJan.
Brett, S. R.Burgess.
The Mitten.2003. “Phonological Sensitivity: Eager to Learn: Educating Our Preschoolers.
Feelings, Muriel. Jambo Edited by Barbara
Means T. Bowman,
Hello: Swahili Alphabet Book. place to read—a carpeted corner with comfortable chairs or big
A Quasi-Parallel Progression
Brown, of Marc
WordTolon.
Structure Units
Arthur and Cognitive
Writes a Story. M. S. Donovan, and M. S. Illus.
Burns.
byWashington,
Tom Feelings. D.C.: National Academy Press. pillows. The library should be a place where children will want to come
Operations,” Reading Research Quarterly, Vol. 38, 470–87. to read on their own or with a buddy. Display the books on an open-
Brown, Margaret Wise. Big Red Barn. Illus. by Felicia Bond. Cullinan, Bernice E. Let’s Read Mem. ____
Fox, About Possum : Finding
Magic.Books
Illus. They’ll
by JulieLove to Read.
Vivas.
face rack so that children can see the covers of the books.
Bettelheim, Bruno. The Uses of Enchantment:
Brown, Margaret Wise. TheGoodnight
Meaning and Importance
Moon. Illus. by Clement Hurd.NY: Scholastic Inc., 1993.Fox, Mem. Time for Bed. Illus. by Jane Dyer.
Literacy
of Fairy Tales. NY: Alfred Knopf, Inc. 1976. • Add to the class library cassette players, headphones, and CDs/tapes
Brown, Tricia. Someone Special, Just Like You. Cullinan, Bernice E. Read to Me:
Fox, Raising
Mem. KidsGordon
Wilfrid Who Love to Read.Partridge. Illus. by Julie Vivas.
McDonald for listening to books. Show the children how to use the audio
Brady, Pat. The Irresistible Carle,
Rose isEric.
Rose. Kansas
The City, MO: Andrews McMeel,
Tiny Seed. NY: Sagebrush, 2001. Frasier, Debra. On the Day You Were Born. equipment and explain how the books and recordings are stored.
Parker, 2000.
Carle, Eric. The Very Hungry Caterpillar. Dickinson, D. K. 2001. “Book Reading
Freeman, in Preschool
Don. Corduroy.Classrooms: Is
Brigance, Albert H. BRIGANCE ® Diagnostic Inventory of Early Development–II.
Carlson, Nancy L. ABC I Like Me! Recommended PracticeGaldone,
Common?” Beginning
in The
Paul. Literacy
Little Red Hen.with Language: 57 BRIGANCE® Readiness Activities Book Knowledge Response to and Experience with Books
North Billerica, MA: Curriculum Associates, 2004. Young Children Learning at Home and in School. Edited by D. K. Dickinson
Literacy
Carroll, Lewis. Alice’s Adventures in Wonderland (A Pop-Up Adaptation). Galloway, Priscilla. Jennifer Has Two Daddies. Illus. by Ana Aumi.
and P. O. Tabors. Baltimore: Brookes Publishing.
______ . BRIGANCE® Comprehensive Inventory
Illus. by Robert of Basic Skills–Revised.
Sabuda. Garza, Carmen Lomas. Family Pictures—Cuadros de Familia.
North Billerica, MA: Curriculum Associates, 1999. Dickinson, D. K., and M. W. Smith. 1994. “Long-term Effects of Preschool
Teachers’ Book Readings on Low-Income Children’s Vocabulary and Story
Burns, M. S., P. Griffin, and C. E. Snow. 1999. Starting Out Right.
Comprehension,” Reading Research Quarterly, Vol. 29, No. 2, 104–22.
Washington, D.C.:151 National Academies ® Press.
BRIGANCE Readiness Activities Read-to-Me Books
Diffily, Deborah and Kathy Morrison, eds. Family-Friendly Communication
Comprehensive Skill SequencesCalkins, Lucy McCormick. Raising Lifelong Learners. Reading, MA: 26. Knows that reading goes from left to right and from the top
Perseus, 1997.
for page.
to the bottom of the Early Childhood Programs. Washington, D.C.: National Association Response to and experience with Books
for the
27. Reads some words by sight. (16) Education of Young Children, 1996.
The primary or “milestone” Caplan,
skills Theresa
are listedand Frank.
below andThe in Early
bold Childhood
print.The Years: The 2 to 6 6-0Year Old.
28. Begins to assignFox,sound/symbol
Mem. Reading relationships.
Magic. Illustrations by Judy Horacek. NY: Harcourt, Inc.,
additional skills listed belowNY:areBantam
consideredBooks, 1984.
“intermediate” and, combined 29. Tries to read words 2001. by using word-attack skills—phonics, objective Sequence
with the “milestone” skills, can beJerrell
Cassady, usedC.to and
design a more
Smith, comprehensive
Lawrence L. “Acquisition of Blending Skills: context clues, or picture clues. (17) • To demonstrate an interest in books and enjoyment in literacy activities.
teaching curriculum. Gillespie, John T., ed. Best Books for Children: Preschool through Grade 6, Sequence of SkillS
Comparisons Among Body-Coda, Onset-Rime, and Phoneme Blending 30. Reads simple stories aloud. (18) • To participate in book-related conversations, asking and answering
6th ed. New Providence, New Jersey: R. R. Bowker, 1998.
RESPONSE TO AND EXPERIENCE Tasks.” Reading
WITH Psychology,
BOOKS 1521-0685, Volume 25, Issue 4. 2004. 31. Distinguishes between fantasy and reality. (19)7-0 questions about characters, story events, and ideas, concepts and facts Although each child’s developmental rate and pattern is unique, the following
Hearne, Betsy. Choosing Books for Children: A Commonsense Guide. (or asking and answering questions that demonstrate understanding). is a sequence of skills that children typically develop through the age of seven
1-6
1. Shows an interest in books (as
Chambers, something
Aidan. to look
Introducing at to Children, 2nd ed. Boston, MA:
Books
and not as something to Book,
chew Inc.,
or tear). NY: Delacorte, 1990. years. Use the skill sequences as a general guide when planning your instruction.
Horn 1983. domain
2. Turns several pages in a book at once. (1) The developmental age notations to the left of each skill provide guidance in
Herr, Judy and Yvonne Libby. Creative Resources for the Early Childhood
Cherry, Clare. Creative Play for the Developing Child. Belmont, CA:
3. Points to pictures of animals or common objects. (2)
Fearon Publishers, Inc., 1976.
4. Looks at pictures selectively. (3)
Supplemental Skill Sequences Classroom, 4th ed. NY: Delmar Learning, 2004.
Literacy: Book Knowledge
RaTionale
selecting the appropriate skill level and activity for instruction.
1-6
Turns several pages in a book at once.
Hirsch, Jr., E. D. and John Holdren. What Your Kindergartner Needs to Know.
5. Turns book right-side
Church,up. Lisa(4)
Literacy
R. Everyday Creative Play. Minneapolis, MN: Fairview ThePress, 1998. skills listed below are included because they provide
supplemental Research studies conclude that five-year-olds who have been read to regularly Points to pictures of animals or common objects.
NY: Delta, 1996.
2-0
6. Listens to a story for five minutes. an excellent means for developing fine-motor skills. throughout their early years are inquisitive and tend to do better in school. Looks at pictures selectively.
7. Turns pages individually. (5) Children who have been read to have better language skills, are more Turns book right-side-up.
FORMS
8. Points to and names simple pictures. (6) motivated to learn to read, and have a better understanding of the reading 2-0 Turns pages individually.
Imitates (Draws after watching another person draw a form):
9. Wants to hear the same story repeated. 2-01. Imitates vertical line ). process than those who have not been read to. Giving young children Points to and names simple pictures.
2-6
10. Is interested in149 BRIGANCEbooks.
“read-to-me” ® Readiness Activities
(7) References successful and enjoyable experiences with books will help create book 2-6 Shows an interest in books and reading.
2. Imitates circle s.
11. Looks at pictures while story is read. knowledge, the desire to read, and will cultivate a lifelong love of reading. 3-0 Describes actions depicted in pictures.
3-012. Describes actions depicted in pictures. (8) 3. Imitates horizontal line —.
3-0
4. Copies vertical line . (1)∙ Takes part in reading by “filling in” words and phrases.
13. Asks to have a favorite book read. 4-0
Gains information from books about real things.
5. Copies horizontal line —. (2)
14. Takes part in reading by “filling in” words and phrases. (9) Tries to read books from memory.
6. Imitates plus sign +.
15. Recalls/tells part of the story read. Follows along in a book being read.
4-016. Gains information from books about real things. (10) 7. Copies circle ○. (3)
8. Imitates 2. Recalls some main events when asked, "What happens in this story?”
17. Tries to read books from memory. (11) 5-0
Retells story from a picture book with reasonable accuracy.
9. Imitates square □.
18. Attends to story for eight minutes or more. 4-010. Copies cross or plus +. (4) Attempts to read by looking at pictures.
19. Follows along in a book being read. (12) Reads some words by sight.
11. Copies 2. (5)
20. Can tell context of a story but may confuse facts. (13) 6-0
Tries to read words by using phonics, context clues, or picture clues.
5-021. Retells story from a picture book with reasonable accuracy. (14) 12. Copies square □. (6)
5-013. Imitates rectangle ▭. Reads simple stories aloud.
22. Draws picture based on story(ies). Distinguishes between fantasy and reality.7-0
14. Copies rectangle ▭. (7)
23. Listens to part of a story and tells what he/she thinks might happen.
15. Imitates triangle △.
24. Acts out stories in dramatic play.
16. Copies triangle △. (8)
25. Attempts to read by looking at pictures. (15) 6-0
17. Imitates diamond ◇.
18. Copies diamond ◇. (9)7-0
Literacy
Literacy
148 BRIGANCE® Readiness Activities Comprehensive and Supplemental Skill Sequences 56 BRIGANCE® Readiness Activities Book Knowledge Response to and Experience with Books
Readiness Activities: Teacher Resources from Literacy Domain 27

Readiness Activities: Activities from Physical Development Domain—Fine Motor Skills 28
Factors That Impact Development

Teaching Activities • Have them cut their paper on one of the dashed lines between two
solid lines. Encourage children to keep their scissors on the dashed
Be alert to factors that might affect development of visual-motor skills.
If a child shows delayed development, refer the family to the appropriate
line as they cut. Demonstrate again, if necessary. medical professional. Keep daily anecdotal notes on the child and include
1. Let’s Cut Paper • Have children continue to practice cutting until they have cut all the child’s strengths and weaknesses.
Materials: four dashed lines.
• A pair of scissors for each child and a pair for you. VIsIon Problems
• A copy of page 378 for each child and one for you: 3. Let’s Cut Triangles: Within ½-Inch Limits Some vision problems may cause difficulty in developing fine-motor skills
reproduced on paper that is easy to cut. Materials: recommendations foreffects), poor visual acuity (inability to Supply left-Handed SciSSorS
including astigmatism (blurring
focus on an object or a printed symbol and perceive a single, clear image), Even though some left-handed children can use scissors with their right
Group Size: Individual, small group, or class.
Procedure: Give each child a pair of scissors and a copy of page 378,
• A pair of scissors for each child and one for you.
• A copy of page 380 for each child and one for you: reproduced
effective teaching
farsightedness, and nearsightedness. If you suspect that a child has a hand, make left-handed scissors available to them. Also, have available
vision problem, refer her to the appropriate school personnel. safety scissors that can be used with either the right or the left hand.
then do the following: on paper that is easy to cut. Set up a cutting area in tHe art center
• Turn your page to face the children and direct their attention Group Size: Individual, small group, or class. Provide aeye-HanD CoorDInaTIon
variety of scissors for the children to use, including left- and combine activitieS
to the pictures of the scissors on the page. Procedure: Give each child a pair of scissors and a copy of page 380, right-handed Cutting
scissors,with scissors
loop requires children
and safety-blade to use
scissors, andvisual information to control Incorporate the skill of cutting with other activities. For example,
four-hole
• Explain that a picture of scissors indicates where children need teacher-assist hand and finger
scissors. Have movements.
different types Children who have
of materials difficulty
available for coordinating plan art projects that involve using scissors, or when teaching numerals,
to begin cutting.
then do the following:
• Turn your page to face the children and demonstrate how to cut
FINE-Motor SkIllS their eye and
cutting (newspaper, handcards,
greeting movementscatalogs, may struggle with
magazines, cuttingpaper,
wrapping activities, have children cut out quantities of items to match the numerals.
• Demonstrate cutting the page into two pieces by beginning paper bags,specifically activities that involve cutting the along lines ortochanging
Physical Health and Development

out one of the triangles. Remind them that the picture of scissors fabric, construction paper). Encourage children
7. Let’s Cut a at Picture
the picture of scissors at the top of the page and cutting 9. Confetti Collages directions while cutting.
practice snipping, continuous stroke cutting, and cutting out shapes.
read witH your cHildren
indicates where to begin cutting.
Materials: on the dashed line.
Cuts with Scissors Sequence Read books with children that address fine-motor skills.

Materials:
• Point to the picture of scissors at the beginning of the dashed line FIne-moTor CoorDInaTIon
provide eaSy-to-cut paper Here are some books that children will enjoy:
• A pair of•scissors for each
Tell children childtheir
to cut andpages
one for you.
into two pieces by beginning • A pair of scissors for each child and one for you.
so the children understand where to cut. When teaching To cutthe effectively
children with to cuta paper,
pair ofmake
scissors,surechildren
that theneedpaperstrength
is easy and
• A copy of page at the384 for each
picture child and
of scissors andone for you:
cutting on the dashed line. • A glue stick for each child. DEVELOPMENTAL Bruna, Dick. I Know
SEQUENCE About Shapes. SKILLS
OF PREREQUISITE
• Explain that when they cut angles, it is sometimes easier to cut coordination
to cut. Construction paper,in the small muscles
greeting cards, and of lightweight,
their arms, hands, and fingers.
flat-bottomed
reproduced on paper that is easy to cut.
NOTE: Remind children to keep their thumbs up while cutting.
Group Size: Individual, small group, or class.
• Sheets of white paper, at least one for each child.
beyond or past the angle and then to place the scissors at the
• Scraps of different-colored paper: construction paper,
Objective A child is likely to experience difficulty
paper bags are good choices for beginning cutters. Avoid paper that is cutting with scissors if his
2-0
fine-
Carle,
Places scissors
Opens and closes
Eric. Draw
on fingers
scissors.
Onyefulu,
and Me
holdacomfortably
Star. and correctly.
Ifeoma. A Triangle for Adaora: An African Book of Shapes.
• Once each child has cut his page in half, have him cut each half in half beginning of the next line to be cut. To use scissors to and
thin cut flimsy
various
motor orpatterns
too thick or
coordination andmaterials.
isstiff.
weak. The child may not have the strength Snips or makes small cuts in paper.
wrapping paper, wallpaper, tissue paper. See the Read-to-Me Books on page 404 for a list of titles that relate
Procedure: Do the following:
again, beginning at each picture of scissors on the horizontal line. • Have children cut out one of the triangles on their paper. Encourage and dexterity in his hands and fingers to manipulate the scissors. Holds paper
Group Size: Individual, small group, or scissors
class. on the dashed line as they cut. for development
cutting.
• Give each child a pair of scissors and a copy of page 384. the children to keep their DOMAIN provide Quality SciSSorS to the of fine-motor skills.

• Explain 2. to children
Let’s Cutthat they are going
Between to cut around
the Lines: Within the½-Inch
outside Limits Procedure: Do Demonstrate
the following:again, if necessary. Giveand
Physical Health children good quality,
Development: five-inch,Skills
Fine-Motor blunt-nosed scissors that cut well. DEVELOPMENTAL SEQUENCE OF SKILLS
communicate witH familieS
of the picture on the page. • Explain to • children
Have children continue
that confetti to practice
is small piecescutting untilcolored
of brightly they have cut out 3-0 Cuts a piece of paper 5 inches (12.5 cm) square in two.
Materials: RATIONALE Hold tHe paper for tHe cHild • Send Home a Letter The Letter to Families suggests fun ways for
• Turn your page to face the children and demonstrate how to cut paper that all four sometimes
people triangles. throw into the air at celebrations. 4-0 Cuts a 5-inch (12.5 cm) line within ½-inch (12-mm) limits.
• A pair of scissors for each child and one for you. When
The ability to a child
cut with is ready
scissors is atopractical
try cutting skillpaper
that for the first
children willtime,
use hold the paper families to reinforce classroom learning at home. It recommends
around the outside of the picture. • Tell children they will make their very own confetti by cutting scraps Cuts a triangle with 2-inch (5-cm) sides within ½-inch (12-mm) limits.
• A copy of page 379 for each child and one for you: reproduced as he cuts.
in their everyday This allows
activities. Cutting the
withchild to concentrate
scissors solely develop
helps children on the cutting motion. activities to try and books to read with children. (See page 421.)
• Remind children to begin cutting at the picture of scissors. of colorful paper into little pieces. Move paper while cutting.
on paper that is easy to cut. fine-motor skills,tHe
dexterity, andto visual perception. • Send Home the Learning Plan Give children a copy of the Learning
Have them cut along the dashed line. • Demonstrate how to cut the colorful paper scraps into confetti. teacH cHild turn tHe paper, not tHe SciSSorS Cuts a 5-inch (12.5 cm) circle within ½-inch (12-mm) limits.
• Have childrenGroupcontinue
Size: Individual, smallthey
cutting until group,
haveorcut
class.
out the picture Plan to share with their families. Encourage families to read and talk
• Give scissors to children and have them cut the paper scraps RELATED SKILLSTeach the child how to turn the paper, not the scissors, when Pagechanging Cuts a 5-inch (12.5 cm) circle within ½-inch (6-mm) limits.

Procedure: Give each child a pair of scissors and a copy of page 379, about the Learning Plan, “I am learning to cut with scissors.” (See
10. Bookmarksof the child in the raincoat. Procedure: Do into
theconfetti.
following: Visual Discrimination
the direction ...........................................................................97
of the cut. 5-0 Cuts a 5-inch (12.5 cm) curving line within ½-inch (6-mm) limits.
page 429.)
then do the following: • Havea children
• Show children completed glue their colorful
construction confetti
paper onto white paper using
sailboat. Prints Uppercase and Lowercase Letters in Sequence .........................125 6-0 Cuts out items such as paper dolls or pictures of animals.7-0
Materials:EXTENSION: After children can cut out clearly outlined pictures,

• Turn your page to face the children and demonstrate cutting • Point to each Simplify tHe taSk
glue sticks.
part and Tell
say:children to glue their confetti so the pieces overlap. Prints Personal Data ...........................................................................136
• Predrawn rectangles
invite them tooncut colored sheets from
out pictures of construction
old magazinespaper.and catalogs. If the children have difficulty cutting out pictures, simplify the task. TEACHING SEQUENCE
on one of the dashed lines between two solid lines. Remind them – The sail of the boat is a triangle. Numerals in Sequence .......................................................................206
(Draw rectangles with a thick black marker so that the cutting
lines8.arePick
that the picture of scissors indicates where to begin cutting.
clearlyItvisible.)
Up! – The bottom of the boat is a rectangle. Directional For
andexample,
Positionaluse a dark marker
Concepts to outline the picture so the children do 1. Teach Scissors Safety
...................................................243
• Point to a picture of scissors at the beginning of a dashed line – The mast of the boat is a craft stick. not ...................................................................................385
Self-Help Skills have to cut sharp corners or difficult angles. Then, have the children Talk to the children about how to handle scissors safely. For example,
• A pair ofMaterials:
scissors for each child.
so that children understand where to cut. • Give each child a pre-drawn triangle and rectangle, a pair of scissors, cut along the outline. tell the children it is important to keep scissors away from the face. Teach
• Crayons•orAmarkers.pair of small tongs for each child and one for you.
• Sample bookmarks. a sheet of blue construction paper, a craft stick, and a glue stick. 372 BRIGANCE Readiness Activities ©Curriculum Associates,
®
theInc.
children to carry scissors closed and with the tip turnedFine-Motor
down. WhenSkills Cuts with Scissors
• Several small, round objects, such as pom-poms and cotton balls.
• Have children cut out the shapes. Remind them to turn the paper handing scissors to another person, teach the child to point the handles
Group Size: • Individual, small group,
A small container or class.
for each child.
373 BRIGANCE® Readiness Activities as they cut. Fine-Motor Skills Cuts with Scissors toward the person.
Procedure:Group Do theSize:
following:
Individual, small group, or class. • Ask children to put the shapes and the craft stick together 2. Have the Children Practice the Cutting Motion
• Show children
Procedure:sample Dobookmarks.
the following:Explain that people use a in the form of a sailboat on the blue construction paper. Before teaching children to cut paper, give them plenty of practice in the
bookmark • to Givemark
eachthe lastapage
child pair they read.and
of tongs So demonstrate
when they pick how to use them. • Have children glue all the items onto the paper. thumb and forefinger movements necessary for cutting. Ask the children
up the book
• Have again, they know
children where
practice to begin
opening and reading.
closing the tongs. to pretend they are cutting the air into pieces. Encourage them to use their
• Tell children
• Give thateach
theychild
are going to make
an empty bookmarks
container and antoassortment
take of objects. 12. Colorful Caterpillars thumb and forefinger to make the cutting motion in the air.
home and • share with their
Have children families.
use their tongs to pick up the objects one at a time Materials: 371 BRIGANCE® Readiness Activities Fine-Motor Skills Cuts with Scissors
• Give each child a sheet
and put themofinpaper with a rectangle outline,
the container. 3. Teach “Thumbs Up!”
• A pair of scissors for each child.
a pair of scissors, and some crayons or markers. As children practice cutting with scissors, remind them to keep their thumbs
• A glue stick for each child.
• Have children carefully cut out their rectangles by following
the black lines.
• Pre-drawn circles on different colored sheets of construction paper. Physical Health and Development up as they cut.
Draw circles with a thick black marker so that the cutting lines
• Remind children to turn the paper as they cut.
are clearly visible.
• After cutting out the rectangles, have children decorate their
13. Paper Plate Spirals with crayons or markers. • A long sheet of white paper for each child.
bookmarks 14. I Give My Heart to You!
• Crayons. 370 BRIGANCE® Readiness Activities Fine-Motor Skills Cuts with Scissors
Materials: Materials:
NOTE: If possible, laminate the bookmarks for durability. Group Size: Individual, small group, or class.
• A marker. • A pair of scissors for each child.
375paper
• A lightweight plate for®each
BRIGANCE child and
Readiness one for you.
Activities • Magazines Procedure: Do the following:
and catalogs. Fine-Motor Skills Cuts with Scissors
11. Sailboat, Sailboat
Using the marker, draw a spiral on each of the paper plates. • A giant •heart
Show the cut
shape class a completed
from caterpillar.
craft paper.
• A pair of scissors for each child.
• A pair of scissors for each child and one for you. • Explain
• A glue stick to children
for each child. that they will create caterpillars by cutting circles
• Pre-drawn triangles and rectangles on colored sheets of construction
• A hole punch. from construction
Group Size: Small paper and gluing the circles together.
group, or class.
paper. Draw shapes with a thick black marker so that the cutting
• Lengths of string to hang the spirals in the classroom. • Give each child scissors, a glue stick, a sheet of circles to cut,
lines are clearly visible. Procedure: Do the following:
Group Size: Individual, and a sheet of white paper.
sheet of small group, or class.
✂
✂
• A blue construction paper for each child. • Display the giant heart on the floor in the middle of the room.
• Tell children to cut along the outlines of the circles and turn the paper
Procedure:• Do
Craft
thesticks.
following: • Tell children that they are going to make a class friendship collage
as they cut.
Helpful instructional
• A glue
• Demonstrate howstick
to cutforalong
each the
child.spiral drawn on a plate. using this special heart.
• Have children glue their circles together in a long row on the sheet
Show children
Group howSize:you turn thesmall
Individual, paper plate or
group, as class.
you cut. • Invite children to sit on the floor around the heart.
of white paper to form the caterpillar.
• Give each child a paper plate and a pair of scissors. • Give them scissors, glue sticks, magazines, and catalogs.
• After children have glued the circles together, have them use crayons
guidance, including
• Have children cut along the spirals drawn on their plates. • Have children cut out pictures of items that they might like to share
to draw eyes, a mouth, and two antennae on the heads of their
Remind them to turn the plates as they cut. with friends, such as food, toys, stuffed animals, action figures,
caterpillars.
• Using the hole punch, make a hole at the top of each completed CDs, and books.
objective and skill

spiral. Tie one end of a length of string to the hole and hang • As they cut out their pictures, have children glue the pictures
the spirals in the classroom. onto the heart.
376 BRIGANCE® Readiness Activities Fine-Motor Skills Cuts with Scissors
sequences, assists
teachers at all
experience levels.
Reproducible pages for
activities are included
where needed.
377 BRIGANCE® Readiness Activities Fine-Motor Skills Cuts with Scissors
383 BRIGANCE® Readiness Activities ©Curriculum Associates, Inc. Fine-Motor Skills Cuts with Scissors

Build home–school connections through letters and take-home learning plans.
Letters to Families
MY LEARNING PLAN Querida familia:
¡Leer con su niño es una de las cosas más gratificantes que usted puede hacer!
I am learning what
Cuando apaga el televisor y se sientan abrazados con su niño y un libro en el sofá, en un sillón o en
la cama, le demuestra a su niño que usted disfruta el tiempo que pasan juntos y que valora la lectura.
Lea muchos tipos de libros. Lea una y otra vez los libros favoritos de su niño. Lea con expresión. Está
bien si su niño quiere regresar a una página o saltar algunas páginas del libro. ¡Disfrute el placer de
numerals stand for. compartir un libro con su niño!

Fíjese en las siguientes conductas, y estimúlelas al leer libros con su niño. Su niño:
• ¿Muestra interés en la lectura?
• ¿Hace preguntas y comentarios sobre los personajes y eventos en las historias?
• ¿Sigue el hilo de la historia mientras usted lee?
• ¿Intenta leer y escribir?
Éstas son algunas actividades que ayudarán a su niño a desarrollar algunas de estas conductas:
1. Recite poemas o canciones infantiles conocidas a su niño. Deténgase antes de leer
la palabra que rima y pídale al niño que diga la palabra.
2. Ayude a su niño a hacer un libro. Necesitarán cartón para las tapas del libro, papel en
blanco, un lápiz, crayones, perforadora de papel y estambre. Deje que su niño escoja sobre qué
dibujar y escribir. Anote lo que el niño dice, en una o dos oraciones en cada página. Deje espacio
para que el niño haga un dibujo. Cuando el niño indique que el libro está terminado, perfore
las páginas y sujételas a las tapas con estambre.
3. Tenga una colección de libros para su niño. Déle un lugar especial a los libros de su
MY LEARNING PLAN
Associates, Inc.
niño. Haga hincapié en la importancia de cuidar bien los libros.
Letters to Families
4. Planee el tiempo para leer sus propios libros, revistas o periódicos. Cuando
usted lee frente a su niño, le da un buen ejemplo y refuerza que la lectura es una actividad
I am learning to read enriquecedora que vale la pena.

5. Lea a su niño durante 15 minutos como mínimo todos los días. Hable acerca
©Curriculum
de libros. Pregúntele sobre sus partes favoritas y ayude a su niño a relacionar la historia con
the letters of the alphabet. su propia vida. Responda sus preguntas sobre los personajes o eventos. Las bibliotecas están
repletas de libros maravillosos para niños. Éstas son algunas sugerencias:
Ajmera, Maya. Ser niño.
Dear Families,
Reading with your child is one of the most satisfying things you can do! When
156 BRIGANCE® Readiness Activities

Hoban, Russell. La nueva
youhermanita
turn off thede TV
Francisca. Ilus. por
and snuggle up Lillian
on theHoban.
sofa, in a big chair, or on your bed with your child and
280 BRIGANCE® Readiness Activities ©Curriculum Associates, Inc. My Learning Plan: Mathematics 4
Numeroff, Laura Joffe.aSibook,
le dasyouunaare showing
galletita your
a un childIlus.
ratón. thatpor
you enjoyBond.
Felicia being together and that you value reading. Read
a lot
Viorst, Judith. Alexander y elofdía
different
terrible,kinds of books.
horrible, Rereadhorroroso.
espantoso, your child’s favorite
Ilus. books.
por Ray Cruz.Read with expression. If your
child wants to turn back to a page or skip ahead in the book, that’s okay. Enjoy the pleasure of
sharing a book together!
Look for and encourage the following behaviors as you read books with your child. Does
your child:
MY LEARNING PLAN • Show an interest in books and reading?

• Ask questions and make comments about the characters and events in storybooks?
• Follow along in a book as you read?
I am learning to cut with scissors. • Make attempts to read and write?

Here are some activities that will help your child develop some of these behaviors:
1. Read familiar poems or nursery rhymes to your child. Stop before a rhyming word and
ask your child to provide the word.
2. Help your child make a book. You’ll need cardboard for the front and back covers, some
unlined paper, a pencil, crayons, a paper punch, and yarn. Let your child choose what to draw
and write about. Write down what your child says, writing one or two sentences on each page.
Leave room for your child to draw a picture. When your child indicates that the book is finished,
punch holes and fasten the pages and covers together with yarn.
3. Build a book collection for your child. Provide a special place for your child’s own
Associates, Inc.
books. Talk with your child about how important it is to take good care of books.
4. Find time to read your own books, magazines, or newspapers. When your child sees
you reading, it sets a good example and reinforces reading as a valuable and worthwhile activity.
169 BRIGANCE® Readiness Activities ©Curriculum Associates, Inc. My Learning Plan: Literacy 3 5. Read to your child for at least fifteen minutes every day. Talk about the books. Ask
about favorite parts and help your child connect the story to his own life. Answer his questions
©Curriculum
about characters or events. Libraries are filled with wonderful books for children. Here are
a few suggestions:
Berger, Barbara. Grandfather Twilight.
Fox, Mem. Possum Magic. Illus. by Julie Vivas.
155 BRIGANCE® Readiness Activities

Hoban, Russell. A Baby Sister for Frances. Illus. by Lillian Hoban.
McCloskey, Robert. Blueberries for Sal.
Numeroff, Laura Joffe. If You Give a Mouse a Cookie. Illus. by Felicia Bond.
Viorst, Judith. Alexander and the Terrible, Horrible, No Good, Very Bad Day. Illus. by Ray Cruz.
429 BRIGANCE® Readiness Activities ©Curriculum Associates, Inc. My Learning Plan: Physical Health and Development 5
Readiness Activities: Reproducible Learning Plans and Family Letters in English and Spanish 29
Take-Home Activity Books 30
Encourage parent involvement with Take-Home Activity Books

Easy-to-read and easy-to-use English language arts and mathematics
activity booklets give families the opportunity to partner in their child’s learning.
Skills included in the collection:
Reading • ELA
• Recites Alphabet
• Reads Letters
• Prints Personal Information
• Prints Letters in Order
• Prints Letters
Mathematics
• Counts in Order
• Counts Objects
• Reads Numbers
• Understands Numbers
• Writes Numbers in Order
Dear Family
Your child is working on writing numbers in order. Use • Use paint, markers, chalk, or crayons to make
the activities on pages 2–11 to help your child write numbers. practicing writing numbers more fun. You might also let your
Use the following numbers as a guide for how the numbers child write the numbers in shaving cream, sand, or pudding!
your child writes should look. • Have your child make a number chart on a large piece
of paper. Have your child decorate the chart. Hang it in a
place where it can be seen (on the refrigerator door, or on
your child’s bedroom door).
Here are some other daily activities to try with your child:
• Make a set of number cards 0–9 out of index cards.
• Use dotted lines to write the numbers 0–9 on a sheet Show your child a number, and have your child write the
of paper. Tell your child that the lines are a railroad track and number that comes before and the number that comes after
the pencil is the train. Have your child try to keep the train that number.
on the track while tracing each number.
• Read books with your child about numbers. Here are
• Leave blanks for missing numbers as you write the some books that you might find at your local library:
numbers 0–9 in order on a sheet of paper. Have your child One Lighthouse, One Moon, by Anita Lobel.
write the missing numbers.
I Spy Two Eyes: Numbers in Art, by Lucy Micklethwait.
One Gorilla: A Counting Book, by Atsuko Morozumi.
Cover photo: Diamond_Images/Shutterstock.com

Illustration: Michelle Dorenkamp, page 3
ISBN 978-0-7609-5381-5
©2009—Curriculum Associates, LLC

North Billerica, MA 01862
No part of this book may be reproduced by any means
without written permission from the publisher.
0-35 months 3-5 years K&1
Products
Price Order # Price Order # Price Order #
Early Childhood Screens III Pages 4–11
Complete Assessment Kit for Screens III and IED III

(Screens III Manual, 60 Data Sheets, Technical Report, IED III Inventory, $529.00 14348 $529.00 14347 — —
20 Record Books, Testing Accessories, Durable Canvas Tote)
Screens III Kit

(Screens III Manual, 60 Data Sheets, Technical Report, Screens III $309.00 14293 $279.00 14295 $279.00 14298
Accessories [only in 0–35 months Kit], Durable Canvas Tote)
Screens III Manual $189.00 14294 $189.00 14296 $189.00 14299
Infants 14301 3-year-olds 14309

$19.00 $19.00 $19.00 Kindergarten 14315
Toddlers 14303 4-year-olds 14311
(15-pack) (15-pack) (15-pack) Grade 1 14317
2-year-olds 14305 5-year-olds 14313
Screens III Data Sheets
Infants 14302 3-year-olds 14310
$65.00 $65.00 $65.00 Kindergarten 14316
Toddlers 14304 4-year-olds 14312
(60-pack) (60-pack) (60-pack) Grade 1 14318
2-year-olds 14306 5-year-olds 14314
Screens III Accessories (only for 0-35 months) $65.00 8652 — — — —

Screens III Technical Report $65.00 14300
Products Price Order #
Online Management System Pages 12–13
Price Per Child*
Online Management System 1-Year License (Supports Screens III) $4.00 (<300 children) 14349
$3.50 (300+ children)
Price Per Child*
Online Management System 3-Year License (Supports Screens III) $10.00 (<300 children) 14352
$8.75 (300+ children)
*Additional volume discounts available. 10-license minimum per account.
Inventory of Early Development III Pages 14–23
IED III Classroom Kit

To Order: Give us a call at
(IED III Inventory, 20 Record Books, IED III Accessories,
Durable Canvas Tote)
$349.00 14286
800-225-0248
IED III Inventory—Early Childhood Edition $229.00 14278 or visit
$39.00 (10-pack) 14283
BRIGANCE.com/
IED III Record Books
$359.00 (100-pack) 14284
EarlyChildhood
IED III Standardized Kit
(IED III Standardized Inventory, Standardization and Validation Manual, $349.00 14291
20 Standardized Record Books, IED III Accessories, Durable Canvas Tote)
IED III Standardized Inventory $189.00 14288
$39.00 (10-pack) 14289
IED III Standardized Record Books
$359.00 (100-pack) 14290
IED III Standardization and Validation Manual $59.00 14292
IED III Accessories $69.00 9567
Readiness Activities Pages 24–30
Readiness Activities $219.00 11854
Take-Home Activity Book Collection $269.00 11380
Ordering and Price Information 31

Call now or visit online for the entire family
of BRIGANCE® Early Childhood products:
• Early Childhood Screens III
• Inventory of Early Development III (IED III)
• Readiness Activities
• Take-Home Activity Books
• Online Management System
Call 800-225-0248 or visit

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Prepare every child for school success

Online Management System

Inventory of Early Development III (Birth–7 years)

Readiness Activities (3–7 years)

BRIGANCE Early Childhood Screens III

New research studies reflect:

BRIGANCE Early Childhood Sampler • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248

(12–23 months) (birth–11 months)

CORE ASSESSMENTS—TODDLER (12–23 months)

Table of Contents and Introduction

Table of TODDLER (12–23 months)

Table of Contents and Introduction

Child Core Assessments—Three-Year-Old

SUPPLEMENTAL ASSESSMENTS ...........................................................62

BRIGANCE Early Childhood Sampler • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248

Table of Contents and Introduction

CORE ASSESSMENTS—FIRST GRADE

1C Gross Motor Skills

Core Assessments—Two-Year-Old Child

3 Walks on tiptoe three steps

4 Jumps off floor with both feet

Core Assessments—Two-Year-Old Child

C-48 BRIGANCE Early Childhood Screen III

48 BRIGANCE Early Childhood Screen III

BRIGANCE Early Childhood Sampler • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248

Core Assessments—Five-Year Old-Child

Core Assessments—Four-Year-Old Child

23 BRIGANCE Early Childhood Screen III

User-friendly, color-enhanced teacher

6 8 4 9A Matches Quantities with Numerals

2. Understands that text progresses from left to right

57 BRIGANCE Early Childhood Screens III

BRIGANCE Early Childhood Sampler • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248

User-friendly Data Sheet

Screening Information Forms

Very attentive and focused.

Generate reports with the BRIGANCE Online Management System ®

• Essential data management and reporting are now

• Administrator reports provide at-a-glance, program-level information,

BRIGANCE Early Childhood Sampler • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248

• User-friendly format helps users quickly find and access

Screening Summary Report

Recommendations for Ongoing Assessment and Instruction

Online Management System 13

BRIGANCE Inventory of Early Development III (IED III)

For more information on the

BRIGANCE Early Childhood Sampler • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248

Table of Contents and Introduction

A PHYSICAL DEVELOPMENT: PREAMBULATORY MOTOR SKILLS . . . . . 1

H SOCIAL AND EMOTIONAL DEVELOPMENT . . . . . . . . . . . . . . . . 355 Comprehensive Skill Sequences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

iv BRIGANCE Inventory of Early Development III

Inventory of Early Development III: Table of Contents 15

Major content updates to the 2013 edition include:

1 NEW and revised phonological awareness

2 NEW mathematics assessments,

BRIGANCE Early Childhood Sampler • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248

designed to face the child

Easy-to-follow directions ensure

Academic/Cognitive: Mathematics and Science

Academic/Cognitive: Mathematics and Science

administration information. Pause for the student’s response. (no)

4. Ask: How many more caps do we need so each person

279 BRIGANCE Inventory of Early Development III