Word formation. Major and minor ways of word formation content introduction

A. 
Language samples obtained over a 30 day period will reflect multiple 
(Xword) 
sentences with 
(X) % 
intelligible speech. 
* B. 
Demonstration of skill while discussing one topic presented in 
class. 
Example Goal #16 (Expressive: Articulation) 
The student will use target sound(s) 
(X) 
in 
(isolation, syllables, words, 
phrases, 
sentences, connected speech)
. 
Evaluation Method: 
A. (Imitation, Samples, Language Samples) 
obtained over a 30 day 
period will reflect multiple 
(X % intelligible speech, 80% correct use 
of target sound/sounds) 
* B. 
Demonstration of skill while discussing one topic presented in 
class. 
1.3 Measuring Pupil Abilities 
In today’s policy environment, testing has become a critical 
component of education reform. Policy makers and education 
administrators often view test scores as a measure of educational quality 
and use test scores to hold schools accountable for teacher performance. 
Continuous assessment, an alternative or supplement to high stakes 
testing of pupil achievement, offers a methodology for measuring pupil 
performance and using those findings to improve the success of pupils. 
 
 

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Continuous assessment is a classroom strategy implemented by 
teachers to ascertain the knowledge, understanding, and skills attained 
by pupils. Teachers administer assessments in a variety of ways over 
time to allow them to observe multiple tasks and to collect information 
about what pupils know, understand, and can do. These assessments are 
curriculum-based tasks previously taught in class. Continuous 
assessment occurs frequently during the school year and is part of 
regular teacher-pupil interactions. Pupils receive feedback from teachers 
based on their performance that allows them to focus on topics they have 
not yet mastered. Teachers learn which students need review and 
remediation and which pupils are ready to move on to more complex 
work. Thus, the results of the assessments help to ensure that all pupils 
make learning progress throughout the school cycle thereby increasing 
their academic achievement.
The continuous assessment process is much more than an examination 
of pupil achievement. 
In order to understand how children move between stages, it's 
important to understand how children take in stimuli from the 
environment and use it to grow. Most theorists agree that there are 
periods in children's lives in which they become biologically mature 
enough to gain certain skills that they could not have easily picked up 
prior to that maturation. For example, research has shown that babies 
and toddlers' brains are more flexible with regard to learning to 
understand and use language than are older children's brains. 

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Children are ready and open to develop certain things during specific 
stages; however, it doesn't just happen. Instead, they need proper 
environmental stimuli to develop these abilities. For example, babies 
have the ability to grow in length and weight in amazing amounts during 
the first year, but if they're not fed and nurtured enough during that time, 
they will not have the tools and building blocks to grow and will not 
grow and thrive. This is why it's so important for parents and caregivers 
to understand how their children are growing in all ways and channels 
and to know what stimuli, or stuff, they need to give their children to 
help them thrive. 
From time to time children without any cognitive or physical 
problems at birth may not be able to develop certain milestones during 
the stage or time period they are most receptive. There may be an injury, 
illness, caregiver neglect or abuse, or a shortage of needs such as food or 
medical care, that make it difficult for a child to absorb all the basic 
building blocks and stimulation they need to gain certain abilities at 
certain times in life. When this occurs, affected children will generally 
have a harder time gaining those abilities even if they later get special 
attention and resources designed to help them compensate. It's like 
children have a window of opportunity when they are ready to grow in 
certain ways if they have the right stuff and tools in their environment. 
When that window closes, it will never be as easy to grow in those ways 
again. Theorists disagree about how important it is for children to have 
that special stimuli at each growing stage in order to reach their 
milestones. Some theorists call these times critical periods, but other 
theorists call them sensitive periods 

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The difference between critical periods and sensitive periods is subtle. 
Theorists who believe in critical periods believe that children who do 
not get special stimulation during their window of receptivity are going 
to be "stuck" forever and never gain the abilities they should have 
gained in that period. However, other theorists believe that those very 
sensitive times in a child's life are just sensitive periods. They agree that 
children who do not get the right nurturing at the right times to jumpstart 
their developmental potential are going to have problems later in life, 
but they do not think that this inability to develop is permanent.