Speech Steps Teacher Rubric Classroom Readiness Assessment
Ready Learners Rubric
First-Grade Classroom Language & Behavior Monitoring Tracker
RED (Heavy Support)
YELLOW (Prompted)
GREEN (Independent)
Student Name
Date Evaluated
Evaluator Name
Target IEP Goal Code
Semantics (My Tools & Preparation)
Level 1 (Direct Support)
Struggles to identify or get out requested tools (pencil, book, sheet). Relies heavily on immediate adult guidance.
Goal: Tool Naming Score: ___
Level 2 (Verbal Prompt)
Prepares tools on desk when provided a visual desk checklist or small verbal prompt ("Get your pencil").
Goal: Assisted Prep Score: ___
Level 3 (Independent)
Independently identifies and gets out tools instantly upon hearing general directions during transitions.
Goal: Independent Prep Score: ___
Pragmatics (My Body & Attention)
Level 1 (Direct Support)
Rarely faces front, wanders or plays with items during direct teaching. Struggles with body orientation.
Goal: Joint Focus Score: ___
Level 2 (Verbal Prompt)
Maintains body orientation and keeps hands quiet when pointed toward table strip cues or minor prompts.
Goal: Promoted Focus Score: ___
Level 3 (Independent)
Independently keeps body facing teaching group, hands calm on desk, and follows active-listening rules.
Goal: On-Task Focus Score: ___
Discourse (My Voice & Turn Taking)
Level 1 (Direct Support)
Interrupts, blurts out off-topic remarks, or stays completely silent during group turn-taking/Q&A moments.
Goal: Conversational Turn Score: ___
Level 2 (Verbal Prompt)
Waits for turn and raises hand to answer questions when shown visual prompts or "Wait/Your Turn" card.
Goal: Supported Speaking Score: ___
Level 3 (Independent)
Self-regulates speaking voice. Consistently waits for turn, raises hand, and answers on-topic questions.
Goal: Regulated Group Talk Score: ___
Morphology (My Sentences & Grammar)
Level 1 (Direct Support)
Speaks in single-word fragments. Leaves off plurals or uses incorrect words during teacher questioning.
Goal: Single Thoughts Score: ___
Level 2 (Verbal Prompt)
Constructs simple sentences when given a starter frame (e.g. "I have a...") or pronoun/plural reminders.
Goal: Structured Sentences Score: ___
Level 3 (Independent)
Expresses classroom thoughts and requests using complete sentences, correct plurals, and clear pronouns.
Goal: Clear Sentences Score: ___
Observations & Action Steps
STRENGTHS OBSERVED
ACCOMMODATIONS / NEXT STEP GOALS
Ready Learners Rubric • Classroom Resource Evaluator Signature: ___________________________ Date: _________
Speech Steps Student Chart My Ready Learner Chart!
I Am Ready to Learn and Grow!
My Name
This Week
My Daily Score Key:
Need Help
With Help
I Can Do It!
My Tools
Pencil and desk items ready
Daily Check
M
T
W
T
F
My Body
Calm hands & eyes watching
Daily Check
M
T
W
T
F
My Voice
Waiting turns & quiet speaking
Daily Check
M
T
W
T
F
My Sentences
Sharing complete thoughts
Daily Check
M
T
W
T
F
My Big Goal for the Week!
Sticker
Keep stepping up! Color in your green, yellow, or red circles each day.
Speech Steps Parent Guide Home-School Connection
Ready Learners Parent Guide
Understanding Your Child's Classroom Readiness Goals
Student Name
Meeting/IEP Date
Teacher/Evaluator
What are Ready Learner Desk Targets?
To help your child focus and communicate effectively in the classroom, we use a visual Learning Readiness Checklist right at their table. We focus on four core building blocks of classroom learning:
Classroom Tools (Semantics)
What it means: Knowing and preparing essential learning items (pencils, sheets, and books) as soon as school transitions occur.
E.g., Getting out pencil and workbook quickly.
Body Orientation (Pragmatics)
What it means: Facing the teaching group, keeping hands quiet on the desk, and maintaining eye contact during directions.
E.g., Keeping eyes on the speaker in group circles.
Group Speaking (Discourse)
What it means: Regulating speaking voice, raising hands to talk, taking conversational turns, and answering lesson questions.
E.g., Waiting patiently instead of interrupting friends.
Structured Sentences (Morphology)
What it means: Expressing class thoughts in complete, grammatically correct sentences using correct plurals and pronouns.
E.g., Saying "I need a pencil" instead of just pointing.
Understanding the Color Support Levels on Their Desks
RED LEVEL
Direct Support: Your child requires immediate prompting or deep breaths with teacher support.
YELLOW LEVEL
Prompted Support: Your child can self-correct with minor visual reminders/prompts.
GREEN LEVEL
Independent: Your child is fully prepared, focused, and ready to learn on their own!
How You Can Help At Home (Try These Tonight!)
Ready Check at Home: Practice preparation at dinner: "Do you have your cup and spoon ready? Awesome!"
Practice Complete Sentences: Prompt full requests during play or chores: "Tell me in a full sentence: 'Can I have...'"
Weekly Notes / Specific IEP Accommodations:
Ready Learners Parent Connection Guide Teacher Signature: ___________________________ Date: _________
Learning Readiness Desk Strips Learning Readiness Table Strips
Cut & Tape to Desk
Strip 1: My Desk Check-In
Am I Ready to Learn?
Name:
1. My Tools
Pencil & paper ready on my desk.
2. My Body
Eyes watching, body facing front.
3. My Voice
Quiet mouth when others speak.
4. My Words
Raise hand to use full sentences.
Status Guide:
RED: Need Help
YELLOW: Pause & Check
GREEN: Ready to Learn!
Strip 2: My Interactive Slider
Where Am I Right Now?
Move a clip or peg along the strip
RED LEVEL
Stop & Ask
My body or tools need a helper. I need to take a deep breath.
YELLOW LEVEL
Slow Down
I need a small check. Let me adjust my body or quiet my voice.
GREEN LEVEL
I am Ready!
I have my pencil, my body is facing front, and I am ready to work!
Laminate and place a velcro star or clothes-peg along the left margin to match the student's status. ★ I can do it! ★
Ready Learners Desk Strips • Classroom Management Suite Fold or cut along dashed lines. Tape firmly to desks!
