inezyv - I found this and it was helpful to me (it was on a gifted site) and more specific - hope it helps. I don't have a link so am pasting it.
Fine Motor
-transfers hand to hand, drops, recovers, and grasps objects 4-6 months
-neat pincer grasp 10-12 months
-towers 2 cubes, dumps and fills containers, scribbles with crayon, inverts a small container to obtain a tiny object, and puts pegs in pegboard 11-12 months
-imitates vertical, horizontal, and circular strokes with crayon; snips with scissors, puts tiny object into a small container, towers 6 cubes, strings a 1 inch bead, and imitates a train with cubes 22-24 months
-towers 9 cubes, strings half inch beads, imitates a bridge with cubes, and imitates a cross by 36 months
Cognitive
- 5 to 6 months: continues a familiar activity by initiating movements
involved (like clapping Mommy's hand to get her to sing Pat-a-Cake), plays
with paper, works for out of reach object, holds a small toy in each hand,
brings feet to mouth, distinguishes between friendly and angry voices.
- 6 to 10 months: plays Peekaboo, smells different things, plays 2 to 3
minutes with a single toy, looks for family members or pets when named,
responds to facial expressions, shows interest in sounds of objects, turns
toward source of sounds, responds to simple requests with gestures (waves
bye bye, etc...), looks at a picture in a book for one minute when named,
holds three cubes in hands.
- 9 to 12 months: guides action on toy manually, listens to familiar words,
overcomes obstacles to retrieve a toy, throws objects, drops toys on
purpose, uses locomotion to retrieve a toy then resumes play, reacts and
understands no, takes apart ring stack (11-12 puts it together), and moves
to rhythems.
- 12 to 15 months: imitates several new gestures, hands toy back to an
adult, enjoys messy activities, nests three cups, understands pointing,
reacts to various sensations, pats pictures in book, helps turn pages, pulls
a string vertically to retrieve an object, and recognizes several people in
addition to immediate family.
-15 to 18 months: imitates an "invisible gesture", matches objects, places
square piece in formboard, indicates two objects from a set of five familiar
objects ("give me the cup and the ball"), brings objects from another room
on request, identifies self in a picture, identifies one body part,
understands most nouns in environment, points to distant objects outdoors,
and recognizes and points to 4 pictures in a book.
- 18 to 24 months: activates a mechanical toy, points to several clothing
items on request, recognizes self in photo, matches objects to pictures,
matches sound to animal, enjoys nursey rhymes and fingerplays, rights
familiar pictures, identifies three to six body parts, understands personal
pronouns and some action verbs and adjectives, places triangle piece in
formboard, remembers where objects belong, turns pages of a book, identifies
5 to 7 pictures, and turns pages one at a time.
- 24 to 30 months: understands concept of one, demonstrates use of objects,
identifies rooms of own house, identifies clothing objects for different
occassions, enjoys tactile books, finds detail in favorite picture book,
recognizes familiar adult in photo, engages in pretend play, knows more body
parts (elbow, chin, etc...), selects correct picture for action verbs (Which
child is sleeping? Show me playing.), obeys two step commands, understands
complex and compound sentences (If you do this... we will do that.), gives
one out of many, and matches shapes or colors.
-30 to 36 months: knows sex of self and family members, listens to longer
stories, understands many action verbs, identifies objects with their use
(show me what you eat with.), identifies body parts with their functions,
matches primary colors, sorts shapes-circle, square, triangle, completes a
four piece puzzle, understands size (show me the little spoon), understands
concept of two, enjoy being read to and looks at books independently, plays
house, points to 6 body parts on a doll, understands more adjectives, and
points to several colors when named.
Gross Motor skills
Note- crawling is moving on stomach with arms and legs
and creeping is on hands and knees.
- 4 to 6 months: bears weight on hands on stomach, extends hips, back, and
head when held in ventral suspension (Superman position), sits momentarily
leaning on hands, rolls from back to side, pivots in a circle when on
stomach, moves head (turns to look) when in supported sitting, and bears
some weight on legs.
- 5 to 8 months: sits independently indefinately but may lean on hands then
closer to 7 months sits without hands for up to 1 minute, bears almost all
weight on legs, lifts head and assists when pulled by arms to a sitting
position from back, rolls back to stomach, extends arms to keep from falling
forward or to side when sitting, reaches for a toy when propped on hands on
stomach, gets into sitting without help, pulls to stand and stands holding
on (6 to 10), crawls backward then later crawls forward, rocks on hands and
knees (8-9).
- 8 to 11 months: goes from sitting to stomach, sits without support
indefinately, makes stepping motions with hands held, lowers to sit form the
standing at furniture, creeps on hands and knees, stands alone momentarily
then stands alone for a few seconds (11-13), walks holding furniture, twists
to pick up toys when sitting, and creep on hands and feet (up to 12 months).
- 11 to 15 months: stoops to pick up a toy while holding on the returns to
standing, creeps over obstacles to reach toys, stands at furniture by
lifting one foot first, walks with both hands held (10 -12) then walks with
one hand held (11-13), walks alone a few steps (11.5-13.5), stands alone
well, maintains kneeling, falls by sitting, stands up from floor without
support, rolls a ball cooperatively, and throws a ball, creeps upstairs, and
walks without support.
(just a note about normal walking. A child can learn to walk alone
anywhere from 8 to 16 months "normally". Generally if a child is not walking
by 17 months I will suggest a visit to a neurologist or PND to rule out a
problem. Sometimes a child may have some low muscle tone (be a little
floppy) and that causes later walking because muscles are not as ready to
move so it is harder to maintain posture and move. Low muscle tone often has
no underlying cause but getting it checked to make sure can't hurt.)
-15 to 18 months: walks backward and sideways a few steps, runs (hurried
walk), walks into a ball in an attempt to kick, throws a ball forward in a
certain direction, pulls a toy behind while walking, stands on one foot with
help (like putting on pants), carries a large toy while walking, pushes and
pulls boxes, and turns to sit in a child size chair.
- 18-24 months: kicks a ball forward, rides a toy without pedals (pushes
with feet), runs fairly well, climbs into an adult size chair and turns to
sit, walks upstairs and downstairs holding a hand or railing placing one
foot on each step, stoops or squats during play, and jumps with both feet
leaving the ground.
- 24 to 30 months: goes up and down slide, walks on tiptoes, walks backward
10 feet, walks with legs closer together and arms swinging a little, catches
a large ball with arms in front on body, imitates simple movements of arms
and legs, walks upstairs and downstairs alone both feet on each step, jumps
from bottom step, stands on one foot a few seconds, and jumps about 8 feet
forward and over a string tied 2 inches high.
- 30 to 36 months: walks downstairs and upstairs alternating feet on steps,
pedals a tricycle, hops on one foot, jumps 14 feet forward, stands on one
foot up to 5 seconds, walks on tiptoes 10 feet, climbs jungle gyms and
ladders, jumps 24 inches forward, catches an 8 inch ball, runs avoiding
obstacles and turning sharp corners.
Receptive Language (Understanding of language)
- 5 to 7 months: appears by facial and body gesture to understand meanings
like friendly vs. angry voices, appears to recognize some words like
"daddy", "mommy", or "bottle", stops momentarily when told no (hard to
assess unless the baby is able to crawl), responds with appropriate arm
gestures to words like up, hi, and bye, and pays attention to music.
-7 to 9 months: frequently appears to listen to conversations of others,
stops activity and looks when name is called, appears to recognize the names
of a few common objects by looking at them when their names are spoken,
appears to understand simple verbal requests like "come here", regularly
stops activity in response to "no", and will look at a picture 1 minute when
named by an adult.
- 9 to 11 months: appears to enjoy listening to names of new words,
generally able to listen to speech without being distracted by other sounds,
gives a toy or object on verbal request (no hand held out), occassionally
follows simply requests like "put that down", appears to understand simple
"where"type questions like "where is the ball? or where is daddy?", and
moves to music.
- 11 to 13 months: demonstrates understanding by responding with appropriate
head and body gestures to several kinds of verbal requests (like pointing to
a picture when asked, or clapping to pat-a-cake), shows intense attention to
speech for prolonged periods of time, demonstrates understanding by making
appropriate verbal responses to frequent requests (like "say byebye"),
appears to understand new words each week, seems to understand the feelings
of most speakers, and will sustain interest in a picture in a book for 2
minutes when named.
- 14 to 16 months: carries out double verbal requests (like "go get the ball
and bring it to me"), can recognize and point to many objects or pictures of
objects when named, clearly recognizes and names or points to large body
parts.
- 16 to 18 months: comprehends simple questions, learns and associates new
words each week in broad categories (such as names of food items, clothing,
animals, etc...), and can pick up two familiar objects from a group of five
objects ("give me the ball and the spoon" said as one command).
- 18 to 20 months:upon verbal request points to several body parts and items
of clothing in a picture, responds appropriately to action verbs like "sit
down", "come here", "stop that", and understands distinctions of personal
pronouns (give it to her or give it to me).
- 20 to 24 months: follows a series of three very simple but related
commands ("Go into your room, get the shoe, and bring it to me."),
recognizes new words daily, recognizes and identifies most common objects
and pictures of common objects when named, appears to understand the meaning
of longer sentences ("If you pick this up, you will get a snack." or "when
we get home you can have a drink.")
- 24 to 27 months: demonstrates understanding of several action words by
choosing the appropriate picture (ie. "show me sleeping" or "which children
are playing"), now able to point to 3 or more small body parts like chin,
elbow, eyebrow, ankle, recognizes some extended family name categories (like
poppop, cousin, aunt...)
- 27 to 30 months: demonstrates understanding of word category associations
by identifying functions (can do with pictures- "what do you eat with?" or
"what do you wear?", and now can point to or name any common object.
- 30 to 33 months: demonstrates understanding of most common verbs, responds
meaningfully to very long complex sentences and commands, and demonstrates
understanding of most common adjectives ("which ball is small?")
- 33 to 36 months: asks questions and shows interest in explanations of
"why" things are and "how" things function, can carry out three or more
verbal commands given in one utterance, and understands prepositions ("put
the cube under the cup", or on, in, in front of, behind, etc...)
Expressive Language (what the child says)
- 5 to 7 months: takes initiatiative in vocalizing and babbling directly at
others, begins to frequently use 2 syllable babbling and occassionally 3
syllables, plays at making sounds whether alone or with others, vocalizes in
response to name at least half the time, uses some word-like vocalizations
(appears to be naming some things in his/her own language), shouts for
attention, babbles double consonant sounds (dada, baba), and waves or
responds to bye-bye (6 to 9)
- 7 to 9 months: vocalizes in sentence-like jargon, babbles single consonant
sounds (ba, da), plays speech gesture games (like pat-a-cake and
peek-a-boo), uses some gesture language (points or shakes head "no"),
vocalizes in response to music, often mimics the sounds and number of
syllables used in vocal stimulation by others, and begins to produce more of
these sounds in babbling: b,m,p,d,t,n,g,k,w,h,f,v,th,s,z,l,r (should produce
them frequently between 7 to 15 months).
- 9 to 11 months: speaks first word (often dada or mama), uses some
exclamations like uh-oh, uses alot of jargon speech (short utterances of 4+
syllables with no true words), vocalizes in jargon when playing alone,
initiates speech gesture games, occassionally tries to imitate new words.
- 11 to 14 months: uses 3 or more words with some consistency (may include
mama and dada as words) (11-12 months), "talks" to toys, objects, and people
throughout the day, vocalizes to songs or rhymes (sings or recites along),
uses 5 or more true words (12 to 14 months), vocalizes along with gestures
to obtain a desired object, some true words heard in jargon, repeats sounds
or gestures if laughed at, unable to talk while walking and speech may
plateau as child learns to walk, omits some initial and final consonant
sounds on words, and experiments with communication but does not get
frustrated when not understood.
- 14 to 18 months: consistently uses 7-20 single words, uses many consonant
sounds frequently, most communication now accomplished by using some true
words and frequent gestures (as gets closer to 18 months uses words rather
than gestures to get needs met), repeats words used in conversation, and has
a continual but gradual increase in speaking vocabulary (at least 3-4 new
words a month).
- 18 to 22 months: imitates then begins to form his own 2 and 3-word
sentences, imitates environmental sounds during play (animal sounds, car
motors, etc...), speaking vocabulary at least 10 to 20 words, speaks new
words each week, attempts to tell about experiences using a combination or
true words and jargon, and names 2 pictures.
-22 to 24 months: uses 3-word sentences, refers to self by name, begins to
use pronouns but may make syntax errors ("we goed" instead of "we went"),
uses nouns, verbs, and modifiers in speech, uses intelligible words about 65
% of the time, sings phrases of songs.
- 24 to 27 months: usually uses 2 to 3-word sentences, correctly uses some
personal pronouns (I, you, he, she, it, me), asks for help verbally for some
personal needs (dressing, toileting, or washing hands), requests new words
(asks or points "what's that?"), names 5 pictures, frustrated when not
understood, and expressive vocabulary of 50+ words consistently (24 to 30
months).
- 27 to 30 months: names and identifies at least one color correctly, refers
to self using a pronoun rather than by name, uses size words, answers
questions, replaces jargon with sentences, and talks intelligently to self
(up to 36 months).
- 30 to 33 months: tells gender when asked "Are you a girl or a boy?", names
and talks about what she has drawn or scribbled (24 to 33 months), gives
both first and last name when asked, participates in story telling, recites
a few nursery rhymes, vocabulary of 200 or more words.
- 33 to 36 months: vocabulary of 300 to 1000 words, regularly can relate
past experiences, uses several verb forms correctly when relating experience
or explaining what is going on in a picture, uses plurals correctly in
speech, asks what, where, and when questions, intelligible at least 80% of
the time.
Self Help Skills
- 4 to 8 months: recognizes bottle visually, places hands on bottle (holds
own bottle 5 to 9 months), mouths solid foods, sleeps nights with
occassional awakening, naps 2 to 3 times a day, feeds self a cracker, and
bites and chews on toys.
- 9 to 12 months: feeds self finger foods, holds a spoon, sleeps 12-14 hours
a night, naps 1-2 times a day, and cooperates with dressing (pushes arm
through sleeve or leg through pants).
- 12 to 18 months: spoon feeding- 12 to 15 months spoon to mouth but may
turn it over and 15 to 24 months scoops food and feeds self with some
spilling, holds and drinks from a cup, indicates discomfort over soiled
diaper verbally or by gesture, sleeps 10-12 hours a night, naps once in the
afternoon, removes socks, removes hat, and places hat on head.
- 18 to 24 months: gives empty dish to an adult, gives up bottle,
distinguishes between edible and inedible objects, chews food completely,
removes shoes when laces undone, unzips or zips a large zipper, sits on
potty chair with help, plays with food, may be toilet regulated by an adult,
helps wash and dry hands, anticipates need to use potty but uses same word
for both functions, opens doors turning a knob, imitates adult household
tasks, and unwraps foods.
- 24 to 30 months: puts shoes on (21 to 31), understands common dangers
(stairs, stove, strange animals), handles fragile items carefully, helps put
things away, holds spoon in fingers with palm up, pulls pants up or down
with help, unbuttons large buttons, washes hands, brushes teeth. Uses toilet
with assistance having daytime control, anticipates need to eliminate in
time, and undresses self (all 24-36 months).
- 30 to 36 months: dresses self with minimal help, wipes nose, may reject
many foods, insists on doing things independently, knows proper place for
own things, pours liquids from small container, uses fork and napkin,
buttons large buttons, dries hands, helps bathe self, distinguishes between
urination and bowel movements, shows interest in setting table, verbalizes
need to use the toilet and takes responsibility for toileting, sleeps 10-15
hours daily, may eliminate naps, and blows nose.
Social Emotional Skills
- 6 to 8 months: expresses protest (resists when adult tries to take toy
away), discriminates strangers and shows anxiety over separating from
mother, smiles or pats or vocalizes to mirror image, strong mother
attachment, enjoys social play, repeats enjoyable activity, enjoys frolic
type play, lifts arms to mother to be picked up, and explores adult facial
features.
- 9 to 11 months: responds by turning head, eye contact, and smile to name
called, responds to verbal requests as in nursery rhymes or wave bye,
repeats performance laughed at, begins to understand "no", cooperates in
games (6 to 10 mos), shows like and dislike for people and situations,
extends toy to others but does not release, tests parental reactions during
feeding and bedtime, engages in simple imitative play, explores environment
enthusiastically.
- 12 to 15 months: gives toy to adult upon request, increased dependence on
mother during walking stage, wants to be in constant sight and hearing of an
adult, stranger anxiety reappears (15 months), displays distractible
behavior, needs and expects rituals and routines, plays ball cooperatively,
enjoys being the center of attention in family, hugs and kisses parents,
shows toy preferences.
- 15 to 18 months: imitates grownup activities, picks up and puts away toys
on request, parallel play predominates (plays next to but not interacting
with other children her age), temper tantrums common (18 months).
- 18 to 24 months: begins to claim and defend ownership of personal things,
initiates own play activities, enjoys role playing (feeds or puts dolls to
bed), desires control of others (orders, fights, resists), feels easily
frustrated, interacts with peers using gestures, enjoys solitary play
(coloring, building with blocks, looking at books) for a few minutes, enjoys
rough and tumble play, experiences a strong sense of self importance,
attempts to comforts others in distress.
- 24 to 30 months: rigid and inflexible behavior, displays shyness with
strangers and in outside situations, holds parent's hand outdoors, strongly
possessive of loved ones, displays dependent behavior (clingy or whines),
meets new people and enjoys a wide range of relationships with people, says
no but submits anyway, tends to be physically aggressive, frustration
tantrums peak, relates best to one familiar adult at a time, initiates own
play but requires supervision to carry out ideas, fatigues easily, dawdles
and procrastinates, values own property (uses "mine" frequently), takes
pride in clothing, becomes aware of sex differences, and may develop sudden
fears.
- 30 to 36 months: begins associative play, names and points to self in a
photo, plays simple group games (cooperative play) with adult help, joins in
nursery rhymes and songs, verbal scolding replaces physical aggressiveness,
separates easily from mother in familiar surroundings, demonstrates extreme
emotional shifts, begins to respect and obey simple rules, tends to be
dictatorial and demanding, talks in a loud an urgent voice, resists change
(very ritualistic), experiences difficulty with transitions, and takes pride
in own achievements (resists help).
They go away if we manage to keep chocolate and citrus out of his diet entirely for a few days. 
She insists on playing with the letters, though, making their sounds and then finding them when she's looking through books or out and about. It's kind of funny to watch people's faces as she points to a letter and makes a sound... :LOL She's so pleased with herself, though. Anyway, giant solid letters are on my never ending List of Things to Buy When I Have Some Freaking Cash. 
BeanBean is much more cooperative, and likes to flip through a memo book which I filled with letters and numbers. We're working on 1-to-1 correspondance this week. He used to be much better with this concept than he is now; it sort of fell by the wayside while I was in the third trimester with BooBah 
. I've started keeping a homeschool journal of the things that we're doing, and that will probably help me to accomplish something with the kids because I'll feel guilty if too many days go by with no entries. :LOL
I tried to show them some cheerleaders on ESPN thinking that they might be entertained, but neither child was remotely interested. 
If I could find any way at all to move my piano, I'd play for the kids regularly and I'd probably start pre-primer lessons with BeanBean this year, but that's about as unlikely as the Suzuki lessons happening, so I'm hoping to find some cheap/free CDs to start the process. I absolutely love music and I'm still ticked off that I didn't ever get to have lessons. I want my kids to be able to cultivate an interest and at least have an idea about what instrument they'd like to play; then I'll try to move mountains to get them lessons. 
. However she did agree to reassess her on the areas where she didn't do too well (phone # and counting).
She'll get there, but it's such an icky time waiting for it, when they're too big for the suction bulb but too little to blow... 
