RRFTS Expected Child Outcomes in Language and …...2 Rollins Center for Language & Literacy N Shows awareness of possible conflicts by crying, turning away, or showing distress after

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RRFTS Expected Child Outcomes in Language and Literacy: Where will the child be at the end of the year? This document highlights end-of-year goals for children - what we expect to see in each of these areas - and the developmental progress (by strand) the child will make from infancy

through five years of age. Adapted from: The Georgia Early Learning and Development Standards (GELDS); Aligned with: GELDS, Teaching Strategies Gold (TSG), and Work Sampling Online

(WSO)

“I BUILD LANGUAGE AS I BUILD RELATIONSHIPS WITH OTHERS”, “I AM A LANGUAGE USER”, “I AM A PROBLEM SOLVER” Developmental Goal: Through repeated, responsive interactions with significant others, child develops meaningful language in the context of relationships. Relevant Cox Campus Courses and Strategies: POWER OF LANGUAGE and TALK WITH ME (Infants/Toddlers); POWER OF LANGUAGE and MEANINGFUL CONVERSATIONS (TALK Strategy) (Preschool/Pre-K)

INFANTS 0-12 YOUNG TODDLERS 12-24 OLDER TODDLERS 24-36 PRESCHOOL 36-48 PRE-K 48-60

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Communicates with familiar adults through nonverbal (eye gaze, body movement) and pre-verbal (coos, babbles) expressions Pounds highchair tray to

show hunger Squeals with delight

when teacher sings GELDS: SED2.0a, CLL3.0a, CLL3.0b, CLL4.0a CLL4.0b TSG: 9a2, 1c2

Uses verbal expressions, gestures, and a few words to communicate needs, opinions, ideas, and preferences with familiar adults, in English or in the home language Points to cup and/or says

“more juice”; Nods and says “no like

doggie” GELDS: SED2.1a, CLL3.1a, CLL3.1b, CLL4.1b TSG: 1c3, 1c4, 9a2 ,9a4, 9c2

Uses simple sentences to communicate needs, opinions, ideas, and preferences with adults, in English or in the home language “I thirsty.” “I don’t eat peas.” “I want the big truck.” GELDS: SED2.2a, CLL3.2a, CLL3.2b, CLL4.2a, CLL4.2b, CLL4.2c, CLL4.2d TSG: 1c4, 9a4, 9b4, 9c4, 9a5, 9a6

Uses a combination of words, phrases and actions. Uses longer sentences to communicate needs, ideas, opinions and preferences, with prompting or guidance

“I want to go inside and get some water to drink.”

GELDS: SED2.3a, CLL3.3a, CLL3.3b, CLL4.3a, CLL4.3b, CLL4.3c, CLL4.3d TSG: 1c6, 9a5, 9a6, 9b6, 9c6

Effectively uses complex words, sentences and actions to communicate needs, ideas, opinions and preferences (complex sentences, Tier 2 words, etc.)

“I am really thirsty and I need to drink a lot of water so I don’t get dehydrated.”

GELDS: SED2.4a, CLL3.4a, CLL3.4b, CLL4.4a, CLL4.4b, CLL4.4c, CLL4,4d TSG: 1c7, 1c8, 9a6, 9a7, 9a8, 9b6, 9c8, 10b6, WSO: L&L A1, B1, B3, D1; PSD D5

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Engages in back and forth exchanges with familiar adults. Engages in solitary play around other children.

Plays a game of back and forth “peek-a-boo” with teacher

Bangs together stacking cups and then puts one in mouth

GELDS: SED5.0b TSG: 2c1,2c2

Begins to relate to, show enjoyment, and communicate with other children. Begins to engage in parallel play.

Holds another child’s hand and says, “Come here.”

Rolls cars with another child on carpet

GELDS: SED5.1a TSG: 2c3, 2c4

Understands engagement in routines, rules, and shows appropriate social behavior. Plays alongside other children. Observes and imitates other children.

Sits on the rug during story time

Laughs at other children who make silly faces or noises

GELDS: SED5.2b TSG: 2c2

Remembers and follows simple group rules and displays appropriate social behavior with others. Engages in cooperative play.

Takes turns in turn-taking activities

Waits for all children to join table before eating

GELDS: SED5.3b TSG: 2c6, 10b6

Plays cooperatively with a few peers for a sustained period of time

Works with 2-3 children to complete a floor puzzle

Plays Letter Bingo with a few children (independently)

GELDS: SED5.4b TSG: 2c6, 10b6 WSO: PSD D3

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Shows awareness of possible conflicts by crying, turning away, or showing distress

Cries when the class participates in a fire drill

Cries when other infants start to cry

GELDS: SED5.0c TSG: 2b2

Engages in conflicts with peers regarding possession of items

Says "mine" or cries when another child has something she wants

Pushes another child who is trying to play with the same toy


Begins to resolve peer conflicts with adult support

Engages in a different activity after redirection from teacher

After adult modeling, request a turn to play with desired toy “Truck please?”


Uses language to solve problems or resolve conflicts with peers (with teacher support)

Asks, “Can I have a turn when you finish?”

“Please move back to your space.”


Uses language to solve problems or resolve conflicts with peers (with teacher support)

“When you call me a baby, it makes me sad so please stop.”

“I don’t like it when you push me, just ask me to please move.”

GELDS: SED5.4c TSG: 3b8 WSO: PSD D5

“I BUILD LANGUAGE AS I BUILD RELATIONSHIPS WITH OTHERS”, “I AM A LANGUAGE USER”, “I AM A PROBLEM SOLVER” Developmental Goal: Through repeated, responsive interactions with significant others, child develops meaningful language in the context of relationships. Relevant Cox Campus Courses and Strategies: POWER OF LANGUAGE and TALK WITH ME (Infants/Toddlers); POWER OF LANGUAGE and MEANINGFUL CONVERSATIONS (TALK Strategy) (Preschool/Pre-K)


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Imitates examples of affection with familiar adults

Blows a kiss in response to teacher’s gesture (blowing kiss)

Smiles in response to a teacher's smile

Hugs in response to a teacher's hug

GELDS: SED4.0c TSG: 2a2

Shows affection to familiar adults nonverbally and verbally

Hugs the teacher when entering the classroom in the morning

Initiates sitting on teacher's lap and says “Sit here”


Stays connected with familiar adults using gestures, glances, and verbal interaction

Looks at familiar adult to ensure she is close by

Calls attention to accomplishments by saying "Watch me!"


Shows affection to familiar adults by using words and actions:

Says "I love you" when hugging teacher

Pats adult’s back and says “It’s okay”

Initiates a hug with teacher when leaving and says “Be right back”

GELDS: SED4.3c TSG: 2a6, 2a4

Shows affection to familiar adults by using more complex words and actions:

Makes a card for his teacher and says “I made this card for you because I love you.”

“I wish you could come home with me and then we could play with my dolls.”

GELDS: SED4.4c TSG: 2a8 WSO: PSD D2

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Uses sounds, facial expressions, or body movements to express simple emotions of contentment or discontentment Smiles when sees

parent Cries when has a wet

diaper GELDS: SED2.0b, CLL3.0a, CLL3.0b TSG: 9a2, 1a2

Uses verbal expressions and gestures to express a basic range of emotions such as happiness, sadness, and fear Points to blanket and says

“Go night, night” Takes a toy from another child

and responds "No, no" to express her anger

GELDS: SED2.1b, CLL3.1a, CLL3.1b TSG: 1a2, 9a2, 9a4

Uses verbal and non-verbal expressions gestures to express basic emotions such as anger, fear, happiness, and sadness Stomps feet, and says, “I am

mad at you!” Covers eyes when frightened

“I don't like it." GELDS: SED2.2b, CLL3.2a, CLL3.2b TSG: 3b2, 9a4, 9b4, 1a8

With adult guidance, uses verbal and non-verbal expressions to demonstrate a larger range of emotions, such as frustration, jealousy and enthusiasm “I am sad because I never get

a turn on the bike.” “I am happy because my

birthday party is today!” “I don’t like it when you sit

next to her.” GELDS: SED2.3b, CLL3.3a, CLL3.3b TSG: 1a6, 9a5, 9a6

With adult guidance, uses verbal and non-verbal expressions to describe and explain a full range of emotions “I am jealous because Mommy

always holds my baby sister and not me.”

Uses pretend-play to show emotions of self and others

Pretends to be a baby crying for her bottle

Pats baby doll’s back and says "My baby is crying; she's tired."

GELDS: SED2.4b, SED2.4c, CLL3.4a, CLL3.4b TSG: 9a6, 9a7, 9a8, 10b6, 14b7, 14b8 WSO: L&L B1,D1; PSD D1, D4

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“I AM YOUR CONVERSATIONAL PARTNER”, “I AM A LANGUAGE USER” Developmental Goal: Engages in meaningful conversations in developmentally appropriate ways. Relevant Cox Campus Courses and Strategies: TALK WITH ME (Infants/Toddlers) and MEANINGFUL CONVERSATIONS (TALK Strategy) (Preschool/Pre-K)


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Engages in back and forth vocal play with adults

Imitates speech sounds (e.g., da-da-da)

Babbles in response to teacher’s question

GELDS: CLL1.0c, CLL4.0a TSG: 8b2, 9b2, 10a2

Responds to social greetings

Waves bye-bye or hello

Says “Thank you” in response to being given something

GELDS: CLL1.1c, CLL2.1a, CCL4.1b TSG: 9c2, 8a5, 8a6, 8a4, 9a4 3a2, 10b2

Participates in brief conversations and group discussions, talking about past and present experiences

“Daddy got me juice at the store.”

“It’s going to be my birthday.” GELDS: CLL1.2c, CLL4.2a, CLL4.2b, CLL4.2c, CLL4.2d TSG: 8a4, 9b4, 9c4, 9a5, 9a6

When engaged in conversation, enters in several back and forth exchanges on one topic of interest.

Responds to questions with related information

Shares personal experience that relate to topic of conversation

GELDS: CLL1.3c, CLL4.3a, CLL4.3b, CLL4.3c, CLL4.3d TSG: 8a6, 9a6, 9b6, 9c6

Describes activities, experiences, and stories with more detail.

“I had a big birthday cake that was shaped like a car, and it had 5 candles and it had my name written on it.”

“We got a new puppy and it has soft, curly fur and two black ears.”

GELDS: CLL1.4a, CLL4.4a, CLL4.4b, CLL4.4c, CLL4,4d TSG: 8a6, 9a6, 9a8, 9b6, 9c8,12a6 WSO: L&L A1, B1, B3

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Uses eye gazes, gestures, pointing, and vocalizations to communicate with others

Smiles when teacher begins to talk with her

squeals with delight when teacher engages in Peek-a-boo

GELDS: CLL4.0b TSG: 1c2, 9a2,

Uses single word or 2-word phrases to communicate with others.

Says "uh oh" when she drops spoon on the floor

Says, “More” to ask for more juice or food

GELDS: CLL4.1b TSG: 9c2

Combines 3-5 words in a sentence, in English or home language, to express wants and needs.

“More milk please”

“Please open this box” GELDS: CLL4.2b TSG: 9c4

With prompting, uses longer (4-5 words) and multiple sentences to communicate.

“I need some more milk please. My cup is empty. I drank it all up.”


Uses increasingly more complex sentences (including transition words, e.g., and, but) to express ideas and feelings.

“I can’t finish eating this because my tummy is so full.”

“I am going to play in the block center and build a castle.”

GELDS: CLL4.4b TSG: 9c8 WSO: L&L B3

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Follows one-step direction when combined with gesture.

Returns cup to the table when teacher points to table and says, “Please put your cup on the table.”

GELDS: CLL1.1b TSG: 8b4, 8b2

Follows two-step directions

Follows instructions to get blanket and lie down

Cleans up from centers and sits in space for story time

GELDS: CLL1.2b TSG: 8b4

Follows 2-3 step directions with guidance

Follow directions to walk to cubby, put on jacket and walk to the door

GELDS: CLL1.3b TSG: 8b6

Follows directions with more than two steps

Plays a game with multiple steps (stand behind the line, toss the bean bag, look at the picture that it landed on, then imitate the movement on the picture

GELDS: CLL1.4b TSG: 8b8 WSO: L&L A2

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Produces a few single Tier 1 words or word approximations in English or home language

Says words that have meaning to child (e.g., mamma, book, doggie)

GELDS: CLL1.0c CLL2.0a, CLL4.0b TSG: 9a2

Uses two-word (Tier 1) sentences to communicate with others, in English or home language

“Car mine”

“Baby sleep” GELDS: CLL2.1a, CLL4.1b TSG: 8a4, 9a4, 9c2

Uses tier 2 words, with prompting

Teacher asks an intentional question to pull out target tier 2 word, “How did you feel when your new shoes got wet? Were you happy or upset?” child says, “I was upset!”

GELDS: CLL2.2a, CLL2.2b, CLL4.2d TSG: 8a4, 9a5, 9a6

Uses vocabulary (words that have been consistently modeled in a variety of contexts, including Tier 2 words) in conversation (with prompting)

Child says, “Would you help me with this puzzle?” Teacher says, “Is this puzzle easy or difficult?” Child says, “It’s difficult, that’s why I need you to help me.”

GELDS: CLL2.3a, CLL2.3b, CLL4.3d TSG: 8a6, 9a6

Uses and applies Tier 2 words appropriately in multiple contexts (generalized use)

After, hearing the word absorb modeled in a variety of situations, child says, “My shoes are soaking wet because they absorbed the raindrops.”

GELDS: CLL2.4a, CLL2.4b, CLL4.4d TSG: 9a8, 12b6 WSO: L&L A1, B1, B3

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Responds to simple words, phrases, questions, and names of familiar people with gestures and vocalizations

Kicks feet when hears “Time to eat.”

Bounces when teacher says a familiar nursery rhyme

GELDS: CLL4.0b, CLL1.0c TSG: 9a2, 8b2, 9b2, 8a2

Responds to adult’s questions using a few words (simple answers) in English and/or home language

When asked, “Who is this?”, child responds, “baby cry”

GELDS: CLL4.1b, CLL1.1c TSG: 9c2, 8a5, 8a6

Responds to simple questions using a few words .

When asked, “What is this baby in the picture doing?”, child responds, “She is crying.”

GELDS: CLL4.2b, CLL1.2c TSG: 9c4, 8a4

Responds to open-ended questions with appropriate answers or complete thought.

When asked, “Why do you think the baby in the picture is crying?”, child responds, “She is sad because she wants her mommy.”

GELDS: CLL4.3b, CLL1.3c TSG: 9c6, 8a6

Responds to questions using expanded sentences and with greater detail.

When asked, “Why do you think the girl in the picture is crying?”, child responds, “She is crying because she is disappointed that her mother won’t let her have another cookie.”

GELDS: CLL4.4b, CLL1.4c TSG: 9c8, 8a7, 8a8 WSO: L&L A1, B3

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Shows curiosity/interest in his/her surroundings GELDS: APL2.0b, CD-CP2.0a, CD-CP3.0a TSG: 11d2, 24

Uses higher-pitched voice to say final babbling sound/word in string of babble sounds and/or words to ask questions

“ga- go-mi-da-ba?”

“More juice?” Asks yes/no questions GELDS: CD-CP1.1b TSG: 9c4

Asks simple questions, including what, where, why

“Who is that?”

“Where doggie go?” GELDS: APL2.2b, CD-CP1.2b TSG: 11d5, 11d6

Asks questions for further understanding (where, why)

“Why don’t you want to play anymore?”

“Where is your house?” GELDS: APL2.3b TSG: 11d6

Asks increasingly complex questions to further understanding, using expanded sentences

“Why do we only get to have fruit for snack and not candy?”

“Why do you have to go to so many meetings and not get to stay with us the whole time?”

GELDS: CLL4.4b, APL2.4b TSG: 9c8, 11d7, 11d8 WSO: L&L B3; PSD C1



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“I AM ON MY WAY TO READING”, “I CAN CONNECT WORDS, STORIES AND EXPERIENCES”: EARLY READING-RELATED BEHAVIORS – VOCABULARY AND

COMPREHENSION Developmental Goal: Demonstrates engagement and acquires meaning from shared reading experiences. Relevant Cox Campus Courses and Strategies: READ WITH ME (Infant/Toddlers); TRANSFORMING STORY TIME (START STRATEGY ) and BUILDING WORLD KNOWLEDGE (REAL TIME) (Preschool/Pre-K) INFANTS 0-12 YOUNG TODDLERS 12-24 OLDER TODDLERS 24-36 PRESCHOOL 36-48 PRE-K 48-60

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Laughs or smiles when recognizing a picture

Smiles when sees a photo of parent

GELDS: CLL5.0a TSG: 17a2

With prompting, responds to simple questions about the book, in English or home language, using gestures, pointing, or a few words.

When asked, “Where is puppy now?”, points to picture of puppy.

When asked, “What did the mommy say to the monkeys?” nods head and says, “No, no, no!”

GELDS: CLL5.1c TSG: 18a1, 18a2

Answers closed and open-ended questions correctly

(closed-ended) When asked, “Where did the owls live?” responds, “In the forest.”

(open-ended) When asked, “Why did Mother Owl leave her babies at nighttime?”, child responds, “Because she went to get food.”

GELDS: CLL5.2c TSG: 18a4

With prompting, answers why questions correctly using longer and multiple sentences. Storybook example:

When asked, “Why did the baby owls get upset even though they knew their mom was getting them food?”, child responds, “Because they loved her so much and missed her. They always wanted to be with her.”

Informational book example:

When asked, “So what did we learn about owls in this informational book…why did the mother owl have to leave her babies at nighttime?” child says, “Because they are awake at night.” Teacher responds, “Yes, that’s because they are noc…” child says, “Nocturnal!”

Draws connection between informational book back to the paired story book, with prompting

When asked, “We just read an informational book and learned that big birds like hawks and eagles like to eat baby owls…why do you think the baby owls needed to live in the hole inside the tree?” child says, “So the big birds couldn’t see them.”

GELDS: CLL5.3c TSG: 18a4, 8a6

Answers the why question correctly Storybook Example:

When asked, “Why did the owls huddle together on the branch?” Child says, “Because they feel safer and thought that big animals wouldn’t eat them if they are huddled together and look bigger.”

Informational book example:

When asked, “So what did we learn about owls in this informational book…why did the mother owl have to leave her babies at nighttime?” child says, “Because owls are nocturnal and they have special eyes that can see at night.”

Answers inferential questions.

When asked, “Even though the author doesn’t tell us in the words of the story, why do you think Peter wanted to run away from home?”, child responds, “Because he was so upset because his new baby sister was getting all of his parents’ attention, and he was being ignored.”

Draws connection between informational book back to the paired story book

After listing to an informational book about owls, child says “Oh that’s why the baby owls huddled together so they would look big and scare the predators.”

GELDS: CLL5.4c TSG: 18a6, 8a6,18a4 WSO: L&L C4


“I AM ON MY WAY TO READING”, “I CAN CONNECT WORDS, STORIES AND EXPERIENCES”: EARLY READING-RELATED BEHAVIORS – VOCABULARY AND COMPREHENSION Developmental Goal: Demonstrates engagement and acquires meaning from shared reading experiences. Relevant Cox Campus Courses and Strategies: READ WITH ME (Infant/Toddlers); TRANSFORMING STORY TIME (START STRATEGY ) and BUILDING WORLD KNOWLEDGE (REAL TIME) (Preschool/Pre-K) INFANTS 0-12 YOUNG TODDLERS 12-24 OLDER TODDLERS 24-36 PRESCHOOL 36-48 PRE-K 48-60

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Not applicable Shows preference for familiar stories and repeats phrases

Claps when teacher shows their favorite book

Continually picks up the same book for teacher to read

Says, “Night, night moon” GELDS: CLL5.1b TSG: 17a2

Shows preference for familiar stories and repeats familiar phrases

Asked to read the same storybook again and again

Repeats phrase “Brown Bear, Brown Bear, what do you see? I see a yellow duck looking at me”

GELDS: CLL5.2b TSG: 17a2, 18a2

Participates in story time and acts out familiar story

Says favorite lines of stories along with teacher as she reads aloud

Show excitement when favorite part of story is read (e.g., claps, says, “I love this part!”)


Retells familiar stories

Using pictures of key events, retells the story

Using story props (objects, puppets, felt-board stories) retells the story

GELDS: CLL5.4b TSG: 18c6 WSO: L&L C4


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Points to a picture and

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Points to illustration and says, “Da” or “Woof, woof.”

GELDS: CLL5.0a

TSG: 17a2

Names pictures in books, in English or home language

When teacher points to familiar pictures in books and says, what is this, child says word or word approximation (sounds like word)

GELDS: CLL5.1a TSG: 18a1, 18a2, 14a2

Uses Tier 1 and Tier 2 words to describe actions and objects portrayed in books

“The snowball melted.”

“The baby rabbits are soaked.”

GELDS: CLL5.2a TSG: 17a2, 18a2

With prompting, responds to a question about the story using Tier 2 words.

When asked, “Why did the baby owls miss their mommy?”, child responds, “Because they were dependent on her.”

Uses tier 3 words when discussing informational books with prompting

When asked, “So what did we learn about owls in this informational book…why did the mother owl have to leave her babies at nighttime?” child says, “Because they are awake at night.” Teacher responds, “Yes, that’s because they are noc…” child says, “Nocturnal!”

GELDS: CLL5.3c TSG: 18a4

Uses Tier 2 words and complex sentences when discussing story.

“When it was raining, the baby rabbits got soaked because their fur absorbed the raindrops. They had to find shelter so they would be protected from the storm.”

Uses tier 3 words when discussing informational books

When asked, “So what did we learn about owls in this informational book…why did the mother owl have to leave her babies at nighttime?” child says, “Because owls are nocturnal and they have special eyes that can see at night.”

GELDS: CLL5.4c TSG: 18a6, 9a8 WSO: L&L B3, C4

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Relates an object or action in a book to the real world.

After listening to a book Baby Loves Spring points to flowers outside.

GELDS: CLL2.1a, CLL2.1b TSG: 8a4, 9a4

Using simple sentences, relates story to self and shares connection.

After listening to Owl Babies, child says, “My mommy goes to work and I miss her.”

GELDS: CLL2.2a, CLL2.2b, CLL4.2d TSG: 8a4, 9a5, 9a6

Links situations in the book to

situations outside the book

After listening to a read-aloud about the life-cycle butterflies, points to a real butterfly and says, “She used to be a caterpillar.”

GELDS: CLL2.3a, CLL2.3b, CLL4.3d TSG: 8a6, 9a6

Makes real-world connections between stories and real-life experiences.

After listening to The Snowy Day, child says, “When I left my ice cream outside the refrigerator, it melted just like Peter’s snowball.”

GELDS: CLL2.4a, CLL2.4b, CLL5.4d TSG: 12b6, 9a8 WSO: L&L A1, B2, B3, C4

9


“I AM ON MY WAY TO READING”, “I CAN CONNECT WORDS, STORIES AND EXPERIENCES”: EARLY READING-RELATED BEHAVIORS – VOCABULARY AND COMPREHENSION Developmental Goal: Demonstrates engagement and acquires meaning from shared reading experiences. Relevant Cox Campus Courses and Strategies: READ WITH ME (Infant/Toddlers); TRANSFORMING STORY TIME (START STRATEGY ) and BUILDING WORLD KNOWLEDGE (REAL TIME) (Preschool/Pre-K) INFANTS 0-12 YOUNG TODDLERS 12-24 OLDER TODDLERS 24-36 PRESCHOOL 36-48 PRE-K 48-60

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Makes animal or other

appropriate sounds in book

When asked, “What does the cow say?”, child responds, “Moo”

Points to train and says, “Choo, choo.”

GELDS: CLL5.0a TSG: 17a2

Fills in the next word when adult

pauses when reading predictable

text

“Brown Bear, Brown Bear what do you _______? (Child says, “See.”

Repeats words and actions demonstrated in books

Places hands next to cheek, closes eyes and says, “Night, night moon”

GELDs: CLL5.1c, CLL5.1a TSG: 18a1, 18a2

Recites entire phrases from a

favorite story

“Goodnight Moon, goodnight spoon, goodnight cow jumping over the moon.”

Talks about the characters and

events in ways that suggest

understanding

“Little Critter makes a mess.”

“Kitten doesn’t like to get wet.” GELDS: CLL5.2b, CLL5.2a TSG: 9a4, 17a2, 18a2

Plays with the story language

outside of the story reading

context

When playing on the playground, pretends to be the troll in “Three Billy Goats Gruff” and says, “Who’s that on my bridge?”

When dictating a story about drawing, says, “Once upon a time there was….”

Acts out main events of familiar story

Pretends to be Goldilocks in dramatic play and acts out waking up when the bears come home

GELDS: CLL5.3b TSG: 18c4, 18a2

Identifies characters, events, settings in a story

When asked,” Tell me about the characters in the story?” child says, “There was a bunny named Max and his big sister is Ruby.”

When asked, “What happened to Max in this story?” child says “He got lost in the store because his sister Ruby was trying on a pretty dress and wasn’t watching him.”

When asked, “Where were Max and Ruby in the story?” child says, “They were in the department store shopping for a new shirt for Max because his other one was too small.”

Draws connections between story events.

“Ruby started trying on clothes in the dressing room and so she wasn’t paying attention to her brother Max. That’s why he wandered off and got lost in the store.”

GELDS: CLL5.4c TSG: 18a6, 18c6 WSO: L&L C4

10


“I AM ON MY WAY TO READING”, “I AM A SOUND DETECTIVE”: EARLY READING-RELATED BEHAVIORS - PHONOLOGICAL AWARENESS, ALPHABET KNOWLEDGE, AND CONCEPTS OF PRINT Developmental Goals: For Infants/Toddlers: Demonstrates awareness of the sounds of language For Preschool/Pre-K: Acquires phonological awareness, alphabet knowledge, and concepts of print Relevant Cox Campus Courses and Strategies: RHYME WITH ME (Infants/Toddlers); FOUNDATIONS OF LEARNING TO READ ( PAC TIME) (Preschool/Pre-K)

INFANTS 0-12 YOUNG TODDLERS 12-24 OLDER TODDLERS 24-36 PRESCHOOL 36-48 PRE-K 48-60 PHONOLOGICAL AWARENESS

RH

YT

HM

AN

D R

HY

ME

Responds in developmentally appropriate ways (body and hand movements) to the rhythm of a rhyming book

Rocks side-to-side when teacher is reading a rhyming book (with focus on rhythm)

Listens to and responds to simple nursery rhymes, chants, songs, and finger plays.

Bounces to the rhythm in songs, rhymes and chants

Imitates hand movements in finger plays.

GELDS: CLL6.0a, CD-CR4.0a, CD-CR4.0a TSG: 15a1, 15a2

Begins to participate in rhyming activities related to rhyming books (anticipates, chimes in, repeats words)

Claps, pats, rocks to the rhythm of a rhyming book

Imitates teacher’s gestures and words during a rhyming story

Listens to and participates in rhyming, songs, and finger play activities

Dances, claps, or imitates teacher’s movements to songs

Imitates gestures and repeats words in nursery rhymes and finger plays (moves fingers up and down when singing “Itsy Bitsy Spider)

GELDS: CLL6.1a, CLL6.1b, CD-CR4.1a TSG: 15a2, 36

Fills in rhyming words when singing familiar nursery rhymes or songs.

When singing “Twinkle, twinkle little star”, How I wonder what you ____” (fills in the word “are”.)

Listens to and imitates sounds in familiar nursery rhymes, songs and chants. GELDS: CLL6.2b, CLL6.2a TSG: 15a3, 15a4

Recognizes rhyming words (e.g., which word rhymes with cat … cat/tub, cat/sat, or cat/mop?)

Teacher shows a picture of a hat and says, “This is a hat, say hat”; then presents three pictures (e.g., bell, cat, tub) and asks, “Which word rhymes with hat? hat-bell, hat, cat, or hat- tub.” Child says, “hat-cat” or points to picture of cat.

Listens and matches rhythm, volume and pitch of rhymes, songs and chants GELDS: CLL6.3b, CLL6.3a TSG: 15a4

Produces or generates the rhyming word (e.g., what word rhymes with bat?)

When teacher asks, “What word rhymes with bat?”, child says, “cat”

Listens and differentiates between sounds that are the same and different. GELDS: CLL6.4b, CLL6.4a TSG: 16b4, 15a4 WSO:L&L C2

11


SO

UN

DS

OF

LA

NG

UA

GE

PL

AY

Responds in developmentally appropriate ways (body and hand movement, vocalizations) to the rhythm of a rhyming book GELDS: CLL6.0a, CD-CR4.0a, CD-CR4.0b CD-CR4.0c TSG: 15a1, 15a2, 1b2

Begins to participates in rhyming activities related to rhyming books

Imitates gestures used in read-aloud of rhyming book

Repeats rhyming words or chimes in with teacher as she reads rhyming books

GELDS: CLL6.1b TSG: 15a2

Segments words in a sentence

Gives one clap for each word in a sentence, “We like to sing and dance!”

Note: not necessary to count claps GELDS: CLL6.2b TSG: 15a3, 15a4

Blends onset and rime (e.g., /m/ … /an/ man)

When teacher asks, “What word do you hear when I blend these sounds together /m/ (onset)…../op/?” child says, “mop”.

GELDS: n/a TSG: n/a

Blends and segments phonemes in CVC or one-syllable words

Blends: When teacher asks, “What word do you hear when I blend these sounds together?- /m/…/o/…/p/…” child says, “mop”

Segments: When teacher asks “What sounds do you hear in the word map?” child says “/m/ … /a/ … /p/”

GELDS: CLL6.4f TSG: 15c8 WSO: L&L C2


INFANTS 0-12 YOUNG TODDLERS 12-24 OLDER TODDLERS 24-36 PRESCHOOL 36-48 PRE-K 48-60 ALPHABET KNOWLEDGE

LE

TT

ER

RE

CO

GN

ITIO

N

Not applicable Not applicable Recognizes that the letters of the alphabet are a special category of visual graphics that can be individually named. GELDS: CLL7.2a TSG: 16a2

Recognizes some uppercase letters

When asked, “Point to the letter B”, child points to B.


Recognizes upper and lowercase letters of the alphabet.

When asked, “Point to the letter a”, child points to lower-case a

GELDS: CLL7.4a TSG: 16a6 WSO: L&L C1

12


LE

TT

ER

NA

MIN

G

Not applicable Not applicable Not applicable Names some uppercase letters (when out of order)

When teacher points to the letter K, and says “What is the name of this letter?”, child says, “K”


Names upper and lowercase letters (out of order)

When teacher points to the letter g, and says “What is the name of this letter?”, child says, “g”

GELDS: CLL7.4a TSG: 16a6 WSO: L&L C1

LE

TT

ER

MA

TC

HIN

G

Not applicable Not applicable Not applicable Not applicable Matches upper and lowercase letters

When given a set of upper-case letters and a set of lower-case letters, child matches upper-case letter with corresponding lower-case letter

Note: Best to present only a few at a time GELDS: CLL7.4a TSG: 16a6 WSO: L&L C1

13



INFANTS 0-12 YOUNG TODDLERS 12-24 OLDER TODDLERS 24-36 PRESCHOOL 36-48 PRE-K 48-60 CONCEPTS OF PRINT

BO

OK

HA

ND

LIN

G

BE

HA

VIO

R

Explores books by grasping, mouthing, crumbling pages. Helps adult turns pages GELDS: CLL8.0a CLL8.0b TSG: 17a2

Turns pages well and turns an

inverted book right side up

GELDS: CLL8.1c

TSG: 17a3, 17a4

Holds book with two hands, and turns pages. GELDS: CLL8.2c TSG: 17a4

Independently holds a book right side up and turns pages from right to left. GELDS: CLL8.3c TSG: 17a4

Pretends to read a book from front to back. With prompting and support, tracks words from left to right, top to bottom and page to page GELDS: CLL8.4c TSG: 17b7, 17b8, 17a4 WSO: L&L C3

BO

OK

FE

AT

UR

ES

Not applicable Not applicable Recognizes book by cover GELDS: CLL8.2a TSG: 18b2

Identifies the front, back, top and bottom of a book. With adult guidance, points to the title of familiar books or stories and where to begin reading a story. GELDS: CLL8.3e TSG: 17a4

Identifies the front, back, top and bottom of a book. Identifies features, e.g., cover, title, author. Points to the title of familiar books or stories and where to begin reading a story. GELDS: CLL8.4e TSG: 17b4 WSO: L&L C3

PR

INT

O

RG

AN

IZA

TIO

N

Not applicable Not applicable Not applicable Shows general knowledge of how print works (left to right, top to bottom).

When asked, “Where should I start reading?”, child points to the top let

Child pretends to read and starts at the top left

GELDS: CLL8.3e TSG: 17a4

Understands that spoken words can be written down and read and that words are separated by spaces in print.

Child point to printed words, and says, “These are the directions for the game.”

Child finger-points to each printed word of a familiar song/poem when teacher says, “Point to each word as I read the words.”

GELDS: CLL8.4b TSG: 17b6 WSO: L&L C1

14


“I AM ON MY WAY TO WRITING”: EMERGENT WRITING Developmental Goal: Uses writing to communicate thoughts, feelings, opinions, and ideas Relevant Course and Strategy: Sharing Ideas Through Writing (Preschool/Pre-k)


WR

ITIN

G L

ET

TE

RS

AN

D W

OR

DS

Not applicable Experiments with crayons, markers, and other writing/drawing materials GELDS: CLL9.1a, CLL9.1b TSG: 7b2, 19b1

Experiments with a variety of writing tools, materials and surfaces. Draws simple pictures and uses scribble writing to express ideas GELDS: CLL9.2c, CLL9.2b TSG: 7b4, 19a2, 19b2

Uses writing tools with adult guidance. Uses scribbling, letter-like forms, or some recognizable letters to express ideas, feelings and opinions. GELDS: CLL9.3a, CLL9.3b TSG: 7b4, 19b3

Uses recognizable letters to write own first name

Uses letter-like forms or recognizable letters to express ideas, feelings and opinions

*Uses letters to represent first sounds in words

*Uses letters that represent prominent sounds in words (Dog- DG, Like- LK)

Uses writing tools. *Some children may be able to write letters that represent the sounds they hear in words they write, but it is perfectly fine if this doesn’t happen until kindergarten. GELDS: CLL9.4a, CLL9.4d, CLL9.4b TSG: 14a4, 19b4, 19b5, 19b6 WSO: L&L D1, D2

WR

ITIN

G W

ITH

A P

UR

PO

SE

Not applicable Not applicable Imitates the act of writing in play

Pretends write a note to someone

GELDS: CLL9.2c TSG: 19a2, 19b2

Uses drawing, scribbling to communicate meaning and for multiple purposes

Writes name to show ownership

Makes a list of things to take on a trip

GELDS: CLL9.3c TSG: 19b2

Writes to convey meaning and for multiple purposes (express ideas, feelings, and opinions).

Labels pictures in drawings

Writes about drawing

Writes about favorite part of a story

GELDS: CLL9.4c TSG: 19b4, 19b5, 19b6 WSO: L&L D3

15


“I AM AN EMERGENT BILINGUAL”: DUAL LANGUAGE LEARNERS

Developmental Goal: Demonstrates progress in English

Relevant Courses and Strategies: DLL lessons in TALK WITH ME and READ WITH ME (Infants/Toddlers)

About the Development of Dual Language Learners

Dual language learners (DLLs) are children who are learning and developing in more than one language. They are a diverse group of children, with different backgrounds, and varying greatly in the

languages they speak. Young DLLs develop multiple languages at different rates and in different ways. Some children begin learning two or more languages simultaneously, or at the same time,

since birth. Other children may learn English sequentially, adding English to their home language at the time they enter Pre-K or Kindergarten. The home language plays a significant role in

supporting dual language learners as they develop strong relationships with significant people and develop world knowledge and skills to help them make meaning of the environment. As a result,

DLLs thrive best in environments that support their home language and culture. The best way families can support the language and literacy development of DLLs is to speak, read, and sing with

them in their home language.

Language development of DLLs learning two languages at the same time unfolds in similar ways as for children learning one language. They know some words in their home language and some in

English, so their total vocabulary, while approximately equal to that of their monolingual peers, will be spread between the languages they speak. Without taking into account the words they know in

their home language, their vocabularies will appear to be much smaller!

For children learning a second language after the first is somewhat established, let’s say in Pre-K or Kindergarten, the process looks slightly different. Their second language development advances through a series of stages. To support their development effectively, (1) familiarize yourself with the DLL’s language and culture background and (2) observe the DLL in interactions with you and with peers to learn how the child is using language (both home and English) to communicate. The child’s English language development will not be linked to his age, but rather to his experience with and exposure to English, and the supports you use will be directly linked to where he/she is in his/her language use. Children’s readiness to demonstrate/express what they know in English will also vary. A very typical part of the development of DLLs is code switching. You might expect to see DLLs alternating languages or mixing languages in the same sentence or conversation. They are using vocabulary from all the languages they know to express their thoughts and feelings. This is a remarkable feature and not a sign of confusion.

Stage of Second Language Acquisition What you might expect to see the DLL do Home Language Use Tries to communicate in his/her first language (home language), the only language he/she knows.

Observational (non-verbal) period Becomes quiet, observing and listening to the new language, English. The child is actively focused on learning the meaning of useful words and phrases. Uses nonverbal means of communication, e.g., gestures, sounds, facial expressions, pointing.

Early speech (formulas and telegraphic speech) Begins to speak the new language, using a single word, or short, familiar, repetitive words and phrases.

Learns and uses some expressions in “formulas’ that work, e.g., I like ___, Gimme ____, I want ____, Let’s play _____, OK!

Hears from others and repeats what he hears.

Imitates what others say.

Uses 1-2 word phrases, e.g., Yes/No, no food, more bread, no hungry, drink water, want car, mine, etc.

Conversation Speaks in sentences and uses more original language than at the previous stage – may converse with peer or adult.

Constructs original, more complete sentences, e.g., “I want go outside”.

Increased vocabulary, correct pronunciation, improved grammar.

Use of academic (school) language Begins to acquire language associated with specific content knowledge while they continue to develop social language.

16


“I AM AN EMERGENT BILINGUAL”: DUAL LANGUAGE LEARNERS Developmental Goal: Demonstrates progress in learning English LANGUAGE AND LITERACY DEVELOPMENT in ENGLISH OF PRESCHOOL/PRE-K DLLs BEGINNING: First experiences with

ENGLISH DEVELOPING: Beginning use of

ENGLISH ADVANCED: Increasing use of ENGLISH

LISTENING to English Gains meaning by listening

Observes others and imitates their behavior

Responds in home language

Responds to yes/no questions using gestures and pointing

May respond orally to questions with prompting

Responds to simple questions with modeling, “say _____”

Shows understanding of simple language

Points to pictures or objects from oral descriptions “where is __________?”

Responds to request to put an object in its place

Begins to respond to yes/no questions w/ one word answers

Begins to respond to age-appropriate routine directions, prompts, and questions with cues

Begins to participate in singing/finger plays

Understands most conversations

Responds to verbal directions without additional gestures or cues

Follows directions and participates in a large group

Shows comprehension of a story by identifying main ideas, details, retelling story.

Demonstrates understanding of main events and key details of a story

Follows Directions Completes directive, with teacher prompting and modeling

Looks to other children and teacher for cues as to how to respond

Models behavior of other children after observing them

Begins to respond to directions for rules and routines

Observes others for clarification and cues

Asks teacher to repeat directions

Follows 1-2 step direction

Requires additional time to respond

Understands, follows, and restates directions

Explains directions to a peer

Cooperates and completes classroom tasks given only verbal directions (no modeling)

SPEAKING English Expresses self in social situations

Uses home language to communicate

Uses gestures and behaviors to communicate

Responds to yes/no questions by pointing

Responds to simple questions with modeling, “say _____”

Repeats names and properties of things they are interested in

Forms sentences using formulaic and telegraphic speech, e.g., “me cold”, “go outside”, “gimme more”, etc.

May use social greetings and known words in appropriate ways, e.g., please, good bye.

Responds to questions using 1-2 words.

Code switches, mixing two languages, e.g., “I live in a casa”.

Greet others, asks for help,

Responds to open-ended questions

Understands and participates in conversations with classmates

Retells stories using short sentences with or without grammatical errors

Code switches


PHONOLOGICAL AWARENESS in English Develops awareness of the sounds of English

Attends to and experiments with sounds in English

Substitutes some sounds for others, e.g., /b/ for /p/ (substitutes sounds from home language)

May omit final sounds

Enjoys songs and tries to sing along

Responds to familiar songs and rhymes through gestures and physical movement

Identifies rhyming words

Begins to identify more sounds, e.g., /t/ and /d/

Recognizes and manipulates sounds in different situations

Identifies number of syllables in a word, e.g., clapping.

Selects rhyming words

Creates new words by replacing initial sound

Identifies sound three words have in common (e.g. sun, sand, salt)

Adapted from: WIDA Early Years Can Do Descriptors and Preschool-4 Developmental Guidelines (The Work Sampling System)


Documents

RRFTS Expected Child Outcomes in Language and …...2 Rollins Center for Language & Literacy N Shows awareness of possible conflicts by crying, turning away, or showing distress after