This material is copyright protected by the Rollins Center for Language & Literacy at the Atlanta Speech School. Please reproduce for use with teachers, leaders, and parents. For more information, contact the Rollins Center at [email protected].
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
CO
MM
UN
ICA
TO
N W
ITH
OT
HE
RS
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
EN
G/M
EN
T IN
SO
CIA
L B
EH
AV
IOR
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
2
Rollins Center for Language & Literacy
CO
NF
LIC
T R
ES
OL
UT
ION
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
GELDS: SED5.1c TSG: 3b2
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?”
GELDS: SED5.2c TSG: 3b4
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.”
GELDS: SED5.3c TSG: 3b4
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)
INFANTS 0-12 YOUNG TODDLERS 12-24 OLDER TODDLERS 24-36 PRESCHOOL 36-48 PRE-K 48-60
EX
PR
ES
SIO
N O
F A
FF
EC
TIO
N
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”
GELDS: SED4.1c TSG: 2a4
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!"
GELDS: SED4.2c TSG: 9a4
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
EX
PR
ES
SIO
N O
F E
MO
TIO
NS
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
3
Rollins Center for Language & Literacy
“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)
INFANTS 0-12 YOUNG TODDLERS 12-24 OLDER TODDLERS 24-36 PRESCHOOL 36-48 PRE-K 48-60
PA
RT
ICIP
AT
ION
IN C
ON
VE
RS
AT
ION
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
CO
MM
UN
ICA
TIO
N W
ITH
O
TH
ER
S
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.”
GELDS: CLL4.3b TSG: 9c6
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
FO
LL
OW
ING
DIR
EC
TIO
NS
Not applicable
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
4
Rollins Center for Language & Literacy
“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)
INFANTS 0-12 YOUNG TODDLERS 12-24 OLDER TODDLERS 24-36 PRESCHOOL 36-48 PRE-K 48-60
US
E O
F
TIE
R 1
AN
D 2
WO
RD
S
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
RE
SP
ON
DIN
G
TO
QU
ES
TIO
NS
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
5
Rollins Center for Language & Literacy
AS
KIN
G Q
UE
ST
ION
S
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
“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)
INFANTS 0-12 YOUNG TODDLERS 12-24 OLDER TODDLERS 24-36 PRESCHOOL 36-48 PRE-K 48-60
6
Rollins Center for Language & Literacy
“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
BO
OK
/TE
XT
CO
MP
RE
HE
NS
ION
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
This material is copyright protected by the Rollins Center for Language & Literacy at the Atlanta Speech School. Please reproduce for use with teachers, leaders, and parents. For more information, contact the Rollins Center at [email protected].
“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
EN
JOY
ME
NT
OF
RE
AD
ING
/ P
AR
TIC
IPA
TIO
N
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!”)
GELDS: CLL5.3b TSG: 18c4
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
8
Rollins Center for Language & Literacy
VO
CA
BU
LA
RY
Points to a picture and
vocalizes
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
CO
NN
EC
TIO
N B
ET
WE
EN
BO
OK
& R
EA
L
WO
RL
D
Not applicable
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
Rollins Center for Language & Literacy
“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
CO
MP
RE
HE
NS
ION
AN
D IN
TE
RP
RE
TA
TIO
N
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
Rollins Center for Language & Literacy
“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
Rollins Center for Language & Literacy
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
“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 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.
GELDS: CLL7.3a TSG: 18a4, 16a3
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
Rollins Center for Language & Literacy
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”
GELDS: CLL7.3a TSG: 18a4, 16a3
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
Rollins Center for Language & Literacy
“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 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
Rollins Center for Language & Literacy
“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)
INFANTS 0-12 YOUNG TODDLERS 12-24 OLDER TODDLERS 24-36 PRESCHOOL 36-48 PRE-K 48-60
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
Rollins Center for Language & Literacy
“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
Rollins Center for Language & Literacy
“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
This material is copyright protected by the Rollins Center for Language & Literacy at the Atlanta Speech School. Please reproduce for use with teachers, leaders, and parents. For more information, contact the Rollins Center at [email protected].
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)
Recommended