DOCUMENT RESUME

ED 482 021 PS 031 668

TITLE A Framework for Achieving the Essential Academic LearningRequirements in Reading, Writing, Communication: Birth to 5Years.

PUB DATE 2000-06-00NOTE 40p.; Produced by Washington State Office of the

Superintendent of Public Instruction.AVAILABLE FROM Washington Office of the State Superintendent of Public

Instruction, Old Capital Building, P.O. Box 47200, Olympia,WA 98504-7200. Tel: 360-753-6731; Fax: 360-586-3336; Website: http://www.k12.wa.us. For full text:http://www.k12.wa.us/ CurriculumInstruct/pubdocs/birth-to-5.pdf.

PUB TYPE Reports Descriptive (141)

EDRS PRICE EDRS Price MF01/PCO2 Plus Postage.

DESCRIPTORS Child Care; Child Development; *Early Childhood Education;*Emergent Literacy; Infants; *Interpersonal Communication;Interpersonal Competence; *Language Acquisition; ListeningSkills; Metacognition; Preschool Children; Reading Skills;*State Standards; Toddlers; Writing Skills; *Young Children

IDENTIFIERS *Washington

ABSTRACT

This framework is designed to assist early care and educationproviders in planning and implementing early learning opportunities that willhelp prepare young children in Washington State for later success in meetingthe essential academic learning requirements in reading, writing, andcommunication. The framework identifies characteristics of children frombirth through age 5 in the areas of verbal communication, reading, andwriting; it is not intended for use in screening, program placement, orschool readiness determinations. The framework is organized into foursections. The introductory section presents the assumptions reflected in theframework and highlights the importance of building a strong foundation tosupport the development of literacy skills and linking that foundation to theessential academic learning requirements for kindergarten through thirdgrade. Sections 2 through 4 focus on reading, writing, and communication,respectively. Each of these sections provides an overview of the contributionof the skills to future school success, details a continuum of characteristicskills that children typically achieve during infancy (birth to 18 months),toddlerhood (12 to 36 months), and the preschool years (30 months to 5years), links these characteristics to essential K-3 academic learningrequirements, and notes the type of assessment tool to be used such asobservation or a work sample. (KB)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

1C.)

,7r

C.) Framework for Achieving the

Essential Academic Learning Requirements in

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

AlThis document has been reproduced asreceived from the person or organizationoriginating it.

0 Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

1

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS

BEEN GRANTED BY

6 a patt-e.,r-.50t/i

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

Dr. Terry BergesonState Superintendent of

Public Instruction

Reading

Writing

Communication

Birth to 5 Years

0

top-sia,

BEST COPY AVAILABLE

tr4

94-00f

June 2000

A FRAMEWORK FOR ACHIEVING THEESSENTIAL ACADEMIC LEARNING

REQUIREMENTS IN

ReadingWriting

Communication

Birth to 5 Years

Dr. Terry BergesonState Superintendent of Public Instruction

Thomas J. KellyAssistant SuperintendentOperations and Support

Marcia L. RiggersDirector

Education Support

Debra Williams-AppletonProgram Supervisor

Early Childhood Education andEven Start Family Literacy Programs

Anne ShureenProgram Supervisor

Early Childhood Special Education Programs

This material is available in alternative format upon request. Contact Education Support,360/586-2263, TTY 360/664-3631. The Office of Superintendent of Public Instruction complieswith all federal and state rules and regulations and does not discriminate on the basis of race,color, national origin, sex, disability, age, or marital status.

June 2000

3

Table of Contents

Acknowledgment

Introduction iiiv

Reading Overview 1

Developmental Progression of Suggested Learner Characteristics Birth-5 Years 2-6Suggested Characteristics; Infants (0-18 months) 7Suggested Characteristics; Toddlers (12-36 months) 8-9Suggested Characteristics; Preschool (30-60 months) 10-11

Writing Overview 12

Developmental Progression of Suggested Learner Characteristics Birth-5 Years...13-16Suggested Characteristics; Infants (0-18 months) .17Suggested Characteristics; Toddlers (12-36 months) .18Suggested Characteristics; Preschool (30-60 months) . 19-20

Communication Overview 21

Developmental Progression of Suggested Learner Characteristics Birth-5 Years....22-27Suggested Characteristics; Infants (0-18 months) 28Suggested Characteristics; Toddlers (12-36 months) 29-30Suggested Characteristics; Preschool (30-60 months) 31-32

4

Acknowledgment

The staff at the Office of Superintendent of Public Instruction (OSPI) would like to give specialthanks to the members of the Early Childhood Literacy Task Force who have worked diligentlyfor two years to develop these Frameworks. This task force has consisted of a broad base ofearly childhood stakeholders across the spectrum of birth to 5 years and Grades K-3, who havecommitted their time, thoughtful consideration, creativity, and hard work toward completion ofthis project. OSPI would also like to acknowledge additional contributors who provided inputand guidance and reviewed initial drafts for revision.

We would like to acknowledge the following people for their contribution to this project:

Greg AbelSound Options

Cheryl AllenWest Valley School District

Brad BegalkaEducational Service District 123

Bill Blair, Washington EducationAssociation, Chehalis SchoolDistrict

Elizabeth Bonbright-ThompsonWashington State Child CareResource and Referral Network

Gwen Caggiano, Tacoma SchoolDistrict/Pierce College

Terry CliffordPuget Sound ESD 121

Lou ColwellOSPI, Early Intervention

Tom Drummond, North SeattleCommunity College

Terry Elofson, Northwest RegionalEducational Laboratory

Mary FischerOlympic ESD 114

Lydia Garcia, WashingtonState Migrant Council

Gloria GeisendorferEducational Service District 105

Carol HallEducational Service District 112

JoAnn HareKennewick School District

Vicki HubnerNooksack Valley School District

Marty JacobsWashington Association for theEducation of Young Children

Cynthia JuarezEnterprise for Progress in theCommunity

Debbie Lee, City of Seattle (EarlyChildhood Education and AssistanceProgram)

Theressa LenearChild Care Resource and ReferralNetwork

Susan LeschinskiRegion X Head Start Quality Center

Terry LiddellGovernor's Head Start StateCollaboration Project

Nancy LiedtkeAberdeen School District

Dawn McCaffreyFederal Way School District

Gail MillerTacoma Public Schools

Jerry MillerOSPI, Reading Specialist

Margy MillerSkagit Island Head Start

Betsy Minor-ReidNorth Central ESD 171

Ardene NiemerRenton Technical College

Angela Notari-SyversonWashington Research Institute

Becky Novick, Northwest RegionalEducational Laboratory

Kathy OliverFederal Way School District

Lorraine OlsenOlympic ESD 114

Carol PachecoEducational Service District 123

5

Betty Peace-GladstoneSkagit Island Head Start

Mary PerkinsEducational Service District 113

Anne RenschlerEducational Service District 101

Wendy RoedellPuget Sound ESD 121

Heidi RothgebLake Stevens School District

Nancy ScottOSPI, Assessment , Research, andAccreditation

Kris SlentzWestern Washington University

Carol StrongOSPI, Title I

Mary Lou SwaimNorthwest ESD 189

Terri ThurstonNorth Central ESD 171

Gloria Trinidad, City of Seattle,Child Development Program

Eileen UtechtCentral Valley School District

Cheryl VoorhisWenatchee School District

Delores West, Early ChildhoodOpportunities Northwest

Sandria Woods-PollardCity of Seattle,Child Development Program

Ed Yonamine, Department ofCommunity, Trade and EconomicDevelopment (Early ChildhoodEducation and Assistance Program)

Introduction

This document is designed to assist early care and education providers in planning andimplementing early learning opportunities that will help prepare young children for later successin meeting the essential academic learning requirements in reading, writing, and communication.

These learning frameworks are not intended for use as a group or individual screening toolto place children in programs or to make determinations of readiness for school. They arenot intended to be used as an assessment checklist nor as an evaluation tool to make high-stakes decisions about children's program placements.

The frameworks are intended to guide you as you develop curriculum and activities for thechildren in your care. The focus is on being intentional as you provide early experiencesinschool, the community, or at homethat lay the foundation for success as children encounter ourstate's public school curriculum.

Assumptions reflected in this document

Literacy begins at birth.Children progress at different rates and individual children may show more or less progressat certain times.Learning is dependent on one skill being the basis for another skill or a number of skills atthe next level.Careful observation of young children is critical to determine whether or not a child has aparticular skill. Very young children perform skills within the context of daily events oractivities which must be carefully observed for the purposes of assessment.Literacy is a critical tool used for thought and communication and the transmission oflanguage and culture across generations.

Purpose

This document has been created in an effort to link the life experiences of early childhood witheventual success in school. For our children to be successful readers and writers, they must enterschool with a rich experiential base. These experiences occur within the family and early careand education programs. By calling attention to the foundation that supports the development ofliteracy skills and linking it to the essential academic learning requirements for K-3, we can allwork together to benefit our children, creating a continuum of teaching, learning, and familysupport for children and their families.

For students to be successful at the fourth grade level, there are important benchmarks childrenneed to reach during infancy, toddlerhood, and preschool. The purpose of this document hasbeen to identify characteristics of young children in the areas of verbal communication, reading,and writing which is referred to as "suggested characteristics." These suggested characteristicscan mark early signs of success on the child's long educational journey. As adults who can makea difference in young children's lives, we can encourage and celebrate these individualsuccesses.

II

6

Communication

Researchers agree that oral language provides the cornerstone of written language. Speaking,listening, reading, and writing are all aspects of literacy and develop in an interdependentmanner, each informing and transforming the other (Strickland, 1990). Long before children areable to match print with sound, they are using verbal language to reason, reflect, imagine,respond, analyze, observe, compare, infer, empathize, share experiences and ideas, and solveproblems. Children benefit from one-on-one conversations with adults that provide them withnew information, ideas, and rich vocabulary as part of their everyday experiences. Listening tostories and being encouraged to tell their own stories expands oral language development.

Reading

Children enjoy reading and being read to as a daily part of their life. Children learn to read fromwithin. When we study the homes of children who are reading before they start school, we findchildren competent in speaking, listening, and writing. These skills emerge well before the childenters kindergarten, emerging naturally from the rich literacy experiences of everyday life.Important aspects of reading include:

Phonemic and phonological awareness (awareness of the separate sounds in wordsasspoken and written) are encouraged through exploring rhymes in games, poetry and songs;enjoying tongue twisters and other forms of language play; and singing songs with rhymeand alliteration. Children benefit from encouragement to use developmental spelling andfrom drawing their attention to letter/sound patterns in familiar words.

Book and print awareness (the awareness that print makes sense) is enhanced by creating anenvironment rich in print of all kinds and with many opportunities for using and seeing printused in functional and creative ways. Adults should provide print-rich environments,including books, writing materials and toys with print; point out print in the environment;and label important things in a child's universe.

Functions of print are understood and become meaningful to children through exposure to awide variety of print. They learn that print gives us information, can entertain us, amuse us,and bring us comfort.

Print concepts are the most basic conventions that govern written language. This involvesthe knowledge of book handling, front to back, and the knowledge that English text runsfrom left to right.

Letter and word recognition begins for many children with recognition of their name in printand the letters of their name. Many children then delight in finding "their letters" in print inthe environment.

Knowledge of narrative involves becoming familiar with the elements of character, dialogue,and sequence of events in stories.

ill

7

Writing

Children see adults write and want to make it a part of their life as well. When adults offer totranscribe children's talk into letters, words, and sentences that "read" the same again and again,children naturally become engaged in using writing for their own personal expression. Throughexperiences with "writing," children learn the difference between writing and drawing. As theybecome more experienced, their scribbling gets more purposeful and begins to approximatewriting. Children benefit from being exposed to many opportunities to draw, paint, scribble, andwrite with a variety of mediums for a variety of purposes.

Since students progress at different rates on different skills, the framework is organized bylevels. For each level, information is presented in the following sections:

Suggested characteristics.Strategies to guide observation and document evidence of developmental progress.Links to essential academic learning requirement (essential learnings or EALRs).

The information included in this document is an attempt to define outcomes for early learning inline with the essential learnings to be achieved by the fourth grade. This first attempt will, ofcourse, require refinement. We know that suggestions for refinement will come from parents,care providers, preschool and elementary teachers, and administrators and colleagues from thefield of early childhood education. This dialogue will assist in defining the practice of eulychildhood education for all of our children.

iv

8

We know that reading, writing, and communication skills, along with understanding ofconcepts from content areas, form the basis for literacy. The ability to readto useone's understanding of language/symbol relationships and understanding of the worldto make meaning from textis an important skill, basic to successful learning inschool, in careers, and in life.

The suggested characteristics for reading for infants, toddlers, and preschoolers arecoordinated with Washington's essential academic learning requirements. They look atthe age span from birth to 5 years and provide a continuum (or developmentalprogression) of characteristic skills that children typically achieve within each agerange.

These suggested characteristics are not intended for use as a group or individualscreening to place children in programs or to make determinations of readiness forschool. They are intended to guide you as you develop curriculum and activities for thechildren in your care. The focus is on being intentional as you provide earlyexperiencesin school, child care, or at homethat lay the foundation for success aschildren encounter our state's public school curriculum.

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spec

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aine

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omM

akes

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men

ts a

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ques

tions

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ut th

e st

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ices

cau

se a

ndin

form

atio

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boo

ksC

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e of

boo

ks in

dica

tes

pref

eren

ce f

or c

erta

inau

thor

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d/or

sty

les

(e.g

., D

r. S

euss

, Ric

hard

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pond

s to

em

otio

nal t

one

of b

ook

(hum

or,

sorr

ow, e

xcite

men

t)

effe

ct

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pond

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sto

ries

with

fee

ling

and

self

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pres

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Scar

ry)

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adu

lt su

ppor

t can

sta

te w

heth

er in

form

atio

nin

boo

k an

d/or

sto

ry is

rea

l or

pret

end

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e: B

olde

d an

d ita

liciz

ed it

ems

are

the

Was

hing

ton

Stat

e es

sent

ial a

cade

mic

lear

ning

req

uire

men

ts (

EA

LR

s).

4

(Rev

. 6/0

0)

Infa

ntbi

rth

to a

poro

xim

atel

y 18

mon

ths

Rea

ding

Bir

th to

Age

5

Tod

dler

12 m

onth

s to

3 y

ears

of

a e

Pres

choo

l30

mon

ths

to 5

yea

rs o

f a

e

3.T

he s

tude

nt r

eads

dif

fere

nt m

ater

ials

for

a v

arie

ty o

f pu

rpos

es.

3.1

read

to le

arn

new

info

rmat

ion

Poin

ts a

t pic

ture

sR

ecog

nize

s en

viro

nmen

tal p

rint

, log

os, b

rand

Imita

tes

com

mon

rea

ding

act

iviti

es a

ppro

pria

tely

Req

uest

s ad

ult t

o re

ad o

r w

rite

nam

es a

nd o

ther

sym

bols

in p

lay

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ds la

bels

and

cap

tions

in th

e en

viro

nmen

t

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tifie

s di

ffer

ent p

urpo

ses

for

pare

nt, e

.g.,

info

rmat

ion,

ent

erta

inm

ent

3.2

read

to p

erfo

rm a

task

Purp

osef

ully

use

s po

p-up

and

inte

ract

ive

book

s(t

extil

e, li

ft-u

p fl

aps,

act

ivat

es s

ound

s) w

ithas

sist

ance

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osef

ully

use

s po

p-up

and

inte

ract

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book

s(t

extil

e, li

ft-u

p fl

aps,

act

ivat

es s

ound

)in

depe

nden

tly

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s w

ords

and

pic

ture

clu

es, i

nclu

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ow

nna

me,

to f

unct

ion

in e

nvir

onm

ent (

cubb

y an

d sh

elf

labe

ls)

Use

s en

viro

nmen

tal p

rint

for

info

rmat

ion

(sto

psi

gn, b

athr

oom

, exi

ts)

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read

for

lite

rary

exp

erie

nce

Car

ries

boo

ks a

roun

dB

egin

s to

"re

ad"

mem

oriz

ed te

xtR

espo

nds

to s

tori

es w

ith f

eelin

g an

d se

lf-

Ent

ers

into

boo

k-sh

arin

g ro

utin

e w

ith p

rim

ary

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pond

s to

sto

ries

with

fee

ling

and

self

-ex

pres

sion

care

give

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pres

sion

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asio

nally

cho

oses

boo

ks o

ver

othe

r ac

tiviti

es

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ds"

pict

ure

book

by

mak

ing

up s

tory

to g

ow

ith p

ictu

res

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ks a

t pic

ture

boo

ks a

lone

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oses

and

has

fav

orite

boo

ks

Enj

oys

a w

ide

vari

ety

of li

tera

ture

, e.g

., po

ems,

fict

ion

and

nonf

ictio

n, n

urse

ry ta

les,

pat

tern

boo

ks

3.4

read

for

car

eer

appl

icat

ions

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oys

book

s ab

out d

aily

rou

tines

(to

iletin

g,ba

thin

g, e

atin

g)E

njoy

s bo

oks

depi

ctin

g di

ffer

ent o

ccup

atio

nsIm

itate

s co

mm

on r

eadi

ng a

ctiv

ities

app

ropr

iate

lyin

pla

y, e

.g.,

"rea

ding

" di

rect

ions

, coo

kboo

ks,

map

s, n

otes

, men

us

Rea

ds la

bels

and

cap

tions

in th

e en

viro

nmen

t

Not

e: B

olde

d an

d ita

liciz

ed it

ems

are

the

Was

hing

ton

Stat

e es

sent

ial a

cade

mic

lear

ning

req

uire

men

ts (

EA

LR

s).

5

(Rev

. 6/0

0)

Infa

ntbi

rth

to a

rrnr

oxim

atel

v 18

mon

ths

Rea

ding

Bir

th to

Age

5

Tod

dler

12 m

onth

s to

3 y

ears

of a

ePr

esch

ool

30 m

onth

s to

5 y

ears

of a

e

4.T

he s

tude

nt s

ets

goal

s an

d ev

alua

tes

prog

ress

to im

prov

e re

adin

g.4.

1 as

sess

str

engt

hs a

nd n

eed

for

impr

ovem

ent

Enj

oys

book

sH

as a

n aw

aren

ess

of p

rinte

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ords

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ts to

know

wha

t the

y sa

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how

s de

sire

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arn

to r

ead.

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ocia

tes

lette

rsw

ith s

ound

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nder

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ds b

ooks

are

han

dled

in p

artic

ular

way

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xpre

sses

con

fiden

ce a

nd s

ees

self

as a

rea

der

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seek

and

off

er f

eedb

ack

to im

prov

e re

adin

gR

eque

sts

to b

e re

ad to

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es p

ictu

re a

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oks

to a

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er fo

rco

nfirm

atio

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sks

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t ind

ivid

ual l

ette

rs a

nd w

ords

say

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es w

ords

in fa

mili

ar b

ook

and

look

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anot

her

for

conf

irmat

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4.3

deve

lop

inte

rest

s an

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are

read

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expe

rien

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bles

and

poi

nts

whi

le lo

okin

g at

boo

ks w

ithV

ocal

izes

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rest

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ook

to o

ther

sC

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nd h

as fa

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nect

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wn

life

expe

rienc

es a

nd v

ice

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and

look

s at

pic

ture

boo

k w

ith a

dult

or o

lder

Req

uest

s to

hav

e st

ory

read

vers

ach

ildC

hoos

es fa

vorit

e bo

ok o

r st

ory

May

"re

ad"

book

s to

oth

ers

Indi

cate

s de

sire

for

adul

t to

cont

inue

fam

iliar

gam

es o

r st

ory

Indi

cate

s de

sire

for

adul

t to

cont

inue

fam

iliar

gam

eor

sto

ryC

arrie

s bo

ok a

roun

dS

igna

ls in

tere

st in

a b

ook

to o

ther

sR

espo

nds

to s

torie

s w

ith fe

elin

g an

d se

lf-ex

pres

sion

Exp

lore

s so

unds

by

babb

ling

and

mim

icki

ng

Not

e: B

olde

d an

d ita

liciz

ed it

ems

are

the

Was

hing

ton

Sta

te e

ssen

tial a

cade

mic

lear

ning

req

uire

men

ts (

EA

LRs)

.

6

(Rev

. 6/0

0)

Framework for Achieving the Essential Academic Learning Requirements in

READINGSuggested Characteristics Infant, 0-18 months(to be worked toward by the age of 18 months)

Characteristic Link toEALRs*

Tools for Assessing andRecording**

1 2 3 4 5

1. Mimics intonation 1.1 X X

. Distinguishes_pictures in books and points to them 1.1 X X

3. Repeats string of sounds or spoken words 1.1 X X

4. Connects characters with action 1.1 X X

5. Demonstrates a memory for parts of familiar stories, rhymes 1.1 X X

6. Recognizes self and familiar others in mirror 1.2 X X

7. Recognizes pictures of familiar objects, people, events 1.2 X X

8. Uses pictures to predict text 1.2 X X

9. Develops a memory for simple stories 1.2 X X

10. Shows a preference for favorite books 1.3 X X

11. Recognizes specific books by cover 1.3 X X

12. Listens to stories and responds 1.4 X X

13. Vocalizes at familiar words or pictures when read to by other person 1.5 X X

14. Focuses attention on simple picture books 2.1 X X

15. Recognizes objects in environment gained from information in books 2.2, 2.3 X X

16. Choice of books indicates preference for certain authors and/or styles 2.3 X X

17. Points at pictures 3.1 X X

18. Requests adult to read or write 3.1 X X

19. Purposefully uses pop-up and interactive books with assistance 3.2 X X

20. Carries books around 3.3. 3.4 X X

21. Enters into book-sharing routine with primary caregiver 3.3 X X

22. Enjoys books about daily routines 3.4 X X

23. Enjoys books 4.1 X X

24. Requests to be read to 4.2 X X

25. Babbles and points while looking at books with adult 4.3 X X

26. Sits and looks at picture book with adult or older child 4.3 X X

27. Indicates desire for adult to continue familiar games or story 4.3 X X

28. Signals interest in a book to others . 4.3 X

29. ExplOres sounds by babbling and mimicking 4.3 X

*EALRs = Essential Academic Learning Requirements

**Key for Tools for Assessing and Recording:

1-Observation (audiotape, videotape, written record).2-Work sample/portfolio.3-Interview with parent or caregiver.4-Interview with child.5-Anecdotal notes from parent, teacher journal.

BEST COPY AVAILABLE

READINGSuggested Characteristics Toddler, 12-36 months

(to be worked toward by the age of 3 years)

Characteristic Link toEALR5*

Tools for Assessing andRecording**

1 2 3 4 5

1. Enjoys patterns of rhyme and repetition of similar speech sounds 1.1 X

2. Uses verbal labels to identify pictures 1.1 X

3. Recites phrases from familiar stories and rhymes 1.1 X

4. Recognizes some similarities and differences in sounds and objects 1.1 X

5. Recognizes environment print, logos, brand names and other symbols 1.2, 1.3 X

6. Identifies pictures as representing objects and/or ideas 1.2 X _

7. Speaking vocabulary consists of approximately 300-1,000 words;listening vocabulary consists of 2,000-4,000 words

1.2 X

8. Recites portions of familiar text 1.2 X

9. Remembers some spoken or printed single words associated withpictures

1.3 X

10. Tells about own drawings 1.3 X X X

11. Displays reading-like behavior, holding the book the right way, turningpages, looking at words and pictures

1.3

-

X X

12. Comments on characters and events in books 1.4 X X

13. Sequences pictures to tell a simple story 1.4, 2.1,2.2

X X X

14. Looks at pictures in sequence and relates simple story that matchessequence

1.4 X X

15. Recognizes beginning and end of story 1.4 X X

16. Shows interest in nonfiction picture materials 1.5 X X

17. Shows interest in using of computers 1.5 X X

18. Looks at books independently 2.1 X X

19. Retells familiar stories in own words 2.1 X X

20. Provides missing information in familiar or simple stories/rhymes 2.1 X X

21. Makes up or finishes story 2.1, 2.2 X X

22. Sequences pictures to tell a simple story 2.1, 2.2 X X

23 Recognizes objects in environment gained from information in books 2.2 X X

24. Recognizes similarities and differences between versions of the samestory

2.2 X X

25. Makes comments about the story 2.3 X X

26. Responds to emotional tone of books independently 2.3 X X

27. Purposefully uses pop-up and interactive books independently 3.2 X X

28. Begins to "read" memorized text 3.3 X X

29. Responds to stories with feeling and self-expression 3.3, 4.3 X X

30. Occasionally chooses books over other activities 3.3 X X

31. Enjoys books depicting different occupations 3.4 X X

32. Has an awareness of printed words and wants to know what they say 4.1 X X

33. Understands books are handled in particular ways 4.1 X X

34. Names picture and looks to another for confirmation 4.2 X X

35. Vocalizes interest in book to others 4.3 X X

36. Responds to familiar book reading routines 4.3 X X

8

1 6 BEST COPY AVAILABLE

READINGSuggested Characteristics Toddler, 12-36 months

(to be worked toward by the age of 3 years)(continued)

Characteristic Link toEALIRs*

Tools for Assessing andRecording**

1 2 3 4 5

37. Requests to have story read 4.3 X X

38. Chooses favorite book or story 4.3 X X

39. Indicates desire for adult to continue familiar game or story 4.3 X X

*EALR5 = Essential Academic Learning Requirements

**Key for Tools for Assessing and Recording:

1Observation (audiotape, videotape, written record).2Work sample/portfolio.3Interview with parent or caregiver.4Interview with child.5Anecdotal notes from parent, teacher journal.

READINGSuggested Characteristics Preschool, 30 months to 5 years of age

(to be worked toward by the age of 5 years)

Characteristic Link toEALRs*

Tools for Assessing andRecording**

1 2 3 4 5

1. Recognizes difference between letters and numbers 1.1 X X X

2. Identifies words that look similar and different 1.1 X X X

3. Recognizes a few words, e.g., own name 1.1 X X

4. Shows understanding that words are made of letters 1.1 X X X. Knows some letter sounds/names 1.1 X X

6. Makes predictions from what is read or heard 1.1, 1.2 X X

7. Attends to beginning sounds and rhyme 1.1 X X

8. Knows and may repeat simple stories from memory 1.2 X X

9. Vocabulary consists of approximately 5,000-8,000 words 1.2 X X

10. "Reads" memorized text 1.2 X X

11. Uses new vocabulary in own speech 1.2 X X

12. Shows awareness that text is read from left to right, top to bottom,front to back of book

1.3 X X

13. Enjoys a wide variety of literature 1.3, 3.3 X X14. Matches spoken and written word 1.3 X X15. Retells a story, including main characters and correct sequence of

events, with some detail1.4, 2.1 X X

16. Knows author writes the books and illustrator does the pictures 1.4 X X X17. Creates and tells own stories 1.4 X X X

18. Asks questions about story based on literal meaning 1.4 X X

19. Names major events in a story 1.4 X X X

20. Uses picture reference books to obtain information 1.5 X X

21. Uses interactive software, including computer peripherals, withminimal assistance

1.5 X X

22. "Reads" picture book by making up story to go with pictures 2.1, 2.2,3.3

X X

23. Knows that print conveys meaning 2.1 X X24. Recalls details about characters and events in a story 2.1 X X X

25. Connects story to own life experiences and vice versa 2.2, 4.3 X X X

26. Can ask or answer questions about a story read aloud 2.2 X X X

27. Understands the difference between print and drawing 2.2 X X

28. Asks questions about the story. Notices cause and effect 2.3 X X

29. Responds to stories with feeling and self-expression 2.3, 3.3 X X

30. With adult support can state whether information in book and/or storyis real or pretend

2.3 X X X

31. Imitates common reading activities appropriately in play 3.1, 3.4 X X

32. Reads labels and captions in the environment 3.1, 3.4 X X

33. Identifies different purposes for parent 3.1 X X X

34. Uses words and picture clues, including own name, to function inenvironment

3.2 X X

35. Uses environmental print for information 3.2 X X

36. Responds to stories with feeling and self-expression 3.3 X X

37. Looks at picture books alone 3.3 X X

38. Chooses and has favorite books 3.3, 4.3 X X

39. Shows desire to learn to read. Associates letters with sounds 4.1 X X

1 o BEST COPY AVAILABLE

18

READINGSuggested Characteristics Preschool, 30 months to 5 years of age

(to be worked toward by the age of 5 years)(continued)

Characteristic Link toEALR5*

Tools for Assessing andRecording**

1 2 3 440. Expresses confidence and sees self as a reader 4.1 X X X41. Asks what individual letters and words say 4.2 X X

42. Names words in familiar book and looks to another for confirmation 4.2 X X

43. May "read" book to others 4.3 X X

*EALRs = Essential Academic Learning Requirements

**Key for Tools for Assessing and Recording:

1Observation (audiotape, videotape, written record).2Work sample/portfolio.3Interview with parent or caregiver.4Interview with child.5Anecdotal notes from parent, teacher journal.

11

19

We know that reading, writing, and communication skills, along with understanding ofconcepts from content areas, form the basis for literacy. Writingthe ability to expressideas and meaning through the use of symbols to represent languageis a critical skillfor success in school, in careers, and in life.

The suggested characteristics for writing for infants, toddlers, and preschoolers arecoordinated with Washington's essential academic learning requirements. They look atthe age span from birth to 5 years and provide a continuum (or developmentalprogression) of characteristic skills that children typically achieve within each agerange.

These suggested characteristics are not intended for use as a group or individualscreening to place children in programs or to make determinations of readiness forschool. They are intended to guide you as you develop curriculum and activities for thechildren in your care. The focus is on being intentional as you provide earlyexperiencesin school, child care, or at homethat lay the foundation for success aschildren encounter our state's public school curriculum.

Fram

ewor

k fo

r A

chie

ving

the

Ess

entia

l Aca

dem

ic L

earn

ing

Req

uire

men

ts in

Infa

ntbi

rth

to a

nrox

imat

elv

18 m

onth

s

Wri

ting

Bir

th to

Age

5

Sugg

este

d ch

arac

teri

stic

s to

be

wor

ked

tow

ard

by a

ge 5

.

Tod

dler

12 m

onth

s to

3 y

ears

of

a e

Pres

choo

l30

mon

ths

to 5

yea

rs o

f a

e

1. 1

. The

stu

dent

wri

tes

clea

rly

and

effe

ctiv

ely.

1.1.

dev

elop

con

cept

and

des

ign

Focu

ses

on m

arks

on

pape

r

Rep

eats

mot

ion

to m

ake

addi

tiona

l mar

ks o

n pa

per

Nam

es/la

bels

obj

ects

and

peo

ple

Res

pond

s to

spe

cifi

c so

unds

and

voi

ces

by tu

rnin

ghe

ad

Sits

up

and

craw

ls in

depe

nden

tly

Mak

es m

arks

on

pape

r pu

rpos

eful

ly

Dra

ws

hori

zont

al a

nd v

ertic

al li

nes

Use

s sy

mbo

ls in

pla

yuse

s ob

ject

s to

rep

rese

ntot

her

thin

gs

Ask

s ad

ult t

o w

rite

on/

labe

l chi

ld's

pic

ture

Giv

es s

impl

e de

scri

ptio

ns o

f pa

st e

vent

s

Ass

igns

nam

e/la

bel t

o ite

ms

in o

wn

draw

ings

Occ

asio

nally

dis

tingu

ishe

s be

twee

n w

ritin

g an

ddr

awin

g

Sing

s ea

sy s

ongs

and

fin

gerp

lays

with

rep

etiti

vepa

ttern

s an

d w

ords

Use

s m

arks

and

/or

rand

om le

tters

to r

epre

sent

wor

ds

Dra

ws

hori

zont

al a

nd v

ertic

al li

nes

and

cros

ses

and

circ

les

Rea

lizes

pic

ture

in b

ook

is a

sym

bol f

or th

e re

alob

ject

Nam

es a

nd p

oint

s to

fam

iliar

obj

ects

in p

ictu

res

and/

or b

ooks

Use

s la

ngua

ge to

des

crib

e an

d la

bel

draw

ings

/ass

igns

a m

essa

ge to

ow

n sy

mbo

ls

Rec

ount

s ow

n ex

peri

ence

s/ca

n re

late

a s

impl

ese

quen

ce o

f ev

ents

with

beg

inni

ng, m

iddl

e, a

nden

d

Use

s dr

awin

gs to

tell/

rete

ll a

stor

y or

rel

ate

anex

peri

ence

Kno

ws

that

wri

ting

and

draw

ing

are

diff

eren

t

Beg

ins

to n

otic

e sp

ecif

ic p

rint

, suc

h as

lette

rs o

fow

n na

me

Nam

es s

ome

lette

rs

May

use

one

lette

r to

rep

rese

nt a

wor

d

Not

e: B

olde

d an

d ita

liciz

ed it

ems

are

the

Was

hing

ton

Stat

e es

sent

ial a

cade

mic

lear

ning

req

uire

men

ts (

EA

LR

s).

13

(Rev

. 6/0

0)

(In

fant

birt

h to

app

roxi

mat

ely

18 m

onth

s)(

Wri

ting

Bir

th to

Age

5

Tod

dler

12 m

onth

s to

3 y

ears

of

age)

Pres

choo

l(3

0 m

onth

s to

5 y

ears

of

age )

1.2

uses

sty

le a

ppro

pria

te to

the

audi

ence

and

pur

pose

Com

mun

icat

es w

ith o

ther

s th

roug

h fa

cial

expr

essi

ons,

voc

aliz

atio

ns, a

nd im

itatio

n (i

nfan

tca

n in

itiat

e an

d te

rmin

ate

inte

ract

ions

)Im

itate

s ad

ult o

r ol

der

child

's s

crib

bles

/dra

win

gsor

wri

tings

by

mak

ing

own

mar

ks/s

crib

bles

Req

uest

s an

adu

lt to

wri

te o

r dr

awU

ses

incr

easi

ngly

pur

pose

ful s

crib

bles

Use

s dr

awin

gs a

nd w

ritin

gs to

con

vey

mes

sage

s(e

.g.,

crea

tes

pret

end

men

us, l

ette

r to

par

ent)

1.3

appl

y w

ritin

g co

nven

tions

Rea

ches

, gra

sps,

and

put

s ob

ject

s in

mou

th

Gra

sps

and

rele

ases

, reg

rasp

s an

d re

leas

es o

bjec

tag

ain

Hol

ds a

n ea

ting

uten

sil

Tra

nsfe

rs o

bjec

t fro

m o

ne h

and

to th

e ot

her

Gra

sps

wri

ting

inst

rum

ent a

nd m

akes

mar

ks b

yba

ngin

g it

on p

aper

with

out r

egar

d to

loca

tion

Follo

ws

a m

ovin

g ob

ject

with

eye

s

Pick

s up

sm

all o

bjec

ts u

sing

fin

ger

and

thum

b(p

ince

r) g

rasp

Rec

ogni

zes

that

som

ethi

ng s

tand

s fo

r or

rep

rese

nts

som

ethi

ng e

lse

(e.g

., sa

ying

"M

ama"

is a

sym

bol

for

mot

her,

wav

ing

mea

ns s

omeo

ne m

ay le

ave)

Use

s m

arke

rs, p

enci

ls, p

aint

brus

hes,

and

fing

erpa

ints

Gra

sps

wri

ting

inst

rum

ent w

ith f

ist o

r w

hole

han

d

Func

tiona

lly h

olds

wri

ting

inst

rum

ent w

ith th

umb

up; a

ppro

xim

ates

adu

lt gr

asp

Rol

ls, p

ound

s, s

quee

zes,

con

trol

s pl

aydo

ugh

Ope

ns d

oor/

cupb

oard

s by

turn

ing

knob

Stri

ngs

larg

e be

ads

Wri

tes

with

out r

egar

d to

loca

tion

or d

irec

tion

onpa

per

Snip

s w

ith s

ciss

ors

Scri

bble

s sp

onta

neou

sly

Pain

ts u

sing

who

le a

rm to

mak

e st

roke

s

Sort

s ob

ject

s

Mat

ches

sim

ple

shap

es

Use

s ite

ms

or to

ys in

pla

y to

rep

rese

nt s

omet

hing

else

(e.

g., u

ses

bloc

k fo

r a

car

or u

ses

piec

es o

fpa

per

for

mon

ey)

Mak

es p

ictu

re-l

ike

and

lette

r-lik

e sc

ribb

les

Use

s re

cogn

izab

le f

igur

es a

nd s

hape

s to

con

vey

mea

ning

Use

s m

arke

rs, c

rayo

ns, p

enci

ls, p

aint

with

pain

tbru

shes

, and

fin

gerp

aint

or

mix

ed m

edia

tocr

eate

dra

win

gs o

r w

rite

Adj

usts

gra

sp to

the

size

and

sha

pe o

f w

ritin

gin

stru

men

t; us

es p

enci

l gra

sp

Stri

ngs

smal

l bea

ds

Beg

ins

to d

emon

stra

te d

irec

tiona

lity

with

"wri

ting"

goi

ng f

rom

left

to r

ight

and

top

tobo

ttom

Cut

s re

cogn

izab

le s

hape

s

Dra

ws/

pain

ts r

ecog

niza

ble

figu

res/

shap

es

Rec

ogni

zes

and

repl

icat

es p

atte

rns

Mat

ches

lette

rs a

nd n

umbe

rs

Use

s sy

mbo

lic r

elat

ions

hips

in p

lay

(e.g

., dr

amat

icpl

ay, b

lock

bui

ldin

g, c

reat

ive

arts

)

Wri

tes

usin

g un

reco

gniz

able

scr

ipt (

scri

bble

wri

ting)

leav

ing

spac

e be

twee

n "w

ords

"Pr

oduc

es s

ome

lette

r-lik

e fo

rms

and

lette

rs"W

rite

s" u

sing

mar

ks a

nd/o

r ra

ndom

lette

rs to

repr

esen

t wor

dsA

ttem

pts

to w

rite

ow

n na

me

Wri

tes

som

e re

cogn

izab

le le

tters

, som

etim

es in

lette

r st

ring

s or

wor

d-lik

e un

its

Not

e: B

olde

d an

d ita

liciz

ed it

ems

are

the

Was

hing

ton

Stat

e es

sent

ial a

cade

mic

lear

ning

req

uire

men

ts (

EA

LR

s).

14

(Rev

. 6/0

0)

Infa

ntbi

rth

to a

Dpr

oxim

atel

y 18

mon

ths

Wri

ting

Bir

th to

Age

5

Tod

dler

12 m

onth

s to

3 y

ears

of

a e

Pres

choo

l30

mon

ths

to 5

yea

rs o

f a

e

2. T

he s

tude

nt w

rite

s in

a v

arie

ty o

f fo

rms

for

diff

eren

t aud

ienc

es a

nd p

urpo

ses.

2.1

wri

te f

or d

iffe

rent

aud

ienc

esT

urns

hea

d in

res

pons

e to

voi

ces

and

soun

dsSh

ares

dra

win

gs a

nd w

ritin

gs w

ith o

ther

s"W

rite

s" to

com

mun

icat

e w

ith o

ther

s

2.2

wri

te f

or d

iffe

rent

pur

pose

s

IIIm

itate

s co

mm

on w

ritin

g ac

tiviti

es in

pla

y

2.3

wri

te in

a v

arie

ty o

ffor

ms

Use

s sc

ribb

les

and

pict

ures

to m

ake

lists

, let

ters

,an

d st

orie

sU

ses

draw

ings

, scr

ibbl

es, l

ette

rs, a

nd s

ome

wor

dsin

cre

atin

g lis

ts, l

ette

rs, a

nd s

tori

es

Can

sta

te w

heth

er in

form

atio

n is

rea

l or

pret

end

2.4

wri

te f

or c

aree

r ap

plic

atio

nsR

ecog

nize

s so

me

envi

ronm

enta

lpr

int/s

ymbo

ls/ic

ons

Rep

rodu

ces

som

e en

viro

nmen

tal p

rint

/sym

bols

3. T

he s

tude

nt u

nder

stan

ds a

nd u

ses

the

step

s of

the

wri

ting

proc

ess.

3.1

prew

rite

Gaz

es in

dir

ectio

n in

whi

ch a

noth

er p

erso

n is

look

ing

Shar

es c

omm

on e

xper

ienc

e w

ith a

noth

erIm

itate

s co

mm

on w

ritin

g ac

tiviti

es in

pla

y

3.2

draf

t

II

3.3

revi

se

II

3.4

edit

Rep

eats

mar

ks w

hen

enco

urag

ed to

do

soR

epea

ts s

ame

lines

in s

crib

bles

and

dra

win

gs

Beg

ins

to th

ink

befo

re d

oing

Dra

ws

som

e pi

ctur

e/sh

ape/

obje

cts

agai

n an

d ag

ain

Mak

es a

dditi

ons

to d

raw

ings

and

wri

tings

3.5

publ

ish

Cal

ls a

ttent

ion

to o

wn

wri

ting

atte

mpt

s ("

Loo

k at

my

pict

ure/

stor

y.")

Shar

es d

raw

ings

and

wri

tings

with

oth

ers

Not

e: B

olde

d an

d ita

liciz

ed it

ems

are

the

Was

hing

ton

Stat

e es

sent

ial a

cade

mic

lear

ning

req

uire

men

ts (

EA

LR

s).

15

(Rev

. 6/0

0)

Infa

ntbi

rth

to a

orox

imat

elv

18 m

onth

s

Wri

ting

Bir

th to

Age

5

Tod

dler

12 m

onth

s to

3 y

ears

of

a e

Pres

choo

l30

mon

ths

to 5

yea

rs o

f a

e

4. T

he s

tude

nt a

naly

zes

and

eval

uate

s th

e ef

fect

iven

ess

of w

ritte

n w

ork.

4.1

asse

ss o

wn

stre

ngth

s an

d ne

eds

for

impr

ovem

ent

Prod

uces

rep

etiti

ve p

atte

rns/

sym

bols

/sc

ribb

les/

lette

r-sh

apes

Sees

sel

f as

a w

rite

r: m

akes

sta

tem

ents

suc

h as

...

"I'm

wri

ting

... "

Dif

fere

ntia

tes

mar

ks m

ade

usin

g va

riou

sin

stru

men

tsSh

ows

pref

eren

ce f

or s

peci

fic

wri

ting

inst

rum

ents

/mat

eria

lsIn

dica

tes

pref

eren

ces

for

book

s/st

orie

s/ac

tiviti

esC

omm

ents

on

and

shar

es p

refe

renc

es f

or s

tori

esC

an in

dica

te s

impl

e re

ason

s fo

r lik

ing

or d

islik

ing

Kno

ws

sam

e an

d di

ffer

ent

4.2

seek

and

off

er f

eedb

ack

Show

s ot

hers

pap

er w

ith m

arks

mad

e by

sel

fT

ells

oth

ers

abou

t his

/her

dra

win

gs/"

wri

tings

"w

hen

aske

dM

akes

com

men

ts a

bout

oth

ers'

dra

win

gs a

ndw

ritin

gsD

ispl

ays

own

wri

ting

atte

mpt

s an

d dr

awin

gsW

hen

com

pute

r is

acc

essi

ble,

man

ipul

ates

mou

sean

d/or

key

s on

key

boar

dW

hen

com

pute

r is

acc

essi

ble,

chi

ld is

aw

are

that

wha

t app

ears

on

the

com

pute

r sc

reen

is w

hat

he/s

he s

elec

ted

Not

e: B

olde

d an

d ita

liciz

ed it

ems

are

the

Was

hing

ton

Stat

e es

sent

ial a

cade

mic

lear

ning

req

uire

men

ts (

EA

LR

s).

(Rev

. 6/0

0)

16

Framework for Achieving the Essential Academic Learning Requirements in

WRITINGSuggested Characteristics Infant, 0-18 months(to be worked toward by the age of 18 months)

CharacteristicLink toEALRs*

Tools for Assessing andRecording**

1 2 3 4 5

1. Reaches, rasps, and puts objects in mouth 1.3 X X

2. Grasps and releases, regrasps and releases object again 1.3 X X3. Holds an eating utensil 1.3 X X

4. Grasps writing instrument and makes marks by banging it on paperwithout regard to location

1.3 X X X

5. Picks up small objects using finger and thumb grasp 1.3 X X

6. Sits up and crawls independently 1.1 X X

7. Communicates with others through facial expressions, vocalizationsand imitation

1.2, 2.1,2.2, 3.5,

4.2

X X

8. Follows a movin. object with eyes 1.3 X X

9. Focuses on marks on paper 1.1, 1.3,2.3

X X

10. Repeats motion to make additional marks on paper 1.1, 1.3 X X X

11. Names/labels objects and people 1.1 X X

12. Responds to specific sounds and voices by turning head 1.1, 2.1 X X

13. Imitates adult's or older child's scribbles/drawings or writings bymaking own marks/scribbles 1.2

X X X

14. Transfers object from one hand to the other 1.3 X X

15. Reco.nizes that something stands for or represents something else 1.3 X X

16. Gazes in direction in which another person is looking 3.1 X X

17. Repeats marks when encouraged to do so 3.4 X X X

18. Shows others paper with marks made by self 4.2 X X

*EALRs = Essential Academic Learning Requirements

*Key for Tools for Assessing and Recording:

1-Observation (audiotape, videotape, written record).2-Work sample/portfolio.3-Interview with parent or caregiver.4-Interview with child.5-Anecdotal notes from parent, teacher journal.

BEST COPY AVAILABLE

17

WRITINGSuggested Characteristics Toddler, 12-36 months

(to be worked toward by the age of 3 years)

CharacteristicLink toEALRs*

Tools for Assessing andRecording**

1 2 3 4 5

1. Uses markers, pencils, paintbrushes, and fingerpaints 1.3 X X X

2. Functionally holds writing instrument with thumb up; approximatesadult grasp

1.3 X X

3. Paints using whole arm to make strokes 1.3 X X X

4. Rolls, pounds, squeezes, controls playdough 1.3 X X

5. Snips with scissors 1.3 X X

6. Sits in a chair and walks independently 1.3 X X

7. Scribbles spontaneously 1.1, 1.3,2.3

X X X

8. Makes marks on paper purposefully 1.1, 1.3,2.1, 2.2,3.2, 3.4,

X X X

9. Uses recognizable figures and shapes to convey meaning 1.2, 2.3 X X X

10. Writes without regard to location or direction on paper 1.1, 1.3,2.3

X X X

11. Draws horizontal and vertical lines 1.1, 1.3 X X X

12. Asks adult to write on/label child's picture 1.1 X X

13. Gives simple descriptions of past events 1.1 X X

14. Occasionally distinguishes between writing and drawing 1.1 X X X X

15. Uses symbols in play-uses objects to represent other things 1.1 X X

16. Sings easy songs and fingerplays with repetitive patterns and words 1.1 X X

17. Requests an adult to write or draw 1.2 X X

18. Uses increasingly purposeful scribbles 1.2 X X X

19. Grasps writing instrument with fist or whole hand 1.3 X X

20. Opens door/cupboards by turning knob 1.3 X X X

21. Strings large beads 1.3 X X X

22. Sorts objects 1.3 X X X

23. Matches simple shapes 1.3 X X X

24. Uses items or toys in play to represent something else 1.3 X X

25. Makes picture-like and letter-like scribbles 1.3 X X X

26. Uses scribbles and pictures to makes lists, letters, and stories 2.1, 2.3 X X X

27. Recognizes some environmental print/symbols/icons 2.4 X X X

28. Shares common experience with others 3.1 X X X

29. Repeats same lines and forms in scribbles and drawings 3.4 X X X

30. Begins to think before doing 3.4 X X

31. Calls attention to own story attempts 3.5 X X X

32. Produces repetitive patterns/symbols/scribbles/letter-shapes 4.1 X X X

33. Differentiates marks made using various instruments 4.1 X X X X

34. Indicates preferences for books/stories/activities 4.1 X X X

35. Tells others about his/her drawings/writings when asked 4.2 X X X

*EALRs = Essential Academic Learning Requirements

**Key for Tools for Assessing and Recording:

1-Observation (audiotape, videotape, written record).2-Work sample/portfolio.3-Interview with parent or caregiver.4-Interview with child.5-Anecdotal notes from parent, teacher journal. BEST COPY AVAILABLE

WRITINGSuggested Characteristics Preschool, 30 months to 5 years of age

(to be worked toward by the age of 5 years)

Characteristic Link toEALRs*

Tools for Assessing andRecording-

1 2 3 4 5

1. Uses markers, crayons, pencils, paint with paintbrushes , andfingerpaint or mixed media to create drawings or write

1.1, 1.3 X X X

2. Adjusts grasp to the size and shape of writing instrument; uses pencilgrasp

1.1, 1.3 X X

3. Imitates common writing activities in play 1.1, 1.2,2.2, 1.3,3.5, 4.2

X X X

4. Shares drawings and writings with others 1.2, 2.1,3.5, 4.2

X X

5. "Writes" to communicate with others 2.1, 2.2,2.3, 4.2,

1.2

X X X

6. Writes using unrecognizable script leaving space between "words" 1.3 X X X

7. Draws horizontal and vertical lines and crosses and circles 1.1, 1.3 X X

8. Draws/paints recognizable figures/shapes 1.1, 2.3,3.1

X X X

9. Uses drawings and writings to convey messages 1.2, 2.3 X X X X10. Uses marks and/or random letters to represent words 1.1, 1.3 X X X

11. Writes some recognizable letters, sometimes in letter strings or word-like units

1.3, 1.1 X X X

12. Uses language to describe and label drawings/assigns a message toown symbols

1.1, 1.2,2.1, 2.2,3.1, 3.2,

3.5

X X X X

13. Names and points to familiar objects in pictures and/or books 1.1, 1.2,2.1, 2.2,2.3, 4.2

X X

14. Realizes picture in book is a symbol for the real object 1.1, 1.3 X X X

15. Recounts own experiences/can relate a simple sequence of eventswith beginning, middle, and end

1.1, 1.3 X X X

16. Uses drawings to tell/retell a story or relate an experience 1.1 X X X17. Knows that writing and drawing are different 1.1, 1.3 X X X X

18. Begins to notice specific print, such as letters of own name 1.1 X X X19. Names some letters 1.1 X X X20. May use one letter to represent a word 1.1 X X X

21. Strings small beads 1.3 X X X

22. Begins to demonstrate directionality with "writing" going from left toright and top to bottom

1.3 X X X

23. Cuts recognizable shapes 1.3 X X X

24. Recognizes and replicates patterns 1.3 X X X

25. Matches letter and numbers 1.3 X X X

WRITINGSuggested Characteristics Preschool, 30 months to 5 years of age

(to be worked toward by the age of 5 years)(continued)

Characteristic Link toEALFts*

Tools for Assessing andRecordin.**

1 2 3 4 5

26. Uses symbolic relationships in play 1.3 X X

27. Produces some letter-like forms and letters 1.3 X X X

28. Uses drawings, scribbles, letters and some words in creating lists,letters, and stories. 2.3

X X X

29. Can state whether information is real or pretend 2.3 X X X

30. Reproduces some environmental print/symbols 2.4 X X X

31. Draws same picture/shape/object again and again 3.4 X X X

32. Makes additions to drawings and writings 3.4 X _ X X

33. Share drawings and writings with others 2.1, 3.4,3.5

X X X X

34. Sees self as a writer; makes statements such as "I'm writin. ... " 4.1 X

35. Shows preference for specific writing instruments/materials 4.1 X X X

36. Comments on and shares preferences for stories; can indicate simplereasons for liking or disliking

4.1 X X X

37. Knows same and different 4.1 X X X X

38. Makes comments about others' drawings and writings 4.2 X X

39. Displays own writing attempts and drawings 4.2 X X X40. When computer is accessible, manipulates mouse and/or keys on

keyboard1.3, 4.2 X X

41. When computer is accessible, child is aware that what appears on thecomputer screen is what he/she selected

4.2 X X

42. "Writes" using marks and/or random letters to represent words 1.3 X X X X

43. Attempts to write own name 1.3 X X X X

*EALRs = Essential Academic Learning Requirements

**Key for Tools for Assessing and Recording:

1-Observation (audiotape, videotape, written record).2-Work sample/portfolio.3-Interview with parent or caregiver.4-Interview with child.5-Anecdotal notes from parent, teacher journal.

BEST COPY AVMLABLE

20

23

We know that reading, writing, and communication skills, along with understandingof concepts from content areas, form the basis for literacy. Communication is acomplex set of skills that enable us to exchange our ideas, thoughts, and feelings withothers. Communication may be verbal, may be written, or may be through differentsymbol methods such as sign language. Communication may also be subtle throughtouch, facial expressions, and body language.

Learning to communicate well with others is critical for success in school to helpteachers understand what we have learned; with family and friends as wecommunicate to get our needs met; and in careers as we communicate neededinformation to clients, customers, and co-workers.

The suggested characteristics for communication for infants, toddlers, andpreschoolers are coordinated with Washington's essential academic learningrequirements. They look at the age span from birth to 5 years and provide acontinuum (or developmental progression) of characteristic skills that childrentypically achieve within each age range. They represent not only the ability to usewords to express ideas and feelings but the other skills that enable communication toworkthe development of vocabulary, use of appropriate language structures, andthe social skills which help true communication to take place between people.

21

Fram

ewor

k fo

r A

chie

ving

the

Ess

entia

l Aca

dem

ic L

earn

ing

Req

uire

men

ts in

Infa

ntbi

rth

to a

ppro

xim

ate

l18

mon

ths

Com

mun

icat

ion

Bir

th to

Age

5

Sugg

este

d ch

arac

teri

stic

s to

be

wor

ked

tow

ard

by a

ge 5

.

Tod

dler

12 m

onth

s to

3 y

ears

of

a e

Pres

choo

l30

mon

ths

to 5

yea

rs o

f a

e

1. T

he s

tude

nt u

ses

liste

ning

and

obs

erva

tion

skill

s to

gai

n un

ders

tand

ing.

1.1.

foc

us a

ttent

ion

Tur

ns to

loca

te th

e so

urce

of

a so

und

Loo

ks f

or a

n ob

ject

or

pers

on w

hen

invi

ted

toL

ooks

tow

ard

pers

on w

hile

list

enin

g to

a w

hole

Mak

es a

nd s

usta

ins

eye

cont

act i

n re

spon

se to

"loo

k"st

atem

ent a

nd li

sten

s th

roug

h a

peer

's s

tate

men

tot

her

pers

on's

voi

ceFo

llow

s a

nonv

erba

l dir

ectio

n (h

ead

nod,

hea

dR

espo

nds

by lo

okin

g w

hen

dire

cted

to lo

ok a

t aO

rien

ts to

spe

aker

whe

n na

me

is c

alle

d

Pays

atte

ntio

n to

wha

t ano

ther

per

son

is lo

okin

g at

or p

oint

ing

to

shak

e, p

oint

)sp

ecif

ic a

ttrib

ute

(i.e

., fi

nd th

e re

d so

ck, s

it in

the

Ich

air)

g

1.2

liste

n an

d ob

serv

e to

gai

n an

d in

terp

ret i

nfor

mat

ion

Cha

nges

aff

ect i

n re

spon

se to

ano

ther

's v

oice

,ge

stur

es, o

r fa

cial

exp

ress

ion

Follo

ws

a si

mpl

e di

rect

ion

("br

ing

me

your

soc

k")

Atte

nds

to s

hort

sto

ries

, fin

gerp

lays

, or

othe

r

Imita

tes

othe

r ch

ildre

n's

play

idea

s

Ada

pts

othe

r ch

ildre

n's

appr

oach

es to

a p

robl

emR

espo

nds

diff

eren

tially

to e

nvir

onm

enta

l sou

nds

activ

ities

with

inte

rest

the

child

is tr

ying

to s

olve

Voc

aliz

es o

r ge

stur

es in

res

pons

e to

ano

ther

'svo

ice

Tak

es tu

rn in

a g

roup

dis

cuss

ion

or li

sten

s to

othe

rs a

nd r

espo

nds

in a

gro

up d

iscu

ssio

nV

ocal

izes

dur

ing

turn

taki

ngSh

ows

unde

rsta

ndin

g of

ano

ther

's f

eelin

gs w

ithad

ult s

uppo

rt

1.3

chec

k fo

r un

ders

tand

ing

by a

skin

g qu

estio

ns a

nd p

arap

hras

ing

Inse

rts

gest

ures

, sou

nds,

or

wor

d in

con

vers

atio

nal

turn

taki

ngIn

depe

nden

tly lo

cate

s ob

ject

s w

hen

they

are

disc

usse

d by

oth

ers

Inde

pend

ently

ask

s a

ques

tion

on th

e to

pic

anot

her

child

has

rai

sed

Use

s vo

cal i

nfle

ctio

n or

fac

ial e

xpre

ssio

ns to

gai

nun

ders

tand

ing

or to

ver

ify

info

rmat

ion

Use

s a

ques

tion

form

, fac

ial e

xpre

ssio

n, o

rin

flec

tion

to g

ain

or v

erif

y in

form

atio

nIn

depe

nden

tly a

sks

a qu

estio

n on

the

topi

c an

adu

ltha

s ra

ised

Rep

eats

a w

ord

or s

hort

phr

ase

to v

erif

y or

pra

ctic

ene

w in

form

atio

nIn

depe

nden

tly r

ephr

ases

ano

ther

's s

tate

men

t

Not

e: B

olde

d an

d ita

liciz

ed it

ems

are

the

Was

hing

ton

Stat

e es

sent

ial a

cade

mic

lear

ning

req

uire

men

ts (

EA

LR

s).

22

(Rev

. 6/0

0)

Infa

ntbi

rth

to a

ooro

xim

atel

v 18

mon

ths

Com

mun

icat

ion

Bir

th to

Age

5

Tod

dler

12 m

onth

s to

3 y

ears

of

a e

Pres

choo

l30

mon

ths

to 5

yea

rs o

f a

e

2. T

he s

tude

nt c

omm

unic

ates

idea

s cl

earl

y an

d ef

fect

ivel

y.2.

1 co

mm

unic

ate

clea

rly

to a

ran

ge o

f au

dien

ces

for

diff

eren

t pur

pose

sV

ocal

izes

to g

et a

ttent

ion

Ask

s fo

r na

mes

of

unfa

mili

ar o

bjec

ts (

"wha

t'sIn

vite

s a

peer

to p

lay

Indi

cate

s a

spec

ific

per

son,

obj

ect,

or e

vent

by

this

?")

Use

s se

nten

ces

to in

flue

nce

the

actio

ns o

f ot

hers

poin

ting

Has

fun

pla

ying

with

wor

ds a

nd s

ound

sD

elig

hts

in u

sing

"fo

rbid

den"

wor

ds a

s a

mea

ns o

fU

ses

gest

ures

, sou

nds,

wor

ds, a

nd m

ovem

ent t

oM

ay d

elig

ht in

usi

ng w

ords

that

are

"fo

rbid

den"

as

elic

iting

rea

ctio

ns f

rom

the

lisen

ter

initi

ate

an in

tera

ctio

n or

gam

e (p

eek-

a-bo

o, s

ong,

hand

ing

a bo

ok o

r co

at to

som

eone

) to

get

nee

dsm

et

Use

s on

e w

ord

utte

ranc

e or

sho

rt p

hras

es to

infl

uenc

e ac

tions

of

othe

rs, s

uch

as s

top,

no,

min

e

a m

eans

of

elic

iting

rea

ctio

ns f

rom

the

liste

ner

Use

s sh

ort p

hras

es to

infl

uenc

e th

e ac

tions

of

othe

rs

Tel

ls o

ther

s "s

top"

or

"no"

Def

ends

sel

f w

ith "

I...

" s

tate

men

ts

Initi

ates

and

mai

ntai

ns c

onve

rsat

ions

with

adu

lts

Ask

s qu

estio

ns to

initi

ate

conv

ersa

tions

, gai

nin

form

atio

n

Initi

ates

con

vers

atio

ns w

ith a

dults

by

com

men

ting

or m

akin

g a

stat

emen

t or

aski

ng a

que

stio

n

2.2

deve

lop

cont

ent a

nd id

eas

Use

s va

riat

ions

in g

estu

res

and

volu

me,

pitc

h, a

ndU

ses

desc

ript

ors

such

as

big,

mor

e, s

cary

Initi

ates

com

mun

icat

ion

to h

ave

need

s m

etin

tens

ity o

f vo

caliz

atio

ns to

con

vey

diff

eren

ces

inm

eani

ngU

ses

wor

ds to

des

crib

e ph

ysic

al a

nd e

mot

iona

lst

ates

suc

h as

"co

ld,"

"tir

ed,"

"hu

ngry

," "

angr

y,"

Des

crib

es a

n ex

peri

ence

con

tain

ing

a se

quen

ce o

fev

ents

"hap

py,"

"sa

d"

Use

s sh

ort p

hras

es o

r se

nten

ces

to d

escr

ibe

fam

iliar

, im

med

iate

exp

erie

nces

("M

omm

y go

stor

e."

"Kitt

y pl

ay w

ith m

e.")

Des

crib

es h

ow a

pro

duct

was

cre

ated

or

a re

sult

was

acc

ompl

ishe

d

Play

s w

ord

gam

es f

ollo

win

g a

patte

rn

Exp

lain

s w

ords

use

d by

the

child

in c

onte

xt

Off

ers

play

idea

s in

the

form

of

"Let

's...

"

Ask

s fo

r ite

ms

usin

g "C

ould

I...

?"

Exp

ress

es e

mot

ions

con

stru

ctiv

ely,

(i.e

., st

atin

g "I

do n

ot w

ant t

o do

this

" or

" h

e m

akes

me

real

lym

ad"

rath

er th

an a

ctin

g ou

t)

Not

e: B

olde

d an

d ita

liciz

ed it

ems

are

the

Was

hing

ton

Stat

e es

sent

ial a

cade

mic

lear

ning

req

uire

men

ts (

EA

LR

s).

23

(Rev

. 6/0

0)

Infa

ntbi

rth

to a

oDro

xim

atel

v 18

mon

ths

Com

mun

icat

ion

Bir

th to

Age

5

Tod

dler

12 m

onth

s to

3 y

ears

of

a e

Pres

choo

l30

mon

ths

to 5

yea

rs o

f a

e,

...

.

2.3

use

effe

ctiv

e de

liver

yU

ses

a va

riet

y of

fac

ial e

xpre

ssio

ns, i

nfle

ctio

ns,

and

soun

ds to

com

mun

icat

e in

tent

(sm

iles,

coo

s,cr

ies,

chu

ckle

s)

Use

s va

riet

y of

voc

al to

nes

and

body

lang

uage

toco

nvey

mea

ning

s, in

tent

s, id

eas,

and

em

otio

nsA

djus

ts d

eliv

ery

of la

ngua

ge a

ppro

pria

tely

to a

vari

ety

of s

ettin

gs

Use

s co

nsis

tent

sou

nds,

wor

ds o

r ge

stur

es to

com

mun

icat

e a

spec

ific

mea

ning

(ba

ba =

bot

tle,

gest

ure

for

"mor

e" o

r "c

ome

here

")

2.4

use

effe

ctiv

e la

ngua

ge a

nd s

tyle

Cha

nges

pitc

h, in

flec

tion,

and

vol

ume

toU

ses

poss

essi

ve p

rono

uns

to c

lari

fyU

ses

mor

e co

mpl

ex s

ente

nces

com

mun

icat

e m

eani

ngco

mm

unic

atio

n ("

min

e" "

siss

y's"

)U

ses

desc

ript

ions

eff

ectiv

ely

Use

s sh

ort s

ente

nces

Exp

erim

entin

g w

ith a

var

iety

of

styl

es o

fco

mm

unic

atio

n (i

.e.,

body

lang

uage

, ton

e of

voi

ce,

infl

ectio

ns)

2.5

effe

ctiv

ely

use

actio

n, s

ound

, and

/or

imag

es to

sup

port

pre

sent

atio

nsU

ses

soun

ds a

nd g

estu

res

to c

omm

unic

ate

cont

ent

of p

lay

("m

eow

," "

mot

or s

ound

s")

Play

act

s fa

mili

ar a

ctiv

ities

(du

stin

g, f

eedi

ng d

oll,

pret

end

cook

ing)

Con

veys

an

actio

n or

fee

ling

nonv

erba

lly in

pret

end

mov

emen

ts

Use

s se

lf-t

alk

and

soun

d ef

fect

s in

pla

yR

epre

sent

s in

ske

tche

s an

und

erst

andi

ng o

f w

hat i

sse

en

Dep

icts

a s

ente

nce

or p

hras

e in

a d

raw

ing

Pain

ts a

per

sona

lly s

igni

fica

nt w

ork,

fill

ing

spac

ew

ith v

arie

d br

ushs

trok

es a

nd in

tent

iona

lly m

ixed

colo

r

Mov

es b

ody

free

ly in

gen

eral

spa

ce to

exp

ress

the

spee

d, f

orce

, or

chan

ges

of a

mus

ical

sel

ectio

n

Adj

usts

com

mun

icat

ion

styl

e to

the

liste

ner

Enj

oys

mak

ing

up s

tori

es

Not

e: B

olde

d an

d ita

liciz

ed it

ems

are

the

Was

hing

ton

Stat

e es

sent

ial a

cade

mic

lear

ning

req

uire

men

ts (

EA

LR

s).

24

(Rev

. 6/0

0)

Infa

ntbi

rth

to a

rrnr

oxim

atel

v 18

mon

ths

Com

mun

icat

ion

Bir

th to

Age

5

Tod

dler

12 m

onth

s to

3 y

ears

of

a e

Pres

choo

l30

mon

ths

to 5

yea

rs o

f a

e

3. T

he s

tude

nt u

ses

com

mun

icat

ion

stra

tegi

es a

nd s

kills

to w

ork

effe

ctiv

ely

with

oth

ers.

3.1

use

lang

uage

to in

tera

ct e

ffec

tivel

y an

d re

spon

sibl

y w

ith o

ther

sR

espo

nds

to c

omm

unic

atio

n pa

rtne

r by

ges

turi

ng,

voca

lizin

g, a

nd v

erba

lizin

gT

akes

turn

s in

con

vers

atio

ns f

or s

ever

al e

xcha

nges

Ask

s qu

estio

ns to

ext

end

enga

gem

ent (

"why

?")

Con

trib

utes

a p

erso

nal e

xpre

ssio

n in

the

cont

ext o

fth

e to

pic

bein

g di

scus

sed

by o

ther

sIn

itiat

es in

tera

ctio

ns w

ith o

ther

sIn

itiat

es to

mak

e ch

oice

sA

sks

to b

e re

ad to

, tol

d a

stor

y, o

r pl

ayed

with

Use

s di

alog

ue to

rep

rese

nt a

cha

ract

er w

hen

role

play

ing

Mai

ntai

ns "

inte

ract

ions

" us

ing

diff

eren

t str

ateg

ies

Dir

ects

oth

ers

with

wor

ds (

"min

e,"

"gim

me,

"

Com

mun

icat

es n

eeds

/wan

ts u

sing

ges

ture

s,vo

caliz

atio

ns, o

r ve

rbal

izat

ions

Com

mun

icat

es n

eeds

or

wan

ts w

ith w

ords

or

phra

ses

Mod

ifie

s w

ords

and

act

ions

whe

n th

e fi

rst

com

mun

icat

ion

atte

mpt

is n

ot r

espo

nded

to

Ask

s qu

estio

ns f

or c

lari

fica

tion

or e

labo

ratio

n

Rec

ites

fam

iliar

son

gs, f

inge

rpla

ys, s

tori

essp

onta

neou

sly

Des

crib

es a

seq

uenc

e of

eve

nts

that

the

liste

ner

does

not

kno

w a

bout

Ask

s an

d an

swer

s qu

estio

ns, s

uch

as,

*W

hat i

s th

e sa

me

abou

t thi

s an

d th

at?

(gen

eral

izat

ion)

*W

hat i

s no

t?

(exa

mpl

es o

f ex

clus

ion)

*T

ell m

e th

e st

eps

how

to d

o th

is. (

know

npr

oced

ure)

*W

hat w

ill h

appe

n? (

pred

ictio

n)*

Wha

t (el

se)

coul

d w

e us

e (d

o) to

sol

ve th

ispr

oble

m?

*W

hy?

(rat

iona

le f

or r

ealit

y)

Not

e: B

olde

d an

d ita

liciz

ed it

ems

are

the

Was

hing

ton

Stat

e es

sent

ial a

cade

mic

lear

ning

req

uire

men

ts (

EA

LR

s).

25

(Rev

. 6/0

0)

(

Infa

ntbi

rth

to a

ppro

xim

atel

y 18

mon

ths )

Com

mun

icat

ion

Bir

th to

Age

5

(

Tod

dler

12 m

onth

s to

3 y

ears

of

age)

Pres

choo

l(3

0 m

onth

s to

5 y

ears

of

age )

3.2

wor

k co

oper

ativ

ely

as a

mem

ber

of a

gro

upV

ocal

izes

or

verb

aliz

es a

bout

ow

n pl

ayN

otic

es a

noth

er's

act

ivity

"Rea

ds"

fam

iliar

sto

ries

to o

ther

s

Join

s in

sm

all g

roup

act

iviti

es f

or s

hort

per

iods

Exp

ress

es p

leas

ure

to o

ther

s no

nver

bally

, voc

ally

,or

ver

bally

Will

som

etim

es c

hang

e di

rect

ion

of o

wn

play

toim

itate

oth

ers

Show

s an

inte

rest

in p

hysi

cal d

iffe

renc

es b

etw

een

self

and

oth

ers

Tra

des

one

item

with

ano

ther

Play

s co

oper

ativ

ely

with

two

or m

ore

child

ren

Off

ers

toy

(ges

tura

lly/v

erba

lly)

to a

noth

erPa

sses

item

s to

oth

ers

Show

s aw

aren

ess

of s

ocia

l rul

es o

f a

grou

p (b

eing

Tha

nks

othe

rsni

ce, c

onse

quen

ces

for

taki

ng a

noth

er's

toy)

Get

s ite

ms

need

ed b

y ot

hers

with

out b

eing

ask

ed

Off

ers

a tu

rn to

oth

ers

Cho

oses

a p

artn

er a

nd a

ccep

ts a

par

tner

3.3

seek

agr

eem

ent a

nd s

olut

ions

thro

ugh

disc

ussi

onC

orre

cts

othe

r pe

rson

's w

ord

choi

ces

or s

tate

men

ts("

me

not b

aby,

me

big

girl

")R

espo

nds

affi

rmat

ivel

y to

pla

y id

eas

of o

ther

child

ren

Res

pond

s to

pla

y id

eas

with

an

exte

nsio

n or

an

alte

rnat

ive

Com

men

ts o

n co

oper

ativ

e ac

ts to

oth

ers,

"W

edi

d....

"

Stat

es a

nd s

uppo

rts

own

poin

t of

view

4. T

he s

tude

nt a

naly

zes

and

eval

uate

s th

e ef

fect

iven

ess

of f

orm

al a

nd in

form

al c

omm

unic

atio

n.4.

1 as

sess

str

engt

hs a

nd n

eed

for

impr

ovem

ent

Dem

onst

rate

s w

ith f

acia

l exp

ress

ion

or b

ody

With

adu

lt su

ppor

t, re

cogn

izes

the

need

toW

ith a

dult

supp

ort,

reco

gniz

es a

nd c

hang

esm

ovem

ent t

hat h

e/sh

e un

ders

tand

s w

hen

som

ethi

ng m

eets

with

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26

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27

Framework for Achieving the Essential Academic Learning Requirements in

COMMUNICATIONSuggested Characteristics Infant, 0-18 months(to be worked toward by the age of 18 months)

Characteristic Link toEALR5*

Tools for Assessing andRecording**

1 2 3 4

1. Turns to locate the source of a sound 1.1 X X

2. Makes and sustains eye contact in response to other person's voice 1.1 X X

3. Orients to speaker when name is called 1.1 X X

4. Pays attention to what another person is looking at or pointing_to 1.1 X X

5. Changes affect in response to another's voice, gestures, or facialexpression

1.2 X X

6. Responds differentially to environmental sounds 1.2 X X

7. Vocalizes or gestures in response to another's voice 1.2 X X

8. Vocalizes during turn taking 1.2 X X

9. Inserts gestures, sounds, or word in conversational turn taking 1.3 X X

10. Uses vocal inflection or facial expressions to gain understanding or toverify information

1.3 X X

11. Vocalizes to get attention 2.1 X X

12. Indicates a specific person, object, or event by pointing 2.1 X X

13. Uses gestures, sounds, words, and movement to initiate an interactionor game to get needs met

2.1 X X

14. Uses one-word utterance or short phrases to influence actions ofothers, such as stop, no, mine

2.1 X X

15. Uses variations in gestures and volume, pitch, and intensity ofvocalizations to convey differences in meaning

2.2 X X

16. Uses a variety of facial expressions, inflections, and sounds tocommunicate intent

2.3 X X

17. Uses consistent sounds, words, or gestures to communicate a specificmeaning

2.3 X X

18. Changes pitch, inflection, and volume to communicate meaning 2.4 X X

19. Uses sounds and gestures to communicate content of play 2.5 X X

20. Responds to communication partner by gesturing, vocalizing, andverbalizing

3.1 X X

21. Initiates interactions with others 3.1 X X

22. Initiates to make choices 3.1 X X

23. Maintains "interactions" using different strategies 3.1 X X

24. Communicates needs/wants using gestures, vocalizations, orverbalizations

3.1 X X

25. Vocalizes or verbalizes about own play 3.2 X X

26. Notices another's activity 3.2 X X

27. Will sometimes change direction of own play to imitate others 3.2 X X

28. Demonstrates with facial expression or body movement that he/sheunderstands when something_meets with approval or disapproval

4.1 X X

29. After an event has occurred, child checks for feedback 4.2 X X

30. Shows strong preferences for certain toys, music, and books 4.3 X X

31. Imitates adult behaviors 4.4 X X

*EALRs = Essential Academic Learning Requirements

**Key for Tools for Assessing and Recording:

1-Observation (audiotape, videotape, written record).2-Work sample/portfolio.3-Interview with parent or caregiver.4-Interview with child.5-Anecdotal notes from parent, teacher journal.

28

3 6 BEST COPY AVAILABLE

COMMUNICATIONSuggested Characteristics Toddler, 12-36 months

(to be worked toward by the age of 3 years)

Characteristic Link toEALRe

Tools for Assessing andRecording-

1 2 3 4 5

1. Looks for an object or person when invited to "look" 1.1 X X

2. Follows a nonverbal direction 1.1 X X

3. Follows a simple direction 1.2 X X

4. Attends to short stories, fingerplays, or other's activities with interest 1.2 X X

5. Independently locates objects when they are discussed by others 1.3 X X

6. Uses a question form, facial expression, or inflection to gain or verifyinformation

1.3 X X

7. Repeats a word or short phrase to verify or practice new information 1.3 X X

8. Asks for names of unfamiliar objects 2.1 X X

9. Has fun playing with words and sounds 2.1 X X

10. May delight in using words that are "forbidden" as a means of elicitingreactions from the listener

2.1 X X

11. Uses short phrases to influence the actions of others 2.1 X X

12. Uses descriptors such as big, more, scary 2.2 X X

13. Uses words to describe physical and emotional states such as "cold,""tired," "hungry," "angry," "happy," "sad"

2.2 X X

14. Uses short phrases or sentences to describe familiar, immediateexperiences

2.2 X X

15. Uses variety of vocal tones and body language to convey meanings,intents, ideas, and emotions

2.3 X X

16. Uses possessive pronouns to clarify communication 2.4 X X

17. Uses short sentences 2.4 X X

18. Play acts familiar activities 2.5 X X

19. Uses self-talk and sound effects in play 2.5 X X

20. Takes turns in conversations for several exchanges 3.1 X X

21. Asks questions to extend engagement 3.1 X X

22. Asks to be read to, told a story, or played with 3.1 X X

23. Directs others with words 3.1 X X

24. Communicates needs or wants with words or phrases 3.1 X X

25. Recites familiar songs, fingerplays, stories spontaneously 3.1 X X

26. "Reads" familiar stories to others 3.2 X X

27. Joins in small group activities for short periods 3.2 X X

28. Shows an interest in physical differences between self and others 3.2 X X

29. Offers toy to another 3.2 X X

30. Shows awareness of social rules of a group 3.2 X X

31. Corrects other person's word choices or statements 3.3 X X

32. With adult support, recognizes the need to communicate in aconstructive fashion

4.1 X X

33. In the midst of an interaction, pauses and seeks verbal and/ornonverbal feedback from a partner

4.2 X X

34. Requests clarification or affirmation in communication exchange 4.2 X X

35. Offers feedback in a communication exchange 4.2 X

29

3

BEST COPY AVAILABLE

COMMUNICATIONSuggested Characteristics Toddler, 12-36 months

(to be worked toward by the age of 3 years)(continued)

Characteristic Link toEALRs*

Tools for Assessing andRecording**

1 2 3 4 5

36. Shows strong preferences for certain books, stories, movies, cartoons,music

4.3 X X

37. Role plays different professions 4.4 X X

*EALRs = Essential Academic Learning Requirements

**Key for Tools for Assessing and Recording:

1Observation (audiotape, videotape, written record).2Work sample/portfolio.3Interview with parent or caregiver.4Interview with child.5Anecdotal notes from parent, teacher journal.

30

3 8

COMMUNICATIONSuggested Characteristics Preschool, 30 months to 5 years of age

(to be worked toward by the age of 5 years)

Characteristic Link toEALRe

Tools for Assessing andRecording**

1 2 3 4 5

1. Looks at person while listening to a whole statement and listensthrough a peer's statement

1.1 X X

2. Responds by looking when directed to look at a specific attribute 1.1 X X

3. Imitates other children's play ideas 1.2 X X

4. Adapts other children's approaches to a problem the child is trying tosolve

1.2 X X

5. Takes turn in a group discussion or listens to others and responds in agroup discussion

1.2 X X

6. Shows understandin of another's feelings with adult support 1.2 X X X

7. Independently asks a question on the topic another child has raised 1.3 X X

8. Independently asks a question on the topic an adult has raised 1.3 X X

9. Independently rephrases another's statement 1.3 X X

10. Invites a peer to play 2.1 X X

11. Uses sentences to influence the actions of others 2.1 X X

12. Delights in using "forbidden" words as a means of eliciting reactionsfrom the listener

2.1 X X

13. Tells others "stop" or "no" 2.1 X X

14. Defends self with "I ... statement 2.1 X X

15. Initiates and maintains conversations with adults 2.1 X X

16. Asks uestions to initiate conversations, ain information 2.1 X X

17. Initiates conversations with adults by commenting or making astatement or asking a question

2.1 X X X

18. Initiates communication to have needs met 2.2 X X

19. Describes an experience containing a sequence of events 2.2 X X

20. Describes how a product was created or a result was accomplished 2.2 X X X

21. Plays word games following a pattern 2.2 X X

22. Explains words used by the child in context 2.2 X X X

23. Offers play ideas in the form of "Let's ... 2.2 X X X

24. Asks for items using "Could I ... ?" 2.2 X X

25. Expresses emotions constructively 2.2 X X

26. Adjusts delivery of language appropriately to a variety of settings 2.3 X X

27. Uses more complex sentences 2.4 X X

28. Uses descriptions effectively 2.4 X X X

29. Experiments with a variety of styles of communication 2.4 X X

30. Conveys an action or feeling nonverbally in pretend movements 2.5 X X

31. Represents in sketches an understanding of what is seen 2.5 X X X

32. Depicts a sentence or phrase in a drawing 2.5 X X

33. Paints a personally significant work, filling space with variedbrushstrokes and intentionally mixed color

2.5 X X

34. Moves body freely in general space to express the speed, force, orchanges of a musical selection

2.5 X X

35. Adjusts communication style to the listener 2.5 X X

36. Enjoys making up stories 2.5 X X X

31

3 9BEST COPY AVAILABLE

COMMUNICATIONSuggested Characteristics Preschool, 30 months to 5 years of age

(to be worked toward by the age of 5 years)(continued)

Characteristic Link toEALR5*

Tools for Assessing andRecording"'

1 2 3 4 5

37. Contributes a personal expression in the context of the topic beingdiscussed by others

3.1 X X X

38. Uses dialogue to represent a character when role playing 3.1 X X X

39. Modifies words and actions when the first communication attempt isnot responded to

3.1 X X

40. Asks questions for clarification or elaboration 3.1 X X

41. Describes a sequence of events that the listener does not know about 3.1 X X X

42. Asks and answers questions, such as,

* What is the same about this and that? (generalization)* What is not ? (examples of exclusion)

3.1 X X X

* Tell me the steps how to do this. (known procedure)* What will happen? (prediction)* What (else) could we use (do) to solve this problem?* Why? (rationale for reality)

43. Expresses pleasure to others nonverbally, vocally, or verbally 3.2 X X

44. Trades one item with another 3.2 X X

45. Plays cooperatively with two or more children 3.2 X X

46. Passes items to others 3.2 X X

47. Thanks others 3.2 X X48. Gets items needed by others without beinasked 3.2 X X49. Offers a turn to others 3.2 X X

50. Chooses a partner and accepts a partner 3.2 X X

51. Responds affirmatively to play ideas of other children 3.3 X X

52. Responds to play ideas with an extension or an alternative 3.3 X X53. Comments on cooperative acts to others, "We did .... " 3.3 X X

54. States and supports own point of view 3.3 X X X

55. With adult support, recognizes and changes communication styles toaddress the current situation

4.1 X X X

56. Uses questions to seek feedback or information 4.2 X X57. Indicates likes/dislikes of events, actions, or persons 4.2 X X X58. Corrects statements of others to match his or her own point of view 4.2 X X

59. With adult support, analyzes the degree of reality portrayed in videos,cartoons, and commercials

4.3 X X X

60. When involved in dramatic play, child incorporates communicationstrategies

4.4 X X

"EALRs = Essential Academic Learning Requirements

"Key for Tools for Assessing and Recording:

1-Observation (audiotape, videotape, written record).2-Work sample/portfolio.3-Interview with parent or caregiver.4-Interview with child.5-Anecdotal notes from parent, teacher journal.

32

4 0BEST COPY AVAILABLE

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U.S. Department of EducationOffice of Educational Research and Improvement (OER1)

National Library of Education (NLE)Educational Resources Information Center (ERIC)

NOTICE

Reproduction Basis

ERICElocattral karat telioniin Cm,

This document is covered by a signed "Reproduction Release (Blanket)"form (on file within the ERIC system), encompassing all or classes ofdocuments from its source organization and, therefore, does not require a"Specific Document" Release form.

This document is Federally-funded, or carries its own permission toreproduce, or is otherwise in the public domain and, therefore, may bereproduced by ERIC without a signed Reproduction Release form (either"Specific Document" or "Blanket").

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