The language, communication, and literacy learning progressions included here are intended to represent common development of language skills in a child’s primary language or modes of communication. Children who are learning multiple languages or children who are learning to communicate in modes of communication different from that of their primary caregiver may demonstrate individual variation in their progress toward these language and literacy goals. Those supporting children who are learning multiple languages may also want to refer to the supplemental Dual Language Learner Framework to be used in conjunction with considering a child’s progress in their primary language or mode of communication through the use of this domain. Language, Communication, and Literacy Language and Literacy 0-6 months 6-12 months 12-18 months 18-24 months 24-36 months 3 to 4 years 4 to 5 Learning Indicators: Indicators: Indicators: Indicators: Indicators: Indicators: Indicators: Progression This is evident, This is evident, This is evident, This is evident, This is evident, This is evident, This is evident, for example, for example, for example, for example, for example, for example, for example, when children: when children: when children: when children: when children: when children: when children: Strand A: Early learning experiences will support children to understand language (receptive language). Word L.6.1 Respond L.12.1 L.18.1 Understand L.24.1 Demonstrate L.36.1 Demonstrate L.48.1 Understand words L.60.1 Understand an increasing Comprehension to facial Understand that that words, in a variety of ways an understanding or for objects, actions variety and specificity of expressions words, gestures gestures or understanding of of an increased and visible attributes found for objects, actions and attributes or voices by and/or signs stand for most of what is vocabulary, frequently in both real and encountered in both real and changing own represent people, objects, or communicated influenced by symbolic contexts symbolic contexts facial expression, objects, people experiences that through gestures, experiences and L60.2 Determine the meanings of crying or altering or experiences are not present signs or oral language relationships unknown using the movements context of conversations, pictures L 24.2 Point to familiar or concrete objects objects, people and body parts HELP 2-1 A-B: Understanding the meaning of words (Objects, Events and Relationships; Body Parts) Strands and Items Strand A: Early learning experiences will support children to understand language (receptive language). (continued)
The language, communication, and literacy learning progressions included here are intended to represent common development of language skills in a child’s primary language or modes of communication. Children who are learning multiple languages or children who are learning to communicate in modes of communication different from that of their primary caregiver may demonstrate individual variation in their progress toward these language and literacy goals. Those supporting children who are learning multiple languages may also want to refer to the supplemental Dual Language Learner Framework to be used in conjunction with considering a child’s progress in their primary language or mode of communication through the use of this domain. Language, Communication, and Literacy Language and Literacy 0-6 months 6-12 months 12-18 months 18-24 months 24-36 months 3 to 4 years 4 to 5 Learning Progression Indicators: This is evident, for example, when children: Indicators: This is evident, for example, when children: Indicators: This is evident, for example, when children: Indicators: This is evident, for example, when children: Indicators: This is evident, for example, when children: Indicators: This is evident, for example, when children: Indicators: This is evident, for example, when children: Strand A: Early learning experiences will support children to understand language (receptive language). Word Comprehension L.6.1 Respond to facial expressions or voices by changing own facial expression, crying or altering movements L.12.1 Understand that words, gestures and/or signs represent objects, people or experiences L.18.1 Understand that words, gestures or stand for people, objects, or experiences that are not present L.24.1 Demonstrate in a variety of ways understanding of most of what is communicated through gestures, signs or oral language L.36.1 Demonstrate an understanding of an increased vocabulary, influenced by experiences and relationships L.48.1 Understand words or for objects, actions and visible attributes found frequently in both real and symbolic contexts L.60.1 Understand an increasing variety and specificity of for objects, actions and attributes encountered in both real and symbolic contexts L60.2 Determine the meanings of unknown using the context of conversations, pictures or concrete objects L 24.2 Point to familiar objects, people and body parts HELP Strands and Items 2-1 A-B: Understanding the meaning of words (Objects, Events and Relationships; Body Parts) Strand A: Early learning experiences will support children to understand language (receptive language). (continued)
CT-ELDS-HELPalignment.docx