Speech and language development of school age children.

1. Language Development and Literacy

2. EDT 571 Summer 1 2010
Presented By:
 Jennifer Dodge
 Ashton Sprouse
 Harold Stanfield
 Rosie Amstutz
 David Ashdown

3. School Age: An Overview
According to CHALL, children this age are in stage 1 and 2 of the 5
developmental stages. Stage 1 is initial reading or decoding stage while stage 2
is the confirmation, fluency, and ungluing from print stage.
 The reading mistakes they make are semantically and syntactically
plausible: “The dog is growling” .
 Often substituting a word that LOOKS similar but doesn’t work semantically
because it doesn’t have the same meaning. (green for growling)
 Or they substitute a word they know for a word they don’t know, which has the
same meaning semantically. (barking for growling)
 Children gain fluency through redundancy of high-frequency words and
familiar text. They go from learning to read, to reading to learn.
 During this period they increase their receptive and expressive vocabularies,
ability to clarify language ambiguities, use of decontextualized language, the
number of functions for which they use language, conversation skills, and
narrative abilities.

4. School Age: An Overview continued
 Lexical development: Children learn new words in at least three
ways: direct instruction, contextual abstraction, and morphological
analysis
 Direct instruction involves learning the meaning of a word directly
from a more knowledgeable source; person or text. Children don’t
begin using dictionaries to learn the meaning of words until about
2nd grade.
 Contextual abstraction involves using context clues in both spoken
and written forms of language to determine the meaning of
unfamiliar words.
 Morphological analysis involves analyzing the lexical, inflectional,
and derivational morphemes of unfamiliar words to infer their
meanings. Children can break down the parts of the word that they
know in order to infer what the word means.

5. School Age…An Overview by Age
At Four Years...
 Imitates your speech patterns accurately... e.g.
We liked that, didn’t we?
 His speech is understood by strangers.
 His sentences contain four or more words and
are grammatical.
 Vocabulary is large for e.g. knowing parts of
his body, names of household objects, animals
etc.
 Still make errors especially when he uses past
sentences for example he may say ‘I taked it’.
 Always enjoys asking questions.
 Develops and refine his language and make
fewer mistakes.
 Talks fluently and can repeat nursery rhymes
and songs with very few errors.

6. At Five Years...
 Vocabulary is about 5000 words His speech is understood by strangers.
 Uses complex sentences correctly.
 Enjoys telling and hearing jokes & riddles.
 Understands that language can be written with symbols.
 Can give his full name, age and address and often his birthday.
 Is interested in reading and writing
 Recognizes his name and attempts to write it.
 Talks about the past, present and future, with a good sense of time.
 Is fluent in his speech and grammatically correct.
 Loves to be read stories and will then act out in detail later, either alone or with friends.

7.  At Six Years...
 Can pronounce the majority of sounds
of his own language.
 Talks fluently and with confidence.
 Can remember and repeat nursery
rhymes and songs.
 Is steadily developing literacy skills...
reading and writing... although his
ability to read independently usually
begins between 7 and 9 years of age.
 Will start to read by himself, although
he will still want you to read him
poems and stories.
 When you read a lot, he will develop
the reading habit as well.

8.  At Seven Years...
 Understand 20,000-26,000 words
 Understands time intervals and seasons of the year
 Is aware of mistakes in other peoples' speech.
 At Eight Years…
 Form complex and compound sentences much more easily and exhibit few lapses
in grammar
 Carry on meaningful conversations with adult speakers and follow fairly complex
instructions with little or no repetition
 Able to read age appropriate texts with ease and begin to demonstrate
competence with writing simple compositions
 Have acquired various social amenities in common usage, such as 'please' and
'thank you' and will know when and where to use them

9. Language Development Looks & Sounds Like….
 5-6 years old
○ Phonology:
 can manipulate phonemes in words and blend and segment
individual sounds
○ Syntax:
 Produces some sentences with passive voice
 Begins to use morphology to infer the meaning of new words
○ Semantics:
 Learns to read by decoding
○ Pragmatics:
 Uses mostly direct requests
 Uses repetition for conversational repair
 Produces at least four types of narratives
(www.child-development-guide.com/language-development.html)

10. Language Development Looks & Sounds Like….
 7-8 years old
○ Phonology:
 can produce all American sounds and blends
○ Syntax:
 Uses noun phrases, adverbs, and conjunctions and some mental and
linguistic verbs
 Comprehends so, if, but, or, before, after, and then
 Uses suffixes as -er, -ly, -y
○ Semantics:
 Begins to use multi-word definitions instead of single word definitions
 Uses dictionary to define new words
 Hones decoding skills to read unfamiliar words
○ Pragmatics:
 Comprehends indirect requests and hints
 Uses and understands most deictic terms
 Produces narrative plots containing beginning, end, problem, and resolution
(www.child-development-guide.com/language-development.html)

11. Disorders that May Affect Language
Development & Literacy Acquisition
 Traumatic Brain Injury: damage  Stuttering: can get easily
to the frontal lobe deals with frustrated
language functions:
 Broca’s Area
 Autism: delay in spoken
○ Spoken communication
language, make believe play,
○ Fine coordination of speech
output receptive motor movements
 Wernicke’s Area
○ Receptive speech area  Mental retardation: 6 grade
○ Critical site for language level high, IQ less than 70
comprehension
(down, fragile X, Fetal)
 Deaf: can hear mumbled or no
sounds

12. Boardmaker Use for Students with
Disabilities

13. Language Disorders
What Can Educators
Do?
Giving Children Their
Voice
"We believe that language is a requirement for reading. We teach language
first and then reading and writing. We focus on a child's unique language
problems to teach him to read and to write. In elementary school the most
important skill is reading. At SLCD, we know that reading cannot be taught
without understanding a child's language deficits - that is why so many
children are not learning to read elsewhere. Language and reading are
partners like parents and teachers."
Dr. Tiegerman
http://www.youtube.com/watch?v=2ir7JBs2AYg&feature=related

14. School-Age: What Does Play
Look Like?
 New hobbies /
interests
 Social skills
 Independence
“Learning follows naturally when play is fun”
(Raising Children Network).

15. School-Age: Milestones
 Shifting sources of
language input
 Acquisition of
Metalinguistic
Competence

16. Milestone #1: Shifting Sources of
Language Input
 Developmental stages of reading
○ Initial reading / decoding (5-7 years)
 Semantically and syntactically probable
 Graphic resemblance
 Graphic resemblance and semantically probable
○ Confirmation, fluency & ungluing from print (7-8 years)
○ Reading to learn the new (9-14 years)
○ Multiple viewpoints (14-18 years)
○ Construction and reconstruction (18+)

17. Milestone #2: Acquisition of
Metalinguistic Competence
 Significant increase
 Types:
 Phonological
awareness
 Figurative language

18. School-Age Achievements
 Language Context
 Language Form
 Language Use

19. Achievements: Content
 Lexical development
 Understanding multiple meanings
 Understanding lexical and sentence
ambiguity
 Development of literate language
 Elaborated noun phrases
 Adverbs
 Conjunctions
 Mental & linguistic verbs

20. Achievements: Form
 Complex syntax
development
 Morphological
development
 Phonological
development

21. Achievements: Use
 Functional flexibility
 Conversational
abilities
 Narrative
development

22. Supporting Language Development
 Create print-rich and language-rich environments
 Scaffold learners
 Encourage reflection and revision
 Connect learners
 Emphasize vocabulary
NETC

23. The Brain:
School Age Development

24. Wernicke’s & Boca's Area
Speaking the Written Word:
To speak a word that is read, information must first get to the
primary visual cortex. From the primary visual cortex,
information is transmitted to the posterior speech area, including
Wernicke's area. From Wernicke's area, information travels to
Broca's area, then to the Primary Motor Cortex.

25. Speaking the Heard Word
To speak a word that is heard, information must first get to the primary
auditory cortex. From the primary auditory cortex, information is
transmitted to the posterior speech area, including Wernicke's area.
From Wernicke's area, information travels to Broca's area, then to the
Primary Motor Cortex.

26. Phonological Development
 Ages 5 – 6
 Awareness of the distinct sounds
in syllables an words
 Blends sounds to make words
 Reading development improves
 Decoding skills improve
 Ability to segment sounds
 Ability to segment words into
onset and rime
 Awareness of Spelling Sequence
 Use knowledge of spelling
patterns in words to read new
words encountered in text
 Ages 7 – 8
 Sound manipulation develops
○ Say “rate” without the /r/

27. Pragmatic Development:
Social Context Language
 Ages 5 – 6
 Uses mostly direct requests
 Uses repetition for conversational
repair
 Produces at least four types of
narratives
 Ages 7 – 8
 Comprehends indirect requests
and hints
 Uses and understands most
deictic terms (we, you, here, there,
now, then, this, that, the former,
the latter)
 Produces narrative plots
containing beginning, end,
problem, and resolution

28. Pragmatic Development cont’d.
 Development of Literate Language:
Decontextualized language; the ability to use
language itself to make meaning without context
cues or environment to support meaning.
 Children “talk to learn” at this stage. They use
language to communicate as well as engage in
higher order cognitive functions such as reflecting,
reasoning, planning, and hypothesizing.

29. Semantic Development:
Meaning of Words in Context
 Ages 5 - 6
 Learns to read by
decoding
 Ages 7 – 8
 Begins to use multiword
definitions instead of
single-word definitions
 Uses the dictionary to
define new words
 Hones decoding skills to
read unfamiliar words

30. Syntactic Development:
Structure of Language
 Ages 5-6:
 Produces some sentences with passive voice
 Begins the use morphology to infer the meanings of new words
 Ages 7-8
 Uses elaborated noun phrases, adverbs, and conjunctions, and some mental and linguistic
verbs.
 Comprehends conjunctions such as because, so, if, but, or, before, after, and then.
 Uses adult ordering of adjectives, Uses full passives, Uses derivational suffixes such as -er, -y,
and –ly
 Realize that many words are polysemous (have more than one meaning) and can provide
multiple definitions for words with several similar meanings.
 Understands lexical ambiguity, such as:
 Homophones: words that sound alike and may be spelled alike or spelled differently (bear –
bare)
 Homographs: words that are spelled the same and may sound alike or may sound different.
(record – record)
 Homonyms: words that are spelled alike and sound alike but differ in meaning. They are a
specific type of homophone. (brown bear – bear weight)
 Complex Syntax Development is the most important achievement in form for school-age
children. It marks the development of a Literate Language Style. These are rarely used in
conversation, but reflect advanced levels of grammar in written language.

31. What Does School Age
Conversation Sound Like?
 Ranges from Oral language on one end to Literate language
on the other, along a continuum.
 Oral language is the language necessary for communicating
basic desires and needs. (phonology, syntax, morphology,
and semantics). Highly contextualized, depends on the
immediate context and environment. Refers to something
physically available to the speaker “I want THAT”, along with
gestures and facial expressions.
 Literate language is language used to monitor and reflect on
experience, reason about, plan, and predict experiences.
“No, remember Dad said we are supposed to share this”.

32. There are Four features of literate language:
3.Elaborate noun phrases: a group of words consisting of a noun and one or
more modifiers providing additional information about the noun. Including
Articles (a, an, the), Possessives (my, his, their), Demonstratives (this, that
those), Quantifiers (every, each, some), WH-Words (what, which, whenever),
and Adjectives (tall, long, ugly).
5.Adverbs: a syntactic form that modifies verbs. Provide additional
information about Time, Manner, Degree, Place, Reason, and Affirmation or
Negation.
7.Conjunctions: Words that organize information and clarify relationships
among elements. Coordinating conjunctions (and, for, or, yet) and
Subordinating conjunctions (after, although, as, because)
9.Mental and linguistic verbs: Refer to various acts of thinking and speaking.
Mental verbs include (think, know, believe) while Linguistic verbs include
(say, tell, speak)
“The way a speaker paints a picture for the listener is by using a variety of
techniques that go well beyond using the correct vocabulary and syntax”

33. School Age Language Development

34. Connections to Literacy
 Metalinguistic Competence: ability to
think about and analyze language as an
object or attention
 increases significantly during school age
years
 Examples:
○ 1st grade students may have to identify the
number of phonemes in a word
○ 7th grade students may have to determine the
meaning of an unfamiliar word by using
knowledge of a root word

35. Connections to Literacy:
Two Types of Metalinguistic Competence
 Phonological Awareness
 Obtaining the ability to blend sounds to make words
supports a child’s reading development, particularly
decoding skills
 Learning to read also improves a child’s phonemic
awareness
 Ability to segment words is related to an awareness of
spelling sequences in words and reading development
 Sound manipulation require children to analyze and
manipulate the sound structures of individual words

36. Phoneme Identification Activities

37.  Figurative Language
 Language used in non-literal and abstract ways.
 Used to evoke a mental image and sense impressions on other people.
 Types:
○ Metaphor & Simile (comparisons): Children’s ability to produce these is related
to their performance on measures of general cognition, language, and
academic achievement
○ Hyperbole (exaggerated statement): involves either an exploitation of
paralinguistic cues or pragmatic cues
○ Idioms (contain both literal and figurative meaning): Children’s ability to
comprehend the text they read predicts their understanding of idioms
presented in context.
○ Irony (incongruity between what a speaker or writer sys and what actually
happens): Puns and sarcasm
○ Proverbs (statements that express the conventional values beliefs and wisdom
in society): one of most difficult to master. Understanding improves during the
adolescent years and the presence of a supportive linguistic environment can
facilitate adolescent’s understanding of proverbs

38. Figurative Language Classroom Activity

39. More Connections to Literacy
 Significant gains are made in language content form and use
 Lexical Development: Receptive and Expressive Vocabularies expand
 Ability to clarify language ambiguities, use decontextualized language, and narrative
skills improve
 Contextual Abstractions: Use context clues to determine the meanings of unfamiliar
words
 Morphological Analysis: analyzing the lexical, inflectional and derivational morphemes
of unfamiliar words to infer their meanings (eg. “homo-” (same) “-phone” (sound))
 Polysemous: understanding that words have multiple meanings improves making
them more able to achieve full competence at the literate end of the oral-literate
language continuum
 Lexical Ambiguity: words or phrases have more than one meaning. Students can
notice the ambiguity, scrutinize the words and then arrive at the appropriate meaning.
 More complex syntax is demonstrated particularly in the use of persuasive writing

40. What Can Teachers Do to Support
Literacy Development at this Age?
 Readers Theater
 Provides authentic approach to fluency
instruction
 Students are more likely to rehearse
and practice assigned readings if they
know they are going to have to
performing it for an audience
 Rehearsal is not aimed at reading for
speed but at reading with meaningful
expression to help an audience of
listeners understand the passage.
 Goal is fluency instruction aimed at
improving prosody and meaning.
 Improves accuracy and automaticity of
word recognition.
 Research shows it improves reading
performance.
 Also found to be more engaging and
motivational activity for students.
Young & Rasinski 2009

41.  Writing Workshops: ABC Books
 Bridges oral language, reading and
writing
 Parallels Rummelhart’s Interactive
Theory
 Also ability to integrate technology: the
partnership of literature and technology
within writing instruction leads to
authentic purpose for writing & engaging
activities
 Use of ABC “anchor texts” : generally
follow a consistent and predictable
organizational pattern making it user
friendly and effective as a mentor text
for writers of all ages and stages.
 First Grade: Oral language mini-lesson
based on ABC “anchor book” leads to
ongoing conversations and peer
collaboration leading to a class book.
 Fifth Grade: Oral language mini-lesson
based on ABC “anchor book” leads to
production of class powerpoint alphabet
year book.
 Eighth grade: Oral language
collaboration through conferring…
conversations provide teacher and
students opportunities to support one
another during the creative process.
Students created powerpoint alphabet
books about topics they were interested
in.
Evers, Lang, & Smith 2009

42. What are Some Literacy Strategies that Can be Incorporated for
Diverse Populations to form Standard English Expectations?
 K-PALS: Kindergarten Peer-Assisted Learning Strategies
 A supplemental peer-tutoring program developed by Vanderbuilt University.
 Higher performing readers are paired to practice skills identified as critical for beginners
(phonemic awareness, letter-sound recognition, decoding, & Fluency)
 K-PALS was thought to be effective for ELLs because of the explicit phonics instruction and
because of the use of the interactive teaching theory (high levels of student engagement,
frequent opportunities for accurate response, and peer-mediated learning)
 Study Results:
○ K-PALS was shown to improve scores on phonemic awareness and letter-sound recognition
of ELLs
○ No statistically significant difference with regards to Word Id and Word Attack subtests,
spelling or Oral Reading.
McMaster, Kung, Han, Cao 2008

43. What are Some Literacy Strategies that Can be Incorporated for
Diverse Populations to form Standard English Expectations?
 MGR: Modified Guided Reading
 Guided Reading is a balanced literacy program providing differentiated, small-group reading
instruction for 4-6 students with similar strengths and instructional needs or to heterogeneously
grouped students.
 MGR approach uses the Interactive Theory as it divides the reading process into two
components: reader’s experience/ background knowledge (top down) and reader’s cognitive
processing (bottom-up)
 Aims to increase automaticity and improve comprehension of texts through an interactive
reading process.
 Steps of MGR
○ Analyze Text to prepare for the introduction, shared and student reading, word work, and writing responses to
the lesson.
○ Setting Scene or Introducing the Text to set a successful reading experience by mediating access to the text.
○ Shared Reading to allow opportunity to model fluent reading, discuss the story and vocabulary as the text is
read aloud, make connections and scaffold the content or concepts that may be different for the students and
focus on strategy demonstrations before the students read with guidance as needed fro the teacher.
○ Reading the Text …the students read the book to themselves while the teacher makes anecdotal notes as she
listens and observes the students implementing strategies, stepping into guide by reinforcing and providing
appropriate prompting as teachable moments present themselves.
○ Returning to the Text to engage the students in conversation similar to the introduction. Students share
thoughts about the text, including questions and connections they may have had during reading.
○ Responding to the Text: extension of learning activities through art, writing, drama, which helps to expand the
meaning of text.
○ Word Work: ELL students can apply and learn word=solving skills throughout the lesson and word work can be
taught explicitly after the text has been read to minimize interruptions of the reading process.
 Research shows reading gains with use of MGR
Avalos, Plasencia, Chavez, & Rascon 2007

44. Multicultural Focus:
Strategies for students’ native language, social skills,
and cognitive abilities to help them learn to read English
 Use culturally familiar  Allow students to write in both
informational texts in the native language and English
classroom
 Children can read about something that
sparks their interests
 Use of Boardmaker for
 Students can demonstrate their communication and
intelligence by providing new knowledge understanding: visual cues
to their peers & relating their personal
experiences
 Students can identify with test, react to  Explicit Instruction
text, and connect text to prior knowledge
 Use of cognates (words that are
 Model correct grammar
spelled the same or nearly the
same) and has the same  Reader’s Theater
meaning in two languages
 Language Profile
 Create interactive learning
environment…lots of peer work
and hands on activities

45. State Indicators:
Phonemic Awareness, Word Recognition & Fluency

46. Phonemic Awareness, Word
Recognition and Fluency Standard
 Use letter sound correspondence
knowledge and structural analysis to
decode words.
 Demonstrate fluent oral reading, using
sight words and decoding skills, varying
intonation and timing as appropriate for
text.

47. Phonemic Awareness, Word
Recognition and Fluency
Kindergarten First Grade
 Read own name  Identify and say the beginning and ending
sounds in words
 Rhyming words
 Consonant blends
 Syllables
 Recognizing Letters (upper and lower
 Vowels (long and short patterns)
case), and common sounds of letters
 Sounds out unfamiliar words (using
 Distinguish letters from words knowledge of common word families)
 Hear and say phonemes in sounds
 Blend 2-4 phoneme sounds into words
 Read one syllable words by sight
 Read aloud with changes in voice, timing
 Reread stories modeling patterns of and expression, more fluid reading
change in timing, voice and
expression
 Decoding skills - patterns onsets & rimes

48. Phonemic Awareness, Word
Recognition and Fluency
Second Grade Third Grade
 Read multi-syllables by  Use knowledge of complex
sight word families to sound out
unfamiliar words (e.g. –ould
or –ight)
 Knowledge of common
word families to sound
out unfamiliar words (e.g.  Read passages fluently
–ite or –ate) with changes in tone, voice,
timing and expression to
demonstrate meaningful
 Read text using fluid and
comprehension
automatic decoding skills

49. Phonemic Awareness, Word
Recognition and Fluency
In the classroom
 Phonemic Awareness  Fluency
 Rhyming words  Show by example
 Phonics Dance/Chants  Echo reading
 Music  Buddy reading
 Hunk and Chunk  Small group reading
 1 on 1 reading/assessment
 Word Recognition
 Repetition of words
 Word wall

50. State Indicators:
Acquisition of Vocabulary Standard

51. Acquisition of Vocabulary
Standard
 Use context clues to determine the meaning of new
vocabulary.
 Read accurately high-frequency sight words.
 Apply structural analysis skills to build and extend
vocabulary and to determine word meaning.
 Know the meaning of specialized vocabulary by applying
knowledge of word parts, relationships and meanings.
 Use resources to determine the meanings and
pronunciations of unknown words.

52. Acquisition of Vocabular y
Standard
Kindergarten First Grade
 Recognize and understand words,  Synonyms, Antonyms, and
signs and symbols seen in everyday Homophones
life
 Classify words into categories (colors,
 Identify words in common categories fruit, vegetables)
such as color, number and directional
words  Recognize common sight words.
 Determine the meaning of unknown  Compound words (predict the
words, with assistance. meaning using knowledge of
individual words)
 Contractions and abbreviations (Jan)
 Read root words and their inflectional
endings (ed, ing)

53. Acquisition of Vocabular y
Standard
Second Grade Third Grade
 Use knowledge of word order and in-  Use context clues to determine the
sentence context clues to support meaning of homophones, homonyms
word identification. and homographs
 Read accurately high-frequency sight  Decode and determine the meaning
words. of words by using knowledge of root
words and their various inflections
 Determine the meaning of common
compound words by explaining the  Determine the meaning and
relationship between the words pronunciations of unknown words
contained in the compound. using dictionaries, glossaries,
technology and textual features, such
as definitional footnotes or sidebars.
 Prefixes and Suffixes – determine the
meaning, un-, pre-, and –er, -est, -ful,
-less.

54. Acquisition of Vocabular y
Standard
In the classroom
 Use a broad range of  Read stories multiple
vocabulary words in the times
classroom everyday.  Compound word puzzles
 Classify objects with pictures
 Read books (wide variety  Use synonyms,
of genres) antonyms, homophones,
 Go over new vocabulary prefixes, and suffixes.
words before reading.

55. Acquisition of Vocabular y
Standard
In the classroom
 Play is important  Children learn best from
 Helps children understand active involvement (over,
their world better under, behind, in front,
greater, more, less)
 Helps children act out
 Demonstration of meaning is
words. (children should
hear, see and act out key – (stomp, slither, top,
words) bottom, clap, smooth, strong,
enormous) – This helps
 “What I hear, I forget. children to understand words
What I see, I remember. immediately and is long
What I do, I know.” - lasting.
Confucius

56. Music
 Energize learning  Provide a break from
activities sitting
 Focus concentration  Establish a positive
 Increase attention learning state
 Improve memory  Build a sense of
 Change brain wave anticipation
states  Repetition helps
 Is fun

57. Reading Process: Concepts of Print,
Comprehension
Strategies and Self-Monitoring Strategies
Standard
 Establish a purpose for reading and use a range of reading
comprehension strategies to understand literary passages and text.
 Make predictions from text clues and cite specific examples to support
predictions.
 Draw conclusions from information in text.
 Apply reading skills and strategies to summarize and compare and
contrast information in text, between text and across subject areas.
 Demonstrate comprehension by responding to questions (e.g., literal,
informational and evaluative).
 Apply and adjust self-monitoring strategies to assess understanding of
text.

58. Reading Process: Concepts of Print,
Comprehension
Strategies and Self-Monitoring Strategies
Standard
Kindergarten First Grade
 Demonstrate and understanding that  Establish a purpose for reading
print has meaning.
 Visualize information in texts and
 Hold book right side up, front to back, demonstrate this by drawing
left to right. pictures.
 Know difference between illustration and
print.
 Recall important information in
fictional and non-fiction texts.
 Predict what will happen next using
pictures and content as a guide  Create and use graphic organizers
(Venn diagrams or webs) with
 Compare information in texts using prior teacher assistance
knowledge and experience (comprehension)
 Recall info from a story by sequencing  Independently read books for
pictures. various purposes.

59. Reading Process: Concepts of Print,
Comprehension
Strategies and Self-Monitoring Strategies
Standard
Second and Third Grades
 Predict content, events and outcomes from illustrations
and prior experience and support with examples from
text or knowledge.
 Compare and contrast information in texts.
 Summarize text by recalling main ideas and some
supporting details
 Monitor reading comprehension by identifying word
errors and self-correcting.

60. Reading Applications:
Informational, Technical and
Persuasive Text Standard
 Use text features and structures to organize
content, draw conclusions and build text
knowledge.
 Ask clarifying questions concerning essential
elements of informational text.
 Identify the central ideas and supporting
details of informational text.
 Evaluate two and three step directions for
proper sequencing and completeness.

61. Reading Applications:
Informational, Technical and
Persuasive Text Standard
 Kindergarten
 Sequencing of events in text, telling the
main idea
 First Grade
 Ask questions, identify central ideas and
supporting details
 Second Grade/Third Grade
 Arrange information in sequential order,
classify ideas from text.

62. Reading Processes/Applications
In the Classroom
 Relate print to life experiences
 Model reading
 Teach students how to make predictions
 Praise when they make good predictions
 Sequencing of stories using cards
(individual, small or large groups)
 Venn Diagrams or Webs
 Use organizers to clarify ideas for writing

63. Reading Applications:
Literary Text Standard
 Compare and contrast plot across literacy
works.
 Use supporting details to identify and
describe main ideas, characters and
setting.
 Recognize the defining characteristics and
features of different types of literary forms
and genres.
 Explain how an author’s word choice and
use of methods influences the reader.
 Identify the theme of a literary text.

64. Writing Process Standard
 Generate ideas for written compositions.
 Develop audience and purpose for self-selected and assigned
writing tasks.
 Use organizers to clarify ideas for writing assignments.
 Use revision strategies and resources to improve ideas and
content, organization, word choice and detail.
 Edit to improve sentence fluency, grammar, and usage.
 Apply tools to judge the quality of writing.
 Publish writing samples for display or sharing with others, using
techniques such as electronic resources and graphics.

65. Writing Process Standard
 Kindergarten
 Use correct sentence structures when expressing thought and ideas.
 Use resources to enhance vocabulary.
 First Grade
 Develop a main idea for writing
 Determine purpose and audience
 Construct complete sentences with subjects and verbs
 Add descriptive words and details.
 Second Grade
 Organize writing with a developed beginning, middle and end.
 Use a range of complete sentences, including declarative, interrogative and
exclamatory.
 Include transitional words and phrases
 Third Grade
 Develop a clear main idea for writing.

66. Writing Applications Standard
 Compose writings that convey a clear
message and include well-chosen
details.
 Write responses to literature that
demonstrate an understanding of a
literary work.
 Write friendly letters and invitations
complete with date, salutation, body,
closing and signature.

67. Writing Conventions Standard
Kindergarten First Grade
 Print capital and lowercase letters
 Print legibly
(spacing)
 Spell words correctly with regular short
 Space between words vowel patterns and most common long
vowel words
 Letter name-alphabetic spelling
 Spell high-frequency words correctly
 Punctuation marks at end of sentences
 Create phonetically-spelled written word
that can usually be read by the writer and
others
 Spell unfamiliar words using strategies
such as segmenting, sounding out and
matching familiar words and word parts
 Use nouns, verbs and adjectives

68. Writing Conventions Standard
Second Grade Third Grade
 Spell words with consonant blends and  Spell multi-syllabic words correctly
digraphs
 Spell plurals and verb tenses correctly
 Spell contractions, compounds and
homonyms
 Begin to use spelling patterns and rules
correctly (e.g. dropping silent e before
adding –ing)
 Use correct spelling of words with
common suffixes such as –ion, -ment,
 Use nouns, verbs and adjectives and –ly.
correctly
 Use personal pronouns
 Use irregular pronouns
 Use past and present verb tenses (e.g.  Use past, present and future verb
“we were rather than “we was”) tenses
 Use conjunctions

69. Communication: Oral and Visual
Standard
 Use active listening strategies to identify the main
idea and to gain information from oral presentations.
 Connect prior experiences insights and ideas to
those of a speaker.
 Follow multi-step directions.
 Speak clearly and at an appropriate pace and
volume.
 Deliver a variety of presentations that include
relevant information and clear sense of purpose.

70. Exceptional Children
English Language Learners
All Children

71. Boardmaker Uses
 Picture Symbols – Schedules, Static
Communication Devices
 Games
 Choice-making
 Communication
 All Students (Games, Worksheets)

72. Boardmaker Uses
 Games
 Develop symbol recognition
 Build logic skills
 Reinforce vocabulary
 Improve visual perception
 Support symbol-word correspondence
 Practice work beginnings and endings

73. Boardmaker Uses
 Games (Working with every child)
 Adjusting and adapting games to suit any
learner’s ability.
 Customize words, symbols or images for
increased motivation.
 Configuring hints and feedback for each
user.
 Weather Graphs

74. English Language Learners

76. Beginning Sounds (th)

77. Temperature & Weather

78. References
 Avalos, M., Plasencia, A., Chavez, C., & Rascón, J. (2007). Modified Guided Reading:
Gateway to English as a Second Language and Literacy Learning. The Reading
Teacher, 61(4), 318-29.
 Evers, A., Lang, L., Smith, S. (2009). An ABC Literacy Journey: Anchoring in Texts,
Bridging Language, and Creating Stories. The Reading Teacher, 62(6), 461-470.
 McMaster, K., Kung, S., Han, I., Cao, M. (2008). Peer-Assisted Learning Strategies: A
“Tier 1” Approach to Promoting English Learners' Response to Intervention.
Exceptional Children, 74(2), 194-214.
 Rubin, K.H., Bukowski, W., & Parker, J.G. (1998). Peer interactions, relationships and
groups. In W. Damon & N. Eisenberg (eds), Handbook of child psychology, vol 3:
Social, emotional and personality development (5th ed). New York: Wiley & Sons.
 Northwest Regional Education Laboratory (2005). Literacy Development.
http://www.netc.org/focus/challenges/literacy.php.
 Young, C., Rasinski, T. (2009). Implementing Readers Theatre as an Approach to
Classroom Fluency Instruction. The Reading Teacher, 63(1), 4-13.