Child will develop the ability to speak and/ or sign in increasingly complete, complex, precise, and varied ways.
Ways educators might support the child's development
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Set up your library with books in multiple languages
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Value and make time for extended conversations, and engage in one-to-one exchanges around children’s interests and questions
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Ask open ended questions:
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Why do you think…?
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What happened when…?
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What would happen if…?
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What is the story in this picture?
Child will develop their ability to listen and understand complete, complex, precise, and varied language.
Ways educators might support the child's development
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Take dictation of a story, and then have children act the story out as the educator reads it, turning text into action
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Invite children to discuss a topic of study in whole group, small groups and pairs
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Offer children instructions with sequential words (“First do this and then this.”); observe how they follow through
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Encourage emergent multilingual learners to translate vocabulary into their home language and to make connections between topics of study and their own lives
Child uses language to relate to others according to the social expectations of their family, community, and culture.
Ways educators might support the child's development
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Establish norms for structured group conversations, ensuring that all children have the opportunity to be heard (e.g., an expectation that there will be only one voice at a time)
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Provide children with time to interact socially throughout the day
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Discuss social dynamics with children (“Some kids have been asking to sit together at lunch every day. How does it seem if they sit together every day?”)
Child enjoys, attends to, understands, and makes meanings from spoken and written language of storytelling and books.
Ways educators might support the child's development
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Read a variety of books aloud daily
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Picture books with shorter and longer text
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Chapter books
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Non-fiction texts
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Poetry
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When reading, pause to define new, unfamiliar, and interesting words, and invite students to use them
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Summarize and retell stories
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Give children the opportunity to return to familiar books and stories, in order to play with storylines and characters (e.g., after reading several versions of Stone Soup , child writes “Stone Soup Recipes”)
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Activate children’s background knowledge and encourage them to connect texts to their own lives
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Build children’s background knowledge by helping them understand texts through field trips and experiential learning
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Create book time for children to look at and “read” self-selected books on their own and with friends
Child develops the ability to recognize and manipulate the different sounds in spoken language(s).
Ways educators might support the child's development
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Sing songs and recite poems and rhymes, such as “BINGO,” and “I Like to Eat Apples and Bananas”
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During read-aloud and other small and large group discussions examine words for sounds and letters that represent them; do this for words that are meaningful to children, such as letters/sounds of their names
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Introduce longer songs that rhyme, which allow children to make up their own rhymes (e.g., sing “Down By The Bay” and incorporate lines like: “ Have you ever seen a fish making a wish? ”)
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Point out sound-letter correspondences, especially in high-interest words and/or children’s names
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Encourage children to label objects in their drawings with initial letters
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T each word-learning strategies such as making connections to home languages
Child uses materials and/ or language to make meaning for themselves and/or an audience.
Ways educators might support the child's development
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Create shared texts for the class by writing familiar songs, rhymes, and poems on posters
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Provide writing paper with space for drawing and some lines for writing
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Allow children to collaborate in groups with peers who share their home language
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Assume that children are making sense with their early writing; when a child writes on their own a string of letters that do not make sense to the educator, the educator asks, “What story did you write?” or “What story do your words tell?”
Child views, creates, and makes meaning of visual communication and multimedia documentation, which includes drawings, collections, photographs, videos and displays.
Ways educators might support the child's development
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Engage children in planning how to record experiences that are meaningful to them
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Support children in creating displays to share their learning with educators, families and peers
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Engage children in conversation about the accuracy of visual documentation
