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Module 1  

Foundations of Early Language & Literacy Development and Instruction

o
o Lesson 1: The K-3 Learner in the Context of K-12: Who Are We
Teaching?
o Lesson 2: The Domains of Literacy: What Do We Teach?
o Lesson 3: Early Literacy Instruction: How Do We Teach?
 Topics
o 1.0 Who is the child?
o 2.0 What can children do?
o 3.0 How do children learn?
 Activities and Assignments
o Pre-Lesson Activity
o Activity 1
o Activity 2
o Assignment 1
 Checklists and Worksheets
o Checklist of Kindergarten Developmental Behaviors
o Checklist of Grade 1 Developmental Behaviors
o Checklist of Grade 2 Developmental Behaviors
o Checklist of Grade 3 Developmental Behaviors

 Introduction
 Learning Objectives
 Pre-Lesson Activity
 Topics
o 1.0 Who is the child?
o 2.0 What can children do?
o 3.0 How do children learn?
 Reflection
 Lesson Synthesis
  Assignment
 References

This courseware is made possible by the generous support of the American People
through the United States Agency for International Development (USAID). The
contents of this courseware are the sole responsibility of the Foundation for
Information Technology Education and Development (FIT-ED) and do not
necessarily reflect the views of USAID or the United States Government.
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Lesson 1
The K-3 Learner in the Context of K-12:
Who Are We Teaching?
Welcome to the first lesson of the course!

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  Learning Objectives

At the end of this lesson, you should be able to:

1. Describe how young children learn how to read.

2. Identify developmental and literacy accomplishments in a K-3 learner.

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Pre-Lesson Activity

Read the following statements about K-3 learners and their literacy development and
indicate (by ticking the relevant choice) whether you agree or disagree with each one.
These statements will help you to reflect on your attitudes toward children and
literacy learning. After completing Lesson 1, you will need to review these statements
again to find out if there are changes in what you know and in your perceptions and
attitudes.
1. A child is literate when he/she starts reading books and writing letters.
 Agree        Disagree
2. A child should be taught how to read first before being asked to write.
  Agree        Disagree
3. Before children learn to read, they should know the sounds of most letters.
 Agree        Disagree
4. Evidence of literacy development is only seen during class sessions or reading
classes.
 Agree        Disagree

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1.0 Who is the child?

What do we need to know about our students aside from their names, chronological
age, and gender?

What aspect of the child's development should we teachers know?

Why is it important for us to have this knowledge?

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As teachers of young children, we need to understand child development to be able to

help children learn effectively. According to Bredekamp & Rosegrant (1992),
knowledge of child development is useful in the following ways:

 It provides theoretical perspectives on the hows and whys of child behavior.

 It helps teachers determine what children can do and understand in specific
stages of development.
 It provides research-based data showing when children can be expected to
reach various milestones of development.
 It provides perspectives on the development of individual children and
differences between cultures.

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Teachers of young children need to know about the following areas of development.

Click on each tab below to find out the details.

Physical development
Physical development refers to the child's physical growth and motor development as
seen in their movement in different experiences.

Pause and reflect:

 Am I providing activities that would help my students' physical and motor

development?
 Are the activities I am preparing too difficult for my students to do physically?

Socio-emotional development

Socio-emotional development includes the ability to identify, understand, and

manage one's feelings, and the ability to establish positive relationships with others.

Pause and reflect:

 Am I asking questions to help my students identify their own emotions?

 Am I giving enough guidance to help my students manage their feelings?
 Am I providing activities to help my students interact with each other, like pair
work or small-group activities?

Language development

Language development refers to the acquisition, understanding, and use of oral

language.

Pause and reflect:

 Do I consider my students' mother tongue when I decide on the language of

instruction in my lesson?
 Do I provide my students with activities to enhance their language
development?
 Are the materials I am providing suitable for my students' language
development?

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2.0 What can children do?

2.1 Developmental characteristics of children 5 to 8 years old

How are Kindergarten children different from Grade 1, Grade 2, and Grade 3 children
in terms of their physical, socio-emotional, and language development?

Try Activity 1.

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Activity 1

Here is a list of what children can do at different ages. Click on each behavior and
drag it to the correct blank in the table below.

Draws a recognizable
person
Shows stable grasp
of writing instruments
Tends to be a know-it-all
Has a sense of
self-identity
Expresses ideas
or experiences orally
in simple complete
sentences
Follows 2- to 3-step
instructions
Holds pencil, toothbrush,
and tools less tensely
Draws objects placed on
the ground instead of
floating in space
Asks and answers "why,"
"how," and "what-if"
questions relevant to
the discussion
Shows independence
in completion of routines
Bilingual capacities
nearly complete
Concerned about
fairness and rules
 Socio-emotional
  Physical development Language development
development

5 years old      

6 years old      

7 years old      

8 years old    

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Compare your answers with the developmental characteristics under each grade
below (click on the grade number).

 Kindergarten
 Grade 1
 Grade 2
 Grade 3

Kindergarten (5 years old)

Socio-emotional
Physical development Language development
development
 Completely  Sense of self-identity  Defines some words
coordinated  Self-confident  Spells out simple words
 Adult-like posture  Enjoys group play,  Takes turn in conversation
 Tremendous competitive games  Follows the meaning of others'
physical drive  Sociable conversations
 Catches ball from  Gets involved in  Expresses ideas or experiences
 Socio-emotional
Physical development Language development
development
orally in simple complete
three feet sentences
 Skips using  Uses big words to give and
alternate feet receive information
 Enjoys running,  Talks about past, present, and
group discussions
jumping, doing future events
 Likes adult
stunts  Insists "I already know that"
companionship
 Balances on a  Understands and uses "how" and
 Respects authority
balance beam "why" questions
 Asks permission
 Jumps rope  Makes up songs
 Aware of rules
 Dances with grace  Enjoys dictating stories
 Insists on fair play
and rythm  Tells a familiar story
 Enjoys jokes
 Draws a  Answers the telephone, takes a
 Remains calm in
recognizable message
emergencies
person  Follows 1- to 2-step instructions
 Sensitive to ridicule
 Dresses self  Describes objects and situations
 Colors within lines according to position, size,
 Cuts on a line with quantity, and other descriptors
scissors  Asks meanings of words
 Uses language in pretend play

Grade 1 (6 years old)

Physical development Socio-emotional development Language development
 Challenged by  Active, outgoing  Uses new vocabulary in
balancing  Proud of accomplishments own speech
activities  Likes to bring home  Uses "how" and "where"
 Stable grasp of evidence of good work questions
writing  Observes family rules  Uses more complex
instruments  Understands different sentences in different
 Slower growth emotions situations (play and
 Enjoys acrobatics  Tends to be a know-it-all classroom)
 Boisterous,  Makes friends through play  Follows 2- to 3-step
enjoys stunts  Enjoys performing for others instructions
 Needs active  Has difficulty making  Uses more accurate time
play to let off decisions language to indicate past,
steam  Shows jealousy of others present, and future events
 Likes to test  Easily excited
limits of own  Persists with chosen (6-7 years old)
body activities
 Hungry at short  Responds better to praise of  Enjoys putting language
intervals positive behavior than to skills to paper
 Insatiable taste criticism of negative  Talks with adults rather
for sweets behavior than at them
 Basic skills  Chatters incessantly
 Physical development Socio-emotional development Language development
 Dominates conversation
 Speech irregularities still
common
 Acquisition of new words
tapers off
 Bilingual capacities nearly
complete
developed but
 Ability to learn new
need refinement
language still present
 Bones solidifying
 Can sequence events and
 Susceptible to
tell stories
fatigue
 Likes games with simple
 Visual acuity
rules
reaches normal
 May "cheat" or change
rules
 Appetite for "real"
knowledge
 Sifts through and sorts
information
 Conceptualizes situations

Grade 2 (7 years old)

Physical development Socio-emotional development Language development
 Growth has  Shows politeness,  Shows evidence of expanding
slowed consideration of others language (e.g., making jokes,
 Enjoys acrobatics  Enjoys solitary arguments, explaining complex
 Boisterous, activities situations), including
enjoys stunts  Relates physical increasing use of more formal
 Needs active play competence to self- language registers
to let off steam concept  Follows multistep instructions
 Enjoys  More serious  Shares ideas relevant to the
challenges in  Proud of conversation
balancing accomplishments  Gives short oral reports on
 Likes to test  Shows independence in familiar topics
limits of own completion of routines  Uses more complex sentences
body  Learns to screen out in different situations (play,
 Variability in distractions and focus class, small group)
activity level on one task at a time  Poses possible answers to
 Runs smoothly  Becomes quiet and "how," "why," and "what-if"
on balls of feet sullen when angry questions
 Hungry at short  Better control of voice  Uses correct grammar
intervals and temper functions such as nouns,
 Insatiable taste  Sets high expectations pronouns, adjectives, verbs,
for sweets for self; frequently and adverbs orally
 Basic skills disappointed by own
 Physical development Socio-emotional development Language development
(6-7 years old)

 Enjoys putting language skills

developed but to paper
need refinement  Talks with adults rather than at
 Bones solidifying them
 Susceptible to  Chatters incessantly
fatigue  Dominates conversation
 Visual acuity  Speech irregularities still
reaches normal common
 Draws objects on  Acquisition of new words
performance
the ground tapers off
 Anxious to please
instead of  Bilingual capacities nearly
others; sensitive to
floating in space complete
praise and blame
 Well-developed  Ability to learn new language
hand-eye still present
coordination  Can sequence events and tell
 Draws triangle in stories
good proportion  Likes games with simple rules
 Copies vertical  May "cheat" or change rules
and horizontal  Has appetite for "real"
diamonds knowledge
 Sifts through and sorts
information
 Conceptualizes situations

Grade 3 (8 years old)

Physical development Socio-emotional development Language development
 Shows special  Helps others in solving  Follows multistep
physical skills such problems instructions
as cooperative and  Concerned about fairness  Uses appropriate
competitive games and rules grammar in speech and
and other creative  Shows empathy through written work
movements actions and language  Asks and answers
 Shows rhythmical  Engages in "how," "why," and
and somewhat collaborative/cooperative "what-if" questions
graceful movement activities relevant to the
 Frequent accidents  Sensitive to criticism, discussion
due to misjudging especially in front of others  Shows evidence of
of abilities (e.g.,  Shows strong interest in own expanding language
broken arm) past (e.g., stories, baby (e.g., making jokes,
 Holds pencil, books, life books) arguments, explaining
toothbrush, and  Begins to have sense of complex situations),
tools less tensely humor for own jokes or including increasing use
riddles of more formal
 Physical development Socio-emotional development Language development
 May be snippy and impatient
in talk with family members
language registers
 May be selfish and
 Enjoys exercise of  Shows evidence of
demanding of attention
both large and expanding vocabulary
 May be cheerful
small muscles  Expresses thoughts and
 Curious about activity of
feelings
others
 Learning to lose at games

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2.2 Reading development

Now that we know who our young learners are, let us investigate further how they
learn how to read.

Reading experts like Jeanne S. Chall say that young learners develop reading skills in
stages.

Click on each stage to find out the details.

3
 

6 months -
6 years
6 years -
7 years
7 years -
8 years
9 years -
13 years
14 years -
17 years
18+ years
Stage 0: Pre-reading, "pseudo reading"
Characteristics and masteries by end of stage

"Pretends" to read; retells story when looking at pages of book previously read to
him/her; names letters of alphabet; recognizes some signs; prints own name; plays
with books, pencils, and paper

How acquired

Being read to by an adult (or older child) who responds to and warmly appreciates the
child's interest in books and reading. Being provided with books, paper, pencils,
blocks, and letters. Dialogic reading.

Stage 1: Initial reading and decoding

Characteristics and masteries by end of stage
Learns relation between letters and sounds and between printed and spoken words;
able to read simple text containing high frequency words and phonically regular
words; uses skill and insight to "sound out" new one-syllable words

How acquired

Direct instruction in letter-sound relations (phonics) and practice in their use. Reading
of simple stories using words with phonic elements taught and words of high
frequency. Being read to on a level above what the child can read independently to
develop more advanced language patterns, vocabulary, and concepts.

Stage 2: Confirmation and fluency

Characteristics and masteries by end of stage

Reads simple, familiar stories and selections with increasing fluency. This is done by
consolidating the basic decoding elements, sign vocabulary, and meaning context in
the reading of familiar stories and selections.

How acquired

Direct instruction in advanced decoding skills. Wide reading (instruction and

independent levels) of familiar, interesting materials that help to promote fluent
reading. Being read to at levels above the child's own independent reading level to
develop language, vocabulary, and concepts.

Stage 3: Reading for learning the new

Characteristics and masteries by end of stage

Reading is used to learn new ideas, gain new knowledge, experience new feelings,
and learn new attitudes, generally from one viewpoint.

How acquired

Reading and study of textbooks, reference works, trade books, newspapers, and
magazines that contain new ideas and values, and unfamiliar vocabulary and syntax.
Systematic study of words and reading text through discussion, answering questions,
writing, and the like. Reading of increasingly more complex text.

Stage 4: Multiple viewpoints

Characteristics and masteries by end of stage
Reading widely from a broad range of complex expository and narrative materials
with a variety of viewpoints.

How acquired

Wide reading and study of the physical, biological, and social sciences and the
humanities, high quality and popular literature, newspapers, and magazines.
Systematic study of words and word parts.

Stage 5: Construction and reconstruction

Characteristics and masteries by end of stage

Reading is used for one's own needs and purposes (professional and personal).
Reading serves to integrate one's knowledge with that of others, to synthesize, and to
create new knowledge. It is rapid and efficient.

How acquired

Wide reading of ever more difficult materials. Reading beyond one's immediate
needs. Writing papers, tests, essays, and other forms that call for integration of varied
knowledge and points of view.

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Now that we know the stages of reading among young children, let us find out how
our students show what they know through their various literacy behaviors inside the
classroom. How do children show that they are learning to read?

Click on each grade below to find out the answer to this question.

 Kindergarten
 Grade 1
 Grade 2
 Grade 3

Literacy behaviors in Kindergarten

 Connects information and events in text to life experiences

 Listens attentively to books the teacher reads to the class
 Retells, reenacts, or dramatizes stories or parts of stories
 Correctly answers questions about stories read aloud
  Makes predictions based on illustrations or portions of stories
 Writes many uppercase and lowercase letters independently
 Writes to express own meaning

Literacy behaviors at Grade 1

 Predicts and justifies what will happen next in stories

 Creates own written texts for others to read
 Notices when difficulties are encountered in understanding text
 Reads and understands simple written instructions
 Discusses prior knowledge of topics in expository texts
 Discusses "how," "why," and "what-if" questions
 Describes new information gained from texts in own words
 Composes fairly readable first drafts
 Engages in a variety of literary activities voluntarily (e.g., choosing books and
stories to read, writing a note to a friend)

Literacy behaviors at Grade 2

 Reads and comprehends both fiction and nonfiction that are appropriately
designed for the grade level
 Reads voluntarily for interest and own purposes
 Recalls facts and details of texts
 Takes part in creative responses to texts, such as dramatizations, oral
presentations, and fantasy play
 Understands the difference between reality and fantasy
 Represents the complete sound of a word when spelling independently
 Attends to spelling, mechanics, and presentation of final products
 Produces a variety of types of compositions (e.g., stories, reports,
correspondence) showing developing written language skills

Literacy behaviors at Grade 3

 Reads voluntarily for interest and own purposes

 Reads aloud with fluency and comprehension any text that is appropriately
designed for the grade level
 Produces, presents, and discusses own writing with other students; edits own
work and responds helpfully to other students' compositions
 Takes part in creative responses to texts, such as dramatizations, oral
presentations, and fantasy play
 Correctly spells previously studied words and spelling patterns in own writing
 Presents and discusses own writing with other students
  Can decide which information is acceptable or relevant
 Shows appreciation for different literary genres

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Activity 2

1. Here is a checklist of developmental behaviors of children in Grade 1. Click on

and study the checklist.

Checklist of Kindergarten Developmental Behaviors

Checklist of Grade 1 Developmental Behaviors

Checklist of Grade 2 Developmental Behaviors

Checklist of Grade 3 Developmental Behaviors

Checklist of Kindergarten Developmental Behaviors

Observed behavior
1. Connects information and events in texts to life, and life to text experiences  
2. Listens attentively to books teacher reads to class  
3. Retells, reenacts, or dramatizes stories or parts of stories  
4. Correctly answers questions about stories read aloud  
5. Makes predictions based on illustrations or portions of stories  
6. Follows the meaning of others' conversations  
7. Independently writes many uppercase and lowercase letters  
8. Writes to express own meaning  
9. Follows 1- to 2-step instructions  
10. Expresses ideas or experiences orally in simple sentences  
11. Talks about past, present, and future events  
12. Describes objects and situations according to position, size, quantity, and
 
other descriptors
13. Understands “how” and “why” questions  
14. Asks meanings of words  
15. Uses language in pretend play  
16. Enjoys running, jumping, and doing stunts  
17. Draws recognizable persons and objects  
18. Cuts along a line with scissors  
19. Enjoys group play  
20. Gets involved in group discussions  
Download and print this sheet
Checklist of Grade 1 Developmental Behaviors

Observed behavior
1. Predicts and justifies what will happen next in stories  
2. Creates own written texts for others to read  
3. Notices when difficulties are encountered in understanding text  
4. Reads and understands simple written instructions  
5. Discusses prior knowledge of topics in expository texts  
6. Discusses "how," "why," and "what-if" questions  
7. Describes new information gained from texts in own words  
8. Composes fairly readable first drafts  
9. Engages in a variety of literary activities voluntarily (e.g., choosing books
 
and stories to read, writing a note to a friend)
10. Uses new vocabulary in own speech  
11. Uses "how" and "where" questions  
12. Uses more complex sentences in different situations (play and classroom)  
13. Describes objects and situations according to position, size, quantity, and
 
other attributes
14. Follows 2- to 3-step instructions  
15. Uses more accurate language of time to indicate past, present, and future
 
events
16. Challenged by balancing activities  
17. Shows stable grasp of writing instruments  
18. Can understand different emotions  
19. Tends to be a know-it-all  
20. Makes friends through play  

Download and print this sheet

Checklist of Grade 2 Developmental Behaviors

Observed behavior
1. Reads and comprehends both fiction and nonfiction that is appropriately
 
designed for the grade level
2. Shows evidence of expanding language (e.g., making jokes, arguments,
explaining complex situations), including increasing use of more formal  
language registers
3. Reads voluntarily for interest and own purposes  
4. Recalls facts and details of texts  
5. Takes part in creative responses to texts such as dramatizations, oral
 
presentations, and fantasy play
Observed behavior
6. Understands the difference between reality and fantasy  
7. Represents the complete sound of a word when spelling independently  
8. Attends to spelling, mechanics, and presentation of final products  
9. Produces a variety of types of compositions (e.g., stories, reports,
 
correspondence) showing developing written language skills
10. Follows multistep instructions  
11. Shares ideas relevant to the conversation  
12. Gives short oral reports on familiar topics  
13. Uses more complex sentences in different situations (play, class, small
 
group)
14. Poses possible answers to "how," "why," and "what-if" questions  
15. Orally uses correct grammar functions such as nouns, pronouns, adjectives,
 
verbs, and adverbs
16. Shows politeness to/consideration for others  
17. Shows basic physical skills but needs refinement  
18. Draws objects placed on the ground instead of floating in space  
19. Proud of accomplishments  
20. More serious  

Download and print this sheet

Checklist of Grade 3 Developmental Behaviors

Observed behavior
1. Reads voluntarily for interest and own purposes  
2. Reads aloud with fluency and comprehension any text that is appropriately
 
designed for the grade level
3. Produces, presents, and discusses own writing with other students; edits own
 
work and responds helpfully to other students' composition
4. Follows multistep instructions  
5. Uses appropriate grammar in speech and in written work  
6. Takes part in creative responses to texts, such as dramatizations, oral
 
presentations, and fantasy play
7. Asks and answers “why”, “how”, and “what-if” questions relevant to the
 
discussion
8. Shows evidence of expanding language (e.g., making jokes, arguments,
explaining complex situations), including increasing use of more formal  
language registers
9. Correctly spells previously studied words and spelling patterns in own
 
writing
10. Shows evidence of expanding vocabulary  
11. Expresses thoughts and feelings  
 Observed behavior
12. Helps others in solving problems  
13. Shows special physical skills such as cooperative and competitive games
 
and other creative movements
14. Concerned about fairness and rules  
15. Presents and discusses own writing with other students  
16. Uses appropriate grammar in their speech and written work  
17. Can decide which information is acceptable or relevant  
18. Shows empathy through actions and language  
19. Engages in collaborative/cooperative activities  
20. Shows appreciation for different literary genres  

Download and print this sheet

2. Watch the two video clips below showing Grade 1 children in different
situations. In the checklist for Grade 1 children, tick the developmental
behaviors that you observed among the children in the two video clips.
3. Find out if you were able to identify all the developmental behaviors
demonstrated in the videos by clicking on this Answer Key.

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3.0 How do children learn?

Development and learning progress from a beginning point and proceed in predictable
directions (Kostelnik, Soderman & Whiren, 2004).

Click on each tab below to learn about developmental directions in children's learning.

Simple Complex

Learning is from simple to complex.

As children gain more experience, their thinking also expands. They begin to see
more differences among elements and learn to combine them. Following this
principle, teachers can gradually introduce challenges to children by increasing the
number of elements, by encouraging them to determine more subtle differences, and
by asking them to combine elements.

Known Unknown

Learning is from the known to the unknown.

Children base what they learn and do on what is familiar. They build skills on
previously learned behavior, thus making that skill or behavior more sophisticated.
Experiences become more meaningful when children can connect new learning with
what they already know. Therefore, teachers need to discover what children know and
what they can do before introducing new lessons or materials.

Self Other

Learning is from self to other.

The young child's world revolves around himself or herself. This egocentric
worldview is part of child development and is not a sign of a problematic personality.
It is the child's way of learning about what is closest to himself or herself. It is also the
child's way of relating new experiences with familiar ones. As the child gains more
experience, his or her interpretations also expand. The child begins to recognize
different points of view and learns to accommodate others' needs, reactions, and
experiences. It is, therefore, important for teachers to understand that not all
explanations and experiences that make sense to adults will also make sense to
children.

Whole Part

Learning is from whole to part, or from general to specific.

Children take in experiences and see things as a whole before they begin to look at
details. For example, they might hear a song several times before differentiating some
of the words or lyrics. They start paying more attention to letter sounds only after they
have been exposed to a lot of print, and to how print is connected to their lives.
Teachers who apply the whole-to-part principle offer their students a variety of
experiences revolving around one lesson, and repeat activities often while gradually
drawing the children's attention to meaningful details. They also teach skills or
concepts within a context that children already know, instead of in isolation.

Concrete Abstract

Learning is from concrete to abstract.

Children learn better when they are given concrete and real-life experiences of
concepts and ideas. Concrete experiences allow children to interact with real objects
that they can touch, smell, taste, see, and hear. Giving or showing children pictures is
is more abstract. The most abstract is letting children just listen to someone explaining
concepts. When teachers ignore this principle, children may just repeat what the
teacher wants to hear without really understanding it.

Exploratory Goal-Oriented

Learning is from exploratory to goal-oriented.

Children tend to experiment and "play around" with objects and materials before
using them in prescribed ways. Children's knowledge grows as they interact more
with these materials, learn to think about them, and organize them in their minds.
After exploring, children begin to show signs of being ready to learn by asking
questions or by trying to make something. This is when they will respond well to
instruction. Having learned something new, children would want to practice again and
again through activities that the teacher plans for them. Sufficient practice would
establish the learned skills or concepts enough to allow the children to apply them in
different situations. The teacher's role is to create situations where children can apply
and use what they have learned.

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Lesson Synthesis

The developmental and literacy milestones outlined in this lesson give a general idea
of who your students are and what they can do. But this knowledge needs to be used
with caution.

Not all children develop in the same way at the same time. We should recognize and
respect the diversity that we find in our classrooms, and plan activities and manage
outcomes that support all children's development.

Consider the following when looking at children's development and learning

(Kostelnik et al., 2004) (click on the underlined words to know more about them):

 Children's learning is influenced by the environment.

 Children's learning styles differ and affect their learning.
 Learning styles also result from temperament or cultural factors.
 Variations in learning style imply that there is no single "correct" way to learn
and, therefore, no single "correct" way to teach children.

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Assignment 1

Congratulations! You have finished the first lesson of this module. It is now time for
you to apply what you have learned.

A. Here are the checklists of developmental behaviors of children from Kindergarten

to Grade 3. Download and study the checklist for the grade level that you are
teaching.

Checklist of Kindergarten
Developmental Behaviors
Checklist of Grade 1
Developmental Behaviors
Checklist of Grade 2
Developmental Behaviors
Checklist of Grade 3
Developmental Behaviors
Checklist of Kindergarten Developmental Behaviors

Observed behavior
1. Connects information and events in texts to life, and life to text experiences  
2. Listens attentively to books the teacher reads to the class  
3. Retells, reenacts, or dramatizes stories or parts of stories  
4. Correctly answers questions about stories read aloud  
5. Makes predictions based on illustrations or portions of stories  
6. Follows the meaning of others' conversations  
7. Independently writes many uppercase and lowercase letters  
8. Writes to express own meaning  
9. Follows 1- to 2-step instructions  
10. Expresses ideas or experiences orally in simple sentences  
11. Talks about past, present, and future events  
12. Describes objects and situations according to position, size, quantity, and other
 
descriptors
13. Understands “how” and “why” questions  
14. Asks about meanings of words  
15. Uses language in pretend play  
16. Enjoys running, jumping, and doing stunts  
17. Draws recognizable persons and objects  
18. Cuts along a line with scissors  
19. Enjoys group play  
20. Gets involved in group discussions  
Download and print this sheet
Checklist of Grade 1 Developmental Behaviors

Observed behavior
1. Predicts and justifies what will happen next in stories  
2. Creates own written texts for others to read  
3. Notices when difficulties are encountered in understanding text  
4. Reads and understands simple written instructions  
5. Discusses prior knowledge of topics in expository texts  
6. Discusses "how," "why," and "what-if" questions  
7. Describes new information gained from texts in own words  
8. Composes fairly readable first drafts  
9. Engages in a variety of literary activities voluntarily (e.g., choosing books and
 
stories to read, writing a note to a friend)
10. Uses new vocabulary in own speech  
11. Uses "how" and "where" questions  
12. Uses more complex sentences in different situations (play and classroom)  
13. Describes objects and situations according to position, size, quantity, and other
 
attributes
14. Follows 2- to 3-step instructions  
15. Uses more accurate time language to indicate past, present, and future events  
16. Challenged by balancing activities  
17. Shows stable grasp of writing instruments  
18. Can understand different emotions  
19. Tends to be a know-it-all  
20. Makes friends through play  
Download and print this sheet
Checklist of Grade 2 Developmental Behaviors

Observed behavior
1. Reads and comprehends both fiction and nonfiction that is appropriately designed
 
for the grade level
2. Shows evidence of expanding language (e.g., making jokes, arguments, explaining
 
complex situations), including increasing use of more formal language registers
3. Reads voluntarily for interest and own purposes  
4. Recalls facts and details of texts  
5. Takes part in creative responses to texts such as dramatizations, oral presentations,
 
and fantasy play
6. Understands the difference between reality and fantasy  
7. Represents the complete sound of a word when spelling independently  
8. Attends to spelling, mechanics, and presentation of final products  
Observed behavior
9. Produces a variety of types of compositions (e.g., stories, reports, correspondence)
 
showing developing written language skills
10. Follows multistep instructions  
11. Shares ideas relevant to the conversation  
12. Gives short oral reports on familiar topics  
13. Uses more complex sentences in different situations (play, class, small group)  
14. Poses possible answers to "how," "why," and "what-if" questions  
15. Uses correct grammar functions such as nouns, pronouns, adjectives, verbs, and
 
adverbs orally
16. Shows politeness to/consideration for others  
17. Shows basic physical skills but needs refinement  
18. Draws objects placed on the ground instead of floating in space  
19. Proud of accomplishments  
20. More serious  
Download and print this sheet
Checklist of Grade 3 Developmental Behaviors

Observed Behavior
1. Reads voluntarily for interest and own purposes  
2. Reads aloud with fluency and comprehension any text that is appropriately designed
 
for the grade level
3. Produces, presents, and discusses own writing with other students; edits own work
 
and responds helpfully to other students' composition
4. Follows multistep instructions  
5. Uses appropriate grammar in speech and in written work  
6. Takes part in creative responses to texts such as dramatizations, oral presentations,
 
and fantasy play
7. Asks and answers "why," "how," and "what-if" questions relevant to the discussion  
8. Shows evidence of expanding language (e.g., making jokes, arguments, explaining
 
complex situations), including increasing use of more formal language registers
9. Correctly spells previously studied words and spelling patterns in own writing  
10. Shows evidence of expanding vocabulary  
11. Expresses thoughts and feelings  
12. Helps others in solving problems  
13. Shows special physical skills such as cooperative and competitive games and other
 
creative movements
14. Concerned about fairness and rules  
15. Presents and discusses own writing with other students  
16. Uses appropriate grammar in speech and written work  
17. Can decide which information is acceptable or relevant  
18. Shows empathy through actions and language  
Observed Behavior
19. Engages in collaborative/cooperative activities  
20. Shows appreciation for different literary genres  
Download and print this sheet

B. Observe and describe the literacy behaviors of one of your students using the
checklist, and then answer the following questions:

1. Which behaviors does your student exhibit?

2. Which of your student's behaviors do you think shows the greatest evidence of
being literate?

Note: This is an open-ended assignment with no "correct" answers. This assignment

can help you become more aware of the different developmental behaviors that young
learners display. To maximize the use of these checklists, you can:

 Observe some learners over a period of time (monthly, quarterly, etc.) to see
whether they are displaying more of these behaviors over time;
 Think about activities that you can plan and implement in class, to provide
more opportunities for learners to display these behaviors; and
 Study the behavioral expectations of learners one grade level above and one
grade level below the grade level you are teaching, to see whether you can help
bridge gaps, if any.

C. Discuss your observations with your colleagues during your first LAC session.

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References

Bredekamp, S. & Rosegrant, T. (eds.). (1992.) Reaching potentials: Appropriate curriculum and

assessment for young children, Volume 1. Washington, DC: NAEYC.

Chall, J.S. (1983). Stages of reading development. McGraw-Hill Book Company.

Kostelnik, M.J., Soderman, A.K. & Whiren, A.P. (2004). Developmentally appropriate

curriculum: Best practices in early childhood education (3rd ed.). New Jersey: Pearson Prentice
Hall.

Krogh, S.L. (1997). How children develop and why it matters : the foundation for the
developmentally appropriate integrated early childhood curriculum. In Hart, C.H., Burts, D.C. &
Charlesworth, R. (eds.) Integrated curriculum and developmentally appropriate practice: Birth
to age eight. NY: State University of New York Press.

Pado, F.E. (2014). Handouts for "Getting To Know the K-3 Learners". Early Literacy and
Numeracy Training. Philippines: Department of Education.

Snow, C.E., Burns, M.S. & Griffin, P. (eds.) (1998). Preventing reading difficulties in young
children. Washington, DC: National Academy Press.

Szarkowicz, D. (2006). Observations and reflections in childhood. South Melbourne: Thomson

Social Science Press.

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