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Birth to 5 Years - A Framework for Achieving Washington’s EALRs In Early Childhood

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Language Arts - Communication

Standards

What students should know and be able to do

1. The student uses listening and observation skills to gain understanding.
   
   To meet this standard, the student will:

1. focus attention
• looks toward person while listening to a whole statement and listens through a peer's statement
• responds by looking when directed to look at a specific attribute.
• During structured small group activities will:
  1. Interact appropriately with materials
  2. Respond appropriately to directions
  3. Look at appropriate object, person or event
  4. Remain with the group
• during large group activities will engage in the following activities:
1. Interact appropriately with materials
2. Respond appropriately to directions
3. Look at appropriate object, person or event
4. Remain with the group
• Will respond to two step functional directions when given in context and will correctly perform the sequence as directed. Contextual cues such as gestures may be given.
• Will manipulate two small objects at the same time such as string small beads, build with blocks etc.
• Will use any functional means to perform all of the following unfastening activities:
  1. Unfasten buttons/snaps/velcro fasteners on garments
  2. Untie string-type fasteners
  3. Unzip zippers
• Will use any functional means to perform all of the following fastening activities:
  1. fasten buttons/snaps/velcro fasteners on garments
  2. tie string-type fasteners
  3. zip zippers
• Will use words, phrases, or sentences to do the following:
  1. express anticipated outcomes
  2. describe pretend objects, events, or people
  3. label own or others' affect/emotions
  4. describe past events
  5. make commands to and requests of others
  6. obtain information
  7. inform
• Will use conversational rules to initiate and maintain communicative exchanges for two or more consecutive exchanges. An exchange includes a response from both the child and another person.
2. listen and observe to gain and interpret information
• will copy complex shapes with angular contours (rectangles, squares, triangles) from a drawn mode.
• Will establish and maintain proximity with peers and cooperatively play with partners during child-directed free choice activities.
• Will use socially appropriate strategies to meet physical needs such as the following:
1. physical needs when uncomfortable, sick, hurt, or tired
2. observable physical needs
3. physical needs of hunger and thirst
• will accurately identify affect/emotions displayed by self and others
• will engage in the following behaviors during structured small group activities:
1. interact appropriately with materials
2. respond appropriately to directions
3. look at appropriate object, person, or event
4. remain with the group
• will engage in the following behaviors during structured large group activities:
  1. interact appropriately with materials
  2. respond appropriately to directions
  3. look at appropriate object, person, or event
  4. remain with the group
• imitates other children's play ideas
• adapts other children's approaches to a problem the child is trying to solve
• takes turn in a group discussion or listens to others and responds in a group discussion
• shows understanding of another's feelings with adult support
3. check for understanding by asking questions and paraphrasing
• Independently asks a question on the topic another child has raised
• Independently asks a question on the topic an adult has raised.
• Will use words, phrases, or sentences to do the following:
  1. express anticipated outcomes
  2. describe pretend objects, events, or people
  3. label own or others' affect/emotion
  4. describe past events
  5. make commands to and request of others
  6. obtain information
  7. inform
• will change form, length, and grammatical complexity of phrases and sentences according to listeners' needs and social roles
• will use the following forms to ask questions:
  1. yes/no question
  2. questions with inverted auxiliary
  3. when question
  4. why, who, and how questions
  5. what and where questions
  6. rising inflection
2. The student communicates ideas clearly and effectively.

To meet this standard the student will:

1. communicate clearly to a range of audiences for different purposes.
   • Invites a peer to play
   • Uses sentences to influence the actions of others
   • Delights in using "forbidden" words as a means of eliciting reactions from the listener
   • Tells others "stop" or "no"
   • Defends self with "I..." statements
   • Initiates and maintains conversations with adults
   • Asks questions to initiate conversations, gain information
   • Initiates conversations with adults by commenting or making a statement or asking a question.
   • Will use words, phrases, or sentences to do the following
1. express anticipated outcomes
2. describe pretend objects, events, or people
3. label own or others' affect/emotion
4. describe past events
5. make commands to and request of others
6. obtain information
7. inform
• will use conversational rules to initiate and maintain communicative exchanges for two or more consecutive exchanges. An exchange includes a response from both the child and another person.
• Will change the form, length, and grammatical complexity of phrases and sentences according to listeners' needs and social roles
• Will establish and maintain proximity with peers and cooperatively play with partners during child-directed free choice activities.
• Will use verbal or nonverbal strategies to initiate cooperative activities and encourage peers to participate.
• Will communicate personal likes and dislikes about people, objects, and activities.
• Will follow directions, answer questions; or identify objects, people or events using at least eight different terms that describe color.
• Will follow directions, answer questions; or identify objects, people or events using at least eight different terms that describe shape.
• Will follow directions, answer questions; or identify objects, people or events using at least eight different terms that describe size.
• Will follow directions, answer questions; or identify objects, people or events using at least eight different terms that describe quality.
• Will follow directions, answer questions; or identify objects, people or events using at least eight different terms that describe quantity
• Will follow directions; and answer questions; or identify objects, people, or events using at least twelve different terms that describe spatial relations.
• Spontaneously or on request, the child will recite two of the following verbal sequences:
1. telephone number
2. alphabet
3. numbers from 1 to 20
4. spelling of name
5. days of the week
2. Develop content and ideas
   • initiates communication to have needs met
   • describes an experience containing a sequence of events
   • describes how a product was created or a result was accomplished
   • play word games following a pattern
   • explains words used by the child in context
   • offers play ideas in the form of "Lets."
   • asks for items using "Could I ..?"
   • Expresses emotions constructively
   • Will correctly communicate the following information about self and others
1. address (number, street, and town)
2. telephone number
3. birthday
4. name(s) of sibling(s) and full name of self
5. gender (self and others)
6. first name and age
• will follow directions, answer questions or identify events using at least seven different terms that describe temporal relations.
• Will devise a criterion (e.g., category, function, attribute) and sort all objects into groups according to that criterion.
• Will make statements and appropriately answer questions that require the child to:
1. Give reasons for inferences
2. Make predictions about future or hypothetical events
3. Determine possible causes for events.
3. Use effective delivery
   • Adjusts delivery of language appropriately to a variety of settings
   • Will change the form, length, and grammatical complexity of phrases and sentences according to listeners' needs and social roles
   • Will use verbal or nonverbal strategies to initiate cooperative activities and encourage peers to participate
   • Without contextual cues, the child will spontaneously and accurately relate events that occurred on the same day at least 30 minutes after the occurrence of the event
   • Will use socially appropriate strategies to meet physical needs such as sickness, hunger, thirst or un comfortableness.
4. Use effective language and style
   • uses more complex sentences
   • uses descriptions effectively
   • experimenting with a variety of styles of communication
   • will use words, phrases, or sentences to do the following:
     1. express anticipated outcomes
     2. describe pretend objects, events, or people
     3. label own or others' affect/emotions
     4. describe past events
     5. make commands to and requests of others
     6. obtain information
     7. inform
   • will use conversational rules to initiate and maintain communicative exchanges for two or more consecutive exchanges. An exchange includes a response from both the child and another person.
• will use the following verb constructs:
  1. auxiliary verbs
  2. the copula verb "to be"
  3. third person singular verb forms
  4. irregular past tense verbs
  5. regular past tense verbs
  6. present progressive "ing"
5. Effectively use action, sound, and/or images to support presentations
• Conveys an action or feeling nonverbally in pretend movements
• Represents in sketches an understanding of what is seen
• Depicts a sentence or phrase in a drawing
• Paints a personally significant work, filling space with varied brushstrokes and intentionally mixed color
• Will change the form, length, and grammatical complexity of phrases and sentences according to listeners' needs and social roles
• Will use verbal or nonverbal strategies to initiate cooperative activities and encourage peers to participate.
• Moves body freely in general space to express the speed, force, or changes of a musical selection
• Adjusts communication style to the listener
• Enjoys making up stories
3. The student uses communication strategies and skills to work effectively with others.
   
   To meet this standard the student will:
   1. use language to interact effectively and responsibly with others
      • contributes a personal expression in the context of the topic being discussed by others
      • uses dialogue to represent a character when role playing
      • modifies words and actions when the first communication attempt is not responded to
      • asks questions for clarification or elaboration
      • describes a sequence of events that the listener does not know about
      • asks and answers questions, such as:
        1. What is the same about this and that? (generalization)
        2. What is not _______? (examples of exclusion)
        3. Tell me the steps how to do this (known procedure)
        4. What will happen? (prediction)
        5. What (else) could we use (do) to solve this problem?
        6. Why? (rationale for reality)
      • will communicate personal likes and dislikes about people, objects, and activities.
      • Will retell sequences of at least three events verbally, through gestures and demonstration, or by arranging pictures into correct sequence.
   2. work cooperatively as a member of a group
      • expresses pleasure to others nonverbally or verbally
      • trades one item with another
      • plays cooperatively with two or more children
      • passes items to others
      • thanks others
      • gets items needed by others without being asked
      • offers a turn to others
      • chooses a partner and accepts a partner
      • will establish and maintain proximity with peers and cooperatively play with partners during child-directed free choice
      • will select appropriate strategies to resolve conflicts. Strategies include the following:
        1. negotiating
        2. using simple strategies
        3. claiming and defending possessions
   3. seek agreement and solutions through discussion
      • responds affirmatively to play ideas of other children
      • responds to play ideas with an extension or an alternative
      • comments on cooperative acts to others, "We did.."
      • States and supports own point of view
      • Select appropriate strategies to resolve conflicts. Strategies include:
        1. negotiating
        2. using simple strategies
        3. claiming and defending possessions
      • Spontaneously or on request the child will indicate why particular solutions to problems that occur within context would or would not work
4. The student analyzes and evaluates the effectiveness of formal and informal communication.
   
   To meet this standard the student will:
   1. assess strengths and need for improvement
      • with adult support, recognizes and changes communication styles to address the current situation ( i.e., using an age-appropriate voice, using an "inside voice", negotiating rather than responding physically)
   2. seek and offer feedback
      • uses questions to seek feedback or information
      • indicates likes/dislikes of event, actions, or persons
      • corrects statements of others to match his or her own point of view
   3. analyze mass communication
      • with adult support, analyzes the degree of reality portrayed in videos, cartoons, and commercials
   4. analyze how communication is used in career settings
      • when involved in dramatic play, child incorporates communication strategies (talking on the phone, taking notes, writing letters)

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32240 NE 50th Street • Carnation, WA. 98014 • Telephone (425) 844-4500 • Fax (425) 844-4502
Riverview School District Contact - Cheryl Layman, laymanc@riverview.wednet.edu
Web Point of Contact - Paul Censullo, censullop@riverview.wednet.edu

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