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

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Introduction

A Framework for Achieving Washington's Essential Academic Learning Requirements In Early Childhood - Birth to Age 5 Years

Riverview School District - Early Childhood Programs

Professional Growth Option
June 2003

Barbara Toledano, toledanob@riverview.wednet.edu, Early Childhood Coordinator

Bibliography

OSPI, Dr. Terry Bergeson, Framework for Achieving the Essential Academic Learning Requirements in Reading, Writing, Communication. Birth to 5 Years. June 2000.

Kent School District, Early Childhood Education Team, Inclusion of the Washington State Essential Learnings, with the Assessment Evaluation Programming System (AEPS) and the Kent School District Early Childhood Program. Working together to improve student learning.

Puget Sound Educational Service District, ECEAP / Headstart Early Learning Goals.

Perkins, Mary, Regional Early Childhood Coordinator, ESD 113, Forecasting the Future: Addressing Washington's Essential Academic Learning Requirements With Young Children.

University of Idaho-Idaho Center on Developmental Disabilities. Head Start Emergent Literacy Project, What is Emergent Literacy and Why Should We Do It? University of Idaho, 1996.

Introduction

This project focuses on the early literacy development of young children ages three to six years of age. The learning goals of this age group are tied to the State Essential Academic Learning Requirements and the foundations for literacy development are outlined to support a broad foundation for later academic success.

Many resources provided background and support for the development of preschool student learning standards. The Puget Sound Educational Service District ECEAP/Head Start Programs developed learning goals in 2002 that provide ideas for environments; opportunities and actions families and teachers can take to develop these developmental goals.

After review of the current literature and several models of looking at preschool and infant development, it is recommended that the Riverview School District focus on developing guidelines in learning goals for preschool students. The information that is included in the OSPI document Framework for Achieving the Essential Academic Learning Requirements in Reading, Writing, Communication, Birth to 5 Years, be included for parents. This information will help parents and providers look at development as longitudinal and as building blocks for later success. They are included in this report.

The background used to develop this Professional Growth Option included the following:

Riverview School District Background

Vision Statement

We commit to a safe, respectful, and nurturing environment established for the highest quality educational opportunities.

We embrace inclusive, progressive, and comprehensive programs born of the expertise and energy of students, staff, families, and community.

We envision a valued, honored, and celebrated community of learning heralded as a model of cooperation, innovation, and excellence for all.

Mission

The Riverview School District, as an extension of the greater community and working in tandem with the family, will educate all children to become responsible citizens with a passion for learning, a foundation of skills, knowledge and experience; and with the creativity and resiliency to thrive in a dynamic world.

District Strategic Plan

Goal 1:

Provide an aligned, articulated K-12 curriculum that is assessed and ensures student success in meeting or exceeding district and state academic standards

Task 3: Draft guidelines for early childhood academic skills development plan.

Task 4: Write and publish early childhood academic skills development plan.

Foundations in Early Childhood Development

1. All of these experiences, developmental goals and skills can be acquired by a variety of experiences and opportunities.
2. Early learning experiences and opportunities should be sensitive to the culture, language, development and abilities of the individual child.
3. We know through research that children seem to more readily become readers and writers in an environment that allows and facilitates them to construct their understanding of how language and words work.
4. There is a large body of research that exists regarding the importance of phonemic awareness as a precursor to and a predictor of success in reading. It is also been shown that it is reciprocal; that is, we need some understanding of sound, letter, and word correlations to learn to read and we gain further understanding of those relationships as we become more proficient and fluent readers.
5. The work of children is play. Young children need many interactions with their world to be able to build a strong foundation for more complex learning.

This project is designed to start us thinking about how young children build a literacy foundation and how the continuum really starts at birth.

Riverview Early Childhood Essential Academic Learning Requirements

State Essential Academic Learning Requirements for K-12: Reading

1. The student understands and uses different skills and strategies to read.
   1. use word recognition and word meaning skills to read and comprehend text
   2. build vocabulary through reading
   3. read fluently, adjusting reading for purpose and material
   4. understand elements of literature - fiction
   5. use features of non-fiction text and computer software
2. The student understands the meaning of what is read.
   1. comprehend important ideas and details
   2. expand comprehension by analyzing, interpreting, and synthesizing
   3. think critically and analyze authors' use of language, style, purpose and perspective
3. The student reads different materials for a variety of purposes
   1. read to learn new information
   2. read to perform a task
   3. read for career applications
4. The student sets goals and evaluates progress to improve reading.
   1. assess strengths and need for improvement
   2. seek and offer feedback to improve reading information and ideas
   3. develop interests and share reading experiences

Early Childhood EALRS Reading

Reading EALR 1.1

1. The student understands and uses different skills and strategies to read. 1.1 The student will use word recognition and word meaning skills to read and comprehend text
Birth to 3	3 - 6 Years
The child will use 10 consistent word approximations to refer to objects, people, and/or events. Without contextual cues, the child will locate (e.g., look, at, reach for, touch, point to) at least 20 familiar objects, people, and/or events, when named by another person. The child will use 50 single words appropriately that include at least 5 descriptive words, five action words, two pronouns, 15 labeling words, and three proper names.	The child will demonstrate understanding of the purpose, function, and use of books, by performing the following prereading tasks: Demonstrating functional use of books, Telling about pictures in books Participating actively in storytelling. The child will demonstrate the ability to perform the following pre-reading tasks: Blend a series of sounds together to form a word Rhyme words with a model. The child will read three words consisting of three phonetic units by sounding them out. Spontaneously or on request, the child will read at least two common words by sight. One of the words may be the child's first name.

 

Reading EALR 1.2

1. The student understands and uses different skills and strategies to read. 1.2 The student will build vocabulary through reading.
Birth to 3	3 to 6 years
The child will use 10 consistent word approximations to refer to objects, people and/or events. Without contextual cues, the child will (e.g., look at, reach for, touch, point to) at least 20 familiar objects, people, and/or events when named by another person.	The child will demonstrate understanding of the purpose, function, and use of books by performing the following prereading tasks; Demonstrating functional use of books Telling about pictures in books Participating actively in storytelling. The child will demonstrate the ability to perform the following prereading tasks; Blend a series of sounds together to form a word Rhyme words with a model. The child will read three words consisting of three phonetic units by sounding them out (e.g., the child sounds out the printed words "bat," "sit", and "man") Spontaneously or on request, the child will read at least two common words by sight. One of the words may be the child's first name.

 

Reading EALR 1.3

1. The student understands and uses different skills and strategies to read. 1.3 The student will read fluently, adjusting reading for purpose and material.
Birth to 3	3 - 6 Years
The child will use a variety of two-word utterances to express; agent-action, action-object, and agent-object; possession; location; description; recurrence; and negation. The child will use a variety of three-word utterances to express negation; questions; action-object-location; agent-action-object. The child will use 10 consistent word approximations to refer to objects, people, and/or events. Without contextual cues, the child will locate (e.g., look at, reach for, touch, point to) at least 20 familiar objects, people, and/or events when named by another person.	The child will demonstrate understanding of the purpose, function, and use of books by performing the following prereading tasks; Demonstrating functional use of books. Telling about pictures in books. Participating actively in storytelling. The child will demonstrate the ability to perform the following prereading tasks; Blend a series of sounds together to forma word Rhyme words with a model The child will read three words consisting of three phonetic units by sounding them out. (e.g., the child sounds out the printed words, "bat", "sit", and "man". Spontaneously or on request, the child will read at least two common words by sight. One of the words may be the child's first name.

 

Reading EALR 1.4

1.0 The student understands and uses different skills and strategies to read. 1.4 The student will understand elements of literature - fiction.
Birth to 3	3 - 6 Years
The child will use a variety of two-word utterances to express agent-action, action-object, and agent-object; possession; location; description; recurrence; and negation. The child will use a variety of three-word utterances to express; negation; questions; action-object-location; agent-action-object. The child will use 10 consistent word approximations to refer to objects, people, and/or events. Without contextual cues, the child will locate (e.g., look at, reach for, touch, point to) at least 20 familiar objects, people and/or events when named by another person.	The child will demonstrate understanding of the purpose, function, and use of books by performing the following prereading tasks; Demonstrating functional use of books Telling about pictures in books Participating actively in storytelling. The child will demonstrate the ability to perform the following prereading tasks; Blend a series of sounds together to form a word Rhyme words with a model

 

Reading EALR 1.5

1. The student understands and uses different skills and strategies to read. 1.5 The student will use features of non-fiction text and computer software.
Birth to 3	3 - 6 Years
Exposure to pre-reading skill-based software	Exposure to pre-reading skill-based software

 

Reading EALR 2.1

2. The student understands the meaning of what is read. 2.1 The student will comprehend important ideas and details.
Birth to 3	3 to 6 Years
The Child will respond with appropriate motor action to two-step directions that do not relate to the immediate context (e.g., When doll is not present in the immediate context, person asks child to "go get your doll and put it on the table."	The child will make statements and appropriately answer questions that require the child to: Give reasons for inferences Make predictions about future or hypothetical events Determine possible causes for events. The child will follow directions, answer questions, or identify objects or people using at least six different terms that describe size (e.g., the child hands the adult a small block in response to adult's request to "Give me a small one.") The child will follow directions; answer questions; or identify objects, people, or events using at least 10 different terms that describe quality (e.g., the child pushes a truck across the floor and says, "This truck can go fast.") The child will follow directions: answer questions; or identify objects, people, events using at least 12 different terms that describe spatial relations (e.g., the child lines up dolls and, while placing the last one, says, "This baby is last.") The child will follow directions, answer questions, or identify events using at least seven different terms that describe temporal relations (e.g., while building a tower of blocks, the child says, "After I make this big, I'm going to knock it down"; the child then builds the tower than knocks it down). The child will demonstrate understanding of the purpose, function, and use of books by performing the following prereading tasks: Demonstrating functional use of books Telling about pictures in book Participating actively in storytelling Without contextual cues, the child will spontaneously and accurately relate )e.g., tell, demonstrate) events that occurred on the same day at least 30 minutes after the occurrence of the event (e.g., at the end of the school day, an adult asks, "What did you make in art today?" when the art project and materials are not present in the environment; the child responds by accurately telling what was made during the activity). Spontaneously or on request, the child will tell two of the following: Telephone number Alphabet Numbers from 1 - 20 Spelling of name Days of the week

 

Reading EALR 2.2

2. The student understands the meaning of what is read. 2.2 The student will expand comprehension by analyzing, interpreting, and synthesizing information and ideas.
Birth to 3	3 - 6 Years
The child will solve common problems by using different strategies (e.g., child attempts to reach a toy, climbs on a chair to reach it, and then asks an adult to reach it.	The child will demonstrate understanding of the purpose, function, and use of books by performing the following prereading tasks: Demonstrating functional use of books Telling about pictures in book Participating actively in storytelling

 

Reading EALR 3.1

3. The student reads different materials for a variety of purposes. 3.1 The student will read to learn new information
Birth to 3	3 - 6 Years
The child will use 50 single words appropriately that include at least five descriptive words, five action words, two pronouns, 15 labeling words, and three proper names. The child will look at, turn to, reach, and/or move toward auditory, visual, and tactile events (e.g., doorbell, mobile, person's touch). The child will rotate either wrist to turn part of an object (e.g., turn lid on jar, turn music box knob).	The child will demonstrate understanding of the purpose, function, and use of books by performing the following prereading tasks: Demonstrating functional use of books Telling about pictures in book Participating actively in storytelling

 

Reading EALR 3.2

3. The student reads different materials for a variety of purposes. 3.2 The student will read to perform a task.
Birth to 3	3 - 6 Years
Without contextual cues, the child will locate (e.g., look at, reach for, touch, point to) at least 20 familiar objects, people, and/events when named by another person. The child will respond with appropriate motor action to two-step directions that do not relate to the immediate context (e.g., When doll is not present in the immediate context, person asks child to "go get your doll and put it on the table.) The child will look at, turn to, reach, and/or move toward auditory, visual, and tactile events (e.g., doorbell, mobile, person's touch).	The child will demonstrate understanding of the purpose, function, and use of books by performing the following prereading tasks; Demonstrating functional use of books Telling about pictures in books Participating actively in storytelling In response to functional (i.e., within context) three-step directions that are not routinely given, the child will correctly perform the sequence as directed (e.g., during a gross motor activity, an adult gestures and tells the child to "Run to the bench, pick up the ball, then run to the slide;" the child then follows these directions in the correct sequence). Contextual cues such as gestures may be given. The child will retell sequences of at least three events verbally, through gestures and demonstration, or by arranging pictures into correct sequence (e.g., an adult tells a three-part story and asks the child to retell the story; the child gestures, tells the story verbally or arranges the story pictures in correct sequence to retell the story.

 

Reading EALR 3.3

3. The student reads different materials for a variety of purposes. 3.3 The student will read for literary experience.
Birth to 3	3 - 6 Years
Prerequisites have been addressed in previous Reading EALRs	The child will demonstrate understanding of the purpose, function, and use of books by performing the following prereading tasks: Demonstrating functional use of books Telling about pictures in books Participating actively in storytelling

 

Reading EALR 3.4

3. The student reads different materials for a variety of purposes. The student will read for career applications.
Birth to 3	3 - 6 Years
N/A	N/A

 

Reading EALR 4.1

4. The student sets goals and evaluates progress to improve reading. 4.1 The student will assess strengths and need for improvement.
Birth to 3	3 - 6 Years
The child will solve common problems by using different strategies (e.g., child attempts to reach a toy, climbs on a chair to reach it, and then asks an adult to reach it).	The child will communicate personal likes and dislikes about people, objects, and activities (e.g., the child says, "Yumm, I love chocolate cake" while eating a piece of cake). The child will use words, phrases, or sentences to do the following: Express anticipated outcomes Describe pretend objects, events, or people Label own or others' affect/emotions Describe past events Make commands to and requests of others Obtain information Inform Spontaneously or on request the child will indicate (e.g., tell, demonstrate) why particular solutions to problems that occur within context would or would not work (e.g., the child responds with a reason when asked, "Why couldn't we glue these on with water?") The child will make statements and appropriately answer questions that require the child to: Give reasons for inferences Make predictions about future or hypothetical events Determine possible causes for events

 

Reading EALR 4.2

4. The student sets goals and evaluates progress to improve reading. 4.2 The student will seek and offer feedback to improve reading.
Birth to 3	3 to 6 Years
The child will solve common problems by using different strategies (e.g., child attempts to reach a toy, climbs on a chair to reach it, and then asks an adult to reach it.)	Spontaneously or on request the child will indicate (e.g., tell, demonstrate) why particular solutions to problems that occur within context would or would not work (e.g., the child responds with a reason when asked, Why couldn't we glue these on with water?") The child will use words, phrases, or sentences to do the following: Express anticipated outcomes Describe pretend objects, events, or people Label own or others' affect/emotions Describe past events Make commands to and requests of others Obtain information Inform The child 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. The child will use the following forms to ask questions: Yes/no question Questions with inverted auxiliary When questions Why, who, and how questions What and where questions Rising inflection

 

Reading EALR 4.3

4. The student sets goals and evaluates progress to improve reading. 4.3 The student will develop interests and share reading experiences.
Birth to 3	3 - 6 Years
The child will initiate and maintain a communicative exchange toward familiar adult by directing gestures, signs, vocalizations, and/or verbalizations for two or more consecutive exchanges. An exchange is a response from the child and from the adult. Without contextual cues, the child will locate (e.g., look at, reach for, touch, point to) at least 20 familiar objects, people, and/or events when named by another person. The child will respond with appropriate motor action to two-step directions that do not relate to the immediate context (e.g., When doll is not present in the immediate context, person asks child to "go get your doll and put it on the table.")	The child will use words, phrases, or sentences to do the following: Express anticipated outcomes Describe pretend objects, events, or people Label own or others' affect/emotions Describe past events Make commands to and requests of others Obtain information Inform The child will communicate personal likes and dislikes about people, objects, and activities (e.g., the child says, "Yumm, I love chocolate cake" while eating a piece of cake). The child will demonstrate understanding of purpose, function, and use of books by performing the following prereading tasks: Demonstrating functional use of books Telling about pictures in books Participating actively in storytelling

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Riverview School District
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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