La. Admin. Code tit. 28 § CXXXVI-305

Current through Register Vol. 50, No. 11, November 20, 2024

Section CXXXVI-305 - Language and Early Literacy Development

A. Language Development, Receptive Communication. Standard 1: Children attend to, understand, and respond to verbal and non-verbal communication and language from others.

1. Infants, Birth-11 months:

a. Recognize more than one tone of voice in adults and respond with body movement and sounds.

b. Demonstrate interest in voices, and focus on speech, sounds, and other communication directed at them.

c. Respond or show excitement upon hearing familiar words.

d. Respond to simple requests accompanied by gestures or tone of voice.

2. Young Toddlers, 9-18 months:

a. Respond to facial expressions, tone of voice, and some words that communicate basic feelings.

b. Respond to speech and other communication directed at them.

c. Respond appropriately to familiar words, signs, and/or songs.

d. Follow simple directions, especially if accompanied by gestures.

3. Older Toddlers, 16-36 months:

a. Respond to facial expressions, tone of voice, and words that communicate a variety of feelings.

b. Respond to simple statements, questions, and other communication.

c. Demonstrate understanding of descriptive words through conversations and actions.

d. Follow one- or two-step directions with few gestures.

4. Three Year Olds, 36-48 months:

a. Respond to statements, questions, and other communication.

b. Demonstrate understanding of a variety of words through conversations and actions, including those relating to objects and actions. Determine the meaning of unknown words by asking questions or using contextual clues, with modeling and support.

c. Follow directions of two or more steps with familiar objects, experiences, and/or routines, using visual cues if needed (e.g., wash and dry hands using a visual of the hand-washing sequence).

5. Four Year Olds, 48-60 months:

a. Respond to complex statements, questions, and other communication that include multiple phrases and ideas.

b. Demonstrate understanding of a variety of words through conversations and actions, including words that express abstract concepts such as synonyms and opposites. Determine the meaning of unknown words by asking questions, using contextual clues, pictures, and/or prior knowledge.

c. Follow detailed directions that involve multiple steps (e.g., "Get the sponge, dampen it with water, and clean your table top.").

B. Language Development, Expressive Communication. Standard 2: Communicate with others to express oneself.

1. Infants, Birth-11 months:

a. Experiment with making sounds. Engage in babbling.

b. Communicate needs and wants, interest, or dislike through vocalizations, gestures, and facial expressions.

2. Young Toddlers, 9-18 months:

a. Communicate through word-like sounds, some words, and some simple phrases.

b. Express needs and wants and refer to familiar people and objects using verbal and non-verbal communication.

c. Respond to simple statements and questions about pictures, people, and things that are present.

d. Use some pronouns.

3. Older Toddlers, 16-36 months:

a. Communicate through simple phrases and/or short sentences, but may omit some words or use some words incorrectly (e.g., "Mommy goed to store").

b. Communicate requests and describe familiar people and objects using verbal and non-verbal communication.

c. Answer and ask simple questions about things and activities at the time they are happening.

d. Use correct words for familiar people, objects, and animals. Describe observable characteristics of objects, such as color and size, with simple words. Expand their vocabulary by asking others to name unfamiliar objects.

e. Speak in a way that is understood by most familiar people.

f. Use the plural forms of some nouns, not always correctly. Use the past tense of some verbs. Use simple adjectives in statements.

4. Three Year Olds, 36-48 months:

a. Communicate using simple sentences.

b. Communicate ideas, describe activities, and negotiate social interactions using verbal communication.

c. Answer and ask questions about a variety of familiar topics, activities, and/or concepts.

d. Express feelings, talk about position and direction, and describe actions using a variety of words. Describe the use of familiar objects, including objects that belong in the same category based on how they are used. Determine the meaning of unknown words by asking questions or using contextual clues, with modeling and support.

e. Speak in a way that is understood by unfamiliar listeners but may make some pronunciation errors.

f. Use common prepositions, correct subject-verb agreement, pronouns, and possessives.

5. Four Year Olds, 48-60 months:

a. Communicate using longer sentences, including the use of descriptive details and vocabulary and/or combining two or three phrases.

b. Communicate about abstract ideas, tell a story, describe past experiences, and discuss objects that are not physically present using verbal communication. Adjust communication strategies if the message is not understood.

c. Answer and ask complex questions to learn more about topics of interest, understand tasks, and solve problems, with explanation or follow-up questions.

d. Use several words that explain the same idea (i.e., synonyms) and opposites. Use acquired vocabulary in conversations. Determine the meaning of unknown words using prior knowledge and context clues in conversation.

e. Speak in a way that is understood by unfamiliar listeners, with few pronunciation errors.

f. Correctly use a variety of different types of words, including prepositions, regular and irregular plural nouns, pronouns, possessives, and regular and irregular past tense verbs, most of the time.

C. Language Development, Social and Conversational Rules. Standard 3: Children use social and conversational rules when communicating with others.

1. Infants, Birth-11 months:

a. Initiate interactions with another person using movement and/or behavior.

b. Briefly pay attention to the same object at which the caregiver is looking. Engage in turn-taking during social and vocal play with adults and other children.

2. Young Toddlers, 9-18 months:

a. Initiate interactions with others using gestures and/or vocalizations.

b. Establish joint attention by looking at an object, at their caregiver, and back at the object. Respond to communication from another person using multiple means (non-verbal and verbal).

c. "Jabber" and vocalize sounds in a way that is similar to the rhythm and flow of conversations around them.

3. Older Toddlers, 16-36 months:

a. Ask questions or use verbal or non-verbal cues to initiate communication with others.

b. Participate in short conversations, with some turn-taking exchanges.

c. Listen attentively during brief group conversations and respond to questions or requests made to the group.

d. Communicate in short sentences that follow the word order of their home language.

4. Three Year Olds, 36-48 months:

a. Sometimes initiate communication with peers by asking questions or using verbal or non-verbal cues.

b. Participate in conversations that include multiple turn-taking exchanges, particularly related to topics of interest.

c. Use appropriate volume and intonation when communicating, with modeling and support.

d. Make comments and ask questions related to the topic of discussion during small or large group conversations, with prompting and support. Follow simple rules for group discussions, with reminders.

e. Communicate in sentences and use more conventional grammar in their home language (plurals, tenses, prepositions). Make grammatical errors that follow their home language rules.

5. Four Year Olds, 48-60 months:

a. Initiate communication with peers by asking questions or using verbal cues.

b. Initiate and participate in conversations that involve multiple turn-taking exchanges, with each exchange relating to and building upon the previous.

c. Use appropriate volume and intonation to match the situation when communicating.

d. Participate in a group discussion, making comments and asking questions related to the topic. Follow commonly accepted norms of communication in group settings with increasing independence.

e. Speak in full sentences that are grammatically correct within their home language most of the time.

D. Early Literacy, Phonological Awareness. Standard 1: Children demonstrate awareness that spoken language is composed of smaller segments of words and sounds.

1. Young Toddlers, 9-18 months:

a. Demonstrate interest in familiar rhymes and songs.

2. Older Toddlers, 16-36 months:

a. Sing songs and say or repeat familiar rhymes.

b. Sing songs with multiple words that start with the same initial sound.

3. Three Year Olds, 36-48 months:

a. Repeat rhyming words in familiar songs, finger plays, and rhymes, filling in rhyming words when given the opportunity.

b. Show awareness that some words start with the same initial sound.

c. Segment spoken sentences into individual words with guidance and support.

d. Identify syllables in spoken words with guidance and support.

e. Blend a sequence of spoken syllables to produce words with guidance and support.

4. Four Year Olds, 48-60 months:

a. Identify and produce rhyming words.

b. Identify the initial sound in a spoken word with guidance and support.

c. Segment spoken sentences into individual words.

d. Identify syllables in spoken words.

e. Blend a sequence of spoken syllables to produce words.

f. Blend onsets and rimes of single syllable spoken words with guidance and support.

E. Early Literacy, Print Concepts. Standard 2: Children demonstrate knowledge of books and how print conveys meaning.

1. Infants, Birth-11 months:

a. Explore books by touch (e.g., patting and/or chewing on board books).

b. Demonstrate interest in books by reaching for books and exploring books through touch.

2. Young Toddlers, 9-18 months:

a. Hold books, look at pictures, and help turn some pages.

b. Request to have books read to them.

3. Older Toddlers, 16-36 months:

a. Recognize some familiar symbols and logos in the environment.

b. Recognize that print, symbols, and pictures have meaning.

c. Hold a book as if reading and turn some pages, but not always in the right order. Recognize specific books by their covers and look for specific pages in familiar books.

d. Self-select familiar books and engage in shared reading.

4. Three Year Olds, 36-48 months:

a. Recognize and name familiar symbols and logos in the environment (environmental print).

b. Distinguish print from pictures and show awareness that print communicates meaning.

c. Hold a book right side up and turn most pages one by one from front to back. Demonstrate awareness that print progresses from left to right and top to bottom on a page with guidance and support.

d. Share self-selected familiar books and engage in pretend reading with others.

5. Four Year Olds, 48-60 months:

a. Recognize and name pictures, symbols, and logos in the environment (environmental print).

b. Demonstrate an understanding that print has meaning and corresponds with spoken language. Demonstrate awareness that written words are made up of a group of individual letters.

c. Hold a book right side up while turning pages one by one from front to back. Identify parts of a book such as the front, back, and title. Demonstrate awareness of some conventions of print (e.g., capital letters, where to start reading on a page, and how to progress across and down a page). Describe the role of the author and illustrator of a text.

d. Demonstrate interest in different kinds of literature, such as fiction and non-fiction books and poetry, on a range of topics.

F. Early Literacy, Alphabet Awareness. Standard 3: Children recognize and identify letters and make letter-sound connections.

1. Older Toddlers, 16-36 months:

a. Recognize letters of the alphabet as a special category of print, different from pictures and shapes.

2. Three Year Olds, 36-48 months:

a. Recognize and name some letters of the alphabet, especially those in their own name, as well as letters that occur frequently in the environment.

b. Identify the sound for a few recognized letters.

3. Four Year Olds, 48-60 months:

a. Recognize and name many of the letters in the alphabet, specifically letters in their own name, as well as letters that occur frequently in the environment.

b. Identify or produce the sound of many recognized letters.

c. Recognize their own name and some common words in print.

G. Early Literacy, Comprehension. Standard 4: Children show interest in and gain understanding from a variety of early literacy experiences.

1. Older Toddlers, 16-36 months:

a. Recite some words of a familiar book when read to, especially from books with repeating text.

b. Ask or answer simple questions about a familiar story or book, including informational text.

c. Recognize when a story or book describes something that is similar to their own experiences.

2. Three Year Olds, 36-48 months:

a. Tell make-believe or real-life stories, sometimes in random sequence.

b. Retell familiar stories using pictures or props as prompts.

c. Ask or answer questions about key details in a familiar story, informational book, or other text.

d. Answer questions about how events and information from stories relate to their own experiences.

e. Share their own thoughts and reactions to a story or text.

f. Explore a variety of literacy genres, including stories/make believe, informational text, and poetry.

3. Four Year Olds, 48-60 months:

a. Tell make-believe or real-life stories using a sequence of at least 2-3 connected events.

b. Describe some key details from familiar stories, such as characters, setting, and/or major events.

c. Ask or answer questions about key details in a familiar story, informational book, or other text. Make predictions about events that might happen next, with guidance and support.

d. Recall their own experiences that relate to events and information from stories or informational texts.

e. Analyze and reason about stories and other text with guidance and support during shared reading experiences.

f. Recognize differences between stories/make believe, information text, and poetry.

H. Early Literacy, Emergent Writing. Standard 5: Children write and draw to express their ideas, using some letters and print conventions.

1. Young Toddlers, 9-18 months:

a. Make marks or scribbles using a variety of media (e.g., finger paint, chalk).

2. Older Toddlers, 16-36 months:

a. Draw or scribble with a purpose during play or other activities.

b. Make intentional, more controlled scribbles and shapes (e.g., straight or curved lines).

c. Draw a picture and describe what it represents.

3. Three Year Olds, 36-48 months:

a. Show emerging awareness that writing can be used for a variety of purposes.

b. Write letter-like forms and a few letters, although often not oriented or written correctly. String some letter-like forms and/or letters together as if they are a word.

c. Dictate ideas for someone to write down. Use scribbles, shapes, letter-like forms, letters, and numerals to write and/or represent words or ideas. Discuss or answer questions about their writing and drawings.

4. Four Year Olds, 48-60 months:

a. Use writing for a variety of purposes to convey meaning.

b. Write some letters of meaningful words such as their name, using letters and letter-like forms.

c. Attempt to write some words using invented spelling. Demonstrate awareness of some print conventions (e.g., moving from left to right when writing; leaving space between some groups of letters).

d. Dictate elaborative or meaningful information or stories for someone to write down. Use writing and/or digital tools to communicate information. Use classroom resources (e.g., labels; anchor charts) to support writing.

La. Admin. Code tit. 28, § CXXXVI-305

Promulgated by the Board of Elementary and Secondary Education, LR 50958 (7/1/2024).

AUTHORITY NOTE: Promulgated in accordance with R.S. 17:6(A)(10), R.S. 17:407.22, R.S. 17:407.23.