As a teacher, it is crucial to know the milestones for language and literacy based on the age and developmental level of students in order to know how to differentiate and accommodate students’ needs.
Part 1: Milestones in Language and Literacy Chart
Research the specific milestones related to the elementary grade K-8 state English Language Arts standards for the following areas of literacy:
Save your time - order a paper!
Get your paper written from scratch within the tight deadline. Our service is a reliable solution to all your troubles. Place an order on any task and we will take care of it. You won’t have to worry about the quality and deadlines
Order Paper NowSubmission Ide: fdbc63eb-1950-4add-baa7-c02b4fa357ad
63% SIMILARITY SCORE 18 CITATION ITEMS 44 GRAMMAR ISSUES 0 FEEDBACK COMMENT Internet Source 0% Institution 63%
Yvonne Smith
Milestones in Language and Literacy.docx
Summary
1148 Words
© 2017. Grand Canyon University. All Rights Reserved.
Student: Submitted to Grand Canyon University
Use an m-dash.: – —
Spelling mistake: Developme Developed
Spelling mistake: nt NT
Student: Submitted to Grand Canyon University
Student: Submitted to Grand Canyon University
Spelling mistake: perusers peruses
Student: Submitted to Grand Canyon University
Checks that a…: development-c… Development-c…
Spelling mistake: Developme Developed
Spelling mistake: nt NT
Student: Submitted to Grand Canyon University
Checks that a sente…: inspecting Inspecting
Milestones in Language and Literacy Part 1: Milestones in Language and Literacy Chart – English Language Arts State Standards for Elementary Grade Levels
1st-3rd 4th-5th 6th-8th Citations Language Developme nt
Learners can mix and figure sounds in words. Perceive starting, center, and finishing sound my first graders will figure out how to choose the correct words from the comprehensive request of words to impart meaning. Adhere to rules and grasp language. Improved jargon by interfacing with others.
Fathom the associations between things. Learners can use fitting punctuation, discourse, solve the problems they face, and communicate.
Learners are acceptable perusers and will have the option to think mentally, Academically, and legitimately Debate, reason. Appreciate eye is to sight and teeth is to bite. Fathom non-verbal communication and manner of speaking. Pickup on social signs.
https://childdevelopment.com.au/resources/child- development-charts/stages-of-language-development- chart/ American Speech-Language-Hearing Association. (n.d.). Your child’s communication: Fourth-fifth grade. Retrieved from: https://www.asha.org/public/speech/development/fourth grade
Reading Developme nt
Learners create sight words while perusing and perceiving print ideas, not withstanding, self-rectifying using setting pieces of information, understanding
Learners have a significant relationship to writing and perusing with a reason. Comprehend what makes them unique about other people. Students have verification
Learners start to connect text to self and text to the world. Students are coordinating data from various sources, reflecting, looking at fiction and genuine, making determinations,
Morin, A. (n.d.). Reading Skills: What to expect at different ages. Retrieved from: https://www.understood.org/en/learning-attention- issues/signs-symptoms/age-by-age-learning- skills/reading-skills-what-to-expect-at-different-ages
American Speech-Language-Hearing Association. (n.d.). Your child’s communication: Fourth-fifth grade. Retrieved from: https://www.asha.org/public/speech/development/fourth grade
words sounds, and fixing their missteps while perusing.
of appreciation of the text and investigate assorted books, and read with familiarity.
inspecting character inspirations, relating stories to their own lives, outcomes, and
© 2017. Grand Canyon University. All Rights Reserved.
Student: Submitted to Grand Canyon University
Checks that a sentence star…: issues Issues
Student: Submitted to Grand Canyon University
Statistically detect wrong use of…: Know No
Spelling mistake: understa undersea
Spelling mistake: nd ND
Student: Submitted to Grand Canyon University
Spelling mistake: guidelin guideline
Spelling mistake: similitudes similitude
Spelling mistake: conversatio conversation
Spelling mistake: ns NS
Use of whitespace before comma and b…: , ,
Spelling mistake: considerati considerate
Checks that a sentence star…: issues Issues
Student: Submitted to Grand Canyon University
Spelling mistake: altogethe altogether
Spelling mistake: ly by
Spelling mistake: consiste consists
Spelling mistake: nt NT
Spelling mistake: Understa Undersea
Spelling mistake: nd ND
Unpaired braces, brackets, quotation m…: )
understanding the implications of writing.
Writing Learners are using methodologies to spell words they don’t have the foggiest idea. Impersonating what they have realized in different stories in their composition.
Learners are learning components and parts that make a successful proper composition. For example, adding subtleties and accentuation just constrictions.
Learners create complex sentences, connect thoughts, compose reports, and sum up things read in their own words what they have realized.
https://www.understood.org/en/learning-attention- issues/signs-symptoms/age-by-age-learning- skills/writing-skills-what-to-expect-at-different-ages
Listening • Know, use, and understa nd a ton of words. Like tuning in too long stories and part books.
• Examine and tune in to new words, recollect data, respond to guidelin es.
• Tune in to and understand data introduced by others
• Structure assessment s dependent on proof
• Tune in for explicit purposes
• Tune in and reach inferences in the subject of knowledge learning exercises.
• Use similitudes, slang, and various methods of talking
• Are keen on having conversatio ns, discussions , and contentions
• Give more considerati on to body, language, tone, voice, and other nonverbal languages.
https://www.understood.org/en/learning-attention- issues/signs-symptoms/age-by-age-learning- skills/writing-skills-what-to-expect-at-different-ages
• Follow 2 to 3 stage headings altogethe r.
Speaking • Be effective ly perceive d
• Answer more mind- boggling “yes/no” question s
• Tell and retell stories and occasion s in a consiste nt request.
• Understa nd heading words, area, space, and time words).
• Use words suitably in discussion.
• Use language appropriat ely for an assortment of purposes. Researcher s can keep in touch and use motions, outward appearance s, and proper voice during bunch introductio ns.
• Partake in- class conversati ons across branches of
• Experience “consider the possibility that” situations and impart through alternate methods of critical thinking.
https://childdevelopment.com.au/resources/child- development-charts/stages-of-language-development- chart/
Wilson, K. & Katz, M. (2009). Literacy developmental: ages & stages. Retrieved from file:///C:/Users/Ei%20Kyaw/Downloads/ literacy-development-ages-amp- stages_598da22a1723ddd1695425f7.
© 2017. Grand Canyon University. All Rights Reserved.
© 2017. Grand Canyon University. All Rights Reserved.
slowly create language abilities. On the off chance that there are any holes in the perusing
establishment, it would potentially set the researcher up for issues in the study hall setting just as
later on. Understanding where researchers ought to be formatively in language, composing,
perusing, and talking helps me imagine where my researchers ought to be at different phases of
their scholastic turns of events. In light of the language and education layout, exercise plans should
mirror the researchers’ requirements since one size doesn’t fit all. On the off chance that researchers
Spelling mistake: appropriat appropriate Spelling mistake: ely fly
Student: Submitted to Grand Canyon University
Spelling mistake: introductio introduction
Spelling mistake: ns NS
Spelling mistake: conversati conversation
Spelling mistake: ons on
Use of whitespace before comma and b…: . .
Student: Submitted to Grand Canyon University
Student: Submitted to Grand Canyon University
Student: Submitted to Grand Canyon University
Spelling mistake: mafiadoc mafia doc
Spelling mistake: com_ come
Spelling mistake: pdf PDF
Spelling mist…: contemplation… contemplation
Student: Submitted to Grand Canyon University
Student: Submitted to Grand Canyon University
Student: Submitted to Grand Canyon University
Student: Submitted to Grand Canyon University
obtain (get): obtaining get
Unpaired braces, brackets, quotation m…: (
Passive voice: it is key that
Spelling mistake: formatively formative
knowledge .
Presenting Learners understand a ton of words and use these words for correspondence
Learners can impart thinking and contemplations using instructional language. They
Learners will see when there is an issue and fix the issue, they can impart thinking and musings,
https://www.understood.org/en/learning-attention- issues/signs-symptoms/age-by-age-learning- skills/writing-skills-what-to-expect-at-different-ages
with grown-ups and their friends. The students will pose inquiries to get lucidity. Researchers may experience issues communicating what they feel about language now and again.
can remain before class and convey a discourse.
retell, and rehash significant data utilizing discourse.
Part 2: Language and Literacy Reflection
There are different purposes why instructors ought to guarantee that they have an education
and language-rich climate. Understudies begin to take in and measure language from the beginning
of life, so producing openings for complex language and education abilities is crucial for
understanding the turn of events. Some factors can have an impact on language improvement.
These are perceptual and calculated abilities, ecological variables, openness to scholarly and
conversational language, and opportunities to research and utilize language. Moreover, the
significance of using the researcher’s ebb and flow language impacts language obtaining and how
understudies get and recall language (Morin. 2018). Hence, language and proficiency capacities
as a channel for the general improvement of language procurement for researchers.
Reflecting upon the information concerning language and education advancement and
these specific achievements referenced in perusing, composing, introducing, talking, and listening
improvement noted by grade level will affect my future expert practice. When working with
researchers, instructors should consider how educators regulate and direct our researchers to decide
their accomplishments later on. This way, it is key that instructors fabricate the researcher’s
language abilities established on their earlier information, or what they know is that researchers
© 2017. Grand Canyon University. All Rights Reserved.
are to be scholastically arranged and compelling in school, teachers, guardians, and the local area
should unit agreeably. Presentations of language abilities should begin during the early years, such
as starting, center, and finishing letter sounds, letter acknowledgment, consonants, chance to
investigate different writing, word study, understanding perception, comprehension, and
familiarity. Will invigorate that researchers are prepared components that will help them become
gainful and fearless perusers (Richardson. 2018). Later on practices, I should point to ceaselessly
evaluate ways I can contrastingly notice researchers during picking up, talking, composing, tuning
in, and understanding movement, mainly centering direct considerations to which researchers may
require separation and how I can oblige their necessities in future practices.
References
Crosser, S. (n.d.). Enhancing the language development of young children. Retrieved from: Early
Childhood News:
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=119
Moran, C. & Senseny, K. (2016,). An examination of the relationship between a child’s
developmental age and early literacy learning. Cogent Education, 3 (1), 1169577.
https://doi.org/10.1080/2331186X.2016.1169577
Morin, A. (n.d.). Reading Skills: What to expect at different ages. Retrieved from:
https://www.understood.org/en/learning-attention-issues/signs-symptoms/age-by-age-
learning-skills/reading-skills-what-to-expect-at-different-ages
Richardson, J. (n.d.). Guided Reading with Jan Richardson. Retrieved from: http://www.janrichardsonguidedreading.com
Spelling mistake: perusers peruses
Unpaired braces, brackets, quotation m…: (
Student: Submitted to Grand Canyon University
Spelling mistak…: contrastingly contrasting
© 2017. Grand Canyon University. All Rights Reserved.
- Language development
- Reading development
- Writing
- Listening
- Speaking
- Presenting
Using your research, complete the “Milestones in Language and Literacy” template, which will serve as a resource for the remaining assignments and field experiences within this course.
Support your findings with a minimum of three scholarly resources.
Part 2: Language and Literacy Reflection
Using the “Milestones in Language and Literacy” template, summarize and reflect upon the factors affecting language development and emergent literacy in 250-500 words. Within your reflection, describe:
- The importance of building on students’ current language skills to promote language.
- The effect of language and literacy development on language acquisition.
- How you will use your findings in your future professional practice.