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:

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Yvonne Smith

Milestones in Language and Literacy.docx

 

Summary

 1148 Words

© 2017. Grand Canyon University. All Rights Reserved.

 Student: Submitted to Grand Canyon University

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 Student: Submitted to Grand Canyon University

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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

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 Student: Submitted to Grand Canyon University

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 Spelling mistake: guidelin  guideline

 Spelling mistake: similitudes  similitude

 Spelling mistake: conversatio  conversation

 Spelling mistake: ns  NS

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 Spelling mistake: considerati  considerate

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 Spelling mistake: altogethe  altogether

 Spelling mistake: ly  by

 Spelling mistake: consiste  consists

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 Spelling mistake: Understa  Undersea

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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

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 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

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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

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 Student: Submitted to Grand Canyon University

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© 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.
 

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