Sub-domain: Literacy | Idaho Department of Health and Welfare

0 - 8 Months

6 - 18 Months

The development of oral language forms the foundation for early literacy development, just as the ability to communicate early in life impacts the development of vocabulary and speech.

16 - 38 Months

36 - 60 Months

Developmental Growth: Manipulate phonemes to make new words and to rhyme.

Child Indicators: Discriminates sounds that are the same and different. Discriminates one sound out of many. Joins in and repeats rhyming songs, finger plays, and poems. Listens for a particular word or phrase. Fills in the missing rhyming word in a song or story. Shows beginning understanding of rhyme and alliteration. Makes three or more letter-sound correspondences (e.g., identifies that “David,” “day,” and “dog” all begin with “d”). Finds objects in a picture with the same beginning sound, with assistance. Differentiates between similar- sounding words (three and tree).Fills in the missing rhyming word in a song or story. Begins to recognize the similar initial sounds of words that begin the same way (bug, bat, boy). Identifies the beginning sound of familiar words. Claps syllables of own name and of familiar words.

Caregiver Strategies: Engage child in sound discrimination activities (sound canisters). Engage child in rhythm activities. Listen for sounds and words in a book or story. Have child complete sentences in familiar and predictable books and stories (Brown Bear, Brown Bear; What Do You See?). Use music that emphasizes listening and responding. Use music for movement. Make up own silly songs and chants with the child. Play rhyming games, (e.g., “berry, hairy, scary” or rain, pain, lane”). Sing word songs, leaving out parts as you sing along (a dog BINGO, and in each consecutive paragraph leave out a letter but mark the spot with silence or a clap). When reading to child or children include them by involving them in the storytelling (omit a word that they fill in, encourage them to make appropriate sounds and hand motions, ask them to answer open-ended questions).Use structured opportunities to practice rhyming. Play sound matching and discrimination games. Use rhythm instruments to beat out syllables in words (drums, sticks, pans, spoons). Have child complete sentences in familiar and predictable books and stories. Use same activities for previous age group.

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Developmental Growth: Recognize letters as special symbols to represent spoken language.

Child Indicators: Sings alphabet songs. Knows that letters are symbols with individual names. Begins to recognize letters in their name. Recognizes and identifies letters in the environment (fast-food restaurants, stop signs, local stores). Recognizes beginning letters in familiar words (Mom, classmates’ names). Names and recognizes several letters beginning with letters in their own name. Recognizes written name. Begins to recognize letters in familiar words and names them.Begins to make letter sound connections. Recognizes the difference between numbers and letters.

Caregiver Strategies: Encourage child to notice letters in their environment. Encourage child to experiment and play with letters. Provide alphabet letter in blocks and magnets. Make letters with a variety of materials (play dough, sand, shaving cream, blocks). Point out letters and symbols in the environment (fast-food restaurants, familiar cereal names/logos, local stores). Play letter games with child. Start with the beginning letter in the child’s name, their siblings, mom, dad, etc. Point to objects in the environment that begin with the same letter.Read alphabet books with child. Solve alphabet puzzles with child.Immerse child in age-appropriate songs that focus on letter-sound recognition. Engage child in activities where he/she can manipulate and copy letters using different textures, tools, and mediums (let the child play with large sponge letters). Provide physical/motor activities to practice letter shapes (make letters with body parts, make a letter on the floor with yarn, chalk huge letters on pavement and walk around them). Identify letters in books. Comment on similarities and differences in letters. Post children’s names and pictures. Label areas in environment (table, chair, door). Provide “letter wall” to practice matching letters and word beginnings.

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Developmental Growth: Know that languages and words can be in written form.

Child Indicators: Turns pages one at a time. Begins to read books from front to back. Enjoys following along as book is read. Imitates the act of reading a book by looking at pictures, reciting from memory, or retelling of familiar stories. Begins to understand that printed text carries meaning when read. Differentiates between print and pictures. Knows first and last page of a book. Identifies some individual letters in text (usually letters in name). Shows understanding that letters make up words. Recognizes front and back of book. Identifies or recognizes signs, symbols, or labels in the environment. Recognizes that written words represent spoken words. Shows general knowledge of how print works (know that name begins with a big letter). Identifies words that look similar and different, with assistance. Begins to understand that print progresses from left to right (exceptions are Arabic, Chinese, and Japanese text).

Caregiver Strategies: Read daily to child. Plan to read and re-read books with patterns and repetition. Share enthusiasm and love for reading. Encourage child to follow the text with movement, mime, or choral reading. Provide access to cookbooks, magazines, menus, and catalogues in play areas. Write child’s name to label personal items, cubby. Write child’s dictated stories and read back to them. Assist child in creating books and other printed materials in home language and other languages. When reading with child, use punctuation to create natural breaks (point to the period to indicate the end of the sentence). Keep a variety of fiction and non- fiction books, poetry, etc., where child can reach them and look through them. Place books near couch, chairs, pillows, and or bed. Add books and print-rich material to all play areas (cookbooks and shopping lists in play kitchen, mechanic manuals with play cars). Provide books with tabs on each page to allow child with limited fine motor skills to turn pages. Provide opportunities and materials to create books; having children draw pictures and dictate text.

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Developmental Growth: Understand information from oral stories, reading books, and pictures.

Child Indicators: Imitates the act of reading a book by looking at pictures, reciting from memory, or retelling of familiar stories. Orally fills in or completes familiar text when looking at picture books. Begins to make predictions for what comes next in the story.Explores characters in stories with puppets, dramatic play, and flannel board figures. Begins to make personal connections to character and events in a story. Uses pictures to predict a story. Matches pictures with spoken words in the home language. Recognizes own name when spelled out in letters. Recites some words in familiar books from memory. Identifies major characters in story. Begins to understand the sequence of a story (beginning, middle, and end). Makes up an ending for a story. Pretends to read a familiar book.Recognizes that oral language has a written counterpart (a spoken phrase can be written and read). Describes character and events in stories.Relates stories to real life experiences. Retells sequence of events in a story using illustrations in a book or literary props. Asks questions for clarification and further understanding.Recalls specific details or events in a story.

Caregiver Strategies: Read daily to child. Plan to read and re-read books with patterns and repetition. Share enthusiasm and love for reading. Provide child with literary props. Ask child to make predictions about a story and draw connections to themselves. Show the cover of a book and ask child to predict what will happen in the story. When reading or telling stories with child, change roles; have the child become the storyteller and “read” to you. When reading a favorite story with child, pause before an often-repeated word and give him/her the opportunity to say the word. Engage with child in retelling a recently read or listened to story. Assist child in illustrating verses from popular children’s songs. Engage child in looking at wordless picture books, tell the story in your own words, and then encourage child to tell their own version of the story based on the pictures. Encourage child to discuss their ideas, feelings, and opinions about a book or story.

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Developmental Growth: Use books and written materials to gain information and enjoyment.

Child Indicators: Uses signs in the environment for information. Recognizes that print is read in stories. Uses maps, menus, cookbooks, and dictionaries during play. Uses printed materials for entertainment (pretending to read). Recognizes that different text forms have different purposes (grocery list is different than a written story). Finds information in books. Imitates common reading activities appropriately in play (pretends to use directions while putting something together, pretends to write a list or message). Realizes that letters and words represent ideas and feelings. Follows pictorial directions for cooking, assembling toys, and building models. Recognizes that printed materials have power (addresses, phone numbers, last name, knowledge).Selects books to read. Cares appropriately for books and pictures.

Caregiver Strategies: Read a variety of print including magazines, maps, menus, recipes, and environmental print. Make homemade books using logos, cereal box fronts, and other print forms. Play games using maps to find hidden treasures within the home or school. Use reference books to look up information in response to child’s questions (e.g., “I don’t know; let’s look it up.”). Use cookbooks with pictures instead of words to give a recipe. Provide opportunities for child to help put something together based on printed directions. Let child help you and show the child the instructions. Provide opportunities for child to write and read messages to other children (put SAVE sign on a block or building bricks construction). Refer to repair manuals, menus, cookbooks, phone books, and internet sites for information; and place in play areas. Allow child to write letters and post cards to friends and family. Discuss different cultures and traditions in stories from different regions of the world. Re-read favorite stories.

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Developmental Growth: Begin to write and draw to communicate language.

Child Indicators: Uses horizontal scribbling with breaks or separate marks to represent writing. Creates representational drawings. Uses scribbling to represent their name. Knows the difference between printed letters and drawings.Attempts to copy one or more letters of the alphabet. Labels pictures using letter-like marks. Knows that alphabet letters are a special category of graphics that can be individually named. Identifies letters to match the said-aloud letter name. Works at writing own name. Shows awareness of the difference between own writing and conventional print. Shows awareness of two or more different writing systems (especially appropriate for ELL and bilingual/multilingual children).Uses pictures, symbols, and letters to convey meaning. Uses letters to represent sounds in words. Prints some alphabet letters for given letter names.

Caregiver Strategies:

Provide a variety of writing and drawing tools with different kinds of paper (tablets, shopping lists, loose paper, sandpaper, etc.). Model writing by writing lists, letters, daily log of classroom activities, and notes stating the words as they are written. Encourage the use of creative spelling to label pictures, write name, and write notes to family and community members. Use the letters of the alphabet as they come up in real life situations. Call attention to names of children that begin with the same alphabet letter. Guide the child in writing his or her own name. Create games for child to pretend to be the letters of the alphabet and call out alphabet names.Draw letters in sand, shaving cream, finger paint, and play dough. Give child a special journal to write their name and draw pictures. Provide opportunities for child to write letters, lists, invitations, cards, and notes. Encourage child to describe their artwork and label it with letters to represent sounds they hear.

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Developmental Growth: Use tools to write and draw

Child Indicators: Uses tripod grasp to hold writing tools. Begins to demonstrate hand preference for writing. Uses whole arm and finger movements to write. Intentionally scribbles to convey meaning; tells caregiver what it means. Makes strings of letters or marks from left to right. Begins to copy simple shapes. Draws a basic six (plus)-part person with some detail and content. Intentionally scribbles or writes to convey meaning. Uses invented spelling with letters and marks to represent words. Uses letter-like symbols to express an idea. Writes some letters or numerals. Prints or copies first name. Attempts to copy words from print. Draws basic geometric shapes (circle, triangle). Uses pretend writing activities during play to show print conventions in home language. Uses letters and symbols to label or convey directions (SV for Save sign on block building).

Caregiver Strategies: Model the process of drawing lines, circles, and stick figures. Provide a variety of art mediums (finger paint, poster paint with easel, pudding to paint with). Encourage appropriate grasp to hold writing and drawing tools. Encourage preferred hand for writing and drawing. Engage child in activities to develop fine motor control (clay, play dough, lacing boards, beads, stencils, lighted peg games, eye- droppers, tongs, and clothespins). Cut child’s name into a puzzle and have them put it back together in proper order. Dictate child’s stories word for word and read it back. Provide an accessible writing area for child with smooth writing surface, writing tools, and paper. Provide paper and writing tools (and/or if you choose to use one, access to a computer) for child to use for specific purposes. Positively acknowledge child’s attempt to write. Ask them to read you their words. Provide a “sign-in book” for child to sign in each day. Ask child to “sign” artwork, cards, and letters. Point out the shapes of individual letters to help child learn letters. Write down child’s dictations and read back exactly what he/she said (for English language learner, in both languages). Provide opportunities to talk about what child notices about two different writing systems (especially appropriate for ELL and bilingual/multilingual children). Provide a variety of writing materials in dramatic play areas, art area, with blocks, cars, etc. Engage child in using materials (take orders for pizza using a notepad in the play kitchen, make tickets to see the art museum, write speeding tickets when playing with cars, draw and label a block structure when child is finished building it). Explain to child the reason we are writing something down (e.g. “We will write a list so that we know what to buy at the grocery store.” “Let’s write a thank you note.”).

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Literacy, as defined in the Idaho Early learning eGuidelines, involves the ability to use language, symbols, and images in a variety of forms to read, write, listen, speak, represent, observe, and think critically about ideas.

60 Months - Kindergarten

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