3-5 Years Old Child Language Analysis
Social Development Checklist for 3 -5 year old children
(taken from: A Teacher’s Guide to Using The Creative Curriculum Developmental Continuum Assessment System
LISTENING AND SPEAKING (Lemisha Moss) 1. Hears and discriminates the sounds of language
Forerunner examples: Checkpoint dates A. Plays with words, sounds, and rhymes | | 05/23/2011 | | B. Recognizes and invents rhymes and repetitive phrases, notices words that begin the same way | | 05/23/2011 | | C. Hears and repeats separate sounds in words; plays with sounds to create new words | 05/22/1011 | 05/23/2011 | | * Little boy in checker board jump suit ( 3 years old) Imitates adults and playmates, when teacher says a word the little boy repeats …show more content…
it and if he does not say the word right she says the word slower and uses the sounds of the letter so the little boy can say the word correctly, and he repeats the word as she says it. * Little girl in the pink dress (5 years old) can plays with words and sounds.
The teacher goes over some words that they were working on last week and she tell them some words that rhymes with them. The teacher says the word and the little girl is calling out a word that rhymes with bat she says cat. The little girl is swinging her hand around in the air so the teacher will notice her.
2. Expresses self using words and expanded sentences
Forerunner examples: Checkpoint dates A. Uses simple sentences (3 -4 words) to express wants and needs | 05/22/2011 | | | B. Uses longer sentences (5-6) words to communicate | | 05/23/2011 | | C. Uses more complex sentences to express feelings and ideas | 05/22/2011 | | | * Little boy in the checker board jump suit ask the teacher for some juice using four words in a sentence very clearly. He also uses three words in a sentence telling the teacher he has to use the bathroom. He uses longer sentences when he was expressing himself saying his foot hurt and showing the foot that hurt to the teacher. He expresses his -self with affection and openly. * The little girl uses five or more words throughout the day to communicate with the teacher and her
friends.
3. Understands and follows oral directions
Forerunner examples: Checkpoint dates A. Follows one step directions | 05/22/2011 | | | B. Follows two-step directions | | | | C. Follows directions with more than two steps | | 05/23/2011 | | * The little boy can follow one step directions he can take turns in games, understands concept of "mine" and "his/hers". When the teacher explains how they were going to color the tree on the paper the little boy understood and he followed the directions. She told him you color the leaves green and he picked up the green crayon and colored the leaves green. * The little girl is able to follow directions with more than two steps. The teacher explained to the children that she wanted them to put up their work and clean off the table then line up and the little girl was able to follow these steps. The little girl is also telling another child to go back and clean off his table because he didn’t clean his off.
4. Answers questions
Forerunner examples: Checkpoint dates A. Answers simple questions with one or two words | 05/22/2011 | | | B. Answers questions with a complete thought | | | | C. Answers questions with detail | | 05/23/2011 | |
When asked a question the little boy was able to answer the question clearly. The teacher asked him if he would like water of juice and he answered he wanted juice. He continues to say it over and over until the teacher tells him she hears him and gives him the juice. He then says thank you.
The little girl did not come right back to the classroom when the teacher let her go to the bathroom. When the little girl came back the teacher asked her where have she been. The little girl explains her self saying that she went to the bathroom then she went for water and her shirt got wet so she sais she went back to the bathroom for tissue to wipe her shirt off. 5. Asks questions
Forerunner examples: Checkpoint dates A. Asks simple questions | 05/22/2011 | | | B. Asks questions to further understanding | 05/22/2011 | | | C. Asks increasingly complex questions to further own understanding | | | | * The little boy asks simple questions like he asked another child if that was their juice and the other child answered yes that’s mines, and the little boy said, “o.k.” He spontaneously shows affection for familiar play mates . He also asked the teacher if he can have another juice and the teacher says no so he repeats the answer back to the teacher saying, “you said no” and the teacher repeats the answer again and says you can have water instead, and the little boy repeats what the teacher says, and said o.k. Here he is repeating the teacher and asking questions using her questions tying to futher his understanding of what she is saying.
6. Actively participates in conversation
Forerunner examples: Checkpoint dates A. Responds to comments and questions from others | 05/22/2011 | | | B. Responds to others’ comments in series of exchanges | | | | C. Initiates and/or extends conversation for at least four exchanges | | | | * He responds to comments by his playmates when they are playing the blocks and during other actives when one of the children asks the little boy if he wanted the a particular block the little boy said yes. When the teacher came over and told the children to put away the blocks the little boy showed that he objects to major changes in routine. He started to cry and say no.
READNG AND WRITING 7. Enjoys and values reading
Forerunner examples: Checkpoint dates A. Listens to stories being read | 05/22/2011 | | | B. Participates in story time interactively | 05/22/2011 | | | C. Chooses to read on own; seeks information in books; sees self as reader | | | |
The little boy listens to the teacher as she reads about dogs and he participates by saying , “look at that dog”. He is showing excitement when he is saying it and gets up to point at the dog in the book. 8. Demonstrates understanding of print concepts
Forerunner examples: Checkpoint dates A. Knows that print carries the message | | | | B. Shows general knowledge of how print works | | | | C. Knows that each spoken word can be written down and read | | | |
9. Demonstrates knowledge of the alphabet
Forerunner examples: Checkpoint dates A. Recognizes and identifies a few letters by name | | | | B. Recognizes and identifies many letters | | 05/23/2011 | | C. Begins to make letter-sound connections | | 05/23/2011 | | * The little girl can recognize many letters that I saw she knew some the words in the cat in the hat book. The little girl is reading this book with another child. At this age the child is wants to please friends. Shows more independence.
10. Uses emerging reading skill to make meaning from print
Forerunner examples: Checkpoint dates A. Uses illustrations to guess what text says | | | | B. Makes judgments about words and text by noticing features (other than letters or words) | | | | C. Uses different strategies (known words, knowledge of letters and sounds, patterns in text) to make meaning from print | | | |
11. Comprehends and interprets meaning from text and other
Forerunner examples: Checkpoint dates A. Imitates act of reading in play | | | | B. Compares and predicts story events; acts out main events of familiar story | | | | C. Retells a story including many details and draws connections between story events | | | |
12. Understands the purpose of writing
Forerunner examples: Checkpoint dates A. Imitates the act of writing in play | | | | B. Understands there is a way to write that conveys meaning | | | | C. Writes to convey meaning | | | |
13. Writes letters and words
Forerunner examples: Checkpoint dates A. Uses scribble writing and letter like forms | 05/22/2011 | | | B. Writes recognizable writing, especially those in own name | | 05/23/2011 | | C. Uses letters that represent sounds in writing words | | | |
The little boy scribble on paper, you cannot understand it but he is excited about what he he writing and tell you that he is doing his homework.
The little girl knew how to spell her name, and write it on her assignments .
(taken from: A Teacher’s Guide to Using The Creative Curriculum Developmental Continuum Assessment System
LISTENING AND SPEAKING (Lemisha Moss) 1. Hears and discriminates the sounds of language
Forerunner examples: Checkpoint dates A. Plays with words, sounds, and rhymes | | 05/23/2011 | | B. Recognizes and invents rhymes and repetitive phrases, notices words that begin the same way | | 05/23/2011 | | C. Hears and repeats separate sounds in words; plays with sounds to create new words | 05/22/1011 | 05/23/2011 | | * Little boy in checker board jump suit ( 3 years old) Imitates adults and playmates, when teacher says a word the little boy repeats …show more content…
it and if he does not say the word right she says the word slower and uses the sounds of the letter so the little boy can say the word correctly, and he repeats the word as she says it. * Little girl in the pink dress (5 years old) can plays with words and sounds.
The teacher goes over some words that they were working on last week and she tell them some words that rhymes with them. The teacher says the word and the little girl is calling out a word that rhymes with bat she says cat. The little girl is swinging her hand around in the air so the teacher will notice her.
2. Expresses self using words and expanded sentences
Forerunner examples: Checkpoint dates A. Uses simple sentences (3 -4 words) to express wants and needs | 05/22/2011 | | | B. Uses longer sentences (5-6) words to communicate | | 05/23/2011 | | C. Uses more complex sentences to express feelings and ideas | 05/22/2011 | | | * Little boy in the checker board jump suit ask the teacher for some juice using four words in a sentence very clearly. He also uses three words in a sentence telling the teacher he has to use the bathroom. He uses longer sentences when he was expressing himself saying his foot hurt and showing the foot that hurt to the teacher. He expresses his -self with affection and openly. * The little girl uses five or more words throughout the day to communicate with the teacher and her
friends.
3. Understands and follows oral directions
Forerunner examples: Checkpoint dates A. Follows one step directions | 05/22/2011 | | | B. Follows two-step directions | | | | C. Follows directions with more than two steps | | 05/23/2011 | | * The little boy can follow one step directions he can take turns in games, understands concept of "mine" and "his/hers". When the teacher explains how they were going to color the tree on the paper the little boy understood and he followed the directions. She told him you color the leaves green and he picked up the green crayon and colored the leaves green. * The little girl is able to follow directions with more than two steps. The teacher explained to the children that she wanted them to put up their work and clean off the table then line up and the little girl was able to follow these steps. The little girl is also telling another child to go back and clean off his table because he didn’t clean his off.
4. Answers questions
Forerunner examples: Checkpoint dates A. Answers simple questions with one or two words | 05/22/2011 | | | B. Answers questions with a complete thought | | | | C. Answers questions with detail | | 05/23/2011 | |
When asked a question the little boy was able to answer the question clearly. The teacher asked him if he would like water of juice and he answered he wanted juice. He continues to say it over and over until the teacher tells him she hears him and gives him the juice. He then says thank you.
The little girl did not come right back to the classroom when the teacher let her go to the bathroom. When the little girl came back the teacher asked her where have she been. The little girl explains her self saying that she went to the bathroom then she went for water and her shirt got wet so she sais she went back to the bathroom for tissue to wipe her shirt off. 5. Asks questions
Forerunner examples: Checkpoint dates A. Asks simple questions | 05/22/2011 | | | B. Asks questions to further understanding | 05/22/2011 | | | C. Asks increasingly complex questions to further own understanding | | | | * The little boy asks simple questions like he asked another child if that was their juice and the other child answered yes that’s mines, and the little boy said, “o.k.” He spontaneously shows affection for familiar play mates . He also asked the teacher if he can have another juice and the teacher says no so he repeats the answer back to the teacher saying, “you said no” and the teacher repeats the answer again and says you can have water instead, and the little boy repeats what the teacher says, and said o.k. Here he is repeating the teacher and asking questions using her questions tying to futher his understanding of what she is saying.
6. Actively participates in conversation
Forerunner examples: Checkpoint dates A. Responds to comments and questions from others | 05/22/2011 | | | B. Responds to others’ comments in series of exchanges | | | | C. Initiates and/or extends conversation for at least four exchanges | | | | * He responds to comments by his playmates when they are playing the blocks and during other actives when one of the children asks the little boy if he wanted the a particular block the little boy said yes. When the teacher came over and told the children to put away the blocks the little boy showed that he objects to major changes in routine. He started to cry and say no.
READNG AND WRITING 7. Enjoys and values reading
Forerunner examples: Checkpoint dates A. Listens to stories being read | 05/22/2011 | | | B. Participates in story time interactively | 05/22/2011 | | | C. Chooses to read on own; seeks information in books; sees self as reader | | | |
The little boy listens to the teacher as she reads about dogs and he participates by saying , “look at that dog”. He is showing excitement when he is saying it and gets up to point at the dog in the book. 8. Demonstrates understanding of print concepts
Forerunner examples: Checkpoint dates A. Knows that print carries the message | | | | B. Shows general knowledge of how print works | | | | C. Knows that each spoken word can be written down and read | | | |
9. Demonstrates knowledge of the alphabet
Forerunner examples: Checkpoint dates A. Recognizes and identifies a few letters by name | | | | B. Recognizes and identifies many letters | | 05/23/2011 | | C. Begins to make letter-sound connections | | 05/23/2011 | | * The little girl can recognize many letters that I saw she knew some the words in the cat in the hat book. The little girl is reading this book with another child. At this age the child is wants to please friends. Shows more independence.
10. Uses emerging reading skill to make meaning from print
Forerunner examples: Checkpoint dates A. Uses illustrations to guess what text says | | | | B. Makes judgments about words and text by noticing features (other than letters or words) | | | | C. Uses different strategies (known words, knowledge of letters and sounds, patterns in text) to make meaning from print | | | |
11. Comprehends and interprets meaning from text and other
Forerunner examples: Checkpoint dates A. Imitates act of reading in play | | | | B. Compares and predicts story events; acts out main events of familiar story | | | | C. Retells a story including many details and draws connections between story events | | | |
12. Understands the purpose of writing
Forerunner examples: Checkpoint dates A. Imitates the act of writing in play | | | | B. Understands there is a way to write that conveys meaning | | | | C. Writes to convey meaning | | | |
13. Writes letters and words
Forerunner examples: Checkpoint dates A. Uses scribble writing and letter like forms | 05/22/2011 | | | B. Writes recognizable writing, especially those in own name | | 05/23/2011 | | C. Uses letters that represent sounds in writing words | | | |
The little boy scribble on paper, you cannot understand it but he is excited about what he he writing and tell you that he is doing his homework.
The little girl knew how to spell her name, and write it on her assignments .