Toggle navigation

● Home
● Module Overview
○ Module 1  
Foundations of Early Language & Literacy Development and Instruction
○
○ Lesson 1: The K-3 Learner in the Context of K-12: Who Are We Teaching?
○ Lesson 2: The Domains of Literacy: What Do We Teach?
○ Lesson 3: Early Literacy Instruction: How Do We Teach?
● Topics
○ 1.0 Who is the child?
○ 2.0 What can children do?
○ 3.0 How do children learn?
● Activities and Assignments
○ Pre-Lesson Activity
○ Activity 1
○ Activity 2
○ Assignment 1
● Checklists and Worksheets
○ Checklist of Kindergarten Developmental Behaviors
○ Checklist of Grade 1 Developmental Behaviors
○ Checklist of Grade 2 Developmental Behaviors
○ Checklist of Grade 3 Developmental Behaviors

● Introduction
● Learning Objectives
● Pre-Lesson Activity
● Topics
○ 1.0 Who is the child?
○ 2.0 What can children do?
○ 3.0 How do children learn?
● Reflection
● Lesson Synthesis
● Assignment
● References
This courseware is made possible by the generous support of the American People through the
United States Agency for International Development (USAID). The contents of this courseware
are the sole responsibility of the Foundation for Information Technology Education and
Development (FIT-ED) and do not necessarily reflect the views of USAID or the United States
Government.

Hide Menu

Lesson 1
The K-3 Learner in the Context of K-12:
Who Are We Teaching?

Welcome to the first lesson of the course!

● Previous
● Next

  Learning Objectives

At the end of this lesson, you should be able to:

1. Describe how young children learn how to read.
2. Identify developmental and literacy accomplishments in a K-3 learner.

● Previous
● Next

Pre-Lesson Activity

Read the following statements about K-3 learners and their literacy development and indicate
(by ticking the relevant choice) whether you agree or disagree with each one. These statements
will help you to reflect on your attitudes toward children and literacy learning. After completing
Lesson 1, you will need to review these statements again to find out if there are changes in what
you know and in your perceptions and attitudes.
1. A child is literate when he/she starts reading books and writing letters.
 Agree    Disagree
2. A child should be taught how to read first before being asked to write.
 Agree    Disagree
3. Before children learn to read, they should know the sounds of most letters.
 Agree    Disagree
4. Evidence of literacy development is only seen during class sessions or reading classes.
 Agree    Disagree
● Previous
● Next

1.0 Who is the child?

What do we need to know about our students aside from their names, chronological age, and
gender?
What aspect of the child's development should we teachers know?
Why is it important for us to have this knowledge?
● Previous
● Next

As teachers of young children, we need to understand child development to be able to help

children learn effectively. According to Bredekamp & Rosegrant (1992), knowledge of child
development is useful in the following ways:
● It provides theoretical perspectives on the hows and whys of child behavior.
● It helps teachers determine what children can do and understand in specific stages of
 development.
● It provides research-based data showing when children can be expected to reach various
milestones of development.
● It provides perspectives on the development of individual children and differences
between cultures.

● Previous
● Next

Teachers of young children need to know about the following areas of development.
Click on each tab below to find out the details.

Physical development

Physical development refers to the child's physical growth and motor development as seen in
their movement in different experiences.

Pause and reflect:

● Am I providing activities that would help my students' physical and motor development?
● Are the activities I am preparing too difficult for my students to do physically?

Socio-emotional development

Socio-emotional development includes the ability to identify, understand, and manage one's
feelings, and the ability to establish positive relationships with others.

Pause and reflect:

● Am I asking questions to help my students identify their own emotions?
● Am I giving enough guidance to help my students manage their feelings?
● Am I providing activities to help my students interact with each other, like pair work or
small-group activities?

Language development

Language development refers to the acquisition, understanding, and use of oral language.
Pause and reflect:
● Do I consider my students' mother tongue when I decide on the language of instruction in
my lesson?
● Do I provide my students with activities to enhance their language development?
● Are the materials I am providing suitable for my students' language development?

● Previous
● Next

2.0 What can children do?

2.1 Developmental characteristics of children 5 to 8 years old

How are Kindergarten children different from Grade 1, Grade 2, and Grade 3 children in terms
of their physical, socio-emotional, and language development?
Try Activity 1.

● Previous
● Next

Activity 1

Here is a list of what children can do at different ages. Click on each behavior and drag it to the
correct blank in the table below.

Draws a recognizable
person

Shows stable grasp

of writing instruments

Tends to be a know-it-all

Has a sense of
self-identity

Expresses ideas
or experiences orally
in simple complete
 sentences

Follows 2- to 3-step
instructions

Holds pencil, toothbrush,

and tools less tensely

Draws objects placed on

the ground instead of
floating in space

Asks and answers "why,"

"how," and "what-if"
questions relevant to
the discussion

Shows independence
in completion of routines

Bilingual capacities
nearly complete

Concerned about
fairness and rules
  Physical development Socio-emotional Language development
development
5 years old      
6 years old      
7 years old      
8 years old    
● Previous
● Next

Compare your answers with the developmental characteristics under each grade below (click
on the grade number).

● Kindergarten
● Grade 1
● Grade 2
● Grade 3
 Kindergarten (5 years old)
Physical development Socio-emotional development Language development

● Completely coordinated ● Sense of self-identity ● Defines some words

● Adult-like posture ● Self-confident ● Spells out simple words
● Tremendous physical ● Enjoys group play, ● Takes turn in
drive competitive games conversation
● Catches ball from three ● Sociable ● Follows the meaning of
feet ● Gets involved in group others' conversations
● Skips using alternate feet discussions ● Expresses ideas or
● Enjoys running, jumping, ● Likes adult experiences orally in
doing stunts companionship simple complete
● Balances on a balance ● Respects authority sentences
beam ● Asks permission ● Uses big words to give
● Jumps rope ● Aware of rules and receive information
● Dances with grace and ● Insists on fair play ● Talks about past,
rythm ● Enjoys jokes present, and future
● Draws a recognizable ● Remains calm in events
person emergencies ● Insists "I already know
● Dresses self ● Sensitive to ridicule that"
● Colors within lines ● Understands and uses
● Cuts on a line with "how" and "why"
scissors questions
● Makes up songs
● Enjoys dictating stories
● Tells a familiar story
● Answers the telephone,
takes a message
● Follows 1- to 2-step
instructions
● Describes objects and
situations according to
position, size, quantity,
and other descriptors
● Asks meanings of words
● Uses language in pretend
play
Grade 1 (6 years old)
Physical development Socio-emotional development Language development

● Challenged by balancing ● Active, outgoing ● Uses new vocabulary in

activities ● Proud of own speech
● Stable grasp of writing accomplishments ● Uses "how" and "where"
instruments ● Likes to bring home questions
● Slower growth evidence of good work ● Uses more complex
● Enjoys acrobatics ● Observes family rules sentences in different
● Boisterous, enjoys stunts ● Understands different situations (play and
● Needs active play to let emotions classroom)
off steam ● Tends to be a know-it-all ● Follows 2- to 3-step
● Likes to test limits of own ● Makes friends through instructions
 body play ● Uses more accurate time
● Hungry at short intervals ● Enjoys performing for language to indicate past,
● Insatiable taste for others present, and future
sweets ● Has difficulty making events
● Basic skills developed but decisions (6-7 years old)
need refinement ● Shows jealousy of others ● Enjoys putting language
● Bones solidifying ● Easily excited skills to paper
● Susceptible to fatigue ● Persists with chosen ● Talks with adults rather
● Visual acuity reaches activities than at them
normal ● Responds better to praise ● Chatters incessantly
of positive behavior than ● Dominates conversation
to criticism of negative ● Speech irregularities still
behavior common
● Acquisition of new words
tapers off
● Bilingual capacities
nearly complete
● Ability to learn new
language still present
● Can sequence events
and tell stories
● Likes games with simple
rules
● May "cheat" or change
rules
● Appetite for "real"
knowledge
● Sifts through and sorts
information
● Conceptualizes situations
Grade 2 (7 years old)
Physical development Socio-emotional development Language development

● Growth has slowed ● Shows politeness, ● Shows evidence of

● Enjoys acrobatics consideration of others expanding language
● Boisterous, enjoys stunts ● Enjoys solitary activities (e.g., making jokes,
● Needs active play to let ● Relates physical arguments, explaining
off steam competence to self- complex situations),
● Enjoys challenges in concept including increasing use
balancing ● More serious of more formal language
● Likes to test limits of own ● Proud of registers
body accomplishments ● Follows multistep
● Variability in activity level ● Shows independence in instructions
● Runs smoothly on balls of completion of routines ● Shares ideas relevant to
feet ● Learns to screen out the conversation
● Hungry at short intervals distractions and focus on ● Gives short oral reports
● Insatiable taste for one task at a time on familiar topics
sweets ● Becomes quiet and sullen ● Uses more complex
● Basic skills developed but when angry sentences in different
need refinement ● Better control of voice situations (play, class,
 ● Bones solidifying and temper small group)
● Susceptible to fatigue ● Sets high expectations ● Poses possible answers
● Visual acuity reaches for self; frequently to "how," "why," and
normal disappointed by own "what-if" questions
● Draws objects on the performance ● Uses correct grammar
ground instead of floating ● Anxious to please others; functions such as nouns,
in space sensitive to praise and pronouns, adjectives,
● Well-developed hand-eye blame verbs, and adverbs orally
coordination (6-7 years old)
● Draws triangle in good ● Enjoys putting language
proportion skills to paper
● Copies vertical and ● Talks with adults rather
horizontal diamonds than at them
● Chatters incessantly
● Dominates conversation
● Speech irregularities still
common
● Acquisition of new words
tapers off
● Bilingual capacities
nearly complete
● Ability to learn new
language still present
● Can sequence events
and tell stories
● Likes games with simple
rules
● May "cheat" or change
rules
● Has appetite for "real"
knowledge
● Sifts through and sorts
information
● Conceptualizes situations
Grade 3 (8 years old)
Physical development Socio-emotional development Language development

● Shows special physical ● Helps others in solving ● Follows multistep

skills such as cooperative problems instructions
and competitive games ● Concerned about fairness ● Uses appropriate
and other creative and rules grammar in speech and
movements ● Shows empathy through written work
● Shows rhythmical and actions and language ● Asks and answers "how,"
somewhat graceful ● Engages in "why," and "what-if"
movement collaborative/cooperative questions relevant to the
● Frequent accidents due activities discussion
to misjudging of abilities ● Sensitive to criticism, ● Shows evidence of
(e.g., broken arm) especially in front of expanding language
● Holds pencil, toothbrush, others (e.g., making jokes,
and tools less tensely ● Shows strong interest in arguments, explaining
 ● Enjoys exercise of both own past (e.g., stories, complex situations),
large and small muscles baby books, life books) including increasing use
● Begins to have sense of of more formal language
humor for own jokes or registers
riddles ● Shows evidence of
● May be snippy and expanding vocabulary
impatient in talk with ● Expresses thoughts and
family members feelings
● May be selfish and
demanding of attention
● May be cheerful
● Curious about activity of
others
● Learning to lose at
games
● Previous
● Next

2.2 Reading development

Now that we know who our young learners are, let us investigate further how they learn how to
read.
Reading experts like Jeanne S. Chall say that young learners develop reading skills in stages.
Click on each stage to find out the details.

● 0
● 1
● 2
● 3
● 4
● 5

6 months -
6 years
6 years -
7 years
7 years -
8 years
9 years -
13 years
14 years -
17 years
18+ years

Stage 0: Pre-reading, "pseudo reading"

Characteristics and masteries by end of stage

"Pretends" to read; retells story when looking at pages of book previously read to him/her;
names letters of alphabet; recognizes some signs; prints own name; plays with books, pencils,
and paper

How acquired

Being read to by an adult (or older child) who responds to and warmly appreciates the child's
interest in books and reading. Being provided with books, paper, pencils, blocks, and letters.
Dialogic reading.
Stage 1: Initial reading and decoding

Characteristics and masteries by end of stage

Learns relation between letters and sounds and between printed and spoken words; able to
read simple text containing high frequency words and phonically regular words; uses skill and
insight to "sound out" new one-syllable words

How acquired

Direct instruction in letter-sound relations (phonics) and practice in their use. Reading of simple
stories using words with phonic elements taught and words of high frequency. Being read to on
a level above what the child can read independently to develop more advanced language
patterns, vocabulary, and concepts.
Stage 2: Confirmation and fluency

Characteristics and masteries by end of stage

Reads simple, familiar stories and selections with increasing fluency. This is done by
consolidating the basic decoding elements, sign vocabulary, and meaning context in the reading
of familiar stories and selections.

How acquired

Direct instruction in advanced decoding skills. Wide reading (instruction and independent levels)
of familiar, interesting materials that help to promote fluent reading. Being read to at levels
above the child's own independent reading level to develop language, vocabulary, and
concepts.
Stage 3: Reading for learning the new

Characteristics and masteries by end of stage

Reading is used to learn new ideas, gain new knowledge, experience new feelings, and learn
new attitudes, generally from one viewpoint.

How acquired

Reading and study of textbooks, reference works, trade books, newspapers, and magazines
that contain new ideas and values, and unfamiliar vocabulary and syntax. Systematic study of
words and reading text through discussion, answering questions, writing, and the like. Reading
of increasingly more complex text.
Stage 4: Multiple viewpoints
Characteristics and masteries by end of stage

Reading widely from a broad range of complex expository and narrative materials with a variety
of viewpoints.

How acquired

Wide reading and study of the physical, biological, and social sciences and the humanities, high
quality and popular literature, newspapers, and magazines. Systematic study of words and word
parts.
Stage 5: Construction and reconstruction

Characteristics and masteries by end of stage

Reading is used for one's own needs and purposes (professional and personal). Reading
serves to integrate one's knowledge with that of others, to synthesize, and to create new
knowledge. It is rapid and efficient.

How acquired

Wide reading of ever more difficult materials. Reading beyond one's immediate needs. Writing
papers, tests, essays, and other forms that call for integration of varied knowledge and points of
view.
● Previous
● Next

Now that we know the stages of reading among young children, let us find out how our students
show what they know through their various literacy behaviors inside the classroom. How do
children show that they are learning to read?
Click on each grade below to find out the answer to this question.

● Kindergarten
● Grade 1
● Grade 2
● Grade 3

Literacy behaviors in Kindergarten

● Connects information and events in text to life experiences

● Listens attentively to books the teacher reads to the class
● Retells, reenacts, or dramatizes stories or parts of stories
● Correctly answers questions about stories read aloud
● Makes predictions based on illustrations or portions of stories
● Writes many uppercase and lowercase letters independently
● Writes to express own meaning

Literacy behaviors at Grade 1

 ● Predicts and justifies what will happen next in stories
● Creates own written texts for others to read
● Notices when difficulties are encountered in understanding text
● Reads and understands simple written instructions
● Discusses prior knowledge of topics in expository texts
● Discusses "how," "why," and "what-if" questions
● Describes new information gained from texts in own words
● Composes fairly readable first drafts
● Engages in a variety of literary activities voluntarily (e.g., choosing books and stories to
read, writing a note to a friend)

Literacy behaviors at Grade 2

● Reads and comprehends both fiction and nonfiction that are appropriately designed for
the grade level
● Reads voluntarily for interest and own purposes
● Recalls facts and details of texts
● Takes part in creative responses to texts, such as dramatizations, oral presentations, and
fantasy play
● Understands the difference between reality and fantasy
● Represents the complete sound of a word when spelling independently
● Attends to spelling, mechanics, and presentation of final products
● Produces a variety of types of compositions (e.g., stories, reports, correspondence)
showing developing written language skills

Literacy behaviors at Grade 3

● Reads voluntarily for interest and own purposes

● Reads aloud with fluency and comprehension any text that is appropriately designed for
the grade level
● Produces, presents, and discusses own writing with other students; edits own work and
responds helpfully to other students' compositions
● Takes part in creative responses to texts, such as dramatizations, oral presentations, and
fantasy play
● Correctly spells previously studied words and spelling patterns in own writing
● Presents and discusses own writing with other students
● Can decide which information is acceptable or relevant
● Shows appreciation for different literary genres
● Previous
● Next

Activity 2

Here is a checklist of developmental behaviors of children in Grade 1. Click on and study the
checklist.
Checklist of Kindergarten Developmental Behaviors
Checklist of Grade 1 Developmental Behaviors
Checklist of Grade 2 Developmental Behaviors
 Checklist of Grade 3 Developmental Behaviors
Checklist of Kindergarten Developmental Behaviors
Observed behavior
1. Connects information and events in texts to life, and life to text experiences  
2. Listens attentively to books teacher reads to class  
3. Retells, reenacts, or dramatizes stories or parts of stories  
4. Correctly answers questions about stories read aloud  
5. Makes predictions based on illustrations or portions of stories  
6. Follows the meaning of others' conversations  
7. Independently writes many uppercase and lowercase letters  
8. Writes to express own meaning  
9. Follows 1- to 2-step instructions  
10. Expresses ideas or experiences orally in simple sentences  
11. Talks about past, present, and future events  
12. Describes objects and situations according to position, size, quantity, and  
other descriptors
13. Understands “how” and “why” questions  
14. Asks meanings of words  
15. Uses language in pretend play  
16. Enjoys running, jumping, and doing stunts  
17. Draws recognizable persons and objects  
18. Cuts along a line with scissors  
19. Enjoys group play  
20. Gets involved in group discussions  

Download and print this sheet

Checklist of Grade 1 Developmental Behaviors
Observed behavior
1. Predicts and justifies what will happen next in stories  
2. Creates own written texts for others to read  
3. Notices when difficulties are encountered in understanding text  
4. Reads and understands simple written instructions  
5. Discusses prior knowledge of topics in expository texts  
6. Discusses "how," "why," and "what-if" questions  
7. Describes new information gained from texts in own words  
8. Composes fairly readable first drafts  
9. Engages in a variety of literary activities voluntarily (e.g., choosing books and  
stories to read, writing a note to a friend)
10. Uses new vocabulary in own speech  
11. Uses "how" and "where" questions  
12. Uses more complex sentences in different situations (play and classroom)  
13. Describes objects and situations according to position, size, quantity, and  
other attributes
14. Follows 2- to 3-step instructions  
15. Uses more accurate language of time to indicate past, present, and future  
events
16. Challenged by balancing activities  
17. Shows stable grasp of writing instruments  
18. Can understand different emotions  
19. Tends to be a know-it-all  
20. Makes friends through play  

Download and print this sheet

Checklist of Grade 2 Developmental Behaviors
Observed behavior
1. Reads and comprehends both fiction and nonfiction that is appropriately  
designed for the grade level
2. Shows evidence of expanding language (e.g., making jokes, arguments,  
explaining complex situations), including increasing use of more formal language
registers
3. Reads voluntarily for interest and own purposes  
4. Recalls facts and details of texts  
5. Takes part in creative responses to texts such as dramatizations, oral  
presentations, and fantasy play
6. Understands the difference between reality and fantasy  
7. Represents the complete sound of a word when spelling independently  
8. Attends to spelling, mechanics, and presentation of final products  
9. Produces a variety of types of compositions (e.g., stories, reports,  
correspondence) showing developing written language skills
10. Follows multistep instructions  
11. Shares ideas relevant to the conversation  
12. Gives short oral reports on familiar topics  
13. Uses more complex sentences in different situations (play, class, small  
group)
14. Poses possible answers to "how," "why," and "what-if" questions  
15. Orally uses correct grammar functions such as nouns, pronouns, adjectives,  
verbs, and adverbs
16. Shows politeness to/consideration for others  
17. Shows basic physical skills but needs refinement  
18. Draws objects placed on the ground instead of floating in space  
19. Proud of accomplishments  
20. More serious  

Download and print this sheet

Checklist of Grade 3 Developmental Behaviors
Observed behavior
1. Reads voluntarily for interest and own purposes  
2. Reads aloud with fluency and comprehension any text that is appropriately  
designed for the grade level
3. Produces, presents, and discusses own writing with other students; edits own  
work and responds helpfully to other students' composition
4. Follows multistep instructions  
5. Uses appropriate grammar in speech and in written work  
6. Takes part in creative responses to texts, such as dramatizations, oral  
presentations, and fantasy play
7. Asks and answers “why”, “how”, and “what-if” questions relevant to the  
discussion
 8. Shows evidence of expanding language (e.g., making jokes, arguments,  
explaining complex situations), including increasing use of more formal language
registers
9. Correctly spells previously studied words and spelling patterns in own writing  
10. Shows evidence of expanding vocabulary  
11. Expresses thoughts and feelings  
12. Helps others in solving problems  
13. Shows special physical skills such as cooperative and competitive games  
and other creative movements
14. Concerned about fairness and rules  
15. Presents and discusses own writing with other students  
16. Uses appropriate grammar in their speech and written work  
17. Can decide which information is acceptable or relevant  
18. Shows empathy through actions and language  
19. Engages in collaborative/cooperative activities  
20. Shows appreciation for different literary genres  
1.
Download and print this sheet
2. Watch the two video clips below showing Grade 1 children in different situations. In the
checklist for Grade 1 children, tick the developmental behaviors that you observed among
the children in the two video clips.
Your browser does not support the video tag.
Your browser does not support the video tag.
3. Find out if you were able to identify all the developmental behaviors demonstrated in the
videos by clicking on this Answer Key.
● Previous
● Next

3.0 How do children learn?

Development and learning progress from a beginning point and proceed in predictable
directions (Kostelnik, Soderman & Whiren, 2004).
Click on each tab below to learn about developmental directions in children's learning.

Simple Complex

Learning is from simple to complex.

As children gain more experience, their thinking also expands. They begin to see more
differences among elements and learn to combine them. Following this principle, teachers can
gradually introduce challenges to children by increasing the number of elements, by
encouraging them to determine more subtle differences, and by asking them to combine
elements.
Known Unknown

Learning is from the known to the unknown.

Children base what they learn and do on what is familiar. They build skills on previously learned
behavior, thus making that skill or behavior more sophisticated. Experiences become more
meaningful when children can connect new learning with what they already know. Therefore,
teachers need to discover what children know and what they can do before introducing new
lessons or materials.

Self Other

Learning is from self to other.

The young child's world revolves around himself or herself. This egocentric worldview is part of
child development and is not a sign of a problematic personality. It is the child's way of learning
about what is closest to himself or herself. It is also the child's way of relating new experiences
with familiar ones. As the child gains more experience, his or her interpretations also expand.
The child begins to recognize different points of view and learns to accommodate others' needs,
reactions, and experiences. It is, therefore, important for teachers to understand that not all
explanations and experiences that make sense to adults will also make sense to children.

Whole Part

Learning is from whole to part, or from general to specific.

Children take in experiences and see things as a whole before they begin to look at details. For
example, they might hear a song several times before differentiating some of the words or lyrics.
They start paying more attention to letter sounds only after they have been exposed to a lot of
print, and to how print is connected to their lives. Teachers who apply the whole-to-part principle
offer their students a variety of experiences revolving around one lesson, and repeat activities
often while gradually drawing the children's attention to meaningful details. They also teach
skills or concepts within a context that children already know, instead of in isolation.

Concrete Abstract
Learning is from concrete to abstract.
Children learn better when they are given concrete and real-life experiences of concepts and
ideas. Concrete experiences allow children to interact with real objects that they can touch,
smell, taste, see, and hear. Giving or showing children pictures is is more abstract. The most
abstract is letting children just listen to someone explaining concepts. When teachers ignore this
principle, children may just repeat what the teacher wants to hear without really understanding
it.

Exploratory Goal-Oriented

Learning is from exploratory to goal-oriented.

Children tend to experiment and "play around" with objects and materials before using them in
prescribed ways. Children's knowledge grows as they interact more with these materials, learn
to think about them, and organize them in their minds. After exploring, children begin to show
signs of being ready to learn by asking questions or by trying to make something. This is when
they will respond well to instruction. Having learned something new, children would want to
practice again and again through activities that the teacher plans for them. Sufficient practice
would establish the learned skills or concepts enough to allow the children to apply them in
different situations. The teacher's role is to create situations where children can apply and use
what they have learned.
● Previous
● Next

Lesson Synthesis

The developmental and literacy milestones outlined in this lesson give a general idea of who
your students are and what they can do. But this knowledge needs to be used with caution.
Not all children develop in the same way at the same time. We should recognize and respect
the diversity that we find in our classrooms, and plan activities and manage outcomes that
support all children's development.
Consider the following when looking at children's development and learning (Kostelnik et al.,
2004) (click on the underlined words to know more about them):
Children's learning is influenced by the environment.
Children's learning styles differ and affect their learning.
Learning styles also result from temperament or cultural factors.
Variations in learning style imply that there is no single "correct" way to learn and,
therefore, no single "correct" way to teach children.
● Previous
● Next

Assignment 1

Congratulations! You have finished the first lesson of this module. It is now time for you to apply
what you have learned.
 A. Here are the checklists of developmental behaviors of children from Kindergarten to Grade 3.
Download and study the checklist for the grade level that you are teaching.

Checklist of Kindergarten
Developmental Behaviors
Checklist of Grade 1
Developmental Behaviors
Checklist of Grade 2
Developmental Behaviors
Checklist of Grade 3
Developmental Behaviors

Checklist of Kindergarten Developmental Behaviors

Observed behavior
1. Connects information and events in texts to life, and life to text experiences  
2. Listens attentively to books the teacher reads to the class  
3. Retells, reenacts, or dramatizes stories or parts of stories  
4. Correctly answers questions about stories read aloud  
5. Makes predictions based on illustrations or portions of stories  
6. Follows the meaning of others' conversations  
7. Independently writes many uppercase and lowercase letters  
8. Writes to express own meaning  
9. Follows 1- to 2-step instructions  
10. Expresses ideas or experiences orally in simple sentences  
11. Talks about past, present, and future events  
12. Describes objects and situations according to position, size, quantity, and other  
descriptors
13. Understands “how” and “why” questions  
14. Asks about meanings of words  
15. Uses language in pretend play  
16. Enjoys running, jumping, and doing stunts  
17. Draws recognizable persons and objects  
18. Cuts along a line with scissors  
19. Enjoys group play  
20. Gets involved in group discussions  
Download and print this sheet

Checklist of Grade 1 Developmental Behaviors

Observed behavior
1. Predicts and justifies what will happen next in stories  
2. Creates own written texts for others to read  
3. Notices when difficulties are encountered in understanding text  
4. Reads and understands simple written instructions  
5. Discusses prior knowledge of topics in expository texts  
6. Discusses "how," "why," and "what-if" questions  
7. Describes new information gained from texts in own words  
8. Composes fairly readable first drafts  
9. Engages in a variety of literary activities voluntarily (e.g., choosing books and  
stories to read, writing a note to a friend)
10. Uses new vocabulary in own speech  
11. Uses "how" and "where" questions  
12. Uses more complex sentences in different situations (play and classroom)  
13. Describes objects and situations according to position, size, quantity, and other  
attributes
14. Follows 2- to 3-step instructions  
15. Uses more accurate time language to indicate past, present, and future events  
16. Challenged by balancing activities  
17. Shows stable grasp of writing instruments  
18. Can understand different emotions  
19. Tends to be a know-it-all  
20. Makes friends through play  
Download and print this sheet

Checklist of Grade 2 Developmental Behaviors

Observed behavior
1. Reads and comprehends both fiction and nonfiction that is appropriately designed  
for the grade level
2. Shows evidence of expanding language (e.g., making jokes, arguments, explaining  
complex situations), including increasing use of more formal language registers
3. Reads voluntarily for interest and own purposes  
4. Recalls facts and details of texts  
5. Takes part in creative responses to texts such as dramatizations, oral  
presentations, and fantasy play
6. Understands the difference between reality and fantasy  
7. Represents the complete sound of a word when spelling independently  
8. Attends to spelling, mechanics, and presentation of final products  
9. Produces a variety of types of compositions (e.g., stories, reports, correspondence)  
showing developing written language skills
10. Follows multistep instructions  
11. Shares ideas relevant to the conversation  
12. Gives short oral reports on familiar topics  
13. Uses more complex sentences in different situations (play, class, small group)  
14. Poses possible answers to "how," "why," and "what-if" questions  
15. Uses correct grammar functions such as nouns, pronouns, adjectives, verbs, and  
adverbs orally
16. Shows politeness to/consideration for others  
17. Shows basic physical skills but needs refinement  
18. Draws objects placed on the ground instead of floating in space  
19. Proud of accomplishments  
20. More serious  
Download and print this sheet
 Checklist of Grade 3 Developmental Behaviors

Observed Behavior
1. Reads voluntarily for interest and own purposes  
2. Reads aloud with fluency and comprehension any text that is appropriately  
designed for the grade level
3. Produces, presents, and discusses own writing with other students; edits own work  
and responds helpfully to other students' composition
4. Follows multistep instructions  
5. Uses appropriate grammar in speech and in written work  
6. Takes part in creative responses to texts such as dramatizations, oral  
presentations, and fantasy play
7. Asks and answers "why," "how," and "what-if" questions relevant to the discussion  
8. Shows evidence of expanding language (e.g., making jokes, arguments, explaining  
complex situations), including increasing use of more formal language registers
9. Correctly spells previously studied words and spelling patterns in own writing  
10. Shows evidence of expanding vocabulary  
11. Expresses thoughts and feelings  
12. Helps others in solving problems  
13. Shows special physical skills such as cooperative and competitive games and  
other creative movements
14. Concerned about fairness and rules  
15. Presents and discusses own writing with other students  
16. Uses appropriate grammar in speech and written work  
17. Can decide which information is acceptable or relevant  
18. Shows empathy through actions and language  
19. Engages in collaborative/cooperative activities  
20. Shows appreciation for different literary genres  
Download and print this sheet
B. Observe and describe the literacy behaviors of one of your students using the checklist, and
then answer the following questions:
1. Which behaviors does your student exhibit?
2. Which of your student's behaviors do you think shows the greatest evidence of being literate?
Note: This is an open-ended assignment with no "correct" answers. This assignment can help
you become more aware of the different developmental behaviors that young learners display.
To maximize the use of these checklists, you can:
● Observe some learners over a period of time (monthly, quarterly, etc.) to see whether
they are displaying more of these behaviors over time;
● Think about activities that you can plan and implement in class, to provide more
opportunities for learners to display these behaviors; and
● Study the behavioral expectations of learners one grade level above and one grade level
below the grade level you are teaching, to see whether you can help bridge gaps, if any.
C. Discuss your observations with your colleagues during your first LAC session.
● Previous
● Next
References

Bredekamp, S. & Rosegrant, T. (eds.). (1992.) Reaching potentials: Appropriate curriculum and
assessment for young children, Volume 1. Washington, DC: NAEYC.
Chall, J.S. (1983). Stages of reading development. McGraw-Hill Book Company.
Kostelnik, M.J., Soderman, A.K. & Whiren, A.P. (2004). Developmentally appropriate
curriculum: Best practices in early childhood education (3rd ed.). New Jersey: Pearson Prentice
Hall.
Krogh, S.L. (1997). How children develop and why it matters : the foundation for the
developmentally appropriate integrated early childhood curriculum. In Hart, C.H., Burts, D.C. &
Charlesworth, R. (eds.) Integrated curriculum and developmentally appropriate practice: Birth to
age eight. NY: State University of New York Press.
Pado, F.E. (2014). Handouts for "Getting To Know the K-3 Learners". Early Literacy and
Numeracy Training. Philippines: Department of Education.
Snow, C.E., Burns, M.S. & Griffin, P. (eds.) (1998). Preventing reading difficulties in young
children. Washington, DC: National Academy Press.
Szarkowicz, D. (2006). Observations and reflections in childhood. South Melbourne: Thomson
Social Science Press.
● Previous
● Next
1. 1
2. 2
3. 3
4. 4
5. 5
6. 6
7. 7
8. 8
9. 9
10. 10
11. 11
12. 12
13. 13
14. 14
15. 15
16. 16
Previous Next

×
Close

Close