Pre-K

Other California English Language Development sets

• K-12
• Grade K
• Grade 1
• Grade 2
• Grade 3
• Grade 4
• Grade 5
• Grade 6
• Grade 7
• Grade 8
• Grades 9, 10
• Grades 11, 12

Beginning: Use nonverbal com­ munication, such as gestures or behaviors, to seek attention, request objects, or initiate a response from others.2.1.1

Middle: Combine nonverbal and some verbal communication to be understood by others (may code­ switch—that is, use the home language and English—and use telegraphic and/or formulaic speech).2.1.1

End: Show increasing reliance on verbal communication in English to be under­ stood by others.2.1.1

Beginning: Use vocabulary in the home language that is age-appropriate (as reported by parents, teachers, assistants, or others and with the assistance of an inter­ preter if necessary).2.1.2

Middle: Begin to use English vocabulary, mainly consisting of concrete nouns and with some verbs and pronouns (telegraphic speech).2.1.2

End: Use new English vocabulary to share knowledge of concepts.2.1.2

Beginning: Converse in the home language (as reported by parents, teachers, assistants, or others, with the assistance of an interpreter if necessary).2.1.3

Middle: Begin to converse with others, using English vocabulary but may code-switch (i.e., use the home language and English).2.1.3

End: Sustain a conversa­ tion in English about a variety of topics.2.1.3

Beginning: Use a range of utter­ ance lengths in the home language that is age-appropriate (as reported by parents, teachers, assistants, or others, with the assistance of an inter­ preter if necessary).2.1.4

Middle: Use two- and three- word utterances in English to communicate.2.1.4

End: Increase utterance length in English by adding appropriate possessive pronouns (e.g., his, her); con­ junctions (e.g., and, or); or other elements (e.g., adjectives, adverbs).2.1.4

Beginning: Use age-appropri­ate grammar in the home language (e.g., plurals; simple past tense; use of subject, verb, object), some­ times with errors (as reported by parents, teachers, assistants, or others, with the assistance of an interpreter if necessary).2.1.5

Middle: Begin to use some English grammatical markers (e.g., -ing or plural –s) and, at times, apply the rules of grammar of the home language to English.2.1.5

End: Expand the use of different forms of grammar in English (e.g., plurals; simple past tense; use of subject, verb and object), sometimes with errors.2.1.5

Beginning: Ask a variety of types of questions (e.g., “what,” “why,” “how,” “when,” and “where”) in the home language (as reported by parents, teachers, assistants, or others, with the assistance of an interpreter if necessary.2.1.6

Middle: Begin to use “what” and “why” questions in English, sometimes with errors.2.1.6

End: Begin to use “what,” “why,” “how,” “when,” and “where” questions in more complete forms in English, sometimes with errors.2.1.6

Beginning: Use social conven­tions of the home language (as reported by teachers, parents, assistants, or others, with the assistance of an interpreter if necessary).2.2.1

Middle: Demonstrate a beginning under­ standing of English social conventions.2.2.1

End: Appropriately use words and tone of voice associated with social conven­tions in English.2.2.1

Beginning: Create a narrative in the home language (as reported by parents, teachers, assistants, or others, with the assistance of an inter­ preter if necessary).2.3.1

Middle: Begin to use English to talk about personal experiences; may complete a narrative in the home language while using some English (i.e., code- switching).2.3.1

End: Produce simple narratives in English that are real or fictional.2.3.1

Beginning: Attend to an adult reading a short storybook written in the home language or a storybook written in English if the story has been read in the home language.3.1.1

Middle: Begin to participate in reading activities, using books written in English when the language is predictable.3.1.1

End: Participate in read­ ing activities, using a variety of genres that are written in English (e.g., poetry, fairy tales, concept books, and informational books).3.1.1

Beginning: “Read” familiar books written in the home language or in English when encouraged by others and, in the home language, talk about the books.3.1.2

Middle: Choose to “read” familiar books written in the home language or in English with in­ creasing independence and, in the home language or in English, talk about the books.3.1.2

End: Choose to “read” familiar books written in English with increasing independence and talk about the books in English.3.1.2

Beginning: Begin to identify and relate to a story from their own life experi­ences in the home language (as reported by parents, teachers, assistants, or others, with the assistance of an interpreter if necessary).3.2.1

Middle: Describe their own experiences related to the topic of the story, using tele­ graphic and/or formulaic speech in English.3.2.1

End: Begin to engage in extended conversations in English about stories.3.2.1

Beginning: Retell a story in the home language when read or told a story in the home language (as reported by par­ents, teachers, assis­tants, or others, with the assistance of an interpreter if neces­sary).3.2.2

Middle: Retell a story using the home language and some English when read or told a story in English.3.2.2

End: Retell in English the majority of a story read or told in English.3.2.2

Beginning: Begin to understand that books are read in a consistent man­ ner (e.g., in English, pages are turned from right to left and the print is read from top to bottom, left to right; this may vary in other languages).3.2.3

Middle: Continue to develop an understanding of how to read a book, sometimes applying knowledge of print conventions from the home language.3.3.1

End: Demonstrate an understanding that print in English is organized from left to right, top to bottom, and that pages are turned from right to left when a book is read.3.3.1

Beginning: Begin to recognize that symbols in the environment (class­ room, community, or home) carry a consistent meaning in the home language or in English.3.4.1

Middle: Recognize in the environment (class­ room, community, or home) some familiar symbols, words, and print labels in the home language or in English.3.4.1

End: Recognize in the environment (class­ room, community, or home) an increasing number of familiar symbols, words, and print labels in English.3.4.1

Beginning: Interact with mate­ rial representing the letters of the English alphabet.3.5.1

Middle: Begin to talk about the letters of the English alphabet while play­ ing and interacting with them; may code- switch (use the home language and English).3.5.1

End: Begin to demonstrate understanding that the letters of the English alphabet are symbols used to make words.3.5.1

Beginning: Begin to recognize the first letter in their own name or the character for their own name in the home language or English.3.5.2

Middle: Identify some letters of the alphabet in English.3.5.2

End: Identify ten or more letters of the alphabet in English.3.5.2

Beginning: Listen attentively and begin to participate in simple songs, poems, and finger plays that emphasize rhyme in the home language or in English.3.6.1

Middle: Begin to repeat or recite simple songs, poems, and finger plays that emphasize rhyme in the home language or in English.3.6.1

End: Repeat, recite, produce, or initiate simple songs, poems, and finger plays that emphasize rhyme in English.3.6.1

Beginning: Listen attentively and begin to participate in simple songs, poems, and finger plays in the home language or in English.3.6.2

Middle: Begin to recognize words that have a similar onset (initial sound) in the home language or in Eng­ lish, with support.3.6.2

End: Recognize and produce words that have a similar onset (initial sound) in English.3.6.2

Beginning: Attend to and manip­ulate different sounds or tones in words in the home language (as reported by parents, teachers, assistants, or others, with the assistance of an interpreter if necessary.)3.6.3

Middle: Begin to use words in English with phonemes (individual units of meaningful sound in a word or syllable) that are different from the home language.3.6.3

End: Begin to orally manipulate sounds (onsets, rimes, and phonemes) in words in English, with support.3.6.3

Beginning: Begin to understand that writing can be used to communicate.4.1.1

Middle: Begin to understand that what is said in the home language or in English can be written down and read by others.4.1.1

End: Develop an increasing understanding that what is said in English can be written down and read by others.4.1.1

Beginning: Begin to demonstrate an awareness that written language can be in the home lan­guage or in English.4.1.2

Middle: Begin to use marks or symbols to represent spoken language in the home language or in English.4.1.2

End: Continue to develop writing by using letters or letter-like marks to represent their ideas in English.4.1.2

Beginning: Write marks to repre­sent their own name in a way that may resemble how it is written in the home language.4.1.3

Middle: Attempt to copy their own name in English or in the writing system of their home language.4.1.3

End: Write their first name on their own in Eng­lish nearly correctly, using letters of the English alphabet to accurately represent pronunciation in their home language.4.1.3