Foundational Language Development (FLD)

Other California PTK DRDP: An Early Childhood Developmental Continuum sets

• Approaches to Learning (ATL)
• English Language Development (ELD)
• Health (HLTH)
• Math (MATH)
• Physical Development (PD)
• Science (SCI)
• Social Emotional Development (SED)

Responds to sounds or sights nearby in the environmentEarlier

Orients toward the source of sounds or tracks sights in the environment, including familiar voices or facesLater

Shows understanding that communication with gestures, words, or signs carries meaningEarlier

Shows understanding of a variety of single words in their environment Middle

Shows understanding offrequently used simple phrases or sentences, in the presentLater

Shows understanding of phrases or sentences, including those referring to the past or future Earlier

Shows understanding of vocabulary that describes attributes and comparisons in context (e.g., in conversations, stories, or learning activities) Middle

Shows understanding of language, which refers to abstract concepts, including imaginary events Later

Shows understanding of a variety of statements that explain how or why things happenEarlier

Shows understanding of a variety of statements that explain how, why,or the order in which things happen Middle

Shows understanding of a variety of verbs that differ in manner (e.g., "look," "peek,""glare") and adjectives that differ in intensity (e.g., "large," "gigantic")Later

Makes sounds or moves hands spontaneouslyEarlier

Makes sounds, gestures, or facial expressions with intentionLater

Uses vocal sounds with multiple syllables or hand movements in language-like sequences with the intention to communicateEarlier

Uses a growing variety of single words, word approximations, signs, words and signs together, conventional gestures, or symbols to communicateMiddle

Combines two words, signs, a word and a sign, or symbols to communicate simple ideasLater

Uses phrases and sentences of more than two words, signs, words and signs together, or symbols,including a variety of nouns, verbs, or pronouns to communicate Earlier

Uses phrases and sentences that contain nouns, verbs, and their modifiers (e.g., adjectives, adverbs)Middle

Uses complete sentences that communicate ideas or simple stories using common connecting words, signs, words and signs, or symbolsLater

Uses complex sentences to describe the relationships between people, objects, or events using words, signs, words and signs together, or symbols Earlier

Combines sentences to communicate complex ideas, providing additional detail about relationships between people, objects, or events using words, signs, words and signs together, or symbols Middle

Uses most ofthe grammar of adultlike language, using words, signs, words and signs together, or symbolsLater

Responds to othersEarlier

Pays attention when an adult communicates to themLater

Imitates adult speech sounds or signs and engages in turn-taking through vocalization, gestures, or eye gazeEarlier

Uses single gestures, words, or signs to take turns in brief back-and-forth communication with adults, including responding to simple questionsMiddle

Uses combinations of words, gestures, and signs to take turns in brief back-and-forth communicationLater

Engages in brief conversations on topic for several turns, sharing opinions and thoughtsEarlier

Engages in conversations, building on the other person's ideasMiddle

Adjusts responses to meetthe needs of the other person during conversations (e.g., providing clarifying comments), spoken or signed Later

Expands on ideas of others during conversations by adding detail, making predictions, or offering possible solutionsEarlier

Seeks additional information during extended conversations to understand and build on the ideas and perspectives of othersMiddle

Displays appropriate turn-taking and social conventions of conversationLater

There are no earlier levels for this measure.Earlier

Demonstrates awareness of variations in soundsMiddle

Attends, when prompted, to hands or a person who is signingMiddle

Participates in cause and effect playMiddle

Engages in play with syllables or sounds in words or rhymes Later

Produces familiar fingerspelled words as signsLater

Explores devices or symbolsLater

Engages in familiar rhymes or songs Earlier

Plays with how signs are producedEarlier

Points to familiar symbols following modeling from an adultEarlier

Demonstrates understanding ofthe syllables in words with two or more syllables Middle

Recognizes the phonological features of signs (e.g., handshape, location, and movement)Middle

Points to a few core words that are introduced and reinforced by an adult Middle

Isolates and pronounces the first sound of a word, with support of pictures or objectsLater

Produces signs that have specific |phonological features of signsLater

Isolates the first sound of a spoken word, with support of pictures or objectsLater

Blends onset and rimes into words in speech, with adult supportEarlier

Segments signs to modify the meaningEarlier

Demonstrates understanding of how language is organized on AAC device to access non-core wordsEarlier

Segments onset and rime of singlesyllable spoken words in English, or segments each syllable of twosyllable words in Spanish Middle

Segments a sentence into isolated signsMiddle

Segments a sentence composed of AAC symbols or print into its core units of meaningMiddle

Segments spoken single-syllable words into their complete sequence of individual sounds, or segments each syllable of three-syllable words in SpanishLater

Demonstrates understanding that the same idea can be communicated in different waysLater

Segments spoken single-syllable words into their complete sequence of individual sounds Later

There are no earlier levels for this measure. Earlier

Follows along briefly when an adult names pictures or objects in a book Middle

Demonstrates awareness that pictures or objects can represent people or thingsLater

Distinguishes letters, signs, or characters (e.g., L with a picture of a mountain next to it) from other symbols or picturesEarlier

Identifies some (3-10) letters by name in an alphabetic languageMiddle

Identifies some characters (e.g., LI; )by meaningMiddle

Identifies about half of letters (11-15) by name in an alphabetic languageLater

Identifies own name in print Later

Identifies the corresponding sounds or handshapes of about half of the letters in an alphabetic languageEarlier

Identifies a few familiar printed wordsEarlier

Forall children: Identifies the sounds or handshapes of all letters in an alphabetic language Middle

demonstrates one of the following: Middle

For children who use a spoken language: Decodes regularly spelled two-syllable words in English or three-syllable words in Spanish in isolation and within sentencesLater

For children who do not use a spoken language: Shows understanding of frequently used simple phrases or sentences in written English

There are no earlier levels for this measure. Earlier

Makes marks on paper or other surfaces (e.g., tablet) when provided with writing materialsMiddle

Makes scribble lines or imitates simple shapes on paper or other surfacesLater

Describes theirown drawings or scribblesEarlier

Communicates that lines, curves, or drawings they write on paper or other surfaces represent letters, handshapes, characters, or fingerspellingMiddle

rites letters or characters that are familiar or are personally meaningfulLater

ritesown name or other meaningful words using increasingly more recognizable letters or characters Earlier

Writes letters on a page to form a simple sentence to communicate opinions or to describe a picture they drew Middle

Writes a combination of sentences to communicate ideas, respond to a prompt from an adult, or recount an eventLater