Early Language & Literacy KnowledgeBase

Element 1: The Developing Early Learner

Purpose: Understanding the early learner's overall development lays the foundation for effective early language and literacy development. As early learners develop their language and literacy skills, cognitive abilities, emotional and social maturity, and physical capabilities, it is important to be aware these domains are all interconnected. This interconnectedness is a critical piece in the support of literacy and language development. Possessing such awareness may be helpful to teachers of early learners to enhance their teaching methods. Element 1 provides resources about the development of early learners and the role of family, caregivers, and first teachers with language and literacy development from birth through age eight.

Activity 1: Understand the Continuum of Child Development of the Early Learner

• Task 1: Understand Language and Literacy Development
• Sub-Task 1: Children - Birth to Three Years
• Sub-Task 2: Children - Three to Five Years
• Sub-Task 3: Children - Five to Eight Years
• Task 2: Understand the Cognitive Development of the Early Learner
• Sub-Task 1: Children - Birth to Three Years
• Sub-Task 2: Children - Three to Five Years
• Sub-Task 3: Children - Five to Eight Years
• Task 3: Understand the Emotional and Social Development of the Early Learner
• Sub-Task 1: Children - Birth to Three Years
• Sub-Task 2: Children - Three to Five Years
• Sub-Task 3: Children - Five to Eight Years
• Task 4: Understand the Physical Development of the Early Learner
• Sub-Task 1: Children - Birth to Three Years
• Sub-Task 2: Children - Three to Five Years
• Sub-Task 3: Children - Five to Eight Years

Activity 2: Understand the Role of Literacy in the Family

• Task 1: The Role of Caregivers as the Child's First Teachers
• Sub-Task 1: Caregivers
• Sub-Task 2: Fathers
• Sub-Task 3: Grandparents
• Task 2: The Role of Literacy in the Home
• Sub-Task 1: Fathers
• Sub-Task 2: Grandparents

Element 2: Developing an Early Language and Literacy Learning Profile

Purpose: Understanding the status of early language and literacy in the early childhood care and educational environment at the community level is necessary to improve language and literacy development among early learners. Gathering information about the community helps members, including families, schools, and early childhood educators and caregivers, to understand the local landscape of early language and literacy.

Gathering information about the community is an important part of understanding the early childhood educational environment.

Activity 1: Build a Community Literacy Profile

• Task 1: Prepare for Data Collection
• Task 2: Gather Information About the Local Community

Activity 2: Build an Early Child Care and School Literacy Profile

• Task 1: Prepare for Data Collection
• Task 2: Examine Student Demographics and Performance Data

Element 3: The Foundation for Learning to Read and Write

Purpose: The National Institute of Child Health and Human Development (NICHD) defines early literacy as "what children know about reading and writing before they actually learn to read and write." This Element explores the foundation for learning to read and write, focusing on language development and emergent literacy skills.

Activity 1: Understand Language Development

• Task 1: Developmental Milestones in Language
• Task 2: Receptive Language
• Task 3: Expressive Language
• Task 4: Building Oral Language Skills
• Task 5: Building Oral Language Skills With English Language Learners

Activity 2: Understand Emergent Literacy Milestones, Terminology, and Stages

• Task 1: Developmental Milestones in Literacy
• Task 2: Emergent Literacy Terminology
• Task 3: Stages of Reading Development
• Task 4: Stages of Writing Development

Activity 3: Intentional Instruction to Enhance Language and Emergent Literacy Development

• Task 1: Intentional Instruction and Developmentally Appropriate Practice
• Task 2: Intentional Instruction to Enhance Language Development
• Sub-Task 1: Listening Skills
• Sub-Task 2: Conversational Skills
• Sub-Task 3: Phonological Awareness
• Task 3: Intentional Instruction - Concepts of Print
• Task 4: Intentional Instruction - Read Alouds
• Task 5: Intentional Instruction - Alphabetic Principle

Element 4: Becoming a Reader and Writer

Purpose: This Element explores learning to read and write, focusing on the transitions from pre-school to Kindergarten and Kindergarten to first grade and the importance of a child-centered curriculum. Additionally, the Element delineates the research-based components of learning to read and write.

Activity 1: Transitions

• Task 1: The Transition from Pre-school to Kindergarten
• Sub-Task 1: Ready Schools
• Sub-Task 2: Ready Children and Families
• Task 2: The Transition from Kindergarten to First Grade
• Sub-Task 1: Ready Schools
• Sub-Task 2: Ready Children and Families

Activity 2: The Learning Environment

• Task 1: Addressing the Learning Needs of the Whole Child
• Sub-Task 1: A Physically Safe Learning Environment
• Sub-Task 2: An Emotionally Supportive Learning Environment
• Sub-Task 3: A Socially Responsive Learning Environment
• Sub-Task 4: A Cognitively Stimulating Learning Environment
• Task 2: A Literacy-Rich Learning Environment
• Sub-Task 1: Access to Print

Activity 3: A Child-Centered Curriculum

• Task 1: Early Childhood Curriculum
• Task 2: Early Childhood Assessment
• Task 3: Early Childhood Instruction

Activity 4: Reading Instruction

• Task 1: Understanding the National Early Literacy Panel's Report - The Five Precursors for Learning to Read
• Sub-Task 1: Alphabet Knowledge
• Sub-Task 2: Phonological Awareness
• Sub-Task 3: Rapid Automatic Naming
• Sub-Task 4: Writing
• Sub-Task 5: Phonological Memory
• Task 2: Understanding the National Reading Panel's Report - The Five Components of Learning to Read
• Sub-Task 1: Phonemic Awareness
• Sub-Task 2: Phonics
• Sub-Task 3: Fluency
• Sub-Task 4: Vocabulary
• Sub-Task 5: Comprehension
• Task 3: Intentional Instruction of the Five Components of Learning to Read
• Sub-Task 1: Phonemic Awareness
• Sub-Task 2: Phonics
• Sub-Task 3: Fluency
• Sub-Task 4: Comprehension
• Sub-Task 5: Vocabulary

Activity 5: Writing Instruction

• Task 1: Intentional Instruction of Writing Skills
• Sub-Task 1: Conventions of Writing
• Sub-Task 2: Handwriting
• Sub-Task 3: Purposes for Writing
• Task 2: The Writing Process
• Sub-Task 1: The Steps of the Writing Process
• Sub-Task 2: Writing Workshop for Young Children

Activity 6: Creative Expression

• Task 1: Defining Creative Expression and Active Engagement
• Task 2: The Connection Between Creative Expression/Active Engagement and Learning to Read
• Task 3: Learning Literacy Skills Through Creative Expression
• Sub-Task 1: Learning Through Music
• Sub-Task 2: Learning Through Art
• Sub-Task 3: Learning Through Socio-Dramatic Play

Activity 7: Technology, Reading, and Writing

• Task 1: Using Technology to Enhance Language Development
• Task 2: Using Technology to Teach Reading and Writing

Activity 8: Teaching All Children to Read and Write

• Task 1: Differentiating Instruction for All Students
• Task 2: Teaching Diverse Students

Element 5: Standards for Early Childhood Teaching and Learning

Purpose: Standards for early learning include those for educators of early learners, state-level early learning guidelines or standards, and applicable national standards. Educators of early learners need to be aware of the standards impacting licensure and instruction. This Element provides information about applicable standards impacting educators of early learners and their students.

Activity 1: Be Aware of Standards for Early Childhood Educators

• Task 1: Standards for Early Childhood Educators

Activity 2: Be Aware of Early Childhood Learning Standards

• Task 1: National Early Childhood Standards
• Task 2: State Early Childhood Standards

Activity 3: Align Curriculum and Instruction to Standards

• Task 1: Analyze Standards
• Task 2: Develop Curriculum Maps
• Task 3: Implement Curriculum with Fidelity

Element 6: Building Support for Early Learning Programs

Purpose: Building support for language and literacy development of early learners involves the participation of parents and caregivers, the business community, local community groups, and educational and state governmental leaders. To promote and enhance early learner language and development, educators need to be aware of the role each group plays and how to communicate with them. This Element provides resources to help educators of early learners gain such awareness.

Activity 1: Develop Parent, Caregivers, and Community Support

• Task 1: Communicate with and Involve Parents and Caregivers
• Task 2: Work with Local Cultural Groups and Community Organizations

Activity 2: Interact with Advocates and Policy Makers

• Task 1: Communicate with School Board
• Task 2: Be Aware of State Early Childhood Education Initiatives
• Task 3: Connect with Legislators
• Task 4: Be Aware of National Research Organizations and Policy Groups

Element 7: Using Data to Improve Early Learning Outcomes

Purpose: Formative and summative assessments and observations provide the basis for planning instruction, making adjustments, and refining future assessments. Assessment results show educators of early learners where changes need to be made in instructional approaches for groups of students or individual students. The assessment outcomes also show parents of early learners how their child is progressing. This Element explores how to use data to improve learning outcomes for early learners.

Activity 1: Use Multidimensional Learning Data

• Task 1: Gather Observational Data
• Task 2: Collecting Formative and Summative Assessment Data
• Task 3: Using Data to Promote Learning

Activity 2: Use Data to Improve Instruction and Increase Learning

• Task 1: Early Identification and Intervention
• Task 2: Differentiate Instruction

Activity 3: Inform and Collect Feedback from Constituencies

• Task 1: Communicate and Collaborate with Parents and Caregivers
• Task 2: Collaborate Among Early Childhood Educators, District, and School Staff Members