Shows a steady
increase in vocabulary, ranging from 2,000 to 4,000 words.
Tends to over generalize meaning and make up words to fit.
Uses simple sentences of at least 3-4 words to express needs.
Pronounces words with difficulty.
May have difficulty. taking turns in conversation; changes topic
quickly.
Likes simple finger plays and rhymes.
Asks many who, what, where, and why questions, but shows confusion
in responding to some questions, especially why, how and when.
Uses language to organize thought; overuses such words as but,
because, and when.
Can retell a simple story, but must redo the sequence to put
an idea into the order of events.
Rarely makes appropriate use of such words as before, after,
or until.
|
Expands vocabulary from 4,000 to
6,000 words.
Usually speaks in 5- to 6-word sentences.
Likes to sing many songs; knows many rhymes and finger plays.
Uses verbal commands to claim many things.
Likes to tell others about family or experiences.
Expresses emotions through facial gestures and reads others
for body cues.
Can control volume of voice for periods of time if reminded.
Begins to read context for social cues.
Uses more advanced sentence structures ("She's nice, isn't
she?") and experiments with new constructions.
Tries to communicate more than his/her vocabulary allows.
Learns new vocabulary quickly if related to own experience.
Can retell a 4 or 5-step directive or sequence in a story. |
Employs a vocabulary
of 5,000 to 8,000 words.
Pronounces words with little difficulty., except for particular
sounds.
Uses fuller, more complex sentences.
Takes turns in conversations.
Listens to another speaker if information is new or interesting.
Shares experiences verbally.
Likes to act out others' roles.
Remembers lines of simple poems, repeats full sentences.
Uses nonverbal gestures (facial expressions).
Can tell and retell stories with practice.
Enjoys repeating stories, poems and songs.
Enjoys acting out plays or stories.
Shows growing speech fluency in expressing ideas. |
Is curious, interested, eager and
active.
Learns through firsthand experiences, exploring, manipulating
materials, asking questions, making discoveries.
Is capable of "losing self" in an activity that is
of high interest.
Assimilates information more readily when learning is presented
in familiar context.
Needs concrete experiences rather than abstract ideas.
Needs many opportunities to share ideas with peers and adults
in order to develop oral speaking and listening skills.
Gains understanding of relationships through dramatic play,
dramatization of stories, planning and constructing small group
projects, and interacting in small group learning centers.
Interactions with people and materials helps develop reasoning
and memory. |
