LITERACY DEVELOPMENT FRAMEWORK AGE STAGE LITERACY DEVELOPMENT LITERACY GOAL ADULT ROLE Responds to sounds; follows sounds; Hold child comfortably on lap; follow "reads" gestures and facial expressions; babys cues for "more" and "stop"; point responds to and is comforted by being to objects and name pictures; respond to touched and held; babbles; imitates childs prompting to read; let the child speech sounds; responds to own name; control the book; get comfortable with Develop a comfort squeals with joy or pleasure; responds to toddlers short attention span; ask:Birth -2 Years PRE-TALKERS "peek-a-boo;" imitates words; names with and interest in "Where is the…?"; let the child point; books familiar objects; points to familiar objects relate books to childs experiences; use when named; directs movement of books in routines such as bedtime; ask, objects as in scribbling; speaks in 4-5 "Whats that?" and give the child time to word sentences; names pictures;begins to answer; pause and let the child complete help self. the sentence. Names a color; repeats and imitates words and phrases; uses spatial and Use books in routines; read at bedtime; number concepts; likes rituals; points to Actively engage in be willing to read the same story over named objects; pretends to read; 2-3 Years TALKERS understands there are concepts about interactive storybook again; ask, "Whats that?" relate books to reading the childs experience; provide crayons print (right to left, top to bottom); knows and paper. pictures and words stay the same and have meaning; recognizes letters. Minneapolis Public Library
LITERACY DEVELOPMENT FRAMEWORK AGE STAGE LITERACY DEVELOPMENT LITERACY GOAL ADULT ROLE Uses questions; understands sequence of Ask, "Whats happening?"; encourage events; tells simple stories; reads using writing and drawing; let child tell a story; pictures; reads and retells familiar name objects; reinforce letters and stories;; uses fantasy and imaginative play numbers; enocurage "sight" reading of to create meaning; shows preference for Develop basic concepts4-5 Years PRE-READERS right or left hand; recognizes letters; about print and words familiar words (STOP, family names, store names); expose child to a variety of print connects letters with sounds and makes experiences and purposeful reading; read letter-sound matches; shows familiarity and reread stories; visit library regularly; with rhyming and beginning sounds; let child draw and print. makes line drawings . Read and talk about a variety of Uses descriptive language; uses letter- interesting and favorite books; let child sound associations, word parts, context read aloud; allow child to select her own to identify new words; matches spoken books; expose child to a range of text words with written ones; recognizes forms (lists, etc.); encourage childs Engage and experiment words by sight; reads orally with attempts at reading and writing, such as5-8 Years NEW READERS increasing ﬂuency; adds expression; with reading and writing letters; allow child to participate writing begins to write letters and some words; in activities that involve reading and uses reading and writing for various writing (cooking, etc.); play games that purposes; attempts capitalization and have speciﬁc directions; have punctualtion; enjoys being read to. conversations throughout the day; read daily. Minneapolis Public Library
LITERACY DEVELOPMENT FRAMEWORK AGE STAGE LITERACY DEVELOPMENT LITERACY GOAL ADULT ROLE Reads with greater ﬂuency; applies diverse strategies to identify new words; identiﬁes more words by sight; uses Continue reading to child and encourage common letter patterns to spell words; her to read to others; engage child in begins to read for comprehension and activities requiring reading and writing; regularly uses varied strategies for show interest in a childs learning by comprhension; self-corrects and rereads displaying her work; encourage child to Read independently and7-10 Years READERS to increase comprehension; reads with increasing ﬂuency use and enjoy print for many purposes independently; makes connections (games, sports, etc.); build a love of between texts; writes expressively in language in all its forms; engage child in different forms; uses a rich vocabulary converastions; support childs interests and sentences appropriate to text forms; or hobbies with reading materials and uses reading to research topics; references; visit the library regularly. punctuates and proofreads; likes to be read to. Reads with greater ﬂuency; applies diverse strategies to identify new words; identiﬁes more words by sight; uses common letter patterns to spell words; begins to read for comprehension; Continue to read to child and encourage ENRICHMENT regularly uses varied strategies for her to read to others; read (and preview) Read for enrichment8-12 Years comprhension; reads independently; books the child reads; engage in READERS and information makes connections between texts; writes conversation; visit the library regularly expressively in different forms; uses a rich and book stores. vocabulary and sentences appropriate to text forms; uses reading to research topics; punctuates and proofreads still likes to be read to. Minneapolis Public Library
A particular slide catching your eye?
Clipping is a handy way to collect important slides you want to go back to later.