California Preschool Learning Foundations - ECEZero2Three ...

Speaking | 119
1.0 Children use nonverbal and verbal strategies to communicate
with others.
Focus: Grammar
Beginning
1.5 Use age-appropriate
grammar in the
home language (e.g.,
plurals; simple past
tense; use of subject,
verb, object), sometimes
with errors
(as reported by
parents, teachers,
assistants, or others,
with the assistance
of an interpreter if
necessary).
1.5 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.
Examples Examples Examples
• Says in Spanish, “Yo fui a
la tienda con mi mamá y mi
papá. Y compramos pan y
leche.” (I went to the store with
my mom and my dad. And we
bought bread and milk.)
• Says in Spanish, “Yo sabo.”
(I know.) (This is a common
mistake for Spanish-speaking
children, who often use
“sabo” for “sé” when learning
to conjugate the verb “saber”
[to know]).
• Says in Mandarin Chinese,
“ ” (Daddy is
already gone to work) to a peer
in the dramatic play area (as
reported by a bilingual assistant).
Middle
• Says in English, “I have two
friends.”
• Says, “He leaving,” as a peer
puts his jacket on to leave with
his grandmother at the end of
the day.
• Says, “There is two childrens,”
while pointing at a picture she
drew.
• Says in Spanish and English,
“Yo quiero el truck red.” (“I
want the truck red.”) (In Spanish,
the descriptive adjective is
usually placed after the noun it
describes.)
California Department of Education • Preschool Learning Foundations, Volume 1
Later
1.5 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.
• Says, “I didn’t weared that,”
while in the dramatic play area.
• Says, “She gave to me the
cookie,” at snack time.
• Says, “My pants is red” in
response to the teacher saying,
“The bear’s pants are blue.
What color are your pants?”
while reading a book at circle
time.
• While gesturing toward a peer,
says, “Sarah don’t want to
play blocks,” in response to
the teacher saying, “Why don’t
you build a tower with her?”
• Responds, “We’re playing
house,” when another child
asks, “What are you doing?”
ENGLISH-LANGUAGE DEVELOPMENT