California Preschool Learning Foundations - ECEZero2Three ...

ENGLISH-LANGUAGE DEVELOPMENT
122 | Speaking
3.0 Children use language to create oral narratives about their
personal experiences.*
Focus: Narrative development
Beginning Middle Later
3.1 Create a narrative in
the home language (as
reported by parents,
teachers, assistants,
or others, with the
assistance of an interpreter
if necessary).
3.1 Begin to use English
to talk about personal
experiences; may
complete a narrative
in the home language
while using some
English (i.e., codeswitching).
Examples Examples Examples
• Talks to other children in Spanish
about a family gathering:
“Vino mi abuelita. Y vino mi
tía. Y vino mi tío. Y comimos
sopa. Y me quemé la boca. Y
mi mami me dio hielo pa’ que
no me doliera.” (My grandma
came. And my aunt came. And
my uncle came. And we ate
soup. And I burned my mouth.
And my mom gave me some
ice so it wouldn’t hurt) (as
reported by a parent).
• Says in Mandarin Chinese,
“
” (So I went to the
airport, got on an airplane, and
visited grandma.) (as reported
by the bilingual assistant).
• Talks in English and Spanish
about what she saw on the
recent nature walk: “I see bird.
I see bug, y una mariposa
muy bonita. Y regresamos a
la escuela.” (A butterfly, really
pretty. And we went back to
school.)
• Draws a picture of her family
and says in English and Vietnamese,
“Bà (grandma), ba
(dad), me (mom). We go park.
Lotta fun.”
3.1 Produce simple
narratives in English
that are real or
fictional.
• Dictates a story to the teacher,
gesturing with his hands, “The
pony was big. The pony flew.
Flew up into the sky. Really,
really high!” after painting a
pony sitting on a cloud.
• Draws a lizard and tells the
teacher about a lizard she
found outside, “I saw a lizard
outside. It was a baby lizard.
He didn’t have a tail. He ran
away.”
• Tells the teacher about a conflict
that came up while playing
“family” with two peers, “I was
the mommy and Mai was the
baby. I told her to sleep and be
quiet. But she not listen. I got
mad at her.”
• Draws a picture and tells a
peer, “Look, the car goes fast.
And the bus goes fast. The
police say, ‘Stop!’”
* Producing narratives many vary at these ages for children who are communicating through sign language or other alternate
communication systems. Teachers can support all young children’s communication knowledge and skills by repeating and
extending what children communicate in conversations. Teachers can also provide opportunities for children to repeat or
tell stories as a way of encouraging them to produce narratives.
Preschool Learning Foundations, Volume 1 • California Department of Education