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chunks. Short phrases used as units; patterned language acquired through redundant use, such as refrains and repetition phrases in stories code-switching. A normal part of secondlanguage acquisition in which the child combines English with the home language English learner. Children whose first language is not English, encompassing children learning English for the first time in the preschool setting as well as children who have developed various levels of English proficiency formulaic speech. The use of memorized chunks or phrases of language, without a complete understanding of their function (e.g., the formula, “I want . . . ” allows for a host of possibilities, such as “I want play,” “I want doll,” or “I want go”) onset. The first consonant or consonant cluster in a syllable (e.g., the “h” in the one-syllable word “hat”; the “m” and “k” in the two syllables in the word “monkey”) orally blend. To combine sound elements to make a word or syllable (e.g., combining the phonemes “k” “a” “t” to make the word “cat”) phoneme. The individual unit of meaningful sound in a word or syllable phonological awareness. The ability to detect or manipulate the sound structure of spoken words, independent of meaning. It is an increasingly sophisticated capability that is highly predictive of, and causally related to, children’s later ability to read productive language. The process of formulating and sending a message (communicating) using language (Speech is one form of productive or Glossary California Department of Education • Preschool Learning Foundations, Volume 1 137 expressive language. Other means to express language include using sign language, pointing to words and pictures on a communication board, and producing written messages on a computer screen.) receptive language. The process of receiving and understanding communication through language (Speech is one way to receive messages through language. Other means to receive language are sign language, words and pictures on a communication board, and written messages on a computer screen.) rime. Everything left in a syllable after the onset is removed; the vowel and coda of a syllable (e.g., the “at” in the singlesyllable word “hat”; the “in” in the single-syllable word “in”) sequential bilingualism. The process of beginning to acquire English after making significant progress toward acquisition of the home language simultaneous bilingualism. The process of acquiring two languages beginning at birth or sometime during the first year of life social conventions. A culture’s rules for how and when to use language telegraphic speech. The use of a few content words without functional words or specific grammatical markers (e.g., one word combined with nonverbal communication, intonation, or facial expressions to communicate different ideas; saying, “up!” while pointing at a plane in the sky to mean, “Look, there’s a plane!”) utterance. Any speech sequence consisting of one or more words preceded and followed by silence. May be equivalent to a phrase or a sentence. ENGLISH-LANGUAGE DEVELOPMENT
ENGLISH-LANGUAGE DEVELOPMENT 138 Allen, S., and others. 2002. “Patterns of Code-Mixing in English-Inuktitut Bilinguals,” in Proceedings of the 37 th Annual Meeting of Chicago Linguistics Society, Vol. 2. Edited by M. Andronis and others. Chicago: Chicago Linguistics Society. August, D., and others. 2005. “The Critical Role of Vocabulary Development for English Language Learners,” Learning Disabilities Research and Practice, Vol. 20, No. 1, 50–57. Bialystok, E. 2001. Bilingualism in Development: Language, Literacy, and Cognition. Cambridge, UK: Cambridge University Press. Bialystok, E.; F. I. M. Craik; and J. Ryan. 2006. “Executive Control in a Modified Antisaccade Task: Effects of Aging and Bilingualism,” Journal of Experimental Psychology: Learning, Memory and Cognition, Vol. 32, No. 6, 1341–54. California Department of Education. 2006a. Statewide English Learners by Language and Grade, 2005-06. http:// dq.cde.ca.gov/dataquest/LEPbyLang1. asp?cChoice=LepbyLang1&cYear=2005- 06&cLevel=State&cTopic=LC&myTimeFr ame=S&submit1=Submit (accessed February 13, 2007). California Department of Education. 2006b. Statewide Enrollment by Ethnicity, 2005-06. http://dq.cde.ca.gov/dataquest/EnrollEthState.asp?Level=State& TheYear=2005-06&cChoice=EnrollEth1 &p=2 (accessed February 13, 2007). Cárdenas-Hagan, E.; C. D. Carlson; and E. D. Pollard-Durodola. 2007. The Cross- Linguistic Transfer of Early Literacy Skills: The Role of Initial L1 and L2 Skills and Language of Instruction, Language, Speech, and Hearing Services in Schools, Vol. 38, No. 3, 249–59. References Cazden, C. B. 1988. Classroom Discourse: The Language of Teaching and Learning. Portsmouth, NH: Heinemann. Chang, F., and others. 2007. “Spanish Speaking Children’s Social and Language Development in Pre-Kindergarten Classrooms,” Journal of Early Education and Development, Vol. 18, No. 2, 243–69. Childhood Bilingualism: Research on Infancy Through School Age. 2006. Edited by P. McCardle and E. Hoff. Clevedon, UK: Multilingual Matters Ltd. Children Now. 2007. California Report Card 2006–2007: The State of the State’s Children. http://publications.childrennow.org/publications/invest/reportcard_2007.cfm (accessed January 10, 2007). Cisero, C. A., and J. M. Royer. 1995. “The Development of Cross-Language Transfer of Phonological Awareness,” Contemporary Educational Psychology, Vol. 20, No. 3, 275–303. Clay, M. 2001. Change Over Time in Children’s Literacy Development. Auckland, New Zealand: Heinemann. Crago, M. B. 1988. “Cultural Context in Communicative Interaction of Young Inuit Children.” Montreal: McGill University (doctoral dissertation). Cultural Diversity and Early Education: Report of a Workshop. 1994. Edited by D. Phillips and N. A. Crowell. Washington, DC: National Academy Press. Cummins, J. 1979. “Linguistic Interdependence and the Educational Development of Bilingual Children,” Review of Educational Research, Vol. 49, 222–51. Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth. 2006. Edited by D. August and T. Shanahan. Washington, DC: Center for Applied Linguistics. Preschool Learning Foundations, Volume 1 • California Department of Education
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California Preschool Learning Found
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Contents A Message from the State S
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The development of the preschool le
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English-Language Development Barbar
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he preschool learning foun- Tdation
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ecognition, comprehension and analy
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tions incorporate a concept known a
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FOUNDATIONS IN Social-Emotional Dev
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ing task. This is another reason th
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In addition, early childhood standa
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2.0 Self-Regulation At around 48 mo
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4.0 Empathy and Caring At around 48
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Social Interaction 1.0 Interactions
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2.0 Interactions with Peers (Contin
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4.0 Cooperation and Responsibility
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1.0 Attachments to Parents (Continu
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2.0 Close Relationships with Teache
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Self Self-Awareness There has been
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competence, emotion regulation, con
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awareness of and response to divers
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trayal that is consistent with conc
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ior; and spontaneously self-correct
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importance for a child’s self-con
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ity of the teacher-child relationsh
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approaches to learning. Children’
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Childhood Development. Edited by Ja
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Heyman, Gail D.; Caroline L. Gee; a
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Control and Negative Emotionality,
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tional, and Personality Development
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Wellman, Henry. 2002. “Understand
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LANGUAGE AND LITERACY 48 Organizati
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LANGUAGE AND LITERACY 50 dren to us
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LANGUAGE AND LITERACY 52 convention
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LANGUAGE AND LITERACY 54 ers to mod
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LANGUAGE AND LITERACY 56 1.0 Langua
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LANGUAGE AND LITERACY 58 | Listenin
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LANGUAGE AND LITERACY 64 | Reading
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LANGUAGE AND LITERACY 70 1.0 Writin
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LANGUAGE AND LITERACY 72 It is impo
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LANGUAGE AND LITERACY 74 the world.
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LANGUAGE AND LITERACY 76 in hearing
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LANGUAGE AND LITERACY 78 textualize
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LANGUAGE AND LITERACY 80 phonemic a
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LANGUAGE AND LITERACY 82 is based o
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LANGUAGE AND LITERACY 84 the extern
Page 100 and 101: LANGUAGE AND LITERACY 86 and Ellswo
Page 102 and 103: LANGUAGE AND LITERACY 88 characteri
Page 104 and 105: LANGUAGE AND LITERACY 90 Adams, M.
Page 106 and 107: LANGUAGE AND LITERACY 92 Chapman, R
Page 108 and 109: LANGUAGE AND LITERACY 94 in the Tea
Page 110 and 111: LANGUAGE AND LITERACY 96 Kress, G.
Page 112 and 113: LANGUAGE AND LITERACY 98 Peterson,
Page 114 and 115: LANGUAGE AND LITERACY 100 Swanborn,
Page 116 and 117: FOUNDATIONS IN English-Language Dev
Page 118 and 119: in their home language, not English
Page 120 and 121: or sometime during the first year o
Page 122 and 123: the home language and English (Geni
Page 124 and 125: Overall, the teacher plays a crucia
Page 126 and 127: 1.0 Children listen with understand
Page 128 and 129: Speaking* 1.0 Children use nonverba
Page 130 and 131: Speaking | 117 1.0 Children use non
Page 132 and 133: Speaking | 119 1.0 Children use non
Page 134 and 135: 2.0 Children begin to understand an
Page 136 and 137: Reading 1.0 Children demonstrate an
Page 138 and 139: Reading | 125 2.0 Children show an
Page 140 and 141: Reading | 127 3.0 Children demonstr
Page 142 and 143: 5.0 Children demonstrate progress i
Page 144 and 145: 6.0 Children demonstrate phonologic
Page 146 and 147: 6.0 Children demonstrate phonologic
Page 148 and 149: 1.0 Children use writing to communi
Page 152 and 153: Dickinson, D. K., and P. O. Tabors.
Page 154 and 155: Contrast Between Urdu-English Bilin
Page 156 and 157: The preschool learning foundations
Page 158 and 159: A developmental progression by age
Page 160 and 161: other shapes. At first, they recogn
Page 162 and 163: At around 48 months of age At aroun
Page 164 and 165: At around 48 months of age 2.0 Chil
Page 166 and 167: At around 48 months of age Algebra
Page 174 and 175: with mathematics will be devoted to
Page 176 and 177: These researchers provide some evid
Page 178 and 179: 2004a). The developmental trajector
Page 180 and 181: attribute. A property or characteri
Page 182 and 183: Copeland, R. W. 1984. How Children
Page 184 and 185: Council for Teachers of Mathematics
Page 186 and 187: APPENDIX The Foundations Social-Emo
Page 188 and 189: 1.0 Attachments to Parents At aroun
Page 190 and 191: 3.0 Grammar At around 48 months of
Page 192 and 193: 1.0 Writing Strategies Writing At a
Page 194 and 195: Speaking 1.0 Children use nonverbal
Page 196 and 197: English-Language Development | 183
Page 198 and 199: English-Language Development | 185
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6.0 Children demonstrate phonologic
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Mathematics Number Sense At around
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At around 48 months of age 1.0 Chil
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