Communication Development
Children develop at their own individual paces, but there are some norms to consider as guidelines.
Articulation (Speech Sound Production)
*Sounds typically produced by age 4 = P, B, M, N, D, K, G, F, H, W
*Sounds typically produced by age 5 = T, Y, -ing
*Sounds typically produced by age 6 - CH, J, V, L, Voiced TH (as in the word "there")
*Sounds typically produced by age 7 - SH, R, R blends, S, Z, S blends, Voiceless TH (as in the word "three")
*Sounds typically produced by age 8 - all speech sounds
*Sounds typically produced by age 4 = P, B, M, N, D, K, G, F, H, W
*Sounds typically produced by age 5 = T, Y, -ing
*Sounds typically produced by age 6 - CH, J, V, L, Voiced TH (as in the word "there")
*Sounds typically produced by age 7 - SH, R, R blends, S, Z, S blends, Voiceless TH (as in the word "three")
*Sounds typically produced by age 8 - all speech sounds
Language (by end of grade year)
Kindergarten
K Listenging
1st Grade Listenging
2nd Grade Listening
3rd Grade Listening
4th Grade Listening
5th Grade Listening
Kindergarten
K Listenging
- Follow 1-2 simple directions in a sequence
- Listen to and understand age-appropriate stories read aloud
- Follow a simple conversation
- Be understood by most people
- Answer simple "yes/no" questions
- Answer open-ended questions (e.g., "What did you have for lunch today?")
- Retell a story or talk about an event
- Participate appropriately in conversations
- Show interest in and start conversations
1st Grade Listenging
- Remember information
- Respond to instructions
- Follow 2-3 step directions in a sequence
- Be easily understood
- Answer more complex "yes/no" questions
- Tell and retell stories and events in a logical order
- Express ideas with a variety of complete sentences
- Use most parts of speech (grammar) correctly
- Ask and respond to "wh" questions (who, what, where, when, why)
- Stay on topic and take turns in conversation
- Give directions
- Start conversations
2nd Grade Listening
- Follow 3-4 oral directions in a sequence
- Understand direction words (e.g., location, space, and time words)
- Correctly answer questions about a grade-level story
- Be easily understood
- Answer more complex "yes/no" questions
- Ask and answer "wh" questions (e.g., who, what, where, when, why)
- Use increasingly complex sentence structures
- Clarify and explain words and ideas
- Give directions with 3-4 steps
- Use oral language to inform, to persuade, and to entertain
- Stay on topic, take turns, and use appropriate eye contact during conversation
- Open and close conversation appropriately
3rd Grade Listening
- Listen attentively in group situations
- Understand grade-level material
- Speak clearly with an appropriate voice
- Ask and respond to questions
- Participate in conversations and group discussions
- Use subject-related vocabulary
- Stay on topic, use appropriate eye contact, and take turns in conversation
- Summarize a story accurately
- Explain what has been learned
4th Grade Listening
- Listen to and understand information presented by others
- Form opinions based on evidence
- Listen for specific purposes
- Use words appropriately in conversation
- Use language effectively for a variety of purposes
- Understand some figurative language (e.g., "the forest stretched across…")
- Participate in group discussions
- Give accurate directions to others
- Summarize and restate ideas
- Organize information for clarity
- Use subject area information and vocabulary (e.g., social studies) for learning
- Make effective oral presentations
5th Grade Listening
- Listen and draw conclusions in subject area learning activities
- Make planned oral presentations appropriate to the audience
- Maintain eye contact and use gestures, facial expressions, and appropriate voice during group presentations
- Participate in class discussions across subject areas
- Summarize main points
- Report about information gathered in group activities
Social Skills
Kindergarten
Kindergarten
- Responding to and using polite forms (greeting, farewell)
- Makes and responds to greetings and farewells to and from others
- Expresses and responds to thank you, you’re welcome, excuse me, I’m sorry
- Asks for help from others appropriately and offers help to others appropriately
- Responds to and uses polite forms appropriately
- Observes turn-taking rules in the classroom or in social interactions
- Faces listeners and speakers with appropriate body proximity
- Makes two relevant comments about a topic and ask a relevant question during a conversation
- Observes turn-taking rules in the classroom or other social situations
- Adapts speech to the listener
- Adjusts or modifies language based on the topic
- Adjusts or modifies language of peer group appropriately
- Uses the language of peer group appropriately
- Uses an intelligible rate and appropriate volume of speech
- Adapts speech to listener
- Recognizes and labels positive and negative emotions
- Identifies and labels emotions using photographs and/or role playing
- Accurately expresses own feelings through use of words and non-verbal cues
- Responds to teasing, anger, disappointment appropriately
- Expresses positive feelings appropriately
- Expresses personal ideas, information and experiences
- Express personal opinions appropriately
- Avoids use of repetitive or redundant information
- Inferring implied requests from statements
- Accurately infers implied requests from teacher statements such as, “It’s time for lunch”.
- Chooses appropriate topics for conversation
- Uses polite forms when introducing others
- Uses polite forms of apology, including making steps toward restitution in the apology
- Focuses attention when the teacher is speaking, and actively attends to directional words and cues needed for following directions
- Interpreting speaker’s non-verbal and verbal messages accurately
- Reads and interprets facial cues
- Reads and interprets body language
- Reads and interprets tone of voice
- Interpreting speaker’s purposes and/or intent
- Matches verbal and nonverbal messages
- Understands and expresses an argument by: 1) making inferences 2) predicts an outcome 3) compares and contrasts 4) uses persuasion
- Uses an appropriate/polite tone of voice when conversing
- Indicates when he/she wishes to change the topic of conversation appropriately
- Elaborating and making judgments about information and ideas presented
- Makes three relevant comments related to information presented
- Determines relevant versus non-relevant information
- Expresses an opinion
- Identifies the problem and determines possible solutions
- Gives three possible solutions
- Determines the best solution
- Determines consequences
- Initiating questions to extend conversations (in the context of social scripts)
- Closes conversations and accepts termination of conversations by others
- Follows appropriate politeness conventions in order to close conversations smoothly, and accepts termination of conversations by others
Questions or comments? Please email Mrs. Fisque at [email protected]