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Students at the Emerging Phase of language development use language to satisfy social needs and to
give simple descriptions of past events. Students begin to provide additional background information
when introducing a new topic (e.g., "I went to the store. Look at what I bought."). They name most
things in their immediate world and enjoy learning new vocabulary within concrete and high interest
experiences. They use simple phrasing to inform, make requests, and meet social and emotional needs.
They participate in singing, chanting, and choral speaking activities.
Students in the Emerging Phase approximate adult "grammar" in their speech with some overgeneralizations (e.g., "goed" for went). They pronounce most phonemes correctly (although f, l, s, r, and th are often mispronounced). |
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Students at the Early Developing Phase are developing confidence as language users. They use simple
phrasing to inform, make requests, and meet social and emotional needs. They recognize differences
between the language of home and school, and increasingly use language in sustaining social
interactions. They engage in imaginative play - talking to themselves and others. They give simple
descriptions of past experiences and share information from activity centres, field trips, and
informational talks or books heard. They adapt language for making requests, for social control, and
for seeking information. They confidently share feelings about books, and show enjoyment and
understanding of books through talking, drawing, and dramatization of meaningful parts.
Students at this phase enjoy and participate in language games related to rhyme and alliteration of initial consonant sounds. They repeat short sentences with varying forms. They discriminate and produce rhyming words. |
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By the end of grade 1, most students use oral language to bring meaning to what they hear, observe,
feel, view, and read. They deliver brief recitations and oral presentations about familiar
experiences or interests. They guide the listener to understand important ideas by using proper
phrasing, pitch, and modulation. They stay on topic when speaking. They use their personal
communication styles to convey meaning to others in informal and more formal situations. Students
are able to answer questions in complete sentences.
By the end of grade 1, most students give and restate simple two-step directions. They recite poems, rhymes, songs, and stories. They retell stories using a beginning, middle, and end, and by answering who, what, when, where, why, and how. They relate an important event or personal experience in a simple sequence. With teacher support, students use descriptive words when speaking about people, places, things, and events. |