---
title: Communication, Language & Literacy - Older Toddler | SDStepAhead
description: Enhance your child's communication, language, and literacy skills with engaging conversations, books, and interactive activities.
---

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- Age-Level Continuum 
    - [Infants (Birth - 12 months)](https://sdstepahead.com/ages-stages/infants)
    - [Younger Toddlers (8-21 months)](https://sdstepahead.com/ages-stages/young-toddler)
    - [Older Toddlers (18-36 months)](https://sdstepahead.com/ages-stages/older-toddler)
    - [Younger Preschooler (33-48 months)](https://sdstepahead.com/ages-stages/younger-preschooler)
    - [Older Preschooler (45-60+ months)](https://sdstepahead.com/ages-stages/older-preschoolers)
    - [Transition to Kindergarten](https://sdstepahead.com/ages-stages/transition-to-kindergarten)
- Learning Domains 
    - [Approaches to Learning](https://sdstepahead.com/learning-domains/approaches-to-learning)
    - [Social Development & Emotional Development](https://sdstepahead.com/learning-domains/social-emotional-development)
    - [Communication, Language, & Literacy](https://sdstepahead.com/learning-domains/communication-language-literacy)
    - [Cognitive Development](https://sdstepahead.com/learning-domains/cognitive-development)
    - [Health & Physical Development](https://sdstepahead.com/learning-domains/health-physical-development)
    - [Appendix A: Supporting Children With Disabilities](https://sdstepahead.com/learning-domains/appendix-a-supporting-children-with-disabilities)
    - [Appendix B: Supporting Dual Language Learners](https://sdstepahead.com/learning-domains/appendix-b)
- About 
    - [Purpose, Children’s Success & Working Together](https://sdstepahead.com/about-sdelg/about-sd-stepahead)
    - [Guiding Principles](https://sdstepahead.com/about-sdelg/guiding-principles)
    - [SDELG Organization](https://sdstepahead.com/about-sdelg/sdlg-organization)
    - [Using SDStepAhead](https://sdstepahead.com/about-sdelg/about-sdstepahead)
    - [Glossary](https://sdstepahead.com/about-sdelg/whats-ahead)
    - [Frequently Asked Questions](https://sdstepahead.com/about-sdelg/faqs)
- [Find Services](https://sdstepahead.com/find-services)
- [Professional Development & Resources](https://sdstepahead.com/resources)
- [Contact](https://sdstepahead.com/contact)

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- Age-Level Continuum 
    - [Infants (Birth - 12 months)](https://sdstepahead.com/ages-stages/infants)
    - [Younger Toddlers (8-21 months)](https://sdstepahead.com/ages-stages/young-toddler)
    - [Older Toddlers (18-36 months)](https://sdstepahead.com/ages-stages/older-toddler)
    - [Younger Preschooler (33-48 months)](https://sdstepahead.com/ages-stages/younger-preschooler)
    - [Older Preschooler (45-60+ months)](https://sdstepahead.com/ages-stages/older-preschoolers)
    - [Transition to Kindergarten](https://sdstepahead.com/ages-stages/transition-to-kindergarten)
- Learning Domains 
    - [Approaches to Learning](https://sdstepahead.com/learning-domains/approaches-to-learning)
    - [Social Development & Emotional Development](https://sdstepahead.com/learning-domains/social-emotional-development)
    - [Communication, Language, & Literacy](https://sdstepahead.com/learning-domains/communication-language-literacy)
    - [Cognitive Development](https://sdstepahead.com/learning-domains/cognitive-development)
    - [Health & Physical Development](https://sdstepahead.com/learning-domains/health-physical-development)
    - [Appendix A: Supporting Children With Disabilities](https://sdstepahead.com/learning-domains/appendix-a-supporting-children-with-disabilities)
    - [Appendix B: Supporting Dual Language Learners](https://sdstepahead.com/learning-domains/appendix-b)
- About 
    - [Purpose, Children’s Success & Working Together](https://sdstepahead.com/about-sdelg/about-sd-stepahead)
    - [Guiding Principles](https://sdstepahead.com/about-sdelg/guiding-principles)
    - [SDELG Organization](https://sdstepahead.com/about-sdelg/sdlg-organization)
    - [Using SDStepAhead](https://sdstepahead.com/about-sdelg/about-sdstepahead)
    - [Glossary](https://sdstepahead.com/about-sdelg/whats-ahead)
    - [Frequently Asked Questions](https://sdstepahead.com/about-sdelg/faqs)
- [Find Services](https://sdstepahead.com/find-services)
- [Professional Development & Resources](https://sdstepahead.com/resources)
- [Contact](https://sdstepahead.com/contact)

![](https://sdstepahead.com/hubfs/Used%20for%202024%20ELG/Component%20Pictures/Older%20Toddler/Little%20boy%20drawing%20on%20wall-older%20toddler%20comp.jpeg)

# Communication, Language and Literacy Older Toddlers (18 to 36 months) Components and Developmental Indicators

![](https://sdstepahead.com/hs-fs/hubfs/Cute%20little%20girl%20whispering%20something%20to%20her%20brother%20under%20the%20cover.jpeg?width=649&name=Cute%20little%20girl%20whispering%20something%20to%20her%20brother%20under%20the%20cover.jpeg)

## COMPONENT 1: Communicating and Oral Language Development

### Developmental Indicators

#### CLL Goal-1: Through their explorations, play, and social interactions, children successfully communicate for multiple purposes.

1

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Checkmarks.jpeg?width=57&height=53&name=Checkmarks.jpeg)

Respond when others initiate conversation, as well as to their [***gestures***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en), facial expressions, and tone of voice using a larger selection of words or signs.

2

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Checkmarks.jpeg?width=58&height=53&name=Checkmarks.jpeg)

[***Engage***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) in short back and forth conversations with adults and peers.

 

3

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Checkmarks.jpeg?width=58&height=53&name=Checkmarks.jpeg)

Ask questions or use verbal or**[*nonverbal*](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en)** cues to initiate [***communication***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) with another to meet needs.

1

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Checkmarks.jpeg?width=58&height=53&name=Checkmarks.jpeg)

Follow two-step directions with visual cues if needed (“First, return this book to the shelf and then come outside with me.”).

2

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Checkmarks.jpeg?width=58&height=53&name=Checkmarks.jpeg)

Answer and ask simple questions (“What were you playing with?” “My blue truck.”).

#### CLL Goal-2: Through their explorations, play, and social interactions, children speak clearly and use the grammar of their home language.

1

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Checkmarks.jpeg?width=58&height=53&name=Checkmarks.jpeg)

Communicate messages with expression, tone, and inflection.

 

2

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Checkmarks.jpeg?width=58&height=53&name=Checkmarks.jpeg)

Use speech that is understood most of the time by familiar listeners.

 

3

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Checkmarks.jpeg?width=58&height=53&name=Checkmarks.jpeg)

Communicate in two-to-three-word sentences that follow the word order of their [***home language***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en).

 

#### CLL Goal-3: Through their explorations, play, and social interactions, children understand and use an ever-expanding vocabulary.

1

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Checkmarks.jpeg?width=58&height=53&name=Checkmarks.jpeg)

Use new words each day and have a word for almost all familiar people, objects, actions, conditions, and concepts (Gramma, chilly, big, little, in, out). 

2

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Checkmarks.jpeg?width=58&height=53&name=Checkmarks.jpeg)

Talk to themselves and others about what they are doing, and events of the day. 

3

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Checkmarks.jpeg?width=58&height=53&name=Checkmarks.jpeg)

Participate in or repeat familiar songs, chants, or rhymes.

 

4

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Checkmarks.jpeg?width=58&height=53&name=Checkmarks.jpeg)

Use words, actions, or signs to communicate during [***dramatic play***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) to act out familiar scenes and events and imitate familiar people.

 

![](https://sdstepahead.com/hs-fs/hubfs/Preschool%20kids%20holding%20a%20notebook%20-%20isolated%20over%20a%20white%20background.jpeg?width=649&name=Preschool%20kids%20holding%20a%20notebook%20-%20isolated%20over%20a%20white%20background.jpeg)

## COMPONENT 2: Foundations for Reading

### Developmental Indicators

#### CLL Goal-4: Through their explorations, play and social interactions, children develop interest, motivation, and appreciation for literacy-based materials and activities.

1

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Checkmarks.jpeg?width=58&height=53&name=Checkmarks.jpeg)

Explore reading behaviors independently (choosing books, opening and closing books, or turning individual or grouped pages).

2

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Checkmarks.jpeg?width=58&height=53&name=Checkmarks.jpeg)

Show interest in choosing and exploring different types of books.

3

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Checkmarks.jpeg?width=58&height=53&name=Checkmarks.jpeg)

Listen for short periods of time to storybooks, [***informational***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) books, stories, poetry, songs and finger plays (child enjoys several minutes as [***adult***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en)reads short book to a few children but may leave before the end).

#### CLL Goal-5: Through their explorations, play, and social interactions, children comprehend, use, and begin to reflect on and analyze information in books and other media.

1

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Checkmarks.jpeg?width=58&height=53&name=Checkmarks.jpeg)

While being read to by an adult, chime in by saying the word or repeated line in a book.

2

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Checkmarks.jpeg?width=58&height=53&name=Checkmarks.jpeg)

Pretend to read familiar books from memory, repeat familiar phrases while looking at a book.

3

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Checkmarks.jpeg?width=58&height=53&name=Checkmarks.jpeg)

With support, share personal experiences that relates to events described in familiar books.

#### CLL Goal-6: Through their explorations, play and social interactions, children begin to recognize basic concepts of print and discover that they can get meaning from print.

1

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Checkmarks.jpeg?width=58&height=53&name=Checkmarks.jpeg)

Hold a book upright, turn some pages from front to back (but not always in the right order), close book, and say, “done” or “the end.”

2

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Checkmarks.jpeg?width=58&height=53&name=Checkmarks.jpeg)

Demonstrate knowledge of the basic concepts of print, such as knowing the differences between pictures and print.

3

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Checkmarks.jpeg?width=58&height=53&name=Checkmarks.jpeg)

Demonstrate an understanding of realistic [***symbols***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) such as photographs, and later abstract symbols such as signs and environmental print (know which pictures stand for which activities on a daily schedule, when looking at a symbol of hand-washing near a sink, says, “Wash hands.”).

4

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Checkmarks.jpeg?width=58&height=53&name=Checkmarks.jpeg)

Demonstrate understanding of the need for and the uses of print (pretend to read a “grocery list” during play. When looking at a menu, says, “I want oranges.”).

#### CLL Goal-7: Through their explorations, play, and social interactions, children listen, identify, and respond to sounds, and develop phonological awareness.

1

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Checkmarks.jpeg?width=58&height=53&name=Checkmarks.jpeg)

Play with the sounds of [***language***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) with another person (name and rhyming games, imitating rhyming words).

2

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Checkmarks.jpeg?width=58&height=53&name=Checkmarks.jpeg)

Participate in experiences using rhythmic patterns in poems and songs using words, clapping, marching, and/or using instruments.

3

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Checkmarks.jpeg?width=58&height=53&name=Checkmarks.jpeg)

Notice sounds that are the same and different.

#### CLL Goal-8: Through their explorations, play, and social interactions, children develop knowledge of letters and the alphabetic principle.

1

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Checkmarks.jpeg?width=58&height=53&name=Checkmarks.jpeg)

Demonstrate an interest in letters by asking about and/or naming letters they encounter on objects in their environment (recognizing the big M on the McDonald's sign).

![](https://sdstepahead.com/hs-fs/hubfs/Beautiful%20kid%20on%20the%20floor%20with%20color%20pencils%20-%20isolated%20over%20a%20white%20background.jpeg?width=649&name=Beautiful%20kid%20on%20the%20floor%20with%20color%20pencils%20-%20isolated%20over%20a%20white%20background.jpeg)

## COMPONENT 3: Foundations for Writing

### Developmental Indicators

#### CLL Goal-9: Through their explorations, play, and social interactions, children use writing and drawing as means of communication.

1

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Checkmarks.jpeg?width=58&height=53&name=Checkmarks.jpeg)

Pretend to write in ways that mimic adult writing (scribble on paper while sitting with adult who is writing, hold phone to ear and make marks with pencil).

#### CLL Goal-10: Through their explorations, play, and social interactions, children grow in their understanding of letters and writing skills.

1

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Checkmarks.jpeg?width=58&height=53&name=Checkmarks.jpeg)

Explore a variety of [***tools***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) that can be used for writing and transition from holding a crayon or marker in their fist to holding it between thumb and forefinger.

2

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Checkmarks.jpeg?width=58&height=53&name=Checkmarks.jpeg)

Scribble and/or imitate an adult’s marks with markers, crayons, paints, etc.

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Component%20Pictures/Older%20Toddler/children%20with-globe%20OT%20CLL%20comp%204.jpg?width=649&name=children%20with-globe%20OT%20CLL%20comp%204.jpg)

## COMPONENT 4: Learning New Languages

### Developmental Indicators

#### CLL Goal-11: Through their explorations, play, and social interactions, children demonstrate an understanding that there are multiple languages and begin to communicate in another language other than their home language.

1

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Checkmarks.jpeg?width=58&height=53&name=Checkmarks.jpeg)

[***Emerging***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) as older toddlers listen to and repeat the sounds and simple words of their home language and other languages they hear.

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