---
title: Communication, Language & Literacy - Older Preschooler | SDStepAhead
description: Prepare older preschoolers for kindergarten by focusing on communication, language, and literacy skills.
---

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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%20preschool/boy%20painting%20at%20table%20OP%20CLL%20comp-main.jpeg) ![](https://sdstepahead.com/hubfs/overlay_header_blue.png)

# Communication, Language, and Literacy Older Preschoolers (45 to 60+ months) Components and Developmental Indicators

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Component%20Pictures/Older%20preschool/children-sitting-bench%20OP%20CLL%20comp%201.jpg?width=649&name=children-sitting-bench%20OP%20CLL%20comp%201.jpg)

## 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=58&height=54&name=Checkmarks.jpeg)

Initiate and [***engage***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) in conversation and discussions with adults and other children that include multiple back-and-forth exchanges.

2

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

Participate in a group discussion, making comments and asking questions related to the topic.

3

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

Provide meaningful responses to questions and pose questions to learn new information, clarify ideas, and have their needs met.

1

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

Follow multi-step directions that contain details (“Please go to your room, find your blue shirt and put the dirty one in the laundry basket.”). 

 

2

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

Appreciate and use humor.

#### 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)

Adapt their [***communication***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) to meet social expectations (speak quietly in library, speak politely to older relative).

2

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

Speak clearly enough to be understood by most people, although may make some pronunciation errors.

3

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

Use complete sentences that are grammatically correct most of the time to express ideas, feelings, and intentions.

#### 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 an increasingly rich and sophisticated [***vocabulary***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) to clearly express their thoughts (using two or more new words each day in play and meaningful contexts).

2

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

Tell real or imaginary stories with more detail.

3

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

Independently sing or create their own songs, chants, and rhymes.

1

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

Act out defined [***roles***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) and storylines in [***dramatic play***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) with back-and-forth dialogue with each other.

2

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

Uses new subject-specific words after repeated exposure to meaningful experiences and vocabulary (after playing in the block area with an adult, using ramps and balls, talks about ramps and inclines).

3

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

Infer the meaning of new words from the context in which they are used (figuring out the correct names for two new foods when the adult says, “Today we’re having *tortillas* with beans and *empanadas* with sauce” by distinguishing between the beans and sauce).

1

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

Name other words for objects and actions (walk -stroll) and accurately choose the most appropriate term from two similar words (“It’s not just warm, it’s burning hot!”).

2

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

Put similar words into categories (hat, mitten, coat, boot).

3

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

Name common opposites for some words.

![](https://sdstepahead.com/hs-fs/hubfs/girls%20in%20library%20OP%20CLL%20comp%202.jpeg?width=649&name=girls%20in%20library%20OP%20CLL%20comp%202.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)

Engage in reading behaviors independently with increased focus for longer periods of time.

2

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

Demonstrate [***motivation***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en), interest and enjoyment in reading, books and other printed materials, acting out stories while engaged in play independently and with others.

3

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

Listen to and discuss increasingly complex story books, information books, and poetry.

1

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

Identify an assortment of print resources, including books, magazines, invitations, and cards, as well as e-books and other electronic media if available.

2

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

Point to title of book when asked after adult has read title and author.

#### 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)

***[Retell](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en)*** a story from a familiar book and relate it to real-life experiences, with prompting and support from an adult.

2

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

Make predictions of next steps in a story.

3

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

Name two or more similarities and differences between two characters, their experiences, or settings, when [***prompted***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) by an adult.

4

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

Use [***informational texts***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) and other media to learn about the world, infer from illustrations, ask questions, and talk about the information.

1

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

Use knowledge of the world to make sense of more challenging texts.

2

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

Relate personal experiences to an increasing variety of events described in familiar and new books.

3

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

Ask more focused and detailed questions about a story or the information in a book.

4

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

Give a reason for liking, or not liking, a story or book.

#### 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 while turning pages one by one from front to back.

2

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

Demonstrate understanding of some basic [***print conventions***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) (the concept of what a letter is, the concept of words, directionality of print).

3

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

Run their finger under or over print as they pretend to read text, with prompting and support from an adult.

1

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

Recognize own first name in print and that of some friends.

2

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

Demonstrate knowledge that a [***symbol***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) can [***represent***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) something else; a word can stand for an object, a name for a person, or a picture for the real object (put blocks away on shelf labeled “blocks”).

#### 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)

Show joy in playing with the sounds of language, repeating songs, poems, finger plays, and rhymes, occasionally adding their own rhymes.

2

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

Demonstrate the ability to hear individual parts of words and separate the parts using clapping, finger snapping, or other movement (clapping out each syllable of pup-py, di-no-saur).

3

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

Repeat familiar songs, rhymes, and phrases from favorite storybooks.

1

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

[***Discriminate***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) sounds in spoken language, recognizing rhyming sounds and the first sounds in some words.

2

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

Listen and respond to conversations with adults and other children during play.

3

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

Listen attentively to books and stories.

#### 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 knowledge of the [***alphabetic principle***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en), the concept that the sounds of speech can be represented by one or more letters of the alphabet.

2

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

Recognize and name at least half of both upper- and lower-case letters of the alphabet, including those in their own name and other words that are the most meaningful to them.

3

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

Make some sound-to-letter matches, using letter name knowledge (notice the letter “b” with a ball and say, “ball,” say, “a-a-apple.”).

4

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

Associate sounds with the letters at the beginning of some words, such as awareness that two words begin with the same letter and the same sound.

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Component%20Pictures/Older%20preschool/girl--writing-%20OP%20CLL%20comp%203.jpg?width=649&name=girl--writing-%20OP%20CLL%20comp%203.jpg)

## 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)

Represent thoughts and ideas in drawings and by writing letters or letter-like forms.

2

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

Demonstrate understanding that their spoken words can be represented with written letters or symbols as they dictate their thoughts, stories, and experiences for an adult to write.

3

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

Independently engage in writing behaviors for various purposes (write symbols or letters for names, use materials at writing center, write lists with symbols/ letters in pretend play, write messages that include letters or symbols).

4

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

Demonstrate motivation to draw and write during play, experimenting with writing [***tools***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en), such as pencils, crayons, markers, computers and other electronic devices.

#### 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)

Use an assortment of writing tools and materials with increasing precision.

2

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

Use drawing to represent their ideas and begin to use some recognizable letters and approximations of letters to attempt to write some familiar words and communicate a message.

3

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

Attempt to write their own name using a variety of materials (crayons, markers, in sand or in shaving cream).

1

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

Try to connect the sounds in spoken words with letters in the written word (write “M” and say, “This is Mommy.”).

2

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

Use environmental print (such as signs, labels on food, and general print around them) to help in their writing, and ask adults for help in writing messages, lists, and stories.

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Component%20Pictures/Older%20preschool/mom-ukelele%20OP%20CLL%20comp%204.jpg?width=649&name=mom-ukelele%20OP%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)

Name at least one example of a language other than their [***home language***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en).

2

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

Say simple greetings in another language, such as “Hola” (“hello” in Spanish) and “Adios” (“goodbye” in Spanish) or use sign language to express a greeting.

3

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

Play with sounds and intonation of new languages as well as their home language.

4

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

Identify names of common objects in the environment in a language other than their home language.

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