GCU ELA Assignment: Language and Literacy Milestones (Grades 1-8)

This assignment, focusing on language and literacy milestones, examines the development of reading, writing, listening, speaking, and presentation skills across elementary grade levels (1st-8th). Part 1 presents a chart outlining language development, reading development, writing, listening, speaking, and presenting abilities expected at each grade range. It cites relevant research on language and literacy. Part 2 offers a reflection on the milestones, discussing the varied learning requirements of students at different ages and the importance of guidance in developing these skills. The assignment highlights the progression of language acquisition and communication abilities throughout the elementary grades, emphasizing the importance of adapting to the unique learning needs of students at each stage. The student highlights how reading, writing, listening, speaking, and presentation skills evolve over time with proper guidance.

Milestones in Language and Literacy
Part 1: Milestones in Language and Literacy Chart – English Language Arts State Standards for Elementary Grade Levels
1st-3rd 4th-5th 6th-8th Citations
Language Development Children of 1st to 3rd
standards will blend and
count the sounds in
words. The 1st graders
will be able to identify
words from the
beginning, middle and
ending sounds. 2nd and
3rd graders will be able
to try to identify
meanings from different
set of words.
The 4th to 5th graders
will try to understand
the identify the relation
between words and the
objects. Children will
be able to enhance their
reading skills by
following written
directions.
The 6th to 8th graders
will grab a good hold of
the language and
become strong readers.
They will be able to
frame the language and
make sense of what
they read. They will be
able to comprehend the
use of proper language.
These middle school
students will be express
through their body
language and vocal
tone.
Skibbe, L. E., Montroy,
J. J., Bowles, R. P., &
Morrison, F. J. (2019).
Self-regulation and the
development of literacy
and language
achievement from
preschool through
second grade. Early
childhood research
quarterly, 46, 240-251.
Lonigan, C. J., &
Milburn, T. F. (2017).
Identifying the
dimensionality of oral
language skills of
children with typical
development in
preschool through fifth
grade. Journal of
Speech, Language, and
© 2017. Grand Canyon University. All Rights Reserved.

Hearing
Research, 60(8), 2185-
2198.
Pope, N. G. (2016).
The marginal effect of
K-12 English language
development programs:
Evidence from Los
Angeles
schools. Economics of
Education Review, 53,
311-328.
Reading Development 1st to 3rd graders are
curious to learn about
language and reading
skills. 1st graders
develop the sense of
understanding their
likings and identify
characters. 1st to 3rd
graders will be able to
respond to unfamiliar
sounds and words, can
relate words with
objects. However, their
reading speed will be a
bit slow.
4th to 5th graders make
the move from learning
to reading. They will be
able to recognize 200
sight words and apply
them while writing.
6th to 8th graders also
read and learn fluently.
However, they will be
reading with purpose,
explore new genres
identify the underlying
meaning. They will be
able to summarize what
they read.
Aydin, G., & Ayranci,
B. B. (2018). Reading
Preferences of Middle
School
Students. World
Journal of
Education, 8(2), 127-
139.
Writing They learn to hold the
pencil and handwriting
skills develop. They
start recognizing words.
They start adding space
between words and add
punctuation at the end.
They learn to use
different types of
writing and are able
proofread their own
writing.
© 2017. Grand Canyon University. All Rights Reserved.

Listening They know multiple
words and remember
information. They can
follow a sequence.
They can form opinions
based on what they see.
Listening limits to
specific purposes and
draw conclusions.
They listen to different
ways of speaking and
frame their own style of
arguments and
discussions.
Speaking No complexity in
answering and express
themselves by asking
questions.
They are able to use
words appropriately in
conversations and make
better oral
presentations.
Their tone of voice is
more confident while
speaking.
Presenting They are able to present
themselves but might
not be presentable.
They are able to gain
attention from their
body language and tone
of speech.
They are able to present
themselves by their tone
of voice and other
nonverbal language
cues.
Part 2: Language and Literacy Reflection
According to my understanding, it is important to meet developmental milestones at widely varied times. As 1st to 3rd graders, the child
probably comes across variety of words and language barriers which needs to be addressed. The 4th and 5th graders develop language
skills quickly. These children will be able to understand words and where to utilize them. The 4th and 5th graders and the 6th to 8th
graders give attention to their body language, tone of voice and verbal as well as nonverbal cues. The middle schoolers will
understand that learning grows with age and learn more about problem solving. At these ages, students usually do not question
everything. However, middles schoolers may suffer with social skills. I understood that children at different grades have different
learning requirements and require different time to learn. Reading, writing, listening, speaking and presentation skills develop with
time and proper guidance.
References
Aydin, G., & Ayranci, B. B. (2018). Reading Preferences of Middle School Students. World Journal of Education, 8(2), 127-139.
© 2017. Grand Canyon University. All Rights Reserved.

Lonigan, C. J., & Milburn, T. F. (2017). Identifying the dimensionality of oral language skills of children with typical development in
preschool through fifth grade. Journal of Speech, Language, and Hearing Research, 60(8), 2185-2198.
Pope, N. G. (2016). The marginal effect of K-12 English language development programs: Evidence from Los Angeles
schools. Economics of Education Review, 53, 311-328.
Skibbe, L. E., Montroy, J. J., Bowles, R. P., & Morrison, F. J. (2019). Self-regulation and the development of literacy and language
achievement from preschool through second grade. Early childhood research quarterly, 46, 240-251.
© 2017. Grand Canyon University. All Rights Reserved.