TALK Milestones

Communication Milestones – Expected Skills
(Updated 1/11/2012)
Skills are written as what a child is expected to have by the given age level. Skills should be emerging in the age group before they are listed.
Age Cognition and Expressive Language Phonology, Articulation and Social-Emotional and Play Literacy and
Receptive Language Motor Speech Skills Phonological Awareness
3 months Cognition Early Expression Motor Foundations/Feeding Early Reading & Writing
Begins initiating goal-oriented Begins to differentiate cries (e.g Drinks from bottle or breast Shares reference on pages of
behavior . hungry, upset, uncomfortable) Sneezes, coughs book when engaged by
Listening Begins to coo to show pleasure caregiver
Discriminates speech from non-
speech sounds
Startles to loud noises
Smiles when spoken to
6 months Cognition Early Expression Motor Foundations/Feeding Play/Interaction Early Reading & Writing
Works to reach a toy Has differentiated cries Sitting up (four to six months) Babbles back and forth with Engages in routines involving
Develops object permanence Begins to babble Mouths and gums solid foods caregiver books
Returns to activity after interruption Opens mouth when spoon is
presented
Listening Engages in vocal play to increase
Orients to sounds with eyes control of oral mechanisms
Reacts to changes in tone of voice Eats Purees and meltible solids
Starts responding to name (e.g. cherrios)
Phoneme Production
Begins marginal babbling with CV
and VC sequences with native
sounds
Produces “raspberries” as
precursors to bilabials
Typically emerging phonemes are:
By 8 mos – d, t, k, m h
By 9 mos – d, m, n, h, w (t, k
decrease in use until later mos)
By 10 mos – b, d, t, m, n, h
By 11 mos – b, d, t, m, n, h
12 months Cognition Vocabulary & Concepts Motor Foundations &Feeding Play/Interaction Early Reading & Writing
Imitates simple actions Says first words, should have Crawling (eight to 11 months) Plays nursery games (e.g. This Looks at pictures in book with
Looks for objects removed from between two and six words by Beginning to walk little piggy, patty cake) adults
line of vision this age Drinks from a cup Stacks rings on peg Listens to short segments of text
Predicts outcomes from events Points and vocalizes to attain Begins self feeding Cooperates with familiar routines read aloud
Puts objects into containers objects Eats lumpy, mashed food, soft (e.g. dressing) Holds crayon; imitates scribbling
Transfers objects from one hand to cookies Initiates affection by kissing,
another Chews using rotary jaw action waving and holding out hands
Recognizes familiar people, (emerging)
objects, and pets Pragmatic Language
Phoneme Production Initiates and maintains two-way
Listening Engages in reduplicated (e.g. communication
Responds to sound when source is mama, baba) and variegated Requests and calls attention to
not visible babbling by combining different objects by pointing or vocalizing
Responds to name by stopping CV syllables (e.g. bamega) Gains attention by pointing or
Imitates new sounds and words vocalizing
Auditory Processing Uses adult-like intonation
Understands 30 to 50 words, Emerging sound inventory
mostly common names for includes 3-5 lax vowels and 5-7
objects, people consonants (b, d, g, n, m, h, w
Begins to respond to simple, one- are most used)
step requests (e.g. Sit here)
18 months Cognition Vocabulary& Concepts Motor Foundations & Feeding Play&Interaction Early Reading & Writing
Imitates adult activities Says ten names for common Walking as a primary means of Figures out ways to overcome Points to objects in picture book
objects, actions, or people transportation (12 to 15 months) some obstacles (e.g. reaching response to “Show me __” or
Auditory Processing (daddy, book, milk, ball) Grabs spoon, bring to mouth, high objects, opening doors) “Where is the ___?”
Understands 50-100 words Nods for “yes”, shakes for “no” sometimes turning over enroute Engages in solitary or onlooker Names pictures or makes sound
Points to objects in pictures (show inconsistently Drinks through a straw pretend play (e.g. doll, cars) effects in interactions with
me doggie) Vocalizes “no” and “ya” Holds cup with two hands, drinks Plays simple games familiar books
Points to major body parts when inconsistently with four or five consecutive Uses simple conventional object in Scribbles spontaneously with
asked Makes animal sounds swallows appropriate manner (e.g. hits crayon
Follows one-step directions for Refers to self by name Stops using bottle pegs with a hammer)
simple actions (e.g. wave) Uses words more often than
Answers yes/no questions gestures to communicate Phoneme Production Pragmatic Language
inconsistently with gestures Tries to imitate others Takes turns in communication
Syntax & Sentence Structure Uses vowel sounds accurately games using words and gestures
Asks for names of things with one Has sounds m, p, n, w, t, and d in Uses words and gestures to
word questions (e.g. “That?”) speech express a variety of functions,
Uses two word combinations Duplicates syllables (e.g. “mama” including greeting (hi, bye),
(“more juice” or “bye mommy”) for mommy, “wawa” for water) commenting (hot, pretty),
Tries to tell experiences using real Increases vocalizing as activity rejecting (no), requesting objects,
and nonsense words increases requesting actions (e.g. arms up
for “up”), gaining attention
(mama) and claiming possession
(mine)
Reacts to the emotions of others
24 months Cognition Vocabulary& Concepts Motor Foundations & Feeding Play & Interaction Early Reading & Writing
(2 years) Begins to develop internal problem Uses 200 words Scoops food and brings to mouth Begins to use conventional Imitates literacy events in play
solving schemas Imitates new words with some spillage, self-feeding objects in symbolic play (giving (e.g. “reading” newspaper,
Drinks from cup with limited doll a bottle) menu, books)
Auditory Processing Syntax & Sentence Structure spillage Engages in parallel play Listens to short stories read aloud
Understands the meaning of 500- Combines two and three words Swallows with lip closure Talks to self in play Attempts to make shapes with
900 words Asks routine questions (e.g. Chews a broad range of foods and Follows rules and responds to crayon
Locates an object mentioned “What‟s that?”), uses intonation to textures limits Pretends to write name
Recognizes words even when indicate question Acts on toys as well as on self
referent is not present Uses present progressive –ing Phoneme Production
Follows many one-step directions morpheme with no auxiliary (e.g. Consonant sounds should include: Pragmatic Language
Understands simple Wh- and Mommy drinking) p, m, h, n, w, and b accurately and Begins to reason about feelings
Yes/No questions (e.g. Where‟s Uses “me”, “you” and “mine” k, g, t, d, “ng” emerging and connect them to behavior
mommy?) correctly most of the time Monophthong vowels should be Conveys emotions in play
produced accurately, dipthong Combines two ideas in play
Concepts vowels should be emerging Indicates wet pants
Understands prepositional and Reduplication should be declining Repeats actions that make
descriptive terms (in, on, off, someone else laugh
under, big, and little) Intelligibility Pairs gestures with words to
75% intelligible to familiar people clarify wants and needs
50% intelligible to strangers
30 months Cognition Vocabulary & Concepts Motor Foundations & Feeding Play & Interaction Early Reading & Writing
(2 ½ years) Matches colors and shapes Uses 200-300 words Self-feeding continues to improve, Uses speech to be social Likes to listen to stories/books for
Matches objects to pictures Names common verbs coordination of spoon increases Continues with parallel play longer periods of time
Does simple counting Cup drinking improves, limited Begins engaging in symbolic play, Holds a book correctly
Sorts like objects in containers Syntax & Sentence Structure spillage but needs to build on adult‟s Begins to recognize logos
Uses two to three word sentences Has precise up/down tongue ideas Develops awareness that print
Auditory Processing Uses keywords to convey need movement represents words
Follows two-step directions (clap Uses personal pronouns (me, I, Pragmatic Language Increased control of writing tools
then wave) you, mine) Phoneme Production Able to monitor own speech; Imitates drawing of vertical lines
Understands instructions involving Uses descriptive such as “in” and Consonants produced should repair spontaneously, adjust
pronouns (I vs. you vs. my) “on”, “big” and “little” include: p,b,m,n,w,h,k,g,t,d, “ng” speech to different listeners,
Answers who, what, and why Recites portions of nursery rhymes All vowels should be produced practice sounds, words and
or other familiar accurately sentences
Concepts Able to control intonation to
Identifies many pictures in a book Word Retrieval Intelligibility produce rising contour (question
Identifies objects by use (e.g. Confrontation Naming: Should be Speech is intelligible to strangers intonation), high rising contour,
Which one do we drive in?) able to label known pictures in for 75% of the time falling, rising contour
Understands the concept of one rapid succession Uses verbal language and his/her
Understands common verbs Phonological Processes primary means of expression
Understands boy, girl The following processes are Has a conversation with two-three
Understands pronouns: I, you, me, developmentally expected: turns
mine  Consonant Cluster Reduction Talks about immediate
(e.g. grape  gape) experiences (“Sophia feed baby”)
Memory  Stopping (e.g. sock  tock)
Immediate Memory: two units  Fronting (e.g. cape  tape)
 Syllable Deletion (e.g. banana
 nana)
(3 years) Know his/her last name, sex, and Exhibits an expanding vocabulary Bites through a variety of food Continues with parallel play with Likes to listen to stories/books for
name of street of up to 900 words thicknesses peers longer periods of time
Stays with one activity for eight to Uses words to relate observations, Self-feeds with spoon and fork Engages in symbolic play; ties two Pretends to read words on the
nine minutes ideas, and relationships with little spillage or more ideas together logically page and to write notes to
Sings songs Uses concepts words: same, Holds a small, open cup in one in play; organizes props and parents
Arranges items in patterns, early different, empty, full, clean, dirty, hand and drinks with little spillage plays imaginatively Imitates drawing of horizontal line
categories night, day Chews with lips closed Begins associative group play with and circle
Sorts objects into groups based on Uses pronouns: he, she, they, we, Chews using stable rotary jaw peers Draws two or more lines to imitate
one attribute (color, size, shape, you, your, yours action Plays spatial and motor games a cross
etc) with rules (e.g. taking turns on Begins to show a difference
Syntax & Sentence Structure Phoneme Production the slide) between writing and drawing
Auditory Processing Combines three to four words into Early consonants should all be Uses pretend play with logical
Understands prepositional phrases sentences produced accurately ideas to recover from distress Phonological Awareness
(e.g. put block under the chair) Uses conjunctions (because, and, Consonants produced now Begins to understand the concept
Follows three-step directions (e.g. or) to join two ideas includes “f”, “L”, “y” (like yell); “s” Pragmatic Language of syllables
Get your blue shoes from the Uses the following morphemes: should be emerging and should Enjoys speaking without Begins to segment words into
dining room)  regular plural –s not be lateral avoidance or embarrassment syllables and blend syllables into
Understands plurals (cars),  present progressive –ing with Consonant clusters are expected Uses language as a tool words
pronouns (you), and possessives auxiliary word final, initial clusters with /w/, Takes turns in conversation Begins to identify words that
(boy‟s)  semi-auxiliaries (gotta, gonna) /s/ only (often reduced) Maintains topic rhyme
Understands questions of “whose”,  regular past tense –ed Syllable shapes:CV, VC, CVC, Conveys emotions in pretend play
“who”, “why” and “how many”  possessive –s CVCV, CVCVCV, CCVC, CVCC, and communication showing
Listens to two- to four-line story Inflects verb “to be” (e.g. am, are, CCVCC, CCVCCC, CCCCVC closeness, pleasure and
and answers concrete wh- was) 3-syllable DDKS = 1.36/sec excitement, assertive curiosity,
questions Retells a story or relates an idea to fear, anger, and limit-setting
someone using short simple Intelligibility
Concepts sentences Produces speech which is 90-
Understands concepts: one, many, Ask many simple questions using 100% intelligible
same, different, empty, full, clean, Wh- words, inversion of auxiliary
dirty, night, day emerging (e.g. “What is she Phonological Processes
Understands family labels (e.g. doing?” not “What she is doing?”) The following processes should
baby, grandpa) no longer be seen:
Understands pronouns: he, she, Word Retrieval  Weak Syllable Deletion
they, we, you, your, yours Able to produce basic antonyms  Fronting
Identifies colors and basic shapes and synonyms  Final Consonant Deletion (e.g.
(e.g. circles, triangles, squares) Able to complete closed- and dad  da)
open-ended sentences (by 3 ½  Diminutization (adding “i” to
Memory years) end of word like “dog” 
Immediate Memory: three digits “doggy”)
Working Memory: two units  Assimilation (e.g. jam 
emerging mam)
 Reduplication (e.g. bottle 
baba)
 Prevocalic Voicing (e.g. sun
 zun)
(4 years) Applies systematic trial-and-error Uses many more words than can Open to a variety of foods, not Begins to establish more complex Begins to pay attention to specific
problem solving to tasks be counted (nearly 1500) overly sensitive to textures dramatic play scenes with words print, such as the first letter of
Stays with one activity for 11-12 Names colors and shapes Should not be a “picky” eater (e.g. “Let‟s pretend…”, “You be name
minutes Delivers a message the … and I‟ll be the …”) Recognizes logos and other
Helps plan activities Adds more complex pronouns: us, Phoneme Production Resolves social conflicts with environmental print and
hers, his, theirs, him, her, them, Early consonants should all be words understands that print carries a
Auditory Processing myself, yourself, etc. produced accurately Demands more realism in play message
Comprehends complex sentences Retells simple stories with full “w” may be substituted for “r” Talks on the telephone Talks about characters in a book
Follows four step directions (e.g. sentences Fricatives s, z, “sh”, “zh” (as in Retells simple stories
Get your blue shoes and jacket treasure) may be distorted, but Pragmatic Language Likes to “read” to themselves and
from the dining room) Syntax & Sentence Structure should not be produced Understands simple conversation others
Understands “what if” questions Uses a minimum of five to six word interdentally or laterally rules (e.g. turn taking, topic Produces some letter-like forms in
Understands simple questions sentences Later developing sounds (“ch”, “j” maintenance, eye contact) scribbles that resemble letters
pertaining to activities and Asks how, why, where, and when as in jump, “th”) should be Repairs communicative
environment questions with proper auxiliary emerging breakdowns with peers
Begins to learn from listening inversion Consonant clusters mastered: tw-, Rarely repeats or hesitates Phonological Awareness
Listens to five- to seven-line story Adds the following morphemes: kw-, st-, -mp, -mpt, -mps, -nk, -lp, Speaks without avoidance or Understanding of rhyme continues
and answers concrete and  irregular past tense -lt, -rm, -rt, -rk, -pt, -ks, -ft embarrassment to develop, able to produce
abstract wh- questions  regular third-person-singular, 3-syllable DDKS = 1.75/sec Modifies speech to age of listener rhyming words
present tense (e.g. he drinks) Maximum Phonation Time = 7.79s (baby vs. adult) Participates in rhyming games
Concepts  articles (a, the) Begins to isolate sounds in words
Understand time concepts: early in  contractible auxiliary (e.g. the Intelligibility (e.g. at beginning, middle or end
the morning, next month, and boy’s talking) Expresses self using speech that of the word)
noon  uncontractible copula (e.g. it is is understood by all Identifies some letters and make
Understands spatial concepts: in big) letter/sound matches
front, behind,far,and near  uncontractible auxiliary (e.g. he Phonological Processes
Comprehends opposite concepts is swimming) As well as processes listed in
Understands first and third person,  negation (e.g. he is not there) earlier ages, the following
personal and possessive processes should no longer be
 past tense “to be” (e.g. she
pronouns seen:
was eating)
 cluster reduction (clean 
 irregular plurals are emerging
Memory “kean”)
Uses compound sentences
Immediate Memory: four units  epenthesis (black  balaek)
combined by “and,” “but,” “or,”
Working Memory: two units  gliding (run  wun)
“so,” and “because”
Sentence Memory: four to seven  stopping of s, z, f (soup 
words toup)
Word Retrieval
Able to perform convergent and  final consonant devoicing
divergent naming for concrete (mad  mat)
categories  deaffrication (e.g. chip  sip)
Able to answer closed and open
ended questions
5 years Cognition Vocabulary & Concepts Phoneme Production Play & Interaction Reading&Narrative Skills
States birthday and address Describes person, place, or thing All phonemes should be produced Continues to evolve more complex Understands story sequence
Stays with one activity for 15-20 using attribute accurately in conversation, with and real play routines Understands the function and
minutes Names a time of day associated the possible exception of “r” Resolves social conflicts with purpose of print
Uses complicated reasoning with an activity Consonant clusters mastered: sp-, words Understands print is read from left
Demands increasingly detailed Recites days of the week and sk-, sn-, pl-, bl-, kl-, gl-, fl-, dr-, Uses words to invite others to play to right and top to bottom
explanation until an adult is able names coins (i.e. penny, dime) pr-, br-, tr-, kr-, gr-, fr- and Plays competitive exercise games Retells more complex stories
to explain Relates elaborate stories -lb, -lf, -rd, -rf, -rn Engages in cooperative play Story Grammar Marker: Should
3-syllable DDKs = 1.33/sec Begins to use word plays be able to tell Descriptive
Auditory Processing Syntax & Sentence Structure Maximum phonation time = 9.22s sequence, Action sequence,
Listens to short passage of age- Uses a minimum of six to eight Pragmatic Language Reaction sequence
appropriate literature and word sentences Intelligibility Has good control of the elements
answers concrete and abstract Uses grammatically correct Expresses self using speech that of conversation, announces topic Writing
Wh- questions sentences and complex verbs is understood by all shifts Identifies and writes uppercase
Comprehends ALL questions types Uses all grammatical morphemes Uses direct requests with and lowercase letters
in context correctly and consistently Phonological Processes justification (e.g. stop that, you‟re Uses more letter-like forms than
Follows five step directions at Produces short passive sentences All phonological processes should hurting me) scribbles
home (e.g. Get your blue shoes with irregular past tense verbs be eliminated in speech, Takes more time communicating Begins to write letters and familiar
and green jacket from the dining Develops event relation including: with unfamiliar people words
room) and at school (e.g. Take sequences in sentences (e.g.  gliding of /r/ to /w/ Asks meanings of words
out two sheets of paper, write and, because, but, when, while,  stopping of “v”, “th” Speaks of imaginary conditions, Phonological Awareness
your name at the top.) after, before, might)  fronting of “sh”, “ch” and “j” such as “What if …” or “I hope…” Able to isolate sounds at the
Demonstrates increased variety of  depalatization (e.g. dish dit) Expresses feelings verbally beginning, middle and end of
Concepts sentence types  alveolarization (e.g. chew Shows interest in things being words
Classifies objects by their form, Demonstrates knowledge of rules tew) funny Begins manipulating sounds to
color, use, or composition for different forms of plurals, past blend them together (e.g. /b/ +
 cluster reduction with /s/
Knows concepts such as more and tense /a/ + /t/ = /bat/) and segment
less words (e.g. /kat/ = /k/ + /a/ + /t/)
Word Retrieval Ability to delete sounds from
Memory Performs convergent and words (e.g. say cup without the
Immediate Memory: four units divergent naming for abstract /k/) is emerging
Working Memory: two to three categories Sound to letter matching is
units Provides most salient feature for emerging
Sentence Memory: seven to nine objects
words Provides verbal descriptions of
objects (e.g. shape, color,
texture, function, category,
location, etc.)
Uses appropriate vocabulary in
narrative construction without
prolonged hesitation
6 to 7 years Cognition Vocabulary & Concepts Phoneme Production Pragmatic Language Reading
Listens attentively for long periods Average expressive vocabulary is Speech is mostly error-free and Repeats with elaboration for repair Identifies an increasing number of
of time 5000 words adult like, some consonant Begins to use different topics for words by sight, including
Makes logical relationships and Uses mature vocabulary (e.g. cluster errors persist, “r” may still different genders common irregular words
solves problems verbally excited, frightening, frustrated) be in error Narratives are true “stories” with Begins to decode new words
Understands reality vs. fantasy Reorganizes lexical knowledge Consonant clusters mastered: central focus, high point, and independently
into semantic network sm-, sw-, skw- and -lk, -rb, -rg, resolution Reads and retells familiar stories
Auditory Processing rth, -rdz, -rst, -rt, -nt, -nd, -nth Identify and describe the elements Sounds out and represents major
Follows six to seven step Syntax & Sentence Structure of plot, setting, and character(s) sounds in words when trying to
directions consistently in multiple Uses passive sentences (e.g. The Phonological Processes in a story, as well as beginning, spell
modalities (e.g. Get your textbook bus was hit by the car) All phonological processes should middle and ending of the story Identifies and uses regular and
and pencil case from your Corrects their own sentences be eliminated from Predict what will happen next in a irregular plurals and past tense
backpack, bring them to your Uses mature expressions conversational speech narrative based on context, Story Grammar Marker: Should
desk and open your book to Rarely makes grammatical errors keywords be able to tell Abbreviated
Chapter 10) Uses negation (can‟t, don‟t) Episode
Answers all types of questions regularly and accurately
accurately (e.g. wh- questions, Reading Fluency
yes/no, did, do, can, is) 1st Grade: 40 to 60 correct words
Listens to short chapter of age- per minute
appropriate literature and
answers all types of questions Writing
regarding content Uses some punctuation,
capitalization
Memory Prints legibly and spaces words,
Immediate Memory: five units letters, sentences appropriately
Working Memory: three units Writes brief narratives describing
Sentence Memory: nine to ten an experience (fictional or
words autobiographical)
Writes brief expository description
of a real object, person, place or
event using sensory details and
descriptive words
Distinguishes between
declarative, exclamatory and
interrogative sentences in writing
Phonological Awareness
Awareness that words are made
up of sounds is fully developed
Segments words into sounds,
blend sounds together, and
delete/change sounds in words
Able to match sounds to letters
accurately, including all
consonant blends, short- and
long-vowel combinations
7 to 8 years Auditory Processing Vocabulary & Concepts Phoneme Production Pragmatic Language Reading
Follows seven- to ten-step Word definitions include synonyms Speech is error-free and adult like Produces all elements of story Decodes regular multisyllabic
directions in multiple modalities and categories in conversation and in all grammar; stories contain words
(e.g. Get a book about history Increased understanding allows for environments complete episodes with internal Uses knowledge of suffixes and
from the bottom shelf of the white use of figurative language (e.g. goals, motivations, and reactions prefixes to determine word
bookshelf, bring it back to your figures of speech, idioms, of characters meanings
desk, take out a piece of paper, metaphors, hyperboles, etc) Language is used to establish and Distinguishes main idea and
write your name at the top and maintain social status details from expository text
write down the title of the book.) Syntax & Sentence Structure Increased perspective-taking Determines underlying theme or
Understands multiple meanings of Literate language syntax needed allows for more successful author‟s message in text
words for academics develops persuasion Story Grammar Marker: Should
New vocabulary is learned in Some errors in writing/speaking Understands jokes and riddles be able to tell Complete Episode
school that was not previously persist based on sound similarities
encountered in conversation Uses full passives Reading Fluency
Understanding of figurative Uses –er suffix to mark initiator of 2nd grade: 80 to 100 correct wpm
language increases, recognizes an action (e.g. teacher) 3rd grade: 100 to 120 correct wpm
non-literal meanings Pronouns used anaphorically to
Comprehends abstract verbs (e.g. refer to nouns previously named Writing
tell and promise) Writes with topic sentence and
Listens to chapter of age- supporting facts
appropriate literature and Expected to independently write
answers all types of questions several paragraphs
regarding content Writes legibly with correct spacing
Compare and contrast new and old and punctuation
information Revises drafts using a outline that
explains the expected content
Memory and format
Immediate Memory: five to six Writes narratives, expositions,
units letters, invitations, informational
Working Memory: four units pieces
Sentence Memory: 11 to 12 words
9 to12 Auditory Processing Vocabulary & Concepts Phoneme Production Pragmatic Language Reading
years Comprehends familial terms from Creates abstract definitions Speech is error-free and adult like Stories include complex episodes Increased focus on informational
geneology Can explain relationships between Abstract topics are sustained in material in reading
Understands psychological states meanings of multiple-meaning conversation Draws inferences and
described with physical terms words generalizations about text and
(e.g. cold = uninterested, support them with evidence
blue=sad) Syntax & Sentence Structure Identifies all story elements,
Vocabulary used in school texts is Syntax used in school texts is contrast action and motives of
more abstract and specific than more complex than that used in characters
that used in conversation oral language Distinguishes between facts,
Figurative language and most Use of word order variations supported inferences and
common idioms are understood increases in writing opinions in expository text
Begins using adverbial conjuncts Begins to use outlines, notes,
Memory (e.g. however, moreover, summaries to clarify
Immediate Memory: six to seven therefore) understanding of texts
units Story Grammar Marker: Should
Working Memory: five units Public Speaking Strategies be able to tell Complex Episode
Prepare and deliver short oral
presentations regarding a specific Reading Fluency
topic using effective pitch, rate, 4th Grade: 120 to 150 correct wpm
modulation and volume for the 5th Grade: 150 to 180 correct wpm
audience 6th Grade: 180+ correct wpm
Oral presentation categories to
include: Writing
 narrative presentations Writes multiple paragraph
 informational presentations narrative and expository
 responses to literature compositions of approximately
 persuasive presentations 500-700 words
 problem/solution presentations Uses organizational features of
printed text (e.g. bibliographies,
citations) to locate information
Uses a thesaurus and dictionary
to determine appropriate words
Independently edits and revises
manuscripts to make clearer and
more concise
Capitalization, punctuation,
spelling, spacing and sentence
structure should be accurate in
writing with revisions
Begins to participate in note-
taking, expected to maintain
organization and extract most
salient information
13 to 18 Auditory Processing Vocabulary & Concepts Phoneme Production Pragmatic Language Reading
years Knows approximately 80,000 word Has expressive vocabulary of Speech is error-free and adult like Varies language effectively for Reads many different types of
meanings approximately 30,000 words by Uses vowel-shifting rules (divine varied purposes literature and written materials,
Comprehends all types of end of high school  divinity) accurately  Uses slang with peers including classic and
embedding Uses stress contrasts to show  May overuse certain phrases contemporary literature,
Comprehends complex language Syntax & Sentence Structure different meanings (e.g. „con vert  Has fewer mazes and tangles newspapers, reference texts,
in academic lectures Develops literate complexity when versus con „vert)  Perfects ability to speak online information
Abstracts main ideas and speaking formally in public Analyzes figurative language in
discourse structures from Uses more clauses per sentence Persists in overcoming adversity text to determine meaning
lectures in speech Uses sarcasm and double Compares and contrasts the
meanings features and elements of
Memory Makes deliberate use of consumer materials to gain
Immediate Memory: seven units metaphors meaning from documents
Working Memory: five to six units Knows partner‟s perspective and Critiques written text based on
knowledge differ from own composition, format, logic,
coherence, internal consistency
Compares and contrasts different
texts that present similar ideas
Performs high level analysis of
literature
Story Grammar Marker: Should
be able to tell Interactive
Episodes
Reading Fluency
7th Grade and above: 180+ wpm
Writing
Establishes coherent thesis that
conveys a clear and distinctive
perspective on subject
Uses precise language, action
verbs, sensory details,
appropriate modifiers and active
rather than passive voice
Revises to improve logic and
coherence of text as well as
spelling, syntax, punctuation,
formatting,etc.
Written texts of all types should be
approximately 1500 words in
length

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Communication Milestones – Expected Skills

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