1. LITERACY DEVELOPMENT FRAMEWORK
AGE STAGE LITERACY DEVELOPMENT LITERACY GOAL ADULT ROLE
Responds to sounds; follows sounds; Hold child comfortably on lap; follow
"reads" gestures and facial expressions; baby's cues for "more" and "stop"; point
responds to and is comforted by being to objects and name pictures; respond to
touched and held; babbles; imitates child's prompting to read; let the child
speech sounds; responds to own name; control the book; get comfortable with
Develop a comfort
squeals with joy or pleasure; responds to toddler's short attention span; ask:
Birth -2 Years PRE-TALKERS "peek-a-boo;" imitates words; names
with and interest in
"Where is the…?"; let the child point;
books
familiar objects; points to familiar objects relate books to child's experiences; use
when named; directs movement of books in routines such as bedtime; ask,
objects as in scribbling; speaks in 4-5 "What's that?" and give the child time to
word sentences; names pictures;begins to answer; pause and let the child complete
help self. the sentence.
Names a color; repeats and imitates
words and phrases; uses spatial and
Use books in routines; read at bedtime;
number concepts; likes rituals; points to
Actively engage in be willing to read the same story over
named objects; pretends to read;
2-3 Years TALKERS understands there are concepts about
interactive storybook again; ask, "What's that?" relate books to
reading the child's experience; provide crayons
print (right to left, top to bottom); knows
and paper.
pictures and words stay the same and
have meaning; recognizes letters.
Minneapolis Public Library

2. LITERACY DEVELOPMENT FRAMEWORK
AGE STAGE LITERACY DEVELOPMENT LITERACY GOAL ADULT ROLE
Uses questions; understands sequence of
Ask, "What's happening?"; encourage
events; tells simple stories; reads using
writing and drawing; let child tell a story;
pictures; reads and retells familiar
name objects; reinforce letters and
stories;; uses fantasy and imaginative play
numbers; enocurage "sight" reading of
to create meaning; shows preference for Develop basic concepts
4-5 Years PRE-READERS right or left hand; recognizes letters; about print and words
familiar words (STOP, family names, store
names); expose child to a variety of print
connects letters with sounds and makes
experiences and purposeful reading; read
letter-sound matches; shows familiarity
and reread stories; visit library regularly;
with rhyming and beginning sounds;
let child draw and print.
makes line drawings .
Read and talk about a variety of
Uses descriptive language; uses letter- interesting and favorite books; let child
sound associations, word parts, context read aloud; allow child to select her own
to identify new words; matches spoken books; expose child to a range of text
words with written ones; recognizes forms (lists, etc.); encourage child's
Engage and experiment
words by sight; reads orally with attempts at reading and writing, such as
5-8 Years NEW READERS increasing fluency; adds expression;
with reading and
writing letters; allow child to participate
writing
begins to write letters and some words; in activities that involve reading and
uses reading and writing for various writing (cooking, etc.); play games that
purposes; attempts capitalization and have specific directions; have
punctualtion; enjoys being read to. conversations throughout the day; read
daily.
Minneapolis Public Library

3. LITERACY DEVELOPMENT FRAMEWORK
AGE STAGE LITERACY DEVELOPMENT LITERACY GOAL ADULT ROLE
Reads with greater fluency; applies
diverse strategies to identify new words;
identifies more words by sight; uses Continue reading to child and encourage
common letter patterns to spell words; her to read to others; engage child in
begins to read for comprehension and activities requiring reading and writing;
regularly uses varied strategies for show interest in a child's learning by
comprhension; self-corrects and rereads displaying her work; encourage child to
Read independently and
7-10 Years READERS to increase comprehension; reads
with increasing fluency
use and enjoy print for many purposes
independently; makes connections (games, sports, etc.); build a love of
between texts; writes expressively in language in all its forms; engage child in
different forms; uses a rich vocabulary converastions; support child's interests
and sentences appropriate to text forms; or hobbies with reading materials and
uses reading to research topics; references; visit the library regularly.
punctuates and proofreads; likes to be
read to.
Reads with greater fluency; applies
diverse strategies to identify new words;
identifies more words by sight; uses
common letter patterns to spell words;
begins to read for comprehension; Continue to read to child and encourage
ENRICHMENT regularly uses varied strategies for her to read to others; read (and preview)
Read for enrichment
8-12 Years comprhension; reads independently; books the child reads; engage in
READERS and information
makes connections between texts; writes conversation; visit the library regularly
expressively in different forms; uses a rich and book stores.
vocabulary and sentences appropriate to
text forms; uses reading to research
topics; punctuates and proofreads still
likes to be read to.
Minneapolis Public Library