Kentucky Early Childhood Standards: Communication and Language/Literacy 
This training provides information to help educators become familiar with and use the communication and early language and literacy standards and resources. Complete each step of the training in order below. You will receive a certificate for 2 hours of training credit within 10 days of completion of all information. Two hours of ECE-TRIS credit is also available for this training. 
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Your First and Last Name *
Would you like to receive ECE-TRIS credit for this training? *
Please provide your birthdate (month and day) *
Please provide your school site and district OR your employer and the county you work in. *
Watch this video that introduces the Communication and Language/Early Literacy standards. 
Next, watch this video that provides you with an opportunity to explore the Communication and Language/Early Literacy Early Childhood Standards.
Access the Communication Standards HERE. Using the standards, identify the developmental continuum item that best aligns with each Communication Benchmark below.  *
Shows preferences for specific books and stories that are her/his favorite.
Repeats rhymes and repetitive words and sounds.
Participates in stories, rhymes, songs, word games and fingerplays.
Uses gestures for greetings and conversational rituals
Benchmark 2.1: Engages in nonverbal communication for a variety of purposes.
Benchmark 2.2: Uses vocalization and /or words (verbal, signed, symbolic) for a variety of purposes.
Benchmark 3.1: Demonstrates interest and engagement in print literacy materials.
Benchmark 3.2: Demonstrates interest and engagement in stories, songs, and rhymes.
Access the Language and Early Literacy Standards HERE. Using the standards, identify the developmental contiuum item that best aligns with each Language and Early Literacy Benchmark below. *
Demonstrates book handling skills.
Recognizes that once an oral message is written it reads the same way every time.
Identifies or chooses an object or person by pointing, physically touching, or moving toward another.
Benchmark 2.1 Uses non-verbal communication for a variety of purposes.
Benchmark 3.2: Shows interest in and understanding of the basic concepts and conventions of print.
Benchmark 4.1: Recognizes that the purpose of writing is communication.
Watch this video that introduces and describes the Dual Language Learners Appendix.
Access the Dual Language Learners Appendix HERE. Using the appendix, match the correct definition with each of the terms below.  *
Bicultural
Bicultural Education
Bilingual
Dual Language Learner
English as a Second Language
English Language Learner
Limited English Proficient
Multilingual Learner
Primary Language
Identifying with the cultures of two different ethnic, national, or language groups.
A curriculum designed to teach English to English Language Learners
A child learning two or more languages, either at the same time or with a primary homelanguage and additional language(s)
An educational program in which two languages are used to provide content matterinstruction
A child who uses two languages.
A child whose home language is not English and is learning English as an additional language.
A child learning a second language, while continuing to learn their home language
The language in which bilingual/multilingual speakers are most fluent and prefer to use.
A term used by government agencies to identify students who are not yet proficient enough inEnglish to succeed in English-only classrooms
Watch this video that walks you through an activity and provides additional information about the Dual Language Learners Appendix. 
Using Resources to Support Dual Language Learners - Assignment
Visit each of the websites linked below and provide a description of how you would use each of the websites in supporting Dual Language Learners and their families. 
Thank you for participating in this training! Please answer the following questions to help us evaluate the training's effectiveness. *
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Please list additional information or support you need to implement practices learned in this training and/or share any suggestions for improvement.
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