Supporting Learners Birth through Kindergarten Entry
The Wyoming Comprehensive Language and Literacy Plan (WCLLP) recognizes the foundational importance of language and literacy knowledge developed during the birth to five years as a powerful predictor of later reading success. According to Dickinson and Neuman (2006), “Early childhood literacy is…the single best investment for enabling children to develop skills that will likely benefit them for a lifetime.” These formative years are crucial, and the Birth through Kindergarten entry section will explore how students build the foundational oral language, vocabulary, pre-writing, and pre-literacy skills that underpin future academic achievement.
The WCLLP emphasizes the critical role of early language development, recognizing that language-rich environments, family engagement, and high-quality early learning experiences during the birth-to-kindergarten entry years are essential for building the oral language, vocabulary, and pre-literacy skills that support future academic success. Aligned with the IES What Works Clearinghouse (WWC) Preparing Young Children for School, the WCLLP highlights evidence-based practices such as fostering phonological awareness, vocabulary acquisition, and early communication skills through intentional and developmentally appropriate instruction (WWC, 2022). From birth to age three, the WCLLP prioritizes caregiver interactions that promote language development, including vocabulary growth, phonological awareness, and foundational communication skills. For children ages three to pre-kindergarten, it emphasizes structured play and targeted activities to build print awareness, alphabet knowledge, and narrative skills. These strategies form a cohesive framework aligned with Wyoming’s grade-band literacy continuum, equipping every child with the foundational skills for long-term academic success.
This framework is rooted in the Wyoming Literacy Framework, which prioritizes evidence-based literacy practices, insights from reading brain research, and high-quality instructional materials and practices. Building on this solid foundation, the WCLLP emphasizes oral language development, integrates appropriate pillars of literacy identified by the National Reading Panel (2000), and highlights pre-writing skills through evidence-based recommendations, curricular resources, and instructional strategies. Furthermore, it incorporates a Multi-Tiered System of Supports (MTSS) framework. It provides job-embedded professional development for literacy system leaders, educators, and families who are the first and forever educators of their children. Together, these efforts ensure a seamless transition for children into and through elementary school, equipping them with the foundational skills and knowledge necessary for sustained academic success.
