This page connects the English Language Development Outcomes of the Head Start Child Development & Early Learning Framework to both editions of Every Child Ready to Read. For more information about the Head Start Child Development & Early Learning Framework, visit the Head Start website. Links below lead to the ECRR1 and ECRR2 crosswalk pages.


English Language Development is the development of receptive and expressive English language skills for children who speak a home language other than English. This domain only applies to these children, often referred to as dual language learners (DLLs). Learning English lays the foundation for a successful start as children transition to public school. When children are able to understand and speak some English, they are better prepared to learn from teachers and engage with peers in English-speaking environments. Because the home language serves as a foundation for learning English, ongoing development of the home language also is essential.


Receptive English Language Skills
The ability to comprehend or understand the English language
Participates with movement and gestures while other children and the teachers dance and sing in English
ECRR1
Vocabulary, Phonological Awareness
ECRR2
Singing, Playing

Acknowledges or responds non-verbally to common words or phrases,
such as “hello”, “good bye”, “snack time”, “bathroom“, when accompanied by adult gestures
ECRR1
Vocabulary
ECRR2
Talking

Points to body parts when asked, “Where is your nose, hand, leg…?”
ECRR1
Vocabulary
ECRR2
Talking, Playing

Comprehends and responds to increasingly complex and varied English vocabulary,
such as “Which stick is the longest?” “Why do you think the caterpillar is hungry?”
ECRR1
Vocabulary
ECRR2
Talking, Playing

Follows multi-step directions in English with minimal cues or assistance
ECRR1
Vocabulary
ECRR2
Talking, Playing


Expressive English Language Skills
The ability to speak or use English
Repeats word or phrase to self, such as “bus” while group sings the “Wheels on the Bus”
ECRR1
Vocabulary
ECRR2
Singing, Talking, Playing

Requests items in English, such as “car,” “milk,” “book,” “ball”
ECRR1
Vocabulary
ECRR2
Talking, Playing

Uses one or two English words, sometimes joined to represent a bigger idea, such as “throw ball”
ECRR1
Vocabulary, Narrative Skills
ECRR2
Reading, Talking, Playing

Uses increasingly complex and varied English vocabulary
ECRR1
Vocabulary
ECRR2
Reading, Talking, Playing

Constructs sentences, such as “The apple is round.” Or “I see a fire truck with lights on”
ECRR1
Vocabulary, Narrative Skills
ECRR2
Reading, Talking, Playing


Engagement in English Literacy Activities
Understanding and responding to books, storytelling, and songs presented in English
Demonstrates eagerness to participate in songs, rhymes and stories in English
ECRR1
Print Motivation, Narrative Skills
ECRR2
Reading, Talking, Singing

Points to pictures and says the word in English, such as “frog,” “baby,” “run”
ECRR1
Print Motivation, Vocabulary
ECRR2
Reading, Talking

Learns part of a song or poem in English and repeats it
ECRR1
Narrative Skills, Vocabulary
ECRR2
Singing, Talking

Talks with peers or adults about a story read in English
ECRR1
Narrative Skills, Print Motivation, Vocabulary
ECRR2
Talking, Reading

Tells a story in English with a beginning, middle, and end from a book or about a personal experience
ECRR1
Narrative Skills, Vocabulary
ECRR2
Talking, Reading