Children in first grade expand their vocabulary, develop the ability to write when they learn that written text represents spoken language, and begin to read and respond a variety of literacy materials (Levey, 2011, p. 162). This week I observed the language development of two first graders in Ms. Ashenfelder’s classroom. One child I observed was on the autism spectrum and the other was not. The checklist is on page 163 (Levey, 2011). Kaden got five of the eleven tasks on the checklist. He has autism. He demonstrates understanding and recalling information by reciting recipes and math facts to himself. He prints and spells words correctly, but has issues with spacing and size of his letters. The special education teacher came in to check
