The Early English Language Development Standards · Kindergarten through Grade 12, as the focus on...

RESOURCE GUIDE

The Early English Language Development Standards2.5–5.5 YEARS2014 EDITION

INCLUDING

• Descriptions of the language dual language learners need to process and produce at three distinct and overlapping levels of English language development.

• Examples of receptive and expressive language use in the major areas of development and learning.

• Connections to State Early Learning Standards.

RESOURCE GUIDE

The Early English Language Development Standards2.5–5.5 YEARS2014 EDITION

Copyright NoticeThe WIDA Early English Language Development Standards, Ages 2.5–5.5, 2014 Edition (“WIDA E-ELD Standards”) are owned by the Board of Regents of the University of Wisconsin System on behalf of WIDA. The WIDA E-ELD Standards are protected by United States copyright laws and may not be reproduced, modified, or distributed, including re-posting on the internet, without the prior written permission of the Wisconsin Center for Education Research (WCER) and the Board of Regents of the University of Wisconsin System. The WIDA E-ELD Standards are for your personal, noncommercial use only. You may not alter or remove any trademark, copyright, or other notice from copies of this booklet.

Fair use of the WIDA E-ELD Standards includes reproduction for the purpose of teaching (including multiple copies for lesson/curricular planning). If you are not sure whether your use of this booklet and the WIDA E-ELD Standards falls within fair use or if you want permission to use the copyrighted WIDA E-ELD Standards for purposes other than personal or fair use, please contact WIDA Client Services at [email protected] or 1-866-276-7735.

The WIDA E-ELD Standards were developed by WIDA with support from the Massachusetts Department of Early Education and Care and the Wisconsin Department of Public Instruction.

© 2014 Board of Regents of the University of Wisconsin System, on behalf of WIDA— www.wida.us.

Version 1.1 Revised 6/5/17

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ContentsSection 1: Introduction ...............................................................................................................3Connections to States’ Early Learning Standards and WIDA K-12 ELD Standards ..............................3Intended Audience ...............................................................................................................................3Intended Uses.......................................................................................................................................4

Section 2: Understanding the WIDA E-ELD Standards Framework .........................................5Developmentally Appropriate Academic Language ...............................................................................6Sociocultural Contexts .........................................................................................................................8Performance Definitions .......................................................................................................................9E-ELD Standards ...............................................................................................................................14Standards Matrices and Strands of Model Performance Indicators ......................................................17

Section 3: Strands of Model Performance Indicators ............................................................ 27The Language of Social and Emotional Development .........................................................................28The Language of Early Language Development and Literacy ..............................................................34The Language of Mathematics ............................................................................................................40The Language of Science ....................................................................................................................46The Language of Social Studies ...........................................................................................................52The Language of Physical Development .............................................................................................58

Appendix A: Glossary ............................................................................................................... 64

Appendix B: Selected References ............................................................................................ 68

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Figures

A: A Graphical Representation of the WIDA Standards Framework ....................................................5B: The Features of Developmentally Appropriate Academic Language .................................................7C: Early English Language Development Performance Definitions – Receptive, Ages 2.5-4.5 ...........10D: Early English Language Development Performance Definitions – Receptive, Ages 4.5-5.5 ...........11E: Early English Language Development Performance Definitions – Expressive, Ages 2.5-4.5 ..........12F: Early English Language Development Performance Definitions – Expressive, Ages 4.5-5.5 ..........13G: The Correspondence Between the Five Dimensions of Children’s Development and

the E-ELD Standards ....................................................................................................................15H: The Early English Language Development Standards ....................................................................16I: Standard, Age Level, Example Topics, and Connection .................................................................18J: Topic List .....................................................................................................................................19K: Example Context for Language Use and Cognitive Function ........................................................20L: Expressive Domain and Levels ......................................................................................................21M: Level 3 Developing .......................................................................................................................21N: Language Supports for DLLs, Ages 2.5-5.5 ...................................................................................22O: Topic Related Language ................................................................................................................23P: Guiding Questions for the Components of the WIDA E-ELD Strands ........................................24Q: Template for Strands of MPIs .......................................................................................................25

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The WIDA Early English Language Development (E-ELD) Standards were specifically developed to help support the unique language needs of children ages 2.5-5.5 years who are in the process of learning more than one language prior to Kindergarten entry. These children are often referred to as dual language learners (DLLs). As the number of DLLs continues to grow in the United States, practitioners in both urban and rural settings can use their state Early Learning Standards (ELS) in conjunction with WIDA E-ELD Standards to effectively support, instruct, and assess these young children.

This resource guide introduces the WIDA E-ELD Standards and Framework to practitioners, professionals, and parents. The resource guide includes a discussion of each component of the framework as well as examples of language descriptors for each standard with the intention of helping practitioners see how the E-ELD Standards are used in a variety of authentic contexts in Early Care and Education (ECE) settings.

Connections to States’ Early Learning Standards and WIDA K–12 English Language Development StandardsThe WIDA E-ELD Standards align with existing WIDA English Language Development Standards for Kindergarten through Grade 12, as the focus on language development in both sets of standards is based on the same WIDA guiding principles and philosophy. Additionally, K–12 language development builds upon early language development, allowing practitioners the opportunity to plan for transitions related to language development for DLLs entering K–12 schools.

The WIDA E-ELD Standards also correspond to states’ ELS—the WIDA E-ELD Standards were created through the linguistic analysis of the Head Start Child Development and Early Learning Framework and states’ ELS to ensure E-ELD Standards include the language necessary for DLLs to participate in ECE settings in meaningful and relevant ways. As a consequence of the work on the alignment to WIDA K–12 ELD Standards and correspondence to ELS, the WIDA E-ELD Standards provide states a consistent and congruent framework for supporting and assessing the language development of DLLs across the United States.

The E-ELD Standards and accompanying resource guide are intended to be used together with states’ ELS so that practitioners plan and deliver age- and linguistically appropriate relevant instruction and assessment to DLLs at varying levels of English language development within standards-based curriculum.

Intended Audience The WIDA E-ELD Standards are designed to be used in a wide range of community- and school-based ECE programs that serve young DLLs, ages 2.5–5.5. Teachers and practitioners, teaching assistants, childcare providers, early childhood special education teachers, speech/language clinicians, and administrators might use the E-ELD Standards in a variety of ways for a variety of purposes.

SECTION 1: Introduction

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Intended UsesPractitioners in Head Start, child care, preschool, or early childhood special education programs might use the E-ELD Standards to help guide lesson planning to ensure that the different linguistic needs of DLLs are being met throughout their program day. For example, practitioners may use the E-ELD Standards to determine the kinds of language supports DLLs at different levels of English language development may need during large group early literacy or circle time activities, so that children understand and can participate with the entire group. Teaching assistants might also be enlisted to help provide various language supports to DLLs during small group learning activities, snack time, outdoor play, or free-choice play.

Practitioners can also refer to the E-ELD Standards for guidance on how to help DLLs reach the next level of English language development. The E-ELD Standards can be used to help practitioners plan meaningful ways to extend DLLs’ current level of English language development as the children simultaneously learn new concepts and skills within standards-based curriculum.

Teachers, child care providers, special educators or speech/language clinicians might also use E-ELD Standards to help inform standards-based assessments with DLLs, making sure that necessary language scaffolds are provided and that DLLs’ performance within the different developmental and content areas are properly interpreted. Special educators and/or speech/language clinicians might also use the E-ELD Standards to help determine the linguistic needs of DLLs with disabilities when writing individualized education program (IEP) goals and when helping DLLs with disabilities reach their IEP goals.

Finally, administrators might find the E-ELD Standards useful when making programmatic decisions about class composition, staffing, curriculum, and assessment in programs that serve young DLLs.

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The WIDA Standards Framework, depicted in Figure A, consists of a set of interactive and interdependent components that exemplify the WIDA vision for academic language development. This Framework is the foundation for WIDA’s work on the creation of language development standards. The five components are:

• WIDA Can Do Philosophy• Guiding Principles of Language Development• Developmentally Appropriate Academic Language in Sociocultural Contexts• Performance Definitions• Can Do Descriptors• Standards Matrices

Figure A: A Graphical Representation of the WIDA Standards Framework

The way in which the standards exemplify developmentally appropriate academic language and language development is founded on the WIDA Can Do Philosophy and Guiding Principles of Language Development. The Can Do Philosophy is based on the belief that all children bring to their learning cultural and linguistic practices, skills, and ways of knowing from their homes and communities. WIDA believes that an educator’s role is to design learning spaces and opportunities that capitalize on and build upon these assets. This belief is based on a synthesis of the literature related to working with culturally and linguistically diverse children. Using this work as a frame, WIDA drafted its Guiding Principles from a synthesis of literature and research related to language development and effective instructional practices for language learners. These Guiding Principles represent WIDA’s core beliefs about language development.

SECTION 2: Understanding the WIDA Standards Framework

Exemplifying the WIDA Can Do Philosophy

PerformanceDe�nitions

Standards & their Matrices

Guiding Principles of Language DevelopmentD

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in Sociocultural Contexts

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At the core of the WIDA Standards Framework are the Performance Definitions along with the six language development standards and their representative matrices. The Performance Definitions delineate what the various levels of language development look like, informed by the Features of Academic Language. The standards matrices help practitioners envision what language development might look like in ECE programs scaffolded across levels of language development within the six standards. These matrices are used in conjunction with the Performance Definitions to describe possible trajectories for DLLs’ language development. The Can Do Descriptors illustrate examples of what DLLs can do at each level of language development.

The components of the WIDA Standards Framework interact with and influence each other in the design of curricula, language instruction, and assessment of language learners. When used in tandem, the WIDA Standards Framework components help practitioners identify and understand the receptive and expressive language that DLLs need in order to meet performance benchmarks/indicators across state ELS. Specific consideration has been given to the nature of early language and cognitive development, family and community-based sociocultural contexts for language learning, and the psycholinguistic nature of second language acquisition in preschoolers who are still developing the foundational structures and rules of language. Educators and program leaders are encouraged to emphasize specific elements of the Framework in their language instruction to fit the specific needs of individual DLLs and contexts. In doing so, all stakeholders can participate in shaping the development of our increasingly diverse population.

The following sections focus on the components of the Framework as they apply to the E-ELD Standards and their use in curriculum, instruction, and assessment.

Developmentally Appropriate Academic LanguageBased in part on the WIDA Features of Academic Language for K–12, the E-ELD Features have been adapted and renamed to fit the unique characteristics of young DLLs’ developing linguistic abilities during the early preschool years. The features of social, instructional, and academic language are outlined for two language criteria: Linguistic Complexity and Language Usage. These criteria are used to define each level of English language development in the Performance Definitions. Figure B shows the Features of Developmentally Appropriate Academic Language.

• Linguistic Complexity refers to the quantity and variety of language used by DLLs at the discourse level. Language features such as the length of utterances/interactions and how DLLs understand and express their ideas are included in this category.

• Language Usage refers to the types and use of structures, phrases, and words. Some features in this language criterion are choice of intonation to convey meaning, types and variety of grammatical structures, match of language forms to purpose, specificity of word/phrase choice (vocabulary) and comprehensibility of language (forms, conventions, and fluency).

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Figure B: The Features of Developmentally Appropriate Academic Language

Language Criteria Features

Linguistic Complexity(Quantity and variety of oral language)

Variety and length of utterances and interactions

Understanding and expression of ideas

Language Usage(Types and use of oral language structures, phrases, and words)

Types and variety of grammatical structures

Match of language forms to purpose

Formulaic phrases and expressions

Choice of intonation to convey meaning

Interpretation and ability to construct meaning at word/phrase level

Specificity of word/phrase choice

Comprehensibility of language

The sociocultural contexts for language use involve the interaction between children and their language environments, encompassing …

• Register• Genre• Topic• Task/Situation• Participants’ identities and social roles• Speaker/Conversational partner

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Sociocultural ContextsAll young children learn language through the context of relationships with their primary caregivers during daily routines. Through repeated social interactions with parents, siblings, extended family members, childcare providers, early childhood teachers and practitioners, and peers, children learn to interpret and construct meaning through sounds, words, phrases, and sentences. Children also learn the cultural rules and roles for social engagement associated with their particular language through these meaningful interactions with important people in their lives. The sociocultural contexts for young children’s language learning occurs most often in their homes, extended family members’ homes, or in community-based ECE settings, which may or may not be located in or associated with public schools.

The term sociocultural context has multiple definitions in education research. For its use in the E-ELD Standards, WIDA defines sociocultural context as the setting in which communication occurs. Communication is shaped by the sociocultural contexts in which it takes place. The elements that define this setting within the WIDA Standards Framework include the register, the genre, the topic, the task or situation, and the participants’ identities and roles in learning

Register refers to the different ways in which language is used and how it varies depending on who is part of the communication. The ways in which children adjust language when talking to an adult versus when talking to each other is an example of register.

Genres refer to the specific and particular types of text or discourse, which are typically socially accepted for particular purposes. For example, recount and explanation are two different genres.

Topic refers to the theme in which learning takes place. A topic could be life cycles or shapes.

Task or situation refers to the specific activity in which children are engaged that elicits the processing or production of language. Examples could include anything from a read-aloud to a conversation with a peer while playing in the sensory table.

Identities refer to the individual, social, and shared identities that children negotiate in different contexts. These may shift or overlap to maximize the knowledge, practices, and language from home and the various communities to which they belong.

Roles refer to the positioning of the learner within learning environments or situations. For example, in a morning meeting, the children need to use their listening skills and process the information they hear. On the other hand, when it is the child’s turn, his or her role changes and so does his or her language use. Then, instead of only understanding and processing information, he or she will produce it.

Even though we have provided definitions for each term separately, they all interact with each other to place unique demands on children’s Linguistic Complexity and Language Usage. What makes the sociocultural context complex is that the contexts in which children interact and communicate are also redefined by their participation, along with that of other children and adults. Our goal in the standards is to exemplify some of the elements that have great impact on how language is used and that can be utilized by educators to reflect on the language demands and learning opportunities in their particular settings.

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Performance Definitions The Performance Definitions shape each of the three levels of English language development using the Features of Developmentally Appropriate Language as criteria. The three language levels, which outline the progression of early English language development are: Level 1— Entering, Level 3—Developing, and Level 5—Bridging. These language levels correspond to the five WIDA levels of language proficiency for English language learners, K–12, but pertain uniquely to the stages of English language development in DLLs, ages 2.5–5.5.

The Performance Definitions describe the language that DLLs can process and produce toward the end of each level of English language development when given language supports. These definitions do not represent all the possible skills that children will demonstrate at a particular level of language development. However, they do provide concrete guidelines as to the kinds of language practitioners might expect DLLs to understand or produce; the quantity and variety of oral language (Linguistic Complexity) and the types and use of oral language structures, phrases, and words (Language Usage) at three distinct levels of English language development. The language criteria of Linguistic Complexity and Language Usage are used to define both receptive and expressive language skills for every age cluster, as shown in Figures C-F.

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lf, fa

mili

ar p

eopl

e, a

nd/o

r dai

ly ro

utin

es•

Voca

bula

ry a

ssoc

iate

d w

ith fa

mili

ar e

nviro

nmen

ts an

d le

arni

ng a

ctiv

ities

At th

e ve

ry b

egin

ning

stag

es o

f Eng

lish

lang

uage

dev

elop

men

t, du

al la

ngua

ge le

arne

rs ty

pica

lly u

nder

stand

mor

e w

ords

than

they

are

abl

e to

pro

duce

. C

hild

ren

may

be

non-

verb

al in

Eng

lish

and

rely

prim

arily

on

thei

r hom

e la

ngua

ge a

nd/o

r ges

ture

s to

com

mun

icat

e th

eir n

eeds

, wan

ts, a

nd id

eas.

At a

ll le

vels

of

lang

uage

de

velo

pmen

t, ho

me

lang

uage

an

d En

glis

h la

ngua

ge

deve

lopm

ent

• in

fluen

ce a

nd

rein

forc

e ea

ch

othe

r; an

d

• m

edia

te

unde

rsta

ndin

g,

cons

truc

tion

of

mea

ning

, and

de

mon

strat

ion

of

know

ledg

e.

…w

ithin

soci

ocul

tura

l con

text

s for

lang

uage

use

.

12

OV

ERV

IEW

Figu

re E

: Ear

ly E

nglis

h La

ngua

ge D

evel

opm

ent P

erfo

rman

ce D

efini

tion

s –

Expr

essi

ve, A

ges

2.5–

4.5

At a

ll le

vels

of

lang

uage

de

velo

pmen

t, ho

me

lang

uage

an

d En

glis

h la

ngua

ge

deve

lopm

ent

• in

fluen

ce a

nd

rein

forc

e ea

ch

othe

r; an

d

• m

edia

te

unde

rsta

ndin

g,

cons

truc

tion

of

mea

ning

, and

de

mon

strat

ion

of

know

ledg

e.

Tow

ard

the

end

of e

ach

age

clus

ter a

nd g

iven

leve

l of E

nglis

h la

ngua

ge d

evel

opm

ent,

and

with

sens

ory

and

inte

ract

ive

supp

orts,

dua

l lan

guag

e le

arne

rs w

ill e

xpre

ss in

Eng

lish:

…w

ithin

soci

ocul

tura

l con

text

s for

lang

uage

use

.

HOME LANGUAGE

Lang

uage

Cri

teri

aA

ges

2.5–

3.5

(30–

42 m

os.)

Age

s 3.

5–4.

5 (4

3–54

mos

.)

Leve

l 5Br

idgi

ng

Ling

uist

ic

Com

plex

ity

Lang

uage

Usa

ge

• M

ultip

le p

hras

es a

nd so

me

fam

iliar

3+

wor

d se

nten

ces

• Si

ngle

idea

s

• Em

ergi

ng c

ompr

ehen

sibili

ty o

f fam

iliar

phr

ases

and

sh

ort s

ente

nces

• G

ener

al a

nd a

few

spec

ific

voca

bula

ry a

ssoc

iate

d w

ith

fam

iliar

env

ironm

ents

• Va

riety

of o

rigin

al se

nten

ces o

f 3–5

+ w

ords

• Ap

prox

imat

ions

of r

elat

ed id

eas

• C

ompr

ehen

sible

sent

ence

s tha

t may

con

tain

nou

ns, v

erbs

, m

odifi

ers,

and

pron

ouns

• Sp

ecifi

c an

d a

few

tech

nica

l voc

abul

ary

asso

ciat

ed w

ith

vario

us e

nviro

nmen

ts

Leve

l 3D

evel

opin

g

Ling

uist

ic

Com

plex

ity

Lang

uage

Usa

ge

• Ph

rase

s with

a fe

w fa

mili

ar th

ree-

wor

d se

nten

ces

• Ap

prox

imat

ions

of s

ingl

e id

eas

• Fa

mili

ar p

hras

es w

ith e

mer

ging

com

preh

ensib

ility

• Sh

ort r

epet

itive

lang

uage

pat

tern

s use

d in

fam

iliar

fin

gerp

lays

, son

gs, a

nd st

orie

s •

Gen

eral

voc

abul

ary

asso

ciat

ed w

ith fa

mili

ar

envi

ronm

ents

• Sh

ort s

ente

nces

of t

hree

to fo

ur w

ords

that

com

bine

fo

rmul

aic

phra

ses w

ith so

me

new

wor

ds a

nd p

hras

es•

Appr

oxim

atio

ns o

f ide

as

• Sh

ort s

ente

nces

with

em

ergi

ng c

ompr

ehen

sibili

ty

• Re

petit

ive

lang

uage

pat

tern

s use

d in

fing

erpl

ays,

song

s, sto

ries,

or le

arni

ng a

ctiv

ities

• G

ener

al a

nd a

few

spec

ific

voca

bula

ry a

ssoc

iate

d w

ith

fam

iliar

env

ironm

ents;

com

mon

exp

ress

ions

Leve

l 1En

teri

ng

Ling

uist

ic

Com

plex

ity

Lang

uage

Usa

ge

• W

ords

and

shor

t for

mul

aic

phra

ses

• O

ne-w

ord

utte

ranc

es to

con

vey

entir

e m

essa

ge o

r ide

a •

Sing

le w

ords

ass

ocia

ted

with

dai

ly ro

utin

es a

nd

fam

iliar

stor

ies

• Re

petit

ive

phra

ses

• W

ords

and

form

ulai

c ph

rase

s•

One

- to

two-

wor

d ut

tera

nces

to c

onve

y en

tire

mes

sage

or

idea

• Fa

mili

ar w

ords

and

exp

ress

ions

ass

ocia

ted

with

dai

ly

rout

ines

•

Repe

titiv

e an

d fo

rmul

aic

phra

ses

• G

ener

al v

ocab

ular

y re

late

d to

fam

iliar

env

ironm

ents

At th

e ve

ry b

egin

ning

stag

es o

f Eng

lish

lang

uage

dev

elop

men

t, du

al la

ngua

ge le

arne

rs ty

pica

lly u

nder

stand

mor

e w

ords

than

they

are

abl

e to

pro

duce

. Chi

ldre

n m

ay b

e no

n-ve

rbal

in E

nglis

h an

d re

ly p

rimar

ily o

n th

eir h

ome

lang

uage

and

/or g

estu

res t

o co

mm

unic

ate

thei

r nee

ds, w

ants,

and

idea

s.

13

OV

ERV

IEW

Figu

re F

: Ear

ly E

nglis

h La

ngua

ge D

evel

opm

ent P

erfo

rman

ce D

efini

tion

s –

Expr

essi

ve, A

ges

4.5–

5.5

Tow

ard

the

end

of e

ach

age

clus

ter a

nd g

iven

leve

l of E

nglis

h la

ngua

ge d

evel

opm

ent,

and

with

sens

ory

and

inte

ract

ive

supp

orts,

dua

l lan

guag

e le

arne

rs w

ill e

xpre

ss in

Eng

lish:

…w

ithin

soci

ocul

tura

l con

text

s for

lang

uage

use

.

HOME LANGUAGE

Lang

uage

Cri

teri

aA

ges

4.5–

5.5

(55–

66 M

onth

s)

Leve

l 5Br

idgi

ng

Ling

uist

ic

Com

plex

ity

Lang

uage

Usa

ge

• Va

riety

of s

hort

and

exp

ande

d se

nten

ces o

f 4–6

+ w

ords

• Re

late

d id

eas

• C

ompr

ehen

sible

sent

ence

s tha

t may

con

tain

spec

ific

gram

mat

ical

form

s (e

.g.,

pres

ent p

rogr

essiv

e +

verb

, pas

t ten

se, p

lura

ls, p

osse

ssiv

es, a

nd a

rtic

les)

• Sp

ecifi

c an

d so

me

tech

nica

l voc

abul

ary

asso

ciat

ed w

ith v

ario

us e

nviro

nmen

ts an

d le

arni

ng a

ctiv

ities

Leve

l 3D

evel

opin

g

Ling

uist

ic

Com

plex

ity

Lang

uage

Usa

ge

• Sh

ort s

ente

nces

of t

hree

to fo

ur w

ords

that

com

bine

form

ulai

c ph

rase

s with

new

wor

ds a

nd so

me

expa

nded

sent

ence

s•

Appr

oxim

atio

ns o

f rel

ated

idea

s

• Sh

ort a

nd so

me

expa

nded

sent

ence

s with

em

ergi

ng c

ompr

ehen

sibili

ty•

Mul

tiple

repe

titiv

e la

ngua

ge p

atte

rns u

sed

in st

orie

s, so

ngs,

and

lear

ning

act

iviti

es•

Gen

eral

and

som

e sp

ecifi

c vo

cabu

lary

ass

ocia

ted

with

fam

iliar

env

ironm

ents

and

lear

ning

act

iviti

es

Leve

l 1En

teri

ng

Ling

uist

ic

Com

plex

ity

Lang

uage

Usa

ge

• W

ords

and

long

er fo

rmul

aic

phra

ses

• O

ne- t

o tw

o-w

ord

utte

ranc

es to

con

vey

entir

e m

essa

ge o

r ide

a

• W

ords

and

exp

ress

ions

ass

ocia

ted

with

dai

ly ro

utin

es a

nd fa

mili

ar st

orie

s•

Repe

titiv

e an

d fo

rmul

aic

phra

ses

• G

ener

al v

ocab

ular

y re

late

d to

fam

iliar

env

ironm

ents

and

lear

ning

act

iviti

es

At th

e ve

ry b

egin

ning

stag

es o

f Eng

lish

lang

uage

dev

elop

men

t, du

al la

ngua

ge le

arne

rs ty

pica

lly u

nder

stand

mor

e w

ords

than

they

are

abl

e to

pro

duce

. C

hild

ren

may

be

non-

verb

al in

Eng

lish

and

rely

prim

arily

on

thei

r hom

e la

ngua

ge a

nd/o

r ges

ture

s to

com

mun

icat

e th

eir n

eeds

, wan

ts, a

nd id

eas.

At a

ll le

vels

of

lang

uage

de

velo

pmen

t, ho

me

lang

uage

an

d En

glis

h la

ngua

ge

deve

lopm

ent

• in

fluen

ce a

nd

rein

forc

e ea

ch

othe

r; an

d

• m

edia

te

unde

rsta

ndin

g,

cons

truc

tion

of

mea

ning

, and

de

mon

strat

ion

of

know

ledg

e.

14

OV

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IEW

DLLs cannot be represented through a single language development level (e.g., Level 3) or even levels for each language domain (e.g., Level 3–Receptive, Level 1–Expressive). Instead, language is fluid and often varies based on the context for language use. Therefore, the Performance Definitions are a tool to observe language performance over time and in various spaces, and we encourage teachers to use information they collect as one of various measures for examining language development.

The Performance Definitions also recognize the key role that home language plays at all levels of English language development. DLLs will continue to use home language as they develop their new language. The dynamic interaction between languages supports meaning making and the development of metalinguistic awareness. When the development of two languages is strongly encouraged and effectively supported, DLLs use all of their cognitive and linguistic assets to become successful language learners.

In short, engaging in translanguaging enables DLLs to use their entire linguistic repertoire to navigate between languages to relate messages, construct meaning across languages, and gain a deeper understanding of content.

E-ELD StandardsAs WIDA developed the E-ELD Standards, it took into consideration the major dimensions of development and learning recommended by the National Education Goals Panel (NEGP) (BUILD, 2012; Scott-Little, Kagan, & Stebbins Frelow, 2005) and the National Association for the Education of Young Children (NAEYC, 2009) for inclusion into ELS. These dimensions of children’s development are also represented in the Head Start Child Development and Early Learning Framework (Office of Head Start, 2010) and have been adopted by states to varying degrees within their ELS. Figure G depicts the correspondence between NEGP’s recommended major dimensions of development and learning for ELS and the WIDA E-ELD Standards.

15

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Figure G: The Correspondence Between the Five Dimensions of Children’s Development and the E-ELD Standards

The Venn diagrams shown in Figure G are an example of the overlapping nature of these dimensions of development and learning and corresponding language standards. This correspondence, also exemplified in other state ELS, makes it possible to integrate the E-ELD Standards within standards-based curriculum, instruction, and assessment for DLLs throughout their program day in a variety of ECE settings including child care, Head Start, preschool, and 4-year-old Kindergarten.

Using the six WIDA E-ELD Standards to inform their practice, practitioners will not find a prescriptive list of what DLLs need to know and be able to do in a particular instructional setting. Rather, language standards are generative in the sense that they help practitioners develop their own representations of how DLLs will use language in particular ECE communities. This involves connecting information about DLLs’ language development with awareness of the language demands of a learning activity, and integrating language supports to maximize DLLs’ learning and participation.

While language standards provide guidance and reference points in organizing instruction to support both learning and language development, they are only one of many factors to consider in supporting DLLs’ success in ECE settings.

Visual Representation of the National Education Goals Panel (NEGP)’s Five Dimensions of Children’s

Development that are Linked to School Readiness and Children’s Later Success

Visual Representation of the Early English Language

Development Standards

APPROACHES TO LEARNINGTHE LANGUAGE OF

Early LanguageDevelopment

& Literacy

PhysicalDevelopment

Math • ScienceSocial Studies

CognitiveDevelopment

Social andEmotional

Development

APPROACHES TO LEARNING

Language & Communication

Development

Physical Well-Being

& MotorDevelopment

Cognition & General

Knowledge

Social & Emotional

Development

16

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Figure H: The Early English Language Development Standards

Standard Abbreviation

Early English Language Development Standard 1

Dual language learners communicate information, ideas, and concepts necessary for success in the area of Social and Emotional Development

The Language of Social and Emotional Development


Dual language learners communicate information, ideas, and concepts necessary for academic success in the content area of Early Language Development and Literacy

The Language of Early Language Development and Literacy


Dual language learners communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics

The Language of Mathematics


Dual language learners communicate information, ideas, and concepts necessary for academic success in the content area of Science

The Language of Science


Dual language learners communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies

The Language of Social Studies


Dual language learners communicate information, ideas, and concepts necessary for academic success in the content area of Physical Development

The Language of Physical Development

17

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Standards Matrices and Strands of Model Performance IndicatorsThe standards matrices provide examples of language use across the different levels, just like the Performance Definitions. However, in the matrices, the language is further contextualized within different language domains, E-ELD Standards and age ranges. They help practitioners envision what the E-ELD standards look like for different DLLs.

A Strand of MPIs consists of three language levels of early English language development for a given connection, topic, and language domain. A Strand of MPIs represents one of many possible pathways in language development within a particular context. This horizontal arrangement of a Strand of MPIs illustrates the progression of language development for a given age cluster. The Strands of MPIs provide a consistent structure for ECE practitioners to use when scaffolding or assessing DLLs’ language across a wide range of learning activities and environments. These strands are meant to be examples and not fixed guidelines of the language with which DLLs may engage during instruction and assessment. ECE practitioners can modify or transform existing Strands of MPIs to make them more relevant to their curriculum or instruction.

ECE professionals are well aware that significant developmental differences exist between 2.5-year-olds and 5.5-year-olds, both linguistically and cognitively. Typically developing 3-year-olds (monolingual or bilingual) cannot be expected to comprehend or produce language of the same complexity as that of 5-year-olds. Therefore, the examples of language provided in the strands are organized by age clusters, which take this cognitive and linguistic threshold into account. Specific language criteria is provided for each of the following age groups:

• 2.5–3.5 years (30–42 months)• 3.5–4.5 years (43–54 months)• 4.5–5.5 years (55–66 months)

18

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Standards Matrices

The standards matrices make an explicit connection to state ELS and the Head Start Child Development and Early Learning Framework so that they can be easily used within programs’ standards-based curricula, instruction, and assessment. This section uses the standards matrix from E-ELD Standard 6: The Language of Physical Development, for ages 4.5–5.5 to illustrate each component. In the example in Figure I, the matrix shows a connection to Georgia Early Learning and Development Standards. Each matrix shows a connection to a different set of ELS to show the flexibility of the WIDA E-ELD Standards and their ability to work in practitioners’ specific contexts.

The example matrix shown in Figure I shows language for DLLs who are 4.5-5.5 years old. Figure I also shows the connection to early learning standards and the example topics.

Figure I: Standard, Age Level, Example Topic, and Connection

The example topics are the elements of the standards matrix that list a theme or concept derived from state ELS and Head Start Framework and that provide a context for language development. In the example shown in Figure I, the topic is outdoor play, which is derived from the broader Georgia Early Learning and Development Standards. A list of sample topics that align with the content found in many state ELS is shown in Figure J. Please note that this topic list is meant to highlight some of the most frequently cited content topics and is by no means an exhaustive list.

63EARLY LANGUAGE

DEVELOPMENT AND LITERACY

CONNECTION: Georgia Early Learning and Development Standards (GELDS); Domain: Physical Development & Motor Skills; Standard PDM5: The child will demonstrate gross motor skills.

KINDERGARTEN CONNECTION: Georgia Performance Standards: Physical Education: Standard: PEK.1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of activities.

EXAMPLE CONTEXT FOR LANGUAGE USE: Children talk, play and interact with their peers outdoors.

COGNITIVE FUNCTION: Children at all levels of English language development will APPLY their knowledge about movement.

DO

MA

IN: E

xpre

ssiv

e

Level 1Entering

Level 3Developing

Level 5Bridging

Repeat words and familiar phrases associated with outdoor play following peer models in small groups.

Describe activities associated with outdoor play following peer models in small groups in English and Home language. (e.g., “I go in tunnel.”)

Persuade peers to participate in activities associated with outdoor play following peer models in small groups in English and Home language. (e.g., “I want the red bike. You get the patineta.”)

TOPIC-RELATED LANGUAGE: Children at all levels of language development interact with developmentally appropriate words and expressions such as: up, slide, Let’s go____

AGES: 4.5–5.5

E-ELD STANDARD 6: The Language of Physical Development EXAMPLE TOPIC: Outdoor play

PHYSICAL DEVELOPMENT

See example of translanguaging in

this Strand.

See example of a connection to a

Kindergarten state standard in this Strand.

19

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Figure J: Topic List

Area of Development and Learning

Social and Emotional Development

Physical Development

Early Language and Literacy

Topics • Self-concept• Feelings/Emotions • Self-regulation • Self-help/Independence • Adult relationships/

interactions• Making choices• Daily routines• Following directions • Transitioning between

activities and places• Peer interactions • Making friends• Sharing• Group cooperation/

interactions • Understanding/

following rules

• Body awareness• Physical games • Outdoor play • Gym/playground

Equipment• Sports • Exercise and fitness• Music and movement• Health and hygiene• Personal safety • Nutrition• Self-care (e.g., dressing,

eating, toileting)• Using art materials• Creating art projects• Using writing tools

• Understanding/following oral directions

• Communicating ideas• Questioning and

commenting• Creative expression• Social uses of language• Role Playing• Story sense/Story

elements• Telling/retelling stories• Concepts of print• Literature awareness• Phonological and

phonemic awareness • Alphabet knowledge • Writing process

Mathematics Science Social Studies

• Making comparisons• Number sense • Numeral recognition• Computation• Geometric shapes • Patterns• Classification/Sorting• Graphic

representations• Measurement • Spatial awareness • Time awareness• Data collection/

analysis

• Our body• Our five senses• Seasons/Climate • Weather• Earth • The environment• Growth/Life cycles• Plants/Food• Living things and their

habitats• Rocks/Minerals/Fossils • Liquids/Solids/Air• Magnets/Electricity• Space/Solar system• Technology/

Computers• Scientific observation

and inquiry• Data collection/

analysis

• Similarities/differences between self and others

• Families• Classroom routines/

rules• Group belonging and

safety• Classroom jobs• Environmental print• Community• Community workers• Transportation • Housing/Homes• Geography/Maps • City/Country (Urban/

Rural)• Countries of the world• Customs/Traditions • Appreciation for

diverse cultures• Historical events

20

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The example context for language use refers to the particular situation, event, or context in which the communication occurs. Children use language in particular ways that vary according to the context. The example context provides an authentic example for practitioners to be able to imagine the situation in which language is being used. In the example in Figure K, DLLs talk, play, and interact with their peers outdoors. This information provides us information about factors in the context that may impact how DLLs use or process language. In this example, communicating with peers affords specific uses of language that are different from other settings. This contexts provides us with information about who will participate and the type of activity in which the participants will engage.

The Cognitive Function offers information on the cognitive demand of a particular activity. Figure K shows an example of the cognitive function.

Figure K: Example Context for Language Use and Cognitive Function

The cognitive function is a reminder to practitioners that DLLs need access to the same level of thinking as their peers regardless of their language development level. In the example shown in Figure K, all children will be asked to apply their knowledge about movement as they participate in the activity, regardless of individual linguistic abilities.

The E-ELD framework includes two language domains—receptive and expressive. These language domains, with their focus on oral language development, encompass the listening and speaking and overall meaning-making skills (e.g., gestures) DLLs will need and use across all six standards. Oral language is central to both the teaching and learning of many early literacy skills, including concepts of print, phonological and phonemic awareness, vocabulary development, alphabet knowledge and writing (Dickinson, 2011; Dickinson,Golindoff, & Hirsh-Pasek, 2010; Dickinson, McCabe, & Sprague, 2003; Dickinson & Porche, 2011). In addition, a strong foundation in oral language skills is critical for learning to read and write well in the early elementary years (Resnick & Snow, 2009). In the example in Figure L, the domain being addressed is the expressive domain.

63EARLY LANGUAGE






DO

MA

IN: E

xpre

ssiv

e

Level 1Entering

Level 3Developing

Level 5Bridging





AGES: 4.5–5.5




this Strand.



21

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Figure L: Expressive Domain and Levels

Strands of Model Performance Indicators

A Strand of MPIs consists of three language levels of early English language development for a given connection, topic, and language domain. In the example shown in Figure L, you see how DLLs at Entering level may need to repeat words and familiar phrases in this context, while DLLs at the Developing level may be able to describe the same activities independently. This is not to say that a DLL at the Entering level is not able to describe the activities, but that he or she may be able to do so in a language other than English, or through signs or gestures. Similarly, a DLL at the Bridging level has enough language to persuade peers. Here, the linguistic expectation for persuading is higher and more complex than for describing. While the child at the Developing level may be trying to persuade someone else, he or she will use language features related to describing to accomplish the same purpose for language use.

Practitioners can then use strands to (a) match DLLs’ performance to levels of language development, (b) create language targets and objectives that go beyond DLLs’ independent level of language development and (c) differentiate the language of the content to match the level of DLLs’ language development.

Each MPI is composed of three main elements: a language function, a content stem, and language support(s). Language functions describe how DLLs will produce or process language within specific context for learning.

Figure M: Level 3 Developing

63EARLY LANGUAGE






DO

MA

IN: E

xpre

ssiv

e

Level 1Entering

Level 3Developing

Level 5Bridging





AGES: 4.5–5.5




this Strand.



63EARLY LANGUAGE






DO

MA

IN: E

xpre

ssiv

e

Level 1Entering

Level 3Developing

Level 5Bridging





AGES: 4.5–5.5




this Strand.



22

OV

ERV

IEW

In the example in Figure M, the MPI for Level 3, Developing, uses describe as its language function. Describe typically relates to adjectives and adverbs, and describing can be achieved through a phrase or short sentence. Language functions are related but distinct from the cognitive complexity of a task. DLLs at all language levels can engage in higher level thinking according to their developmental capacity. Instead, the language function refers to the linguistic features associated with it. The number and complexity of language functions used by DLLs increases as language develops.

The second element of the MPI is the content stem. The content stem is derived from the Example Topic, which in turn, is derived from state ELS and Head Start’s Child Development and Early Learning Framework. The content stem denotes WIDA’s view that early English language development should always be integrated with play-based content instruction and assessment through meaningful and authentic contexts. In the example in Figure M, the content stem is outdoor play, which in this case is the same as the topic for the strand. In other standards matrices, the content stem may be narrower than the example topic.

The third element of the MPI is the language support(s). It is always listed at the end of the MPI and illustrates the importance of scaffolding language development for DLLs. Each MPI may contain more than one support and the supports may or may not change with increased language complexity. In the example provided in Figure M, the supports include peer models, small groups and the use of home language. WIDA names three categories of language supports for DLLs: sensory, graphic and interactive.

Figure N shows some examples of language supports under these three categories that are commonly found in ECE settings.

Figure N: Language Supports for DLLs, Ages 2.5-5.5

Sensory Supports Graphic Supports Interactive Supports

Real life objects

Toys

Manipulatives

Pictures and photographs

Illustrations and drawings

Magazines

Videos and films

Demonstrations

Gestures

Models

Music

Costumes and props

Charts

Diagrams

Graphic organizers

Graphs

Number lines

Visual schedule

Icons/symbols

In pairs with partners

In small groups

In a large group

Using cooperative group structures

With the Internet (websites) or software programs

In the home language

With adult prompting/modeling

23

OV

ERV

IEW

The Topic Related Language provides examples of content-related words and expressions to which all children at that age level should be exposed, regardless of their language development level. Although DLLs may be at different points in their language development trajectory, when learning particular content, certain specific and technical developmentally appropriate language is essential for engaging in learning the ideas and concepts presented. Through the use of scaffolds and supports, DLLs should have the opportunity to interact with that language. Figure O shows the topic related language.

Figure O: Topic Related Language

Customizing Strands for Your Local ContextThe WIDA Strands of MPIs are examples that illustrate differentiated language expectations related to content-area instruction within one language domain. WIDA invites practitioners to create, innovate, transform, and customize the strands to best meet the needs of their DLLs and language education programs. Figure P shows the guiding questions practitioners should ask themselves when planning instruction for emerging bilinguals or when drafting customized Strands of MPIs. Figure Q contains a blank template that can be copied and reused for this purpose.

63EARLY LANGUAGE






DO

MA

IN: E

xpre

ssiv

e

Level 1Entering

Level 3Developing

Level 5Bridging





AGES: 4.5–5.5




this Strand.



24

OV

ERV

IEW

AG

ES:

CON

NEC

TIO

N: W

hich

stat

e ea

rly le

arni

ng c

onte

nt st

anda

rds f

orm

the

basis

of t

he re

late

d ac

tivity

? Wha

t are

the

esse

ntia

l con

cept

s and

skill

s em

bedd

ed in

the

cont

ent s

tand

ards

? W

hat i

s the

lang

uage

ass

ocia

ted

with

thes

e de

velo

pmen

tally

app

ropr

iate

con

cept

s and

skill

s?

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: W

hat i

s the

pur

pose

of t

he a

ctiv

ity? W

hat r

oles

or i

dent

ities

do

the

child

ren

assu

me

and

how

do

they

inte

ract

? Wha

t reg

ister

is

requ

ired

of th

e ta

sk?

COG

NIT

IVE

FUN

CTIO

N: W

hat i

s the

leve

l of c

ogni

tive e

ngag

emen

t for

the g

iven

task

? Doe

s the

leve

l of c

ogni

tive e

ngag

emen

t mat

ch o

r exc

eed

that

of t

he st

ates

’ Ear

ly

Lear

ning

Sta

ndar

ds?

Language Domain(s): How will dual language learners process and

use language?

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

A S

tran

d of

Mod

el P

erfo

rman

ce In

dica

tors

:

Wha

t lan

guag

e ar

e D

LLs e

xpec

ted

to p

roce

ss o

r pro

duce

at e

ach

leve

l of d

evel

opm

ent?

Whi

ch la

ngua

ge fu

nctio

ns re

flect

the

cogn

itive

func

tion

at e

ach

leve

l of l

angu

age

deve

lopm

ent?

Whi

ch la

ngua

ge su

ppor

ts (s

enso

ry, g

raph

ic, a

nd in

tera

ctiv

e) a

re n

eces

sary

for D

LLs t

o ac

cess

lang

uage

and

con

tent

?

TOPI

C-RE

LATE

D L

AN

GU

AG

E: W

ith w

hich

dev

elop

men

tally

app

ropr

iate

wor

ds a

nd e

xpre

ssio

ns w

ill a

ll ch

ildre

n in

tera

ct?

E-EL

D S

TAN

DA

RD:

Figu

re P

: Gui

ding

Que

stio

ns fo

r the

Com

pone

nts

of th

e W

IDA

E-E

LD S

tran

ds

EXA

MPL

E TO

PIC:

W

hat i

s one

of t

he to

pics

addr

esse

d in

the s

elec

ted

cont

ent s

tand

ard(

s)?

25

OV

ERV

IEW

AG

ES:

CON

NEC

TIO

N:

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE:

COG

NIT

IVE

FUN

CTIO

N:

Language Domain(s):

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

TOPI

C-RE

LATE

D L

AN

GU

AG

E:

E-EL

D S

TAN

DA

RD:

EXA

MPL

E TO

PIC:

Reg

istx

xxxx

xxxx

xxxr

o

Figu

re Q

: Tem

plat

e fo

r Str

ands

of M

PIs

AG

ES: X

XX y

ears

27SO

CIA

L A

ND

EM

OTI

ON

AL

MAT

HEM

ATIC

SSC

IEN

CESO

CIA

L

STU

DIE

SPH

YSIC

AL

DEV

ELO

PMEN

T

EARL

Y LA

NG

UA

GE

DEV

ELO

PMEN

T A

ND

LIT

ERA

CY

Stra

nds

of M

odel

Per

form

ance

In

dica

tors

Rep

rese

ntin

g th

e W

IDA

Ear

ly E

nglis

h La

ngua

ge

Dev

elop

men

t Sta

ndar

ds

The

follo

win

g St

rand

s of

Mod

el P

erfo

rman

ce

Indi

cato

rs p

rovi

de e

xam

ples

of h

ow D

LLs

proc

ess

and

prod

uce

lang

uage

acr

oss

the

leve

ls o

f lan

guag

e de

velo

pmen

t.

Addi

tiona

lly, t

hey

incl

ude

exam

ples

of

tran

slan

guag

ing,

and

pro

vide

exa

mpl

es o

f co

nnec

tions

to s

tate

ear

ly le

arni

ng s

tand

ards

, st

ate

Kind

erga

rten

sta

ndar

ds a

nd C

omm

on

Core

Kin

derg

arte

n St

anda

rds.

SOCI

AL

AN

D

EMO

TIO

NA

L28

CON

NEC

TIO

N: N

ew Y

ork

Stat

e Ear

ly Le

arni

ng G

uide

lines:

Dom

ain

II S

ocia

l and

Em

otio

nal D

evelo

pmen

t; P:

Em

otio

nal E

xpre

ssion

; Ind

icato

r 2: N

ames

som

e em

otio

ns (e

.g.,

happ

y, ex

cite

d, sa

d, m

ad, t

ired,

scar

ed).

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n cr

eate

and

liste

n to

cla

ssro

om b

ooks

in a

larg

e gr

oup

setti

ng.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent A

NAL

YZE

feel

ings

.

DOMAIN: Receptive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Poin

t to

char

acte

rs d

ispla

ying

em

otio

ns b

ased

on

oral

com

man

ds u

sing

book

illu

strat

ions

or p

hoto

s w

ith a

n ad

ult.

Iden

tify

char

acte

rs d

ispla

ying

em

otio

ns b

ased

on

exte

nded

ora

l com

man

ds u

sing

book

illu

strat

ions

or

phot

os w

ith a

n ad

ult.

Dist

ingu

ish b

etw

een

char

acte

rs d

ispla

ying

em

otio

ns

base

d on

ora

l sta

tem

ents

and/

or q

uesti

ons u

sing

book

illu

strat

ions

or p

hoto

s with

an

adul

t.

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly a

ppro

pria

te w

ords

and

exp

ress

ions

such

as:

Show

m

e___

____

__, W

here

is th

e __

____

____

?, sa

d, h

appy

AG

ES: 2

.5–3

.5

E-EL

D S

TAN

DA

RD 1

: The

Lan

guag

e of

Soc

ial a

nd E

mot

iona

l Dev

elop

men

t EX

AM

PLE

TOPI

C: F

eelin

gs

29SO

CIA

L A

ND

EM

OTI

ON

AL

EARL

Y LA

NG

UA

GE

DEV

ELO

PMEN

T A

ND

LIT

ERA

CY

CON

NEC

TIO

N: P

enns

ylvan

ia L

earn

ing

Stan

dard

s for

Ear

ly C

hild

hood

- Pre

-Kin

derg

arte

n. K

ey L

earn

ing

Area

: Soc

ial a

nd E

mot

iona

l Dev

elopm

ent:

Stud

ent I

nter

perso

nal S

kills

; St

anda

rd A

rea

16.1

: Self

-aw

aren

ess sk

ills a

nd se

lf-re

gula

tion;

Sta

ndar

d 16

.1.P

K.A:

Dist

ingu

ish b

etw

een

emot

ions

and

iden

tify

soci

ally

acc

epte

d w

ays t

o ex

pres

s the

m.

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n sin

g an

d m

ove

to fa

mili

ar so

ngs a

ssoc

iate

d w

ith fe

elin

gs in

a la

rge

grou

p se

tting

.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent A

NAL

YZE

feel

ings

DOMAIN: Receptive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Iden

tify

simpl

e fa

cial

exp

ress

ions

and

act

ions

fro

m o

ral s

tate

men

ts fo

llow

ing

mod

els a

nd u

sing

inte

ract

ive

supp

orts

with

an

adul

t.

Iden

tify

simpl

e fa

cial

exp

ress

ions

and

act

ions

fro

m o

ral d

escr

iptio

ns fo

llow

ing

mod

els a

nd u

sing

inte

ract

ive

supp

orts

with

a p

artn

er.

Iden

tify

simpl

e fa

cial

exp

ress

ions

and

act

ions

from

or

al c

ompa

rison

s fol

low

ing

mod

els a

nd u

sing

inte

ract

ive

supp

orts

with

a p

artn

er.

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly a

ppro

pria

te w

ords

and

exp

ress

ions

such

as:

Show

m

e___

____

____

, Sho

w h

appy

like

___

____

____

___

, hap

py, s

ad

AG

ES: 3

.5–4

.5

E-EL

D S

TAN

DA

RD 1

: The

Lan

guag

e of

Soc

ial a

nd E

mot

iona

l Dev

elop

men

t EX

AM

PLE

TOPI

C: F

eelin

gs

SOCI

AL

AN

D

EMO

TIO

NA

L30

CON

NEC

TIO

N: N

ew Y

ork

Stat

e Pre

kind

erga

rten

Fou

ndat

ion

for t

he C

omm

on C

ore;

Dom

ain

3: S

ocia

l Em

otio

nal D

evelo

pmen

t; Se

lf-re

gula

tion;

Sta

ndar

d PK

.SED

.2: R

egul

ates

his/

her

resp

onse

s to

need

s, fe

elin

gs a

nd e

vent

s.

KIN

DER

GA

RTEN

CO

NN

ECTI

ON

: Ark

ansa

s Phy

sical

Edu

catio

n an

d H

ealth

Fra

mew

ork

Revi

sed 2

011;

Stra

nd: P

hysic

al E

duca

tion

and

Leisu

re S

tand

ard

5: P

erso

nal a

nd S

ocia

l Be

havi

or: S

tude

nts s

hall

dem

onstr

ate

resp

onsib

le p

erso

nal a

nd so

cial

beh

avio

r tha

t res

pect

s sel

f and

oth

ers i

n ph

ysic

al a

ctiv

ity se

tting

s; So

cial B

ehav

ior P

EL.5

.K.3

: Par

ticip

ate

in

coop

erat

ive

play

.

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n ro

le p

lay

and

expr

ess f

eelin

gs w

ith th

eir p

eers

in sm

all g

roup

setti

ngs.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent A

NAL

YZE

feel

ings

.

DOMAIN: Receptive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Act o

ut a

ctio

ns fr

om si

mpl

e or

al st

atem

ents

usin

g vi

sual

and

inte

ract

ive

supp

orts

(e.g

., ge

sture

s and

H

ome

lang

uage

) and

pee

r mod

els.

Act o

ut a

ctio

ns fr

om sh

ort o

ral d

escr

iptio

ns u

sing

visu

al a

nd in

tera

ctiv

e su

ppor

ts (e

.g.,

gestu

res a

nd

Hom

e la

ngua

ge) a

nd p

eer m

odel

s.

Act o

ut a

ctio

ns fr

om a

serie

s or o

ral d

escr

iptio

ns

usin

g vi

sual

and

inte

ract

ive

supp

orts

(e.g

., ge

sture

s an

d H

ome

lang

uage

) and

pee

r mod

els (

e.g.

, “Я

pre

tend

аю. I

like

мол

очны

й су

п.”)

.

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly a

ppro

pria

te w

ords

and

exp

ress

ions

such

as:

mad

, pre

tend

, ex

cite

d, I

feel

____

____

AG

ES: 4

.5–5

.5

E-EL

D S

TAN

DA

RD 1

: The

Lan

guag

e of

Soc

ial a

nd E

mot

iona

l Dev

elop

men

t EX

AM

PLE

TOPI

C: F

eelin

gs

See

exam

ple

of

tran

slan

guag

ing

in

this

Str

and.

See

exam

ple

of

a co

nnec

tion

to a

Ki

nder

gart

en s

tate

sta

ndar

d

in th

is S

tran

d.

31SO

CIA

L A

ND

EM

OTI

ON

AL

EARL

Y LA

NG

UA

GE

DEV

ELO

PMEN

T A

ND

LIT

ERA

CY

CON

NEC

TIO

N:

Mai

ne’s

Early

Chi

ldho

od L

earn

ing

Gui

delin

es; D

omai

n: P

erso

nal a

nd S

ocia

l Dev

elopm

ent;

Dom

ain

Elem

ent C

- Soc

ial C

ompe

tenc

e; In

dica

tor:

Incr

ease

abi

litie

s to

part

icip

ate

succ

essfu

lly a

s a m

embe

r of a

gro

up th

roug

h su

stain

ing

inte

ract

ions

with

pee

rs (e

.g.,

help

ing,

shar

ing

and

disc

ussin

g).

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n ta

lk a

nd in

tera

ct a

s the

y cl

ean

up in

a la

rge

grou

p se

tting

.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent A

PPLY

thei

r kno

wle

dge

abou

t coo

pera

tion.

DOMAIN: Expressive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Repe

at a

ctiv

ities

ass

ocia

ted

with

cle

anup

with

visu

al

supp

orts

follo

win

g ad

ult m

odel

. N

ame

activ

ities

ass

ocia

ted

with

cle

anup

with

visu

al

supp

orts

follo

win

g ad

ult m

odel

.D

escr

ibe

activ

ities

ass

ocia

ted

with

cle

anup

with

vi

sual

supp

orts

follo

win

g ad

ult m

odel

.

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly a

ppro

pria

te w

ords

and

exp

ress

ions

such

as:

clea

nup,

hel

p pl

ease

, my

turn

, I _

____

___,

you

____

____

_

AG

ES: 2

.5–3

.5

E-EL

D S

TAN

DA

RD 1

: The

Lan

guag

e of

Soc

ial a

nd E

mot

iona

l Dev

elop

men

t E

XAM

PLE

TOPI

C: G

roup

coo

pera

tion

SOCI

AL

AN

D

EMO

TIO

NA

L32

CON

NEC

TIO

N: W

iscon

sin M

odel

Early

Lea

rnin

g St

anda

rds (

WM

ELS)

; Dom

ain:

Soc

ial a

nd E

mot

iona

l Dev

elopm

ent;

Sub-

Dom

ain

C. S

ocia

l Com

pete

nce;

Perfo

rman

ce S

tand

ard:

C

.EL.

3:

Dem

onstr

ates

und

ersta

ndin

g of

rule

s and

soci

al e

xpec

tatio

ns.

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n ta

lk, p

lay

gam

es a

nd in

tera

ct w

ith th

eir p

eers

in sm

all g

roup

setti

ngs.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent A

PPLY

thei

r kno

wle

dge

abou

t coo

pera

tion.

DOMAIN: Expressive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Repe

at w

ords

and

phr

ases

ass

ocia

ted

with

shar

ing

and

taki

ng tu

rns f

ollo

win

g pe

er m

odel

s in

Engl

ish

and

Hom

e la

ngua

ge.

Nam

e ac

tiviti

es a

ssoc

iate

d w

ith sh

arin

g an

d ta

king

tu

rns f

ollo

win

g pe

er m

odel

s in

Engl

ish a

nd H

ome

lang

uage

. (e.

g., “

Tom

amos

turn

os- y

ou g

o.”)

Des

crib

e ac

tiviti

es a

ssoc

iate

d w

ith sh

arin

g an

d ta

king

turn

s fol

low

ing

peer

mod

els i

n En

glish

and

H

ome

lang

uage

. (“I

go

first,

desp

ués e

s tu

turn

o.”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly a

ppro

pria

te w

ords

and

exp

ress

ions

such

as:

my

turn

, you

go,

le

t’s sh

are

AG

ES: 3

.5–4

.5

E-EL

D S

TAN

DA

RD 1

: The

Lan

guag

e of

Soc

ial a

nd E

mot

iona

l Dev

elop

men

t E

XAM

PLE

TOPI

C: G

roup

coo

pera

tion

See

exam

ple

of

tran

slan

guag

ing

in

this

Str

and.

33SO

CIA

L A

ND

EM

OTI

ON

AL

EARL

Y LA

NG

UA

GE

DEV

ELO

PMEN

T A

ND

LIT

ERA

CY

CON

NEC

TIO

N: H

awai

i Ear

ly Le

arni

ng a

nd D

evelo

pmen

t Sta

ndar

ds (H

ELD

S): D

omai

n 2:

Soc

ial a

nd E

mot

iona

l; St

rand

: Soc

ial D

evelo

pmen

t; To

pic:

Inte

racti

ons w

ith P

eers;

St

anda

rd S

E.KE

.: U

se tu

rn-ta

king

in c

onve

rsat

ions

and

in p

lay.

KIN

DER

GA

RTEN

CO

NN

ECTI

ON

: Haw

aii K

inde

rgar

ten

Gen

eral

Lea

rner

Out

com

e (KG

LO #

2.1)

: Par

ticip

ate

coop

erat

ivel

y an

d ap

prop

riate

ly w

ith o

ther

s to

achi

eve

shar

ed g

oals.

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n ta

lk a

bout

and

cre

ate

a cl

ass b

ook

abou

t coo

pera

tion

in a

larg

e gr

oup

setti

ng.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent A

PPLY

thei

r kno

wle

dge

abou

t coo

pera

tion.

DOMAIN: Expressive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Nam

e ac

tiviti

es a

ssoc

iate

d w

ith c

oope

ratio

n fo

llow

ing

peer

mod

els i

n En

glish

and

Hom

e la

ngua

ge.

Des

crib

e ac

tiviti

es a

ssoc

iate

d w

ith c

oope

ratio

n fo

llow

ing

peer

mod

els i

n En

glish

and

Hom

e la

ngua

ge. (

e.g.

, “W

ir m

üssen

the

toys

auf

räum

en.”)

Rete

ll a

sequ

ence

of a

ctiv

ities

ass

ocia

ted

with

co

oper

atio

n fo

llow

ing

peer

mod

els i

n En

glish

and

H

ome

lang

uage

. (e.

g., “

Erst

bist

du d

ran,

then

you

he

lp m

e, v

ersta

nden

?”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly a

ppro

pria

te w

ords

and

exp

ress

ions

such

as:

Firs

t w

e___

____

____

_, Th

en__

____

____

_, N

ext_

____

____

_

AG

ES: 4

.5–5

.5

E-EL

D S

TAN

DA

RD 1

: The

Lan

guag

e of

Soc

ial a

nd E

mot

iona

l Dev

elop

men

t E

XAM

PLE

TOPI

C: G

roup

coo

pera

tion

See

exam

ple

of

tran

slan

guag

ing

in

this

Str

and.

See

exam

ple

of

a co

nnec

tion

to a

Ki

nder

gart

en s

tate

sta

ndar

d

in th

is S

tran

d.

EARL

Y LA

NG

UA

GE

DEV

ELO

PMEN

T A

ND

LIT

ERA

CY

34

AG

ES: 2

.5–3

.5

CON

NEC

TIO

N: M

ississ

ippi

Ear

ly Le

arni

ng S

tand

ards

for C

lassr

oom

s Ser

ving

Thre

e-Ye

ar-O

lds:

Read

ing

Stan

dard

s for

Lite

ratu

re; S

tand

ard

1: W

ith g

uida

nce

and

supp

ort,

ask

and/

or

answ

er q

uesti

ons w

ith d

etai

ls re

late

d to

a v

arie

ty o

f prin

t mat

eria

ls, S

tand

ard

3: W

ith g

uida

nce

and

supp

ort,

iden

tify

com

mon

obj

ects

in th

e pi

ctur

es o

f boo

ks.

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE: C

hild

ren

part

icip

ate

in fa

mili

ar li

tera

cy a

ctiv

ities

.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent A

NAL

YZE

story

ele

men

ts.

DOMAIN: Receptive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Poin

t to

obje

cts o

r cha

ract

ers b

ased

on

oral

co

mm

ands

usin

g bo

ok il

lustr

atio

ns o

r pho

tos w

ith

an a

dult.

Iden

tify

obje

cts o

r cha

ract

ers b

ased

on

exte

nded

or

al c

omm

ands

usin

g bo

ok il

lustr

atio

ns o

r pho

tos

with

an

adul

t.

Dist

ingu

ish b

etw

een

obje

cts o

r cha

ract

ers b

ased

on

ora

l sta

tem

ents

and/

or q

uesti

ons u

sing

book

ill

ustr

atio

ns o

r pho

tos w

ith a

n ad

ult.

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly-a

ppro

pria

te w

ords

and

exp

ress

ions

, suc

h as

: Sho

w

me_

____

, Fin

d th

e___

__, W

here

is th

e __

____

____

?

E-EL

D S

TAN

DA

RD 2

: The

Lan

guag

e of

Ear

ly L

angu

age

Dev

elop

men

t and

Lit

erac

y EX

AM

PLE

TOPI

C:

Stor

y el

emen

ts

35EA

RLY

LAN

GU

AG

E D

EVEL

OPM

ENT

AN

D L

ITER

AC

Y

AG

ES: 3

.5–4

.5

CON

NEC

TIO

N: H

ead

Star

t Chi

ld D

evelo

pmen

t and

Ear

ly Le

arni

ng F

ram

ewor

k: D

omai

n: L

itera

cy K

now

ledge

and

Ski

lls; D

omai

n El

emen

t: Bo

ok A

ppre

ciatio

n &

Kno

wled

ge:

The

inte

rest

in b

ooks

and

thei

r cha

ract

erist

ics,

the

abili

ty to

und

ersta

nd a

nd g

et m

eani

ng fr

om st

orie

s and

info

rmat

ion

from

boo

ks a

nd o

ther

text

s.

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n pa

rtic

ipat

e in

fam

iliar

lite

racy

act

iviti

es.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent A

NAL

YZE

story

ele

men

ts

DOMAIN: Receptive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Poin

t to

story

eve

nts b

ased

on

oral

com

man

ds u

sing

book

illu

strat

ions

or p

hoto

s with

an

adul

t. Id

entif

y sto

ry e

vent

s bas

ed o

n ex

tend

ed o

ral

com

man

ds u

sing

book

illu

strat

ions

or p

hoto

s with

an

adu

lt.

Dist

ingu

ish b

etw

een

story

eve

nts b

ased

on

oral

stat

emen

ts an

d/or

que

stion

s usin

g bo

ok

illus

trat

ions

or p

hoto

s with

an

adul

t.

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly a

ppro

pria

te w

ords

and

exp

ress

ions

such

as:

Show

me_

____

_,

Find

the_

____

____

_, W

here

is th

e __

____

?

E-EL

D S

TAN

DA

RD 2

: The

Lan

guag

e of

Ear

ly L

angu

age

Dev

elop

men

t and

Lit

erac

y EX

AM

PLE

TOPI

C:

Stor

y el

emen

ts

EARL

Y LA

NG

UA

GE

DEV

ELO

PMEN

T A

ND

LIT

ERA

CY

36

AG

ES: 4

.5–5

.5

CON

NEC

TIO

N: R

hode

Isla

nd E

arly

Lear

ning

and

Dev

elopm

ent S

tand

ards

; Lite

racy

Dev

elopm

ent f

or D

ual L

angu

age L

earn

ers;

L5a:

Chi

ldre

n be

com

e in

crea

singl

y en

gage

d in

lite

racy

ex

perie

nces

in E

nglis

h.

KIN

DER

GA

RTEN

CO

NN

ECTI

ON

: Com

mon

Cor

e Sta

ndar

ds fo

r Eng

lish

Lang

uage

Art

s, Re

adin

g St

anda

rds f

or L

itera

ture

#3

(Kin

derg

arte

n): W

ith p

rom

ptin

g an

d su

ppor

t, id

entif

y ch

arac

ters

, set

tings

, and

maj

or e

vent

s in

a sto

ry.

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE: C

hild

ren

sequ

ence

eve

nts o

f fam

iliar

stor

ies i

n la

rge

grou

ps.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent A

NAL

YZE

story

ele

men

ts.

DOMAIN: Receptive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Iden

tify

illus

trat

ed e

vent

s fro

m o

ral s

tate

men

ts us

ing

visu

al su

ppor

ts an

d m

anip

ulat

ives

. Fi

nd il

lustr

ated

eve

nts f

rom

a se

ries o

f rel

ated

ora

l sta

tem

ents

usin

g vi

sual

supp

orts

and

man

ipul

ativ

es.

Sequ

ence

illu

strat

ed e

vent

s fro

m d

escr

iptiv

e or

al

state

men

ts us

ing

visu

al su

ppor

ts an

d m

anip

ulat

ives

.

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly a

ppro

pria

te w

ords

and

exp

ress

ions

such

as:

first,

nex

t, af

ter,

lastE-

ELD

STA

ND

ARD

2: T

he L

angu

age

of E

arly

Lan

guag

e D

evel

opm

ent a

nd L

iter

acy

EXA

MPL

E TO

PIC:

St

ory

elem

ents

See

exam

ple

of a

co

nnec

tion

to a

sta

te

dual

lang

uage

lear

ner

stan

dard

in th

is

Stra

nd.

See

exam

ple

of a

co

nnec

tion

to a

Com

mon

Co

re K

inde

rgar

ten

St

anda

rd in

this

Str

and.

37EA

RLY

LAN

GU

AG

E D

EVEL

OPM

ENT

AN

D L

ITER

AC

Y

CON

NEC

TIO

N: F

lorid

a’s E

arly

Lear

ning

& D

evelo

pmen

t Sta

ndar

ds; D

omai

n: L

angu

age a

nd C

omm

unica

tion;

Sub

Dom

ain:

Ear

ly Re

adin

g: S

tand

ard

C.1

: Sho

ws a

n ap

prec

iatio

n an

d en

joym

ent o

f rea

ding

. C.4

: Dem

onstr

ates

com

preh

ensio

n an

d re

spon

ds to

stor

ies.

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE: C

hild

ren

talk

abo

ut a

fam

iliar

boo

k du

ring

read

alo

ud ti

me.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent U

ND

ERST

AND

stor

y el

emen

ts.

DOMAIN: Expressive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Repe

at n

ames

of o

bjec

ts an

d ch

arac

ters

in b

ook

illus

trat

ions

or p

hoto

s with

adu

lt m

odel

.N

ame

obje

cts a

nd c

hara

cter

s in

book

illu

strat

ions

or

pho

tos w

ith a

dult

prom

pt.

Des

crib

e ob

ject

s and

cha

ract

ers i

n bo

ok il

lustr

atio

ns

or p

hoto

s with

adu

lt pr

ompt

.

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly a

ppro

pria

te w

ords

and

exp

ress

ions

such

as:

I se

e___

____

____

__,

This

is __

____

____

___

AG

ES: 2

.5–3

.5

E-EL

D S

TAN

DA

RD 2

: The

Lan

guag

e of

Ear

ly L

angu

age

Dev

elop

men

t and

Lit

erac

y EX

AM

PLE

TOPI

C:

Stor

y el

emen

ts

EARL

Y LA

NG

UA

GE

DEV

ELO

PMEN

T A

ND

LIT

ERA

CY

38

CON

NEC

TIO

N: G

eorg

ia E

arly

Lear

ning

and

Dev

elopm

ent S

tand

ards

(GEL

DS)

: Dom

ain:

Com

mun

icatio

n, L

angu

age a

nd L

itera

cy; C

LL5:

The

child

will

acq

uire

mea

ning

from

a

varie

ty o

f mat

eria

ls re

ad to

him

/her

.

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE: C

hild

ren

talk

abo

ut a

fam

iliar

boo

k du

ring

read

alo

ud ti

me.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent U

ND

ERST

AND

stor

y el

emen

ts.

DOMAIN: Expressive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Repe

at la

ngua

ge re

late

d to

mai

n sto

ry e

vent

s usin

g vi

sual

supp

orts

and

adul

t mod

els.

Des

crib

e m

ain

story

eve

nts u

sing

visu

al su

ppor

ts an

d ad

ult p

rom

pts.

Rete

ll m

ain

story

eve

nts u

sing

visu

al su

ppor

ts an

d ad

ult p

rom

pts.

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly a

ppro

pria

te w

ords

and

exp

ress

ions

such

as:

eatin

g, g

oing

, He

is___

____

___,

She

is__

____

____

_

E-EL

D S

TAN

DA

RD 2

: The

Lan

guag

e of

Ear

ly L

angu

age

Dev

elop

men

t and

Lit

erac

y EX

AM

PLE

TOPI

C:

Stor

y el

emen

ts

AG

ES: 3

.5–4

.5

39EA

RLY

LAN

GU

AG

E D

EVEL

OPM

ENT

AN

D L

ITER

AC

Y

CON

NEC

TIO

N: C

olor

ado

Early

Lea

rnin

g an

d D

evelo

pmen

t Gui

delin

es: D

omai

n: E

nglis

h La

ngua

ge D

evelo

pmen

t; Su

b D

omai

n 3:

Eng

agem

ent i

n En

glish

Lite

racy

Acti

vitie

s: U

nder

stand

ing

and

resp

ondi

ng to

boo

ks, s

tory

telli

ng a

nd so

ngs p

rese

nted

in E

nglis

h.

KIN

DER

GA

RTEN

CO

NN

ECTI

ON

: Col

orad

o Ac

adem

ic St

anda

rds i

n Re

adin

g, W

ritin

g an

d C

omm

unica

ting

Con

tent

Are

a: R

eadi

ng, W

ritin

g, a

nd C

omm

unica

ting;

Sta

ndar

d: 2

: Re

adin

g fo

r All

Purp

oses

.

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE: C

hild

ren

rete

ll fa

mili

ar st

orie

s with

a p

artn

er.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent U

ND

ERST

AND

stor

y el

emen

ts.

DOMAIN: Expressive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Nam

e sto

ry o

bjec

ts, c

hara

cter

s and

eve

nts u

sing

visu

al a

nd in

tera

ctiv

e su

ppor

ts (e

.g.,

man

ipul

ativ

es

and

Hom

e la

ngua

ge) a

nd p

eer m

odel

s.

Des

crib

e sto

ry o

bjec

ts, c

hara

cter

s and

eve

nts u

sing

visu

al a

nd in

tera

ctiv

e su

ppor

ts (e

.g.,

man

ipul

ativ

es

and

Hom

e la

ngua

ge) a

nd p

eer m

odel

s.

Rete

ll sto

ries u

sing

visu

al a

nd in

tera

ctiv

e su

ppor

ts (e

.g.,

man

ipul

ativ

es a

nd H

ome

lang

uage

) and

pee

r m

odel

s.

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly a

ppro

pria

te w

ords

and

exp

ress

ions

such

as:

Firs

t___

____

__,

Then

____

____

_, N

ext_

____

____

_

AG

ES: 4

.5–5

.5

E-EL

D S

TAN

DA

RD 2

: The

Lan

guag

e of

Ear

ly L

angu

age

Dev

elop

men

t and

Lit

erac

y EX

AM

PLE

TOPI

C:

Stor

y el

emen

ts

See

exam

ple

of

tran

slan

guag

ing

in

this

Str

and.

See

exam

ple

of

a co

nnec

tion

to a

Ki

nder

gart

en s

tate

sta

ndar

d

in th

is S

tran

d.

MAT

HEM

ATIC

S40

CON

NEC

TIO

N: M

issou

ri Ea

rly L

earn

ing

Mat

hem

atics

Sta

ndar

ds; C

onte

nt C

ompo

nent

: Geo

met

ry &

Spa

tial S

ense;

Pro

cess

Stan

dard

: Exp

lore

s sha

pes i

n th

e en

viro

nmen

t.

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n cr

eate

pic

ture

s usin

g sh

apes

with

pee

rs in

smal

l gro

up se

tting

s.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent A

NAL

YZE

char

acte

ristic

s of g

eom

etric

shap

es.

DOMAIN: Receptive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Follo

w o

ne-s

tep

oral

com

man

ds a

bout

shap

es

follo

win

g m

odel

s and

usin

g vi

sual

supp

orts

with

an

adul

t. (e

.g.,

“Fin

d th

e ci

rcle

.”)

Follo

w si

mpl

e or

al c

omm

ands

abo

ut sh

apes

fo

llow

ing

mod

els a

nd u

sing

visu

al su

ppor

ts w

ith a

n ad

ult.

(e.g

., “Th

is is

a ci

rcle

. Fin

d a

circ

le.”)

Follo

w o

ral c

omm

ands

abo

ut sh

apes

usin

g vi

sual

su

ppor

ts w

ith a

n ad

ult.

(e.g

., “Th

is is

a ci

rcle

. Hel

p m

e fin

d a

big

circ

le.”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly a

ppro

pria

te w

ords

and

exp

ress

ions

such

as:

find,

Giv

e m

e th

e __

____

_, lo

ok, c

ircle

E-EL

D S

TAN

DA

RD 3

: The

Lan

guag

e of

Mat

hem

atic

s EX

AM

PLE

TOPI

C: G

eom

etri

c sh

apes

AG

ES: 2

.5–3

.5

EARL

Y LA

NG

UA

GE

DEV

ELO

PMEN

T A

ND

LIT

ERA

CY

CON

NEC

TIO

N: W

ashi

ngto

n St

ate E

arly

Lear

ning

and

Dev

elopm

ent G

uide

lines

Ages

3-4

Year

s. Ar

ea o

f Dev

elopm

ent 6

: Lea

rnin

g ab

out m

y wor

ld: T

opic:

Mat

h: S

ort &

des

crib

e ite

ms

by si

ze, c

olor

and

/or s

hape

; mat

ch si

mpl

e fla

t sha

pes (

circ

le, s

quar

es, t

riang

les)

.

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n cr

eate

and

inte

ract

with

pee

rs in

smal

l gro

up se

tting

s.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent A

NAL

YZE

desc

riptiv

e la

ngua

ge.

DOMAIN: Receptive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Iden

tify

shap

es fr

om si

mpl

e or

al st

atem

ents

follo

win

g m

odel

s and

usin

g vi

sual

supp

orts

with

an

adul

t.

Iden

tify

shap

es fr

om o

ral d

escr

iptio

ns fo

llow

ing

mod

els a

nd u

sing

visu

al su

ppor

ts w

ith a

n ad

ult.

Iden

tify

shap

es fr

om o

ral c

ompa

rison

s fol

low

ing

mod

els a

nd u

sing

visu

al su

ppor

ts w

ith a

n ad

ult.

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly a

ppro

pria

te w

ords

and

exp

ress

ions

such

as:

shap

e, sa

me

as,

look

s lik

e th

is, G

ive

me

the

____

____

__

AG

ES: 3

.5–4

.5

E-EL

D S

TAN

DA

RD 3

: The

Lan

guag

e of

Mat

hem

atic

s EX

AM

PLE

TOPI

C: G

eom

etri

c sh

apes

41M

ATH

EMAT

ICS

42M

ATH

EMAT

ICS

CON

NEC

TIO

N: G

ood

Star

t Gro

w S

mar

t Sou

th C

arol

ina

Early

Lea

rnin

g St

anda

rds f

or 5

year

-old

Chi

ldre

n: S

tand

ard

K-4:

The

stude

nt w

ill d

emon

strat

e th

roug

h th

e m

athe

mat

ical

pr

oces

s an

emer

ging

sens

e of

two

- and

thre

e-di

men

siona

l geo

met

ric sh

apes

and

rela

tive

posit

ions

in sp

ace.

KIN

DER

GA

RTEN

CO

NN

ECTI

ON

: Com

mon

Cor

e Sta

ndar

ds fo

r Mat

hem

atics

Geo

met

ry #

1(K

inde

rgar

ten)

: Des

crib

e ob

ject

s in

the

envi

ronm

ent u

sing

nam

es o

f sha

pes,

and

desc

ribe

the

rela

tive

posit

ions

of t

hese

obj

ects

usin

g te

rms s

uch

as a

bove

, bel

ow, b

esid

e. EX

AM

PLE

CON

TEX

T FO

R LA

NG

UA

GE

USE

: C

hild

ren

play

gam

es a

nd in

tera

ct w

ith th

eir p

eers

in sm

all g

roup

setti

ngs.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent A

PPLY

thei

r kno

wle

dge

abou

t the

pro

pert

ies o

f geo

met

ric sh

apes

and

pos

ition

s in

spac

e.

DOMAIN: Receptive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Iden

tify

geom

etric

shap

es a

nd th

eir p

ositi

on in

sp

ace

from

ora

l sta

tem

ents

usin

g ph

otos

and

pi

ctur

es w

ith a

n ad

ult.

Iden

tify

geom

etric

shap

es a

nd th

eir p

ositi

on in

sp

ace

from

ext

ende

d or

al d

escr

iptio

ns u

sing

phot

os

and

pict

ures

with

an

adul

t.

Dist

ingu

ish b

etw

een

geom

etric

shap

es a

nd th

eir

posit

ion

in sp

ace

base

d on

ora

l sta

tem

ents

and/

or

ques

tions

usin

g ph

otos

and

pic

ture

s with

an

adul

t.

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly a

ppro

pria

te w

ords

and

exp

ress

ions

such

as:

abov

e, b

elow

, The

shap

e is_

____

____

____

, I se

e a

shap

e th

at__

____

____

____

E-EL

D S

TAN

DA

RD 3

: The

Lan

guag

e of

Mat

hem

atic

s EX

AM

PLE

TOPI

C: G

eom

etri

c sh

apes

AG

ES: 4

.5–5

.5 See

exam

ple

of a

co

nnec

tion

to a

Com

mon

Co

re K

inde

rgar

ten

St

anda

rd in

this

Str

and.

43EA

RLY

LAN

GU

AG

E D

EVEL

OPM

ENT

AN

D L

ITER

AC

Y

CON

NEC

TIO

N: O

klah

oma

Early

lear

ning

Gui

delin

es fo

r Chi

ldre

n Ag

es Th

ree t

hrou

gh F

ive:

Dom

ain:

Mat

hem

atics

Sta

ndar

d 3:

Geo

met

ry a

nd S

patia

l Sen

se: th

e ch

ild w

ill id

entif

y co

mm

on g

eom

etric

shap

es a

nd e

xplo

re th

e re

latio

nshi

p of

obj

ects

in th

e en

viro

nmen

t.

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n cr

eate

and

inte

ract

with

pee

rs in

smal

l gro

up se

tting

s.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent A

PPLY

thei

r kno

wle

dge

abou

t geo

met

ric sh

apes

.

DOMAIN: Expressive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Repe

at n

ames

of g

eom

etric

shap

es w

ith v

isual

su

ppor

ts fo

llow

ing

adul

t mod

el.

Nam

e ge

omet

ric sh

apes

with

visu

al su

ppor

ts fo

llow

ing

adul

t pro

mpt

.D

escr

ibe

geom

etric

shap

es w

ith v

isual

supp

orts

follo

win

g ad

ult p

rom

pt.

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly a

ppro

pria

te w

ords

and

exp

ress

ions

such

as:

big,

smal

l, ci

rcle

, sq

uare

AG

ES: 2

.5–3

.5

E-EL

D S

TAN

DA

RD 3

: The

Lan

guag

e of

Mat

hem

atic

s EX

AM

PLE

TOPI

C: G

eom

etri

c sh

apes

MAT

HEM

ATIC

S

44M

ATH

EMAT

ICS

CON

NEC

TIO

N: I

llino

is Ea

rly L

earn

ing

and

Dev

elopm

ent S

tand

ards

; Dom

ain:

Mat

hem

atics

Goa

l 9- E

xplo

re co

ncep

ts of

geo

met

ry a

nd sp

atia

l rela

tions

Lea

rnin

g St

anda

rd 9

.A:

Reco

gnize

, nam

e, a

nd m

atch

com

mon

shap

es.

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n cr

eate

and

inte

ract

with

pee

rs in

smal

l gro

up se

tting

s.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent A

PPLY

thei

r kno

wle

dge

abou

t geo

met

ric sh

apes

and

thei

r pro

pert

ies.

DOMAIN: Expressive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Nam

e ge

omet

ric sh

apes

with

visu

al su

ppor

ts fo

llow

ing

adul

t pro

mpt

.D

escr

ibe

geom

etric

shap

es w

ith v

isual

supp

orts

follo

win

g ad

ult p

rom

pt.

Reco

unt i

nfor

mat

ion

rela

ted

to g

eom

etric

shap

es

and

thei

r pro

pert

ies u

sing

visu

al su

ppor

ts an

d ad

ult

prom

pts.

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly a

ppro

pria

te w

ords

and

exp

ress

ions

such

as:

I ha

ve__

____

____

_, o

val,

flat,

circ

le

E-EL

D S

TAN

DA

RD 3

: The

Lan

guag

e of

Mat

hem

atic

s EX

AM

PLE

TOPI

C: G

eom

etri

c sh

apes

AG

ES: 3

.5–4

.5

45EA

RLY

LAN

GU

AG

E D

EVEL

OPM

ENT

AN

D L

ITER

AC

Y

CON

NEC

TIO

N: L

ouisi

ana

Birt

h to

Fiv

e Ear

ly Le

arni

ng a

nd D

evelo

pmen

t Sta

ndar

ds; D

omai

n: C

ogni

tive D

evelo

pmen

t and

Gen

eral

Kno

wled

ge; S

ubdo

mai

n: M

athe

mat

ics; S

tand

ard:

C

M4:

Und

ersta

nd sh

apes

, the

ir pr

oper

ties a

nd h

ow o

bjec

ts ar

e re

late

d to

one

ano

ther

in sp

ace.

KIN

DER

GA

RTEN

CO

NN

ECTI

ON

: Com

mon

Cor

e Sta

ndar

ds fo

r Mat

hem

atics

Geo

met

ry #

1(K

inde

rgar

ten)

: D

escr

ibe

obje

cts i

n th

e en

viro

nmen

t usin

g na

mes

of s

hape

s, an

d de

scrib

e th

e re

lativ

e po

sitio

ns o

f the

se o

bjec

ts us

ing

term

s suc

h as

abo

ve, b

elow

, bes

ide.

#2

(Kin

derg

arte

n): C

orre

ctly

nam

e sh

apes

rega

rdle

ss o

f the

ir or

ient

atio

n of

ove

rall

size.

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n pl

ay g

ames

and

inte

ract

with

thei

r pee

rs in

smal

l gro

up se

tting

s.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent A

PPLY

thei

r kno

wle

dge

abou

t the

pro

pert

ies o

f geo

met

ric sh

apes

and

pos

ition

s in

spac

e.

DOMAIN: Expressive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Repe

at n

ames

and

pro

pert

ies o

f geo

met

ric sh

apes

fo

llow

ing

peer

mod

els i

n En

glish

and

Hom

e la

ngua

ge.

Nam

e ge

omet

ric sh

apes

and

thei

r pro

pert

ies

follo

win

g pe

er m

odel

s in

Engl

ish a

nd H

ome

lang

uage

. (e.

g., “

I see

a ci

rcul

ó bi

g.”)

Des

crib

e ge

omet

ric sh

apes

, the

ir pr

oper

ties a

nd

thei

r pos

ition

in sp

ace

follo

win

g pe

er m

odel

s in

Engl

ish a

nd H

ome

lang

uage

. (e.

g., “

I see

a tr

iang

le

gran

de.”

“It i

s abo

ve th

e cu

adra

do.”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly a

ppro

pria

te w

ords

and

exp

ress

ions

such

as:

tria

ngle

, squ

are,

ab

ove,

bel

ow, b

ig, r

ound

, I se

e a_

____

____

___,

It is

___

____

__

AG

ES: 4

.5–5

.5

E-EL

D S

TAN

DA

RD 3

: The

Lan

guag

e of

Mat

hem

atic

s EX

AM

PLE

TOPI

C: G

eom

etri

c sh

apes

MAT

HEM

ATIC

S

See

exam

ple

of a

co

nnec

tion

to a

Com

mon

Co

re K

inde

rgar

ten

St

anda

rd in

this

Str

and.

See

exam

ple

of

tran

slan

guag

ing

in

this

Str

and.

46SC

IEN

CE

CON

NEC

TIO

N: D

elaw

are E

arly

Lear

ning

Fou

ndat

ions

Dom

ain:

Disc

over

ies; S

ub-d

omai

n: S

enso

ry A

war

eness

: Lea

rnin

g O

ppor

tuni

ty: S

C31

: Use

sens

es in

pur

pose

ful w

ays t

o ga

ther

in

form

atio

n an

d ex

plor

e th

e en

viro

nmen

t.

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n in

vesti

gate

real

-life

obj

ects

and

thei

r cha

ract

erist

ics a

s the

y in

tera

ct w

ith p

eers

in sm

all g

roup

setti

ngs.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent A

NAL

YZE

char

acte

ristic

s of o

bjec

ts.

DOMAIN: Receptive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Follo

w o

ne-s

tep

oral

com

man

ds a

bout

obj

ects

follo

win

g m

odel

s and

usin

g vi

sual

supp

orts

with

an

adul

t. (e

.g.,

“Fin

d th

e co

tton

ball.

”)

Follo

w si

mpl

e or

al c

omm

ands

abo

ut o

bjec

ts fo

llow

ing

mod

els a

nd u

sing

visu

al su

ppor

ts w

ith a

n ad

ult.

(e.g

., “Th

is is

soft.

” “F

ind

a so

ft ob

ject

.”)

Follo

w o

ral c

omm

ands

abo

ut o

bjec

ts us

ing

visu

al

supp

orts

with

an

adul

t. (e

.g.,

“This

cotto

n ba

ll is

soft.

” “F

ind

a so

ft ob

ject

.”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly a

ppro

pria

te w

ords

and

exp

ress

ions

such

as l

oud,

smal

l, I

see_

____

__, G

ive

me

the_

____

____

____

E-EL

D S

TAN

DA

RD 4

: The

Lan

guag

e of

Sci

ence

EX

AM

PLE

TOPI

C: O

ur fi

ve s

ense

s

AG

ES: 2

.5–3

.5

47EA

RLY

LAN

GU

AG

E D

EVEL

OPM

ENT

AN

D L

ITER

AC

Y

CON

NEC

TIO

N: E

arly

Chi

ldho

od In

dica

tors

of P

rogr

ess: M

inne

sota

Ear

ly Le

arni

ng S

tand

ards

: Dom

ain

V: C

ogni

tive D

evelo

pmen

t; C

ompo

nent

Are

a: S

cient

ific Th

inki

ng a

nd P

robl

em

Solv

ing;

Indi

cato

r of P

rogr

ess 7

: Mak

e co

mpa

rison

s bet

wee

n ob

ject

s tha

t hav

e be

en c

olle

cted

or o

bser

ved.

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n in

vesti

gate

real

-life

obj

ects

and

thei

r pro

pert

ies a

s the

y in

tera

ct w

ith p

eers

in sm

all g

roup

setti

ngs.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent A

NAL

YZE

desc

riptiv

e la

ngua

ge.

DOMAIN: Receptive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Iden

tify

obje

cts f

rom

sim

ple

oral

stat

emen

ts fo

llow

ing

mod

els a

nd u

sing

real

-life

obj

ects

with

an

adul

t.

Iden

tify

obje

cts f

rom

ora

l des

crip

tions

follo

win

g m

odel

s and

usin

g re

al-li

fe o

bjec

ts w

ith a

n ad

ult.

Iden

tify

obje

cts f

rom

ora

l com

paris

ons f

ollo

win

g m

odel

s and

usin

g re

al-li

fe o

bjec

ts w

ith a

n ad

ult.

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly a

ppro

pria

te w

ords

and

exp

ress

ions

such

as:

soft,

har

d, lo

oks

like

this,

Giv

e m

e th

e __

____

____

AG

ES: 3

.5–4

.5

E-EL

D S

TAN

DA

RD 4

: The

Lan

guag

e of

Sci

ence

EX

AM

PLE

TOPI

C: S

cien

tific

obs

erva

tion

and

inqu

iry

SCIE

NCE

48SC

IEN

CE

CON

NEC

TIO

N: C

alifo

rnia

Pre

schoo

l Lea

rnin

g Fo

unda

tions

Vol

. 3: P

hysic

al S

cienc

es 1.

Pro

pert

ies o

f mat

eria

ls ca

n be

obs

erve

d, m

easu

red,

and

pre

dicte

d. S

tand

ard

1.1:

Dem

onstr

ate

incr

ease

d ab

ility

to o

bser

ve, i

nves

tigat

e, a

nd d

escr

ibe

in g

reat

er d

etai

l the

cha

ract

erist

ics a

nd p

hysic

al p

rope

rtie

s (siz

e, w

eigh

t, sh

ape,

col

or, t

extu

re, a

nd so

und)

of o

bjec

ts an

d of

so

lid a

nd n

onso

lid m

ater

ials.

KIN

DER

GA

RTEN

CO

NN

ECTI

ON

: Cal

iforn

ia C

onte

nt S

tand

ards

(Kin

derg

arte

n): P

hysic

al S

cienc

es 1.

Pro

pert

ies o

f mat

eria

ls ca

n be

obs

erve

d, m

easu

red,

and

pre

dicte

d. a

. Stu

dent

s kn

ow th

at o

bjec

ts ca

n be

des

crib

ed in

term

s of t

he m

ater

ials

they

are

mad

e of

(e.g

., cl

ay, c

loth

, pap

er) a

nd th

eir p

hysic

al p

rope

rtie

s (e.

g., c

olor

, size

, sha

pe, w

eigh

t, te

xtur

e,

flexi

bilit

y, at

trac

tion

to m

agne

ts, fl

oatin

g, si

nkin

g).

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n pl

ay g

ames

and

inte

ract

with

thei

r pee

rs in

smal

l gro

up se

tting

s.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent A

PPLY

thei

r kno

wle

dge

abou

t phy

sical

pro

pert

ies o

f obj

ects.

DOMAIN: Receptive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Iden

tify

obje

cts a

nd th

eir p

rope

rtie

s fro

m o

ral

state

men

ts us

ing

real

-life

obj

ects

with

an

adul

t. Id

entif

y ob

ject

s and

thei

r pro

pert

ies f

rom

ext

ende

d or

al d

escr

iptio

ns u

sing

real

-life

obj

ects

with

an

adul

t.

Dist

ingu

ish b

etw

een

obje

cts a

nd th

eir p

rope

rtie

s ba

sed

on o

ral s

tate

men

ts an

d/or

que

stion

s usin

g re

al-li

fe o

bjec

ts w

ith a

n ad

ult.

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly a

ppro

pria

te w

ords

and

exp

ress

ions

such

as s

hape

, sou

nd,

text

ure,

I se

e an

obj

ect t

hat_

____

____

___,

The

obje

ct fe

els_

____

____

_

E-EL

D S

TAN

DA

RD 4

: The

Lan

guag

e of

Sci

ence

EX

AM

PLE

TOPI

C: S

cien

tific

obs

erva

tion

and

inqu

iry

AG

ES: 4

.5–5

.5 See

exam

ple

of

a co

nnec

tion

to a

Ki

nder

gart

en s

tate

sta

ndar

d

in th

is S

tran

d.

49EA

RLY

LAN

GU

AG

E D

EVEL

OPM

ENT

AN

D L

ITER

AC

Y

CON

NEC

TIO

N: K

entu

cky E

arly

child

hood

Sta

ndar

ds: (

3S A

ND

4S)

Scie

nce S

tand

ard

1: D

emon

strat

es sc

ient

ific

way

s of t

hink

ing

and

wor

king

(with

won

der a

nd c

urio

sity)

.

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n in

vesti

gate

real

-life

obj

ects

and

thei

r cha

ract

erist

ics a

s the

y in

tera

ct w

ith p

eers

in sm

all g

roup

setti

ngs.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent A

PPLY

thei

r kno

wle

dge

abou

t phy

sical

pro

pert

ies o

f obj

ects,

DOMAIN: Expressive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Repe

at n

ames

of o

bjec

ts us

ing

real

-life

obj

ects

with

ad

ult m

odel

. N

ame

obje

cts u

sing

real

-life

obj

ects

with

adu

lt pr

ompt

.D

escr

ibe

obje

cts u

sing

real

-life

obj

ects

with

adu

lt pr

ompt

.

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly a

ppro

pria

te w

ords

and

exp

ress

ions

such

as:

I see

a

____

____

___,

It is

____

____

___

long

, big

AG

ES: 2

.5–3

.5

E-EL

D S

TAN

DA

RD 4

: The

Lan

guag

e of

Sci

ence

EX

AM

PLE

TOPI

C: S

cien

tific

obs

erva

tion

and

inqu

iry

SCIE

NCE

50SC

IEN

CE

CON

NEC

TIO

N: O

hio

Early

Lea

rnin

g an

d D

evelo

pmen

t Sta

ndar

ds: D

omai

n: C

ogni

tive a

nd G

ener

al K

now

ledge

; Sub

-dom

ain:

Scie

nce;

Stra

nd: S

cienc

e Inq

uiry

and

App

licat

ion;

Top

ic:

Inqu

iry;

Stan

dard

stat

emen

t: Re

cord

obs

erva

tions

usin

g w

ords

, pic

ture

s, ch

arts,

gra

phs,

etc.

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n di

scus

s and

reco

rd th

eir o

bser

vatio

ns in

smal

l gro

up se

tting

s.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent A

PPLY

thei

r kno

wle

dge

abou

t sci

entifi

c in

vesti

gatio

ns.

DOMAIN: Expressive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Repe

at w

ords

and

phr

ases

ass

ocia

ted

with

scie

nce

inve

stiga

tions

follo

win

g ad

ult m

odel

usin

g vi

sual

su

ppor

ts.

Des

crib

e ac

tiviti

es a

ssoc

iate

d w

ith sc

ienc

e in

vesti

gatio

ns fo

llow

ing

adul

t mod

el u

sing

visu

al

supp

orts.

Reco

unt a

ctiv

ities

ass

ocia

ted

with

scie

nce

inve

stiga

tions

follo

win

g ad

ult p

rom

pt u

sing

visu

al

supp

orts.

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly a

ppro

pria

te w

ords

and

exp

ress

ions

such

as:

char

t, so

lid,

liqui

d, F

irst w

e___

___,

Nex

t we_

____

____

_

E-EL

D S

TAN

DA

RD 4

: The

Lan

guag

e of

Sci

ence

EX

AM

PLE

TOPI

C: S

cien

tific

obs

erva

tion

and

inqu

iry

AG

ES: 3

.5–4

.5

51EA

RLY

LAN

GU

AG

E D

EVEL

OPM

ENT

AN

D L

ITER

AC

Y

CON

NEC

TIO

N: V

irgin

ia F

ound

atio

n Bl

ocks

for E

arly

Lear

ning

: Com

preh

ensiv

e Sta

ndar

ds fo

r Fou

r-Ye

ar-O

lds;

Scien

ce F

ound

atio

n Bl

ock

3: M

atte

r / P

hysic

al P

rope

rties

; Sta

ndar

d:

The

child

will

dev

elop

lang

uage

to d

escr

ibe

phys

ical

pro

pert

ies o

f obj

ects

and

use

the

iden

tified

pro

pert

ies t

o so

rt th

e ob

ject

s.

KIN

DER

GA

RTEN

CO

NN

ECTI

ON

: Virg

inia

Kin

derg

arte

n St

anda

rds o

f Lea

rnin

g; S

cienc

e; St

anda

rd: K

. 4: Th

e stu

dent

will

inve

stiga

te a

nd u

nder

stand

that

the

posit

ion,

mot

ion,

an

d ph

ysic

al p

rope

rtie

s of a

n ob

ject

can

be

desc

ribed

. Key

con

cept

s inc

lude

a) c

olor

s of o

bjec

ts; b

) sha

pes a

nd fo

rms o

f obj

ects;

c) t

extu

res a

nd fe

el o

f obj

ects;

d) r

elat

ive

sizes

and

w

eigh

ts of

obj

ects;

and

e) r

elat

ive

posit

ions

and

spee

d of

obj

ects.

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n pl

ay g

ames

and

inte

ract

with

thei

r pee

rs in

smal

l gro

up se

tting

s.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent A

PPLY

thei

r kno

wle

dge

abou

t sci

entifi

c in

vesti

gatio

ns.

DOMAIN: Expressive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Repe

at n

ames

of r

eal-l

ife o

bjec

ts an

d th

eir

prop

ertie

s fol

low

ing

peer

mod

els i

n En

glish

and

H

ome

lang

uage

.

Nam

e re

al-li

fe o

bjec

ts an

d th

eir p

rope

rtie

s fo

llow

ing

peer

mod

els i

n En

glish

and

Hom

e la

ngua

ge.

Des

crib

e re

al-li

fe o

bjec

ts an

d th

eir p

rope

rtie

s fo

llow

ing

peer

mod

els i

n En

glish

and

Hom

e la

ngua

ge. (

e.g.

, “I s

ee a

big

blo

ck.”

“Es h

eavy

com

o th

e ro

ck ta

mbi

én.”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly a

ppro

pria

te w

ords

and

exp

ress

ions

such

as s

olid

, liq

uid,

ro

ugh,

smal

ler t

han_

____

____

_ sm

ooth

like

____

____

____

AG

ES: 4

.5–5

.5

E-EL

D S

TAN

DA

RD 4

: The

Lan

guag

e of

Sci

ence

EX

AM

PLE

TOPI

C: S

cien

tific

obs

erva

tion

and

inqu

iry

SCIE

NCE

See

exam

ple

of

tran

slan

guag

ing

in

this

Str

and.

See

exam

ple

of

a co

nnec

tion

to a

Ki

nder

gart

en s

tate

sta

ndar

d

in th

is S

tran

d.

52SO

CIA

L

STU

DIE

S

CON

NEC

TIO

N: N

ew M

exico

Pre

schoo

l and

Kin

derg

arte

n Ea

rly L

earn

ing

Gui

delin

es: D

omai

n 6:

Self

, Fam

ily, a

nd C

omm

unity

; Out

com

e 17:

The c

hild

exhi

bits

self-a

war

eness

; Esse

ntia

l In

dica

tor:

17.4

: Exp

ress

es c

ultu

ral i

nflue

nces

from

hom

e, n

eigh

borh

ood

and

com

mun

ity.

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n cr

eate

fam

ily c

olla

ges i

n sm

all g

roup

setti

ngs.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent A

PPLY

thei

r kno

wle

dge

abou

t fam

ily m

embe

rs.

DOMAIN: Receptive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Poin

t to

fam

ily m

embe

rs fr

om sh

ort o

ral

com

man

ds u

sing

phot

os a

nd p

ictu

res w

ith a

n ad

ult.

(e.g

., “P

oint

to m

omm

y.”)

Iden

tify

fam

ily m

embe

rs fr

om o

ral c

omm

ands

us

ing

phot

os a

nd p

ictu

res w

ith a

n ad

ult.

(e.g

., “F

ind

the

big

brot

her.”

)

Dist

ingu

ish b

etw

een

fam

ily m

embe

rs fr

om

exte

nded

ora

l com

man

ds u

sing

phot

os a

nd p

ictu

res

with

an

adul

t. (e

.g.,

“Sho

w m

e th

e ba

by si

ster”

)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly a

ppro

pria

te w

ords

and

exp

ress

ions

such

as:

Show

me_

____

_,

Find

___

____

, Whe

re is

___

____

__?

E-EL

D S

TAN

DA

RD 5

: The

Lan

guag

e of

Soc

ial S

tudi

es

EXA

MPL

E TO

PIC:

Fam

ilies

AG

ES: 2

.5–3

.5

53EA

RLY

LAN

GU

AG

E D

EVEL

OPM

ENT

AN

D L

ITER

AC

Y

CON

NEC

TIO

N: V

erm

ont E

arly

Lear

ning

Sta

ndar

ds (V

ELS)

: Dom

ain

VI: S

ocia

l Stu

dies;

Lea

rnin

g G

oal a

nd D

efini

tion

3: P

eopl

e and

How

They

Liv

e: C

hild

ren

dem

onstr

ate

skill

s re

late

d to

und

ersta

ndin

g, c

omm

unic

atio

n, sh

arin

g, c

oope

ratio

n an

d pa

rtic

ipat

ion

with

oth

ers i

n a

com

mun

ity.

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n cr

eate

and

liste

n to

cla

ssro

om b

ooks

in a

larg

e gr

oup

setti

ng.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent A

PPLY

thei

r kno

wle

dge

abou

t fam

ilies

.

DOMAIN: Receptive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Iden

tify

self

and/

or p

eers

from

ora

l sta

tem

ents

usin

g ph

otos

and

pic

ture

s with

an

adul

t.Id

entif

y se

lf an

d/or

pee

rs fr

om o

ral d

escr

iptio

ns

usin

g ph

otos

and

pic

ture

s with

an

adul

t.D

istin

guish

bet

wee

n se

lf an

d/or

pee

rs fr

om o

ral

desc

riptio

ns w

ith d

etai

ls us

ing

phot

os a

nd p

ictu

res

with

an

adul

t.

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly a

ppro

pria

te w

ords

and

exp

ress

ions

such

as:

Show

m

e___

____

____

, Whe

re is

____

____

____

_? S

he h

as__

____

____

____

_, H

e is_

____

____

__

AG

ES: 3

.5–4

.5

E-EL

D S

TAN

DA

RD 5

: The

Lan

guag

e of

Soc

ial S

tudi

es

EXA

MPL

E TO

PIC:

Sim

ilari

ties

/diff

eren

ces

betw

een

self

and

othe

rs

SOCI

AL

ST

UD

IES

54SO

CIA

L

STU

DIE

S

CON

NEC

TIO

N: A

lask

a Ea

rly L

earn

ing

Gui

delin

es: D

omai

n: C

ogni

tion

and

Gen

eral

Kno

wled

ge; S

ub-d

omai

n: F

amily

, Com

mun

ity a

nd C

ultu

re; D

omai

n C

ompo

nent

: Fam

ily; G

oal

Stat

emen

t: 51

: Chi

ldre

n de

mon

strat

e aw

aren

ess o

f fam

ily c

hara

cter

istic

s and

func

tions

.

KIN

DER

GA

RTEN

CO

NN

ECTI

ON

: Ind

iana

Aca

dem

ic St

anda

rds:

Socia

l Stu

dies:

Sta

ndar

d 2

— C

ivics

and

Gov

ernm

ent:

Stud

ents

lear

n th

at th

ey a

re c

itize

ns o

f the

ir sc

hool

, co

mm

unity

and

the

Uni

ted

Stat

es; i

dent

ify sy

mbo

ls of

the

natio

n; a

nd u

nder

stand

the

impo

rtan

ce o

f bei

ng a

resp

onsib

le c

itize

n w

ho k

now

s why

rule

s are

nee

ded

and

follo

ws

them

.

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n cr

eate

boo

ks a

bout

fam

ily m

embe

rs a

nd ro

les w

ithin

smal

l gro

up se

tting

s.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent A

NAL

YZE

desc

riptiv

e la

ngua

ge.

DOMAIN: Receptive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Iden

tify

fam

ily m

embe

rs fr

om o

ral y

es/n

o qu

estio

ns

usin

g vi

sual

supp

orts

and

adul

t mod

els.

(e.g

., “I

s th

is D

addy

?”)

Dist

ingu

ish fa

mily

mem

bers

from

ora

l yes

/no

ques

tions

usin

g vi

sual

supp

orts

with

an

adul

t. (e

.g.,

“Is t

his y

our d

ad o

r you

r bro

ther

?”)

Find

fam

ily m

embe

rs fr

om w

h-qu

estio

ns u

sing

visu

al su

ppor

ts w

ith a

n ad

ult.

(e.g

., “W

ho is

this?

W

here

is y

our b

ig si

ster?

”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly a

ppro

pria

te w

ords

and

exp

ress

ions

such

as:

role

, fam

ily, F

ind

____

____

and

____

____

, Whe

re is

____

____

_?

E-EL

D S

TAN

DA

RD 5

: The

Lan

guag

e of

Soc

ial S

tudi

es

EXA

MPL

E TO

PIC:

Fam

ilies

AG

ES: 4

.5–5

.5 See

exam

ple

of

a co

nnec

tion

to a

Ki

nder

gart

en s

tate

sta

ndar

d

in th

is S

tran

d.

55EA

RLY

LAN

GU

AG

E D

EVEL

OPM

ENT

AN

D L

ITER

AC

Y

CON

NEC

TIO

N: M

assa

chus

etts

Gui

delin

es fo

r Pre

schoo

l Lea

rnin

g Ex

perie

nces;

Gui

ding

Pre

schoo

l Lea

rnin

g in

Hist

ory a

nd S

ocia

l Scie

nce;

Lear

ning

Gui

delin

e 4: E

ngag

e in

act

iviti

es

that

bui

ld u

nder

stand

ing

of w

ords

for l

ocat

ion

and

dire

ctio

n.

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE: C

hild

ren

talk

abo

ut a

nd d

ram

atize

way

s the

y tr

avel

from

one

pla

ce to

ano

ther

in sm

all g

roup

setti

ngs.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent A

PPLY

thei

r kno

wle

dge

abou

t tra

vel.

DOMAIN: Expressive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Repe

at n

ames

of v

ehic

les a

nd a

ssoc

iate

d ac

tions

fo

llow

ing

peer

mod

els i

n En

glish

and

Hom

e la

ngua

ge.

Nam

e ve

hicl

es a

nd a

ssoc

iate

d ac

tions

follo

win

g pe

er

mod

els i

n En

glish

and

Hom

e la

ngua

ge.

Des

crib

e ve

hicl

es a

nd a

ssoc

iate

d ac

tions

follo

win

g pe

er m

odel

s in

Engl

ish a

nd H

ome

lang

uage

.

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly a

ppro

pria

te w

ords

and

exp

ress

ions

such

as:

bus,

truc

k, c

ar, I

go

____

_

AG

ES: 2

.5–3

.5

E-EL

D S

TAN

DA

RD 5

: The

Lan

guag

e of

Soc

ial S

tudi

es

EXA

MPL

E TO

PIC:

Tra

nspo

rtat

ion

SOCI

AL

ST

UD

IES

See

exam

ple

of

tran

slan

guag

ing

in

this

Str

and.

56SO

CIA

L

STU

DIE

S

CON

NEC

TIO

N: R

evise

d Te

nness

ee E

arly

Lear

ning

Dev

elopm

enta

l Sta

ndar

ds fo

r Fou

r- Y

ear -

Old

s (T

N-E

LDS)

; Soc

ial S

tudi

es; C

aree

r Dev

elopm

ent;

Stan

dard

SS.

PK.8

: Dev

elop

aw

aren

ess a

bout

a w

ide

varie

ty o

f car

eers

and

wor

k en

viro

nmen

ts.

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE: C

hild

ren

talk

abo

ut a

nd c

reat

e a

clas

s boo

k ab

out o

ccup

atio

ns in

a la

rge

grou

p se

tting

.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent A

PPLY

thei

r kno

wle

dge

abou

t occ

upat

ions

.

DOMAIN: Expressive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Nam

e co

mm

unity

wor

kers

usin

g vi

sual

supp

orts

and

adul

t pro

mpt

s. D

escr

ibe

com

mun

ity w

orke

rs u

sing

visu

al su

ppor

ts an

d ad

ult p

rom

pts.

Reco

unt i

nfor

mat

ion

rela

ted

to c

omm

unity

wor

kers

us

ing

visu

al su

ppor

ts an

d ad

ult p

rom

pts.

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly a

ppro

pria

te w

ords

and

exp

ress

ions

such

as:

posta

l wor

ker,

groc

er, p

ost o

ffice

, sup

erm

arke

t, H

e w

orks

at_

____

____

___,

She

is a

___

____

____

__

E-EL

D S

TAN

DA

RD 5

: The

Lan

guag

e of

Soc

ial S

tudi

es

EXA

MPL

E TO

PIC:

Com

mun

ity

Wor

kers

AG

ES: 3

.5–4

.5

57EA

RLY

LAN

GU

AG

E D

EVEL

OPM

ENT

AN

D L

ITER

AC

Y

CON

NEC

TIO

N: N

evad

a Pr

ekin

derg

arte

n St

anda

rds:

Socia

l Stu

dies/

Socia

l Em

otio

nal;

Con

tent

Sta

ndar

d: E

c9: Th

e Mar

ket E

cono

my;

Prek

inde

rgar

ten

Indi

cato

r: PK

.2: D

emon

strat

e th

e ro

le o

f diff

eren

t job

s in

the

com

mun

ity.

KIN

DER

GA

RTEN

CO

NN

ECTI

ON

: Nev

ada

Acad

emic

Con

tent

Sta

ndar

ds: S

ocia

l Stu

dies

(Kin

derg

arte

n) C

onte

nt S

tand

ard:

Ec9

: The M

arke

t Eco

nom

y; Ki

nder

gart

en In

dica

tor:

K.2:

Id

entif

y jo

bs in

the

com

mun

ity.

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n ta

lk a

bout

and

role

pla

y di

ffere

nt o

ccup

atio

ns in

smal

l gro

up se

tting

s.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent A

PPLY

thei

r kno

wle

dge

abou

t occ

upat

ions

.

DOMAIN: Expressive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Repe

at w

ords

and

fam

iliar

phr

ases

ass

ocia

ted

with

oc

cupa

tions

follo

win

g pe

er m

odel

s in

Engl

ish a

nd

Hom

e la

ngua

ge.

Des

crib

e ac

tiviti

es a

ssoc

iate

d w

ith o

ccup

atio

ns

follo

win

g pe

er m

odel

s in

Engl

ish a

nd H

ome

lang

uage

. (e.

g., “

I be

my

papa

. My

papa

wor

ks in

l’u

sine.”

)

Pers

uade

pee

rs to

par

ticip

ate

in a

ctiv

ities

ass

ocia

ted

with

occ

upat

ions

follo

win

g pe

er m

odel

s in

Engl

ish

and

Hom

e la

ngua

ge. (

e.g.

, “I b

e th

e bu

s driv

er, y

ou

be la

maî

tresse

.”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly a

ppro

pria

te w

ords

and

exp

ress

ions

such

as:

bank

er, p

ilot,

bus

driv

er

AG

ES: 4

.5–5

.5

E-EL

D S

TAN

DA

RD 5

: The

Lan

guag

e of

Soc

ial S

tudi

es

EXA

MPL

E TO

PIC:

Com

mun

ity

Wor

kers

SOCI

AL

ST

UD

IES

See

exam

ple

of

tran

slan

guag

ing

in

this

Str

and.

See

exam

ple

of

a co

nnec

tion

to a

Ki

nder

gart

en s

tate

sta

ndar

d

in th

is S

tran

d.

58PH

YSIC

AL

DEV

ELO

PMEN

T

CON

NEC

TIO

N: U

tah

Early

Chi

ldho

od C

ore S

tand

ards

; Lea

rnin

g Ar

ea:

Phys

ical /

Hea

lth a

nd S

afet

y; St

anda

rd 1

: The

child

dev

elop

s fine

and

gro

ss m

otor

coo

rdin

atio

n.

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE: C

hild

ren

play

and

mov

e to

mus

ic w

ithin

larg

e gr

oup

setti

ngs.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent A

PPLY

thei

r kno

wle

dge

abou

t mov

emen

t.

DOMAIN: Receptive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Follo

w o

ne-s

tep

oral

com

man

ds fo

llow

ing

mod

els

and

usin

g ge

sture

s with

an

adul

t. Fo

llow

sim

ple

oral

com

man

ds u

sing

gestu

res w

ith

an a

dult.

Fo

llow

ora

l com

man

ds u

sing

gestu

res w

ith a

n ad

ult.

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly a

ppro

pria

te w

ords

and

exp

ress

ions

such

as:

stop,

jum

p, tu

rn

arou

nd

E-EL

D S

TAN

DA

RD 6

: The

Lan

guag

e of

Phy

sica

l Dev

elop

men

t EX

AM

PLE

TOPI

C: M

usic

and

mov

emen

t

AG

ES: 2

.5–3

.5

59EA

RLY

LAN

GU

AG

E D

EVEL

OPM

ENT

AN

D L

ITER

AC

Y

CON

NEC

TIO

N: M

onta

na E

arly

Lear

ning

Sta

ndar

ds; C

ore D

omai

n: P

hysic

al; S

ub d

omai

n: P

hysic

al d

evelo

pmen

t Sta

ndar

d 2.

2: G

ross

Mot

or S

kills

: Chi

ldre

n de

velo

p la

rge

mus

cle

stren

gth,

coo

rdin

atio

n, a

nd sk

ills.

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE: C

hild

ren

play

and

mov

e to

mus

ic w

ithin

larg

e gr

oup

setti

ngs.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent A

NAL

YZE

desc

riptiv

e la

ngua

ge.

DOMAIN: Receptive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Iden

tify

simpl

e ac

tions

from

ora

l sta

tem

ents

follo

win

g m

odel

s and

usin

g in

tera

ctiv

e su

ppor

ts w

ith a

n ad

ult.

Iden

tify

actio

ns fr

om o

ral d

escr

iptio

ns fo

llow

ing

mod

els a

nd u

sing

inte

ract

ive

supp

orts

with

a

part

ner.

Iden

tify

actio

ns fr

om o

ral c

ompa

rison

s fol

low

ing

mod

els a

nd u

sing

inte

ract

ive

supp

orts

with

a

part

ner.

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly a

ppro

pria

te w

ords

and

exp

ress

ions

such

as:

Jum

p lik

e a

____

____

___,

Cra

wl s

low

ly li

ke a

___

____

____

___,

fas

ter,

slow

er

AG

ES: 3

.5–4

.5

E-EL

D S

TAN

DA

RD 6

: The

Lan

guag

e of

Phy

sica

l Dev

elop

men

t EX

AM

PLE

TOPI

C: M

usic

and

mov

emen

t

PHYS

ICA

L D

EVEL

OPM

ENT

60PH

YSIC

AL

DEV

ELO

PMEN

T

CON

NEC

TIO

N: H

ead

Star

t Chi

ld D

evelo

pmen

t and

Ear

ly Le

arni

ng F

ram

ewor

k D

omai

n; P

hysic

al D

evelo

pmen

t & H

ealth

; Dom

ain

Elem

ent:

Gro

ss M

otor

Ski

lls: Th

e co

ntro

l of l

arge

m

uscl

es fo

r mov

emen

t, na

viga

tion,

and

bal

ance

, and

Dom

ain:

Cre

ativ

e Art

s Exp

ressi

on D

omai

n El

emen

t: C

reat

ive M

ovem

ent a

nd D

ance

: The

use

of th

e bo

dy to

mov

e to

mus

ic a

nd

expr

ess o

nese

lf.

KIN

DER

GA

RTEN

CO

NN

ECTI

ON

: Nor

th C

arol

ina

Essen

tial S

tand

ards

; Phy

sical

Edu

catio

n: S

tand

ard:

K.M

S.1:

App

ly c

ompe

tent

mot

or sk

ills a

nd m

ovem

ent p

atte

rns n

eede

d to

pe

rform

a v

arie

ty o

f phy

sical

act

iviti

es.

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE: C

hild

ren

play

and

mov

e to

mus

ic w

ithin

larg

e gr

oup

setti

ngs.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent A

PPLY

act

ions

of a

nim

als t

o th

eir o

wn

body

mov

emen

ts.

DOMAIN: Receptive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Act o

ut a

ctio

ns fr

om si

mpl

e or

al st

atem

ents

usin

g vi

sual

and

inte

ract

ive

supp

orts

(e.g

., ge

sture

s and

H

ome

lang

uage

) and

pee

r mod

els.

Act o

ut a

ctio

ns fr

om sh

ort o

ral d

escr

iptio

ns u

sing

visu

al a

nd in

tera

ctiv

e su

ppor

ts (e

.g.,

gestu

res a

nd

Hom

e la

ngua

ge) a

nd p

eer m

odel

s.

Act o

ut a

ctio

ns fr

om a

serie

s of o

ral d

escr

iptio

ns

usin

g vi

sual

and

inte

ract

ive

supp

orts

(e.g

., ge

sture

s an

d H

ome

lang

uage

) and

pee

r mod

els.

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly a

ppro

pria

te w

ords

and

exp

ress

ions

such

as:

Faste

r th

an__

____

____

__, S

low

er th

an__

____

___,

Firs

t, m

ove

like

a __

____

__ a

nd th

en a

___

____

E-EL

D S

TAN

DA

RD 6

: The

Lan

guag

e of

Phy

sica

l Dev

elop

men

t EX

AM

PLE

TOPI

C: M

usic

and

mov

emen

t

AG

ES: 4

.5–5

.5 See

exam

ple

of

tran

slan

guag

ing

in

this

Str

and.

See

exam

ple

of

a co

nnec

tion

to a

Ki

nder

gart

en s

tate

sta

ndar

d

in th

is S

tran

d.

61EA

RLY

LAN

GU

AG

E D

EVEL

OPM

ENT

AN

D L

ITER

AC

Y

CON

NEC

TIO

N: M

ichig

an E

arly

Chi

ldho

od S

tand

ards

of Q

ualit

y for

Pre

kind

erga

rten

; Dom

ain:

Soc

ial,

Emot

iona

l & P

hysic

al H

ealth

and

Dev

elopm

ent;

5. E

arly

Lear

ning

Exp

ecta

tion:

G

ross

Mot

or D

evelo

pmen

t: C

hild

ren

expe

rienc

e gr

owth

in g

ross

mot

or d

evel

opm

ent a

nd u

se la

rge

mus

cles

to im

prov

e a

varie

ty o

f gro

ss m

otor

skill

s in

a va

riety

of b

oth

struc

ture

d an

d un

struc

ture

d an

d pl

anne

d an

d sp

onta

neou

s set

tings

.

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE: C

hild

ren

talk

, pla

y, an

d in

tera

ct w

ith th

eir p

eers

out

door

s.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent w

ill A

PPLY

app

ropr

iate

trav

elin

g sk

ills w

hen

play

ing

outd

oors

.

DOMAIN: Expressive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Repe

at a

ctiv

ities

ass

ocia

ted

with

out

door

pla

y fo

llow

ing

peer

mod

els i

n sm

all g

roup

s in

Engl

ish

and

Hom

e la

ngua

ge.

Nam

e ac

tiviti

es a

ssoc

iate

d w

ith o

utdo

or p

lay

follo

win

g pe

er m

odel

s in

smal

l gro

ups i

n En

glish

an

d H

ome

lang

uage

.

Des

crib

e ac

tiviti

es a

ssoc

iate

d w

ith o

utdo

or p

lay

follo

win

g pe

er m

odel

s in

smal

l gro

ups i

n En

glish

an

d H

ome

lang

uage

.

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly a

ppro

pria

te w

ords

and

exp

ress

ions

such

as:

run,

up,

slid

e, in

, Le

t’s g

o___

_

AG

ES: 2

.5–3

.5

E-EL

D S

TAN

DA

RD 6

: The

Lan

guag

e of

Phy

sica

l Dev

elop

men

t EX

AM

PLE

TOPI

C: O

utdo

or p

lay

PHYS

ICA

L D

EVEL

OPM

ENT

See

exam

ple

of

tran

slan

guag

ing

in

this

Str

and.

62M

ATH

EMAT

ICS

SCIE

NCE

PHYS

ICA

L D

EVEL

OPM

ENT

CON

NEC

TIO

N: M

aryla

nd M

odel

of S

choo

l Rea

dine

ss-M

MSR

/ Sta

te C

urric

ulum

Fra

mew

ork

& S

tand

ards

; Con

tent

Are

a: P

hysic

al D

evelo

pmen

t; St

anda

rd 1

: St

uden

ts w

ill

dem

onstr

ate

the

abili

ty to

enh

ance

thei

r per

form

ance

of a

var

iety

of p

hysic

al sk

ills b

y de

velo

ping

fund

amen

tal m

ovem

ent s

kills

, cre

atin

g or

igin

al sk

ill c

ombi

natio

ns, c

ombi

ning

sk

ills e

ffect

ivel

y in

skill

them

es, a

nd a

pply

ing

skill

s.

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE: C

hild

ren

talk

, pla

y, an

d in

tera

ct w

ith th

eir p

eers

out

door

s.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent w

ill A

PPLY

thei

r kno

wle

dge

abou

t mov

emen

t.

DOMAIN: Expressive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Repe

at w

ords

and

fam

iliar

phr

ases

ass

ocia

ted

with

ou

tdoo

r pla

y fo

llow

ing

peer

mod

els i

n sm

all g

roup

s in

Eng

lish

and

Hom

e la

ngua

ge.

Des

crib

e ac

tiviti

es a

ssoc

iate

d w

ith o

utdo

or p

lay

follo

win

g pe

er m

odel

s in

Engl

ish a

nd H

ome

lang

uage

.

Reco

unt a

ctiv

ities

ass

ocia

ted

with

out

door

pla

y fo

llow

ing

peer

mod

els i

n En

glish

and

Hom

e la

ngua

ge. (

e.g.

, “Ku

v cia

j bik

e. K

oj ca

ij bi

ke. W

b m

us ce

ev.”

)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly a

ppro

pria

te w

ords

and

exp

ress

ions

such

as:

fast,

up,

slid

e,

Let’s

go_

___

E-EL

D S

TAN

DA

RD 6

: The

Lan

guag

e of

Phy

sica

l Dev

elop

men

t EX

AM

PLE

TOPI

C: O

utdo

or p

lay

AG

ES: 3

.5–4

.5 See

exam

ple

of

tran

slan

guag

ing

in

this

Str

and.

63EA

RLY

LAN

GU

AG

E D

EVEL

OPM

ENT

AN

D L

ITER

AC

Y

CON

NEC

TIO

N: G

eorg

ia E

arly

Lear

ning

and

Dev

elopm

ent S

tand

ards

(GEL

DS)

; Dom

ain:

Phy

sical

Dev

elopm

ent &

Mot

or S

kills

; Sta

ndar

d PD

M5:

The

child

will

dem

onstr

ate

gros

s m

otor

skill

s.

KIN

DER

GA

RTEN

CO

NN

ECTI

ON

: Geo

rgia

Per

form

ance

Sta

ndar

ds: P

hysic

al E

duca

tion:

Sta

ndar

d: P

EK.1

: Dem

onstr

ates

com

pete

ncy

in m

otor

skill

s and

mov

emen

t pat

tern

s ne

eded

to p

erfo

rm a

var

iety

of a

ctiv

ities

.

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE: C

hild

ren

talk

, pla

y an

d in

tera

ct w

ith th

eir p

eers

out

door

s.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent w

ill A

PPLY

thei

r kno

wle

dge

abou

t mov

emen

t.

DOMAIN: Expressive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Repe

at w

ords

and

fam

iliar

phr

ases

ass

ocia

ted

with

out

door

pla

y fo

llow

ing

peer

mod

els i

n sm

all

grou

ps.

Des

crib

e ac

tiviti

es a

ssoc

iate

d w

ith o

utdo

or p

lay

follo

win

g pe

er m

odel

s in

smal

l gro

ups i

n En

glish

an

d H

ome

lang

uage

. (e.

g., “

I go

in tu

nnel

.”)

Pers

uade

pee

rs to

par

ticip

ate

in a

ctiv

ities

ass

ocia

ted

with

out

door

pla

y fo

llow

ing

peer

mod

els i

n sm

all

grou

ps in

Eng

lish

and

Hom

e la

ngua

ge. (

e.g.

, “I

wan

t the

red

bike

. You

get

the

patin

eta.”

)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly a

ppro

pria

te w

ords

and

exp

ress

ions

such

as:

up, s

lide,

Let

’s go

____

AG

ES: 4

.5–5

.5

E-EL

D S

TAN

DA

RD 6

: The

Lan

guag

e of

Phy

sica

l Dev

elop

men

t EX

AM

PLE

TOPI

C: O

utdo

or p

lay

PHYS

ICA

L D

EVEL

OPM

ENT

See

exam

ple

of

tran

slan

guag

ing

in

this

Str

and.

See

exam

ple

of

a co

nnec

tion

to a

Ki

nder

gart

en s

tate

sta

ndar

d

in th

is S

tran

d.

64

Appendix A: Glossarycognitive function: the mental processes involved in learning

cognitive development: cognitive changes occurring in terms of mental representation

complex sentence: one independent clause joined by one or more dependent clauses with a subordinator such as because, since, after, although, or when, or a relative pronoun such as that, who, or which (e.g., I like my teacher because she’s funny!)

compound sentence: two or more independent clauses joined by coordinating conjunctions (e.g., for, and, nor, but, or, yet, so) (e.g., I’m playing, but I’m tired; I’m hungry, and I’m eating.)

comprehensible language: forms, conventions, and fluency used in words, phrases and sentences that allow for understanding

connection to early learning standards: component of the standards matrix that shows examples of the correspondence of language to content standards

content stem: element of Model Performance Indicators, derived from a topic within states’ Early Learning Standards, that provides a standards-referenced example for contextualizing language development

developmentally appropriate practice: teaching practices that are based on knowledge of the age-related characteristics, processes, and sequences of early learning and skill development; meet children where they are in the developmental process, and “ensure that experiences and goals are challenging enough to promote their progress and interest” (NAEYC, 2013)

developmentally appropriate academic language: the receptive and expressive language required to fully participate in an early care and education (ECE) program that entails age-appropriate understanding of the social, instructional, and academic language of concept development used within an ECE environment; revolves around meaningful application of specific criteria related to Linguistic Complexity at the discourse level, and Language Usage at the word/phrase and sentence levels within the particular context in which communication occurs.

discourse: extended oral or written language conveying multiple connected ideas; its language features are shaped by the genre, text type, situation, and register

domains: a component in the standards matrix that indicates the modality of language (e.g. expressive and productive) being addressed in the particular matrix. Note that some state early learning standards often refer to the major areas of development and learning as domains (e.g., domain of social and emotional development); domain within context of E-ELD standards refers to the modalities of language (see language domains)

dual language learners (DLL): children, birth-8 years, who are acquiring two or more languages either simultaneously or sequentially as well as developing within two or more cultures

65

early care and education (ECE): refers to care and education settings and programs that serve children birth-age 5, including child care, home-visiting, preschool, Head Start, and 4-year-old Kindergarten

Early English Language Development (E-ELD) Standards Framework: the structure that supports the conceptualization, design, and implementation of the components representing the six WIDA E-ELD Standards and that shows the relationship and interaction among those components. The components of the E-ELD Standards Framework include the Guiding Principles of Language Development and the WIDA Can Do Philosophy, Developmentally Appropriate Academic Language in Sociocultural Contexts, the Performance Definitions, the Standards and their Matrices, and the Can Do Descriptors

early language development: unique period of language development that occurs within the first 5 years of life in which children are learning the basic competencies of their language(s)

early language standards: language expectations for dual language learners, ages 2.5-5.5 years, represented within progressive levels of language development

Early Learning Standards (ELS): developmentally appropriate expectations and desired outcomes for children between birth-5 years in the major areas of development and learning (e.g., social and emotional, physical, language and early literacy, cognitive, and approaches to learning)

example context for language use: component of the standards matrix situating the representation of the Early English language development standards within a sociocultural setting that considers the register, genre/text type, topic, and task

example topic: component of the standards matrix listing a theme or concept derived from national and state early learning standards that provides a context for language development

expanded sentences: complete thoughts that contain descriptive language or two ideas that are combined using connectors (and, but, or)

expressive language: communicating meaning through language

Features of Developmentally Appropriate Academic Language: the performance criteria of oral communication for social and academic purposes that include Linguistic Complexity at the discourse level and Language Usage at the sentence and word/phrase levels

formulaic phrases: a feature of academic language at the sentence level that represents a string of words acquired as a single chunk, such as “My turn”

Framework: see Early English Language Development (E-ELD) Standards Framework

general language: words or expressions not typically associated with the content of a specific area of development and learning (e.g. Show me ___; Clap your hands)

genres: socially defined ways in which oral and written language is used to participate in particular contexts to serve specific purposes

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home language: a term used in the field of early care and education to denote the first language(s) dual language learners acquire; children who hear and speak more than one language at home and/or with their primary caregivers would have two home language(s) as their first languages; English may or may not be one of the home languages of dual language learners

language development: child’s level of competence in processing (receptive) and producing (expressive) language

language domains: the modalities of language; expressive and receptive

language function: the purpose for which oral or written communication is being used; language functions guide the choices in language use and structure as well as the social relationships being established; first element of Model Performance Indicators that indicates how emergent bilinguals process or use language to demonstrate their language development

language scaffolding: careful design of learning spaces and situations, including shaping of the supports (e.g., processes, environment, and materials) used to build on children’s already acquired skills and knowledge to support their progress from level to level of language development

language supports: sensory, graphic, and interactive resources embedded in routines, learning activities, and assessment that assist children in constructing meaning from language and content; third element of Model Performance Indicators

Language Usage: the grammatical structures, patterns, syntax and mechanics, and the phrases and words associated with processing or expressing meaning; one of the criteria that constitute the Performance Definitions

levels of language development: the division of the second language acquisition continuum into stages descriptive of the process of language development; the WIDA E-ELD Standards have three levels of language development: 1–Entering, 3–Developing, 5–Bridging

Linguistic Complexity: the organization, cohesion, and relationship between ideas expressed in the variety and kinds of sentences that make up different genres and text types in oral or written language at the discourse level; one of two criteria that constitute the Performance Definitions

Model Performance Indicator (MPI): a single cell within a strand of MPIs that is descriptive of a specific level of English language development for a language domain within an age cluster

Performance Definitions: the criteria that define the Linguistic Complexity and Language Usage for receptive and expressive language across the three levels of language development

receptive language: the processing of language through listening and reading

register: features of language that vary according to the context, the groups of users and purpose of the communication (e.g., the speech used when children talk to their teacher)

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simple sentence: an independent clause with a subject and a predicate; can also have a compound subject and/or predicate (e.g., “The children and teachers were excited.”)

social language: the everyday registers used in interactions outside and inside ECE programs

sociocultural context: the association of language with the culture and society in which it is used; during the early years, this includes family’s sociocultural context for language use and the relationships with adults in ECE and community environments in which children develop language

specific language: words or expressions used across multiple developmentally appropriate academic content areas (e.g. name, letter)

Standards Matrix: the basic organization for representing the WIDA E-ELD Standards, including a strand of Model Performance Indicators (MPIs), connection to state early learning standards, example context for language use, cognitive function, and topic-related language

Strand of Model Performance Indicators (MPIs): the three sequential or scaffolded levels of English language development for a given topic and language domain

supports: see language supports

technical language: the most precise words or expressions associated with topics within developmentally appropriate academic content areas

text types: categories of text that employ particular language features for specific purposes

translanguaging: the act performed by dual language learners of accessing different linguistic features of various languages in order to maximize their understanding and communication

topic-related language: age-cluster words and expressions, including those with multiple meanings and cognates, that are associated with the example topic within the standards matrix

visual support: accompanying the use of written or oral language with photographs, pictures, illustrations, charts, graphs, graphic organizers, etc., to give DLLs additional opportunities to access meaning

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