The Connection · 2018-06-22 · connection to the Delaware Early Learning Foundations so that they can be easily used within Delaware programs’ standards-based curricula, instruction,

The Connection:Delaware Early Learning Foundations

and WIDA Early English Language

Development Standards

The Connection:Delaware Early Learning Foundations

and WIDA Early English Language

Development Standards

Copyright Notice© 2015 Board of Regents of the University of Wisconsin System, on behalf of WIDA—www.wida.us.

First Printing, 2015

1

ContentsIntroduction .........................................................................................................................................3Early English Language Development (E-ELD) Standards ...................................................................4Understanding the WIDA Standards Framework .................................................................................6 Developmentally Appropriate Academic Language ..........................................................................7 Sociocultural Contexts ....................................................................................................................8 Performance Definitions ..................................................................................................................9Standards Matrices and Strands of Model Performance Indicators ......................................................14Using WIDA E-ELD Standards in Conjunction with Delaware Early Learning Foundations .............15 Strands of Model Performance Indicators ......................................................................................16Customizing Strands for Your Local Context ......................................................................................17Crosswalk Between Delaware Early Learning Foundations and WIDA Early English Language Development Standards .....................................................................................................................20

Table of FiguresFigure A: The Correspondence Between the Five Dimensions of Children’s Development and the E-ELD Standards ................................................................................................................4Figure B: The WIDA Early English Language Development Standards...............................................5Figure C: A Graphical Representation of the WIDA Standards Framework ........................................6Figure D: The Features of Developmentally Appropriate Academic Language .....................................7Figure E: E-ELD Performance Definitions – Receptive, Ages 2.5–4.5 ..............................................10Figure F: E-ELD Performance Definitions – Receptive, Ages 4.5–5.5 ..............................................11Figure G: E-ELD Performance Definitions – Expressive, Ages 2.5–4.5 .............................................12Figure H: E-ELD Performance Definitions – Expressive, Ages 4.5–5.5 .............................................13Figure I: Delaware Example Matrix .................................................................................................15Figure J: Guiding Questions for the Components of the WIDA E-ELD Standards Matrix and Strands of MPIs ..........................................................................................................18Figure K: Template for Strands of MPIs ............................................................................................19Figure L: List of Sample Complementary Strands .............................................................................21Figure M: List of Sample Integrated Strands ......................................................................................22Figure N: Cross walk between Delaware Early Learning Foundations and WIDA E-ELD Standards ...23

AppendixAppendix A: Selected References ........................................................................................................47

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3

Introduction The field of Early Care and Education (ECE) has not been exempt from today’s world of educational accountability and its accompanying push to improve academic achievement for all students. The importance of creating state Early Learning Standards (ELS) has been fueled in part by research indicating that young children, birth-5 years, have the capacity to learn more than previously thought and that early learning experiences strongly impact children’s future academic success in Grades K–12 (Scott-Little, Kagan, & Stebbins Frelow, 2005; Scott-Little, Kagan, & Stebbins Frelow, 2006; Scott-Little, C., Lesko, J., Martella, J., & Milburn, P, 2007).

In 1995, the National Educational Goals Panel (NEGP) highlighted five dimensions of children’s development that are linked to school readiness and children’s later success in school: Physical Well-Being and Motor Development, Social and Emotional Development, Approaches to Learning, Language and Communication Development, and Cognition and General Knowledge (as cited in Scott-Little, Kagan, & Stebbins Frelow, 2005). These dimensions include important aspects of both development and learning in young children “… with the physical, social and emotional, and approaches toward learning dimensions reflecting what are considered to be more developmental indicators and the language and cognition dimensions encompassing more ‘academic’ indicators” (p. 7, Scott-Little, Kagan, & Stebbins Frelow, 2005). Consequently, the more academic content areas of math, science, and social studies are reflected under NEGP’s dimension of cognition and general knowledge while early literacy skills are housed under the NEGP dimension of language and communication development (as cited in Scott-Little, Kagan, & Stebbins Frelow, 2005). Furthermore, the National Association for the Education of Young Children (NAEYC) has stated that effective ELS not only encompass all areas of early development and learning, including physical, social, emotional, language, and cognition but also “recognize and accommodate variations” in children’s cultures and languages (NAEYC, 2009).

In an effort to outline developmentally appropriate expectations and skills that all children should know and be able to do upon entry to Kindergarten, Head Start developed the Child Development and Early Learning Framework (Office of Head Start, 2010) which encompasses NEGP’s five recommended dimensions of development. States have responded in kind by developing ELS, which incorporate important attributes of NEGP’s recommended dimensions of development and learning to varying degrees (Scott-Little, Kagan, & Stebbins Frelow, 2005; Scott-Little, Kagan, Stebbins Frelow, 2006). Nevertheless, ECE programs are only beginning to understand how to accommodate the linguistic needs of young dual language learners (DLLs, children who are still developing their home language as they acquire English) when applying state ELS to assessment, curriculum, and instruction. Unfortunately, a strong potential for inaccuracy exists when assessing, supporting, and instructing young DLLs within standards-based curriculum due in part to the disconnect between DLLs’ linguistic variations and states’ performance benchmarks/indicators in ELS (Espinosa, 2012; Scott-Little, C., Lesko, J., Martella, J., & Milburn, P, 2007).

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Early English Language Development (E-ELD) StandardsThe WIDA Early English Language Development (E-ELD) Standards were specifically developed to help support the unique language needs of DLLs, ages 2.5–5.5 years, who are in the process of learning more than one language prior to Kindergarten entry. Because language learning occurs across all areas of standards-based curricula, it is critical that ECE programs use language standards in conjunction with ELS when supporting, instructing, and assessing DLLs. Using language standards along with ELS helps practitioners concretely connect the linguistic variations and needs of DLLs across all content areas of standards-based curricula and assessments. As such, language standards provide a means for helping to close the gap that currently exists in delivering accurate and relevant instruction and assessment to DLLs at varying levels of English language development within standards-based curriculum.

As WIDA developed the E-ELD Standards, it took into consideration the major dimensions of development and learning recommended by the 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 A depicts the correspondence between NEGP’s recommended major dimensions of development and learning for ELS and the WIDA E-ELD Standards.

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

The Venn diagrams shown in Figure A 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.

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

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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.

Figure B: The WIDA 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

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Understanding the WIDA Standards FrameworkThe WIDA Standards Framework, depicted in Figure C, consists of a set of age-appropriate 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, including the E-ELD Standards. The five components are

• Can Do Philosophy• Guiding Principles of Language Development• Age-appropriate Academic Language in Sociocultural Contexts• Performance Definitions• Strands of Model Performance Indicators

Figure C: A Graphical Representation of the WIDA Standards Framework

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 the Delaware Early Learning Foundations. 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 development in preschoolers who are still developing the foundational structures and rules of language. Delaware practitioners 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 Delaware stakeholders can participate in shaping the development of our increasingly diverse population.

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

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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 D 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).

Figure D: The Features of Developmentally Appropriate Academic Language

Language Criteria Features

Linguistic Complexity(Quantity and variety of oral language)

Variety and length of utterances and interactionsUnderstanding and expression of ideas

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

Types and variety of grammatical structuresMatch of language forms to purposeFormulaic phrases and expressionsChoice of intonation to convey meaningInterpretation and ability to construct meaning at word/phrase levelSpecificity of word/phrase choiceComprehensibility 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 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 Framework, 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.

9

Performance DefinitionsThe 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 development 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 Figure E through Figure H.

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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

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prox

imat

ions

of r

elat

ed id

eas

• C

ompr

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sible

sent

ence

s tha

t may

con

tain

nou

ns, v

erbs

, m

odifi

ers,

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pron

ouns

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ecifi

c an

d a

few

tech

nica

l voc

abul

ary

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ciat

ed w

ith

vario

us e

nviro

nmen

ts

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l 3D

evel

opin

g

Ling

uist

ic

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plex

ity

Lang

uage

Usa

ge

• Ph

rase

s with

a fe

w fa

mili

ar th

ree-

wor

d se

nten

ces

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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 •

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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

Figu

re H

: 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

Delaware 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 Delaware practitioners 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.

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 Delaware practitioners envision what the E-ELD Standards Framework look like for different DLLs. A Strand of Model Performance Indicators (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 Delaware 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. Delaware ECE practitioners can create, modify or transform Strands of MPIs to make them more relevant to their curriculum or instruction.

ECE practitioners 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)

15

Using WIDA E-ELD Standards in Conjunction with Delaware Early Learning FoundationsAs previously mentioned, the E-ELD Standards are designed to be used in tandem with ELS to guide and inform instruction and assessment for DLLs. The E-ELD Standards matrices will make an explicit connection to the Delaware Early Learning Foundations so that they can be easily used within Delaware programs’ standards-based curricula, instruction, and assessment.

The following is an example of a WIDA E-ELD Standards matrix and Strand of MPIs that illustrates the Connection to the Delaware Early Learning Foundations Domain: Discoveries; Sub-domain: Sensory Awareness: Learning Opportunity: SC31.

Figure I: Delaware Example Matrix

This standards matrix is from WIDA E-ELD Standard 4: The Language of Science, for ages 2.5-3.5. Figure I, referred to in this document as the Delaware example matrix, shows language for DLLs who are 2.5-3.5 years old and the example topic. The example topic is the element of the standards matrix that lists a theme or concept derived from state ELS and Head Start Framework and that provide a context for language development. In the example shown, the topic is our five senses, which is derived from the broader Delaware Early Learning Foundations. In Figure N, example topics connected to all Delaware Early Learning Foundations are provided as a resource for practitioners to use as they complete their own Standards Matrices.

In the matrix, the example context for language use refers to the particular situation, event, or context in which the communication occurs. DLLs use language in particular ways that vary according to

CONNECTION: Delaware Early Learning Foundations Domain: Discoveries; Sub-domain: Sensory Awareness: Learning Opportunity: SC31: Use senses in purposeful ways to gather information and explore the environment.

EXAMPLE CONTEXT FOR LANGUAGE USE: Children investigate real-life objects and their characteristics as they interact with peers in small group settings.

COGNITIVE FUNCTION: Children at all levels of English language development ANALYZE characteristics of objects.

DO

MA

IN: R

ecep

tive

Level 1Entering

Level 3Developing

Level 5Bridging

Follow one-step oral commands about objects following models and using visual supports with an adult. (e.g., “Find the cotton ball.”)

Follow simple oral commands about objects following models and using visual supports with an adult. (e.g., “This is soft.” “Find a soft object.”)

Follow oral commands about objects using visual supports with an adult. (e.g., “This cotton ball is soft.” “Find a soft object.”)

TOPIC-RELATED LANGUAGE: Children at all levels of language development interact with developmentally appropriate words and expressions such as loud, small, I see_______, Give me the_____________

E-ELD STANDARD 4: The Language of Science EXAMPLE TOPIC: Our five senses

AGES: 2.5–3.5

16

the context. The example context provides an authentic example for educators to be able to imagine the situation in which language is being used. In the case of the Delaware example matrix, DLLs will investigate real-life objects and their characteristics as they interact with peers in small group settings. This information provides us information about factors in the context that may impact how children use or process language. In this example, communicating with peers affords specific uses of language that are different from other settings. This context 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. The cognitive function is a reminder to Delaware 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 the Delaware example matrix, all DLLs will be asked to analyze characteristics of objects as they participate in the activity, regardless of individual linguistic abilities.

The E-ELD Standards 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 the Delaware example matrix, the domain being addressed is the receptive domain.

Strands of Model Performance IndicatorsA 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 the Delaware example matrix, you see how DLLs at Entering level may need to follow one-step oral commands in this context, while DLLs at the Developing level may be able to follow simple oral commands. This is not to say that a DLL at the Entering level is not able to follow simple oral commands, but that he or she may be able to do so in a language other than English, or in English with the help of adult models and visual support such as pictures, signs or gestures. Similarly, a DLL at the Bridging level has enough language to follow commands without adult models. Here, the linguistic expectation for following commands without an adult model is higher and more complex than for following one-step commands with an adult model. While the DLL at the Developing level may be trying to follow commands without as much support as a peer, he or she will use language features related to following commands to accomplish the same purpose for language use. Delaware Practitioners can use MPI strands to (a) match 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).

17

Language functions describe how DLLs will produce or process language within specific context for learning. In the example in the Delaware example matrix, the MPI for Level 3, Developing, provides an example of how DLLs will need to process language as they follow simple oral commands. In this case, the child processes language within the simple oral commands. The commands in science activities typically relate to nouns, adjectives or even verbs. Simple oral commands can be understood from a phrase or simple 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 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 Delaware example matrix, the content stem is objects or more specifically as implied from the context for learning real-life objects and their characteristics.

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 the Delaware example matrix, the supports include adult models, small groups and the use of visuals. WIDA names three categories of language supports for DLLs: sensory, graphic and interactive.

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, because they are part of the content being learned. 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.

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. We invite Delaware practitioners to create, innovate, transform, and customize the strands to best meet the needs of their DLLs and language education programs. Figure J shows the guiding questions practitioners should ask themselves when planning instruction for emerging bilinguals or when drafting customized Strands of MPIs. Figure K contains a blank template that can be copied and reused for this purpose.

18

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 ag

e-ap

prop

riate

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

age

-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 J:

Gui

ding

Que

stio

ns fo

r the

Com

pone

nts

of th

e W

IDA

E-E

LD S

tand

ards

Mat

rix

and

Stra

nds

of M

PIs

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)?

19

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 K

: Tem

plat

e fo

r Str

ands

of M

PIs

20

Crosswalk Between Delaware Early Learning Foundations and WIDA Early English Language Development StandardsThe graphic found at the end of this document, Figure N, illustrates the crosswalk between all Delaware Early Learning Foundations and WIDA E-ELD Standards. This connection document can be used as a resource by policy makers, practitioners, specialists, educators and all stakeholders in all ECE settings in order to plan for and implement language support for their DLLs. Specifically, the standards crosswalk can be referenced as Delaware practitioners complete their own Standards Matrices and create, innovate, transform, and customize strands of model performance indicators.

In most Delaware early learning areas, WIDA E-ELD Standards connect directly with the Delaware Early Learning Foundations Domains and Learning Opportunities. As seen in the Delaware Crosswalk graphic, Figure N, the Delaware Early Learning Foundations Domains and Learning Opportunities directly connect with WIDA E-ELD standards in the following learning areas: Social and Emotional Development, Language and Literacy, Mathematics, Science, and Physical Development. In some instances, however, Delaware Early Learning Foundations has a Domain and Learning Opportunity, which does not directly connect with any of the six WIDA E-ELD standards. In order to continually focus on language development in all Delaware Domain and Learning areas, Complementary and Integrated Strands are also necessary to acknowledge and address other language-dependent aspects of standards based early learning and play.

21

Complementary Strands use the WIDA Standards Framework to represent critical areas of learning and language development outside of the six WIDA E-ELD Standards. The complementary strands illustrate how language development extends across all Delaware Early Learning Foundations Domains. For example, in the Delaware Early Learning Foundations Domain Creative Expression, Delaware practitioners could create a complementary strand for the Language of Dramatic Play.

Here is a list of some sample complementary strands included in the Delaware Crosswalk.

Figure L: List of Sample Complementary Strands

DELF Learning Opportunities WIDA E-ELD Standards: Complementary Strands

Example Topics

CE31 Develop awareness of different musical instruments, tones patterns/rhythms and tempos

Complementary Strand: The Language of Music

Music and movement; Body awareness

CE35 Express through movement what is felt and heard in various rhythmic patterns

Complementary Strand: The Language of Movement and Dance

Music and movement; Body awareness

CE39 Show interest using different art media and materials in a variety of ways for creative expression and representation

Complementary Strand: The Language of Visual Arts

Using art materials; Creating art projects; Using writing tools

CE45 Represent fantasy and real-life experiences through pretend play

Complementary Strand: The Language of Dramatic Play

Role playing; Creative expression

PD37 Expand knowledge and respect for their bodies

Complementary Strand: The Language of Health Awareness and Practice

Body awareness; Exercise and fitness; Nutrition; Personal safety; Self-care (e.g., dressing, eating, toileting)

Integrated Strands provide a way for representing the WIDA E-ELD Standards in which age clusters, language domains, and standards are combined in different configurations. For example, in the Delaware Early Learning Foundations Domain area of Approaches to Learning, an Integrated Strand of Model Performance Indicators could be created by first integrating the Delaware Early Learning Foundations Learning Opportunity: AL31 Participate in a variety of tasks and activities using all five senses with WIDA E-ELD Standard 4 The Language of Science.

22

Here is a list of the sample Integrated Strands included in the Delaware Crosswalk.

Figure M: List of Sample Integrated Strands

DELF Learning Opportunities WIDA E-ELD Standards: Integrated Strands Example Topics

AL31 Participate in a variety of tasks and activities using all five senses

Integrated Strand: The Language of Science: Dual language learners communicate information, ideas, and concepts necessary for academic success in the content area of Science

Our five senses

AL36 Begin to develop and follow through with plan for play and other activities

Integrated Strand: The Language of Social and Emotional Development: Dual language learners communicate information, ideas, and concepts necessary for success in the area of Social and Emotional Development

Group cooperation/Interactions; Following directions; Self-help/Independence; Daily routines; Transitioning between activities and places

AL37 Begin to demonstrate the ability to follow a sequence of steps to create a finished project

Integrated Strand: 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 Early Language Development and Literacy

Understanding/Following oral directions

AL38 Develop the ability to recognize and solve problems through active exploration, including trial and error, interactions and discussions with peers and adults


Feelings/Emotions; Self-regulation; Self- help/Independence; Adult relationships/Interactions; Peer interactions

AL39 Develop the ability to classify, compare, and contrast objects, events and experiences

Integrated Strand: The Language of Mathematics: Dual language learners communicate information, ideas, and concepts necessary for academic success in the area of Mathematics

Making comparisons; Classification/Sorting

AL40 Demonstrate the ability to sequence events

Integrated Strand: 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 Early Language Development and Literacy

Communicating ideas; Telling/Retelling stories

AL41 Begin to develop the ability to explain and demonstrate strategies to solve problems


Communicating ideas; Making choices; Group cooperation/Interactions

MM33 Begin to develop an awareness of the cultures of other children and adults in their group and community

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

Similarities/Differences between self and others; Appreciation for diverse cultures; Community; Customs/Traditions; Families; Housing/Homes; City/Country (Urban/Rural)

As noted earlier, we invite Delaware Early Childhood practitioners and specialists to customize their own Complementary and Integrated Strands of Model Performance Indicators using the crosswalk between Delaware Early Learning Foundations and WIDA E-ELD Standards as an initial resource. In doing so, Delaware will ensure consistent language support and instruction for all DLLs.

23

Figu

re N

: Cro

ssw

alk

Betw

een

Del

awar

e Ea

rly

Lear

ning

Fou

ndat

ions

and

WID

A E

-ELD

Sta

ndar

ds

SOCI

AL-

EMO

TIO

NA

L

DEL

F Le

arni

ng

Dom

ain

DEL

F Su

b-D

omai

nD

ELF

Lear

ning

O

ppor

tuni

ties

WID

A E

-ELD

Sta

ndar

d 1:

The

Lan

guag

e of

Soc

ial a

nd E

mot

iona

l Dev

elop

men

tEx

ampl

e To

pics

Soci

al E

mot

iona

l D

evel

opm

ent

Self-

Conc

ept

SE31

Be

with

adu

lts w

ho a

re

cons

iste

nt, r

espo

nsiv

e an

d ca

ring

The

Lang

uage

of S

ocia

l and

Em

otio

nal

Dev

elop

men

t: D

ual l

angu

age

lear

ners

co

mm

unic

ate

info

rmat

ion,

idea

s an

d co

ncep

ts

nece

ssar

y fo

r suc

cess

in th

e ar

ea o

f Soc

ial a

nd

Emot

iona

l Dev

elop

men

t

Self-

conc

ept;

Feel

ings

/Em

otio

ns;

Adul

t rel

atio

nshi

ps/In

tera

ctio

ns

SE32

Mak

e m

eani

ngfu

l cho

ices

an

d ex

perie

nce

the

outc

omes

of

thos

e ch

oice

s in

a s

afe

and

supp

ortiv

e en

viro

nmen

t

Self-

conc

ept;

Self-

regu

latio

n;

Mak

ing

choi

ces;

Gro

up

coop

erat

ion/

Inte

ract

ions

; U

nder

stan

ding

/Fol

low

ing

rule

s

SE33

Par

ticip

ate

in a

ctiv

ities

that

ar

e ch

alle

ngin

g bu

t with

in th

eir

reac

h

Self-

conc

ept;

Self-

regu

latio

n;

Self-

help

/Inde

pend

ence

; Mak

ing

choi

ces

SE34

Ass

ume

a ro

le in

de

term

inin

g ho

w th

ey w

ill le

arn

Self-

conc

ept;

Self-

regu

latio

n;

Self-

help

/Inde

pend

ence

; Adu

lt re

latio

nshi

ps/In

tera

ctio

ns;

Mak

ing

choi

ces;

Gro

up

coop

erat

ion/

Inte

ract

ions

SE35

Par

ticip

ate

in m

eani

ngfu

l re

spon

sibi

litie

sSe

lf co

ncep

t; Se

lf-re

gula

tion;

Se

lf-he

lp/In

depe

nden

ce; D

aily

ro

utin

es; G

roup

coo

pera

tion/

Inte

ract

ions

SE36

Exp

lore

and

par

ticip

ate

in

activ

ities

and

mat

eria

ls de

signe

d to

bu

ild u

nder

stan

ding

of i

ndiv

idua

l ch

arac

teris

tics a

nd o

f div

ersit

y in

cu

lture

, fam

ily st

ruct

ure,

abi

lity,

la

ngua

ge, a

ge a

nd g

ende

r in

non-

ster

eoty

pica

l way

s

Self-

conc

ept;

Adul

t rel

atio

nshi

ps/

Inte

ract

ions

; Pee

r Int

erac

tions

; G

roup

coo

pera

tion/

Inte

ract

ions

SE37

Be

a pa

rt o

f the

cla

ssro

om

com

mun

ity s

o th

at e

ach

child

fe

els

acce

pted

and

gai

ns a

sen

se

of b

elon

ging

Self-

conc

ept;

Adul

t rel

atio

nshi

ps/

Inte

ract

ions

; Pee

r int

erac

tions

; M

akin

g fr

iend

s; G

roup

co

oper

atio

n/In

tera

ctio

ns

24

SOCI

AL-

EMO

TIO

NA

L

DEL

F Le

arni

ng

Dom

ain

DEL

F Su

b-D

omai

nD

ELF

Lear

ning

O

ppor

tuni

ties

WID

A E

-ELD

Sta

ndar

d 1:

The

Lan

guag

e of

Soc

ial a

nd E

mot

iona

l Dev

elop

men

tEx

ampl

e To

pics

Soci

al E

mot

iona

l D

evel

opm

ent

Self-

Regu

latio

nSE

38 R

ecog

nize

, lab

el a

nd

expr

ess

a ra

nge

of fe

elin

gs a

nd

need

s ap

prop

riate

ly (E

x: h

appy

, sa

d, fr

ustr

ated

, ang

ry, f

earf

ul,

etc.

)

The

Lang

uage

of S

ocia

l and

Em

otio

nal

Dev

elop

men

t: D

ual l

angu

age

lear

ners

co

mm

unic

ate

info

rmat

ion,

idea

s an

d co

ncep

ts

nece

ssar

y fo

r suc

cess

in th

e ar

ea o

f Soc

ial a

nd

Emot

iona

l Dev

elop

men

t

Feel

ings

/Em

otio

ns; S

elf-

regu

latio

n

SE39

Beg

in to

und

erst

and

that

fe

elin

gs a

re s

epar

ate

from

act

ions

an

d th

at it

is a

ccep

tabl

e to

hav

e a

rang

e of

feel

ings

(Ex:

from

fr

ustr

ated

to re

ally

mad

)

Self-

conc

ept;

Feel

ings

/Em

otio

ns;

Self-

regu

latio

n

SE40

Exp

ress

feel

ings

thro

ugh

play

and

art

istic

repr

esen

tatio

nSe

lf-co

ncep

t; Fe

elin

gs/E

mot

ions

; Se

lf-re

gula

tion

SE41

Beg

in to

und

erst

and

that

ac

tions

hav

e co

nseq

uenc

esSe

lf-re

gula

tion;

Und

erst

andi

ng/

Follo

win

g ru

les

SE42

Fol

low

sim

ple

rule

s an

d ro

utin

es w

ith m

inim

al h

elp

Self-

help

/Inde

pend

ence

; Dai

ly

rout

ines

; Fol

low

ing

dire

ctio

ns;

Tran

sitio

ning

bet

wee

n ac

tiviti

es

and

plac

es; U

nder

stan

ding

/Fo

llow

ing

rule

s

SE43

Exp

erie

nce

logi

cal a

nd

natu

ral c

onse

quen

ces

Gro

up c

oope

ratio

n/In

tera

ctio

ns;

Peer

inte

ract

ions

; Und

erst

andi

ng/

Follo

win

g ru

les

SE44

Com

plet

e ac

tiviti

es th

at h

e/sh

e ha

s st

arte

dSe

lf-re

gula

tion;

Sel

f-hel

p/In

depe

nden

ce

SE45

Use

mat

eria

ls p

urpo

sefu

lly,

safe

ly, a

nd re

spec

tful

lySe

lf-re

gula

tion;

Sel

f-hel

p/In

depe

nden

ce;

Gro

up

coop

erat

ion/

Inte

ract

ions

; U

nder

stan

ding

/Fol

low

ing

rule

s

25

SOCI

AL-

EMO

TIO

NA

L

DEL

F Le

arni

ng

Dom

ain

DEL

F Su

b-D

omai

nD

ELF

Lear

ning

O

ppor

tuni

ties

WID

A E

-ELD

Sta

ndar

d 1:

The

Lan

guag

e of

Soc

ial a

nd E

mot

iona

l Dev

elop

men

tEx

ampl

e To

pics

Soci

al E

mot

iona

l D

evel

opm

ent

Self-

Regu

latio

nSE

38 R

ecog

nize

, lab

el a

nd

expr

ess

a ra

nge

of fe

elin

gs a

nd

need

s ap

prop

riate

ly (E

x: h

appy

, sa

d, fr

ustr

ated

, ang

ry, f

earf

ul,

etc.

)

The

Lang

uage

of S

ocia

l and

Em

otio

nal

Dev

elop

men

t: D

ual l

angu

age

lear

ners

co

mm

unic

ate

info

rmat

ion,

idea

s an

d co

ncep

ts

nece

ssar

y fo

r suc

cess

in th

e ar

ea o

f Soc

ial a

nd

Emot

iona

l Dev

elop

men

t

Feel

ings

/Em

otio

ns; S

elf-

regu

latio

n

SE39

Beg

in to

und

erst

and

that

fe

elin

gs a

re s

epar

ate

from

act

ions

an

d th

at it

is a

ccep

tabl

e to

hav

e a

rang

e of

feel

ings

(Ex:

from

fr

ustr

ated

to re

ally

mad

)

Self-

conc

ept;

Feel

ings

/Em

otio

ns;

Self-

regu

latio

n

SE40

Exp

ress

feel

ings

thro

ugh

play

and

art

istic

repr

esen

tatio

nSe

lf-co

ncep

t; Fe

elin

gs/E

mot

ions

; Se

lf-re

gula

tion

SE41

Beg

in to

und

erst

and

that

ac

tions

hav

e co

nseq

uenc

esSe

lf-re

gula

tion;

Und

erst

andi

ng/

Follo

win

g ru

les

SE42

Fol

low

sim

ple

rule

s an

d ro

utin

es w

ith m

inim

al h

elp

Self-

help

/Inde

pend

ence

; Dai

ly

rout

ines

; Fol

low

ing

dire

ctio

ns;

Tran

sitio

ning

bet

wee

n ac

tiviti

es

and

plac

es; U

nder

stan

ding

/Fo

llow

ing

rule

s

SE43

Exp

erie

nce

logi

cal a

nd

natu

ral c

onse

quen

ces

Gro

up c

oope

ratio

n/In

tera

ctio

ns;

Peer

inte

ract

ions

; Und

erst

andi

ng/

Follo

win

g ru

les

SE44

Com

plet

e ac

tiviti

es th

at h

e/sh

e ha

s st

arte

dSe

lf-re

gula

tion;

Sel

f-hel

p/In

depe

nden

ce

SE45

Use

mat

eria

ls p

urpo

sefu

lly,

safe

ly, a

nd re

spec

tful

lySe

lf-re

gula

tion;

Sel

f-hel

p/In

depe

nden

ce;

Gro

up

coop

erat

ion/

Inte

ract

ions

; U

nder

stan

ding

/Fol

low

ing

rule

s

SOCI

AL-

EMO

TIO

NA

L

DEL

F Le

arni

ng

Dom

ain

DEL

F Su

b-D

omai

nD

ELF

Lear

ning

O

ppor

tuni

ties

WID

A E

-ELD

Sta

ndar

d 1:

The

Lan

guag

e of

Soc

ial a

nd E

mot

iona

l Dev

elop

men

tEx

ampl

e To

pics

Soci

al E

mot

iona

l D

evel

opm

ent

Self-

Regu

latio

nSE

46 A

ttem

pt to

sol

ve p

robl

ems

in a

pos

itive

man

ner

The

Lang

uage

of S

ocia

l and

Em

otio

nal

Dev

elop

men

t: D

ual l

angu

age

lear

ners

co

mm

unic

ate

info

rmat

ion,

idea

s an

d co

ncep

ts

nece

ssar

y fo

r suc

cess

in th

e ar

ea o

f Soc

ial a

nd

Emot

iona

l Dev

elop

men

t

Self-

regu

latio

n; S

elf-h

elp/

Inde

pend

ence

; Adu

lt re

latio

nshi

ps/In

tera

ctio

ns; P

eer

inte

ract

ions

; Gro

up c

oope

ratio

n/In

tera

ctio

ns;

Soci

al

Rela

tions

hips

and

Co

oper

atio

n

SE47

Dev

elop

trus

t in

fam

iliar

ad

ults

and

clo

se p

eers

Adul

t rel

atio

nshi

ps/In

tera

ctio

ns;

Peer

inte

ract

ions

; Mak

ing

frie

nds

SE48

Rec

eive

gui

danc

e, s

uppo

rt

and

dire

ctio

ns fr

om a

rang

e of

fa

mili

ar a

dults

Adul

t rel

atio

nshi

ps/In

tera

ctio

ns

SE49

Dev

elop

and

mai

ntai

n fr

iend

ship

s w

ith p

eers

Mak

ing

frie

nds;

Pee

r int

erac

tions

SE50

Dev

elop

aw

aren

ess o

f ot

her's

per

spec

tives

and

to g

ain

an u

nder

stan

ding

of h

ow th

eir

actio

ns im

pact

thos

e ar

ound

them

Self-

regu

latio

n; F

eelin

gs/

Emot

ions

; Pee

r int

erac

tions

; G

roup

coo

pera

tion/

Inte

ract

ions

SE51

Dev

elop

and

dem

onst

rate

po

sitiv

e so

cial

ski

lls (E

x: p

leas

e,

than

k yo

u, h

elpi

ng a

frie

nd,

shar

ing,

etc

.)

Adul

t rel

atio

nshi

ps/In

tera

ctio

ns;

Peer

inte

ract

ions

; Mak

ing

frie

nds;

Sh

arin

g; G

roup

coo

pera

tion/

Inte

ract

ions

SE52

Dev

elop

abi

lity

to in

itiat

e an

d su

stai

n pl

ay w

ith p

eers

Peer

inte

ract

ions

; Gro

up

coop

erat

ion/

Inte

ract

ions

SE53

Be

a he

lpfu

l mem

ber o

f a

grou

p or

hou

seho

ld th

roug

h sh

arin

g ta

sks

or c

hore

s

Gro

up c

oope

ratio

n/In

tera

ctio

ns;

Shar

ing

SE54

Dev

elop

turn

taki

ng a

nd

nego

tiatio

n sk

ills

Grou

p co

oper

atio

n/In

tera

ctio

ns;

Shar

ing;

Und

erst

andi

ng a

nd

follo

win

g ru

les;

Follo

win

g di

rect

ions

26

APP

ROA

CHES

TO

LEA

RNIN

G

DEL

F Le

arni

ng

Dom

ain

DEL

F Su

b-D

omai

nD

ELF

Lear

ning

O

ppor

tuni

ties

WID

A E

-ELD

Sta

ndar

ds: I

nteg

rate

d St

rand

sEx

ampl

e To

pics

App

roac

hes

to

Lear

ning

Initi

ativ

e an

d Cu

riosi

ty

AL3

1 Pa

rtic

ipat

e in

a v

arie

ty o

f ta

sks

and

activ

ities

usi

ng a

ll fiv

e se

nses

Inte

grat

ed S

tran

d: T

he L

angu

age

of S

cien

ce:

Dua

l lan

guag

e le

arne

rs c

omm

unic

ate

info

rmat

ion,

idea

s, an

d co

ncep

ts n

eces

sary

for

acad

emic

suc

cess

in th

e co

nten

t are

a of

Sci

ence

Our

five

sen

ses

AL3

2 M

ake

inde

pend

ent c

hoic

es

durin

g pl

ay a

nd th

roug

hout

the

daily

rout

ine

Inte

grat

ed S

tran

d: T

he L

angu

age

of S

ocia

l an

d Em

otio

nal D

evel

opm

ent:

Dua

l lan

guag

e le

arne

rs c

omm

unic

ate

info

rmat

ion,

idea

s, an

d co

ncep

ts n

eces

sary

for s

ucce

ss in

the

area

of

Soci

al a

nd E

mot

iona

l Dev

elop

men

t

Mak

ing

choi

ces;

Dai

ly ro

utin

es

AL3

3 A

ppro

ach

task

s an

d ac

tiviti

es w

ith fl

exib

ility

, im

agin

atio

n, in

vent

iven

ess,

and

confi

denc

e

Mak

ing

choi

ces;

Dai

ly ro

utin

es;

Tran

sitio

ning

bet

wee

n ac

tiviti

es

and

plac

es

AL3

4 Sh

ow e

ager

ness

and

cu

riosi

ty to

lear

n ab

out a

nd

disc

uss

a va

riety

of t

opic

s, id

eas,

and

task

s

Shar

ing;

Gro

up c

oope

ratio

n/In

tera

ctio

ns

Enga

gem

ent a

nd

Pers

iste

nce

AL3

5 Be

gin

to d

evel

op th

e ab

ility

to

focu

s an

d co

mpl

ete

a va

riety

of

task

s, ac

tiviti

es, p

roje

cts

and

expe

rienc

es

Gro

up c

oope

ratio

n/In

tera

ctio

ns;

Follo

win

g di

rect

ions

; Sel

f-hel

p/In

depe

nden

ce

AL3

6 Be

gin

to d

evel

op a

nd

follo

w th

roug

h w

ith p

lan

for p

lay

and

othe

r act

iviti

es

Gro

up c

oope

ratio

n/In

tera

ctio

ns;

Follo

win

g di

rect

ions

; Sel

f-hel

p/In

depe

nden

ce; D

aily

rout

ines

; Tr

ansi

tioni

ng b

etw

een

activ

ities

an

d pl

aces

AL3

7 Be

gin

to d

emon

stra

te th

e ab

ility

to fo

llow

a s

eque

nce

of

step

s to

cre

ate

a fin

ishe

d pr

ojec

t

Inte

grat

ed S

tran

d: T

he L

angu

age

of E

arly

La

ngua

ge D

evel

opm

ent a

nd L

iter

acy:

Dua

l la

ngua

ge le

arne

rs c

omm

unic

ate

info

rmat

ion,

id

eas,

and

conc

epts

nec

essa

ry fo

r aca

dem

ic

succ

ess

in th

e co

nten

t are

a of

Ear

ly L

angu

age

Dev

elop

men

t and

Lit

erac

y

Und

erst

andi

ng/F

ollo

win

g or

al

dire

ctio

ns

27

APP

ROA

CHES

TO

LEA

RNIN

G

DEL

F Le

arni

ng

Dom

ain

DEL

F Su

b-D

omai

nD

ELF

Lear

ning

O

ppor

tuni

ties

WID

A E

-ELD

Sta

ndar

ds: I

nteg

rate

d St

rand

sEx

ampl

e To

pics

App

roac

hes

to

Lear

ning

Initi

ativ

e an

d Cu

riosi

ty

AL3

1 Pa

rtic

ipat

e in

a v

arie

ty o

f ta

sks

and

activ

ities

usi

ng a

ll fiv

e se

nses

Inte

grat

ed S

tran

d: T

he L

angu

age

of S

cien

ce:

Dua

l lan

guag

e le

arne

rs c

omm

unic

ate

info

rmat

ion,

idea

s, an

d co

ncep

ts n

eces

sary

for

acad

emic

suc

cess

in th

e co

nten

t are

a of

Sci

ence

Our

five

sen

ses

AL3

2 M

ake

inde

pend

ent c

hoic

es

durin

g pl

ay a

nd th

roug

hout

the

daily

rout

ine

Inte

grat

ed S

tran

d: T

he L

angu

age

of S

ocia

l an

d Em

otio

nal D

evel

opm

ent:

Dua

l lan

guag

e le

arne

rs c

omm

unic

ate

info

rmat

ion,

idea

s, an

d co

ncep

ts n

eces

sary

for s

ucce

ss in

the

area

of

Soci

al a

nd E

mot

iona

l Dev

elop

men

t

Mak

ing

choi

ces;

Dai

ly ro

utin

es

AL3

3 A

ppro

ach

task

s an

d ac

tiviti

es w

ith fl

exib

ility

, im

agin

atio

n, in

vent

iven

ess,

and

confi

denc

e

Mak

ing

choi

ces;

Dai

ly ro

utin

es;

Tran

sitio

ning

bet

wee

n ac

tiviti

es

and

plac

es

AL3

4 Sh

ow e

ager

ness

and

cu

riosi

ty to

lear

n ab

out a

nd

disc

uss

a va

riety

of t

opic

s, id

eas,

and

task

s

Shar

ing;

Gro

up c

oope

ratio

n/In

tera

ctio

ns

Enga

gem

ent a

nd

Pers

iste

nce

AL3

5 Be

gin

to d

evel

op th

e ab

ility

to

focu

s an

d co

mpl

ete

a va

riety

of

task

s, ac

tiviti

es, p

roje

cts

and

expe

rienc

es

Gro

up c

oope

ratio

n/In

tera

ctio

ns;

Follo

win

g di

rect

ions

; Sel

f-hel

p/In

depe

nden

ce

AL3

6 Be

gin

to d

evel

op a

nd

follo

w th

roug

h w

ith p

lan

for p

lay

and

othe

r act

iviti

es

Gro

up c

oope

ratio

n/In

tera

ctio

ns;

Follo

win

g di

rect

ions

; Sel

f-hel

p/In

depe

nden

ce; D

aily

rout

ines

; Tr

ansi

tioni

ng b

etw

een

activ

ities

an

d pl

aces

AL3

7 Be

gin

to d

emon

stra

te th

e ab

ility

to fo

llow

a s

eque

nce

of

step

s to

cre

ate

a fin

ishe

d pr

ojec

t

Inte

grat

ed S

tran

d: T

he L

angu

age

of E

arly

La

ngua

ge D

evel

opm

ent a

nd L

iter

acy:

Dua

l la

ngua

ge le

arne

rs c

omm

unic

ate

info

rmat

ion,

id

eas,

and

conc

epts

nec

essa

ry fo

r aca

dem

ic

succ

ess

in th

e co

nten

t are

a of

Ear

ly L

angu

age

Dev

elop

men

t and

Lit

erac

y

Und

erst

andi

ng/F

ollo

win

g or

al

dire

ctio

ns

APP

ROA

CHES

TO

LEA

RNIN

G

DEL

F Le

arni

ng

Dom

ain

DEL

F Su

b-D

omai

nD

ELF

Lear

ning

O

ppor

tuni

ties

WID

A E

-ELD

Sta

ndar

ds: I

nteg

rate

d St

rand

sEx

ampl

e To

pics

App

roac

hes

to

Lear

ning

Reas

onin

g an

d Pr

oble

m S

olvi

ngA

L38

Dev

elop

the

abili

ty to

re

cogn

ize

and

solv

e pr

oble

ms

thro

ugh

activ

e ex

plor

atio

n,

incl

udin

g tr

ial a

nd e

rror

, in

tera

ctio

ns a

nd d

iscu

ssio

ns w

ith

peer

s an

d ad

ults

Inte

grat

ed S

tran

d: T

he L

angu

age

of S

ocia

l an

d Em

otio

nal D

evel

opm

ent:

Dua

l lan

guag

e le

arne

rs c

omm

unic

ate

info

rmat

ion,

idea

s, an

d co

ncep

ts n

eces

sary

for s

ucce

ss in

the

area

of

Soci

al a

nd E

mot

iona

l Dev

elop

men

t

Feel

ings

/Em

otio

ns; S

elf-

regu

latio

n; S

elf-

help

/In

depe

nden

ce; A

dult

rela

tions

hips

/Inte

ract

ions

; Pee

r in

tera

ctio

ns

AL3

9 D

evel

op th

e ab

ility

to

clas

sify

, com

pare

, and

con

tras

t ob

ject

s, ev

ents

and

exp

erie

nces

Inte

grat

ed S

tran

d: T

he L

angu

age

of

Mat

hem

atic

s: D

ual l

angu

age

lear

ners

co

mm

unic

ate

info

rmat

ion,

idea

s, an

d co

ncep

ts

nece

ssar

y fo

r aca

dem

ic s

ucce

ss in

the

area

of

Mat

hem

atic

s

Mak

ing

com

paris

ons;

Cl

assi

ficat

ion/

Sort

ing

AL4

0 D

emon

stra

te th

e ab

ility

to

sequ

ence

eve

nts

Inte

grat

ed S

tran

d: T

he L

angu

age

of E

arly

La

ngua

ge D

evel

opm

ent a

nd L

iter

acy:

Dua

l la

ngua

ge le

arne

rs c

omm

unic

ate

info

rmat

ion,

id

eas,

and

conc

epts

nec

essa

ry fo

r aca

dem

ic

succ

ess

in th

e co

nten

t are

a of

Ear

ly L

angu

age

Dev

elop

men

t and

Lit

erac

y

Com

mun

icat

ing

idea

s; Te

lling

/Re

telli

ng s

torie

s

AL4

1 Be

gin

to d

evel

op th

e ab

ility

to

exp

lain

and

dem

onst

rate

st

rate

gies

to s

olve

pro

blem

s

Inte

grat

ed S

tran

d: T

he L

angu

age

of S

ocia

l an

d Em

otio

nal D

evel

opm

ent:

Dua

l lan

guag

e le

arne

rs c

omm

unic

ate

info

rmat

ion,

idea

s, an

d co

ncep

ts n

eces

sary

for s

ucce

ss in

the

area

of

Soci

al a

nd E

mot

iona

l Dev

elop

men

t

Com

mun

icat

ing

idea

s; M

akin

g ch

oice

s; G

roup

coo

pera

tion/

Inte

ract

ions

28

LAN

GU

AG

E &

LIT

ERA

CY

DEL

F Le

arni

ng

Dom

ain

DEL

F

Sub-

Dom

ain

DEL

F Le

arni

ng

Opp

ortu

niti

esW

IDA

E-E

LD S

tand

ard

2:

The

Lang

uage

of E

arly

Lan

guag

e D

evel

opm

ent a

nd L

iter

acy

Exam

ple

Topi

cs

Lang

uage

and

Li

tera

cy

Rece

ptiv

e Co

mm

unic

atio

nLL

31 R

espo

nd to

thei

r na

mes

, req

uest

s fo

r act

ion,

or

info

rmat

ion

The

Lang

uage

of E

arly

Lan

guag

e D

evel

opm

ent a

nd L

iter

acy:

Dua

l lan

guag

e le

arne

rs c

omm

unic

ate

info

rmat

ion,

idea

s, an

d co

ncep

ts n

eces

sary

for a

cade

mic

suc

cess

in th

e co

nten

t are

a of

Ear

ly L

angu

age

Dev

elop

men

t an

d Li

tera

cy

Und

erst

andi

ng/F

ollo

win

g or

al d

irect

ions

; Soc

ial u

ses

of

lang

uage

LL32

Dev

elop

list

enin

g, w

atch

ing,

at

tent

ion,

and

com

preh

ensi

on

skill

s

Und

erst

andi

ng/F

ollo

win

g or

al

dire

ctio

ns

LL33

Fol

low

two

or th

ree-

step

di

rect

ions

Und

erst

andi

ng/F

ollo

win

g or

al

dire

ctio

ns

LL34

Iden

tify

part

icul

ar s

ound

s in

the

envi

ronm

ent t

hrou

gh

diffe

rent

med

ia

Soci

al u

ses

of la

ngua

ge

LL35

Res

pond

to q

uest

ions

Que

stio

ning

and

com

men

ting;

So

cial

use

s of

lang

uage

LL36

Incr

ease

voc

abul

ary

to

incl

ude

prep

ositi

ons

and

basi

c co

ncep

ts

Soci

al u

ses

of la

ngua

ge;

Com

mun

icat

ing

idea

s

Expr

essi

ve

Com

mun

icat

ion

LL37

Be

awar

e th

at p

eopl

e co

mm

unic

ate

in a

var

iety

of w

ays

(ver

bal a

nd n

on-v

erba

l)

Soci

al u

ses

of la

ngua

ge

LL38

Com

mun

icat

e so

they

will

be

und

erst

ood

by p

eers

and

ad

ults

Com

mun

icat

ing

idea

s;

Que

stio

ning

and

com

men

ting

LL39

Pla

y w

ith la

ngua

ge s

uch

as

rhym

ing

Phon

olog

ical

and

pho

nem

ic

awar

enes

s

LL40

Use

lang

uage

to e

nter

pla

y si

tuat

ion

Que

stio

ning

and

com

men

ting

29

LAN

GU

AG

E &

LIT

ERA

CY

DEL

F Le

arni

ng

Dom

ain

DEL

F

Sub-

Dom

ain

DEL

F Le

arni

ng

Opp

ortu

niti

esW

IDA

E-E

LD S

tand

ard

2:

The

Lang

uage

of E

arly

Lan

guag

e D

evel

opm

ent a

nd L

iter

acy

Exam

ple

Topi

cs

Lang

uage

and

Li

tera

cyEx

pres

sive

Co

mm

unic

atio

nLL

41 P

artic

ipat

e in

turn

taki

ng in

co

nver

satio

nsTh

e La

ngua

ge o

f Ear

ly L

angu

age

Dev

elop

men

t and

Lit

erac

y: D

ual l

angu

age

lear

ners

com

mun

icat

e in

form

atio

n, id

eas,

and

conc

epts

nec

essa

ry fo

r aca

dem

ic s

ucce

ss in

the

cont

ent a

rea

of E

arly

Lan

guag

e D

evel

opm

ent

and

Lite

racy

Que

stio

ning

and

com

men

ting;

Co

mm

unic

atin

g id

eas;

Soc

ial

uses

of l

angu

age

LL42

Dic

tate

a s

tory

to a

n ad

ult

Telli

ng/R

etel

ling

stor

ies;

Sto

ry

sens

e; S

tory

ele

men

ts

LL43

Com

mun

icat

e us

ing

mul

tiple

wor

ds/p

hras

es in

clud

ing

noun

s, ve

rbs,

desc

riptiv

e ph

rase

s, pr

epos

ition

s, an

d/or

ASL

gr

amm

atic

al fe

atur

es

Com

mun

icat

ing

idea

s

LL44

Use

vol

ume

and

tone

or A

SL

faci

al g

ram

mar

app

ropr

iate

to

the

situ

atio

n

Soci

al u

ses

of la

ngua

ge

LL45

Res

pond

app

ropr

iate

ly to

m

essa

ges

in c

onve

rsat

ion

Soci

al u

ses

of la

ngua

ge

LL46

Exp

ress

em

otio

ns th

roug

h la

ngua

geSo

cial

use

s of

lang

uage

LL47

Use

lang

uage

app

ropr

iate

ly

durin

g pl

ay s

ituat

ions

Com

mun

icat

ing

idea

s;

Que

stio

ning

and

com

men

ting;

So

cial

use

s of

lang

uage

LL48

Exp

erim

ent w

ith p

atte

rns

in

wor

dsPh

onol

ogic

al a

nd p

hone

mic

aw

aren

ess;

Alp

habe

t kno

wle

dge

30

LAN

GU

AG

E &

LIT

ERA

CY

DEL

F Le

arni

ng

Dom

ain

DEL

F

Sub-

Dom

ain

DEL

F Le

arni

ng

Opp

ortu

niti

esW

IDA

E-E

LD S

tand

ard

2:

The

Lang

uage

of E

arly

Lan

guag

e D

evel

opm

ent a

nd L

iter

acy

Exam

ple

Topi

cs

Lang

uage

and

Li

tera

cyEm

erge

nt R

eadi

ngLL

49 S

how

an

inte

rest

in rh

ymes

, so

ngs,

book

s, st

orie

s, w

ritin

gs,

and

othe

r lite

racy

or r

eadi

ng-

rela

ted

activ

ities

The

Lang

uage

of E

arly

Lan

guag

e D

evel

opm

ent a

nd L

iter

acy:

Dua

l lan

guag

e le

arne

rs c

omm

unic

ate

info

rmat

ion,

idea

s, an

d co

ncep

ts n

eces

sary

for a

cade

mic

suc

cess

in th

e co

nten

t are

a of

Ear

ly L

angu

age

Dev

elop

men

t an

d Li

tera

cy

Lite

ratu

re a

war

enes

s; S

tory

se

nse/

Stor

y el

emen

ts

LL50

Sho

w in

crea

sing

aw

aren

ess

of p

rint,

fam

iliar

sig

ns, l

abel

s, an

d sy

mbo

ls

Conc

epts

of p

rint

LL51

Iden

tify

and

nam

e le

tter

s of

th

e al

phab

etA

lpha

bet k

now

ledg

e

LL52

Rec

ogni

ze th

eir fi

rst n

ame

in p

rint w

ritte

n w

ith th

e fir

st

lett

er in

upp

er c

ase

follo

wed

by

low

er-c

ase

lett

ers

Conc

epts

of P

rint

LL53

Rec

ogni

ze c

omm

on le

tter

so

unds

at t

he b

egin

ning

, mid

dle,

an

d en

ds o

f wor

ds

Phon

olog

ical

and

pho

nem

ic

awar

enes

s

LL54

Kno

w th

e di

ffere

nce

betw

een

uppe

r and

low

er-c

ase

lett

ers

Conc

epts

of p

rint

LL55

Sho

w c

ompr

ehen

sion

by

answ

erin

g qu

estio

ns re

late

d to

an

age

-app

ropr

iate

sto

ry th

at h

as

been

read

or t

old

Stor

y se

nse/

Stor

y el

emen

ts;

Com

mun

icat

ing

idea

s; Te

lling

/Re

telli

ng s

torie

s

LL56

Und

erst

and

the

part

s of

a

book

and

how

it is

use

dCo

ncep

ts o

f prin

t; St

ory

sens

e/St

ory

elem

ents

31

LAN

GU

AG

E &

LIT

ERA

CY

DEL

F Le

arni

ng

Dom

ain

DEL

F

Sub-

Dom

ain

DEL

F Le

arni

ng

Opp

ortu

niti

esW

IDA

E-E

LD S

tand

ard

2:

The

Lang

uage

of E

arly

Lan

guag

e D

evel

opm

ent a

nd L

iter

acy

Exam

ple

Topi

cs

Lang

uage

and

Li

tera

cyEm

erge

nt R

eadi

ngLL

57 H

old

a bo

ok u

prig

ht, t

urn

the

page

s st

artin

g at

the

fron

t of

the

book

, and

sca

n pa

ges

left

to

right

and

top

to b

otto

m

The

Lang

uage

of E

arly

Lan

guag

e D

evel

opm

ent a

nd L

iter

acy:

Dua

l lan

guag

e le

arne

rs c

omm

unic

ate

info

rmat

ion,

idea

s, an

d co

ncep

ts n

eces

sary

for a

cade

mic

suc

cess

in th

e co

nten

t are

a of

Ear

ly L

angu

age

Dev

elop

men

t an

d Li

tera

cy

Conc

epts

of p

rint

LL58

Exp

lore

diff

eren

t typ

es o

f lit

erat

ure

such

as

narr

ativ

e (s

tory

) an

d in

form

ativ

e (n

on-fi

ctio

n)

Lite

ratu

re a

war

enes

s; S

tory

se

nse/

Stor

y el

emen

ts

LL59

Dem

onst

rate

that

prin

t re

pres

ents

som

eone

's th

ough

ts

and

idea

s

Writ

ing

proc

ess

LL60

Inte

rpre

t pic

ture

sCo

ncep

ts o

f prin

t

LL61

Hea

r wor

ds in

a s

ente

nce

and

sylla

bles

in w

ords

Phon

olog

ical

and

pho

nem

ic

awar

enes

s

LL62

Kno

w th

at p

rint i

s re

ad a

nd

pict

ures

are

not

Conc

epts

of p

rint

Emer

gent

Writ

ing

LL63

Use

scr

ibbl

es, s

ymbo

ls, o

r dr

awin

gs to

sha

re e

xper

ienc

esW

ritin

g pr

oces

s; S

ocia

l use

s of

la

ngua

ge

LL64

Use

a v

arie

ty o

f writ

ing

tool

s an

d m

ater

ials

Writ

ing

proc

ess

LL65

Tra

ce a

nd c

opy

shap

es a

nd

lett

ers

Writ

ing

proc

ess

LL66

Beg

in to

prin

t the

lett

ers

of

thei

r firs

t nam

eW

ritin

g pr

oces

s

32

LAN

GU

AG

E &

LIT

ERA

CY

DEL

F Le

arni

ng

Dom

ain

DEL

F

Sub-

Dom

ain

DEL

F Le

arni

ng

Opp

ortu

niti

esW

IDA

E-E

LD S

tand

ard

2:

The

Lang

uage

of E

arly

Lan

guag

e D

evel

opm

ent a

nd L

iter

acy

Exam

ple

Topi

cs

Lang

uage

and

Li

tera

cyEm

erge

nt W

ritin

gLL

67 E

xpre

ss s

elf t

hrou

gh

pret

end

writ

ing

The

Lang

uage

of E

arly

Lan

guag

e D

evel

opm

ent a

nd L

iter

acy:

Dua

l lan

guag

e le

arne

rs c

omm

unic

ate

info

rmat

ion,

idea

s, an

d co

ncep

ts n

eces

sary

for a

cade

mic

suc

cess

in th

e co

nten

t are

a of

Ear

ly L

angu

age

Dev

elop

men

t an

d Li

tera

cy

Writ

ing

proc

ess;

Telli

ng/R

etel

ling

stor

ies

LL68

Writ

e in

a v

arie

ty o

f for

mat

sW

ritin

g pr

oces

s; L

itera

ture

aw

aren

ess;

Sto

ry s

ense

/Sto

ry

elem

ents

LL69

Pra

ctic

e w

ritin

g le

ft to

righ

t an

d to

p to

bot

tom

Conc

epts

of p

rint;

Writ

ing

proc

ess

LL70

Use

inve

ntiv

e sp

ellin

gW

ritin

g pr

oces

s

LL71

Dev

elop

str

engt

h, d

exte

rity,

an

d co

ntro

l nee

ded

to u

se

writ

ing

tool

s an

d m

ater

ials

Writ

ing

proc

ess

LL72

Dev

elop

han

d-ey

e co

ordi

natio

n re

quire

d fo

r writ

ten

com

mun

icat

ion

Writ

ing

proc

ess

33

MAT

HEM

ATIC

S

DEL

F Le

arni

ng

Dom

ain

DEL

F

Sub-

Dom

ain

DEL

F Le

arni

ng

Opp

ortu

niti

esW

IDA

E-E

LD S

tand

ard

3:

The

Lang

uage

of M

athe

mat

ics

Exam

ple

Topi

cs

Mat

hem

atic

sN

umbe

r and

O

pera

tions

MA

31 D

evel

op a

n aw

aren

ess

of n

umbe

rs a

nd c

ount

ing

as

a m

eans

for u

nder

stan

ding

qu

antit

y

The

Lang

uage

of M

athe

mat

ics:

Dua

l lan

guag

e le

arne

rs c

omm

unic

ate

info

rmat

ion,

idea

s, an

d co

ncep

ts n

eces

sary

for a

cade

mic

suc

cess

in th

e co

nten

t are

a of

Mat

hem

atic

s

Num

ber s

ense

MA

32 R

ecite

num

bers

in

sequ

ence

Num

ber s

ense

MA

33 R

ecog

nize

num

bers

Num

eral

reco

gniti

on

MA

34 U

se o

ne-t

o-on

e co

rres

pond

ence

whe

n co

untin

gN

umbe

r sen

se

MA

35 U

se la

ngua

ge to

com

pare

nu

mbe

rs o

f obj

ects

(Ex:

mor

e,

less

, sam

e)

Mak

ing

com

paris

ons

MA

36 D

eter

min

e qu

antit

y or

"h

ow m

any"

Num

ber s

ense

; Com

puta

tion

MA

37 U

nder

stan

d nu

mbe

rs a

nd

num

ber c

once

pts

as th

ey re

late

to

eve

ryda

y lif

e

Num

ber s

ense

; Num

eral

re

cogn

ition

, Mak

ing

com

paris

ons;

Com

puta

tion;

D

ata

colle

ctio

n/A

naly

sis

MA

38 U

se o

rdin

al n

umbe

r w

ords

to d

escr

ibe

the

posi

tion

of o

bjec

ts (E

x: "fi

rst,"

"sec

ond,

" "t

hird

," et

c.)

Num

ber s

ense

; Mak

ing

com

paris

ons;

Spa

tial

awar

enes

s

MA

39 U

nder

stan

d th

e co

ncep

t of

how

num

bers

rela

te to

qua

ntity

Num

ber s

ense

; Mak

ing

com

paris

ons;

Com

puta

tion

34

MAT

HEM

ATIC

S

DEL

F Le

arni

ng

Dom

ain

DEL

F

Sub-

Dom

ain

DEL

F Le

arni

ng

Opp

ortu

niti

esW

IDA

E-E

LD S

tand

ard

3:

The

Lang

uage

of M

athe

mat

ics

Exam

ple

Topi

cs

Mat

hem

atic

sG

eom

etry

and

Sp

atia

l Sen

seM

A40

Beg

in to

reco

gniz

e, n

ame,

de

scrib

e, b

uild

, and

dra

w tw

o an

d th

ree

dim

ensi

onal

sha

pes

The

Lang

uage

of M

athe

mat

ics:

Dua

l lan

guag

e le

arne

rs c

omm

unic

ate

info

rmat

ion,

idea

s, an

d co

ncep

ts n

eces

sary

for a

cade

mic

suc

cess

in th

e co

nten

t are

a of

Mat

hem

atic

s

Geo

met

ric s

hape

s

MA

41 P

ut to

geth

er a

nd ta

ke

apar

t inc

reas

ingl

y m

ore

diffi

cult

puzz

les

Spat

ial a

war

enes

s

MA

42 D

escr

ibe

how

sha

pes

are

the

sam

e or

diff

eren

t (Ex

: siz

e,

shap

e, c

olor

)

Mak

ing

com

paris

ons;

G

eom

etric

sha

pes

MA

43 D

emon

stra

te a

nd d

escr

ibe

posi

tions

of o

bjec

tsSp

atia

l aw

aren

ess

Patt

erns

MA

44 R

ecog

nize

, cop

y, a

nd

exte

nd s

impl

e pa

tter

ns w

ith a

va

riety

of m

ater

ials

Patt

erns

MA

45 A

rran

ge o

bjec

ts in

a s

erie

s ac

cord

ing

to o

ne a

ttrib

ute

(Ex:

sh

ape,

siz

e, te

xtur

e, o

r col

or)

Patt

erns

; Cla

ssifi

catio

n/So

rtin

g;

Gra

phic

repr

esen

tatio

ns

MA

46: D

evel

op a

n aw

aren

ess

of c

once

pts

of ti

me

as it

rela

tes

to d

aily

live

s (E

x: s

nack

, circ

le,

bedt

ime)

Tim

e aw

aren

ess

MA

47 S

ort a

nd m

atch

a v

arie

ty

of c

oncr

ete

obje

cts

acco

rdin

g to

at

trib

utes

(Ex:

col

or, s

ize,

sha

pe)

Patt

erns

; Cla

ssifi

catio

n/So

rtin

g

35

MAT

HEM

ATIC

S

DEL

F Le

arni

ng

Dom

ain

DEL

F

Sub-

Dom

ain

DEL

F Le

arni

ng

Opp

ortu

niti

esW

IDA

E-E

LD S

tand

ard

3:

The

Lang

uage

of M

athe

mat

ics

Exam

ple

Topi

cs

Mat

hem

atic

sM

easu

rem

ent

MA

48 U

se n

on-s

tand

ard

(feet

, ha

nds,

shoe

s, bl

ocks

, yar

n)

and

stan

dard

(rul

er, y

ards

tick,

m

easu

ring

tape

) mea

sure

s

The

Lang

uage

of M

athe

mat

ics:

Dua

l lan

guag

e le

arne

rs c

omm

unic

ate

info

rmat

ion,

idea

s, an

d co

ncep

ts n

eces

sary

for a

cade

mic

suc

cess

in th

e co

nten

t are

a of

Mat

hem

atic

s

Mea

sure

men

t; Sp

atia

l aw

aren

ess

MA

49 E

xplo

re c

once

pts

of

mea

sura

ble

attr

ibut

es (E

x:

wei

ght,

volu

me,

leng

th, t

ime,

and

te

mpe

ratu

re)

Mea

sure

men

t; Sp

atia

l aw

aren

ess;

Mak

ing

com

paris

ons;

Tim

e aw

aren

ess

MA

50 B

egin

to c

ompa

re a

nd

sort

acc

ordi

ng to

mea

sure

men

t at

trib

utes

(len

gth,

siz

e, w

eigh

t)

Mea

sure

men

t; M

akin

g co

mpa

rison

s; C

lass

ifica

tion/

Sort

ing;

Dat

a A

naly

sis

MA

51 B

egin

to re

pres

ent d

ata

usin

g co

ncre

te o

bjec

ts, p

ictu

res,

and

sim

ple

grap

hs

Dat

a co

llect

ion/

Ana

lysi

s;

Gra

phic

repr

esen

tatio

ns

MA

52 B

egin

to c

ompa

re a

nd

inte

rpre

t dat

a co

llect

edD

ata

colle

ctio

n/A

naly

sis;

M

akin

g co

mpa

rison

s; G

raph

ic

repr

esen

tatio

ns

MAT

HEM

ATIC

S

DEL

F Le

arni

ng

Dom

ain

DEL

F

Sub-

Dom

ain

DEL

F Le

arni

ng

Opp

ortu

niti

esW

IDA

E-E

LD S

tand

ard

3:

The

Lang

uage

of M

athe

mat

ics

Exam

ple

Topi

cs

Mat

hem

atic

sG

eom

etry

and

Sp

atia

l Sen

seM

A40

Beg

in to

reco

gniz

e, n

ame,

de

scrib

e, b

uild

, and

dra

w tw

o an

d th

ree

dim

ensi

onal

sha

pes

The

Lang

uage

of M

athe

mat

ics:

Dua

l lan

guag

e le

arne

rs c

omm

unic

ate

info

rmat

ion,

idea

s, an

d co

ncep

ts n

eces

sary

for a

cade

mic

suc

cess

in th

e co

nten

t are

a of

Mat

hem

atic

s

Geo

met

ric s

hape

s

MA

41 P

ut to

geth

er a

nd ta

ke

apar

t inc

reas

ingl

y m

ore

diffi

cult

puzz

les

Spat

ial a

war

enes

s

MA

42 D

escr

ibe

how

sha

pes

are

the

sam

e or

diff

eren

t (Ex

: siz

e,

shap

e, c

olor

)

Mak

ing

com

paris

ons;

G

eom

etric

sha

pes

MA

43 D

emon

stra

te a

nd d

escr

ibe

posi

tions

of o

bjec

tsSp

atia

l aw

aren

ess

Patt

erns

MA

44 R

ecog

nize

, cop

y, a

nd

exte

nd s

impl

e pa

tter

ns w

ith a

va

riety

of m

ater

ials

Patt

erns

MA

45 A

rran

ge o

bjec

ts in

a s

erie

s ac

cord

ing

to o

ne a

ttrib

ute

(Ex:

sh

ape,

siz

e, te

xtur

e, o

r col

or)

Patt

erns

; Cla

ssifi

catio

n/So

rtin

g;

Gra

phic

repr

esen

tatio

ns

MA

46: D

evel

op a

n aw

aren

ess

of c

once

pts

of ti

me

as it

rela

tes

to d

aily

live

s (E

x: s

nack

, circ

le,

bedt

ime)

Tim

e aw

aren

ess

MA

47 S

ort a

nd m

atch

a v

arie

ty

of c

oncr

ete

obje

cts

acco

rdin

g to

at

trib

utes

(Ex:

col

or, s

ize,

sha

pe)

Patt

erns

; Cla

ssifi

catio

n/So

rtin

g

36

SCIE

NCE

DEL

F Le

arni

ng

Dom

ain

DEL

F

Sub-

Dom

ain

DEL

F Le

arni

ng

Opp

ortu

niti

esW

IDA

E-E

LD S

tand

ard

4:

The

Lang

uage

of S

cien

ceEx

ampl

e To

pics

Scie

nce

Sens

ory

Awar

enes

sSC

31 U

se s

ense

s in

pur

pose

ful

way

s to

gat

her i

nfor

mat

ion

and

expl

ore

the

envi

ronm

ent

The

Lang

uage

of S

cien

ce: D

ual l

angu

age

lear

ners

com

mun

icat

e in

form

atio

n, id

eas,

and

conc

epts

nec

essa

ry fo

r aca

dem

ic s

ucce

ss in

the

cont

ent a

rea

of S

cien

ce

Our

five

sen

ses;

Our

bod

y;

Scie

ntifi

c ob

serv

atio

n an

d in

quiry

SC32

Beg

in to

iden

tify

and

reco

gniz

e th

e di

ffere

nces

am

ong

the

sens

es, t

heir

func

tions

, and

th

e ki

nds

of in

form

atio

n th

ey g

et

from

eac

h se

nse

Our

five

sen

ses;

Our

bod

y;

Scie

ntifi

c ob

serv

atio

n an

d in

quiry

Scie

ntifi

c Ex

plor

atio

nSC

33 E

xpre

ss th

eir c

urio

sity

and

in

vest

igat

e qu

estio

ns o

f int

eres

t th

roug

h pl

ay a

nd e

xplo

ratio

n

Scie

ntifi

c ob

serv

atio

n an

d in

quiry

SC34

Use

mat

eria

ls a

nd to

ols

appr

opria

te fo

r pro

blem

sol

ving

an

d ex

plor

atio

n

Scie

ntifi

c ob

serv

atio

n an

d in

quiry

; Mag

nets

Scie

ntifi

c In

quiry

SC35

Ask

sci

entifi

c qu

estio

nsSc

ient

ific

obse

rvat

ion

and

inqu

iry

SC36

Inve

stig

ate

and

expl

ore

thei

r que

stio

ns u

sing

ob

serv

atio

ns a

nd p

revi

ous

expe

rienc

e to

mak

e pr

edic

tions

Scie

ntifi

c ob

serv

atio

n an

d in

quiry

SC37

Pro

vide

thei

r ow

n ex

plan

atio

ns fo

r "ho

w" a

nd "w

hy"

thin

gs h

appe

n

Scie

ntifi

c ob

serv

atio

n an

d in

quiry

SC38

Use

dat

a fr

om a

n in

vest

igat

ion

or e

xplo

ratio

n to

dra

w c

oncl

usio

ns a

nd

com

mun

icat

e re

sults

Scie

ntifi

c ob

serv

atio

n an

d in

quiry

; Dat

a co

llect

ion/

Ana

lysi

s

37

SCIE

NCE

DEL

F Le

arni

ng

Dom

ain

DEL

F

Sub-

Dom

ain

DEL

F Le

arni

ng

Opp

ortu

niti

esW

IDA

E-E

LD S

tand

ard

4:

The

Lang

uage

of S

cien

ceEx

ampl

e To

pics

Scie

nce

Scie

ntifi

c Kn

owle

dge

- Li

ving

Thi

ngs

SC39

Obs

erve

, des

crib

e, a

nd

disc

uss

the

natu

ral w

orld

of

peop

le, a

nim

als

and

plan

ts

The

Lang

uage

of S

cien

ce: D

ual l

angu

age

lear

ners

com

mun

icat

e in

form

atio

n, id

eas,

and

conc

epts

nec

essa

ry fo

r aca

dem

ic s

ucce

ss in

the

cont

ent a

rea

of S

cien

ce

Scie

ntifi

c ob

serv

atio

n an

d in

quiry

; The

env

ironm

ent;

Livi

ng th

ings

and

thei

r ha

bita

ts; G

row

th/L

ife c

ycle

s;

Plan

ts/F

ood

SC40

Rec

ogni

ze c

ateg

orie

s of

pe

ople

, pla

nts,

and

anim

als

and

desc

ribe

sim

ilarit

ies

and

diffe

renc

es a

mon

g th

em

Livi

ng th

ings

and

thei

r ha

bita

ts; G

row

th/L

ife c

ycle

s;

Plan

ts/F

ood

SC41

Rec

ogni

ze p

eopl

e, p

lant

s an

d an

imal

s gr

ow a

nd c

hang

e ov

er ti

me

and

need

cer

tain

th

ings

to s

urvi

ve

Livi

ng th

ings

and

thei

r ha

bita

ts; G

row

th/L

ife c

ycle

s;

Plan

ts/F

ood

SC42

Dem

onst

rate

resp

ect f

or

livin

g th

ings

The

envi

ronm

ent;

Livi

ng

thin

gs a

nd th

eir h

abita

ts

Scie

ntifi

c Kn

owle

dge

- Non

-Li

ving

Thi

ngs

SC43

Obs

erve

, des

crib

e, a

nd

disc

uss

phys

ical

pro

pert

ies

of

non-

livin

g th

ings

, bot

h na

tura

l an

d hu

man

-mad

e

Rock

s/M

iner

als/

Foss

ils;

Liqu

ids/

Solid

s/A

ir; M

agne

ts/

Elec

tric

ity; T

echn

olog

y/Co

mpu

ters

; Sci

entifi

c ob

serv

atio

n an

d in

quiry

SC44

Rec

ogni

ze c

ateg

orie

s of

no

n-liv

ing

thin

gs a

nd d

escr

ibe

sim

ilarit

ies

and

diffe

renc

es

amon

g th

em

Rock

s/M

iner

als/

Foss

ils;

Liqu

ids/

Solid

s/A

ir; M

agne

ts/

Elec

tric

ity;

Scie

ntifi

c ob

serv

atio

n an

d in

quiry

; D

ata

colle

ctio

n/A

naly

sis

SC45

Exp

lore

obj

ects

, mac

hine

s, te

chno

logy

and

str

uctu

res

Tech

nolo

gy/C

ompu

ters

; Sc

ient

ific

obse

rvat

ion

and

inqu

iry

SC46

Exp

erim

ent w

ith e

ffect

s of

th

eir o

wn

actio

ns o

n ob

ject

sSc

ient

ific

obse

rvat

ion

and

inqu

iry; D

ata

colle

ctio

n/An

alys

is

38

SCIE

NCE

DEL

F Le

arni

ng

Dom

ain

DEL

F

Sub-

Dom

ain

DEL

F Le

arni

ng

Opp

ortu

niti

esW

IDA

E-E

LD S

tand

ard

4:

The

Lang

uage

of S

cien

ceEx

ampl

e To

pics

Scie

nce

Scie

ntifi

c Kn

owle

dge

- Ear

th

and

Sky

SC47

Obs

erve

, des

crib

e, a

nd

disc

uss

chan

ges

in th

e se

ason

s an

d th

e w

eath

er

The

Lang

uage

of S

cien

ce: D

ual l

angu

age

lear

ners

com

mun

icat

e in

form

atio

n, id

eas,

and

conc

epts

nec

essa

ry fo

r aca

dem

ic s

ucce

ss in

the

cont

ent a

rea

of S

cien

ce

Scie

ntifi

c ob

serv

atio

n an

d in

quiry

; Sea

sons

/Clim

ate;

W

eath

er

SC48

Obs

erve

, des

crib

e an

d di

scus

s la

ndfo

rms,

bodi

es o

f w

ater

, and

the

prop

ertie

s of

ea

rth'

s m

ater

ials

(Ex:

rock

s, di

rt,

sand

and

wat

er)

Scie

ntifi

c ob

serv

atio

n an

d in

quiry

; Ea

rth;

The

en

viro

nmen

t; Ro

cks/

Min

eral

s/Fo

ssils

; Liq

uids

/Sol

ids/

Air

SC49

Obs

erve

, des

crib

e, a

nd

disc

uss

the

char

acte

ristic

s of

the

sun,

moo

n, s

tars

, and

sky

Scie

ntifi

c ob

serv

atio

n an

d in

quiry

; Spa

ce/S

olar

sys

tem

Scie

ntifi

c Kn

owle

dge

- En

viro

nmen

t

SC50

Exp

lore

how

the

envi

ronm

ent i

s aff

ecte

d by

wha

t pe

ople

do

The

envi

ronm

ent;

Eart

h; L

ivin

g th

ings

and

thei

r hab

itats

; Sc

ient

ific

obse

rvat

ion

and

inqu

iry

SC51

Des

crib

e an

d en

gage

in

act

iviti

es th

at p

rese

rve

the

envi

ronm

ent

The

envi

ronm

ent;

Eart

h; L

ivin

g th

ings

and

thei

r hab

itats

39

MY

FAM

ILY,

MY

COM

MU

NIT

Y, M

Y W

ORL

D

DEL

F Le

arni

ng

Dom

ain

DEL

F Su

b-D

omai

nD

ELF

Lear

ning

O

ppor

tuni

ties

WID

A In

tegr

ated

Sta

ndar

d 5:

Th

e La

ngua

ge o

f Soc

ial S

tudi

esEx

ampl

e To

pics

My

Fam

ily, M

y Co

mm

unity

, My

Wor

ld

My

Fam

ily a

nd

My

Com

mun

ity

Cultu

re

MM

31 U

nder

stan

d th

e co

ncep

t of

bel

ongi

ng to

a fa

mily

Inte

grat

ed S

tran

d: T

he L

angu

age

of S

ocia

l St

udie

s: D

ual l

angu

age

lear

ners

com

mun

icat

e in

form

atio

n, id

eas,

and

conc

epts

nec

essa

ry fo

r ac

adem

ic s

ucce

ss in

the

cont

ent a

rea

of S

ocia

l St

udie

s

Fam

ilies

; Gro

up b

elon

ging

and

sa

fety

MM

32 B

egin

to d

evel

op a

n aw

aren

ess

of th

eir f

amily

's cu

lture

Sim

ilarit

ies/

Diff

eren

ces

betw

een

self

and

othe

rs;

Fam

ilies

; Cus

tom

s/Tr

aditi

ons;

A

ppre

ciat

ion

for d

iver

se

cultu

res/

Hou

sing

/Hom

es

MM

33 B

egin

to d

evel

op a

n aw

aren

ess

of th

e cu

lture

s of

ot

her c

hild

ren

and

adul

ts in

thei

r gr

oup

and

com

mun

ity

Sim

ilarit

ies/

Diff

eren

ces

betw

een

self

and

othe

rs;

App

reci

atio

n fo

r div

erse

cu

lture

s; C

omm

unity

; Cu

stom

s/Tr

aditi

ons;

Fam

ilies

; H

ousi

ng/H

omes

; City

/Cou

ntry

(U

rban

/Rur

al)

MM

34 B

uild

an

awar

enes

s an

d re

spec

t for

diff

eren

ces

in p

eopl

e (E

x: la

ngua

ge, s

kin

tone

, rac

e,

abili

ties/

disa

bilit

ies,

fam

ily

stru

ctur

e, a

ge, c

loth

ing)

Sim

ilarit

ies/

Diff

eren

ces

betw

een

self

and

othe

rs;

Gro

up b

elon

ging

and

saf

ety;

A

ppre

ciat

ion

for d

iver

se

cultu

res

MM

35 U

nder

stan

d th

e co

ncep

t of

bel

ongi

ng to

diff

eren

t gro

ups

(fam

ily, e

arly

chi

ldho

od g

roup

, fr

iend

s, co

mm

unity

)

Gro

up b

elon

ging

and

sa

fety

; Fam

ilies

; Com

mun

ity;

Cust

oms/

Trad

ition

s

40

MY

FAM

ILY,

MY

COM

MU

NIT

Y, M

Y W

ORL

D

DEL

F Le

arni

ng

Dom

ain

DEL

F Su

b-D

omai

nD

ELF

Lear

ning

O

ppor

tuni

ties

WID

A In

tegr

ated

Sta

ndar

d 5:

Th

e La

ngua

ge o

f Soc

ial S

tudi

esEx

ampl

e To

pics

My

Fam

ily, M

y Co

mm

unity

, My

Wor

ld

Past

, Pre

sent

, and

Fu

ture

His

tory

MM

36 D

evel

op e

mer

ging

co

ncep

t of t

ime

thro

ugh

daily

sc

hedu

le a

nd ro

utin

es

Inte

grat

ed S

tran

d: T

he L

angu

age

of S

ocia

l St

udie

s: D

ual l

angu

age

lear

ners

com

mun

icat

e in

form

atio

n, id

eas,

and

conc

epts

nec

essa

ry fo

r ac

adem

ic s

ucce

ss in

the

cont

ent a

rea

of S

ocia

l St

udie

s

Clas

sroo

m ro

utin

es/R

ules

; En

viro

nmen

tal p

rint

MM

37 S

hare

thei

r per

sona

l hi

stor

y in

clud

ing

peop

le, p

lace

s, an

d ev

ents

that

take

pla

ce in

the

past

and

the

pres

ent

Sim

ilarit

ies/

Diff

eren

ces

betw

een

self

and

othe

rs;

Fam

ilies

; Cus

tom

s/Tr

aditi

ons;

Coun

trie

s of

the

wor

ld;

App

reci

atio

n fo

r div

erse

cu

lture

s; Co

mm

unity

; Hou

sing

/H

omes

; His

toric

al e

vent

s

MM

38 T

alk

abou

t eve

nts

that

may

ha

ppen

in th

e ne

ar fu

ture

Clas

sroo

m ro

utin

es/R

ules

; En

viro

nmen

tal p

rint

MM

39 B

egin

to u

nder

stan

d th

at th

ings

, peo

ple,

and

pla

ces

chan

ge o

ver t

ime

Sim

ilarit

ies/

Diff

eren

ces

betw

een

self

and

othe

rs;

Cust

oms/

Trad

ition

s; H

isto

rical

ev

ents

Plac

es a

nd S

pace

s - G

eogr

aphy

MM

40 B

e fa

mili

ar w

ith

info

rmat

ion

abou

t whe

re th

ey

live,

incl

udin

g th

eir a

ddre

ss

Hou

sing

/Hom

es; G

eogr

aphy

/M

aps;

Com

mun

ity;

Tran

spor

tatio

n; E

nviro

nmen

tal

prin

t

MM

41 D

evel

op c

once

pts

and

desc

ribe

loca

tion,

dire

ctio

nalit

y,

and

spat

ial r

elat

ions

hips

(Ex:

on

top

of/u

nder

, ins

ide/

outs

ide,

nex

t to

, bes

ide,

up/

dow

n, le

ft/r

ight

Hou

sing

/Hom

es; G

eogr

aphy

/M

aps;

Com

mun

ity;

Envi

ronm

enta

l prin

t; Tr

ansp

orta

tion;

City

/Cou

ntry

(U

rban

/Rur

al);

Coun

trie

s of

the

wor

ld

MM

42 U

nder

stan

d th

e w

orld

ar

ound

them

by

usin

g to

ols

such

as

map

s an

d gl

obes

, GPS

(Glo

bal

Posi

tioni

ng S

atel

lite)

Geo

grap

hy/M

aps

41

MY

FAM

ILY,

MY

COM

MU

NIT

Y, M

Y W

ORL

D

DEL

F Le

arni

ng

Dom

ain

DEL

F Su

b-D

omai

nD

ELF

Lear

ning

O

ppor

tuni

ties

WID

A In

tegr

ated

Sta

ndar

d 5:

Th

e La

ngua

ge o

f Soc

ial S

tudi

esEx

ampl

e To

pics

My

Fam

ily, M

y Co

mm

unity

, My

Wor

ld

Plac

es a

nd S

pace

s - G

eogr

aphy

MM

43 D

evel

op a

n aw

aren

ess

of th

e na

tura

l env

ironm

ent

surr

ound

ing

them

out

door

s

Inte

grat

ed S

tran

d: T

he L

angu

age

of S

ocia

l St

udie

s: D

ual l

angu

age

lear

ners

com

mun

icat

e in

form

atio

n, id

eas,

and

conc

epts

nec

essa

ry fo

r ac

adem

ic s

ucce

ss in

the

cont

ent a

rea

of S

ocia

l St

udie

s

City

/Cou

ntry

(Urb

an/R

ural

); G

eogr

aphy

/Map

s

MM

44 B

egin

to u

nder

stan

d th

e re

latio

nshi

p be

twee

n hu

man

s an

d th

e na

tura

l env

ironm

ent

City

/Cou

ntry

(Urb

an/R

ural

); Th

e en

viro

nmen

t

Wor

king

Toge

ther

- G

over

nmen

t and

Co

mm

uniti

es

MM

45 D

evel

op a

war

enes

s of

co

mm

unity

peo

ple,

incl

udin

g th

e se

rvic

es a

nd p

rodu

cts

they

pr

ovid

e, a

nd th

e sk

ills

need

ed to

pe

rfor

m th

eir j

obs

Com

mun

ity; C

omm

unity

w

orke

rs; E

nviro

nmen

tal p

rint;

City

/Cou

ntry

(Urb

an/R

ural

); Tr

ansp

orta

tion;

Hou

sing

/H

omes

MM

46 W

ith s

uppo

rt b

egin

to

deve

lop

prob

lem

sol

ving

ski

llsG

roup

bel

ongi

ng a

nd s

afet

y;

Clas

sroo

m ro

utin

es/R

ules

MM

47 H

elp

to c

reat

e ru

les

Clas

sroo

m ro

utin

es/R

ules

; G

roup

bel

ongi

ng a

nd s

afet

y

MM

48 D

evel

op a

n aw

aren

ess

that

peo

ple

livin

g in

a fa

mily

, ea

rly c

hild

hood

gro

up, o

r co

mm

unity

hav

e ro

les,

resp

onsi

bilit

ies,

and

rule

s to

hel

p ea

ch o

ther

Fam

ilies

; Com

mun

ity;

Gro

up b

elon

ging

and

sa

fety

; Com

mun

ity w

orke

rs;

Clas

sroo

m ro

utin

es/R

ules

MM

49 P

erfo

rm s

impl

e ta

sks

with

in th

e ho

me,

ear

ly c

hild

hood

gr

oup,

or c

omm

unity

Fam

ilies

; Gro

up b

elon

ging

and

sa

fety

; Cla

ssro

om ro

utin

es/

Rule

s; C

lass

room

jobs

MM

50 P

artic

ipat

e in

gro

up

deci

sion

mak

ing

Gro

up b

elon

ging

and

saf

ety;

Cl

assr

oom

rout

ines

/Rul

es;

Clas

sroo

m jo

bs

42

MY

FAM

ILY,

MY

COM

MU

NIT

Y, M

Y W

ORL

D

DEL

F Le

arni

ng

Dom

ain

DEL

F Su

b-D

omai

nD

ELF

Lear

ning

O

ppor

tuni

ties

WID

A In

tegr

ated

Sta

ndar

d 5:

Th

e La

ngua

ge o

f Soc

ial S

tudi

esEx

ampl

e To

pics

My

Fam

ily, M

y Co

mm

unity

, My

Wor

ld

Mon

ey a

nd

Reso

urce

s -

Econ

omic

s

MM

51 E

xplo

re th

e co

ncep

t of

mon

ey, i

nclu

ding

wha

t it i

s an

d ho

w it

is u

sed

Inte

grat

ed S

tran

d: T

he L

angu

age

of S

ocia

l St

udie

s: D

ual l

angu

age

lear

ners

com

mun

icat

e in

form

atio

n, id

eas,

and

conc

epts

nec

essa

ry fo

r ac

adem

ic s

ucce

ss in

the

cont

ent a

rea

of S

ocia

l St

udie

s

Fam

ilies

; Com

mun

ity

MM

52 D

evel

op a

n aw

aren

ess

that

peo

ple

wor

k fo

r mon

ey

in o

rder

to p

rovi

de fo

r bas

ic

nece

ssiti

es, i

nclu

ding

the

conc

ept t

hat p

eopl

e ca

n tr

ade

and

bart

er to

get

goo

ds a

nd

serv

ices

Gro

up b

elon

ging

and

sa

fety

; Fam

ilies

; Com

mun

ity;

Cust

oms/

Trad

ition

s

MM

53 B

egin

to u

nder

stan

d ho

w p

eopl

e m

ake

and

cons

ume

good

s an

d se

rvic

es

Com

mun

ity; C

omm

unity

w

orke

rs; C

ity/C

ount

ry (U

rban

/Ru

ral)

MM

54 B

egin

to u

nder

stan

d w

ants

ver

sus

basi

c ne

cess

ities

Mak

ing

choi

ces

43

CREA

TIV

E EX

PRES

SIO

N

DEL

F Le

arni

ng

Dom

ain

DEL

F

Sub-

Dom

ain

DEL

F Le

arni

ng

Opp

ortu

niti

esW

IDA

E-E

LD S

tand

ards

: Co

mpl

emen

tary

Str

ands

Exam

ple

Topi

cs

Crea

tive

Expr

essi

onM

usic

CE31

Dev

elop

aw

aren

ess

of

diffe

rent

mus

ical

inst

rum

ents

, to

nes

patt

erns

/rhy

thm

s an

d te

mpo

s

Com

plem

enta

ry S

tran

d: T

he L

angu

age

of

Mus

icM

usic

and

mov

emen

t; Bo

dy

awar

enes

s

CE32

Initi

ate

and

reca

ll pa

tter

ns,

song

s, rh

ythm

s, an

d rh

ymes

Mus

ic a

nd m

ovem

ent;

Body

aw

aren

ess

CE33

Be

expo

sed

to m

usic

from

ot

her c

ultu

res

Mus

ic a

nd m

ovem

ent

CE34

Sin

g a

varie

ty o

f sim

ple

song

s in

var

ious

key

sM

usic

and

mov

emen

t

Mov

emen

t and

D

ance

CE35

Exp

ress

thro

ugh

mov

emen

t w

hat i

s fe

lt an

d he

ard

in v

ario

us

rhyt

hmic

pat

tern

s

Com

plem

enta

ry S

tran

d: T

he L

angu

age

of

Mov

emen

t and

Dan

ceM

usic

and

mov

emen

t; Bo

dy

awar

enes

s

CE36

Dem

onst

rate

an

awar

enes

s of

diff

eren

t mus

ical

tem

pos,

patt

erns

, and

bea

ts th

roug

h m

ovem

ent

Mus

ic a

nd m

ovem

ent;

Body

aw

aren

ess

CE37

Gai

n aw

aren

ess

of d

iffer

ent

cultu

res

thro

ugh

expe

rienc

es

with

a v

arie

ty o

f mus

ic a

nd

mov

emen

t act

iviti

es

Mus

ic a

nd m

ovem

ent;

Body

aw

aren

ess;

CE38

Exp

erie

nce

and

use

mov

emen

t to

rein

forc

e le

arni

ng

in o

ther

cur

ricul

ar a

reas

Mus

ic a

nd m

ovem

ent;

Body

aw

aren

ess

MY

FAM

ILY,

MY

COM

MU

NIT

Y, M

Y W

ORL

D

DEL

F Le

arni

ng

Dom

ain

DEL

F Su

b-D

omai

nD

ELF

Lear

ning

O

ppor

tuni

ties

WID

A In

tegr

ated

Sta

ndar

d 5:

Th

e La

ngua

ge o

f Soc

ial S

tudi

esEx

ampl

e To

pics

My

Fam

ily, M

y Co

mm

unity

, My

Wor

ld

Mon

ey a

nd

Reso

urce

s -

Econ

omic

s

MM

51 E

xplo

re th

e co

ncep

t of

mon

ey, i

nclu

ding

wha

t it i

s an

d ho

w it

is u

sed

Inte

grat

ed S

tran

d: T

he L

angu

age

of S

ocia

l St

udie

s: D

ual l

angu

age

lear

ners

com

mun

icat

e in

form

atio

n, id

eas,

and

conc

epts

nec

essa

ry fo

r ac

adem

ic s

ucce

ss in

the

cont

ent a

rea

of S

ocia

l St

udie

s

Fam

ilies

; Com

mun

ity

MM

52 D

evel

op a

n aw

aren

ess

that

peo

ple

wor

k fo

r mon

ey

in o

rder

to p

rovi

de fo

r bas

ic

nece

ssiti

es, i

nclu

ding

the

conc

ept t

hat p

eopl

e ca

n tr

ade

and

bart

er to

get

goo

ds a

nd

serv

ices

Gro

up b

elon

ging

and

sa

fety

; Fam

ilies

; Com

mun

ity;

Cust

oms/

Trad

ition

s

MM

53 B

egin

to u

nder

stan

d ho

w p

eopl

e m

ake

and

cons

ume

good

s an

d se

rvic

es

Com

mun

ity; C

omm

unity

w

orke

rs; C

ity/C

ount

ry (U

rban

/Ru

ral)

MM

54 B

egin

to u

nder

stan

d w

ants

ver

sus

basi

c ne

cess

ities

Mak

ing

choi

ces

CREA

TIV

E EX

PRES

SIO

N

DEL

F Le

arni

ng

Dom

ain

DEL

F

Sub-

Dom

ain

DEL

F Le

arni

ng

Opp

ortu

niti

esW

IDA

E-E

LD S

tand

ards

: Co

mpl

emen

tary

Str

ands

Exam

ple

Topi

cs

Crea

tive

Expr

essi

onVi

sual

Art

sCE

39 S

how

inte

rest

usi

ng

diffe

rent

art

med

ia a

nd m

ater

ials

in

a v

arie

ty o

f way

s fo

r cre

ativ

e ex

pres

sion

and

repr

esen

tatio

n

Com

plem

enta

ry S

tran

d: T

he L

angu

age

of

Visu

al A

rts

Usi

ng a

rt m

ater

ials

; Cre

atin

g ar

t pro

ject

s; U

sing

writ

ing

tool

s

CE40

Pla

n an

d cr

eate

orig

inal

dr

awin

gs, p

aint

ings

, mod

els,

and

othe

r art

cre

atio

ns u

sing

a v

arie

ty

of m

edia

Usi

ng a

rt m

ater

ials

; Cre

atin

g ar

t pro

ject

s; U

sing

writ

ing

tool

s

CE41

Sha

re e

xper

ienc

es, i

deas

, and

th

ough

ts a

bout

art

istic

cre

atio

nsU

sing

art

mat

eria

ls; C

reat

ing

art

proj

ects

; Usi

ng w

ritin

g to

ols

CE42

Use

a v

arie

ty o

f art

m

ater

ials

and

act

iviti

es fo

r se

nsor

y ex

perie

nces

Usi

ng a

rt m

ater

ials

; Bod

y aw

aren

ess

CE43

Exp

ress

inte

rest

in a

nd

show

resp

ect f

or th

e cr

eativ

e w

ork

of o

ther

s

Sim

ilarit

ies/

Diff

eren

ces

betw

een

self

and

othe

rs; P

eer

inte

ract

ions

CE44

Exp

ress

exp

erie

nces

and

fe

elin

gs th

roug

h a

var

iety

of

artis

tic p

roce

sses

and

cre

atio

ns

Usi

ng a

rt m

ater

ials

; Cre

atin

g ar

t pro

ject

s; U

sing

writ

ing

tool

s

Dra

mat

ic P

lay

CE45

Rep

rese

nt fa

ntas

y an

d re

al-

life

expe

rienc

es th

roug

h pr

eten

d pl

ay

Com

plem

enta

ry S

tran

d: T

he L

angu

age

of

Dra

mat

ic P

lay

Role

pla

ying

; Cre

ativ

e ex

pres

sion

CE46

Sho

w im

agin

atio

n an

d cr

eativ

ity in

pla

yRo

le p

layi

ng; C

reat

ive

expr

essi

on

CE47

Par

ticip

ate

in a

dult-

guid

ed

dram

atic

act

iviti

esRo

le p

layi

ng; C

reat

ive

expr

essi

on

CE48

Eng

age

in c

oope

rativ

e pr

eten

d pl

ay w

ith a

noth

er c

hild

Role

pla

ying

; Pee

r int

erac

tions

PHYS

ICA

L D

EVEL

OPM

ENT

AN

D H

EALT

H

DEL

F Le

arni

ng

Dom

ain

DEL

F

Sub-

Dom

ain

DEL

F Le

arni

ng

Opp

ortu

niti

esW

IDA

E-E

LD S

tand

ard

6: T

he

Lang

uage

of P

hysi

cal D

evel

opm

ent

Exam

ple

Topi

cs

Phys

ical

D

evel

opm

ent a

nd

Hea

lth

Fine

Mot

orPD

31 D

evel

op s

tren

gth,

sm

all-

mot

or c

ontr

ol, a

nd c

oord

inat

ion

thro

ugh

daily

act

iviti

es

The

Lang

uage

of P

hysi

cal D

evel

opm

ent:

Dua

l la

ngua

ge le

arne

rs c

omm

unic

ate

info

rmat

ion,

id

eas,

and

conc

epts

nec

essa

ry fo

r aca

dem

ic

succ

ess

in th

e co

nten

t are

a of

Phy

sica

l D

evel

opm

ent

Self-

care

(e.g

. dre

ssin

g, e

atin

g,

toile

ting)

; Usi

ng a

rt m

ater

ials

, U

sing

writ

ing

tool

s; C

reat

ing

art p

roje

cts;

Gym

/Pla

ygro

und

equi

pmen

t

PD32

Dev

elop

and

use

eye

-han

d co

ordi

natio

n to

per

form

a v

arie

ty

of ta

sks

Self-

care

(e.g

. dre

ssin

g, e

atin

g,

toile

ting)

; Usi

ng a

rt m

ater

ials

, U

sing

writ

ing

tool

s; C

reat

ing

art p

roje

cts;

Gym

/Pla

ygro

und

equi

pmen

t

PD33

Exp

lore

and

exp

erim

ent

with

a v

arie

ty o

f too

lsU

sing

art

mat

eria

ls; U

sing

w

ritin

g to

ols

Gro

ss M

otor

PD34

Incr

ease

str

engt

h, b

alan

ce,

coor

dina

tion,

flex

ibili

ty, s

tam

ina,

an

d co

ntro

l in

mot

or a

ctiv

ities

Body

aw

aren

ess;

Phy

sica

l ga

mes

; Out

door

pla

y; G

ym/

Play

grou

nd e

quip

men

t; Sp

orts

; Exe

rcis

e an

d fit

ness

PD35

Dem

onst

rate

bod

y an

d sp

ace

awar

enes

s, to

mov

e an

d st

op w

ith c

ontr

ol o

ver s

peed

and

di

rect

ion

Body

aw

aren

ess;

Phy

sica

l ga

mes

; M

usic

and

mov

emen

t; G

ym/P

layg

roun

d eq

uipm

ent;

Spor

ts

PD36

Dev

elop

the

abili

ty to

co

ordi

nate

incr

easi

ngly

com

plex

m

ovem

ents

Body

aw

aren

ess;

Phy

sica

l ga

mes

; Out

door

pla

y; G

ym/

Play

grou

nd e

quip

men

t; Sp

orts

; Exe

rcis

e an

d fit

ness

46

PHYS

ICA

L D

EVEL

OPM

ENT

AN

D H

EALT

H

DEL

F Le

arni

ng

Dom

ain

DEL

F

Sub-

Dom

ain

DEL

F Le

arni

ng

Opp

ortu

niti

esW

IDA

E-E

LD S

tand

ard:

Com

plem

enta

ry

Stra

ndEx

ampl

e To

pics

Phys

ical

D

evel

opm

ent a

nd

Hea

lth

Hea

lth A

war

enes

s an

d Pr

actic

ePD

37 E

xpan

d kn

owle

dge

and

resp

ect f

or th

eir b

odie

sCo

mpl

emen

tary

Str

and:

The

Lan

guag

e of

H

ealt

h A

war

enes

s an

d Pr

acti

ceBo

dy a

war

enes

s; E

xerc

ise

and

fitne

ss; N

utrit

ion;

Per

sona

l sa

fety

; Sel

f-ca

re (e

.g. d

ress

ing,

ea

ting,

toile

ting)

PD38

Eng

age

in d

aily

phy

sica

l ac

tivity

, bot

h in

door

s an

d ou

tdoo

rs

Phys

ical

gam

es; O

utdo

or p

lay,

G

ym/P

layg

roun

d eq

uipm

ent;

Spor

ts; M

usic

and

mov

emen

t; Ex

erci

se a

nd fi

tnes

s

PD39

Lea

rn a

bout

and

pra

ctic

e he

alth

and

hyg

iene

rout

ines

Self-

care

(e.g

. dre

ssin

g, e

atin

g,

toile

ting)

; Hea

lth a

nd h

ygie

ne;

Exer

cise

and

fitn

ess;

Nut

ritio

n

PD40

Exp

erie

nce

and

lear

n ab

out

heal

thy

lifes

tyle

pra

ctic

esH

ealth

and

hyg

iene

; Exe

rcis

e an

d fit

ness

; Out

door

pla

y;

Nut

ritio

n; P

erso

nal s

afet

y

PD41

Lea

rn a

bout

and

de

mon

stra

te s

afe

beha

vior

s an

d ac

cide

nt p

reve

ntio

n

Pers

onal

saf

ety

47

Appendix A: Selected ReferencesBUILD Initiative. (2012). Top ten recommendations for state leaders implementing Kindergarten

entry assessments. Retrieved online March 9, 2013 at www.elccollaborative.org/assessment/77-kindergarten-entry-assessment.html

Delaware Department of Education (DEDOE). dedoe.schoolwires.net

Dickinson, D. K., McCabe, A., & Sprague, K. (2003). Teacher rating of oral language literacy (TROLL): Individualizing early literacy instruction with a standards-based rating tool. The Reading Teacher, 56(6), 554–564.

Dickinson, D. K., Golinkoff, R. M., & Hirsh-Pasek, K. (2010). Speaking out for language: Why language is central to reading development. Educational Researcher, 39(4), 305–310.

Dickinson, D. K. (2011). Teachers’ language practices and academic outcomes of preschool children. Science, 333, 964–967.

Dickinson, D. K. & Porche, M. (2011). Relation between language experiences in preschool classrooms and children’s kindergarten and fourth-grade language and reading abilities. Child Development, 82(3), 870–886.

Espinosa, Linda M., Eugene García. (2012). Developmental Assessment of Young Dual Language Learners with a Focus on Kindergarten Entry Assessments: Implications for State Policies. Working paper #1, Center for Early Care and Education Research-Dual Language Learners (CECER-DLL), Frank Porter Graham Child Development Institute, The University of North Carolina, November 2012.

Scott-Little, C., Kagan, S. L. & Frelow, V. S. (2005). Inside the content: The breadth and depth of early learning standards. Research report. Greensboro, NC: SERVE Center, University of North Carolina.

Scott-Little, C., Kagan, S. L., & Frelow, V. S. (2006). Conceptualization of readiness and the content of early learning standards: The intersection of policy and research? Early Childhood Research Quarterly, 21, 153–173.

Scott-Little, C., Lesko, J., Martella, J., & Milburn, P. (2007). Early learning standards: Results from a national survey to document trends in state-level policies and practices. Early Childhood Research & Practice, 9(1).

National Association for the Education of Young Children (NAEYC) (2009). Where we stand on early learning standards. Retrieved online May 6, 2013 at http://www.naeyc.org/files/naeyc/file/positions/earlylearningstandards.pdf

Office of Head Start, (2010). The head start child development and early learning framework. Washington, DC: U.S. Department of Health and Human Services, Administration for Children and Families.

Resnick, L. & Snow, C. (2009). Speaking and listening for preschool through third grade, (Revised Ed.) Washington, DC: New Standards, University of Pittsburg and the National Center on Education and the Economy.

©2015 Board of Regents of the University of Wisconsin System, on behalf of WIDA

www.wida.us

The Connection · 2018-06-22 · connection to the Delaware Early Learning Foundations so that they can be easily used within Delaware programs’ standards-based curricula, instruction,

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