Early Years - University of Wisconsin–Madison

Early Years

Making Connections: Using the Wisconsin Model Early Learning Standards and WIDA Early Years Resources to Plan Instruction for Young Multilingual Children

ContributorsStevie Alverson, M.Ed., Early Years Professional Learning SpecialistPatricia Blanco, M.Ed., Early Years Professional Learning SpecialistLorena Mancilla, Ph.D., Director of WIDA Early Years

Making Connections: Using the Wisconsin Model Early Learning Standards and WIDA Early Years Resources to Plan Instruction for Young Multilingual Children was developed for the Wisconsin Department of Children and Families and was made possible by the Preschool Development Block Grant funding. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the Office of Child Care, the Administration for Children and Families, or the U.S. Department of Health & Human Services.

WIDA is housed within the Wisconsin Center for Education Research at the University of Wisconsin–Madison.

© 2021 The Board of Regents of the University of Wisconsin System, on behalf of WIDA

Version 1.0

ContentsOverview of WIDA and WIDA Early Years . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Wisconsin Partnership Snapshot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Section 1: Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5The Need for An Equity Lens When Working with Standards . . . . . . . . . . . . . . . . . 6Wisconsin Model Early Learning Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Purpose of Making Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Intended Audience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Equity and Advocacy for Young Multilingual Children . . . . . . . . . . . . . . . . . . . . . . . 9A Language-Focused Approach to Planning Equitable Learning Opportunities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Using Your State Standards and WIDA Early Language Development Standards to Plan Equitable Learning Opportunities for Multilingual Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13An Introductory Overview of Key WIDA Early Years Resources. . . . . . . . . . . . . . 16

Section 2: Getting Started with Making Connections . . . . . . . . . . . . . . . . . . . . . . 21A Closer Look at Essential Actions 5 and 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Language-Focused Planning Tool and Annotated Guide . . . . . . . . . . . . . . . . . . . 25Language-Focused Planning Tool: Annotated Guide . . . . . . . . . . . . . . . . . . . . . . . 26Language-Focused Planning Tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28A Language-Focused Approach to Planning Equitable Learning Opportunities: Ms. Cora’s Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Ms. Cora’s Language-Focused Planning Tool: Outdoor Activity . . . . . . . . . . 32Practical Pointers: Outdoor Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Ms. Cora’s Language-Focused Planning Tool: Imaginative Play . . . . . . . . . . 36Practical Pointers: Imaginative Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Ms. Cora’s Language-Focused Planning Tool: Co-creating Language and Literacy Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40Practical Pointers: Co-Creating Language and Literacy Resources . . . . . . .44

Frequently Asked Questions About Getting Started . . . . . . . . . . . . . . . . . . . . . . . 46

Section 3: Making Connections to the WIDA English Language Development Standards Framework, 2020 Edition: Kindergarten–Grade 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

4 Making Connections: Using the Wisconsin Model Early Learning Standards and WIDA Early Years Resources to Plan Instruction for Young Multilingual Children

Overview of WIDA and WIDA Early YearsWIDA, an organization within the University of Wisconsin–Madison, works to advance academic language development and academic achievement for culturally and linguistically diverse children and youth through high-quality standards, assessments, research, and professional learning for educators. WIDA resources for K–12 systems are used by 40 states, territories, and federal agencies, as well as over 500 international schools around the globe.

WIDA Early Years promotes equitable early care and education (ECE) opportunities for young multilingual children. It is a unique system of services and resources focused specifically on promoting multilingual children’s language development. WIDA Early Years was established to support the growing number of children in ECE settings who are developing two or more languages.

WIDA Early Years partners with state agencies to provide comprehensive services and access to resources for state leaders, higher education faculty, and ECE professionals who serve multilingual children and families. To learn more about WIDA Early Years and our member states, visit wida.wisc.edu/EarlyYears.

Wisconsin Partnership Snapshot In May 2020, the Wisconsin Department of Children and Families (DCF) partnered with WIDA Early Years. This partnership welcomed Wisconsin as a WIDA Early Years member state and was made possible by funds from Wisconsin’s Preschool Development Grant Birth through Five (PDG B-5). DCF partnered with WIDA Early Years to address a need throughout the state for professional learning resources focused on supporting young multilingual children and their families. In its inaugural partnership year, DCF launched statewide access to WIDA Early Years eLearning, a series of self-paced online modules and webinars for ECE educators.

http://wida.wisc.edu/EarlyYears

Making Connections: Using the Wisconsin Model Early Learning Standards and WIDA Early Years Resources to Plan Instruction for Young Multilingual Children 5

Section 1: IntroductionMultilingual children bring to their early care and education (ECE) environments a wealth of knowledge and experience, as well as cultural and linguistic resources that help them learn, grow, and flourish. These resources, or assets, have the potential to enrich the learning opportunities for everyone present in a child’s ECE environment, including all children and adults (WIDA, 2019). Like many ECE educators who work in linguistically diverse environments and plan instruction for young children, you may be asking yourself:

• What should I know and consider when planning instruction for multilingual children?

• How can I use standards to plan instruction that engages children in learning while also promoting multilingual children’s language development?

• What can I do to plan equitable learning opportunities for multilingual children?

If questions like these are coming to mind, we invite you to continue reading Making Connections as it can help answer these questions and more.

Multilingual children are culturally and linguistically diverse children, ages birth to five years, who are learning two or more languages. Multilingual children are exposed to multiple languages in their homes, communities, and/or ECE settings, and they develop and use language in dynamic ways. In the field, these children are commonly referred to as dual language learners, or DLLs.

Making Connections introduces several key terms which you will find in bold throughout the document. Some terms are defined in the sections they appear, but not all. See the Glossary for a full list of key terms and definitions.


The Need for An Equity Lens When Working with StandardsYou may have noticed we referenced the term standards in the previous section. As you will see, Making Connections examines the use of standards when planning instruction for multilingual children. Early learning and development standards, sometimes referred to as early learning standards or early learning guidelines, are available in all 50 states and the District of Columbia (National Center on Early Childhood Quality Assurance, 2019). In essence, early learning and development standards outline what young children participating in ECE programs, such as preschool or PreK, should know and be able to do (Kagan & Scott-Little, 2004). However, a review of several states’ early learning and development standards found a need for state standards to comprehensively address the learning and development, including home language and English language development, of multilingual children (Espinosa & Calderon, 2015).

To promote equity for multilingual children, it is vital for educators to take intentional steps in the planning of their instruction to ensure it is developmentally, culturally, and linguistically appropriate (Espinosa, 2020; National Association for the Education of Young Children [NAEYC], 2019). Since standards are often used to guide curriculum and instruction, we must look at them through an equity lens. When we work with standards through an equity lens, we interpret, or make sense of, standards in ways that allow us to see and consider the assets multilingual children bring to their learning, the many ways they can demonstrate their learning, and ways that we can use resources in our environment to ensure multilingual children have equitable opportunities to learn and develop language. Making Connections applies an equity lens to working with standards.

Wisconsin Model Early Learning Standards

The Wisconsin Model Early Learning Standards specify a continuum of development for all children from birth through entrance to first grade, in all domains of a child’s learning and development. Each domain is divided into sub-domains which include developmental expectations and continuum, program and performance standards, samples of children’s behavior, and adult strategies. Designed to reflect the shared commitment of the citizens of Wisconsin to prepare young children for success in school and later life, the standards create a common language and foundation for appropriate curriculum and assessment practices that support and promote children’s learning and development.

Our Commitment to Equity for Multilingual Learners

WIDA has historically grounded its work in language development standards as a driver of equity for multilingual learners in curriculum, instruction, and assessment. Making Connections presents the WIDA Early Language Development Standards and reflects this continued commitment to equity for young multilingual children in ECE settings.

http://www.collaboratingpartners.com/wp-content/uploads/2017/CPlinkedDocs/wmels_5thedition.pdf


Purpose of Making ConnectionsMaking Connections is a resource for ECE professionals that

• Raises awareness about considerations needed when planning instruction for young multilingual children using standards;

• Introduces the concept of a language-focused approach to planning instruction;• Provides an introductory overview of key WIDA Early Years resources; and• Offers suggestions, tools, and sample plans to help teachers “make connections” between WIDA Early

Years resources and their state’s early learning and development standards.

An Intentional Focus on Planning

It is beyond the scope of Making Connections to comprehensively discuss teaching and learning cycles and all considerations necessary for providing multilingual children equitable, high-quality learning opportunities. We invite readers to use Making Connections as an introductory resource for deepening their knowledge and understanding about planning equitable learning opportunities for multilingual children.

Intended AudienceMaking Connections is primarily written for ECE educators who plan, or will be planning, standards-based instruction for 3- and 4-year-old multilingual children. This may include ECE educators who work in center-based or home-based programs, state-funded preschool programs, and pre-service ECE teachers. In this document, teacher is used to refer to this primary audience.


Frequently Asked Questions About Audience and Use of Making Connections

Is this resource for me?

We recognize there are a variety of ECE professionals who collaborate with and provide support to teachers that may also benefit from Making Connections. This includes

• Instructional coaches and teacher mentors• Paraprofessionals• English learner (EL) specialists • State- and local-level program leaders and administrators• Teacher education faculty• Home visitors • Childcare providers• WIDA Early Years Professional Learning Cohort facilitators/trainers

Is this meant to be used individually or can I use this resource with others?

Making Connections is an invitation for collaboration among all adults who serve multilingual children. It can be used

• To guide instructional planning through collaborative relationships (e.g., coaching, mentoring, co-teaching, family and community partnerships)

• As a resource for professional learning communities (PLCs)• By faculty teaching coursework on multilingual children• As a tool to initiate dialogue among state and local leaders around providing resources and

support for ECE teachers

Is it okay to adapt the tools provided in Making Connections?

Making Connections is also an invitation for you to use the tools provided and adapt them as necessary so they work for you and the multilingual children in your care. We invite you to think of ways you can make the resources and tools presented here your own.

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Equity and Advocacy for Young Multilingual Children

At WIDA we are committed to advancing equity and social justice for multilingual children and youth in ECE and K–12 settings. This work includes challenging linguistic discrimination, cultural biases, and racism (WIDA, 2019). WIDA is proud to be one of more than 100 organizations nationwide that endorsed the position statement, Advancing Equity in Early Childhood Education (NAEYC, 2019). “All children have the right to equitable learning opportunities that help them achieve their full potential as engaged learners and valued members of society. Thus, all early childhood educators have a professional obligation to advance equity” (NAEYC, 2019, p. 1). In addition, all early childhood educators must make it a “professional responsibility to help challenge and change policies, laws, systems, and institutional practices that keep social inequities in place” (NAEYC, 2019, p. 8). For multilingual children—who are often members of linguistically, culturally, and racially diverse groups—equity and advocacy are vital for ensuring they experience ECE opportunities that help them achieve their full potential and flourish as unique, multilingual, and multicultural individuals.

Are you ready to advocate for equitable learning opportunities for multilingual children? Here we list a few talking points to help you start conversations with peers or colleagues around advocacy for multilingual children:

• The nation’s population of young multilingual children, ages 0–8 years, is on the rise while the number of monolingual children of the same age is on the decline (Park et al., 2018). ECE teachers must be prepared with the knowledge and skills necessary to plan and provide high-quality care and instruction to multilingual children (e.g., Children’s Equity Project & Bipartisan Policy Center, 2020; García et al., 2010).

• The evidence is clear: learning additional languages in early childhood benefits young children’s cognitive and social and emotional development (National Academies of Sciences, Engineering, and Medicine [NASEM], 2017).

• Advocacy requires certain knowledge, skills, access to resources, commitment, and courage. Educators of multilingual children and youth are often expected, or called upon, to serve as advocates for children and families, yet many are not prepared to do so (e.g., Staehr Fenner, 2014). Advocacy for multilingual children can include advocating for changes in program or school climate, change in policy and practice, and ensuring multilingual children have equitable access to resources and opportunities (e.g., Ortiz & Franquíz, 2017).

• Advocates for multilingual children call for equitable policy and clear guidance on the implementation of early learning and development standards and asset-based, instructional practice that provides multilingual children high-quality opportunities to learn new concepts while supporting their home language and English language development (Castro et al., 2011; Children’s Equity Project & Bipartisan Policy Center, 2020; Espinosa & Calderon, 2015; Espinosa, 2020).

Want to learn more? We invite you to explore WIDA Early Years resources and read the works cited here (see References section) to deepen your knowledge about equity and advocacy for multilingual children.


Wisconsin’s Commitment to its Values of Equity and Inclusion

• All Wisconsin children will be safe and loved members of thriving families and communities. • All Wisconsin early care and education professionals will engage in equitable, inclusive, and

culturally and linguistically responsive practices.• Wisconsin will actively work to undo systemic discriminatory practices that negatively impact

children, families, and early care and education professionals based on their identities (including race, ethnicity, and gender) or abilities.

• Collaboration and advocacy at the state, regional, local, and tribal levels will help to overcome all barriers to equity and inclusion.

Wisconsin Department of Children and Families Birth to 5 Statewide Strategic Plan for 2021-2023, p. 9

A Language-Focused Approach to Planning Equitable Learning OpportunitiesAs teachers, when we plan instruction, we are designing active and engaging learning opportunities for children. What does this look like when we apply an equity lens? It means we purposefully plan learning opportunities for young multilingual children that provide spaces for them to use their full linguistic repertoire—which includes children’s home language—to learn, make meaning, and demonstrate their learning (Castro, Espinosa & Páez, 2011; Castro et al., 2011; Children’s Equity Project & Bipartisan Policy Center, 2020; Espinosa & Calderon, 2015). Such spaces allow children to use and develop expressive language and receptive language skills.

WIDA Early Years resources highlight two language domains:

• Expressive language: Language used in speech and writing• Receptive language: Language processed through listening and reading

As you will see, Section 2 of Making Connections provides suggestions and examples of how to consider children’s expressive and receptive language as you plan instruction.

Language is a tool for learning

As children use language, they learn; and as they learn, they use language. Language and learning are deeply intertwined (NASEM, 2017). It is vital to take both into account when planning learning opportunities for multilingual children. Language is, after all, the most powerful tool we have for making meaning and learning (Vygotsky, 1978).

https://dcf.wisconsin.gov/childcare/pdg/strategicplan


In other words, equitable learning opportunities for multilingual children allow children to engage in languaging and learning. Languaging is using language to make meaning of the world around you and to shape your knowledge and experience (Swain, 2006). It views language as an action word rather than a noun or named language like “English” or “Mandarin.” For multilingual children, languaging reflects their full linguistic repertoire.

Key Concepts to Help You Plan for Languaging and Learning

To help teachers think about language in more robust ways as they plan instruction, we introduce the four concepts listed here. Explore the tools and examples in Section 2 of Making Connections to learn how these concepts can help you plan meaningful opportunities for multilingual children to language and learn.

Language Practices

Children use language in dynamic ways to make meaning. How a child uses language will vary depending on the language and culture they have been exposed to, their identity, and where, with whom, how, and why they are using the language.

Language Interaction

Children assume a variety of roles as they interact with others. It is important to first affirm the roles children feel comfortable taking on. Gradually invite children to take on varied roles so they have opportunities to try out and use different language.

Language Participation

Children use language for a variety of purposes. It is important for children to have multiple and meaningful opportunities to engage in activities that recognize their assets, stimulate their creativity and curiosity, and encourage them to use language in different ways.

Language Development

Children develop language as they meaningfully interact with others and explore the world around them. Language development is an interactive, social process that occurs over time (WIDA, 2020). High-quality language interactions promote and support children’s unique and dynamic language development.

When we purposefully plan equitable learning opportunities for multilingual children that allow them to engage in languaging and learning, we are taking a language-focused approach to our planning process. A language-focused approach is

• Rooted in equity and centers on what multilingual children can do with language;• Promotes the dynamic language and cultural practices of multilingual children; and• Positions families as experts who possess valuable knowledge about their children’s language

development.

In short, a language-focused approach to planning means we apply an equity and language lens to the design of active and engaging learning opportunities for young children. The concept tool on the next page summarizes a language-focused approach to planning equitable learning opportunities.

Languaging refers to the many ways we use language to make meaning of our environments, experiences, and learning.

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n 12 Using Your State Standards and WIDA Early Language

Development Standards to Plan Equitable Learning Opportunities for Multilingual ChildrenEarly learning and development standards outline what young children should know and be able to do (Kagan & Scott-Little, 2004). Standards serve as a tool to guide curriculum, instruction, and assessment. Figure 1 outlines the developmental domains addressed in the Wisconsin Model Early Learning Standards, Fifth Edition.

Figure 1: Framework for Wisconsin Model Early Learning Standards (2021, p . 3)

WISCONSIN MODEL EARLY LEARNING STANDARDS 3

Framework for Wisconsin Model Early Learning Standards Document

DEVELOPMENTAL DOMAINS

• Health and Physical Development

• Social and Emotional Development

• Language Development and Communication

• Approaches to Learning

• Cognition and General Knowledge

Sub-DomainsLabeled with A, B, C, etc.

Performance Standards

Specific information and/or skills child should know

and should be able to do

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do for children

Sample Strategies for Adults

Sample Behaviors of Children

Developmental Continuum

Progressive levels of performance

LocaL Decisions

Learning Expectations, Curriculum, Assessment

Developmental Expectations What child should know and should be able to do


Wisconsin Early Dual Language Learner Initiative

The Wisconsin Early Dual Language Learner Initiative (EDLLI) provides resources, professional development, and technical assistance to community partners regarding culturally and linguistically responsive practices for children birth through 5. This cross sector group collaborates with other state initiatives including WI Model Early Learning Standards, Preschool Options Project, and WI Pyramid Model.

Wisconsin Early Childhood Collaborating Partners – Diverse Populations

In addition to state early learning and development standards, there are also language standards. The WIDA Early Language Development Standards are designed for use with children ages 2.5–5.5 years old and correspond to five domains of children’s development and learning: approaches to learning, language and communication development, cognition and general knowledge, physical well-being and motor development, and social and emotional development. These domains are included or reflected to varying degrees in most state early learning and development standards (e.g., see Scott-Little, Kagan, & Frelow, 2005).

The WIDA Early Language Development Standards are part of a framework, or system, that consists of different resources. This means that when using the WIDA Early Language Development Standards, teachers not only refer to the actual standards themselves and integrate them with their state’s early learning and development standards, they also draw from WIDA Early Years resources to help them implement the standards in meaningful and equitable ways (see examples and tools provided in Section 2). The WIDA Early Language Development Standards are available in English and Spanish (see Table 1 and 2).

Table 1: WIDA Early English Language Development Standards

Standard 1 Language of Social and Emotional Development

Multilingual children communicate information, ideas, and concepts for learning and development in the area of social and emotional development

Standard 2 Language of Early Language Development and Literacy

Multilingual children communicate information, ideas, and concepts for learning and development in the content area of early language development and literacy

Standard 3 Language of Mathematics

Multilingual children communicate information, ideas, and concepts for learning and development in the content area of mathematics

Standard 4 Language of Science

Multilingual children communicate information, ideas, and concepts for learning and development in the content area of science

Standard 5 Language of Social Studies

Multilingual children communicate information, ideas, and concepts for learning and development in the content area of social studies

Standard 6 Language of Physical Development

Multilingual children communicate information, ideas, and concepts for learning and development in the content area of physical development

http://www.collaboratingpartners.com/diverse-populations/diverse-populations/


Table 2: Los estándares del desarrollo del lenguaje temprano del español de WIDA

Estándar 1 El lenguaje del desarrollo social y emocional

Niños multilingües comunican información, ideas y conceptos para el aprendizaje y el desarrollo en el área de desarrollo social y emocional

Estándar 2 El lenguaje del desarrollo del idioma y alfabetización temprana

Niños multilingües comunican información, ideas y conceptos para el aprendizaje y el desarrollo en el área de contenido del idioma y alfabetización temprana

Estándar 3 El lenguaje de las matemáticas

Niños multilingües comunican información, ideas y conceptos para el aprendizaje y el desarrollo en el área de contenido de las matemáticas

Estándar 4 El lenguaje de las ciencias

Niños multilingües comunican información, ideas y conceptos para el aprendizaje y el desarrollo en el área de contenido de las ciencias

Estándar 5 El lenguaje de los estudios sociales

Niños multilingües comunican información, ideas y conceptos para el aprendizaje y el desarrollo en el área de contenido de los estudios sociales

Estándar 6 El lenguaje del desarrollo físico

Niños multilingües comunican información, ideas y conceptos para el aprendizaje y el desarrollo en el área de contenido del desarrollo físico

What about standards for home languages other than English and Spanish?

The WIDA Early Language Development Standards were specifically developed to support the English and Spanish language development of multilingual children ages 2.5–5.5 years. However, WIDA Early Years resources communicate and emphasize the importance of promoting children’s home language and English language development, including languages other than English and Spanish (e.g., see the WIDA Early Years Promising Practices publication). Remember, a language-focused approach calls on teachers to take into consideration what multilingual children can do with language, and this includes the many different languages multilingual children and families bring to their ECE settings.


An Introductory Overview of Key WIDA Early Years ResourcesThis section introduces four WIDA Early Years resources that can be helpful to teachers working with standards to plan equitable learning opportunities for multilingual children. The resources highlighted here include the:

• WIDA Can Do Philosophy• WIDA Early Years Guiding Principles of Language

Development• WIDA Early Years Key Uses of language• WIDA Early Years Essential Actions

WIDA Can Do Philosophy

The WIDA Can Do Philosophy (2019) is fundamental to our work at WIDA. It is more than a philosophy statement, it is an asset-based mindset and way of being. It advances our core belief that everyone brings valuable resources to the education community. Multilingual children bring a unique set of cultural and linguistic assets that have the potential to enrich the experiences of all children and educators. Educators bring knowledge and skills that help children reach their potential. Families bring knowledge about their children and expertise as children’s first teachers. Communities offer diverse experiences and resources to build upon children’s learning. Leaders bring knowledge and skills, as well as provide access to resources that help all members of the ECE community thrive.

How does the WIDA Can Do Philosophy apply to a language-focused approach to planning equitable learning opportunities?

A can do mindset, or asset-based thinking, is a necessary element of a language-focused approach. Remember, this approach centers on all that multilingual children can do with their language—including their home language and English. By focusing on what multilingual children can do with language, we send a powerful message that honors the various ways linguistic diversity contributes to children’s learning and to the vibrancy of ECE programs.

Want to learn more?

This section provides an introduction, not an in-depth explanation, of four key WIDA Early Years resources. We invite readers to further explore each resource to deepen their understanding of the resources and concepts presented within.

Visit the WIDA website (https://wida.wisc.edu/) or contact us at [email protected] for information on how you can access the resources highlighted here or if you have questions about them.

https://wida.wisc.edu/

https://wida.wisc.edu/

mailto:[email protected]


WIDA Early Years Guiding Principles of Language Development

Do bilingual or multilingual children learn language in the same way as monolingual children? How long does it take for children to learn a second language? Will learning more than one language confuse young children? Questions such as these are commonly raised by educators. The WIDA Early Years Guiding Principles of Language Development (2020) provide ECE professionals with a broad perspective on key concepts related to the language development of young multilingual children. Core concepts embedded within the Guiding Principles include:

• The importance of sociocultural context• Social justice and equity• Dynamic language practices and language development

These principles can serve as a stepping-stone for expanding your knowledge and understanding of multilingual children’s language development. Table 3 lists the WIDA Early Years Guiding Principles of Language Development. Access the full version from the WIDA website to a see the list of references and key research highlights.

Table 3: WIDA Early Years Guiding Principles of Language Development

1. Multilingual children are learning more than one language at the same time and adjust the use of their languages to different sociocultural contexts.

2. Multilingual children learn language and culture through their experiences at home, in the community, and in early care and education.

3. The languages and language varieties used by multilingual children and their families are valuable resources to be considered and incorporated into early care and education and into everyday routines and activities.

4. Multilingual children benefit from continuous home language development at all levels of English language development.

5. Multilingual children follow different paths for language development than monolingual children.

6. Multilingual children follow unique paths of language development according to their exposure to and opportunities for using their multiple languages.

7. Multilingual children approach learning language in different ways, with each child bringing a unique set of attitudes, habits, and preferences for language use.

8. Multilingual children, like other children, develop language through play-based activities that invite rich language interaction.

9. Multilingual children are developing language and literacy at the same time that they are also developing physically, cognitively, socially, and emotionally.

10. Multilingual children’s development of social and developmentally appropriate academic language is a complex and long-term process.

Sociocultural context refers to the cultural, political, societal, and at times, historical, factors that shape or inform language development.


How do the WIDA Early Years Guiding Principles of Language Development apply to a language-focused approach to planning equitable learning opportunities?

Knowledge of how the language development and language practices of multilingual children are similar to and different from that of monolingual children is critical information for ECE teachers to have—especially for those who work in linguistically diverse ECE programs. While the tools and examples in Section 2 do not explicitly reference the Guiding Principles listed in Table 3, you will see that key concepts embedded within the Guiding Principles are reflected throughout.

WIDA Early Years Key Uses of Language

Teachers engaging in a language-focused approach to planning equitable learning opportunities must find ways to be intentional about the language they use and expose children to, as well as the language they want children to learn and use. It can be overwhelming to think about language in this way given that we are immersed in language, in various ways, throughout the day. The WIDA Early Years Key Uses of language are a resource to help teachers be intentional about language. The Key Uses of language define three specific purposes for using language embedded in early learning and development standards and commonly used in ECE settings (see Figure 2). The three Key Uses of language can serve as a “lens” to help teachers see and think about language in a more intentional way. The Key Uses of language can be found within the WIDA Early Years Can Do Descriptors (2016). They are also available in Spanish and can be found in Los descriptores Podemos: Educación temprana (2016).

Figure 2A: WIDA Early Years Key Uses of Language

Key Uses of Language Purposes Example Activities

Express Self

Sharing feelings, needs and wants, choices and preferencesSharing about self and child’s own individualityPlanning activities with others and assigning roles Negotiating with others, including or inviting others to join in activities

Daily routinesConflict resolutionInteractive gamesPersuading others

Recount

Sharing past events and experiencesRetelling stories Sharing discoveriesDescribing things, routines, pictures, or events

Storytelling Read aloud Show and tell

Inquire

Asking and answering questionsStating predictions and hypothesesExplaining observations, events, or phenomenaDiscussing topics with others

Science experimentsProblem-solvingDirections and instructionsPresentations


Figure 2B: Los usos clave del lenguaje de WIDA Early Years

Uso clave Definición Ejemplos de actividades

Expresarse

Cuando los niños usan el lenguaje para expresar deseos, necesidades, opiniones, preferencias, sentimientos y gustos. También incluye el lenguaje de negociación y persuasión.

Discusión de reglas o rutinasToma de ciertos rolesJuegos o actividades colaborativasResolución de conflictos

Relatar

Cuando los niños usan el lenguaje para compartir experiencias o descubrimientos, narrar historias o eventos pasados, proporcionar información y describir cosas, imágenes, personas o acontecimientos.

Cuentos o historiasActividades manualesPaseos o visitas a lugares especialesÁrea de bloques, juguetes o disfraces

Investigar

Cuando los niños usan el lenguaje para hacer y responder a preguntas, expresar curiosidad, categorizar objetos, participar en discusiones y resolver problemas y explorar el mundo. También incluye la creación de hipótesis, explicación de ideas u observaciones, conclusiones y reflexiones.

ExperimentosProyectos en la cocina o el jardínActividades táctiles o mesas sensorialesJuegos o actividades relacionados con las matemáticas o las ciencias naturales

How do the WIDA Early Years Key Uses of Language language apply to a lan-guage-focused approach to planning equitable learning opportunities?

The Key Uses of language are a resource to help teachers be intentional about language. The planning tool introduced in Section 2 of Making Connections explicitly includes references to the three Key Uses of language: Express Self, Recount, and Inquire.

WIDA Early Years Essential Actions

The WIDA Early Years Promising Practices (2015) outlines 14 Essential Actions (see Table 4). The Essential Actions are research-based guidelines for supporting young multilingual children’s language development. They are also a call for all adults who play a role in the early care and education of multilingual children (e.g., teachers, providers, families, leaders) to collaborate and take action in order to provide multilingual children equitable opportunities to learn and thrive.

No single Essential Action is considered more important than the others and they are not intended to be followed in sequential order. The Essential Actions can be integrated in various ways to help teachers take a language-focused approach to instructional planning. Which Essential Actions do you currently implement and how? Which are you interested in learning more about or trying in your local setting? The possibilities for implementing the Essential Actions locally are endless!

.


How do the WIDA Early Years Essential Actions apply to a language-focused approach to planning equitable learning opportunities?

We recognize readers will come with various levels of background knowledge and experience with the 14 Essential Actions. We also know from experience in the field that audiences new to the Essential Actions find it easier to start by focusing on just a few at a time. Therefore, we intentionally focus on Essential Actions 5 and 7 in Section 2 of Making Connections to provide practical examples of how teachers can use the Essential Actions to help them plan instruction.

Table 4: WIDA Early Years Essential Actions

1. Collaborate to ensure that all adults interacting with multilingual children support language development.

2. Gather information about multilingual children’s cultures and the languages heard and used in the past and present in order to support language development.

3. Recognize and use the strengths, resources, and experiences of multilingual children and their families to support and enhance language development and learning.

4. Gather, analyze, and reflect on information in order to focus on the developmental nature and unique characteristics of multilingual children’s language learning and development.

5. Apply information gathered about multilingual children: their cultures, how they use language, their language development, strengths, and resources.

6. Observe multilingual children’s language use and development in a variety of routines and learning experiences throughout the day in all early care and education settings.

7. Connect language standards with early learning standards and guidelines to make curriculum accessible and meaningful for multilingual children.

8. Identify the developmentally appropriate academic language demands of routines, social interactions, and learning experiences.

9. Design language learning experiences with consideration for the sociocultural context.

10. Provide opportunities for all multilingual children to engage in higher level thinking.

11. Identify the purpose of the language used during routines and learning experiences.

12. Plan for language teaching and learning within specific areas of development and learning.

13. Use language supports to help scaffold language development and learning.

14. Provide multiple and meaningful opportunities for multilingual children to use their languages.


Section 2: Getting Started with Making ConnectionsWhere should I begin? How do I get started? If these questions sound familiar, then this section is for you! Here we provide tools and resources to help your instructional planning. We also introduce Ms. Cora, a preschool teacher, and use her story to illustrate how she takes a language-focused approach to planning standards-based learning opportunities. Our hope is that Ms. Cora’s story, and the tools and resources provided, help you make connections between your state standards and WIDA Early Years resources.

A Closer Look at Essential Actions 5 and 7In Section 1 of Making Connections, we briefly introduced the 14 Essential Actions (see Table 4) and stated that Essential Action 5 and Essential Action 7 will be explicitly referenced in the tools provided. Why are we highlighting these two Essential Actions? Making Connections is intended to introduce readers to key WIDA Early Years resources—the Essential Actions being one of them. Therefore, we selected two Essential Actions to provide you examples of how they can be used or referred to as you plan standards-based instruction using a language-focused approach. Tables 5 and 6 help you take a closer look at key concepts of Essential Actions 5 and 7 and offer questions to guide reflection about your planning practice. After taking a closer look at these Essential Actions, think about one thing you can do to apply them to your planning practice.

WIDA Essential Actions

Look at Ms. Cora’s story and sample plans to see how she addressed Essential Actions 5 and 7.

Mak

ing

Con

nect

ions

: Usi

ng th

e XX

XXX

Earl

y Le

arni

ng S

tand

ards

and

WID

A E

arly

Yea

rs R

esou

rces

to P

lan

Inst

ruct

ion

for Y

oung

Mul

tilin

gual

Chi

ldre

n 22

Tabl

e 5:

A C

lose

r Loo

k at

Ess

entia

l Act

ion

5

Esse

ntia

l Act

ion

5: A

pply

info

rmat

ion

gath

ered

abo

ut m

ultil

ingu

al c

hild

ren:

thei

r cul

ture

s, h

ow th

ey u

se la

ngua

ge, t

heir

lang

uage

dev

elop

men

t, st

reng

ths,

and

res

ourc

es .

Key

Con

cept

: Inf

orm

atio

n ab

out m

ultil

ingu

al c

hild

ren’

s lin

guis

tic a

nd c

ultu

ral a

sset

s, in

tere

sts,

exp

erie

nces

, and

dyn

amic

lang

uage

pra

ctic

es is

a

valu

able

reso

urce

to d

raw

from

whi

le p

lann

ing

equi

tabl

e le

arni

ng o

ppor

tuni

ties.

Fam

ily a

nd c

omm

unity

par

tner

ship

s ca

n he

lp te

ache

rs g

athe

r suc

h in

form

atio

n. W

hile

pla

nnin

g in

stru

ctio

n, te

ache

rs w

ill w

ant t

o co

nsid

er th

eir s

ettin

g, e

nviro

nmen

t, cu

rric

ulum

, act

iviti

es, a

nd re

sour

ces

as th

ey th

ink

of

way

s to

app

ly th

is ty

pe o

f inf

orm

atio

n ab

out m

ultil

ingu

al c

hild

ren.

Key

Con

side

ratio

ns

Refl

ectiv

e Q

uest

ions

Sett

ing:

Tim

e an

d lo

catio

n

Envi

ronm

ent:

Phys

ical

spa

ce a

nd

ever

ythi

ng in

that

spa

ce, i

nclu

ding

all

mat

eria

ls, p

erce

ived

att

itude

s, a

nd

mes

sage

s.

• H

ow d

oes

the

sett

ing

and

envi

ronm

ent a

ffirm

mul

tilin

gual

chi

ldre

n’s

iden

titie

s, a

sset

s, a

s w

ell a

s lin

guis

tic, c

ultu

ral,

and

liter

acy

prac

tices

?•

How

can

info

rmat

ion

gain

ed th

roug

h fa

mily

and

com

mun

ity p

artn

ersh

ips

help

you

cre

ate

an

envi

ronm

ent t

hat p

rom

otes

lang

uagi

ng a

nd le

arni

ng?

Cur

ricu

lum

: The

kno

wle

dge,

ski

lls,

abili

ties,

and

und

erst

andi

ng c

hild

ren

are

to a

cqui

re a

nd th

e pl

ans

for t

he

lear

ning

exp

erie

nces

thro

ugh

whi

ch

thei

r acq

uisi

tion

occu

rs (a

dapt

ed fr

om

NA

EYC

, 202

0).

• H

ow d

oes

the

stan

dard

s-ba

sed

curr

icul

um re

flect

the

mul

tilin

gual

chi

ldre

n be

ing

serv

ed?

How

do

es it

bui

ld o

n w

hat m

ultil

ingu

al c

hild

ren

can

do, d

raw

upo

n th

eir l

ingu

istic

, cul

tura

l, an

d lit

erac

y pr

actic

es, a

nd fo

ster

the

stre

ngth

s th

ey h

ave?

•

Wha

t opp

ortu

nitie

s ar

e pr

esen

ted

in th

e cu

rric

ulum

for m

eani

ngfu

l fam

ily a

nd c

omm

unity

en

gage

men

t?

Act

iviti

es: L

earn

ing

activ

ities

spe

cific

ally

de

sign

ed b

y te

ache

rs to

pro

mot

e le

arni

ng a

nd la

ngua

ge d

evel

opm

ent.

• H

ow d

o st

anda

rds-

base

d ac

tiviti

es e

nabl

e m

ultil

ingu

al c

hild

ren

to d

emon

stra

te a

nd d

raw

upo

n th

eir k

now

ledg

e, e

xper

ienc

es, a

nd d

ynam

ic la

ngua

ge p

ract

ices

?

• W

hat o

ppor

tuni

ties

are

ther

e to

mea

ning

fully

eng

age

fam

ilies

and

com

mun

ity m

embe

rs in

suc

h ac

tiviti

es?

Reso

urce

s: C

ultu

ral a

nd li

ngui

stic

ex

perie

nces

, pra

ctic

es, r

elat

ions

hips

, in

tere

sts,

bac

kgro

und

know

ledg

e,

and

artif

acts

chi

ldre

n an

d ad

ults

hav

e ac

quire

d fr

om h

ome

and

the

com

mun

ity.

• W

hat r

esou

rces

can

you

incl

ude

in y

our i

nstr

uctio

nal p

lan

to p

rom

ote

lang

uagi

ng a

nd le

arni

ng?

How

are

chi

ldre

n en

cour

aged

to u

tiliz

e re

sour

ces

in th

e en

viro

nmen

t?

• H

ow c

an fa

mily

and

com

mun

ity p

artn

ersh

ips

help

you

gat

her r

esou

rces

that

refle

ct c

hild

ren’

s fa

mili

es a

nd c

omm

uniti

es?

Mak

ing

Con

nect

ions

: Usi

ng th

e XX

XXX

Earl

y Le

arni

ng S

tand

ards

and

WID

A E

arly

Yea

rs R

esou

rces

to P

lan

Inst

ruct

ion

for Y

oung

Mul

tilin

gual

Chi

ldre

n 22

Mak

ing

Con

nect

ions

: Usi

ng th

e XX

XXX

Earl

y Le

arni

ng S

tand

ards

and

WID

A E

arly

Yea

rs R

esou

rces

to P

lan

Inst

ruct

ion

for Y

oung

Mul

tilin

gual

Chi

ldre

n 23

Tabl

e 6:

A C

lose

r Loo

k at

Ess

entia

l Act

ion

7

Esse

ntia

l Act

ion

7: C

onne

ct la

ngua

ge s

tand

ards

with

ear

ly le

arni

ng s

tand

ards

and

gui

delin

es to

mak

e cu

rric

ulum

acc

essi

ble

and

mea

ning

ful

for m

ultil

ingu

al c

hild

ren .

Key

Con

cept

: As

child

ren

use

lang

uage

, the

y le

arn,

and

as

they

lear

n, th

ey u

se la

ngua

ge. U

nder

stan

ding

the

rela

tions

hip

betw

een

lang

uage

and

le

arni

ng h

elps

teac

hers

use

sta

ndar

ds to

pla

n eq

uita

ble

lear

ning

opp

ortu

nitie

s fo

r mul

tilin

gual

chi

ldre

n. W

hile

pla

nnin

g in

stru

ctio

n, te

ache

rs w

ill

wan

t to

cons

ider

lang

uage

pra

ctic

es, l

angu

age

inte

ract

ions

, lan

guag

e pa

rtic

ipat

ion,

and

lang

uage

dev

elop

men

t.

Key

Con

side

ratio

ns

Refl

ectiv

e Q

uest

ions

:

Lang

uage

Pra

ctic

esC

hild

ren

use

lang

uage

in d

ynam

ic w

ays

to m

ake

mea

ning

. How

a c

hild

us

es la

ngua

ge w

ill v

ary

depe

ndin

g on

the

lang

uage

and

cul

ture

they

ha

ve b

een

expo

sed

to, t

heir

iden

tity,

and

whe

re, w

ith w

hom

, how

, and

w

hy th

ey a

re u

sing

the

lang

uage

.

• W

hat h

ave

you

obse

rved

abo

ut m

ultil

ingu

al c

hild

ren’

s la

ngua

ge

prac

tices

?•

How

can

you

use

thes

e ob

serv

atio

ns to

hel

p yo

u us

e st

anda

rds

to

plan

equ

itabl

e le

arni

ng o

ppor

tuni

ties

for m

ultil

ingu

al c

hild

ren?

Lang

uage

Inte

ract

ion

Chi

ldre

n as

sum

e a

varie

ty o

f rol

es a

s th

ey in

tera

ct w

ith o

ther

s. It

is

impo

rtan

t to

first

aff

irm th

e ro

les

child

ren

feel

com

fort

able

taki

ng.

Gra

dual

ly in

vite

chi

ldre

n to

take

on

varie

d ro

les

so th

ey h

ave

oppo

rtun

ities

to tr

y ou

t and

use

diff

eren

t lan

guag

e.

• W

hat h

ave

you

obse

rved

abo

ut ro

les

mul

tilin

gual

chi

ldre

n ta

ke a

s th

ey in

tera

ct w

ith o

ther

s? W

hich

role

s m

ay b

e fa

mili

ar to

chi

ldre

n an

d w

hich

may

be

new

? •

How

can

you

use

thes

e ob

serv

atio

ns to

hel

p yo

u us

e st

anda

rds

to

plan

equ

itabl

e le

arni

ng o

ppor

tuni

ties

for m

ultil

ingu

al c

hild

ren?

Lang

uage

Par

ticip

atio

n C

hild

ren

use

lang

uage

for a

var

iety

of p

urpo

ses.

It is

impo

rtan

t for

ch

ildre

n to

hav

e m

ultip

le a

nd m

eani

ngfu

l opp

ortu

nitie

s to

eng

age

in a

ctiv

ities

that

reco

gniz

e th

eir a

sset

s, s

timul

ate

thei

r cre

ativ

ity a

nd

curio

sity

, and

enc

oura

ge th

em to

use

lang

uage

in d

iffer

ent w

ays.

• H

ow w

ill c

hild

ren

be e

xpec

ted

to u

se la

ngua

ge to

lear

n an

d de

mon

stra

te th

eir l

earn

ing

durin

g st

anda

rds-

base

d in

stru

ctio

n?

• H

ow w

ill y

ou c

reat

e m

eani

ngfu

l and

equ

itabl

e op

port

uniti

es fo

r m

ultil

ingu

al c

hild

ren

to u

se la

ngua

ge fo

r the

se p

urpo

ses?

Lang

uage

Dev

elop

men

tC

hild

ren

deve

lop

lang

uage

as

they

mea

ning

fully

inte

ract

with

oth

ers

and

expl

ore

the

wor

ld a

roun

d th

em. L

angu

age

deve

lopm

ent i

s an

in

tera

ctiv

e, s

ocia

l pro

cess

that

occ

urs

over

tim

e (W

IDA

, 202

0). H

igh-

qual

ity la

ngua

ge in

tera

ctio

ns p

rom

ote

and

supp

ort c

hild

ren’

s un

ique

an

d dy

nam

ic la

ngua

ge d

evel

opm

ent.

• W

hat s

teps

will

you

take

to p

urpo

sefu

lly p

rovi

de m

ultil

ingu

al

child

ren

ongo

ing

oppo

rtun

ities

to u

se a

nd d

evel

op la

ngua

ge

durin

g yo

ur s

tand

ards

-bas

ed le

sson

or u

nit o

f ins

truc

tion?

• W

hat s

teps

will

you

take

to in

terp

ret a

nd w

ork

with

sta

ndar

ds in

w

ays

that

are

equ

itabl

e fo

r mul

tilin

gual

chi

ldre

n an

d pr

omot

e th

eir

lang

uage

dev

elop

men

t?


Tables 5 and 6 are resources to help you examine more closely Essential Actions 5 and 7. But, remember—there are 14 Essential Actions. So there’s so much more to explore! As you become more comfortable addressing Essential Actions 5 and 7 in your planning, we suggest the following next steps to help you deepen your knowledge about the WIDA Early Years Essential Actions:

• Take time to examine the remaining 12 Essential Actions on your own, with a colleague, or within a professional learning community

• Review all 14 Essential Actions and identify which are already a part of your practice and which you may wish to begin to implement or learn more about

• As you explore the other Essential Actions, document your own key considerations and reflective questions

In addition, Figure 3 outlines additional steps you can take for getting started with Essential Actions 5 and 7. There are numerous ways to get started. What will work best for you?

Figure 3: Suggestions for Getting Started with Essential Actions 5 and 7

Review Essential Actions 5 and 7 ➔ review your state and language standards ➔ choose standards ➔ plan equitable learning opportunities for multilingual children

OR

Use your current plans ➔ review Essential Actions 5 and 7 ➔ choose state and language standards that match ➔ plan equitable learning opportunities for multilingual children

OR

Use your current curriculum guide ➔ review Essential Actions 5 and 7 ➔ choose state and language standards that match ➔ plan equitable learning opportunities for multilingual children

OR

Notice a new interest rising during children’s play ➔ review Essential Actions 5 and 7 ➔ review your state and language standards ➔ choose standards that match ➔ plan equitable learning opportunities for multilingual children

Ms. Cora chose this last option. See her story for an example.


Language-Focused Planning Tool and Annotated GuideThe Language-Focused Planning Tool is designed to help teachers get started with a language-focused approach to planning equitable learning opportunities for multilingual children. The tool brings together the key concepts and considerations of Essential Actions 5 and 7 (see Tables 5 and 6). To help you use the Language-Focused Planning Tool, we've included an annotated version, which offers helpful guiding questions. The Annotated Guide is shown on pages 26 and 27, followed by the tool itself, on pages 28 and 29. Together, the Language-Focused Planning Tool and Annotated Guide offer one more way teachers can get started with Making Connections. So, what can it look like when a teacher uses these resources to plan equitable standards-based instruction? Review the Annotated Guide (on pages 26 and 27) to familiarize yourself with the tool. See Table 7 to learn more about Environment and Resources, one of the sections in the planning tool. Then read Ms. Cora’s story and lesson plans to see examples of how she used the tool to plan equitable learning opportunities for multilingual children in her classroom.

Table 7: Using Your Environment and Resources to Promote Equitable Learning Opportunities for Multilingual Children

Real Life Objects and Artifacts items representative of children’s cultural and linguistic assets

Imaginative Play toys, models, or other representations of real objects and places, costumes and props familiar to children and representative of their families and communities

Groupings partner pairs, small group, large group, groups led by family or community members, teaching team groupings, language groupings

Multiple Means of Communication • spoken and written language• gestures, facial expressions, body language, demonstrations• images, equations/number lines, maps, symbols, diagrams, charts, graphs, visual schedules • photos, pictures and drawings, videos, podcasts, audio books• music, rhymes, chants, fingerplays, games

Tools Available on the WIDA Website

Visit the WIDA website (wida.wisc.edu) to download a blank version of the Language-Focused Planning Tool and a copy of the Annotated Guide.

http://wida.wisc.edu

http://wida.wisc.edu

Mak

ing

Con

nect

ions

: Usi

ng th

e XX

XXX

Earl

y Le

arni

ng S

tand

ards

and

WID

A E

arly

Yea

rs R

esou

rces

to P

lan

Inst

ruct

ion

for Y

oung

Mul

tilin

gual

Chi

ldre

n 26

Lang

uage

-Foc

used

Pla

nnin

g To

ol: A

nnot

ated

Gui

deTe

ache

rs c

an u

se th

e gu

idin

g qu

estio

ns in

this

ann

otat

ed g

uide

to fa

mili

ariz

e th

emse

lves

with

the

Lang

uage

-Foc

used

Pla

nnin

g To

ol.

Stat

e Ea

rly

Lear

ning

Dev

elop

men

t Sta

ndar

ds a

nd W

IDA

Ear

ly L

angu

age

Dev

elop

men

t Sta

ndar

ds: W

hich

sta

te e

arly

lear

ning

and

dev

elop

men

t st

anda

rds

and

WID

A E

arly

Lan

guag

e D

evel

opm

ent S

tand

ards

is th

is p

lan

base

d on

?

Lang

uage

and

Lea

rnin

g G

oals

: Wha

t are

the

lear

ning

and

lang

uage

dev

elop

men

t goa

ls fo

r the

less

on?

How

are

the

goal

s in

form

ed b

y w

hat y

ou

know

abo

ut e

ach

child

’s as

sets

and

inte

rest

s?

Lang

uage

Inte

ract

ion

Lang

uage

Par

ticip

atio

n La

ngua

ge D

evel

opm

ent

• W

hat r

ole(

s) h

ave

mul

tilin

gual

chi

ldre

n as

sum

ed p

revi

ousl

y?

• W

hich

role

s do

es th

is s

tand

ard(

s) e

xpec

t ch

ildre

n to

ass

ume?

Doe

s th

is re

pres

ent a

sh

ift in

pra

ctic

e fo

r mul

tilin

gual

chi

ldre

n?

• W

hat o

ther

opp

ortu

nitie

s ar

e th

ere

for

mul

tilin

gual

chi

ldre

n to

be

enco

urag

ed to

ta

ke o

n ne

w ro

les?

• W

hat o

ppor

tuni

ties

are

ther

e to

util

ize

peer

s an

d ad

ults

as

a re

sour

ce fo

r m

ultil

ingu

al c

hild

ren?

•

How

will

you

pla

n to

use

role

s m

ultil

ingu

al

child

ren

alre

ady

assu

me

as a

brid

ge

to ta

ke o

n ne

w ro

les

durin

g la

ngua

ge

inte

ract

ions

?

• H

ow a

nd w

hen

have

mul

tilin

gual

chi

ldre

n us

ed la

ngua

ge to

exp

ress

sel

f, re

coun

t, in

quire

?•

Whi

ch K

ey U

ses

of la

ngua

ge d

oes

this

st

anda

rd(s

) exp

ect m

ultil

ingu

al c

hild

ren

to

use:

Exp

ress

Sel

f, Re

coun

t, In

quire

, oth

er?

Will

this

Key

Use

of l

angu

age

be n

ew fo

r m

ultil

ingu

al c

hild

ren?

If n

ot, c

an y

ou p

lan

to in

trod

uce

and

enco

urag

e ne

w w

ays

to

use

lang

uage

? •

How

will

you

pla

n to

bui

ld o

n fa

mili

ar K

ey

Use

s of

lang

uage

mul

tilin

gual

chi

ldre

n ar

e al

read

y co

mfo

rtab

le w

ith?

• W

hat l

angu

age

prac

tices

do

mul

tilin

gual

ch

ildre

n en

gage

in?

• W

hat l

angu

age

do m

ultil

ingu

al c

hild

ren

unde

rsta

nd a

nd u

se to

mak

e m

eani

ng?

• W

hat l

angu

age

prac

tices

are

mul

tilin

gual

ch

ildre

n as

sum

ed o

r exp

ecte

d to

eng

age

in to

mee

t thi

s st

anda

rd(s

)? D

oes

this

re

pres

ent a

shi

ft in

pra

ctic

e fo

r mul

tilin

gual

ch

ildre

n?

• H

ow w

ill y

ou p

lan

to e

xpan

d m

ultil

ingu

al

child

ren’

s la

ngua

ge p

ract

ices

and

la

ngua

ge th

ey a

re fa

mili

ar a

nd

com

fort

able

usi

ng?

Part

icip

ants

and

Lan

guag

e(s)

Use

d: W

hich

chi

ldre

n an

d ad

ults

will

be

inte

ract

ing

durin

g th

is ac

tivity

and

wha

t lan

guag

e(s)

will

be

used

and

enc

oura

ged?

Mak

ing

Con

nect

ions

: Usi

ng th

e XX

XXX

Earl

y Le

arni

ng S

tand

ards

and

WID

A E

arly

Yea

rs R

esou

rces

to P

lan

Inst

ruct

ion

for Y

oung

Mul

tilin

gual

Chi

ldre

n 26

Mak

ing

Con

nect

ions

: Usi

ng th

e XX

XXX

Earl

y Le

arni

ng S

tand

ards

and

WID

A E

arly

Yea

rs R

esou

rces

to P

lan

Inst

ruct

ion

for Y

oung

Mul

tilin

gual

Chi

ldre

n 27

Lang

uage

-Foc

used

Pla

nnin

g To

ol: A

nnot

ated

Gui

de, p

age

2

Plan

s

Sett

ing

D

escr

ibe

the

sett

ing

(e.g

., in

door

dra

mat

ic p

lay

area

, out

door

pla

ygro

und)

.

Act

ivity

(Circ

le a

ll th

at a

pply

)

Mea

ltim

e

Tra

nsiti

ons

R

outin

es

T

each

er-D

irect

ed

C

hild

-Dire

cted

Larg

e G

roup

Smal

l Gro

up

O

utdo

or P

lay

Oth

er:

Lang

uage

Inte

ract

ion

How

will

you

pla

n fo

r rol

es to

be

assu

med

by

mul

tilin

gual

chi

ldre

n, th

eir p

eers

, and

adu

lts d

urin

g la

ngua

ge in

tera

ctio

ns?

Lang

uage

Par

ticip

atio

n H

ow w

ill y

ou p

lan

for e

ncou

ragi

ng la

ngua

ge p

artic

ipat

ion,

targ

eted

Key

Use

s of

Lan

guag

e, o

r oth

er p

urpo

ses

of la

ngua

ge u

se w

ith th

e le

sson

?

Envi

ronm

ent a

nd R

esou

rces

H

ow d

o yo

u pl

an to

use

the

envi

ronm

ent a

nd re

sour

ces

to c

reat

e eq

uita

ble

lear

ning

opp

ortu

nitie

s fo

r mul

tilin

gual

chi

ldre

n? H

ow w

ill y

ou

enco

urag

e m

ultil

ingu

al c

hild

ren

to a

cces

s re

sour

ces

avai

labl

e to

them

?

Not

es

Any

nex

t ste

ps o

r rem

inde

rs th

at y

ou w

ant t

o do

cum

ent?

Mak

ing

Con

nect

ions

: Usi

ng th

e XX

XXX

Earl

y Le

arni

ng S

tand

ards

and

WID

A E

arly

Yea

rs R

esou

rces

to P

lan

Inst

ruct

ion

for Y

oung

Mul

tilin

gual

Chi

ldre

n 28

Lang

uage

-Foc

used

Pla

nnin

g To

olTe

ache

rs c

an u

se th

is to

ol to

get

sta

rted

with

a la

ngua

ge-f

ocus

ed a

ppro

ach

to p

lann

ing

equi

tabl

e le

arni

ng o

ppor

tuni

ties

fo

r mul

tilin

gual

chi

ldre

n.

Stat

e Ea

rly

Lear

ning

Dev

elop

men

t Sta

ndar

ds:

WID

A E

arly

Lan

guag

e D

evel

opm

ent S

tand

ards

:

Lang

uage

and

Lea

rnin

g G

oals

:

Lang

uage

Inte

ract

ion

Lang

uage

Par

ticip

atio

n La

ngua

ge D

evel

opm

ent

Part

icip

ants

and

Lan

guag

e(s)

Use

d:

Mak

ing

Con

nect

ions

: Usi

ng th

e XX

XXX

Earl

y Le

arni

ng S

tand

ards

and

WID

A E

arly

Yea

rs R

esou

rces

to P

lan

Inst

ruct

ion

for Y

oung

Mul

tilin

gual

Chi

ldre

n 28

Mak

ing

Con

nect

ions

: Usi

ng th

e XX

XXX

Earl

y Le

arni

ng S

tand

ards

and

WID

A E

arly

Yea

rs R

esou

rces

to P

lan

Inst

ruct

ion

for Y

oung

Mul

tilin

gual

Chi

ldre

n 29

Lang

uage

-Foc

used

Pla

nnin

g To

ol, p

age

2

Plan

s

Sett

ing

Act

ivity

(Circ

le a

ll th

at a

pply

)

Mea

ltim

e

Tra

nsiti

ons

R

outin

es

T

each

er-D

irect

ed

C

hild

-Dire

cted

Larg

e G

roup

Smal

l Gro

up

O

utdo

or P

lay

Oth

er:

Lang

uage

Inte

ract

ion

(Circ

le a

ll th

at a

pply

)

List

ens

Onl

y

In

itiat

es C

onve

rsat

ions

Sha

res

Idea

s

R

espo

nds

to Q

uest

ions

Ask

s fo

r Cla

rific

atio

n

A

sks

for P

erm

issi

on

Neg

otia

tes/

Prob

lem

-sol

ves

Exp

lain

s W

hy

O

ther

:

Lang

uage

Par

ticip

atio

n

Envi

ronm

ent a

nd R

esou

rces

N

otes


A Language-Focused Approach to Planning Equitable Learning Opportunities: Ms . Cora’s Story

“Through conversations, I’ve learned that many families in our class grow their own fruits and vegetables,” explains Ms. Cora. “They spend time with their children in the garden and have a lot of gardening expertise.” Ms. Cora has noticed that the children’s play themes have started to revolve around gardening. “Several children have moved the plastic fruits and vegetables from the dramatic play area to the sand table. They ‘grow’ food for others to ‘cook’ in the play kitchen! Other children have been drawing plans for gardens and building them with the tabletop blocks. Some brought vegetables from home to add to our science area—vegetables I have never seen, like Thai eggplants and Asian greens. The children take turns ‘working’ there, holding pencils and clipboards, answering questions!” Children have extended this theme to the library, art, and outdoor areas, as well. “The families and I are so excited to see the children’s curiosity, motivation, and joyful interactions!”

Ms. Cora is a White, 4K (i.e., preschool) teacher in an urban, center-based classroom. Although Ms. Cora is most comfortable speaking English, she practices using phrases and words in other languages she has learned from the children and families she serves. She values the cultures, languages, and experiences of children and families and recognizes these experiences as an important foundation of the curriculum. She respects children as individuals and their families as experts on their children.

Ms. Cora continuously builds reciprocal relationships with families. She partners with family and community members to co-create a linguistically and culturally responsive environment that sends a welcoming message


to children and families—“You belong here.” She also strives to increase her expertise by learning about the language development of the multilingual children she serves, utilizing families and other resources, and regularly monitoring her own practices. She intentionally focuses on language while planning for learning. The information she has gathered about children’s interests, strengths, and language usage help her effectively plan and teach.

“It is my job to listen, observe, and facilitate children’s languaging and learning to further their development,” adds Ms. Cora. “I do this for all children, thinking about all areas of development. For the nine children in my group who are multilingual, I understand that they are developing language in unique ways and should be encouraged to use their entire linguistic repertoire to make meaning and grow their learning. When planning, I consider their dynamic language practices, language interactions, participation, and language development. I use all the information I have gathered to plan language-rich, culturally responsive care and instruction.”

Building on children’s interests around gardening, Ms. Cora is busy planning upcoming activities. On the next few pages, see how Ms. Cora used the Language-Focused Planning Tool to apply all that she knows about the multilingual children in her classroom to plan three standards-based activities that provide equitable opportunities for children in her classroom to language and learn. You can also see an example language tool that Ms. Cora uses with her families to learn more about their home languages. You'll notice that when Ms. Cora uses the tools, they extend over multiple pages; feel free to extend and adapt the tools for your own needs.

Mak

ing

Con

nect

ions

: Usi

ng th

e XX

XXX

Earl

y Le

arni

ng S

tand

ards

and

WID

A E

arly

Yea

rs R

esou

rces

to P

lan

Inst

ruct

ion

for Y

oung

Mul

tilin

gual

Chi

ldre

n 32

See

how

M

s . C

ora

used

th

e to

ol

Ms .

Cor

a’s

Lang

uage

-Foc

used

Pla

nnin

g To

ol: O

utd

oor A

ctiv

ity

Wis

cons

in M

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ly L

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dard

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ENT

Dev

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Wis

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ill s

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men

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L.1 U

ses

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orm

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. EL.

2 U

ses

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pare

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vest

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C. E

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Hyp

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. C.

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For

ms

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ions

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rror

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.

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arly

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ent S

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ards

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guag

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t

Lang

uage

and

Lea

rnin

g G

oals

: Ind

epen

dent

ly e

ngag

es in

and

per

form

s fin

e m

otor

and

gro

ss m

otor

task

s; O

bser

ves,

exp

lore

s, g

athe

rs

info

rmat

ion,

ask

s qu

estio

ns, a

nd s

hare

s in

form

atio

n.

Lang

uage

Inte

ract

ion

Lang

uage

Par

ticip

atio

n La

ngua

ge D

evel

opm

ent

Role

s: In

itiat

es c

onve

rsat

ions

, Ask

s fo

r cl

arifi

catio

n, E

xpan

ds re

spon

ses

to q

uest

ions

, Ex

plai

ns W

hy

Key

Use

s of

lang

uage

: Inq

uiry

, Exp

lain

ing

Why

Usi

ng fu

ll lin

guis

tic re

pert

oire

to m

ake

mea

ning

dur

ing

lang

uage

inte

ract

ions

Part

icip

ants

and

Lan

guag

e(s)

Use

d: M

ultil

ingu

al c

hild

ren

inte

ract

ing

with

eac

h ot

her,

peer

s an

d ad

ults

; Spa

nish

, Hm

ong

, Man

darin

, Ara

bic,

and

Eng

lish

are

used

.

Mak

ing

Con

nect

ions

: Usi

ng th

e XX

XXX

Earl

y Le

arni

ng S

tand

ards

and

WID

A E

arly

Yea

rs R

esou

rces

to P

lan

Inst

ruct

ion

for Y

oung

Mul

tilin

gual

Chi

ldre

n 32

Mak

ing

Con

nect

ions

: Usi

ng th

e XX

XXX

Earl

y Le

arni

ng S

tand

ards

and

WID

A E

arly

Yea

rs R

esou

rces

to P

lan

Inst

ruct

ion

for Y

oung

Mul

tilin

gual

Chi

ldre

n 33

Ms .

Cor

a’s

Lang

uage

-Foc

used

Pla

nnin

g To

ol: O

utd

oor A

ctiv

ity

Wis

cons

in M

odel

Ear

ly L

earn

ing

Stan

dard

s:

I . H

EALT

H A

ND

PH

YSI

CA

L D

EVEL

OPM

ENT

B . M

OTO

R D

EVEL

OPM

ENT

Dev

elop

men

tal E

xpec

tatio

n C

hild

ren

in W

isco

nsin

will

dev

elop

and

refin

e th

eir u

se o

f sm

all a

nd g

ross

mot

or s

kills

. Per

form

ance

Sta

ndar

d D

urin

g th

e ea

rly

child

hood

per

iod,

chi

ldre

n in

Wis

cons

in w

ill s

how

evi

denc

e of

de

velo

pmen

tally

app

ropr

iate

abi

litie

s in

the

follo

win

g ar

eas:

B.E

L.1a

Mov

es w

ith s

tren

gth,

con

trol

, bal

ance

, coo

rdin

atio

n, lo

com

otio

n, a

nd e

ndur

ance

. Pu

rpos

e an

d C

oord

inat

ion

B.EL

.1b M

oves

with

str

engt

h, c

ontr

ol, b

alan

ce, c

oord

inat

ion,

loco

mot

ion,

and

end

uran

ce. B

alan

ce a

nd S

tren

gth

B. E

L.

2 Ex

hibi

ts e

ye-h

and

coor

dina

tion,

str

engt

h, c

ontr

ol, a

nd o

bjec

t man

ipul

atio

n.

V . C

OG

NIT

ION

AN

D G

ENER

AL

KN

OW

LED

GE

C . S

CIE

NTI

FIC

TH

INK

ING

Dev

elop

men

tal E

xpec

tatio

n C

hild

ren

in W

isco

nsin

will

und

erst

and

and

us

e sc

ient

ific

tool

s an

d s

kills

to e

xten

d th

eir l

earn

ing

. Per

form

ance

Sta

ndar

d D

urin

g th

e ea

rly

child

hood

per

iod,

chi

ldre

n in

Wis

cons

in w

ill s

how

ev

iden

ce o

f dev

elop

men

tally

app

ropr

iate

abi

litie

s in

the

follo

win

g ar

eas:

C. E

L.1 U

ses

obse

rvat

ion

to g

athe

r inf

orm

atio

n. C

. EL.

2 U

ses

tool

s to

gat

her

info

rmat

ion,

com

pare

obs

erve

d ob

ject

s, a

nd s

eek

answ

ers

to q

uest

ions

thro

ugh

activ

e in

vest

igat

ion.

C. E

L. 3

Hyp

othe

size

s an

d m

akes

pre

dict

ions

. C.

EL. 4

For

ms

expl

anat

ions

bas

ed o

n tr

ial a

nd e

rror

, obs

erva

tions

, and

exp

lora

tions

.

WID

A E

arly

Lan

guag

e D

evel

opm

ent S

tand

ards

: Lan

guag

e of

Sci

ence

and

Lan

guag

e of

Phy

sica

l Dev

elop

men

t

Lang

uage

and

Lea

rnin

g G

oals

: Ind

epen

dent

ly e

ngag

es in

and

per

form

s fin

e m

otor

and

gro

ss m

otor

task

s; O

bser

ves,

exp

lore

s, g

athe

rs

info

rmat

ion,

ask

s qu

estio

ns, a

nd s

hare

s in

form

atio

n.

Lang

uage

Inte

ract

ion

Lang

uage

Par

ticip

atio

n La

ngua

ge D

evel

opm

ent

Role

s: In

itiat

es c

onve

rsat

ions

, Ask

s fo

r cl

arifi

catio

n, E

xpan

ds re

spon

ses

to q

uest

ions

, Ex

plai

ns W

hy

Key

Use

s of

lang

uage

: Inq

uiry

, Exp

lain

ing

Why

Usi

ng fu

ll lin

guis

tic re

pert

oire

to m

ake

mea

ning

dur

ing

lang

uage

inte

ract

ions

Part

icip

ants

and

Lan

guag

e(s)

Use

d: M

ultil

ingu

al c

hild

ren

inte

ract

ing

with

eac

h ot

her,

peer

s an

d ad

ults

; Spa

nish

, Hm

ong

, Man

darin

, Ara

bic,

and

Eng

lish

are

used

.

See

how

M

s . C

ora

used

th

e to

ol

Ms .

Cor

a’s

Lang

uage

-Foc

used

Pla

nnin

g To

ol: O

utd

oor A

ctiv

ity

Plan

s

Sett

ing

A

fte

rno

on

, ou

tdo

or

pla

y a

nd

gard

en

are

a

Act

ivity

(Circ

le a

ll th

at a

pply

)

Mea

ltim

e

Tra

nsiti

ons

R

outin

es

T

each

er-D

irect

ed

C

hild

-Dire

cted

Larg

e G

roup

Smal

l Gro

up

O

utdo

or P

lay

Oth

er: G

ard

en

Lang

uage

Inte

ract

ion

(Circ

le a

ll th

at a

pply

)

List

ens

Onl

y

In

itiat

es C

onve

rsat

ions

Sha

res

Idea

s

R

espo

nds

to Q

uest

ions

Ask

s fo

r Cla

rific

atio

n

A

sks

for p

erm

issi

on

Neg

otia

tes/

Prob

lem

-sol

ves

Exp

lain

s W

hy

O

ther

• R

oam

an

d m

od

el

inte

racti

on

s: b

e s

ure

to

en

co

ura

ge

ch

ild

ren

to

tak

e o

n r

ole

s I

mo

de

l!

• M

y L

an

gu

ag

e:

Init

iate

co

nve

rsati

on

s:

Init

iate

co

nve

rsati

on

s: W

hat

are

yo

u p

layin

g? I

wan

t to

le

arn

. C

an

yo

u s

ho

w m

e, p

lease

? I

wo

uld

lik

e t

o p

lay, p

lease

. E

labo

rate

an

d

Ela

bo

rate

an

d

cla

rify

/e

xpla

in w

hy q

ue

stio

ns:

cla

rify

/e

xpla

in w

hy q

ue

stio

ns:

Ho

w d

o I

pla

y? H

ow

did

yo

u p

lan

t th

at

see

d? H

ow

did

yo

u u

se t

he

sh

ove

l to

mo

ve a

ll t

hat

dir

t? W

hat

do

yo

u t

hin

k o

ur

see

ds

ne

ed

to

be

able

to

gro

w? W

hy d

id y

ou

do

it t

hat

way?

Wh

y d

id y

ou

ch

oo

se t

hat

on

e?

Lang

uage

Par

ticip

atio

n

• M

s. F

lore

s (b

ilin

gu

al

para

pro

fess

ion

al)

to

inte

ract

wit

h V

ale

nti

na, G

era

rdo

, an

d t

he

ir f

am

ilie

s

• C

hild

ren

’s e

xpre

ssiv

e l

an

gu

ag

e I

nq

uir

y:

Wh

at

is t

his

? W

hat

do

yo

u l

ike

to

eat/

pla

y/

sin

g? H

ow

do

yo

u p

lay?

Wh

at

do

I d

o? W

hat

do

I d

o n

ow

?

Fir

st I

… T

his

is a

… I

t is

a…

Yo

u d

o t

his

… I

lik

e…

My f

avo

rite

is... E

xpla

inin

g W

hy:

Be

cau

se…

We

ll, y

ou

do

it l

ike

th

is b

ecau

se…

I l

ike

to

… I

ne

ed

to

be

cau

se…

I w

an

t to

be

cau

se…

No

, yo

u d

o it

lik

e t

his

…

Mak

ing

Con

nect

ions

: Usi

ng th

e XX

XXX

Earl

y Le

arni

ng S

tand

ards

and

WID

A E

arly

Yea

rs R

esou

rces

to P

lan

Inst

ruct

ion

for Y

oung

Mul

tilin

gual

Chi

ldre

n 34

Ms .

Cor

a’s

Lang

uage

-Foc

used

Pla

nnin

g To

ol: O

utd

oor A

ctiv

ity

Plan

s

Lang

uage

Dev

elop

men

t

• E

nco

ura

ge

fam

ilie

s to

use

th

eir

ho

me

lan

gu

ag

e (

I w

ill

pra

cti

ce

oth

er

lan

gu

ag

es.

)

• E

nco

ura

ge

wri

tin

g:

labe

ling

pla

nts

, lyri

cs

to a

so

ng

, ho

w t

o in

stru

cti

on

s fo

r a g

am

e o

r fo

r g

ard

en

ing

(I

can

mo

de

l th

is.)

• M

y l

an

gu

ag

e:

Ho

w c

an

yo

u d

raw

th

at?

Sh

ou

ld w

e w

rite

th

at?

Ho

w s

ho

uld

I s

tart

? W

hat

did

yo

u d

o f

irst

? T

he

n w

hat

did

yo

u d

o? A

nd

ne

xt? I

s th

ere

an

yth

ing

els

e I

sh

ou

ld k

no

w? I

s th

ere

an

yth

ing

els

e I

sh

ow

wri

te/

dra

w/

say?

• C

hild

ren

’s L

an

gu

ag

e:

Fir

st, w

e, t

he

n, n

ext

… T

his

is h

ow

yo

u s

ing

it…

Th

is is

wh

at

yo

u s

ho

uld

do

… T

his

is h

ow

yo

u p

lay…

It

go

es

like

th

is…

Envi

ronm

ent a

nd R

esou

rces

Pe

er-

to-

pe

er

ad

ult

inte

racti

on

s in

a v

ari

ety

of

lan

gu

ag

es,

bo

dy l

an

gu

ag

e a

nd

ge

stu

res,

sym

bo

ls a

nd

dra

win

gs,

gard

en

ing

ph

oto

s, m

ag

azin

es

an

d b

oo

ks,

gard

en

an

d g

ard

en

ing

to

ols

, gard

en

ing

sta

ke

s an

d l

ab

els

, ch

art

pap

er,

mark

ers

, ch

alk

, ou

tdo

or

pla

y a

rea a

nd

ou

tdo

or

toys,

kn

ow

led

ge

abo

ut

gard

en

ing

,

fru

its

an

d v

eg

eta

ble

s an

d f

am

iliar

son

gs,

an

d g

am

es

ch

ild

ren

en

joy, v

alu

ing

all

lan

gu

ag

e a

nd

cu

ltu

ral

pra

cti

ce

s

Not

es

• K

no

win

g t

hat

inq

uir

ing

inq

uir

ing

an

d e

xpla

inin

g w

hy

exp

lain

ing

wh

y m

ay b

e a

ne

w p

racti

ce

fo

r so

me

ch

ild

ren

, I a

m g

oin

g t

o a

lso

tak

e t

his

op

po

rtu

nit

y t

o e

ng

ag

e in

co

nve

rsati

on

s w

ith

fam

ily m

em

be

rs t

o d

iscu

ss m

y e

mp

hasi

s o

n e

xpla

nati

on

an

d in

qu

iry a

nd

se

e if

ask

ing

wh

y a

nd

exp

lain

ing

wh

y is

a v

alu

ed

pra

cti

ce

in t

he

ir f

am

ily, a

nd

if t

he

ir c

hild

ren

en

gag

e in

th

is p

racti

ce

re

gu

larl

y. If

th

ey d

o n

ot,

I p

lan

to

dis

cu

ss w

he

the

r it

wo

uld

be

a t

yp

e o

f in

tera

cti

on

an

d

part

icip

ati

on

th

e f

am

ily m

igh

t co

nsi

de

r e

mbra

cin

g a

t h

om

e, s

o t

he

ch

ild

ren

have

pra

cti

ce

ask

ing

an

d e

xpla

inin

g w

hy in

th

eir

ho

me

lan

gu

ag

e.

See

how

M

s . C

ora

used

th

e to

ol

Mak

ing

Con

nect

ions

: Usi

ng th

e XX

XXX

Earl

y Le

arni

ng S

tand

ards

and

WID

A E

arly

Yea

rs R

esou

rces

to P

lan

Inst

ruct

ion

for Y

oung

Mul

tilin

gual

Chi

ldre

n 34

Mak

ing

Con

nect

ions

: Usi

ng th

e XX

XXX

Earl

y Le

arni

ng S

tand

ards

and

WID

A E

arly

Yea

rs R

esou

rces

to P

lan

Inst

ruct

ion

for Y

oung

Mul

tilin

gual

Chi

ldre

n 35

Ms .

Cor

a’s

Lang

uage

-Foc

used

Pla

nnin

g To

ol: O

utd

oor A

ctiv

ity

Plan

s

Lang

uage

Dev

elop

men

t

• E

nco

ura

ge

fam

ilie

s to

use

th

eir

ho

me

lan

gu

ag

e (

I w

ill

pra

cti

ce

oth

er

lan

gu

ag

es.

)

• E

nco

ura

ge

wri

tin

g:

labe

ling

pla

nts

, lyri

cs

to a

so

ng

, ho

w t

o in

stru

cti

on

s fo

r a g

am

e o

r fo

r g

ard

en

ing

(I

can

mo

de

l th

is.)

• M

y l

an

gu

ag

e:

Ho

w c

an

yo

u d

raw

th

at?

Sh

ou

ld w

e w

rite

th

at?

Ho

w s

ho

uld

I s

tart

? W

hat

did

yo

u d

o f

irst

? T

he

n w

hat

did

yo

u d

o? A

nd

ne

xt? I

s th

ere

an

yth

ing

els

e I

sh

ou

ld k

no

w? I

s th

ere

an

yth

ing

els

e I

sh

ow

wri

te/

dra

w/

say?

• C

hild

ren

’s L

an

gu

ag

e:

Fir

st, w

e, t

he

n, n

ext

… T

his

is h

ow

yo

u s

ing

it…

Th

is is

wh

at

yo

u s

ho

uld

do

… T

his

is h

ow

yo

u p

lay…

It

go

es

like

th

is…

Envi

ronm

ent a

nd R

esou

rces

Pe

er-

to-

pe

er

ad

ult

inte

racti

on

s in

a v

ari

ety

of

lan

gu

ag

es,

bo

dy l

an

gu

ag

e a

nd

ge

stu

res,

sym

bo

ls a

nd

dra

win

gs,

gard

en

ing

ph

oto

s, m

ag

azin

es

an

d b

oo

ks,

gard

en

an

d g

ard

en

ing

to

ols

, gard

en

ing

sta

ke

s an

d l

ab

els

, ch

art

pap

er,

mark

ers

, ch

alk

, ou

tdo

or

pla

y a

rea a

nd

ou

tdo

or

toys,

kn

ow

led

ge

abo

ut

gard

en

ing

,

fru

its

an

d v

eg

eta

ble

s an

d f

am

iliar

son

gs,

an

d g

am

es

ch

ild

ren

en

joy, v

alu

ing

all

lan

gu

ag

e a

nd

cu

ltu

ral

pra

cti

ce

s

Not

es

• K

no

win

g t

hat

inq

uir

ing

inq

uir

ing

an

d e

xpla

inin

g w

hy

exp

lain

ing

wh

y m

ay b

e a

ne

w p

racti

ce

fo

r so

me

ch

ild

ren

, I a

m g

oin

g t

o a

lso

tak

e t

his

op

po

rtu

nit

y t

o e

ng

ag

e in

co

nve

rsati

on

s w

ith

fam

ily m

em

be

rs t

o d

iscu

ss m

y e

mp

hasi

s o

n e

xpla

nati

on

an

d in

qu

iry a

nd

se

e if

ask

ing

wh

y a

nd

exp

lain

ing

wh

y is

a v

alu

ed

pra

cti

ce

in t

he

ir f

am

ily, a

nd

if t

he

ir c

hild

ren

en

gag

e in

th

is p

racti

ce

re

gu

larl

y. If

th

ey d

o n

ot,

I p

lan

to

dis

cu

ss w

he

the

r it

wo

uld

be

a t

yp

e o

f in

tera

cti

on

an

d

part

icip

ati

on

th

e f

am

ily m

igh

t co

nsi

de

r e

mbra

cin

g a

t h

om

e, s

o t

he

ch

ild

ren

have

pra

cti

ce

ask

ing

an

d e

xpla

inin

g w

hy in

th

eir

ho

me

lan

gu

ag

e.

See

how

M

s . C

ora

used

th

e to

ol

Prac

tical

Poi

nter

s: O

utd

oor A

ctiv

ityH

ere

are

som

e w

ays

Ms.

Cor

a in

tent

iona

lly e

mbe

dded

a la

ngua

ge-f

ocus

ed a

ppro

ach

into

her

pla

nnin

g.

Ms.

Cor

a pl

anne

d th

is a

ctiv

ity a

s a

free

cho

ice

activ

ity to

allo

w c

hild

ren

an

d fa

mili

es o

ppor

tuni

ties

to d

emon

stra

te a

nd b

uild

on

wha

t the

y kn

ow

and

how

they

use

thei

r hom

e la

ngua

ge. (

See

Ms.

Cor

a’s

late

r exa

mpl

e pl

an, C

reat

ing

Lang

uage

and

Lite

racy

Res

ourc

es, t

o se

e ho

w s

he

conn

ecte

d th

e tw

o ac

tiviti

es.)

G

ard

en s

take

s in

mul

tiple

lang

uag

es

This

less

on p

rovi

ded

a go

od o

ppor

tuni

ty fo

r Ms.

Flo

res,

a

para

prof

essi

onal

, to

inte

ract

with

two

stud

ents

, Val

entin

a an

d G

erar

do, a

nd

thei

r fam

ilies

. Ms.

Cor

a an

d M

s. F

lore

s di

scus

sed

the

lang

uage

and

lear

ning

go

als

and

lang

uage

exa

mpl

es p

rior t

o th

is a

ctiv

ity.

M

s. F

lore

s, V

alen

tina,

and

Ger

ard

o

Mak

ing

Con

nect

ions

: Usi

ng th

e XX

XXX

Earl

y Le

arni

ng S

tand

ards

and

WID

A E

arly

Yea

rs R

esou

rces

to P

lan

Inst

ruct

ion

for Y

oung

Mul

tilin

gual

Chi

ldre

n 36

See

how

M

s . C

ora

used

th

e to

ol

Ms .

Cor

a’s

Lang

uage

-Foc

used

Pla

nnin

g To

ol: I

mag

inat

ive

Play

Wis

cons

in M

odel

Ear

ly L

earn

ing

Stan

dard

s:

II . S

OC

IAL

AN

D E

MO

TIO

NA

L D

EVEL

OPM

ENT

A . E

MO

TIO

NA

L D

EVEL

OPM

ENT

Dev

elop

men

tal E

xpec

tatio

n C

hild

ren

in W

isco

nsin

will

d

emon

stra

te e

mot

iona

l com

pete

nce

and

sel

f reg

ulat

ion.

Per

form

ance

Sta

ndar

d D

urin

g th

e ea

rly

child

hood

per

iod,

chi

ldre

n in

Wis

cons

in w

ill

show

evi

denc

e of

dev

elop

men

tally

app

ropr

iate

abi

litie

s in

the

follo

win

g ar

eas:

A.E

L.1 E

xpre

sses

a w

ide

rang

e of

em

otio

ns. A

.EL.

2 U

nder

stan

ds a

nd

resp

onds

to o

ther

s’ em

otio

ns.

B .

SEL

F-C

ON

CEP

T D

evel

opm

enta

l Exp

ecta

tion

Chi

ldre

n in

Wis

cons

in w

ill h

ave

a pe

rson

al s

ense

of w

ell b

eing

. Per

form

ance

Sta

ndar

d D

urin

g th

e ea

rly

child

hood

per

iod,

chi

ldre

n in

Wis

cons

in w

ill s

how

evi

denc

e of

dev

elop

men

tally

app

ropr

iate

abi

litie

s in

the

follo

win

g ar

eas:

B.E

L.1 D

evel

ops

posi

tive

self-

este

em. B

.EL.

2 D

emon

stra

tes

self-

awar

enes

s.

C

. SO

CIA

L C

OM

PETE

NC

E D

evel

opm

enta

l Exp

ecta

tion

Chi

ldre

n in

Wis

cons

in w

ill fo

rm a

nd m

aint

ain

secu

re re

latio

nshi

ps a

nd g

ain

und

erst

and

ing

of

soc

ial s

yste

ms.

Per

form

ance

Sta

ndar

d D

urin

g th

e ea

rly

child

hood

per

iod,

chi

ldre

n in

Wis

cons

in w

ill s

how

evi

denc

e of

dev

elop

men

tally

ap

prop

riate

abi

litie

s in

the

follo

win

g ar

eas:

C.E

L.2

Enga

ges

in s

ocia

l int

erac

tion

and

play

s w

ith o

ther

s. C

.EL.

3 D

emon

stra

tes

unde

rsta

ndin

g of

rul

es

and

soci

al e

xpec

tatio

ns.

IV . A

PPR

OA

CH

ES T

O L

EAR

NIN

G B

. CR

EATI

VIT

Y A

ND

IMA

GIN

ATI

ON

Dev

elop

men

tal E

xpec

tatio

n C

hild

ren

in W

isco

nsin

will

use

inve

ntio

n,

imag

inat

ion,

and

pla

y to

ext

end

thei

r lea

rnin

g. P

erfo

rman

ce S

tand

ard

Dur

ing

the

earl

y ch

ildho

od p

erio

d, c

hild

ren

in W

isco

nsin

will

sho

w e

vide

nce

of d

evel

opm

enta

lly a

ppro

pria

te a

bilit

ies

in th

e fo

llow

ing

area

s: B

.EL.

1 Eng

ages

in im

agin

ativ

e pl

ay a

nd in

vent

ive

thin

king

thro

ugh

inte

ract

ions

with

pe

ople

, mat

eria

ls a

nd th

e en

viro

nmen

t.

WID

A E

arly

Lan

guag

e D

evel

opm

ent S

tand

ards

: Lan

guag

e of

Soc

ial a

nd E

mot

iona

l Dev

elop

men

t

Lang

uage

and

Lea

rnin

g G

oals

: Par

ticip

ates

in c

oope

rativ

e, im

agin

ativ

e pl

ay w

ith o

ther

s. E

xper

imen

ts a

nd p

ract

ices

app

roac

hes

to e

xpre

ss n

eeds

, so

lve

prob

lem

s, s

olve

con

flict

s, a

nd to

neg

otia

te.

Lang

uage

Inte

ract

ion

Lang

uage

Par

ticip

atio

n La

ngua

ge D

evel

opm

ent

Role

s: A

ll, w

ith a

spe

cific

“loo

k fo

r” a

roun

d ne

gotia

ting

and

prob

lem

sol

ving

. Ke

y U

ses

of la

ngua

ge:

Exp

ress

Sel

f, Re

coun

t, In

quiry

, Exp

lain

ing

Why

Usi

ng fu

ll lin

guis

tic re

pert

oire

to m

ake

mea

ning

du

ring

crea

tive,

imag

inat

ive

play

; eng

age

in

exte

nded

con

vers

atio

ns

Part

icip

ants

and

Lan

guag

e(s)

Use

d: C

hild

ren,

Ms.

Flo

res

(par

apro

fess

iona

l), m

e; S

pani

sh, H

mon

g, M

anda

rin, A

rabi

c, a

nd E

nglis

h ar

e us

ed.

Mak

ing

Con

nect

ions

: Usi

ng th

e XX

XXX

Earl

y Le

arni

ng S

tand

ards

and

WID

A E

arly

Yea

rs R

esou

rces

to P

lan

Inst

ruct

ion

for Y

oung

Mul

tilin

gual

Chi

ldre

n 36

Mak

ing

Con

nect

ions

: Usi

ng th

e XX

XXX

Earl

y Le

arni

ng S

tand

ards

and

WID

A E

arly

Yea

rs R

esou

rces

to P

lan

Inst

ruct

ion

for Y

oung

Mul

tilin

gual

Chi

ldre

n 37

Ms .

Cor

a’s

Lang

uage

-Foc

used

Pla

nnin

g To

ol: I

mag

inat

ive

Play

Wis

cons

in M

odel

Ear

ly L

earn

ing

Stan

dard

s:

II . S

OC

IAL

AN

D E

MO

TIO

NA

L D

EVEL

OPM

ENT

A . E

MO

TIO

NA

L D

EVEL

OPM

ENT

Dev

elop

men

tal E

xpec

tatio

n C

hild

ren

in W

isco

nsin

will

d

emon

stra

te e

mot

iona

l com

pete

nce

and

sel

f reg

ulat

ion.

Per

form

ance

Sta

ndar

d D

urin

g th

e ea

rly

child

hood

per

iod,

chi

ldre

n in

Wis

cons

in w

ill

show

evi

denc

e of

dev

elop

men

tally

app

ropr

iate

abi

litie

s in

the

follo

win

g ar

eas:

A.E

L.1 E

xpre

sses

a w

ide

rang

e of

em

otio

ns. A

.EL.

2 U

nder

stan

ds a

nd

resp

onds

to o

ther

s’ em

otio

ns.

B .

SEL

F-C

ON

CEP

T D

evel

opm

enta

l Exp

ecta

tion

Chi

ldre

n in

Wis

cons

in w

ill h

ave

a pe

rson

al s

ense

of w

ell b

eing

. Per

form

ance

Sta

ndar

d D

urin

g th

e ea

rly

child

hood

per

iod,

chi

ldre

n in

Wis

cons

in w

ill s

how

evi

denc

e of

dev

elop

men

tally

app

ropr

iate

abi

litie

s in

the

follo

win

g ar

eas:

B.E

L.1 D

evel

ops

posi

tive

self-

este

em. B

.EL.

2 D

emon

stra

tes

self-

awar

enes

s.

C

. SO

CIA

L C

OM

PETE

NC

E D

evel

opm

enta

l Exp

ecta

tion

Chi

ldre

n in

Wis

cons

in w

ill fo

rm a

nd m

aint

ain

secu

re re

latio

nshi

ps a

nd g

ain

und

erst

and

ing

of

soc

ial s

yste

ms.

Per

form

ance

Sta

ndar

d D

urin

g th

e ea

rly

child

hood

per

iod,

chi

ldre

n in

Wis

cons

in w

ill s

how

evi

denc

e of

dev

elop

men

tally

ap

prop

riate

abi

litie

s in

the

follo

win

g ar

eas:

C.E

L.2

Enga

ges

in s

ocia

l int

erac

tion

and

play

s w

ith o

ther

s. C

.EL.

3 D

emon

stra

tes

unde

rsta

ndin

g of

rul

es

and

soci

al e

xpec

tatio

ns.

IV . A

PPR

OA

CH

ES T

O L

EAR

NIN

G B

. CR

EATI

VIT

Y A

ND

IMA

GIN

ATI

ON

Dev

elop

men

tal E

xpec

tatio

n C

hild

ren

in W

isco

nsin

will

use

inve

ntio

n,

imag

inat

ion,

and

pla

y to

ext

end

thei

r lea

rnin

g. P

erfo

rman

ce S

tand

ard

Dur

ing

the

earl

y ch

ildho

od p

erio

d, c

hild

ren

in W

isco

nsin

will

sho

w e

vide

nce

of d

evel

opm

enta

lly a

ppro

pria

te a

bilit

ies

in th

e fo

llow

ing

area

s: B

.EL.

1 Eng

ages

in im

agin

ativ

e pl

ay a

nd in

vent

ive

thin

king

thro

ugh

inte

ract

ions

with

pe

ople

, mat

eria

ls a

nd th

e en

viro

nmen

t.

WID

A E

arly

Lan

guag

e D

evel

opm

ent S

tand

ards

: Lan

guag

e of

Soc

ial a

nd E

mot

iona

l Dev

elop

men

t

Lang

uage

and

Lea

rnin

g G

oals

: Par

ticip

ates

in c

oope

rativ

e, im

agin

ativ

e pl

ay w

ith o

ther

s. E

xper

imen

ts a

nd p

ract

ices

app

roac

hes

to e

xpre

ss n

eeds

, so

lve

prob

lem

s, s

olve

con

flict

s, a

nd to

neg

otia

te.

Lang

uage

Inte

ract

ion

Lang

uage

Par

ticip

atio

n La

ngua

ge D

evel

opm

ent

Role

s: A

ll, w

ith a

spe

cific

“loo

k fo

r” a

roun

d ne

gotia

ting

and

prob

lem

sol

ving

. Ke

y U

ses

of la

ngua

ge:

Exp

ress

Sel

f, Re

coun

t, In

quiry

, Exp

lain

ing

Why

Usi

ng fu

ll lin

guis

tic re

pert

oire

to m

ake

mea

ning

du

ring

crea

tive,

imag

inat

ive

play

; eng

age

in

exte

nded

con

vers

atio

ns

Part

icip

ants

and

Lan

guag

e(s)

Use

d: C

hild

ren,

Ms.

Flo

res

(par

apro

fess

iona

l), m

e; S

pani

sh, H

mon

g, M

anda

rin, A

rabi

c, a

nd E

nglis

h ar

e us

ed.

See

how

M

s . C

ora

used

th

e to

ol

Ms .

Cor

a’s

Lang

uage

-Foc

used

Pla

nnin

g To

ol: I

mag

inat

ive

Play

Plan

s

Sett

ing

C

ho

ice

pla

y t

ime

in t

he

mo

rnin

g;

kit

ch

en

pla

y a

rea a

nd

se

nso

ry t

able

Act

ivity

Ch

ildre

n c

an

ch

oo

se t

he

ir p

lay, b

ut

I ass

um

e t

he

y w

ill

co

nti

nu

e t

o u

se t

he

se

nso

ry t

ab

le a

s th

eir

“g

ard

en

,” c

oo

k a

nd

se

rve

fo

od

in t

he

kit

ch

en

are

a, a

nd

pla

y f

arm

ers

’ mark

et.

I w

ill a

sk c

hild

ren

pri

or

to s

en

din

g t

he

m o

ff, w

hat

the

y a

re p

lan

nin

g t

o p

lay.

Ms.

Flo

res

an

d I

will

use

th

e o

pp

ort

un

ity t

o

obse

rve

an

d n

ote

lan

gu

ag

e p

racti

ce

s, a

nd

use

so

me

te

ach

ab

le o

pp

ort

un

itie

s th

at

ari

se t

o e

xte

nd

th

e c

on

vers

ati

on

s an

d m

od

el

som

e n

eg

oti

ati

ng

/p

roble

m

solv

ing

lan

gu

ag

e a

s w

e e

ng

ag

e in

ch

ildre

n’s

pla

y a

s p

art

icip

an

ts.

Mea

ltim

e

Tra

nsiti

ons

R

outin

es

T

each

er-D

irect

ed

C

hild

-Dire

cted

(cho

ice)

L

arge

Gro

up

Sm

all G

roup

Out

door

Pla

y

Oth

er:

Imag

inati

ve P

lay A

reas

T

each

er-

Gu

ide

d

Lang

uage

Inte

ract

ion

(Circ

le a

ll th

at a

pply

)

List

ens

Onl

y

Ini

tiate

s C

onve

rsat

ions

Sha

res

Idea

s

R

espo

nds

to Q

uest

ions

Ask

s fo

r Cla

rific

atio

n

A

sks

for P

erm

issi

on

Neg

otia

tes/

Prob

lem

-sol

ves

Exp

lain

s W

hy

O

ther

• R

oam

an

d o

bse

rve

inte

racti

on

s (j

ot

do

wn

a f

ew

lan

gu

ag

e s

am

ple

s), e

ng

ag

e w

ith

ch

ild

ren

in p

lay a

nd

mo

de

l in

tera

cti

on

s, s

pe

cif

icall

y a

rou

nd

ne

go

tiati

ng

an

d p

roble

m s

olv

ing

• O

ur

Lan

gu

ag

e:

Ne

go

tiati

ng

an

d P

roble

m S

olv

ing

: N

eg

oti

ati

ng

an

d P

roble

m S

olv

ing

: W

hat

hap

pe

ne

d? I

s th

ere

a p

rob

lem

? D

id y

ou

talk

abo

ut

it? H

ow

do

yo

u t

hin

k y

ou

can

so

lve

th

is?

Te

ll m

e m

ore

… W

hat

do

yo

u n

ee

d? H

ow

can

I h

elp

? M

aybe

… W

hat

if w

e t

ry…

Lang

uage

Par

ticip

atio

n

• G

ath

er

lan

gu

ag

e s

am

ple

s aro

un

d K

ey U

ses,

sp

ecif

icall

y f

or

Vale

nti

na a

nd

Ge

rard

o (

Ms.

Flo

res)

, Ch

ue

an

d H

en

ry (

Me

)

Mak

ing

Con

nect

ions

: Usi

ng th

e XX

XXX

Earl

y Le

arni

ng S

tand

ards

and

WID

A E

arly

Yea

rs R

esou

rces

to P

lan

Inst

ruct

ion

for Y

oung

Mul

tilin

gual

Chi

ldre

n 38

See

how

M

s . C

ora

used

th

e to

ol

Ms .

Cor

a’s

Lang

uage

-Foc

used

Pla

nnin

g To

ol: I

mag

inat

ive

Play

Plan

s

Lang

uage

Dev

elop

men

t

• E

nco

ura

ge

Ch

ildre

n t

o a

sk f

or

cla

rifi

cati

on

an

d e

xpre

ss t

he

ir f

ee

lin

gs

(I d

on

’t l

ike

it w

he

n…

I a

m u

pse

t be

cau

se…

I’m

… W

hy d

id y

ou

do

th

at?

Are

yo

u…

Le

t’s

talk

abo

ut

it.)

• O

ur

lan

gu

ag

e:

Op

en

-e

nd

ed

qu

est

ion

s to

en

co

ura

ge

exp

an

de

d c

on

vers

ati

on

s (W

hy…

Ho

w…

Te

ll m

e m

ore

… W

hat

do

/d

id…

• W

hat

do

yo

u d

o in

yo

ur

gard

en

at

ho

me

? H

ow

did

yo

u a

ll d

ecid

e t

o…

Wh

y d

id y

ou

do

it t

his

way?

)

Envi

ronm

ent a

nd R

esou

rces

Pe

er-

to-

pe

er

inte

racti

on

s in

a v

ari

ety

of

lan

gu

ag

es,

bo

dy l

an

gu

ag

e a

nd

ge

stu

res,

gard

en

ing

, co

ok

ing

, farm

er’

s m

ark

et

an

d f

oo

d p

lay it

em

s re

pre

sen

tati

ve

of

the

ch

ildre

n’s

cu

ltu

ral

pra

cti

ce

s, k

no

wle

dg

e a

bo

ut

gard

en

ing

, co

ok

ing

, farm

er’

s m

ark

et

an

d f

oo

d, v

alu

ing

all

lan

gu

ag

e a

nd

cu

ltu

ral

pra

cti

ce

s

Not

es

Sch

ed

ule

a t

ime

fo

r M

s. F

lore

s an

d I

to

talk

abo

ut

ou

r n

ote

s so

we

can

pla

n s

om

e f

utu

re a

cti

vit

ies

tog

eth

er.

Mak

ing

Con

nect

ions

: Usi

ng th

e XX

XXX

Earl

y Le

arni

ng S

tand

ards

and

WID

A E

arly

Yea

rs R

esou

rces

to P

lan

Inst

ruct

ion

for Y

oung

Mul

tilin

gual

Chi

ldre

n 38

Mak

ing

Con

nect

ions

: Usi

ng th

e XX

XXX

Earl

y Le

arni

ng S

tand

ards

and

WID

A E

arly

Yea

rs R

esou

rces

to P

lan

Inst

ruct

ion

for Y

oung

Mul

tilin

gual

Chi

ldre

n 39

Ms .

Cor

a’s

Lang

uage

-Foc

used

Pla

nnin

g To

ol: I

mag

inat

ive

Play

Plan

s

Lang

uage

Dev

elop

men

t

• E

nco

ura

ge

Ch

ildre

n t

o a

sk f

or

cla

rifi

cati

on

an

d e

xpre

ss t

he

ir f

ee

lin

gs

(I d

on

’t l

ike

it w

he

n…

I a

m u

pse

t be

cau

se…

I’m

… W

hy d

id y

ou

do

th

at?

Are

yo

u…

Le

t’s

talk

abo

ut

it.)

• O

ur

lan

gu

ag

e:

Op

en

-e

nd

ed

qu

est

ion

s to

en

co

ura

ge

exp

an

de

d c

on

vers

ati

on

s (W

hy…

Ho

w…

Te

ll m

e m

ore

… W

hat

do

/d

id…

• W

hat

do

yo

u d

o in

yo

ur

gard

en

at

ho

me

? H

ow

did

yo

u a

ll d

ecid

e t

o…

Wh

y d

id y

ou

do

it t

his

way?

)

Envi

ronm

ent a

nd R

esou

rces

Pe

er-

to-

pe

er

inte

racti

on

s in

a v

ari

ety

of

lan

gu

ag

es,

bo

dy l

an

gu

ag

e a

nd

ge

stu

res,

gard

en

ing

, co

ok

ing

, farm

er’

s m

ark

et

an

d f

oo

d p

lay it

em

s re

pre

sen

tati

ve

of

the

ch

ildre

n’s

cu

ltu

ral

pra

cti

ce

s, k

no

wle

dg

e a

bo

ut

gard

en

ing

, co

ok

ing

, farm

er’

s m

ark

et

an

d f

oo

d, v

alu

ing

all

lan

gu

ag

e a

nd

cu

ltu

ral

pra

cti

ce

s

Not

es

Sch

ed

ule

a t

ime

fo

r M

s. F

lore

s an

d I

to

talk

abo

ut

ou

r n

ote

s so

we

can

pla

n s

om

e f

utu

re a

cti

vit

ies

tog

eth

er.

See

how

M

s . C

ora

used

th

e to

ol

Prac

tical

Poi

nter

s: Im

agin

ativ

e Pl

ayH

ere

are

som

e w

ays

Ms.

Cor

a in

tent

iona

lly e

mbe

dded

a la

ngua

ge-f

ocus

ed a

ppro

ach

into

her

pla

nnin

g.

Ms.

Cor

a un

ders

tand

s th

at c

hild

ren

ofte

n us

e m

ore

com

plex

, cre

ativ

e la

ngua

ge d

urin

g pl

ay, a

nd p

lay

ofte

n af

ford

s th

em m

any

oppo

rtun

ities

to

use

lang

uage

ass

ocia

ted

with

soc

ial-

emot

iona

l dev

elop

men

t. Th

eref

ore,

M

s. C

ora

uses

this

chi

ld-d

irect

ed a

ctiv

ity a

s an

opp

ortu

nity

to b

oth

obse

rve

child

ren’

s la

ngua

ge u

se a

nd fa

cilit

ate,

or g

uide

, lan

guag

e in

tera

ctio

ns. M

s. C

ora

does

not

dire

ct o

r con

trol

the

play

.

Im

agin

ativ

e Pl

ay A

rea

The

obse

rvat

ions

and

not

es M

s. C

ora

mak

es d

urin

g th

e ch

ildre

n’s

im

agin

ativ

e pl

ay ti

me

will

hel

p M

s. C

ora

thin

k ab

out a

nd p

lan

for t

he ro

les

she

and

Ms.

Flo

res

may

wan

t to

assu

me,

and

the

kind

of q

uest

ions

they

may

w

ish

to a

sk, i

n fu

ture

pla

y ac

tiviti

es.

Ms.

Cor

a an

d M

s. F

lore

s do

cum

ent t

heir

obse

rvat

ions

in s

ever

al w

ays.

The

y al

way

s ca

rry

stic

ky n

otes

and

pen

s, th

ey w

rite

in a

not

eboo

k th

ey s

hare

.

M

s. C

ora

keep

s he

r not

eboo

k ha

ndy.

Mak

ing

Con

nect

ions

: Usi

ng th

e XX

XXX

Earl

y Le

arni

ng S

tand

ards

and

WID

A E

arly

Yea

rs R

esou

rces

to P

lan

Inst

ruct

ion

for Y

oung

Mul

tilin

gual

Chi

ldre

n 40

See

how

M

s . C

ora

used

th

e to

ol

Ms .

Cor

a’s

Lang

uage

-Foc

used

Pla

nnin

g To

ol: C

o-cr

eatin

g L

ang

uag

e an

d

Lite

racy

Res

ourc

es

Wis

cons

in M

odel

Ear

ly L

earn

ing

Stan

dard

s:

III . L

AN

GU

AG

E D

EVEL

OPM

ENT

AN

D C

OM

MU

NIC

ATI

ON

C . E

AR

LY L

ITER

AC

Y D

evel

opm

enta

l Exp

ecta

tion

Chi

ldre

n in

Wis

cons

in w

ill h

ave

the

liter

acy

skill

s an

d c

once

pts

need

ed to

bec

ome

succ

essf

ul re

ader

s an

d w

riter

s. P

erfo

rman

ce S

tand

ard

Dur

ing

the

earl

y ch

ildho

od p

erio

d, c

hild

ren

in

Wis

cons

in w

ill s

how

evi

denc

e of

dev

elop

men

tally

app

ropr

iate

abi

litie

s in

the

follo

win

g ar

eas:

C.E

L.3

Show

s ap

prec

iatio

n of

boo

ks a

nd u

nder

stan

ds

how

prin

t wor

ks. C

.EL.

4 U

ses

writ

ing

to re

pres

ent t

houg

hts

or id

eas.

IV . A

PPR

OA

CH

ES T

O L

EAR

NIN

G C

. DIV

ERSI

TY IN

LEA

RN

ING

C . D

evel

opm

enta

l Exp

ecta

tion

Chi

ldre

n in

Wis

cons

in w

ill e

ngag

e in

div

erse

ap

proa

ches

to le

arni

ng th

at re

flect

soc

ial a

nd c

ultu

ral c

onte

xts

such

as

biol

ogy,

fam

ily h

isto

ry, c

ultu

re, a

nd in

div

idua

l lea

rnin

g s

tyle

s. P

erfo

rman

ce

Stan

dard

Dur

ing

the

earl

y ch

ildho

od p

erio

d, c

hild

ren

in W

isco

nsin

will

sho

w e

vide

nce

of d

evel

opm

enta

lly a

ppro

pria

te a

bilit

ies

in th

e fo

llow

ing

area

s: E

L.1 E

xper

ienc

es a

var

iety

of r

outin

es, p

ract

ices

, and

lang

uage

s. C

.EL.

2 L

earn

s w

ithin

the

cont

ext o

f his

/her

fam

ily a

nd c

ultu

re.

WID

A E

arly

Lan

guag

e D

evel

opm

ent S

tand

ards

: Lan

guag

e of

Ear

ly L

angu

age

Dev

elop

men

t and

Lite

racy

, Lan

guag

e of

Soc

ial S

tudi

es

Lang

uage

and

Lea

rnin

g G

oals

: Ora

lly s

hare

s id

eas

and

mes

sage

s ab

out e

xper

ienc

es a

nd le

arni

ng (h

ome,

com

mun

ity, a

nd c

lass

room

) rel

ated

to

gar

deni

ng a

nd fo

od. U

nder

stan

ds te

xt p

rinte

d in

boo

ks a

nd o

ther

sou

rces

, no

mat

ter t

he la

ngua

ge in

whi

ch th

ey a

re w

ritte

n, c

arrie

s id

eas,

m

essa

ges,

and

mea

ning

. Dem

onst

rate

s in

tere

st a

nd c

urio

sity

abo

ut o

ther

chi

ldre

n’s

hom

e la

ngua

ge a

nd c

ultu

res.

Lang

uage

Inte

ract

ion

Lang

uage

Par

ticip

atio

n La

ngua

ge D

evel

opm

ent

Role

s: L

iste

ns o

nly,

Initi

ates

con

vers

atio

ns,

Shar

es id

eas,

Res

pond

s to

que

stio

ns

Key

Use

s of

lang

uag

e: E

xpre

ss S

elf,

Reco

unt,

Inqu

ireC

hild

ren

dem

onst

ratin

g th

eir l

angu

age

prac

tices

are

val

ued

and

wel

com

ed b

y us

ing

entir

e lin

guis

tic re

pert

oire

to g

row

lang

uage

us

e; s

harin

g la

ngua

ge

Part

icip

ants

and

Lan

guag

e(s)

Use

d: M

e (p

rimar

ily E

nglis

h), M

s. F

lore

s (E

nglis

h an

d Sp

anis

h), M

s. C

heng

(Hm

ong

and

Engl

ish)

, Hig

h Sc

hool

Vol

unte

ers

(Ara

bic

and

Engl

ish)

, Chi

ldre

n (a

var

iety

of l

angu

ages

), Fa

mili

es (a

var

iety

of l

angu

ages

)

Mak

ing

Con

nect

ions

: Usi

ng th

e XX

XXX

Earl

y Le

arni

ng S

tand

ards

and

WID

A E

arly

Yea

rs R

esou

rces

to P

lan

Inst

ruct

ion

for Y

oung

Mul

tilin

gual

Chi

ldre

n 40

Mak

ing

Con

nect

ions

: Usi

ng th

e XX

XXX

Earl

y Le

arni

ng S

tand

ards

and

WID

A E

arly

Yea

rs R

esou

rces

to P

lan

Inst

ruct

ion

for Y

oung

Mul

tilin

gual

Chi

ldre

n 41

Ms .

Cor

a’s

Lang

uage

-Foc

used

Pla

nnin

g To

ol: C

o-cr

eatin

g L

ang

uag

e an

d

Lite

racy

Res

ourc

es

Wis

cons

in M

odel

Ear

ly L

earn

ing

Stan

dard

s:

III . L

AN

GU

AG

E D

EVEL

OPM

ENT

AN

D C

OM

MU

NIC

ATI

ON

C . E

AR

LY L

ITER

AC

Y D

evel

opm

enta

l Exp

ecta

tion

Chi

ldre

n in

Wis

cons

in w

ill h

ave

the

liter

acy

skill

s an

d c

once

pts

need

ed to

bec

ome

succ

essf

ul re

ader

s an

d w

riter

s. P

erfo

rman

ce S

tand

ard

Dur

ing

the

earl

y ch

ildho

od p

erio

d, c

hild

ren

in

Wis

cons

in w

ill s

how

evi

denc

e of

dev

elop

men

tally

app

ropr

iate

abi

litie

s in

the

follo

win

g ar

eas:

C.E

L.3

Show

s ap

prec

iatio

n of

boo

ks a

nd u

nder

stan

ds

how

prin

t wor

ks. C

.EL.

4 U

ses

writ

ing

to re

pres

ent t

houg

hts

or id

eas.

IV . A

PPR

OA

CH

ES T

O L

EAR

NIN

G C

. DIV

ERSI

TY IN

LEA

RN

ING

C . D

evel

opm

enta

l Exp

ecta

tion

Chi

ldre

n in

Wis

cons

in w

ill e

ngag

e in

div

erse

ap

proa

ches

to le

arni

ng th

at re

flect

soc

ial a

nd c

ultu

ral c

onte

xts

such

as

biol

ogy,

fam

ily h

isto

ry, c

ultu

re, a

nd in

div

idua

l lea

rnin

g s

tyle

s. P

erfo

rman

ce

Stan

dard

Dur

ing

the

earl

y ch

ildho

od p

erio

d, c

hild

ren

in W

isco

nsin

will

sho

w e

vide

nce

of d

evel

opm

enta

lly a

ppro

pria

te a

bilit

ies

in th

e fo

llow

ing

area

s: E

L.1 E

xper

ienc

es a

var

iety

of r

outin

es, p

ract

ices

, and

lang

uage

s. C

.EL.

2 L

earn

s w

ithin

the

cont

ext o

f his

/her

fam

ily a

nd c

ultu

re.

WID

A E

arly

Lan

guag

e D

evel

opm

ent S

tand

ards

: Lan

guag

e of

Ear

ly L

angu

age

Dev

elop

men

t and

Lite

racy

, Lan

guag

e of

Soc

ial S

tudi

es

Lang

uage

and

Lea

rnin

g G

oals

: Ora

lly s

hare

s id

eas

and

mes

sage

s ab

out e

xper

ienc

es a

nd le

arni

ng (h

ome,

com

mun

ity, a

nd c

lass

room

) rel

ated

to

gar

deni

ng a

nd fo

od. U

nder

stan

ds te

xt p

rinte

d in

boo

ks a

nd o

ther

sou

rces

, no

mat

ter t

he la

ngua

ge in

whi

ch th

ey a

re w

ritte

n, c

arrie

s id

eas,

m

essa

ges,

and

mea

ning

. Dem

onst

rate

s in

tere

st a

nd c

urio

sity

abo

ut o

ther

chi

ldre

n’s

hom

e la

ngua

ge a

nd c

ultu

res.

Lang

uage

Inte

ract

ion

Lang

uage

Par

ticip

atio

n La

ngua

ge D

evel

opm

ent

Role

s: L

iste

ns o

nly,

Initi

ates

con

vers

atio

ns,

Shar

es id

eas,

Res

pond

s to

que

stio

ns

Key

Use

s of

lang

uag

e: E

xpre

ss S

elf,

Reco

unt,

Inqu

ireC

hild

ren

dem

onst

ratin

g th

eir l

angu

age

prac

tices

are

val

ued

and

wel

com

ed b

y us

ing

entir

e lin

guis

tic re

pert

oire

to g

row

lang

uage

us

e; s

harin

g la

ngua

ge

Part

icip

ants

and

Lan

guag

e(s)

Use

d: M

e (p

rimar

ily E

nglis

h), M

s. F

lore

s (E

nglis

h an

d Sp

anis

h), M

s. C

heng

(Hm

ong

and

Engl

ish)

, Hig

h Sc

hool

Vol

unte

ers

(Ara

bic

and

Engl

ish)

, Chi

ldre

n (a

var

iety

of l

angu

ages

), Fa

mili

es (a

var

iety

of l

angu

ages

)

See

how

M

s . C

ora

used

th

e to

olM

s . C

ora’

s La

ngua

ge-F

ocus

ed P

lann

ing

Tool

: Co-

crea

ting

Lan

gua

ge

and

Li

tera

cy R

esou

rces

Plan

s

Sett

ing

B

eg

in d

ay a

fte

r o

utd

oo

r acti

vit

y /

Sm

all

gro

up

s d

uri

ng

mo

rnin

g c

en

ter

tim

e /

Larg

e g

rou

ps

du

rin

g s

eve

ral

mo

rnin

g c

ircle

tim

es

Act

ivity

Sm

all

Gro

up

s:

• B

eg

in t

o c

o-

cre

ate

a g

ard

en

/fo

od

KW

WL

(K

no

w, W

on

de

r, W

he

re, a

nd

Le

arn

ed

) ch

art

an

d l

an

gu

ag

e w

all

s

• A

sk c

hild

ren

wh

at

the

y k

no

w (

K),

wh

at

the

y s

till

wo

nd

er

(W),

an

d w

he

re (

W)

we

mig

ht

fin

d o

ut.

• I

ne

ed

to

be

su

re t

o s

hare

th

e s

mall

gro

up

pla

ns

an

d l

an

gu

ag

e e

xam

ple

s w

ith

vo

lun

tee

rs a

nd

Ms.

Flo

res

ah

ead

of

tim

e s

o t

he

y c

an

be

pre

pare

d.

• M

s. F

lore

s (b

ilin

gu

al

para

pro

fess

ion

al)

– s

mall

gro

up

of

Sp

an

ish

sp

eak

ers

• M

s. C

he

ng

(p

are

nt

vo

lun

tee

r) –

sm

all

gro

up

of

Hm

on

g s

pe

ak

ers

• H

igh

sch

oo

l st

ud

en

t vo

lun

tee

rs –

sm

all

gro

up

of

Ara

bic

sp

eak

ers

• M

e -

sm

all

gro

up

s o

f E

ng

lish

an

d M

an

dari

n s

pe

ak

ers

Larg

e G

rou

ps

• U

se s

eve

ral

larg

e g

rou

p t

ime

s to

gra

du

all

y a

dd

wo

rds/

ph

rase

s th

e c

hild

ren

have

cre

ate

d u

nd

er

the

gard

en

/fo

od

/p

ho

tos/

real

obje

cts

/p

ictu

res

on

th

e

lan

gu

ag

e w

all

• A

dd

En

glis

h t

o t

he

KW

WL

wo

rds/

ph

rase

s in

oth

er

lan

gu

ag

es

the

ch

ild

ren

co

-cre

ate

d in

sm

all

gro

up

s

• A

sk t

he

ch

ildre

n a

nd

Ms.

Flo

res

to h

elp

an

d u

se t

he

no

tes

the

vo

lun

tee

rs l

eft

me

to

he

lp t

ran

slate

• M

e/

Ms.

Flo

res

– l

arg

e g

rou

p/

man

y l

an

gu

ag

es

Mea

ltim

e

Tra

nsiti

ons

R

outin

es

T

each

er-D

irect

ed

C

hild

-Dire

cted

(cho

ice)

L

arge

Gro

up

Sm

all G

roup

Out

door

Pla

y

Oth

er:

Ho

me-

Sch

oo

l L

earn

ing

an

d L

an

gu

ag

ing

Ext

en

sio

n

Mak

ing

Con

nect

ions

: Usi

ng th

e XX

XXX

Earl

y Le

arni

ng S

tand

ards

and

WID

A E

arly

Yea

rs R

esou

rces

to P

lan

Inst

ruct

ion

for Y

oung

Mul

tilin

gual

Chi

ldre

n 42

See

how

M

s . C

ora

used

th

e to

ol M

s . C

ora’

s La

ngua

ge-F

ocus

ed P

lann

ing

Tool

: Co-

crea

ting

Lan

gua

ge

and

Li

tera

cy R

esou

rces

Plan

s

Lang

uage

Inte

ract

ion

(Circ

le a

ll th

at a

pply

)

List

ens

Onl

y

Ini

tiate

s C

onve

rsat

ions

Sha

res

Idea

s

R

espo

nds

to Q

uest

ions

Ask

s fo

r Cla

rific

atio

n

A

sks

for P

erm

issi

on

Neg

otia

tes/

Prob

lem

-sol

ves

Exp

lain

s W

hy

O

ther

• A

du

lts

mo

de

l th

e r

ole

s o

f L

iste

nin

g, I

nit

iati

ng

co

nve

rsati

on

s an

d A

skin

g q

ue

stio

ns.

Giv

e c

hild

ren

an

op

po

rtu

nit

y t

o a

sk e

ach

oth

er

qu

est

ion

s an

d

nam

e t

hin

gs.

(u

se p

op

sicle

sti

ck

s fo

r tu

rn t

ak

ing

)

• O

ur

Lan

gu

ag

e/

mo

de

ling

: L

iste

nin

gL

iste

nin

g (

att

en

tive

, lo

ok

ing

at

spe

ak

er,

no

dd

ing

he

ad

, sm

ilin

g I

nit

iate

co

nve

rsati

on

sIn

itia

te c

on

vers

ati

on

s L

et’

s ta

lk a

bo

ut…

Le

t’s

liste

n t

o…

Le

t’s

giv

e a

ch

an

ce

to

ask

a q

ue

stio

n... {c

hild

’s n

am

e}

do

yo

u w

an

t a t

urn

no

w t

o a

sk a

qu

est

ion

? A

skin

g q

ue

stio

ns:

Ask

ing

qu

est

ion

s: W

hat

have

yo

u e

njo

ye

d d

oin

g in

th

e

gard

en

? T

ell

me

abo

ut

wh

at

yo

u d

id w

ith

yo

ur

fam

ily. D

o y

ou

use

so

me

of

the

se t

oo

ls in

yo

ur

gard

en

? H

ow

do

yo

u h

elp

ou

t in

th

e g

ard

en

? W

hat

kin

ds

of

foo

d d

o y

ou

pla

nt?

Wh

at

is t

his

? H

ow

do

we

use

it in

th

e g

ard

en

? D

o y

ou

eat

this

fo

od

at

ho

me

? D

o y

ou

lik

e it

? W

hat

are

so

me

of

yo

ur

favo

rite

foo

ds?

Te

ll u

s m

ore

…

Lang

uage

Par

ticip

atio

n

Ch

ildre

n’s

exp

ress

ive

lan

gu

ag

e:

Exp

ress

Se

lf:

Be

cau

se…

I l

ike

to

… Y

es,

I l

ike

it…

No

I d

on

’t l

ike

it…

Re

co

un

t: I

t’s

a…

I h

elp

… I

n t

he

gard

en

we

… M

y m

om

mak

es…

We

eat…

In

qu

ire

(se

e s

am

ple

qu

est

ion

s abo

ve)

Lang

uage

Dev

elop

men

t

• E

nco

ura

ge

ch

ildre

n t

o u

se t

he

ir e

nti

re l

ing

uis

tic r

ep

ert

oir

e;

tak

e c

on

vers

ati

on

al

turn

s; s

hare

th

eir

ho

me

lan

gu

ag

e w

ith

oth

ers

• M

y s

am

ple

lan

gu

ag

e s

cri

pt

for

larg

e g

rou

ps:

Lan

gu

ag

e W

all

: L

an

gu

ag

e W

all

: L

et’

s p

ut

som

e p

hra

ses

an

d w

ord

s u

p o

n o

ur

lan

gu

ag

e w

all

. T

his

wo

rd is

in A

rabic

. S

ee

ho

w b

eau

tifu

l it

is w

ritt

en

. T

his

says…

So

wh

ere

sh

ou

ld I

pu

t it

? Y

es,

th

an

k y

ou

! K

WW

L:

KW

WL

: L

et’

s k

ee

p s

hari

ng

ou

r q

ue

stio

ns

an

d a

ll w

e k

no

w w

ith

each

oth

er.

He

re is

a q

ue

stio

n in

Sp

an

ish

—I

love

th

e w

ay S

pan

ish

is w

ritt

en

to

o. O

k, I

am

go

ing

to

try

an

d r

ead

it.

Did

th

at

sou

nd

OK

? I

am

go

ing

to

wri

te

that

qu

est

ion

in E

ng

lish

to

o s

o I

can

re

me

mbe

r w

hat

yo

u a

ll w

on

de

r. H

ere

is s

om

eth

ing

yo

u k

no

w w

ritt

en

in A

rabic

—le

t’s

pu

t th

at

in E

ng

lish

to

o.

Mak

ing

Con

nect

ions

: Usi

ng th

e XX

XXX

Earl

y Le

arni

ng S

tand

ards

and

WID

A E

arly

Yea

rs R

esou

rces

to P

lan

Inst

ruct

ion

for Y

oung

Mul

tilin

gual

Chi

ldre

n 42

Mak

ing

Con

nect

ions

: Usi

ng th

e XX

XXX

Earl

y Le

arni

ng S

tand

ards

and

WID

A E

arly

Yea

rs R

esou

rces

to P

lan

Inst

ruct

ion

for Y

oung

Mul

tilin

gual

Chi

ldre

n 43

Ms .

Cor

a’s

Lang

uage

-Foc

used

Pla

nnin

g To

ol: C

o-cr

eatin

g L

ang

uag

e an

d

Lite

racy

Res

ourc

es

Plan

s

Lang

uage

Inte

ract

ion

(Circ

le a

ll th

at a

pply

)

List

ens

Onl

y

Ini

tiate

s C

onve

rsat

ions

Sha

res

Idea

s

R

espo

nds

to Q

uest

ions

Ask

s fo

r Cla

rific

atio

n

A

sks

for P

erm

issi

on

Neg

otia

tes/

Prob

lem

-sol

ves

Exp

lain

s W

hy

O

ther

• A

du

lts

mo

de

l th

e r

ole

s o

f L

iste

nin

g, I

nit

iati

ng

co

nve

rsati

on

s an

d A

skin

g q

ue

stio

ns.

Giv

e c

hild

ren

an

op

po

rtu

nit

y t

o a

sk e

ach

oth

er

qu

est

ion

s an

d

nam

e t

hin

gs.

(u

se p

op

sicle

sti

ck

s fo

r tu

rn t

ak

ing

)

• O

ur

Lan

gu

ag

e/

mo

de

ling

: L

iste

nin

gL

iste

nin

g (

att

en

tive

, lo

ok

ing

at

spe

ak

er,

no

dd

ing

he

ad

, sm

ilin

g I

nit

iate

co

nve

rsati

on

sIn

itia

te c

on

vers

ati

on

s L

et’

s ta

lk a

bo

ut…

Le

t’s

liste

n t

o…

Le

t’s

giv

e a

ch

an

ce

to

ask

a q

ue

stio

n... {c

hild

’s n

am

e}

do

yo

u w

an

t a t

urn

no

w t

o a

sk a

qu

est

ion

? A

skin

g q

ue

stio

ns:

Ask

ing

qu

est

ion

s: W

hat

have

yo

u e

njo

ye

d d

oin

g in

th

e

gard

en

? T

ell

me

abo

ut

wh

at

yo

u d

id w

ith

yo

ur

fam

ily. D

o y

ou

use

so

me

of

the

se t

oo

ls in

yo

ur

gard

en

? H

ow

do

yo

u h

elp

ou

t in

th

e g

ard

en

? W

hat

kin

ds

of

foo

d d

o y

ou

pla

nt?

Wh

at

is t

his

? H

ow

do

we

use

it in

th

e g

ard

en

? D

o y

ou

eat

this

fo

od

at

ho

me

? D

o y

ou

lik

e it

? W

hat

are

so

me

of

yo

ur

favo

rite

foo

ds?

Te

ll u

s m

ore

…

Lang

uage

Par

ticip

atio

n

Ch

ildre

n’s

exp

ress

ive

lan

gu

ag

e:

Exp

ress

Se

lf:

Be

cau

se…

I l

ike

to

… Y

es,

I l

ike

it…

No

I d

on

’t l

ike

it…

Re

co

un

t: I

t’s

a…

I h

elp

… I

n t

he

gard

en

we

… M

y m

om

mak

es…

We

eat…

In

qu

ire

(se

e s

am

ple

qu

est

ion

s abo

ve)

Lang

uage

Dev

elop

men

t

• E

nco

ura

ge

ch

ildre

n t

o u

se t

he

ir e

nti

re l

ing

uis

tic r

ep

ert

oir

e;

tak

e c

on

vers

ati

on

al

turn

s; s

hare

th

eir

ho

me

lan

gu

ag

e w

ith

oth

ers

• M

y s

am

ple

lan

gu

ag

e s

cri

pt

for

larg

e g

rou

ps:

Lan

gu

ag

e W

all

: L

an

gu

ag

e W

all

: L

et’

s p

ut

som

e p

hra

ses

an

d w

ord

s u

p o

n o

ur

lan

gu

ag

e w

all

. T

his

wo

rd is

in A

rabic

. S

ee

ho

w b

eau

tifu

l it

is w

ritt

en

. T

his

says…

So

wh

ere

sh

ou

ld I

pu

t it

? Y

es,

th

an

k y

ou

! K

WW

L:

KW

WL

: L

et’

s k

ee

p s

hari

ng

ou

r q

ue

stio

ns

an

d a

ll w

e k

no

w w

ith

each

oth

er.

He

re is

a q

ue

stio

n in

Sp

an

ish

—I

love

th

e w

ay S

pan

ish

is w

ritt

en

to

o. O

k, I

am

go

ing

to

try

an

d r

ead

it.

Did

th

at

sou

nd

OK

? I

am

go

ing

to

wri

te

that

qu

est

ion

in E

ng

lish

to

o s

o I

can

re

me

mbe

r w

hat

yo

u a

ll w

on

de

r. H

ere

is s

om

eth

ing

yo

u k

no

w w

ritt

en

in A

rabic

—le

t’s

pu

t th

at

in E

ng

lish

to

o.

See

how

M

s . C

ora

used

th

e to

olM

s . C

ora’

s La

ngua

ge-F

ocus

ed P

lann

ing

Tool

: Co-

crea

ting

Lan

gua

ge

and

Li

tera

cy R

esou

rces

Plan

s

Envi

ronm

ent a

nd R

esou

rces

Mark

ers

, pap

er

stri

ps

for

KW

WL

, larg

e n

ote

card

s fo

r la

ng

uag

e w

all

s, w

ord

s/p

hra

ses,

ph

oto

s, d

raw

ing

s, r

eal

obje

cts

se

nt

in b

y f

am

ilie

s, l

arg

e K

WW

L

ch

art

, sp

ace

fo

r fo

ur

small

gro

up

s to

wo

rk, p

lace

to

dis

pla

y f

oo

d o

r g

ard

en

to

ols

th

at

can

no

t be

ad

de

d t

o l

an

gu

ag

e w

all

Not

es

Fu

ture

Acti

vit

ies

an

d H

om

e-

Sch

oo

l L

earn

ing

an

d L

an

gu

ag

ing

Ext

en

sio

ns:

We

will

mak

e a

fe

w g

ard

en

/fo

od

bo

ok

s, u

sin

g a

ll o

ur

lan

gu

ag

es,

th

at

we

can

use

in o

ur

cla

ss l

ibra

ry a

nd

se

nd

ho

me

on

a r

ota

tin

g b

asi

s. I

will

ask

so

me

of

ou

r fa

mily/co

mm

un

ity v

olu

nte

ers

to

he

lp.

To

ge

the

r w

ith

th

e f

am

ilie

s, w

e c

an

reco

rd s

om

e r

ead

alo

ud

s to

o, a

nd

cre

ate

so

ng

/g

am

e b

oo

ks

as

we

ll. W

e w

ill

als

o d

ocu

me

nt

ou

r le

arn

ing

usi

ng

ph

oto

s, t

ext

, an

d o

the

r art

ifacts

, an

d u

se t

he

wall

to

en

gag

e in

co

nve

rsati

on

s w

ith

th

e c

hild

ren

(I

can

se

nd

a p

ho

to o

f th

e w

all

to

fam

ilie

s so

th

ey h

ave

it h

an

dy).

Mak

ing

Con

nect

ions

: Usi

ng th

e XX

XXX

Earl

y Le

arni

ng S

tand

ards

and

WID

A E

arly

Yea

rs R

esou

rces

to P

lan

Inst

ruct

ion

for Y

oung

Mul

tilin

gual

Chi

ldre

n 44

See

how

M

s . C

ora

used

th

e to

ol

Prac

tical

Poi

nter

s: C

o-C

reat

ing

Lan

gua

ge

and

Lite

racy

Res

ourc

esH

ere

are

som

e w

ays

Ms.

Cor

a in

tent

iona

lly e

mbe

dded

a la

ngua

ge-f

ocus

ed a

ppro

ach

into

her

pla

nnin

g.

For t

his

less

on, M

s. C

ora

cons

ider

ed th

e m

essa

ging

she

wan

ted

to c

onve

y

arou

nd la

ngua

ging

an

impo

rtan

t goa

l. W

hat m

essa

ging

aro

und

lang

uagi

ng

wou

ld y

ou in

clud

e in

you

r les

sons

?

KW

WL

is a

cha

rt (K

now

, Won

der,

Whe

re (w

e ca

n fin

d ou

t), a

nd L

earn

ed)

Ms.

Cor

a us

es to

con

tinuo

usly

doc

umen

t and

con

nect

chi

ldre

n’s

lear

ning

an

d la

ngua

ging

. Thi

s is

the

first

act

ivity

in a

ser

ies

of a

ctiv

ities

Ms.

Cor

a is

pl

anni

ng. S

he p

lans

to a

dd to

the

KW

WL

char

t oft

en a

s ch

ildre

n co

ntin

ue

expl

orat

ion

and

activ

ities

in th

e ga

rden

, dur

ing

a co

okin

g ac

tivity

, dur

ing

Mea

ltim

es, a

nd a

s th

ey re

ad a

nd c

reat

e bo

oks

and

reso

urce

s to

geth

er.

Her

e is

the

KW

WL

Ms.

Cor

a is

cur

rent

ly c

reat

ing

Ms.

Cor

a co

-cre

ates

the

lang

uage

wal

l with

the

child

ren’

s an

d fa

mili

es’

help

and

use

s it

to p

ost w

ords

, phr

ases

, dra

win

gs, p

hoto

s an

d re

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Frequently Asked Questions About Getting Started

Do I choose just one state standard and one language standard?

When deciding how many standards to use in a lesson or unit of study, we recommend you consider your local policy or guidance, setting, and the children, families and communities you serve as the foundation for your curriculum and planning. See Ms. Cora’s plans for examples of how to integrate multiple standards.

Do I plan separate activities or can I plan an entire unit?

If connecting state early learning and development standards with language standards is new for you, we suggest you begin by planning just one activity. You can gradually move toward planning an entire unit. We wish to emphasize that whether you are planning one activity or a unit of study, planning should be centered around the children’s interests, and their cultural and language practices.

Do I need to make separate plans for multilingual children?

Making Connections offers suggestions for how to get started with a language-focused approach to planning equitable learning opportunities for multilingual children. We recognize all young children are developing and using language as they learn, but the language practices and language development of multilingual children may look and sound different than that of their monolingual peers (WIDA, 2019). Therefore, when we do not take steps to intentionally plan meaningful opportunities for multilingual children that promote their learning and language development, we place them at risk of experiencing inequities in our classroom. We invite you to adapt these tools so they work for you and the children you serve.

Do I separately plan for expressive and receptive language?

We recommend you consider multilingual children’s expressive and receptive language development in your planning. This includes thinking about the language you will use as you teach and the language children will be exposed to in the learning environment (e.g., materials, artifacts, environmental print) as that is language they will need to process (i.e., receptive language). See Ms. Cora’s plans for examples of how to plan for expressive and receptive language.

I work with an English learner (EL) teacher . Do I still need to plan equitable learning opportunities for multilingual children in my classroom?

As advocates for multilingual children and their families, we strongly believe all teachers are language teachers. Therefore, yes, we invite you to explore the tools and resources provided here to help you get started with a language-focused approach to planning equitable learning opportunities. If you partner with an EL teacher, we invite you to find ways to collaboratively explore Making Connections together.


Section 3: Making Connections to the WIDA English Language Development Standards Framework, 2020 Edition: Kindergarten–Grade 12How do the WIDA Early English Language Development Standards connect to the WIDA English Language Development (ELD) Standards Framework, 2020 Edition? Is Making Connections the same as the WIDA ELD Standards Framework? We recognize that questions like these may be coming to mind for readers familiar with WIDA standards and resources for K–12 or who may work in K–12 systems. As such, we wish to offer a response that promotes collaboration between ECE professionals and K–12 educators who serve young multilingual children. After all, the transition to kindergarten is an exciting time for young children and families that is full of opportunity for collaboration among educators and advocacy for multilingual children.

The WIDA ELD Standards Framework, 2020 Edition, is anchored by four Big Ideas (see Figure 4) that are interwoven throughout the new edition. Like the WIDA Can Do Philosophy, they support the design of standards-based educational experiences that are student-centered, culturally and linguistically sustaining, and responsive to multilingual learners’ strengths and needs.


Figure 4: Big Ideas in the 2020 Edition

EQUITYof Opportunity

and Access

INTEGRATIONof Content and

Language

COLLABORATIONamong Stakeholders

FUNCTIONAL APPROACH

to Language Development

Making Connections illustrates how these Big Ideas are also evident in WIDA Early Years resources. WIDA Early Years

• Promotes equity for young multilingual children . Our language-focused approach is rooted in equity and promotes equitable learning opportunities for multilingual children.

• Promotes collaboration among all adults in a young child’s life . The WIDA Early Years Promising Practices and Essential Actions, in particular, Essential Action 1, discuss collaboration among adults (e.g., families, community members, educators, leaders). Ms. Cora’s sample plans presented in Making Connections offer more examples of collaboration.

• Offers tools and resources to help ECE professionals integrate content and language . Making Connections offers tools and resources to help teachers integrate state early learning and development standards with WIDA Early Language Development Standards.

• Promotes a functional approach to language development . As stated in Making Connections, language is a tool for learning. In our work, we strive to raise awareness about the dynamic language practices of multilingual children and the many ways they use language to make meaning, learn, and interact with others and their environment.

We invite you to collaborate with others and explore ways to bring these four Big Ideas to life in your work with young multilingual children.


Glossary Activities: Learning activities specifically designed by teachers to promote learning and language development.

Asset-based: Assets are resources or strengths. An asset-based mindset allows us to see children and families’ cultural and linguistic practices, skills, experiences, and ways of knowing from their homes and communities as valuable resources. Asset-based and strengths-based are often used in the field interchangeably.

Community: Refers to the broader environment where children live and grow; communities consist of businesses, organizations, places of worship, and locations where people gather formally or informally (e.g., parks, plazas).

Cultural practices: Dynamic practices, routines, and ways of being shared by members of a group. Cultural practices may change or vary based on context.

Curriculum: The knowledge, skills, abilities, and understanding children are to acquire and the plans for the learning experiences through which their acquisition occurs (adapted from NAEYC, 2020).

Environment: Physical space and everything in that space, including all materials, perceived attitudes, and messages.

Early care and education (ECE): the out-of-home settings children attend prior to kindergarten (e.g., formal child care centers, family child care, relative/neighbor care, Head Start programs, school settings).

Equitable learning opportunities: Learning opportunities that not only help each child thrive by building on each one’s unique set of individual and family strengths—including cultural background, language(s), abilities and disabilities, and experiences—but also eliminate differences in outcomes that are a result of past and present inequities in society (NAEYC, 2019).

Expressive language: Language used in speech and writing.

Families: Parents, siblings, extended family members, close family friends, guardians, and other adults who contribute in significant ways to children’s development and education.

Home language: a term used to refer to the language(s) spoken, heard, and represented in families’ homes and communities. For multilingual children and families, home language may include English. We intentionally reference home language and English language development in Making Connections to bring to readers’ attention the importance of considering a child’s full linguistic repertoire when planning equitable learning opportunities.

Languaging: Using language to make meaning of the world around you and to shape your knowledge and experience (Swain, 2006). It views language as an action word rather than a noun or named language like English or Mandarin.


Language-focused approach: An approach that promotes the dynamic language and cultural practices of multilingual children. It is rooted in equity and positions families as experts. A language-focused approach to planning applies an equity and language lens to the design of active and engaging learning opportunities for young children. ECE teachers who adopt a language-focused approach, purposefully plan, or design, equitable learning opportunities for multilingual children that allow children to engage in languaging and learning. This approach not only promotes children’s overall early learning and development, it also promotes multilingual children’s home language and English language development.

Language development: An interactive social process that occurs over time to expand what children can do with language.

Language interaction: Children assume a variety of roles as they interact with others. It is important to first affirm the roles children feel comfortable taking on. Gradually invite children to take on varied roles so they have opportunities to try out and use different language.

Language participation: Children use language for a variety of purposes. It is important for children to have multiple and meaningful opportunities to engage in activities that recognize their assets, stimulate their creativity and curiosity, and encourage them to use language in different ways.

Language practices: Dynamic and flexible ways of using language. Language practices will vary based on context.

Linguistic repertoire: Languages, language varieties, and registers that combine into a set of dynamic resources from which language users can draw when they communicate. A linguistic repertoire is not fixed from birth. Rather, people develop their language resources as they go through life by engaging in a variety of contexts in local and global communities.

Multilingual children: Culturally and linguistically diverse children, ages birth to five years, who are learning two or more languages. Multilingual children are exposed to multiple languages in their homes, communities, and/or ECE settings, and they develop and use language in dynamic ways. In the field, these children are commonly referred to as dual language learners, or DLLs.

Receptive language: Language processed through listening and reading.

Setting: Time and location.

Sociocultural context: The cultural, political, societal, and at times, historical, factors that shape or inform language development. For example, in early childhood, this can be the relationships and interactions with peers and adults across home, ECE, and community environments that provide opportunities for children to use and develop language. These interactions and relationships, however, occur within societies where historical factors and policies may influence beliefs and practices that impact children’s language use and development of their home language and English.


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National Center on Early Childhood Quality Assurance. (2019). Early learning and development guidelines. U.S. Department of Health & Human Services. https://childcareta.acf.hhs.gov/sites/default/files/public/075_1907_state_eldgs_web_final508.pdf

Ortiz, A. A. & Franquíz, M. E. (2017). Co-editors’ introduction: The central role of advocacy in ensuring excellence in education for English learners. Bilingual Research Journal, 40(3), 241–245. https://doi.org/10.1080/15235882.2017.1361896

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AcknowledgmentsWIDA Early Years would like to thank the following early care and education professionals who shared their expertise by providing feedback on initial prototypes of this document or assistance with terms used in languages other than English:

External Reviewers

Elizabeth A. Aschenbrenner Education Consultant Connecticut

Lauren Bond Consultant/Trainer Maryland

Khalil El-Saghir, Ed.S. English Learner Consultant Michigan

Shanon Everett Early Literacy and Family Engagement Consultant Office of Great Start, Early Childhood Development and Family Education Michigan Department of Education

Cathy Finn, M.Ed. Early Childhood Program Consultant North Carolina

Sheila George Early Childhood Education Consultant/Trainer Maryland

Gabriel Guyton VP of Child and Family Services Verner Center for Early Learning North Carolina

Zeinab Haidous English Learner Consultant Michigan

Michele Hall, M.Ed Educational Trainer/Consultant Maryland

Aida I. Homs Rivera Bilingual Interventionist Bernalillo Public Schools and Early Childhood State trainer New Mexico

Tammy King Program Manager, Early Childhood Professional Learning Illinois

Michelle Levy Education Consultant Connecticut Office of Early Childhood

Anya Robyak Child Care Resources Coordinator North Carolina

Vilanha Turner WIDA Fellow and ELL Teacher Massachusetts

Translations to simplified Chinese

Szu-Yueh Justine Chien WIDA e-Learning Instructional Designer

I-Pang Fu WIDA e-Learning Instructional Designer


Editing

Becky HolmesSr. Editor, WIDA

Miguel Ángel Colón OrtizBilingual Editor, WIDA

Graphic Design

Janet TrembleyGraphic Design, Wisconsin Center for Education Research

Photos

Verner Center for Early Learning North Carolina

Suggested Citation

WIDA. (2021). Making connections: Using the Wisconsin model early learning standards and WIDA early years resources to plan instruction for young multilingual children. Board of Regents of the University of Wisconsin System.

Early Years

Making Connections: Using the Wisconsin Model Early Learning Standards and WIDA Early Years Resources

to Plan Instruction for Young Multilingual Children

Documents

Early Years - University of Wisconsin–Madison