Embed Size (px)
Citation preview
The ConnectionHead Start Early Learning Outcomes
Framework: Ages Birth to Five and WIDA Early English Language
Development Standards
The ConnectionHead Start Early Learning Outcomes
Framework: Ages Birth to Five and WIDA Early English Language
Development Standards
Copyright Notice©2017 Board of Regents of the University of Wisconsin System, on behalf of WIDA—www.wida.us.
Version 1.1 Revised 3/27/17
1
ContentsIntroduction .........................................................................................................................................3Early English Language Development (E-ELD) Standards ...................................................................4Understanding the WIDA Standards Framework .................................................................................6 Developmentally Appropriate Academic Language .....................................................................7 Sociocultural Contexts ...............................................................................................................8 Performance Definitions .............................................................................................................9 Standards Matrices and Strands of Model Performance Indicators ............................................14Using WIDA E-ELD Standards in Conjunction with Head Start Early Learning Outcomes Framework: Ages Birth to Five .......................................................................................................15 Strands of Model Performance Indicators .................................................................................16 Customizing Strands for Your Local Context ............................................................................17Crosswalk Between Head Start Early Learning Outcomes Framework: Ages Birth to Five and WIDA Early English Language Development Standards ................................................................................20
Table of FiguresFigure A: The Correspondence Between the Five Dimensions of Children’s Development and the E-ELD Standards ................................................................................................................4Figure B: The Early English Language Development Standards ..........................................................5Figure C: A Graphical Representation of the WIDA Standards Framework ........................................6Figure D: The Features of Developmentally Appropriate Academic Language .....................................7Figure E: E-ELD Performance Definitions – Receptive, Ages 2.5–4.5 ..............................................10Figure F: E-ELD Performance Definitions – Receptive, Ages 4.5–5.5 ..............................................11Figure G: E-ELD Performance Definitions – Expressive, Ages 2.5–4.5 .............................................12Figure H: E-ELD Performance Definitions – Expressive, Ages 4.5–5.5 .............................................13Figure I: Head Start Example Matrix ...............................................................................................15Figure J: Guiding Questions for the Components of the WIDA E-ELD Strands .............................18Figure K: Template for Strands of MPIs ............................................................................................19Figure L: List of Sample Complementary Strands .............................................................................20Figure M: List of Sample Integrated Strands ......................................................................................21Figure N: Crosswalk Between Head Start Early Learning Outcomes Framework: Ages Birth to Five and WIDA E-ELD Standards ................................................................................22
AppendixAppendix: Selected References ............................................................................................................39
3
Introduction The field of Early Care and Education (ECE) has not been exempt from today’s world of educational accountability and its accompanying push to improve academic achievement for all students. The importance of creating state Early Learning Standards (ELS) has been fueled in part by research indicating that young children, birth–5 years, have the capacity to learn more than previously thought and that early learning experiences strongly impact children’s future academic success in Grades K–12 (Scott-Little, Kagan, & Stebbins Frelow, 2005; Scott-Little, Kagan, & Stebbins Frelow, 2006; Scott-Little, C., Lesko, J., Martella, J., & Milburn, P, 2007).
In 1995, the National Educational Goals Panel (NEGP) highlighted five dimensions of children’s development that are linked to school readiness and children’s later success in school: Physical Well-Being and Motor Development, Social and Emotional Development, Approaches to Learning, Language and Communication Development, and Cognition and General Knowledge (as cited in Scott-Little, Kagan, & Stebbins Frelow, 2005). These dimensions include important aspects of both development and learning in young children “…with the physical, social and emotional, and approaches toward learning dimensions reflecting what are considered to be more developmental indicators and the language and cognition dimensions encompassing more ‘academic’ indicators” (p. 7, Scott-Little, Kagan, & Stebbins Frelow, 2005). Consequently, the more academic content areas of math, science, and social studies are reflected under NEGP’s dimension of cognition and general knowledge while early literacy skills are housed under the NEGP dimension of language and communication development (as cited in Scott-Little, Kagan, & Stebbins Frelow, 2005). Furthermore, the National Association for the Education of Young Children (NAEYC) has stated that effective ELS not only encompass all areas of early development and learning, including physical, social, emotional, language, and cognition but also “recognize and accommodate variations” in children’s cultures and languages (NAEYC, 2009).
In an effort to outline developmentally appropriate expectations and skills that all children should know and be able to do upon entry to Kindergarten, Head Start developed and revised the Head Start Early Learning Outcomes Framework (Office of Head Start, 2015) which encompasses NEGP’s five recommended dimensions of development. States have responded in kind by developing ELS, which incorporate important attributes of NEGP’s recommended dimensions of development and learning to varying degrees (Scott-Little, Kagan, & Stebbins Frelow, 2005; Scott-Little, Kagan, Stebbins Frelow, 2006). Nevertheless, ECE programs are only beginning to understand how to accommodate the linguistic needs of young dual language learners (DLLs, children who are still developing their home language as they acquire English) when applying state ELS to assessment, curriculum, and instruction. Unfortunately, a strong potential for inaccuracy exists when assessing, supporting, and instructing young DLLs within standards-based curriculum due in part to the disconnect between DLLs’ linguistic variations and states’ performance benchmarks/indicators in ELS (Espinosa, 2012; Scott-Little, C., Lesko, J., Martella, J., & Milburn, P, 2007).
4
Early English Language Development (E-ELD) StandardsThe WIDA Early English Language Development (E-ELD) Standards were specifically developed to help support the unique language needs of DLLs, ages 2.5–5.5 years, who are in the process of learning more than one language prior to Kindergarten entry. Because language learning occurs across all areas of standards-based curricula, it is critical that ECE programs use language standards in conjunction with ELS when supporting, instructing, and assessing DLLs. Using language standards along with ELS helps practitioners concretely connect the linguistic variations and needs of DLLs across all content areas of standards-based curricula and assessments. As such, language standards provide a means for helping to close the gap that currently exists in delivering accurate and relevant instruction and assessment to DLLs at varying levels of English language development within standards-based curriculum.
As WIDA developed the E-ELD Standards, it took into consideration the major dimensions of development and learning recommended by the NEGP (BUILD, 2012; Scott-Little, Kagan, & Stebbins Frelow, 2005) and the National Association for the Education of Young Children (NAEYC, 2009) for inclusion into ELS. These dimensions of children’s development are also represented in the Head Start Early Learning Outcomes Framework (Office of Head Start, 2015) and have been adopted by states to varying degrees within their ELS. Figure A depicts the correspondence between NEGP’s recommended major dimensions of development and learning for ELS and the WIDA E-ELD Standards.
Figure A: The Correspondence Between the Five Dimensions of Children’s Development and the E-ELD Standards
The Venn diagrams shown in Figure A are an example of the overlapping nature of these dimensions of development and learning and corresponding language standards. This correspondence, also exemplified in other state ELS, makes it possible to integrate the E-ELD Standards within standards-based curriculum, instruction, and assessment for DLLs throughout their program day in a variety of ECE settings including child care, Head Start, preschool, and 4-year-old Kindergarten.
APPROACHES TO LEARNINGTHE LANGUAGE OF
Early LanguageDevelopment
& Literacy
PhysicalDevelopment
Math • ScienceSocial Studies
CognitiveDevelopment
Social andEmotional
Development
APPROACHES TO LEARNING
Language & Communication
Development
Physical Well-Being
& MotorDevelopment
Cognition & General
Knowledge
Social & Emotional
Development
5
Using the six WIDA E-ELD Standards to inform their practice, practitioners will not find a prescriptive list of what DLLs need to know and be able to do in a particular instructional setting. Rather, language standards are generative in the sense that they help practitioners develop their own representations of how DLLs will use language in particular ECE communities. This involves connecting information about DLLs’ language development with awareness of the language demands of a learning activity, and integrating language supports to maximize DLLs’ learning and participation.
While language standards provide guidance and reference points in organizing instruction to support both learning and language development, they are only one of many factors to consider in supporting DLLs’ success in ECE settings. Figure B shows the Early English Language Development Standards.
Figure B: The Early English Language Development Standards
Standard Abbreviation
Early English Language Development Standard 1
Dual language learners communicate information, ideas, and concepts necessary for success in the area of Social and Emotional Development
The Language of Social and Emotional Development
Early English Language Development Standard 2
Dual language learners communicate information, ideas, and concepts necessary for academic success in the content area of Early Language Development and Literacy
The Language of Early Language Development and Literacy
Early English Language Development Standard 3
Dual language learners communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics
The Language of Mathematics
Early English Language Development Standard 4
Dual language learners communicate information, ideas, and concepts necessary for academic success in the content area of Science
The Language of Science
Early English Language Development Standard 5
Dual language learners communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies
The Language of Social Studies
Early English Language Development Standard 6
Dual language learners communicate information, ideas, and concepts necessary for academic success in the content area of Physical Development
The Language of Physical Development
6
Understanding the WIDA Standards FrameworkThe WIDA Standards Framework, depicted in Figure C, consists of a set of age-appropriate interactive and interdependent components that exemplify the WIDA vision for academic language development. This Framework is the foundation for WIDA’s work on the creation of language development standards, including the E-ELD Standards. The components are
• Can Do Philosophy• Guiding Principles of Language Development• Age-appropriate Academic Language in Sociocultural Contexts• Performance Definitions• Strands of Model Performance Indicators• Can Do Descriptors.
Figure C: A Graphical Representation of the WIDA Standards Framework
The components of the WIDA Standards Framework interact with and influence each other in the design of curricula, language instruction, and assessment of language learners. When used in tandem, the WIDA Standards Framework components help practitioners identify and understand the receptive and expressive language that DLLs need in order to meet performance benchmarks/indicators across the Head Start Early Learning Outcomes Framework: Ages Birth to Five. Specific consideration has been given to the nature of early language and cognitive development, family and community-based sociocultural contexts for language learning, and the psycholinguistic nature of second language development in preschoolers who are still developing the foundational structures and rules of language. Head Start practitioners and program leaders are encouraged to emphasize specific elements of the Framework in their language instruction to fit the specific needs of individual DLLs and contexts. In doing so, all Head Start stakeholders can participate in shaping the development of our increasingly diverse population.
The following sections focus on the components of the WIDA Framework as they apply to the E-ELD Standards and their use in curriculum, instruction, and assessment.
Exemplifying the WIDA Can Do Philosophy
PerformanceDe�nitions
Standards & their Matrices
Guiding Principles of Language DevelopmentD
evel
opm
en
tally Appropriate Academic Language
in Sociocultural Contexts
7
Developmentally Appropriate Academic LanguageBased in part on the WIDA Features of Academic Language for K–12, the E-ELD Features have been adapted and renamed to fit the unique characteristics of young DLLs’ developing linguistic abilities during the early preschool years. The features of social, instructional, and academic language are outlined for two language criteria: Linguistic Complexity and Language Usage. These criteria are used to define each level of English language development in the Performance Definitions. Figure D shows the Features of Developmentally Appropriate Academic Language.
• Linguistic Complexity refers to the quantity and variety of language used by DLLs at the discourse level. Language features such as the length of utterances/interactions and how DLLs understand and express their ideas are included in this category.
• Language Usage refers to the types and use of structures, phrases, and words. Some features in this language criterion are choice of intonation to convey meaning, types and variety of grammatical structures, match of language forms to purpose, specificity of word/phrase choice (vocabulary) and comprehensibility of language (forms, conventions, and fluency).
Figure D: The Features of Developmentally Appropriate Academic Language
Language Criteria Features
Linguistic Complexity(Quantity and variety of oral language)
Variety and length of utterances and interactionsUnderstanding and expression of ideas
Language Usage(Types and use of oral language structures, phrases, and words)
Types and variety of grammatical structuresMatch of language forms to purposeFormulaic phrases and expressionsChoice of intonation to convey meaningInterpretation and ability to construct meaning at word/phrase levelSpecificity of word/phrase choiceComprehensibility of language
The sociocultural contexts for language use involve the interaction between children and their language environments, encompassing …
• Register• Genre• Topic• Task/Situation• Participants’ identities and social roles• Speaker/Conversational partner
8
Sociocultural ContextsAll young children learn language through the context of relationships with their primary caregivers during daily routines. Through repeated social interactions with parents, siblings, extended family members, childcare providers, early childhood practitioners, and peers, children learn to interpret and construct meaning through sounds, words, phrases, and sentences. Children also learn the cultural rules and roles for social engagement associated with their particular language through these meaningful interactions with important people in their lives. The sociocultural contexts for young children’s language learning occurs most often in their homes, extended family members’ homes, or in community-based ECE settings, which may or may not be located in or associated with public schools.
The term sociocultural context has multiple definitions in education research. For its use in the E-ELD Standards Framework, WIDA defines sociocultural context as the setting in which communication occurs. Communication is shaped by the sociocultural contexts in which it takes place. The elements that define this setting within the WIDA Standards Framework include the register, the genre, the topic, the task or situation, and the participants’ identities and roles in learning.
9
Performance DefinitionsThe Performance Definitions shape each of the three levels of English language development using the Features of Developmentally Appropriate Language as criteria. The three language levels, which outline the progression of early English language development are: Level 1— Entering, Level 3—Developing, and Level 5—Bridging. These language levels correspond to the five WIDA levels of language proficiency for English language learners, K–12, but pertain uniquely to the stages of English language development in DLLs, ages 2.5–5.5.
The Performance Definitions describe the language that DLLs can process and produce toward the end of each level of English language development when given language supports. These definitions do not represent all the possible skills that children will demonstrate at a particular level of language development. However, they do provide concrete guidelines as to the kinds of language practitioners might expect DLLs to understand or produce; the quantity and variety of oral language (Linguistic Complexity) and the types and use of oral language structures, phrases, and words (Language Usage) at three distinct levels of English language development. The language criteria of Linguistic Complexity and Language Usage are used to define both receptive and expressive language skills for every age cluster, as shown in Figure E through Figure H.
10
Figu
re E
: Ear
ly E
nglis
h La
ngua
ge D
evel
opm
ent P
erfo
rman
ce D
efini
tion
s –
Rece
ptiv
e, A
ges
2.5–
4.5
Tow
ard
the
end
of e
ach
age
clus
ter a
nd g
iven
leve
l of E
nglis
h la
ngua
ge d
evel
opm
ent,
and
with
sens
ory
and
inte
ract
ive
supp
orts,
dua
l lan
guag
e le
arne
rs w
ill
proc
ess i
n En
glish
and
non
-ver
bally
dem
onstr
ate
unde
rsta
ndin
g of
:
…w
ithin
soci
ocul
tura
l con
text
s for
lang
uage
use
.
HOME LANGUAGE
Lang
uage
Cri
teri
aA
ges
2.5–
3.5
(30–
42 m
os.)
Age
s 3.
5–4.
5 (4
3–54
mos
.)
Leve
l 5Br
idgi
ng
Ling
uist
ic
Com
plex
ity
Lang
uage
Usa
ge
• Se
ries o
f sim
ple
sent
ence
s rel
ated
to fa
mili
ar st
orie
s or
even
ts•
An id
ea w
ith o
ne to
two
deta
ils; o
ne-s
tep
dire
ctio
n re
late
d to
dai
ly ro
utin
es
• Sh
ort a
nd c
ompo
und
sent
ence
s rel
ated
to d
aily
ro
utin
es, f
amili
ar p
eopl
e, so
ngs,
and
storie
s •
Gen
eral
and
som
e sp
ecifi
c vo
cabu
lary
ass
ocia
ted
with
fa
mili
ar en
viro
nmen
ts an
d sto
ries
• Se
ries o
f ext
ende
d se
nten
ces r
elat
ed to
fam
iliar
stor
ies,
lear
ning
act
iviti
es, o
r eve
nts
• Re
late
d id
eas;
two-
step
dire
ctio
ns re
late
d to
dai
ly ro
utin
es
• C
ompo
und
and
som
e co
mpl
ex se
nten
ces r
elat
ed to
fa
mili
ar st
orie
s and
lear
ning
act
iviti
es•
Spec
ific
voca
bula
ry a
ssoc
iate
d w
ith st
orie
s, le
arni
ng
activ
ities
, and
var
ious
envi
ronm
ents
Leve
l 3D
evel
opin
g
Ling
uist
ic
Com
plex
ity
Lang
uage
Usa
ge
• Re
lated
phr
ases
and
sim
ple
sent
ence
s •
An id
ea w
ith o
ne d
etai
l
• Sh
ort s
ente
nces
rela
ted
to d
aily
rout
ines
, fam
iliar
pe
ople
, son
gs, a
nd st
orie
s•
Repe
titiv
e ph
rasa
l pat
tern
s rel
ated
to d
aily
rout
ines
an
d fa
mili
ar st
orie
s•
Gen
eral
voc
abul
ary
rela
ted
to d
aily
rout
ines
and
fa
mili
ar st
ories
• M
ultip
le re
late
d sim
ple
sent
ence
s; w
h-qu
estio
ns•
An id
ea w
ith tw
o de
tails
• Sh
ort a
nd so
me
com
poun
d se
nten
ces r
elat
ed to
fam
iliar
sto
ries a
nd le
arni
ng a
ctiv
ities
• Se
nten
ce p
atte
rns r
elat
ed to
fam
iliar
stor
ies a
nd le
arni
ng
activ
ities
•
Gen
eral
and
som
e sp
ecifi
c vo
cabu
lary
rela
ted
to d
aily
ro
utin
es, f
amili
ar st
ories
, and
lear
ning
activ
ities
Leve
l 1En
teri
ng
Ling
uist
ic
Com
plex
ity
Lang
uage
Usa
ge
• W
ords
and
repe
titiv
e ph
rase
s rel
ated
to d
aily
rout
ines
• An
idea
with
in si
mpl
e qu
estio
ns o
r sta
tem
ents
rela
ted
to se
lf, fa
mili
ar p
eopl
e, o
r dai
ly ro
utin
es
• Re
petit
ive
phra
ses a
ssoc
iate
d w
ith d
aily
rout
ines
• Ye
s/no
que
stion
s rel
ated
to se
lf, fa
mili
ar p
eopl
e, a
nd/
or d
aily
rout
ines
• W
ords
ass
ociat
ed w
ith fa
mili
ar en
viro
nmen
ts
• W
ords
and
phra
ses r
elat
ed to
dai
ly ro
utin
es•
An id
ea w
ithin
sim
ple
ques
tions
or s
tate
men
ts re
late
d to
fa
mili
ar e
nviro
nmen
ts
• Re
petit
ive
phra
ses a
nd si
mpl
e sta
tem
ents
asso
ciat
ed w
ith
daily
rout
ines
• Ye
s/no
que
stion
s rel
ated
to se
lf, fa
mili
ar p
eopl
e, a
nd/o
r da
ily ro
utin
es•
Wor
ds a
nd e
xpre
ssio
ns a
ssoc
iate
d w
ith fa
mili
ar
envi
ronm
ents
At th
e ve
ry b
egin
ning
stag
es o
f Eng
lish
lang
uage
dev
elop
men
t, du
al la
ngua
ge le
arne
rs ty
pica
lly u
nder
stand
mor
e w
ords
than
they
are
abl
e to
pro
duce
. Chi
ldre
n m
ay b
e no
n-ve
rbal
in E
nglis
h an
d re
ly p
rimar
ily o
n th
eir h
ome
lang
uage
and
/or g
estu
res t
o co
mm
unic
ate
thei
r nee
ds, w
ants,
and
idea
s.
At a
ll le
vels
of
lang
uage
de
velo
pmen
t, ho
me
lang
uage
an
d En
glis
h la
ngua
ge
deve
lopm
ent
• in
fluen
ce a
nd
rein
forc
e ea
ch
othe
r; an
d
• m
edia
te
unde
rsta
ndin
g,
cons
truc
tion
of
mea
ning
, and
de
mon
strat
ion
of
know
ledg
e.
11
Figu
re F
: Ear
ly E
nglis
h La
ngua
ge D
evel
opm
ent P
erfo
rman
ce D
efini
tion
s –
Rece
ptiv
e, A
ges
4.5–
5.5
Tow
ard
the
end
of e
ach
age
clus
ter a
nd g
iven
leve
l of E
nglis
h la
ngua
ge d
evel
opm
ent,
and
with
sens
ory
and
inte
ract
ive
supp
orts,
dua
l lan
guag
e le
arne
rs w
ill
proc
ess i
n En
glish
and
non
-ver
bally
dem
onstr
ate
unde
rsta
ndin
g of
:
HOME LANGUAGE
Lang
uage
Cri
teri
aA
ges
4.5–
5.5
(55–
66 M
onth
s)
Leve
l 5Br
idgi
ng
Ling
uist
ic
Com
plex
ity
Lang
uage
Usa
ge
• Se
nten
ces/
ques
tions
of v
aryi
ng ri
chne
ss a
nd c
ompl
exity
rela
ted
to fa
mili
ar st
orie
s, le
arni
ng a
ctiv
ities
, or
eve
nts
• Ex
pand
ed re
late
d id
eas;
two
to th
ree
step
dire
ctio
ns a
nd so
me
new
dire
ctio
ns re
late
d to
dai
ly ro
utin
es
• C
ompl
ex se
nten
ces a
nd la
ngua
ge p
atte
rns r
elat
ed to
fam
iliar
stor
ies a
nd in
struc
tiona
l act
iviti
es•
Spec
ific
and
som
e te
chni
cal v
ocab
ular
y as
soci
ated
with
var
ious
env
ironm
ents
and
lear
ning
act
iviti
es
Leve
l 3D
evel
opin
g
Ling
uist
ic
Com
plex
ity
Lang
uage
Usa
ge
• M
ultip
le re
late
d ex
tend
ed se
nten
ces
• Re
late
d id
eas
• C
ompo
und
and
som
e co
mpl
ex se
nten
ces r
elat
ed to
fam
iliar
stor
ies a
nd le
arni
ng a
ctiv
ities
• Se
nten
ce p
atte
rns r
elat
ed to
spec
ific
lear
ning
act
iviti
es a
nd st
orie
s•
Gen
eral
and
som
e sp
ecifi
c vo
cabu
lary
ass
ocia
ted
with
fam
iliar
env
ironm
ents
and
lear
ning
act
iviti
es
Leve
l 1En
teri
ng
Ling
uist
ic
Com
plex
ity
Lang
uage
Usa
ge
• W
ords
and
long
er p
hras
es re
late
d to
dai
ly ro
utin
es a
nd le
arni
ng a
ctiv
ities
• An
idea
with
in si
mpl
e qu
estio
ns o
r sta
tem
ents
rela
ted
to fa
mili
ar e
nviro
nmen
ts
• Re
petit
ive
phra
ses a
nd si
mpl
e sta
tem
ents
asso
ciat
ed w
ith d
aily
rout
ines
• Ye
s/no
que
stion
s rel
ated
to se
lf, fa
mili
ar p
eopl
e, a
nd/o
r dai
ly ro
utin
es•
Voca
bula
ry a
ssoc
iate
d w
ith fa
mili
ar e
nviro
nmen
ts an
d le
arni
ng a
ctiv
ities
At th
e ve
ry b
egin
ning
stag
es o
f Eng
lish
lang
uage
dev
elop
men
t, du
al la
ngua
ge le
arne
rs ty
pica
lly u
nder
stand
mor
e w
ords
than
they
are
abl
e to
pro
duce
. C
hild
ren
may
be
non-
verb
al in
Eng
lish
and
rely
prim
arily
on
thei
r hom
e la
ngua
ge a
nd/o
r ges
ture
s to
com
mun
icat
e th
eir n
eeds
, wan
ts, a
nd id
eas.
At a
ll le
vels
of
lang
uage
de
velo
pmen
t, ho
me
lang
uage
an
d En
glis
h la
ngua
ge
deve
lopm
ent
• in
fluen
ce a
nd
rein
forc
e ea
ch
othe
r; an
d
• m
edia
te
unde
rsta
ndin
g,
cons
truc
tion
of
mea
ning
, and
de
mon
strat
ion
of
know
ledg
e.
12
Figu
re G
: Ear
ly E
nglis
h La
ngua
ge D
evel
opm
ent P
erfo
rman
ce D
efini
tion
s –
Expr
essi
ve, A
ges
2.5–
4.5
At a
ll le
vels
of
lang
uage
de
velo
pmen
t, ho
me
lang
uage
an
d En
glis
h la
ngua
ge
deve
lopm
ent
• in
fluen
ce a
nd
rein
forc
e ea
ch
othe
r; an
d
• m
edia
te
unde
rsta
ndin
g,
cons
truc
tion
of
mea
ning
, and
de
mon
strat
ion
of
know
ledg
e.
Tow
ard
the
end
of e
ach
age
clus
ter a
nd g
iven
leve
l of E
nglis
h la
ngua
ge d
evel
opm
ent,
and
with
sens
ory
and
inte
ract
ive
supp
orts,
dua
l lan
guag
e le
arne
rs w
ill e
xpre
ss in
Eng
lish:
…w
ithin
soci
ocul
tura
l con
text
s for
lang
uage
use
.
HOME LANGUAGE
Lang
uage
Cri
teri
aA
ges
2.5–
3.5
(30–
42 m
os.)
Age
s 3.
5–4.
5 (4
3–54
mos
.)
Leve
l 5Br
idgi
ng
Ling
uist
ic
Com
plex
ity
Lang
uage
Usa
ge
• M
ultip
le p
hras
es a
nd so
me
fam
iliar
3+
wor
d se
nten
ces
• Si
ngle
idea
s
• Em
ergi
ng c
ompr
ehen
sibili
ty o
f fam
iliar
phr
ases
and
sh
ort s
ente
nces
• G
ener
al a
nd a
few
spec
ific
voca
bula
ry a
ssoc
iate
d w
ith
fam
iliar
env
ironm
ents
• Va
riety
of o
rigin
al se
nten
ces o
f 3–5
+ w
ords
• Ap
prox
imat
ions
of r
elat
ed id
eas
• C
ompr
ehen
sible
sent
ence
s tha
t may
con
tain
nou
ns, v
erbs
, m
odifi
ers,
and
pron
ouns
• Sp
ecifi
c an
d a
few
tech
nica
l voc
abul
ary
asso
ciat
ed w
ith
vario
us e
nviro
nmen
ts
Leve
l 3D
evel
opin
g
Ling
uist
ic
Com
plex
ity
Lang
uage
Usa
ge
• Ph
rase
s with
a fe
w fa
mili
ar th
ree-
wor
d se
nten
ces
• Ap
prox
imat
ions
of s
ingl
e id
eas
• Fa
mili
ar p
hras
es w
ith e
mer
ging
com
preh
ensib
ility
• Sh
ort r
epet
itive
lang
uage
pat
tern
s use
d in
fam
iliar
fin
gerp
lays
, son
gs, a
nd st
orie
s •
Gen
eral
voc
abul
ary
asso
ciat
ed w
ith fa
mili
ar
envi
ronm
ents
• Sh
ort s
ente
nces
of t
hree
to fo
ur w
ords
that
com
bine
fo
rmul
aic
phra
ses w
ith so
me
new
wor
ds a
nd p
hras
es•
Appr
oxim
atio
ns o
f ide
as
• Sh
ort s
ente
nces
with
em
ergi
ng c
ompr
ehen
sibili
ty
• Re
petit
ive
lang
uage
pat
tern
s use
d in
fing
erpl
ays,
song
s, sto
ries,
or le
arni
ng a
ctiv
ities
• G
ener
al a
nd a
few
spec
ific
voca
bula
ry a
ssoc
iate
d w
ith
fam
iliar
env
ironm
ents;
com
mon
exp
ress
ions
Leve
l 1En
teri
ng
Ling
uist
ic
Com
plex
ity
Lang
uage
Usa
ge
• W
ords
and
shor
t for
mul
aic
phra
ses
• O
ne-w
ord
utte
ranc
es to
con
vey
entir
e m
essa
ge o
r ide
a •
Sing
le w
ords
ass
ocia
ted
with
dai
ly ro
utin
es a
nd
fam
iliar
stor
ies
• Re
petit
ive
phra
ses
• W
ords
and
form
ulai
c ph
rase
s•
One
- to
two-
wor
d ut
tera
nces
to c
onve
y en
tire
mes
sage
or
idea
• Fa
mili
ar w
ords
and
exp
ress
ions
ass
ocia
ted
with
dai
ly
rout
ines
•
Repe
titiv
e an
d fo
rmul
aic
phra
ses
• G
ener
al v
ocab
ular
y re
late
d to
fam
iliar
env
ironm
ents
At th
e ve
ry b
egin
ning
stag
es o
f Eng
lish
lang
uage
dev
elop
men
t, du
al la
ngua
ge le
arne
rs ty
pica
lly u
nder
stand
mor
e w
ords
than
they
are
abl
e to
pro
duce
. Chi
ldre
n m
ay b
e no
n-ve
rbal
in E
nglis
h an
d re
ly p
rimar
ily o
n th
eir h
ome
lang
uage
and
/or g
estu
res t
o co
mm
unic
ate
thei
r nee
ds, w
ants,
and
idea
s.
13
Figu
re H
: Ear
ly E
nglis
h La
ngua
ge D
evel
opm
ent P
erfo
rman
ce D
efini
tion
s –
Expr
essi
ve, A
ges
4.5–
5.5
Tow
ard
the
end
of e
ach
age
clus
ter a
nd g
iven
leve
l of E
nglis
h la
ngua
ge d
evel
opm
ent,
and
with
sens
ory
and
inte
ract
ive
supp
orts,
dua
l lan
guag
e le
arne
rs w
ill e
xpre
ss in
Eng
lish:
…w
ithin
soci
ocul
tura
l con
text
s for
lang
uage
use
.
HOME LANGUAGE
Lang
uage
Cri
teri
aA
ges
4.5–
5.5
(55–
66 M
onth
s)
Leve
l 5Br
idgi
ng
Ling
uist
ic
Com
plex
ity
Lang
uage
Usa
ge
• Va
riety
of s
hort
and
exp
ande
d se
nten
ces o
f 4–6
+ w
ords
• Re
late
d id
eas
• C
ompr
ehen
sible
sent
ence
s tha
t may
con
tain
spec
ific
gram
mat
ical
form
s (e
.g.,
pres
ent p
rogr
essiv
e +
verb
, pas
t ten
se, p
lura
ls, p
osse
ssiv
es, a
nd a
rtic
les)
• Sp
ecifi
c an
d so
me
tech
nica
l voc
abul
ary
asso
ciat
ed w
ith v
ario
us e
nviro
nmen
ts an
d le
arni
ng a
ctiv
ities
Leve
l 3D
evel
opin
g
Ling
uist
ic
Com
plex
ity
Lang
uage
Usa
ge
• Sh
ort s
ente
nces
of t
hree
to fo
ur w
ords
that
com
bine
form
ulai
c ph
rase
s with
new
wor
ds a
nd so
me
expa
nded
sent
ence
s•
Appr
oxim
atio
ns o
f rel
ated
idea
s
• Sh
ort a
nd so
me
expa
nded
sent
ence
s with
em
ergi
ng c
ompr
ehen
sibili
ty•
Mul
tiple
repe
titiv
e la
ngua
ge p
atte
rns u
sed
in st
orie
s, so
ngs,
and
lear
ning
act
iviti
es•
Gen
eral
and
som
e sp
ecifi
c vo
cabu
lary
ass
ocia
ted
with
fam
iliar
env
ironm
ents
and
lear
ning
act
iviti
es
Leve
l 1En
teri
ng
Ling
uist
ic
Com
plex
ity
Lang
uage
Usa
ge
• W
ords
and
long
er fo
rmul
aic
phra
ses
• O
ne- t
o tw
o-w
ord
utte
ranc
es to
con
vey
entir
e m
essa
ge o
r ide
a
• W
ords
and
exp
ress
ions
ass
ocia
ted
with
dai
ly ro
utin
es a
nd fa
mili
ar st
orie
s•
Repe
titiv
e an
d fo
rmul
aic
phra
ses
• G
ener
al v
ocab
ular
y re
late
d to
fam
iliar
env
ironm
ents
and
lear
ning
act
iviti
es
At th
e ve
ry b
egin
ning
stag
es o
f Eng
lish
lang
uage
dev
elop
men
t, du
al la
ngua
ge le
arne
rs ty
pica
lly u
nder
stand
mor
e w
ords
than
they
are
abl
e to
pro
duce
. C
hild
ren
may
be
non-
verb
al in
Eng
lish
and
rely
prim
arily
on
thei
r hom
e la
ngua
ge a
nd/o
r ges
ture
s to
com
mun
icat
e th
eir n
eeds
, wan
ts, a
nd id
eas.
At a
ll le
vels
of
lang
uage
de
velo
pmen
t, ho
me
lang
uage
an
d En
glis
h la
ngua
ge
deve
lopm
ent
• in
fluen
ce a
nd
rein
forc
e ea
ch
othe
r; an
d
• m
edia
te
unde
rsta
ndin
g,
cons
truc
tion
of
mea
ning
, and
de
mon
strat
ion
of
know
ledg
e.
14
Head Start DLLs cannot be represented through a single language development level (e.g., Level 3) or even levels for each language domain (e.g., Level 3–Receptive, Level 1–Expressive). Instead, language is fluid and often varies based on the context for language use. Therefore, the Performance Definitions are a tool to observe language performance over time and in various spaces, and we encourage Head Start practitioners to use information they collect as one of various measures for examining language development.
The Performance Definitions also recognize the key role that home language plays at all levels of English language development. DLLs will continue to use home language as they develop their new language. The dynamic interaction between languages supports meaning making and the development of metalinguistic awareness. When the development of two languages is strongly encouraged and effectively supported, DLLs use all of their cognitive and linguistic assets to become successful language learners.
In short, engaging in translanguaging enables DLLs to use their entire linguistic repertoire to navigate between languages to relate messages, construct meaning across languages, and gain a deeper understanding of content.
Standards Matrices and Strands of Model Performance IndicatorsThe standards matrices provide examples of language use across the different levels, just like the Performance Definitions. However, in the matrices, the language is further contextualized within different language domains, E-ELD Standards, and age ranges. They help Head Start practitioners envision what the E-ELD Standards Framework look like for different DLLs. A Strand of Model Performance Indicators (MPIs) consists of three language levels of early English language development for a given connection, topic, and language domain. A Strand of MPIs represents one of many possible pathways in language development within a particular context. This horizontal arrangement of a Strand of MPIs illustrates the progression of language development for a given age cluster. The Strands of MPIs provide a consistent structure for Head Start ECE practitioners to use when scaffolding or assessing DLLs’ language across a wide range of learning activities and environments. These strands are meant to be examples and not fixed guidelines of the language with which DLLs may engage during instruction and assessment. Head Start ECE practitioners can create, modify or transform Strands of MPIs to make them more relevant to their curriculum or instruction.
ECE practitioners are well aware that significant developmental differences exist between 2.5-year-olds and 5.5-year-olds, both linguistically and cognitively. Typically developing 3-year-olds (monolingual or bilingual) cannot be expected to comprehend or produce language of the same complexity as that of 5-year-olds. Therefore, the examples of language provided in the strands are organized by age clusters, which take this cognitive and linguistic threshold into account. Specific language criteria are provided for each of the following age groups:
• 2.5–3.5 years (30–42 months)• 3.5–4.5 years (43–54 months)• 4.5–5.5 years (55–66 months)
15
Using WIDA E-ELD Standards in Conjunction with Head Start Early Learning Outcomes Framework: Ages Birth to Five As previously mentioned, the E-ELD Standards are designed to be used in tandem with ELS to guide and inform instruction and assessment for DLLs. The E-ELD Standards matrices will make an explicit connection to the Head Start Early Learning Outcomes Framework so that they can be easily used within Head Start’s programs’ standards-based curricula, instruction, and assessment.
The following is an example of a WIDA E-ELD Standards matrix and Strand of MPIs that illustrates the Connection to the Head Start Early Learning Outcomes Framework: Domain Language and Literacy; Component LLC 3-4 Communicating and Speaking; Expressive Language; Subdomain: Communicating and Speaking; Goal P-LC4. Child understands, follows and uses appropriate social and conversational rules.
Figure I: Head Start Example Matrix
This standards matrix is from WIDA E-ELD Standard 2: The Language of Early Language Development and Literacy, for ages 4.5-5.5. Figure I, referred to in this document as the Head Start example matrix, shows language for DLLs who are 4.5-5.5 years old and the example topic. The example topic is the element of the standards matrix that lists a theme or concept derived from state ELS and Head Start Early Learning Outcomes Framework and that provide a context for language development. In the example shown, the topic is conversations, which is derived from the broader Head Start Early Learning Outcomes Framework. In Figure N, example topics connected to all Head Start Early Learning Outcomes Framework are provided as a resource for practitioners to use as they complete their own Standards Matrices.
In the matrix, the example context for language use refers to the particular situation, event, or context in which the communication occurs. DLLs use language in particular ways that vary according to the
AGES: 4.5–5.5
CONNECTION: Head Start Early Learning Outcomes Framework: Ages Birth to Five; Domain: Language and Communication; Subdomain: Communicating and Speaking; Goal P-LC4.Child understands, follows and uses appropriate social and conversational rules.
EXAMPLE CONTEXT FOR LANGUAGE USE: Children will learn about maintaining multi-turn conversations by being responsive to conversational partner by asking questions.
COGNITIVE FUNCTION: Children at all levels of English language development APPLY their knowledge about conversations.
DO
MA
IN: E
xpre
ssiv
e
Level 1Entering
Level 3Developing
Level 5Bridging
Repeats words and familiar phrases for asking questions to maintain conversations with peers.
Names key words or phrases for asking questions in English or Home language during conversations with peers.
Asks questions that maintain multi-turn conversations with peers.
TOPIC-RELATED LANGUAGE: Children at all levels of language-development interact with developmentally appropriate words and expressions such as: where, how, when, why, what.
E-ELD STANDARD 2: The Language of Early Language Development and Literacy EXAMPLE TOPIC: Conversations
16
context. The example context provides an authentic example for educators to be able to imagine the situation in which language is being used. In the case of the Head Start example matrix shown in Figure I, DLLs will learn about asking questions to maintain multi-turn conversations with peers. This provides us information about factors in the context that may impact how children use or process language. In this example, asking questions affords specific uses of language that are different from other settings. This context provides us with information about who will participate and the type of activity in which the participants will engage.
The Cognitive Function offers information on the cognitive demand of a particular activity. The cognitive function is a reminder to Head Start practitioners that DLLs need access to the same level of thinking as their peers regardless of their language development level. In the example shown in the Head Start matrix, all DLLs will be asked to apply their knowledge about having conversations regardless of individual linguistic abilities.
The E-ELD Standards Framework includes two language domains—receptive and expressive. These language domains, with their focus on oral language development, encompass the listening and speaking and overall meaning-making skills (e.g., gestures) DLLs will need and use across all six standards. Oral language is central to both the teaching and learning of many early literacy skills, including concepts of print, phonological and phonemic awareness, vocabulary development, alphabet knowledge and writing (Dickinson, 2011; Dickinson, Golindoff, & Hirsh-Pasek, 2010; Dickinson, McCabe, & Sprague, 2003; Dickinson & Porche, 2011). In addition, a strong foundation in oral language skills is critical for learning to read and write well in the early elementary years (Resnick & Snow, 2009). In the Head Start example matrix, the domain being addressed is the expressive domain.
Strands of Model Performance IndicatorsA Strand of MPIs consists of three language levels of early English language development for a given connection, topic, and language domain. In the example shown in the Head Start example matrix, you see how DLLs at Entering level may repeat familiar phrases to ask questions during conversations with peers, while DLLs at the Developing level may be able to name them independently. This is not to say that a DLL at the Entering level is not able to name them, but that he or she may be able to do so successfully with the help of adult models and visual supports such as pictures, signs or gestures. Similarly, a DLL at the Bridging level has enough language knowledge ask questions to maintain multi-turn conversations. Here, the linguistic expectation for understanding is higher and more complex than for naming. Head Start Practitioners can use MPI strands to (a) match performance to levels of language development, (b) create language targets and objectives that go beyond DLLs’ independent level of language development and (c) differentiate the language of the content to match the level of DLLs’ language development.
Each MPI is composed of three main elements: a language function, a content stem, and language support(s).
Language functions describe how DLLs will produce or process language within specific context for learning. In the Head Start example matrix, the MPI for Level 3, Developing, uses name as its language function. Name typically relates to nouns and verbs, and can be achieved through short phrases.
17
Language functions are related but distinct from the cognitive complexity of a task. DLLs at all language levels can engage in higher level thinking according to their developmental capacity. Instead, the language function refers to the linguistic features associated with it. The number and complexity of language functions used increases as language develops.
The second element of the MPI is the content stem. The content stem is derived from the Example Topic, which in turn, is derived from state ELS and the Head Start Early Learning Outcomes Framework. The content stem denotes WIDA’s view that early English language development should always be integrated with play-based content instruction and assessment through meaningful and authentic contexts. In the Head Start example matrix, the content stem is conversations.
The third element of the MPI is the language support(s). It is always listed at the end of the MPI and illustrates the importance of scaffolding language development for DLLs. Each MPI may contain more than one support and the supports may or may not change with increased language complexity. In the example provided in the Head Start example matrix, the supports include the use of the home language. WIDA names three categories of language supports for DLLs: sensory, graphic and interactive.
The Topic Related Language provides examples of content-related words and expressions to which all children at that age level should be exposed, regardless of their language development level, because they are part of the content being learned. Although DLLs may be at different points in their language development trajectory, when learning particular content, certain specific and technical developmentally appropriate language is essential for engaging in learning the ideas and concepts presented. Through the use of scaffolds and supports, DLLs should have the opportunity to interact with that language.
Customizing Strands for Your Local ContextThe WIDA Strands of MPIs are examples that illustrate differentiated language expectations related to content-area instruction within one language domain. We invite Head Start practitioners to create, innovate, transform, and customize the strands to best meet the needs of their students and language education programs. Figure J shows the guiding questions practitioners should ask themselves when planning instruction for emerging bilinguals or when drafting customized Strands of MPIs. Figure K contains a blank template that can be copied and reused for this purpose.
18
AG
ES:
CON
NEC
TIO
N: W
hich
stat
e ea
rly le
arni
ng c
onte
nt st
anda
rds f
orm
the
basis
of t
he re
late
d ac
tivity
? Wha
t are
the
esse
ntia
l con
cept
s and
skill
s em
bedd
ed in
the
cont
ent s
tand
ards
? W
hat i
s the
lang
uage
ass
ocia
ted
with
thes
e ag
e-ap
prop
riate
con
cept
s and
skill
s?
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: W
hat i
s the
pur
pose
of t
he a
ctiv
ity? W
hat r
oles
or i
dent
ities
do
the
child
ren
assu
me
and
how
do
they
inte
ract
? Wha
t reg
ister
is
requ
ired
of th
e ta
sk?
COG
NIT
IVE
FUN
CTIO
N: W
hat i
s the
leve
l of c
ogni
tive e
ngag
emen
t for
the g
iven
task
? Doe
s the
leve
l of c
ogni
tive e
ngag
emen
t mat
ch o
r exc
eed
that
of t
he st
ates
’ Ear
ly
Lear
ning
Sta
ndar
ds?
Language Domain(s): How will dual language learners process and
use language?
Leve
l 1En
teri
ngLe
vel 3
Dev
elop
ing
Leve
l 5Br
idgi
ng
A S
tran
d of
Mod
el P
erfo
rman
ce In
dica
tors
:
Wha
t lan
guag
e ar
e D
LLs e
xpec
ted
to p
roce
ss o
r pro
duce
at e
ach
leve
l of d
evel
opm
ent?
Whi
ch la
ngua
ge fu
nctio
ns re
flect
the
cogn
itive
func
tion
at e
ach
leve
l of l
angu
age
deve
lopm
ent?
Whi
ch la
ngua
ge su
ppor
ts (s
enso
ry, g
raph
ic, a
nd in
tera
ctiv
e) a
re n
eces
sary
for D
LLs t
o ac
cess
lang
uage
and
con
tent
?
TOPI
C-RE
LATE
D L
AN
GU
AG
E: W
ith w
hich
age
-app
ropr
iate
wor
ds a
nd e
xpre
ssio
ns w
ill a
ll ch
ildre
n in
tera
ct?
E-EL
D S
TAN
DA
RD:
Figu
re J:
Gui
ding
Que
stio
ns fo
r the
Com
pone
nts
of th
e W
IDA
E-E
LD S
tand
ards
Mat
rix
and
Stra
nds
of M
PIs
EXA
MPL
E TO
PIC:
W
hat i
s one
of t
he to
pics
addr
esse
d in
the s
elec
ted
cont
ent s
tand
ard(
s)?
19
AG
ES:
CON
NEC
TIO
N:
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE:
COG
NIT
IVE
FUN
CTIO
N:
Language Domain(s):
Leve
l 1En
teri
ngLe
vel 3
Dev
elop
ing
Leve
l 5Br
idgi
ng
TOPI
C-RE
LATE
D L
AN
GU
AG
E:
E-EL
D S
TAN
DA
RD:
EXA
MPL
E TO
PIC:
Reg
istx
xxxx
xxxx
xxxr
o
Figu
re K
: Tem
plat
e fo
r Str
ands
of M
PIs
20
Crosswalk Between The Head Start Early Learning Outcomes Framework: Ages Birth to Five and WIDA Early English Language Development StandardsThe graphic found at the end of this document, Figure N, illustrates the crosswalk between the Head Start Early Learning Outcomes Framework: Ages Birth to Five and WIDA E-ELD Standards. This connection document can be used as a resource by policy makers, practitioners, specialists, educators and all stakeholders in all ECE settings in order to plan for and implement language support for their DLLS. Specifically, the standards crosswalk can be referenced as Head Start practitioners complete their own Standards Matrices and create, innovate, transform, and customize strands of model performance indicators.
In some Head Start early learning areas, WIDA E-ELD Standards connect directly with the Head Start Early Learning Outcomes Framework as seen in the Head Start Crosswalk graphic, Figure N. The Head Start Early Learning Outcomes Framework Domains directly connect with WIDA E-ELD standards in the following learning areas: Social and Emotional Development and Language and Literacy. In some instances, however, Head Start Early Learning Outcomes Framework has a Domain, which does not directly connect with any of the six WIDA E-ELD standards. In order to continually focus on language development in all Head Start developmental domains and learning areas, Complementary and Integrated Strands are necessary to acknowledge and address other language-dependent aspects of standards based early learning and play.
Complementary Strands use the WIDA Standards Framework to represent critical areas of learning and language development outside of the six WIDA E-ELD Standards. The complementary strands illustrate how language development extends across Head Start Early Learning Outcomes Framework Domains. For example, in the Head Start Early Learning Outcomes Framework Approaches to Learning Domain and Health, Safety and Nutrition Subdomain, Head Start practitioners could create a complementary strand for the Language of Health, Safety and Nutrition.
Here is a list of some sample complementary strands included in the Head Start Crosswalk.
Figure L: List of Sample Complementary Strands
Head Start Early Learning Outcomes Framework: Ages Birth to Five
WIDA E-ELD Standards: Complementary Strands
Example Topics
Developmental Domain: Approaches to Learning; Sub-domain: Cognitive Self-Regulation (Executive Functioning); P-ALT5. Child demonstrates the ability to control impulses.
Complementary Strand: The Language of Self-Regulation
Focused attention; Persistence; Self-awareness
Developmental Domain: Cognition; Sub-domain: Imitation and Symbolic Representation and Play; IT-C 12. Child uses objects or symbols to represent something else.
Complementary Strand: The Language of Cognition
Mental representation; Imitation
21
Integrated Strands provide a way for representing the WIDA E-ELD Standards in which age clusters, language domains, and standards are combined in different configurations. For example, in the Head Start Early Learning Outcomes Framework area of Cognition, an Integrated Strand of Model Performance Indicators could be created by first integrating Head Start Early Learning Outcomes Framework Goal IT-C 7: Child uses reasoning and planning ahead to solve problems with WIDA E-ELD Standard 4: The Language of Science.
Here is a list of some sample Integrated Strands included in the Head Start Crosswalk.
Figure M: List of Sample Integrated Strands
Head Start Early Learning Outcomes Framework: Ages Birth to Five
WIDA E-ELD Standards: Integrated Strands
Example Topics
Developmental Domain: Cognition: Sub-domain: Memory: IT-C 3. Child recognizes differences between familiar and unfamiliar people, objects actions, or events.
Integrated Strand: The Language of Social Studies: Dual language learners communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies
Families; Similarities/differences between self and others
Developmental Domain: Cognition: Sub-domain: Reasoning and Problem Solving: IT-C 7. Child uses reasoning and planning to solve problems.
Integrated Strand: The Language of Science: Dual language learners communicate information, ideas, and concepts necessary for academic success in the content area of Science
Inquiry; Problem solving
As noted earlier, we invite Head Start Early Childhood practitioners and specialists to customize their own Complementary and Integrated Strands of Model Performance Indicators using the crosswalk between Head Start Early Learning Outcomes Framework and WIDA E-ELD Standards as an initial resource. In doing so, Head Start will ensure consistent language support and instruction for all DLLs.
22
Figu
re N
: Cro
ssw
alk
Betw
een
Hea
d St
art E
arly
Lea
rnin
g O
utco
mes
Fra
mew
ork:
Age
s Bi
rth
to F
ive
and
WID
A E
-ELD
Sta
ndar
ds
APP
ROA
CHES
TO
LEA
RNIN
G
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k D
omai
n
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k Su
b-D
omai
n
Goa
lsW
IDA
E-E
LD S
tand
ards
Inte
grat
ed 1
: Th
e La
ngua
ge o
f Soc
ial a
nd E
mot
iona
l D
evel
opm
ent a
nd C
ompl
emen
tary
St
rand
s
Exam
ple
Topi
cs
App
roac
hes
to
Lear
ning
Emot
iona
l and
Be
havi
oral
Sel
f-Re
gula
tion
IT-A
TL 1
. Chi
ld m
anag
es fe
elin
gs
and
emot
ions
with
sup
port
of
fam
iliar
adu
lts.
The
Lang
uage
of S
ocia
l Em
otio
nal
Dev
elop
men
t: D
ual l
angu
age
lear
ners
co
mm
unic
ate
info
rmat
ion,
idea
s, an
d co
ncep
ts
nece
ssar
y fo
r suc
cess
in th
e ar
ea o
f Soc
ial a
nd
Emot
iona
l Dev
elop
men
t
Feel
ings
/Em
otio
ns; A
dult
rela
tions
hips
/Inte
ract
ions
IT-A
TL 2
. Chi
ld m
anag
es a
ctio
ns
and
beha
vior
with
sup
port
of
fam
iliar
adu
lts.
Adul
t rel
atio
nshi
ps/
Inte
ract
ions
; Fol
low
ing
dire
ctio
ns
P-AT
L 1.
Chi
ld m
anag
es e
mot
ions
w
ith in
crea
sing
inde
pend
ence
.Se
lf-he
lp/In
depe
nden
ce;
Feel
ings
/Em
otio
ns
P-AT
L 2.
Chi
ld fo
llow
s cl
assr
oom
ru
les
and
rout
ines
with
in
crea
sing
inde
pend
ence
.
Dai
ly ro
utin
es; S
elf-h
elp/
Inde
pend
ence
P-AT
L 3.
Chi
ld a
ppro
pria
tely
ha
ndle
s an
d ta
kes
care
of
clas
sroo
m m
ater
ials
.
Und
erst
andi
ng/F
ollo
win
g ru
les;
Fol
low
ing
dire
ctio
ns
P-A
LT 4
. Chi
ld m
anag
es a
ctio
ns,
wor
ds, a
nd b
ehav
iors
with
in
crea
sing
inde
pend
ence
.
Self-
help
/Inde
pend
ence
; Fe
elin
gs/E
mot
ions
; Sel
f-Re
gula
tion
23
APP
ROA
CHES
TO
LEA
RNIN
G
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k D
omai
n
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k Su
b-D
omai
n
Goa
lsW
IDA
E-E
LD S
tand
ards
Inte
grat
ed 1
: Th
e La
ngua
ge o
f Soc
ial a
nd E
mot
iona
l D
evel
opm
ent a
nd C
ompl
emen
tary
St
rand
s
Exam
ple
Topi
cs
App
roac
hes
to
Lear
ning
Cogn
itiv
e Se
lf-Re
gula
tion
(Exe
cuti
ve
Func
tion
ing)
IT-A
LT 3
. Chi
ld m
aint
ains
focu
s an
d su
stai
ns a
tten
tion
with
su
ppor
t.
Com
plem
enta
ry S
tran
d: T
he L
angu
age
of
Self-
Regu
lati
onFo
cuse
d at
tent
ion
IT-A
LT 4
. Chi
ld d
evel
ops
the
abili
ty to
sho
w p
ersi
sten
ce in
ac
tions
and
beh
avio
r.
Focu
sed
atte
ntio
n;
Pers
iste
nce
IT-A
LT 5
. Chi
ld d
emon
stra
tes
the
abili
ty to
be
flexi
ble
in a
ctio
ns
and
beha
vior
.
Beha
vior
al F
lexi
bilit
y
P-A
LT 5
. Chi
ld d
emon
stra
tes
an in
crea
sing
abi
lity
to c
ontr
ol
impu
lses
.
Self-
awar
enes
s; S
elf-
cont
rol
P-A
LT 6
. Chi
ld m
aint
ains
focu
s an
d su
stai
ns a
tten
tion
with
m
inim
al a
dult
supp
ort.
Focu
sed
atte
ntio
n;
Pers
iste
nce;
Adu
lt in
tera
ctio
ns
P-A
LT 7
. Chi
ld p
ersi
sts
in ta
sks.
Focu
sed
atte
ntio
n;
Pers
iste
nce
P-A
LT 8
. Chi
ld h
old
info
rmat
ion
in m
ind
and
man
ipul
ates
it to
pe
rfor
m ta
sks.
Focu
sed
atte
ntio
n;
Pers
iste
nce
P-A
LT 9
. Chi
ld d
emon
stra
tes
flexi
bilit
y in
thin
king
and
be
havi
or.
Men
tal fl
exib
ility
24
APP
ROA
CHES
TO
LEA
RNIN
G
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k D
omai
n
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k Su
b-D
omai
n
Goa
lsW
IDA
E-E
LD S
tand
ards
Inte
grat
ed 1
: Th
e La
ngua
ge o
f Soc
ial a
nd E
mot
iona
l D
evel
opm
ent a
nd C
ompl
emen
tary
St
rand
s
Exam
ple
Topi
cs
App
roac
hes
to
Lear
ning
Init
iati
ve a
nd
Curi
osit
yIT
-ATL
6. C
hild
dem
onst
rate
s em
ergi
ng in
itiat
ive
in
inte
ract
ions
, exp
erie
nces
, and
ex
plor
atio
ns.
Com
plem
enta
ry S
tran
d: T
he L
angu
age
of
Init
iati
ve a
nd C
urio
sity
N
ew e
xper
ienc
es/
Expl
orat
ions
; In
depe
nden
ce
IT-A
TL 7
. Chi
ld s
how
s in
tere
st
in a
nd c
urio
sity
abo
ut o
bjec
ts,
mat
eria
ls o
r eve
nts.
Expl
orat
ions
P-AT
L 10
. Chi
ld d
emon
stra
tes
initi
ativ
e an
d in
depe
nden
ce.
Inde
pend
ence
; Ex
plor
atio
ns; N
ew
activ
ities
P-AT
L 11
. Chi
ld s
how
s in
tere
st
in a
nd c
urio
sity
abo
ut th
e w
orld
ar
ound
them
.
Inde
pend
ence
; Ex
plor
atio
ns; N
ew
activ
ities
Crea
tivi
ty
IT-A
TL 8
. Chi
ld u
ses
crea
tivity
to
incr
ease
und
erst
andi
ng a
nd
lear
ning
.
Com
plem
enta
ry S
tran
d: T
he L
angu
age
of
Crea
tivi
ty a
nd Im
agin
atio
n M
enta
l flex
ibili
ty;
Beha
vior
al fl
exib
ility
; Cr
eativ
ity
IT-A
TL 9
. Chi
ld s
how
s im
agin
atio
n in
pla
y an
d in
tera
ctio
ns w
ith
othe
rs.
Dra
mat
ic p
lay;
Imag
inat
ion
gam
es
P-AT
L 12
. Chi
ld e
xpre
sses
cr
eativ
ity in
thin
king
and
co
mm
unic
atio
n.
Crea
ting
art p
roje
cts;
Pee
r in
tera
ctio
ns
P-AT
L 13
. Chi
ld u
ses
imag
inat
ion
in p
lay
and
inte
ract
ions
with
ot
hers
.
Out
door
pla
y; U
sing
art
m
ater
ials
; Cre
atin
g ar
t pr
ojec
ts
25
SOCI
AL
AN
D E
MO
TIO
NA
L D
EVEL
OPM
ENT
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k D
omai
n
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k
Sub-
Dom
ain
Goa
ls
WID
A E
-ELD
Sta
ndar
d 1:
Th
e La
ngua
ge o
f Soc
ial a
nd
Emot
iona
l Dev
elop
men
t
Exam
ple
Topi
cs
Soci
al a
nd E
mot
iona
l D
evel
opm
ent
Rela
tion
ship
s w
ith
Adu
lts
"IT-S
E 1.
Chi
ld d
evel
ops
expe
ctat
ions
of
con
sist
ent,
posi
tive
inte
ract
ions
th
roug
h se
cure
rela
tions
hips
with
fa
mili
ar a
dults
.”
The
Lang
uage
of S
ocia
l Em
otio
nal
Dev
elop
men
t: D
ual l
angu
age
lear
ners
co
mm
unic
ate
info
rmat
ion,
idea
s, an
d co
ncep
ts n
eces
sary
for s
ucce
ss in
the
area
of
Soc
ial a
nd E
mot
iona
l Dev
elop
men
t
Adul
t rel
atio
nshi
ps/
inte
ract
ions
IT-S
E 2.
Chi
ld u
ses
expe
ctat
ions
le
arne
d th
roug
h re
peat
ed e
xper
ienc
es
in p
rimar
y re
latio
nshi
ps to
dev
elop
re
latio
nshi
ps w
ith o
ther
adu
lts.
Adul
t rel
atio
nshi
ps/
inte
ract
ions
IT-S
E 3.
Chi
ld le
arns
to u
se a
dults
as
a re
sour
ce to
mee
t nee
ds.
Adul
t rel
atio
nshi
ps/
inte
ract
ions
P-SE
1. C
hild
eng
ages
in a
nd m
aint
ains
po
sitiv
e re
latio
nshi
ps a
nd in
tera
ctio
ns
with
adu
lts.
Adul
t rel
atio
nshi
ps/
inte
ract
ions
Rela
tion
ship
s w
ith
othe
r Chi
ldre
nP-
SE 2
. Chi
ld e
ngag
es in
pro
soci
al a
nd
coop
erat
ive
beha
vior
with
adu
lts.
Adul
t rel
atio
nshi
ps/
inte
ract
ions
IT-S
E 4.
Chi
ld s
how
s in
tere
st in
, in
tera
cts
with
, and
dev
elop
s pe
rson
al
rela
tions
hips
with
oth
er c
hild
ren.
Peer
inte
ract
ions
IT-S
E 5.
Chi
ld im
itate
s an
d en
gage
s in
pl
ay w
ith o
ther
chi
ldre
n.M
akin
g fr
iend
s; P
eer
inte
ract
ions
P-SE
3. C
hild
eng
ages
in a
nd m
aint
ains
po
sitiv
e in
tera
ctio
ns a
nd re
latio
nshi
ps
with
oth
er c
hild
ren.
Shar
ing;
Pee
r int
erac
tions
P-SE
4. C
hild
eng
ages
in c
oope
rativ
e pl
ay w
ith o
ther
chi
ldre
n.G
roup
coo
pera
tion/
inte
ract
ions
; Pee
r in
tera
ctio
ns
APP
ROA
CHES
TO
LEA
RNIN
G
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k D
omai
n
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k Su
b-D
omai
n
Goa
lsW
IDA
E-E
LD S
tand
ards
Inte
grat
ed 1
: Th
e La
ngua
ge o
f Soc
ial a
nd E
mot
iona
l D
evel
opm
ent a
nd C
ompl
emen
tary
St
rand
s
Exam
ple
Topi
cs
App
roac
hes
to
Lear
ning
Init
iati
ve a
nd
Curi
osit
yIT
-ATL
6. C
hild
dem
onst
rate
s em
ergi
ng in
itiat
ive
in
inte
ract
ions
, exp
erie
nces
, and
ex
plor
atio
ns.
Com
plem
enta
ry S
tran
d: T
he L
angu
age
of
Init
iati
ve a
nd C
urio
sity
N
ew e
xper
ienc
es/
Expl
orat
ions
; In
depe
nden
ce
IT-A
TL 7
. Chi
ld s
how
s in
tere
st
in a
nd c
urio
sity
abo
ut o
bjec
ts,
mat
eria
ls o
r eve
nts.
Expl
orat
ions
P-AT
L 10
. Chi
ld d
emon
stra
tes
initi
ativ
e an
d in
depe
nden
ce.
Inde
pend
ence
; Ex
plor
atio
ns; N
ew
activ
ities
P-AT
L 11
. Chi
ld s
how
s in
tere
st
in a
nd c
urio
sity
abo
ut th
e w
orld
ar
ound
them
.
Inde
pend
ence
; Ex
plor
atio
ns; N
ew
activ
ities
Crea
tivi
ty
IT-A
TL 8
. Chi
ld u
ses
crea
tivity
to
incr
ease
und
erst
andi
ng a
nd
lear
ning
.
Com
plem
enta
ry S
tran
d: T
he L
angu
age
of
Crea
tivi
ty a
nd Im
agin
atio
n M
enta
l flex
ibili
ty;
Beha
vior
al fl
exib
ility
; Cr
eativ
ity
IT-A
TL 9
. Chi
ld s
how
s im
agin
atio
n in
pla
y an
d in
tera
ctio
ns w
ith
othe
rs.
Dra
mat
ic p
lay;
Imag
inat
ion
gam
es
P-AT
L 12
. Chi
ld e
xpre
sses
cr
eativ
ity in
thin
king
and
co
mm
unic
atio
n.
Crea
ting
art p
roje
cts;
Pee
r in
tera
ctio
ns
P-AT
L 13
. Chi
ld u
ses
imag
inat
ion
in p
lay
and
inte
ract
ions
with
ot
hers
.
Out
door
pla
y; U
sing
art
m
ater
ials
; Cre
atin
g ar
t pr
ojec
ts
26
SOCI
AL
AN
D E
MO
TIO
NA
L D
EVEL
OPM
ENT
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k D
omai
n
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k
Sub-
Dom
ain
Goa
ls
WID
A E
-ELD
Sta
ndar
d 1:
Th
e La
ngua
ge o
f Soc
ial a
nd
Emot
iona
l Dev
elop
men
t
Exam
ple
Topi
cs
Soci
al a
nd E
mot
iona
l D
evel
opm
ent
Emot
iona
l Fu
ncti
onin
g P-
SE 5
. Chi
ld u
ses
basi
c pr
oble
m-
solv
ing
skill
s to
reso
lve
confl
icts
with
ot
her c
hild
ren.
The
Lang
uage
of S
ocia
l Em
otio
nal
Dev
elop
men
t: D
ual l
angu
age
lear
ners
co
mm
unic
ate
info
rmat
ion,
idea
s, an
d co
ncep
ts n
eces
sary
for s
ucce
ss in
the
area
of
Soc
ial a
nd E
mot
iona
l Dev
elop
men
t
Mak
ing
frie
nds;
Pee
r in
tera
ctio
ns
IT-S
E 6.
Chi
ld le
arns
to e
xpre
ss a
rang
e of
em
otio
ns.
Feel
ings
/Em
otio
ns
IT-S
E 7.
Chi
ld re
cogn
izes
and
inte
rpre
ts
emot
ions
of o
ther
s w
ith th
e su
ppor
t of
fam
iliar
adu
lts.
Feel
ings
/Em
otio
ns; A
dult
rela
tions
hips
/inte
ract
ions
IT-S
E 8.
Chi
ld e
xpre
sses
car
e an
d co
ncer
n to
war
ds o
ther
s. Fe
elin
gs/E
mot
ions
; Sha
ring
IT-S
E 9.
Chi
ld m
anag
es e
mot
ions
with
th
e su
ppor
t of f
amili
ar a
dults
.Fe
elin
gs/E
mot
ions
; Adu
lt re
latio
nshi
ps/in
tera
ctio
ns
P-SE
6. C
hild
exp
ress
es a
bro
ad ra
nge
of e
mot
ions
and
reco
gniz
es th
ese
emot
ions
in s
elf a
nd o
ther
s.
Feel
ings
/Em
otio
ns; P
eer
inte
ract
ions
P-SE
7. C
hild
exp
ress
es c
are
and
conc
ern
tow
ard
othe
rs.
Feel
ings
/Em
otio
ns;
Shar
ing;
Pee
r int
erac
tions
27
SOCI
AL
AN
D E
MO
TIO
NA
L D
EVEL
OPM
ENT
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k D
omai
n
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k
Sub-
Dom
ain
Goa
ls
WID
A E
-ELD
Sta
ndar
d 1:
Th
e La
ngua
ge o
f Soc
ial a
nd
Emot
iona
l Dev
elop
men
t
Exam
ple
Topi
cs
Soci
al a
nd E
mot
iona
l D
evel
opm
ent
Sens
e of
Iden
tity
and
Be
long
ing
P-SE
8. C
hild
man
ages
em
otio
ns w
ith
incr
easi
ng in
depe
nden
ce.
The
Lang
uage
of S
ocia
l Em
otio
nal
Dev
elop
men
t: D
ual l
angu
age
lear
ners
co
mm
unic
ate
info
rmat
ion,
idea
s, an
d co
ncep
ts n
eces
sary
for s
ucce
ss in
the
area
of
Soc
ial a
nd E
mot
iona
l Dev
elop
men
t
Self-
help
/Inde
pend
ence
IT-S
E 10
. Chi
ld s
how
s aw
aren
ess
abou
t se
lf an
d ho
w to
con
nect
with
oth
ers.
Gro
up c
oope
ratio
n/in
tera
ctio
ns
IT-S
E 11
. Chi
ld u
nder
stan
ds s
ome
char
acte
ristic
s of
sel
f and
oth
ers.
Self-
con
cept
; Pee
r in
tera
ctio
ns; S
elf
regu
latio
n
IT-S
E 12
. Chi
ld s
how
s co
nfide
nce
in
own
abili
ties
thro
ugh
rela
tions
hips
with
ot
hers
.
Self-
conc
ept;
Mak
ing
frie
nds,
Gro
up
coop
erat
ion,
IT-S
E 13
. Chi
ld d
evel
ops
a se
nse
of
belo
ngin
g th
roug
h re
latio
nshi
ps w
ith
othe
rs.
Self-
conc
ept
P-SE
9. C
hild
reco
gniz
es s
elf a
s a
uniq
ue in
divi
dual
hav
ing
own
abili
ties,
char
acte
ristic
s, em
otio
ns, a
nd in
tere
sts.
Sim
ilarit
ies/
Diff
eren
ces
betw
een
self
and
othe
rs
P-SE
10.
Chi
ld e
xpre
sses
con
fiden
ce in
ow
n sk
ills
and
posi
tive
feel
ings
abo
ut
self.
Feel
ings
/Em
otio
ns; S
elf-
conc
ept
P-SE
11.
Chi
ld h
as s
ense
of b
elon
ging
to
fam
ily, c
omm
unity
and
oth
er g
roup
s. G
roup
coo
pera
tion/
inte
ract
ions
; Sel
f-co
ncep
t
28
LAN
GU
AG
E A
ND
LIT
ERA
CY
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k D
omai
n
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k
Sub-
Dom
ain
Goa
lsW
IDA
E-E
LD S
tand
ard
2: T
he L
angu
age
of E
arly
Lan
guag
e D
evel
opm
ent a
nd
Lite
racy
Exam
ple
Topi
cs
Lang
uage
and
Co
mm
unic
atio
nA
tten
ding
and
U
nder
stan
ding
IT
-LC
1. C
hild
att
ends
to,
unde
rsta
nds,
and
resp
onds
to
com
mun
icat
ion
and
lang
uage
fr
om o
ther
s.
The
Lang
uage
of E
arly
Lan
guag
e D
evel
opm
ent a
nd L
iter
acy:
Dua
l lan
guag
e le
arne
rs c
omm
unic
ate
info
rmat
ion,
idea
s, an
d co
ncep
ts n
eces
sary
for a
cade
mic
suc
cess
in th
e co
nten
t are
a of
Ear
ly L
angu
age
Dev
elop
men
t an
d Li
tera
cy
Und
erst
andi
ng/
Follo
win
g or
al
dire
ctio
ns; S
ocia
l use
of
lang
uage
IT-L
C 2.
Chi
ld le
arns
from
co
mm
unic
atio
n an
d la
ngua
ge
expe
rienc
es w
ith o
ther
s.
Soci
al u
se o
f lan
guag
e
P-LC
1. C
hild
att
ends
to
com
mun
icat
ion
and
lang
uage
fr
om o
ther
s.
Und
erst
andi
ng/
Follo
win
g or
al
dire
ctio
ns; S
ocia
l use
of
lang
uage
P-LC
2. C
hild
und
erst
ands
and
re
spon
ds to
incr
easi
ngly
com
plex
co
mm
unic
atio
n an
d la
ngua
ge
from
oth
ers.
Und
erst
andi
ng/
Follo
win
g or
al
dire
ctio
ns; S
ocia
l use
of
lang
uage
29
LAN
GU
AG
E A
ND
LIT
ERA
CY
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k D
omai
n
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k
Sub-
Dom
ain
Goa
lsW
IDA
E-E
LD S
tand
ard
2: T
he L
angu
age
of E
arly
Lan
guag
e D
evel
opm
ent a
nd
Lite
racy
Exam
ple
Topi
cs
Lang
uage
and
Co
mm
unic
atio
nA
tten
ding
and
U
nder
stan
ding
IT
-LC
1. C
hild
att
ends
to,
unde
rsta
nds,
and
resp
onds
to
com
mun
icat
ion
and
lang
uage
fr
om o
ther
s.
The
Lang
uage
of E
arly
Lan
guag
e D
evel
opm
ent a
nd L
iter
acy:
Dua
l lan
guag
e le
arne
rs c
omm
unic
ate
info
rmat
ion,
idea
s, an
d co
ncep
ts n
eces
sary
for a
cade
mic
suc
cess
in th
e co
nten
t are
a of
Ear
ly L
angu
age
Dev
elop
men
t an
d Li
tera
cy
Und
erst
andi
ng/
Follo
win
g or
al
dire
ctio
ns; S
ocia
l use
of
lang
uage
IT-L
C 2.
Chi
ld le
arns
from
co
mm
unic
atio
n an
d la
ngua
ge
expe
rienc
es w
ith o
ther
s.
Soci
al u
se o
f lan
guag
e
P-LC
1. C
hild
att
ends
to
com
mun
icat
ion
and
lang
uage
fr
om o
ther
s.
Und
erst
andi
ng/
Follo
win
g or
al
dire
ctio
ns; S
ocia
l use
of
lang
uage
P-LC
2. C
hild
und
erst
ands
and
re
spon
ds to
incr
easi
ngly
com
plex
co
mm
unic
atio
n an
d la
ngua
ge
from
oth
ers.
Und
erst
andi
ng/
Follo
win
g or
al
dire
ctio
ns; S
ocia
l use
of
lang
uage
LAN
GU
AG
E A
ND
LIT
ERA
CY
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k D
omai
n
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k
Sub-
Dom
ain
Goa
lsW
IDA
E-E
LD S
tand
ard
2: T
he L
angu
age
of E
arly
Lan
guag
e D
evel
opm
ent a
nd
Lite
racy
Exam
ple
Topi
cs
Lang
uage
and
Co
mm
unic
atio
nCo
mm
unic
atin
g an
d Sp
eaki
ngIT
-LC
3. C
hild
com
mun
icat
es
need
s an
d w
ants
non
-ver
bally
an
d by
usi
ng la
ngua
ge.
The
Lang
uage
of E
arly
Lan
guag
e D
evel
opm
ent a
nd L
iter
acy:
Dua
l lan
guag
e le
arne
rs c
omm
unic
ate
info
rmat
ion,
idea
s, an
d co
ncep
ts n
eces
sary
for a
cade
mic
suc
cess
in th
e co
nten
t are
a of
Ear
ly L
angu
age
Dev
elop
men
t an
d Li
tera
cy
Com
mun
icat
ing
idea
s;
Soci
al u
se o
f lan
guag
e
IT-L
C 4.
Chi
ld u
ses
non-
verb
al
com
mun
icat
ion
and
lang
uage
to
enga
ge o
ther
s in
inte
ract
ion.
Mak
ing
Frie
nds;
Pe
er in
tera
ctio
ns;
Adul
t rel
atio
nshi
ps/
inte
ract
ions
IT-L
C 5.
Chi
ld u
ses
incr
easi
ngly
co
mpl
ex la
ngua
ge in
co
nver
satio
n w
ith o
ther
s.
Com
mun
icat
ing
idea
s;
Crea
tive
expr
essi
on
IT-L
C 6.
Chi
ld in
itiat
es n
on-v
erba
l co
mm
unic
atio
n an
d la
ngua
ge to
le
arn
and
gain
info
rmat
ion.
Com
mun
icat
ing
idea
s
P-LC
3. C
hild
var
ies
the
amou
nt o
f in
form
atio
n pr
ovid
ed to
mee
t the
de
man
ds o
f the
situ
atio
n.
Soci
al u
se o
f lan
guag
e;
Que
stio
ning
and
co
mm
entin
g
P-LC
4. C
hild
und
erst
ands
, fo
llow
s, an
d us
es a
ppro
pria
te
soci
al a
nd c
onve
rsat
iona
l rul
es.
Soci
al u
se o
f lan
guag
e;
P-LC
5. C
hild
exp
ress
es s
elf i
n in
crea
sing
ly lo
ng, d
etai
led,
and
so
phis
ticat
ed w
ays.
Crea
tive
expr
essi
on;
Com
mun
icat
ing
idea
s;
Que
stio
ning
and
co
mm
entin
g
30
LAN
GU
AG
E A
ND
LIT
ERA
CY
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k D
omai
n
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k
Sub-
Dom
ain
Goa
lsW
IDA
E-E
LD S
tand
ard
2: T
he L
angu
age
of E
arly
Lan
guag
e D
evel
opm
ent a
nd
Lite
racy
Exam
ple
Topi
cs
Lang
uage
and
Co
mm
unic
atio
nVo
cabu
lary
IT
-LC
7. C
hild
und
erst
ands
an
incr
easi
ng n
umbe
r of w
ords
use
d in
com
mun
icat
ion
with
oth
ers.
The
Lang
uage
of E
arly
Lan
guag
e D
evel
opm
ent a
nd L
iter
acy:
Dua
l lan
guag
e le
arne
rs c
omm
unic
ate
info
rmat
ion,
idea
s, an
d co
ncep
ts n
eces
sary
for a
cade
mic
suc
cess
in th
e co
nten
t are
a of
Ear
ly L
angu
age
Dev
elop
men
t an
d Li
tera
cy
Com
mun
icat
ing
idea
s
IT-L
C 8.
Chi
ld u
ses
an
incr
easi
ng n
umbe
r of w
ords
in
com
mun
icat
ion
and
conv
ersa
tion
with
oth
ers.
Crea
tive
expr
essi
on
P-LC
6. C
hild
und
erst
ands
and
us
es a
wid
e va
riety
of w
ords
for a
va
riety
of p
urpo
ses.
Crea
tive
expr
essi
on;
Com
mun
icat
ing
idea
s;
Que
stio
ning
and
co
mm
entin
g
P-LC
7. C
hild
sho
ws
unde
rsta
ndin
g of
wor
d ca
tego
ries
and
rela
tions
hips
am
ong
wor
ds.
Com
mun
icat
ing
idea
s;
Crea
tive
expr
essi
on
Lang
uage
and
Co
mm
unic
atio
nEm
erge
nt L
iter
acy
IT-L
C 9.
Chi
ld a
tten
ds to
, rep
eats
, an
d us
es s
ome
rhym
es, p
hras
es,
or re
frai
ns fr
om s
torie
s or
son
gs.
The
Lang
uage
of E
arly
Lan
guag
e D
evel
opm
ent a
nd L
iter
acy:
Dua
l lan
guag
e le
arne
rs c
omm
unic
ate
info
rmat
ion,
idea
s, an
d co
ncep
ts n
eces
sary
for a
cade
mic
suc
cess
in th
e co
nten
t are
a of
Ear
ly L
angu
age
Dev
elop
men
t an
d Li
tera
cy
Crea
tive
expr
essi
on
IT-L
C 10
. Chi
ld h
andl
es b
ooks
and
re
late
s th
em to
thei
r sto
ries
or
info
rmat
ion.
Lite
ratu
re a
war
enes
s
IT-L
C 11
. Chi
ld re
cogn
izes
pi
ctur
es a
nd s
ome
sym
bols
, si
gns,
or w
ords
.
Conc
epts
of p
rint
IT-L
C 12
. Chi
ld c
ompr
ehen
ds
mea
ning
from
pic
ture
s and
stor
ies.
Conc
epts
of p
rint
IT-L
C 13
. Chi
ld m
akes
mar
ks a
nd
uses
them
to re
pres
ent o
bjec
ts o
r ac
tions
.
Conc
epts
of p
rint
31
LAN
GU
AG
E A
ND
LIT
ERA
CY
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k D
omai
n
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k
Sub-
Dom
ain
Goa
lsW
IDA
E-E
LD S
tand
ard
2: T
he L
angu
age
of E
arly
Lan
guag
e D
evel
opm
ent a
nd
Lite
racy
Exam
ple
Topi
cs
Lang
uage
and
Co
mm
unic
atio
nVo
cabu
lary
IT
-LC
7. C
hild
und
erst
ands
an
incr
easi
ng n
umbe
r of w
ords
use
d in
com
mun
icat
ion
with
oth
ers.
The
Lang
uage
of E
arly
Lan
guag
e D
evel
opm
ent a
nd L
iter
acy:
Dua
l lan
guag
e le
arne
rs c
omm
unic
ate
info
rmat
ion,
idea
s, an
d co
ncep
ts n
eces
sary
for a
cade
mic
suc
cess
in th
e co
nten
t are
a of
Ear
ly L
angu
age
Dev
elop
men
t an
d Li
tera
cy
Com
mun
icat
ing
idea
s
IT-L
C 8.
Chi
ld u
ses
an
incr
easi
ng n
umbe
r of w
ords
in
com
mun
icat
ion
and
conv
ersa
tion
with
oth
ers.
Crea
tive
expr
essi
on
P-LC
6. C
hild
und
erst
ands
and
us
es a
wid
e va
riety
of w
ords
for a
va
riety
of p
urpo
ses.
Crea
tive
expr
essi
on;
Com
mun
icat
ing
idea
s;
Que
stio
ning
and
co
mm
entin
g
P-LC
7. C
hild
sho
ws
unde
rsta
ndin
g of
wor
d ca
tego
ries
and
rela
tions
hips
am
ong
wor
ds.
Com
mun
icat
ing
idea
s;
Crea
tive
expr
essi
on
Lang
uage
and
Co
mm
unic
atio
nEm
erge
nt L
iter
acy
IT-L
C 9.
Chi
ld a
tten
ds to
, rep
eats
, an
d us
es s
ome
rhym
es, p
hras
es,
or re
frai
ns fr
om s
torie
s or
son
gs.
The
Lang
uage
of E
arly
Lan
guag
e D
evel
opm
ent a
nd L
iter
acy:
Dua
l lan
guag
e le
arne
rs c
omm
unic
ate
info
rmat
ion,
idea
s, an
d co
ncep
ts n
eces
sary
for a
cade
mic
suc
cess
in th
e co
nten
t are
a of
Ear
ly L
angu
age
Dev
elop
men
t an
d Li
tera
cy
Crea
tive
expr
essi
on
IT-L
C 10
. Chi
ld h
andl
es b
ooks
and
re
late
s th
em to
thei
r sto
ries
or
info
rmat
ion.
Lite
ratu
re a
war
enes
s
IT-L
C 11
. Chi
ld re
cogn
izes
pi
ctur
es a
nd s
ome
sym
bols
, si
gns,
or w
ords
.
Conc
epts
of p
rint
IT-L
C 12
. Chi
ld c
ompr
ehen
ds
mea
ning
from
pic
ture
s and
stor
ies.
Conc
epts
of p
rint
IT-L
C 13
. Chi
ld m
akes
mar
ks a
nd
uses
them
to re
pres
ent o
bjec
ts o
r ac
tions
.
Conc
epts
of p
rint
LAN
GU
AG
E A
ND
LIT
ERA
CY
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k D
omai
n
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k
Sub-
Dom
ain
Goa
lsW
IDA
E-E
LD S
tand
ard
2: T
he L
angu
age
of E
arly
Lan
guag
e D
evel
opm
ent a
nd
Lite
racy
Exam
ple
Topi
cs
Lite
racy
Phon
olog
ical
Aw
aren
ess
P-LI
T 1.
Chi
ld d
emon
stra
tes
awar
enes
s th
at s
poke
n la
ngua
ge
is c
ompo
sed
of s
mal
ler s
egm
ents
of
sou
nd.
The
Lang
uage
of E
arly
Lan
guag
e D
evel
opm
ent a
nd L
iter
acy:
Dua
l lan
guag
e le
arne
rs c
omm
unic
ate
info
rmat
ion,
idea
s, an
d co
ncep
ts n
eces
sary
for a
cade
mic
suc
cess
in th
e co
nten
t are
a of
Ear
ly L
angu
age
Dev
elop
men
t an
d Li
tera
cy
Phon
olog
ical
and
ph
onem
ic a
war
enes
s
Prin
t and
Alp
habe
t Kn
owle
dge
P-LI
T 2.
Chi
ld d
emon
stra
tes
an
unde
rsta
ndin
g of
how
prin
t is
used
(fun
ctio
ns o
f prin
t) a
nd
the
rule
s th
at g
over
n ho
w p
rint
wor
ks (c
onve
ntio
ns o
f prin
t).
Conc
epts
of p
rint;
Lite
ratu
re a
war
enes
s
P-LI
T 3.
Chi
ld id
entifi
es le
tter
s of
the
alph
abet
and
pro
duce
s co
rrec
t sou
nds
asso
ciat
ed w
ith
lett
ers.
Alp
habe
t kno
wle
dge
Com
preh
ensi
on a
nd T
ext
Stru
ctur
eP-
LIT
4. C
hild
dem
onst
rate
s an
und
erst
andi
ng o
f nar
rativ
e st
ruct
ure
thro
ugh
stor
ytel
ling/
re-t
ellin
g.
Telli
ng/R
etel
ling
stor
ies;
Sto
ry s
ense
/St
ory
elem
ents
P-LI
T 5.
Chi
ld a
sks
and
answ
ers
ques
tions
abo
ut a
boo
k th
at w
as
read
alo
ud.
Lite
ratu
re a
war
enes
s;
Que
stio
ning
and
co
mm
entin
g
Wri
ting
P-LI
T 6.
Chi
ld w
rites
for a
var
iety
of
pur
pose
s us
ing
incr
easi
ngly
so
phis
ticat
ed m
arks
.
Conc
epts
of p
rint;
Writ
ing
proc
ess
32
COG
NIT
ION
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k D
omai
n
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k
Sub-
Dom
ain
Goa
ls
WID
A E
-ELD
Sta
ndar
d 3:
The
Lan
guag
e of
Mat
hem
atic
s an
d St
anda
rd 4
: The
La
ngua
ge o
f Sci
ence
and
Inte
grat
ed
and
Com
plem
enta
ry S
tran
ds
Exam
ple
Topi
cs
Cogn
itio
nEx
plor
atio
n an
d D
isco
very
IT-C
1. C
hild
act
ivel
y ex
plor
es
peop
le a
nd o
bjec
ts to
un
ders
tand
sel
f, ot
hers
, and
ob
ject
s.
Inte
grat
ed S
tran
d: T
he L
angu
age
of S
cien
ce:
Dua
l lan
guag
e le
arne
rs c
omm
unic
ate
info
rmat
ion,
idea
s, an
d co
ncep
ts n
eces
sary
for
acad
emic
suc
cess
in th
e co
nten
t are
a of
Sci
ence
Scie
ntifi
c ob
serv
atio
n an
d in
quiry
; The
env
ironm
ent
IT-C
2. C
hild
use
s un
ders
tand
ing
of c
asua
l rel
atio
nshi
ps to
act
on
soci
al a
nd p
hysi
cal e
nviro
nmen
ts.
Scie
ntifi
c ob
serv
atio
n an
d in
quiry
; The
env
ironm
ent;
Our
bod
y; O
ur s
ense
s
Mem
ory
IT-C
3. C
hild
reco
gniz
es
diffe
renc
es b
etw
een
fam
iliar
an
d un
fam
iliar
peo
ple,
obj
ects
, ac
tions
, or e
vent
s.
Inte
grat
ed S
tran
d: T
he L
angu
age
of S
ocia
l St
udie
s: D
ual l
angu
age
lear
ners
com
mun
icat
e in
form
atio
n, id
eas,
and
conc
epts
nec
essa
ry fo
r ac
adem
ic s
ucce
ss in
the
cont
ent a
rea
of S
ocia
l St
udie
s
Fam
ilies
; Sim
ilarit
ies/
diffe
renc
es b
etw
een
self
and
othe
rs; C
lass
room
ro
utin
es
IT-C
4. C
hild
reco
gniz
es th
e st
abili
ty o
f peo
ple
and
obje
cts
in
the
envi
ronm
ent.
Gro
up b
elon
ging
an
d sa
fety
; Fam
ilies
; Cl
assr
oom
rout
ines
IT-C
5. C
hild
use
s m
emor
ies
as
a fo
unda
tion
for m
ore
com
plex
ac
tions
and
thou
ghts
.
His
toric
al e
vent
s;
Clas
sroo
m jo
bs
Reas
onin
g an
d Pr
oble
m-S
olvi
ngIT
-C 6
. Chi
ld le
arns
to u
se v
arie
ty
of s
trat
egie
s in
sol
ving
pro
blem
s. In
tegr
ated
Str
and:
The
Lan
guag
e of
Sci
ence
: D
ual l
angu
age
lear
ners
com
mun
icat
e in
form
atio
n, id
eas,
and
conc
epts
nec
essa
ry fo
r ac
adem
ic s
ucce
ss in
the
cont
ent a
rea
of S
cien
ce
Dat
a co
llect
ion/
anal
ysis
IT-C
7. C
hild
use
s re
ason
ing
and
plan
ning
ahe
ad to
sol
ve
prob
lem
s.
Inqu
iry; P
robl
em s
olvi
ng
33
COG
NIT
ION
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k D
omai
n
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k
Sub-
Dom
ain
Goa
ls
WID
A E
-ELD
Sta
ndar
d 3:
The
Lan
guag
e of
Mat
hem
atic
s an
d St
anda
rd 4
: The
La
ngua
ge o
f Sci
ence
and
Inte
grat
ed
and
Com
plem
enta
ry S
tran
ds
Exam
ple
Topi
cs
Cogn
itio
nEm
erge
nt
Mat
hem
atic
al
Thin
king
IT-C
8. C
hild
dev
elop
s se
nse
of
num
ber a
nd q
uant
ity.
The
Lang
uage
of M
athe
mat
ics:
Dua
l Lan
guag
e Le
arne
rs c
omm
unic
ate
info
rmat
ion,
idea
s an
d co
ncep
ts n
eces
sary
for a
cade
mic
suc
cess
in th
e co
nten
t are
a of
Mat
hem
atic
s
Num
ber s
ense
IT-C
9. C
hild
use
s sp
atia
l aw
aren
ess
to u
nder
stan
d ob
ject
s an
d th
eir m
ovem
ent i
n sp
ace.
Spat
ial a
war
enes
s
IT-C
10.
Chi
ld u
ses
mat
chin
g an
d so
rtin
g of
obj
ects
or p
eopl
e to
un
ders
tand
sim
ilar a
nd d
iffer
ent
char
acte
ristic
s.
Mak
ing
com
paris
ons;
Cl
assi
ficat
ion/
Sort
ing
Imit
atio
n an
d Sy
mbo
lic
Repr
esen
tati
on a
nd
Play
IT-C
11.
Chi
ld o
bser
ves
and
imita
tes
soun
ds, w
ords
, ges
ture
s, ac
tions
, and
beh
avio
rs.
Com
plem
enta
ry S
tran
d: T
he L
angu
age
of
Cogn
itio
nIm
itatio
n; M
enta
l re
pres
enta
tion
IT-C
12.
Chi
ld u
ses
obje
cts
or
sym
bols
to re
pres
ent s
omet
hing
el
se.
Men
tal r
epre
sent
atio
n;
Sym
bolic
repr
esen
tatio
n
IT-C
13.
Chi
ld u
ses
pret
end
play
to in
crea
se u
nder
stan
ding
of
cul
ture
, env
ironm
ent,
and
expe
rienc
es.
Men
tal r
epre
sent
atio
n;
Sym
bolic
repr
esen
tatio
n
34
COG
NIT
ION
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k D
omai
n
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k
Sub-
Dom
ain
Goa
ls
WID
A E
-ELD
Sta
ndar
d 3:
The
Lan
guag
e of
Mat
hem
atic
s an
d St
anda
rd 4
: The
La
ngua
ge o
f Sci
ence
and
Inte
grat
ed
and
Com
plem
enta
ry S
tran
ds
Exam
ple
Topi
cs
Mat
hem
atic
s D
evel
opm
ent
Coun
ting
and
Ca
rdin
alit
yP-
MAT
H 1
. Chi
ld k
now
s nu
mbe
r na
mes
and
the
coun
t seq
uenc
e.Th
e La
ngua
ge o
f Mat
hem
atic
s: D
ual L
angu
age
Lear
ners
com
mun
icat
e in
form
atio
n, id
eas
and
conc
epts
nec
essa
ry fo
r aca
dem
ic s
ucce
ss in
the
cont
ent a
rea
of M
athe
mat
ics
Num
ber s
ense
; Num
eral
re
cogn
ition
P-M
ATH
2. C
hild
reco
gniz
es th
e nu
mbe
r of o
bjec
ts in
a s
mal
l set
.N
umbe
r sen
se;
Com
puta
tion;
Num
eral
re
cogn
ition
P-M
ATH
3. C
hild
und
erst
ands
the
rela
tions
hip
betw
een
num
bers
an
d qu
antit
ies.
Num
ber s
ense
; Co
mpu
tatio
n; N
umer
al
reco
gniti
on
P-M
ATH
4. C
hild
com
pare
s nu
mbe
rs.
Num
ber s
ense
; Co
mpu
tatio
n; N
umer
al
reco
gniti
on; M
akin
g co
mpa
rison
s
P-M
ATH
5. C
hild
ass
ocia
tes
a qu
antit
y w
ith w
ritte
n nu
mer
als
up to
5 a
nd b
egin
s to
writ
e nu
mbe
rs.
Num
ber s
ense
; Co
mpu
tatio
n; N
umer
al
reco
gniti
on
Ope
rati
ons
and
Alg
ebra
ic T
hink
ing
P-M
ATH
6. C
hild
und
erst
ands
ad
ditio
n as
add
ing
to a
nd
unde
rsta
nds
subt
ract
ion
as
taki
ng a
way
from
.
Num
ber s
ense
; Co
mpu
tatio
n; N
umer
al
reco
gniti
on
P-M
ATH
7. C
hild
und
erst
ands
si
mpl
e pa
tter
ns.
Patt
erns
35
COG
NIT
ION
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k D
omai
n
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k
Sub-
Dom
ain
Goa
ls
WID
A E
-ELD
Sta
ndar
d 3:
The
Lan
guag
e of
Mat
hem
atic
s an
d St
anda
rd 4
: The
La
ngua
ge o
f Sci
ence
and
Inte
grat
ed
and
Com
plem
enta
ry S
tran
ds
Exam
ple
Topi
cs
Mat
hem
atic
s D
evel
opm
ent
Mea
sure
men
tP-
MAT
H 8
. Chi
ld m
easu
res
obje
cts
by th
eir v
ario
us a
ttrib
utes
us
ing
stan
dard
and
non
-sta
ndar
d m
easu
rem
ent.
Use
s di
ffere
nces
in
attr
ibut
es to
mak
e co
mpa
rison
s.
The
Lang
uage
of M
athe
mat
ics:
Dua
l Lan
guag
e Le
arne
rs c
omm
unic
ate
info
rmat
ion,
idea
s an
d co
ncep
ts n
eces
sary
for a
cade
mic
suc
cess
in th
e co
nten
t are
a of
Mat
hem
atic
s
Mak
ing
com
paris
ons;
Cl
assi
ficat
ion/
sort
ing;
M
easu
rem
ent
Geo
met
ry a
nd S
pati
al
Sens
eP-
MAT
H 9
. Chi
ld id
entifi
es,
desc
ribes
, com
pare
s, an
d co
mpo
ses
shap
es.
Geo
met
ric s
hape
s;
Clas
sific
atio
n/So
rtin
g;
Mak
ing
com
paris
ons
P-M
ATH
10.
Chi
ld e
xplo
res
the
posi
tions
of o
bjec
ts in
spa
ce.
Spat
ial a
war
enes
s
Scie
ntifi
c Re
ason
ing
Scie
ntifi
c In
quir
yP-
SCI 1
. Chi
ld o
bser
ves
and
desc
ribes
obs
erva
ble
phen
omen
a (o
bjec
ts, m
ater
ials
, or
gani
sms,
and
even
ts).
The
Lang
uage
of S
cien
ce: D
ual L
angu
age
Lear
ners
com
mun
icat
e in
form
atio
n, id
eas
and
conc
epts
nec
essa
ry fo
r aca
dem
ic s
ucce
ss in
the
cont
ent a
rea
of S
cien
ce
Scie
ntifi
c ob
serv
atio
n an
d in
quiry
P-SC
I 2. C
hild
eng
ages
in
scie
ntifi
c ta
lk.
Com
mun
icat
ing
idea
s;
Scie
ntifi
c ob
serv
atio
n an
d in
quiry
P-SC
I 3. C
hild
com
pare
s an
d ca
tego
rizes
obs
erva
ble
phen
omen
a.
Clas
sific
atio
n/So
rtin
g;
Dat
a co
llect
ion
and
anal
ysis
Reas
onin
g an
d Pr
oble
m-S
olvi
ngP-
SCI 4
. Chi
ld a
sks
a qu
estio
n,
gath
ers
info
rmat
ion,
and
mak
es
pred
ictio
ns.
Scie
ntifi
c ob
serv
atio
n an
d in
quiry
; Que
stio
ning
an
d co
mm
entin
g
P-SC
I 5. C
hild
pla
ns a
nd c
ondu
cts
inve
stig
atio
ns a
nd e
xper
imen
ts.
Scie
ntifi
c ob
serv
atio
n an
d in
quiry
; Dat
a co
llect
ion/
anal
ysis
P-SC
I 6. C
hild
ana
lyze
s re
sults
, dr
aws
conc
lusi
ons,
and
com
mun
icat
es re
sults
.
Scie
ntifi
c ob
serv
atio
n an
d in
quiry
; Dat
a co
llect
ion/
anal
ysis
36
PERC
EPTU
AL,
MO
TOR,
AN
D P
HYS
ICA
L
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k D
omai
n
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k Su
b-D
omai
n
Goa
ls
WID
A E
-ELD
Inte
grat
ed S
tand
ards
1:
The
Lang
uage
of S
ocia
l and
Em
otio
nal
Dev
elop
men
t; S
tand
ard
4: T
he
Lang
uage
of S
cien
ce; &
Sta
ndar
d 6:
The
La
ngua
ge o
f Phy
sica
l Dev
elop
men
t &
Com
plem
enta
ry S
tran
d
Exam
ple
Topi
cs
Perc
eptu
al, M
otor
an
d Ph
ysic
al
Dev
elop
men
t
Perc
epti
onIT
-PM
P 1.
Chi
ld u
ses
perc
eptu
al
info
rmat
ion
to u
nder
stan
d ob
ject
s, ex
perie
nces
, and
inte
ract
ions
.
Inte
grat
ed S
tran
ds: T
he la
ngua
ge o
f Sci
ence
: D
ual L
angu
age
Lear
ners
com
mun
icat
e in
form
atio
n, id
eas,
and
conc
epts
nec
essa
ry
for a
cade
mic
suc
cess
in th
e co
nten
t are
a of
Sc
ienc
e; T
he la
ngua
ge o
f Soc
ial a
nd E
mot
iona
l D
evel
opm
ent:
Dua
l Lan
guag
e Le
arne
rs
com
mun
icat
e in
form
atio
n, id
eas,
and
conc
epts
ne
cess
ary
for s
ucce
ss in
the
cont
ent a
rea
of
Soci
al E
mot
iona
l Dev
elop
men
t.
Our
five
sen
ses;
Our
bod
y;
Self-
regu
latio
n; A
dult
rela
tions
hips
/Inte
ract
ions
; Pe
er in
tera
ctio
ns
IT-P
MP
2. C
hild
use
s pe
rcep
tual
in
form
atio
n in
dire
ctin
g ow
n ac
tions
, exp
erie
nces
, and
in
tera
ctio
ns.
Sel
f-reg
ulat
ion;
Adu
lt re
latio
nshi
ps/In
tera
ctio
ns;
Peer
inte
ract
ions
Gro
ss M
otor
IT-P
MP
3. C
hild
dem
onst
rate
s eff
ectiv
e an
d effi
cien
t use
of
larg
e m
uscl
es fo
r mov
emen
t and
po
sitio
n.
The
Lang
uage
of P
hysi
cal D
evel
opm
ent:
Dua
l La
ngua
ge L
earn
ers
com
mun
icat
e in
form
atio
n,
idea
s, an
d co
ncep
ts n
eces
sary
for a
cade
mic
su
cces
s in
the
cont
ent a
rea
of P
hysi
cal
Dev
elop
men
t
Body
aw
aren
ess;
Phy
sica
l ga
mes
.
IT-P
MP
4. C
hild
dem
onst
rate
s eff
ectiv
e an
d effi
cien
t use
of
larg
e m
uscl
es to
exp
lore
the
envi
ronm
ent.
Body
aw
aren
ess;
Gym
/pl
aygr
ound
equ
ipm
ent
IT-P
MP
5. C
hild
use
s se
nsor
y in
form
atio
n an
d bo
dy a
war
enes
s to
un
ders
tand
how
thei
r bod
y re
late
s to
the
envi
ronm
ent.
Body
aw
aren
ess;
Mus
ic a
nd
mov
emen
t
P-PM
P 1.
Chi
ld d
emon
stra
tes
cont
rol,
stre
ngth
, and
coo
rdin
atio
n of
larg
e m
uscl
es.
Body
aw
aren
ess;
Gym
/pl
aygr
ound
equ
ipm
ent
P-PM
P 2.
Chi
ld u
ses
perc
eptu
al
info
rmat
ion
to g
uide
mot
ions
and
in
tera
ctio
ns w
ith o
bjec
t and
oth
er
peop
le.
Body
aw
aren
ess;
Per
sona
l sa
fety
37
PERC
EPTU
AL,
MO
TOR,
AN
D P
HYS
ICA
L
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k D
omai
n
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k Su
b-D
omai
n
Goa
ls
WID
A E
-ELD
Inte
grat
ed S
tand
ards
1:
The
Lang
uage
of S
ocia
l and
Em
otio
nal
Dev
elop
men
t; S
tand
ard
4: T
he
Lang
uage
of S
cien
ce; &
Sta
ndar
d 6:
The
La
ngua
ge o
f Phy
sica
l Dev
elop
men
t &
Com
plem
enta
ry S
tran
d
Exam
ple
Topi
cs
Perc
eptu
al, M
otor
an
d Ph
ysic
al
Dev
elop
men
t
Perc
epti
onIT
-PM
P 1.
Chi
ld u
ses
perc
eptu
al
info
rmat
ion
to u
nder
stan
d ob
ject
s, ex
perie
nces
, and
inte
ract
ions
.
Inte
grat
ed S
tran
ds: T
he la
ngua
ge o
f Sci
ence
: D
ual L
angu
age
Lear
ners
com
mun
icat
e in
form
atio
n, id
eas,
and
conc
epts
nec
essa
ry
for a
cade
mic
suc
cess
in th
e co
nten
t are
a of
Sc
ienc
e; T
he la
ngua
ge o
f Soc
ial a
nd E
mot
iona
l D
evel
opm
ent:
Dua
l Lan
guag
e Le
arne
rs
com
mun
icat
e in
form
atio
n, id
eas,
and
conc
epts
ne
cess
ary
for s
ucce
ss in
the
cont
ent a
rea
of
Soci
al E
mot
iona
l Dev
elop
men
t.
Our
five
sen
ses;
Our
bod
y;
Self-
regu
latio
n; A
dult
rela
tions
hips
/Inte
ract
ions
; Pe
er in
tera
ctio
ns
IT-P
MP
2. C
hild
use
s pe
rcep
tual
in
form
atio
n in
dire
ctin
g ow
n ac
tions
, exp
erie
nces
, and
in
tera
ctio
ns.
Sel
f-reg
ulat
ion;
Adu
lt re
latio
nshi
ps/In
tera
ctio
ns;
Peer
inte
ract
ions
Gro
ss M
otor
IT-P
MP
3. C
hild
dem
onst
rate
s eff
ectiv
e an
d effi
cien
t use
of
larg
e m
uscl
es fo
r mov
emen
t and
po
sitio
n.
The
Lang
uage
of P
hysi
cal D
evel
opm
ent:
Dua
l La
ngua
ge L
earn
ers
com
mun
icat
e in
form
atio
n,
idea
s, an
d co
ncep
ts n
eces
sary
for a
cade
mic
su
cces
s in
the
cont
ent a
rea
of P
hysi
cal
Dev
elop
men
t
Body
aw
aren
ess;
Phy
sica
l ga
mes
.
IT-P
MP
4. C
hild
dem
onst
rate
s eff
ectiv
e an
d effi
cien
t use
of
larg
e m
uscl
es to
exp
lore
the
envi
ronm
ent.
Body
aw
aren
ess;
Gym
/pl
aygr
ound
equ
ipm
ent
IT-P
MP
5. C
hild
use
s se
nsor
y in
form
atio
n an
d bo
dy a
war
enes
s to
un
ders
tand
how
thei
r bod
y re
late
s to
the
envi
ronm
ent.
Body
aw
aren
ess;
Mus
ic a
nd
mov
emen
t
P-PM
P 1.
Chi
ld d
emon
stra
tes
cont
rol,
stre
ngth
, and
coo
rdin
atio
n of
larg
e m
uscl
es.
Body
aw
aren
ess;
Gym
/pl
aygr
ound
equ
ipm
ent
P-PM
P 2.
Chi
ld u
ses
perc
eptu
al
info
rmat
ion
to g
uide
mot
ions
and
in
tera
ctio
ns w
ith o
bjec
t and
oth
er
peop
le.
Body
aw
aren
ess;
Per
sona
l sa
fety
PERC
EPTU
AL,
MO
TOR,
AN
D P
HYS
ICA
L
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k D
omai
n
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k Su
b-D
omai
n
Goa
ls
WID
A E
-ELD
Inte
grat
ed S
tand
ards
1:
The
Lang
uage
of S
ocia
l and
Em
otio
nal
Dev
elop
men
t; S
tand
ard
4: T
he
Lang
uage
of S
cien
ce; &
Sta
ndar
d 6:
The
La
ngua
ge o
f Phy
sica
l Dev
elop
men
t &
Com
plem
enta
ry S
tran
d
Exam
ple
Topi
cs
Perc
eptu
al, M
otor
an
d Ph
ysic
al
Dev
elop
men
t
Fine
Mot
orIT
-PM
P 6.
Chi
ld c
oord
inat
es h
and
and
eye
mov
emen
ts to
per
form
ac
tions
.
The
Lang
uage
of P
hysi
cal D
evel
opm
ent:
Dua
l La
ngua
ge L
earn
ers
com
mun
icat
e in
form
atio
n,
idea
s, an
d co
ncep
ts n
eces
sary
for a
cade
mic
su
cces
s in
the
cont
ent a
rea
of P
hysi
cal
Dev
elop
men
t
Body
aw
aren
ess;
Rea
ches
fo
r obj
ects
IT-P
MP
7. C
hild
use
s ha
nds
for
expl
orat
ions
, pla
y an
d da
ily
rout
ines
.
Body
aw
aren
ess;
Rea
ches
fo
r obj
ects
IT-P
MP
8. C
hild
adj
usts
reac
h an
d gr
asp
to u
se to
ols.
Body
aw
aren
ess;
Use
s to
ys
P-PM
P 3.
Chi
ld d
emon
stra
tes
incr
easi
ng c
ontr
ol, s
tren
gth,
and
co
ordi
natio
n of
sm
all m
uscl
es.
Usi
ng w
ritin
g to
ols;
Cr
eatin
g ar
t pro
ject
s
38
PERC
EPTU
AL,
MO
TOR,
AN
D P
HYS
ICA
L
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k D
omai
n
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k Su
b-D
omai
n
Goa
ls
WID
A E
-ELD
Inte
grat
ed S
tand
ards
1:
The
Lang
uage
of S
ocia
l and
Em
otio
nal
Dev
elop
men
t; S
tand
ard
4: T
he
Lang
uage
of S
cien
ce; &
Sta
ndar
d 6:
The
La
ngua
ge o
f Phy
sica
l Dev
elop
men
t &
Com
plem
enta
ry S
tran
d
Exam
ple
Topi
cs
Perc
eptu
al, M
otor
an
d Ph
ysic
al
Dev
elop
men
t
Hea
lth,
Saf
ety,
an
d N
utri
tion
IT-P
MP
9. C
hild
dem
onst
rate
s he
alth
y be
havi
ors
with
incr
easi
ng
inde
pend
ence
as
part
of e
very
day
rout
ines
.
Com
plem
enta
ry S
tran
d: T
he L
angu
age
of
Hea
lth,
Saf
ety,
and
Nut
riti
onN
utrit
ion;
Sel
f-ca
re
IT-P
MP
10. C
hild
use
s sa
fe b
ehav
iors
w
ith s
uppo
rt fr
om a
dults
. Se
lf-ca
re; S
afet
y
IT-P
MP
11. C
hild
dem
onst
rate
s in
crea
sing
inte
rest
in e
ngag
ing
in
heal
thy
eatin
g ha
bits
and
mak
ing
nutr
itiou
s fo
od c
hoic
es.
Nut
ritio
n; S
elf-
care
; Exe
rcis
e an
d fit
ness
P-PM
P 4.
Chi
ld d
emon
stra
tes
pers
onal
hyg
iene
and
sel
f-ca
re
skill
s.
Self-
care
; Hyg
iene
P-PM
P 5.
Chi
ld d
evel
ops
know
ledg
e an
d sk
ills
that
hel
p pr
omot
e nu
triti
ous
food
cho
ices
and
eat
ing
habi
ts.
Nut
ritio
n; S
elf-
care
P-PM
P 6.
Chi
ld d
emon
stra
tes
know
ledg
e of
per
sona
l saf
ety
prac
tices
and
rout
ines
.
Self-
care
; Saf
ety
39
PERC
EPTU
AL,
MO
TOR,
AN
D P
HYS
ICA
L
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k D
omai
n
HS
Earl
y Le
arni
ng
Out
com
es
Fram
ewor
k Su
b-D
omai
n
Goa
ls
WID
A E
-ELD
Inte
grat
ed S
tand
ards
1:
The
Lang
uage
of S
ocia
l and
Em
otio
nal
Dev
elop
men
t; S
tand
ard
4: T
he
Lang
uage
of S
cien
ce; &
Sta
ndar
d 6:
The
La
ngua
ge o
f Phy
sica
l Dev
elop
men
t &
Com
plem
enta
ry S
tran
d
Exam
ple
Topi
cs
Perc
eptu
al, M
otor
an
d Ph
ysic
al
Dev
elop
men
t
Hea
lth,
Saf
ety,
an
d N
utri
tion
IT-P
MP
9. C
hild
dem
onst
rate
s he
alth
y be
havi
ors
with
incr
easi
ng
inde
pend
ence
as
part
of e
very
day
rout
ines
.
Com
plem
enta
ry S
tran
d: T
he L
angu
age
of
Hea
lth,
Saf
ety,
and
Nut
riti
onN
utrit
ion;
Sel
f-ca
re
IT-P
MP
10. C
hild
use
s sa
fe b
ehav
iors
w
ith s
uppo
rt fr
om a
dults
. Se
lf-ca
re; S
afet
y
IT-P
MP
11. C
hild
dem
onst
rate
s in
crea
sing
inte
rest
in e
ngag
ing
in
heal
thy
eatin
g ha
bits
and
mak
ing
nutr
itiou
s fo
od c
hoic
es.
Nut
ritio
n; S
elf-
care
; Exe
rcis
e an
d fit
ness
P-PM
P 4.
Chi
ld d
emon
stra
tes
pers
onal
hyg
iene
and
sel
f-ca
re
skill
s.
Self-
care
; Hyg
iene
P-PM
P 5.
Chi
ld d
evel
ops
know
ledg
e an
d sk
ills
that
hel
p pr
omot
e nu
triti
ous
food
cho
ices
and
eat
ing
habi
ts.
Nut
ritio
n; S
elf-
care
P-PM
P 6.
Chi
ld d
emon
stra
tes
know
ledg
e of
per
sona
l saf
ety
prac
tices
and
rout
ines
.
Self-
care
; Saf
ety
Appendix: Selected ReferencesBUILD Initiative. (2012). Top ten recommendations for state leaders implementing Kindergarten
entry assessments. Retrieved online March 9, 2013 at www.elccollaborative.org/assessment/77-kindergarten- entry-assessment.html
Dickinson, D. K., McCabe, A., & Sprague, K. (2003). Teacher rating of oral language literacy (TROLL): Individualizing early literacy instruction with a standards-based rating tool. The Reading Teacher, 56(6), 554–564.
Dickinson, D. K., Golinkoff, R. M., & Hirsh-Pasek, K. (2010). Speaking out for language: Why language is central to reading development. Educational Researcher, 39(4), 305–310.
Dickinson, D. K. (2011). Teachers’ language practices and academic outcomes of preschool children. Science, 333, 964–967.
Dickinson, D. K. &Porche, M. (2011). Relation between language experiences in preschool classrooms and children’s kindergarten and fourth-grade language and reading abilities. Child Development, 82(3), 870–886.
Espinosa, Linda M., Eugene García. (2012). Developmental Assessment of Young Dual Language Learners with a Focus on Kindergarten Entry Assessments: Implications for State Policies. Working paper #1, Center for Early Care and Education Research-Dual Language Learners (CECER-DLL), Frank Porter Graham Child Development Institute, The University of North Carolina, November 2012.
Scott-Little, C., Kagan, S. L. & Frelow, V. S. (2005). Inside the content: The breadth and depth of early learning standards. Research report. Greensboro, NC: SERVE Center, University of North Carolina.
Scott-Little, C., Kagan, S. L., & Frelow, V. S. (2006). Conceptualization of readiness and the content of early learning standards: The intersection of policy and research? Early Childhood Research Quarterly, 21, 153–173.
Scott-Little, C., Lesko, J., Martella, J., & Milburn, P. (2007). Early learning standards: Results from a national survey to document trends in state-level policies and practices. Early Childhood Research & Practice, 9(1).
National Association for the Education of Young Children (NAEYC) (2009). Where we stand on early learning standards. Retrieved online May 6, 2013 at http://www.naeyc.org/files/naeyc/file/positions/earlylearningstandards.pdf
Office of Head Start, (2015). Head Start Early Learning Outcomes Framework: Ages Birth to Five. Washington, DC: U.S. Department of Health and Human Services, Administration for Children and Families.
Resnick, L. & Snow, C. (2009). Speaking and listening for preschool through third grade, (Revised Ed.) Washington, DC: New Standards, University of Pittsburg and the National Center on Education and the Economy.
40
41
©2017 Board of Regents of the University of Wisconsin System, on behalf of WIDA
www.wida.us
![New York State Early Childhood Advisory Council1].pdf · Early Childhood Advisory Council “Early childhood education for all children ages birth through grade 3 is an integrated](https://img.pdfslide.us/doc/110x75/5ec11eed72a69c40e9086686/new-york-state-early-childhood-advisory-1pdf-early-childhood-advisory-council.jpg)
