The WIDA Early Spanish Language Development …...RESOURCE GUIDE The WIDA Early Spanish Language Development Standards 2.5-5.5 YEARS 2015 EDITION INCLUDING • Descriptions of the

RESOURCE GUIDE

The WIDA Early Spanish Language Development Standards2.5-5.5 YEARS2015 EDITION

INCLUDING• Descriptions of the language children need to process

and produce at three distinct and overlapping levels of Spanish language development

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

• Developmental, translinguistic, and cultural considerations

• Connections to different state and national organization standards

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RESOURCE GUIDE

The Early Spanish Language Development Standards2.5-5.5 YEARS2015 EDITION

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Copyright Notice

The WIDA Early Spanish Language Development Standards, Ages 2.5–5.5, 2015 Edition (“WIDA E-SLD Standards”) are owned by the Board of Regents of the University of Wisconsin System on behalf of the WIDA Consortium. The WIDA E-SLD Standards are protected by United States copyright laws and may not be reproduced, modified, or distributed, including reposting on the internet, without the prior written permission of the Wisconsin Center for Education Research (WCER) and the Board of Regents of the University of Wisconsin System. The WIDA E-SLD Standards are for your personal, noncommercial use only. You may not alter or remove any trademark, copyright, or other notice from copies of this booklet.

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

The WIDA E-ELD Standards were developed by WIDA with support from the Massachusetts Department of Early Education and Care and the Wisconsin Department of Public Instruction. The WIDA E-SLD Standards were developed by WIDA in collaboration with the Illinois State Board of Education (ISBE) Division of English Language Learning in support of the Illinois Transitional Bilingual Education program. The WIDA E-SLD Standards are a product of the Spanish Academic Language Standards and Assessment (SALSA) project for which ISBE obtained a 2009 U.S. Department of Education Enhanced Assessment Grant Award.

The contents of these language standards were developed under an Enhanced Assessment (2009) grant from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and endorsement by the federal government should not be assumed.

© 2015 Board of Regents of the University of Wisconsin System, on behalf of WIDA (www.wida.us)

SALSA Grant Participating States and Commonwealths/TerritoriesColoradoIllinoisNew MexicoPuerto Rico

Suggested CitationWIDA Consortium. (2015). The WIDA early Spanish language development standards, ages 2.5–5.5.

Madison, WI: Board of Regents of the University of Wisconsin System.

Version 1.1 Revised 6/5/17

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CONTENTS

Purpose and Intended Audience .......................................................................................................... 3

Emergent Bilinguals ............................................................................................................................ 3

Translanguaging and Emergent Bilinguals ............................................................................................4

The Role of the Early Language Standards ........................................................................................... 4

The Correspondence Between the Dimensions of Children’s Development and the Language Development Standards ...................................................................................................5

Components of E-SLD Standards Framework ..................................................................................... 7

The WIDA Can Do Philosophy and Guiding Principles of Language Development .............................7

The Features of Developmentally Appropriate Academic Language ..................................................... 8

Performance Definitions ...................................................................................................................... 9

Performance Definitions – Receptive, Ages 2.5 - 4.5 ......................................................................... 10

Performance Definitions – Receptive, Ages 4.5 - 5.5 ......................................................................... 11

Performance Definitions – Expressive, Ages 2.5 - 4.5 ........................................................................ 12

Performance Definitions – Expressive, Ages 4.5 - 5.5 ........................................................................ 13

The Standards and their Matrices ...................................................................................................... 14

Components of the Matrices ..............................................................................................................15

Strands of Model Performance Indicators Representing the WIDA Early Spanish Language Development Standards ................................................................................................ 27

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

Appendix B: Acknowledgements and Development Process ...............................................................69

2

FiguresFigure A: Visual Representation of the Correspondence Between the Dimensions

of Children’s Development and Spanish Language Development ......................................... 5

Figure B: Graphical Representation of the WIDA Standards Framework ..............................................7

Figure C: The Features of Developmentally-Appropriate Academic Language in WIDA’s E-SLD Standards .................................................................................................... 8

Figure D: Performance Definitions – Receptive Language, Ages 2.5 - 4.5 .......................................... 10

Figure E: Performance Definitions – Receptive Language, Ages 4.5 - 5.5........................................... 11

Figure F: Performance Definitions – Expressive Language, Ages 2.5 - 4.5 ...........................................12

Figure G: Performance Definitions – Expressive Language, Ages 4.5 - 5.5 ..........................................13

Figure H: The 6 Early Spanish Language Development Standards ..................................................... 14

Figure I: Standard and Age Level ........................................................................................................15

Figure J: Example Topic, Connection, and Context for Language Use ................................................15

Figure K: Cognitive Function .............................................................................................................16

Figure L: Model Performance Indicators .............................................................................................17

Figure M: Strand of Model Performance Indicators for Expressive Language ..................................... 18

Figure N: Three Elements of an MPI ..................................................................................................19

Figure O: Topic List for the E-SLD Standards ................................................................................... 20

Figure P: Language Supports for Emergent Bilinguals, Ages 2.5-5.5 ...................................................21

Figure Q: Topic Related Language and Cultural and Translanguaging Considerations .......................21

Figure R: Guiding Questions for the Components of the E-SLD Strands .......................................... 24

Figure S: Template for Strands of MPIs ............................................................................................. 25

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Introduction

WIDA is pleased to introduce the Early Spanish Language Development (E-SLD) Standards for young children who are in the process of learning Spanish as an additional language and for those children who use Spanish as the primary language at home prior to entering Kindergarten. These children, ages birth – 5 years, whom we refer to as emergent bilinguals in this publication, are still developing basic competency in their home language(s), including English and other languages, as they acquire or continue to develop their Spanish. As the number of young emergent bilinguals continues to grow in the United States, educators in both rural and urban settings often encounter challenges with how to effectively support learning for these young children when implementing state Early Learning Standards (ELS), which have often been developed with native English-speaking children in mind. In response to the growing needs of this population and their educators, WIDA has created the E-SLD Standards Framework to support the learning of emergent bilinguals in environments where Spanish is the language of instruction.

Intended Audience and Purpose of the StandardsThe E-SLD standards are designed to be used in a wide range of community-based early care and education (ECE) programs, including home care settings that serve young emergent bilinguals, ages 2.5–5.5. Educators, in this case, is a term meant to include teachers, teaching assistants, childcare providers, early childhood special education teachers, speech/language clinicians working with Spanish speakers, administrators, and parents/guardians who may use the E-SLD standards to guide language development of emergent bilinguals.

The purpose of the E-SLD Standards is to provide a developmentally sound framework for supporting and instructing emergent bilinguals, ages 2.5-5.5. This framework aligns with existing WIDA Spanish Language Development Standards, Kindergarten through Grade 12 and simultaneously corresponds with state early learning standards. The E-SLD Standards Framework supports and facilitates the language development of emergent bilinguals through developmentally appropriate, standards-based content from preschool through Grade 12. Bilingual programs can use the Spanish standards along with those in English, since both have been organized in the same way. Because the E-SLD standards indirectly correspond to state early learning standards and to the Head Start Child Development and Early Learning Framework, early care and education programs outside the WIDA Consortium can also readily apply the E-SLD standards to support the Spanish language development of emergent bilinguals.

About Emergent BilingualsYoung children, from birth through 5 years of age, acquire and develop two or more languages in a variety of ways. Variations may result from an array of factors, such as the quantity and quality of language input, and the opportunity to use both languages. Additional factors may involve family, geographical, and/or ethnicity-based cultural mores, perceptions about education, socioeconomic status, number of speakers in the community, and status of the language within the community, to name a few. These factors may significantly affect a child’s rate of development in both languages as well as the ways in which that child uses the two languages together (e.g., demonstrates translanguaging).

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Given these important differences, practitioners and administrative staff in ECE programs need to take great care when using the E-ELD and/or E-SLD Performance Definitions and determining the language development level(s) of children who are in the process of developing two languages at once, known as emergent bilinguals. When interpreting their levels of linguistic development, practitioners must consider children’s past and present language learning environments and the influence those environments currently have on where children are in the language development process. The term emergent bilingual is used here to refer to any child who is in a living or learning context that provides the opportunity to develop two languages. This can include children who come from bilingual households, children who come from homes where Spanish is the primary language but who are in other environments where they are learning English, and children who come from homes where English is the primary language but who are in environments where they are learning Spanish.

Translanguaging and Emergent Bilinguals

To best understand emergent bilinguals’ development in any one language, educators must embrace a bi- or multilingual paradigm, recognizing that it is fundamentally different from monolingual language development. Emergent bilinguals bring two (or more) sets of cultural and linguistic resources to support the development of any one of their languages. In doing so, emergent bilinguals may intertwine elements of two languages together, borrowing words, phrases, structures, phonological principles, etc. from one language and applying them to and integrating them with the other. This is natural and appropriate to their language development. This translanguaging, manifested most noticeably in expressive language, though it is present in receptive language domain as well, may be done fairly unconsciously as emergent bilinguals develop and use all the linguistic resources they have. At other times, the act of translanguaging can be quite conscious—used as a way to “fill in gaps” (for words that are as yet unknown to the learner) or simply to communicate in more accurate, expressive, creative, or culturally resonant ways, particularly with bilingual audiences. Recognizing these dynamics can help practitioners to analyze an emergent bilingual’s language development authentically, to better understand the emergent bilingual’s cognitive development and conceptual understandings, and to be more attuned to a wider variety of strategies to support learning.

The Role of the Early Language StandardsWIDA’s E-SLD Standards describe the social and academic language that emergent bilinguals, ages 2.5–5.5 years, need to process and produce in order to succeed in meeting the goals and objectives of state early learning standards. In short, E-SLD Standards are language standards and as such, always refer to the language of the development and learning content (for example, language related to social and emotional development). Because language learning occurs across all areas of standards-based curricula, it is critical that early care and education programs use language standards in conjunction with early learning standards when supporting and facilitating instruction and language development of young emergent bilinguals. Using language standards in conjunction with early learning standards helps educators concretely connect the linguistic variations and the needs of young emergent bilinguals with developmentally appropriate academic language across all content areas of standards-based curricula. The E-SLD Standards may also be used as a reference for educators and childcare staff who do not provide instruction in Spanish but who wish to gain insight into the language development of their Spanish-speaking learners.

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The Correspondence Between the Five Dimensions of Children’s Develop-ment and the Language Development Standards

The WIDA E-SLD Standards correspond to the dimensions of child development and learning recommended by the National Education Goals Panel (NEGP) and the National Association for the Education of Young Children (NAEYC). These dimensions of development are represented in the Head Start Child Development and Early Learning Framework (http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/Assessment) and have been adopted, at different levels, within the early learning standards of various states.

Figure A: Visual representation of the correspondence between the dimensions of children’s development and Spanish language development

ENFO

QUES DEL APRENDIZAJE

EL LENGUAJE DE

Desarrollo del idioma y

alfabetizacióntemprana

Desarrollo físico

MatemáticasCiencias

Estudios socialesDesarrollo cognitivo

Desarrollo social y

emocional

ENFO

QUES DEL APRENDIZAJEDesarrollo del lenguaje

y la comunicación

Desarrollo motriz y del

bienestar físico

Conocimiento general y cognitivo

Desarrollo social y

emocional

Representación visual de las cinco dimensiones del desarrollo infantil del Panel Nacional

de Metas Educativas (NEGP) que están ligadas a la futura preparación y al éxito escolar de los niños

Los estándares del desarrollo del lenguaje temprano

del español de WIDA

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This correspondence makes it possible to easily integrate the E-SLD Standards within standards-based curriculum and instruction for emergent bilinguals in a variety of early care and education program settings including home childcare, day care centers, preschools, Head Start, and 4-year-old Kindergarten programs where the language of instruction is Spanish, or where the language of instruction is English but there is a need for supporting Spanish speaking emergent bilinguals.

Following the path of the five dimensions of children’s development, the Early Spanish Language Development Standards include:

1. The Language of Social and Emotional Development 2. The Language of Early Language Development and Literacy3. The Language of Mathematics4. The Language of Science5. The Language of Social Studies6. The Language of Physical Development

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Understanding the WIDA E-SLD Standards Framework

Components of E-SLD Standards Framework

The implementation of the E-SLD Standards takes place within a framework. This framework is aligned to the WIDA Standards Framework for Grades K–12; this alignment facilitates the transition of a child’s language development support upon leaving preschool and entering the K–12 school system.

The WIDA E-SLD Standards Framework has given specific consideration to the nature of early language and cognitive development, family and community-based contexts for language learning, and the psycholinguistic nature of second language acquisition in preschoolers who are still developing the foundational structures and rules of language.

When used in tandem, the E-SLD framework components help educators identify and understand the receptive and expressive language that emergent bilinguals need in order to meet performance benchmarks/ indicators across state early learning standards. Each component of the framework is described in the following pages along with a brief description of its characteristics.

The WIDA Can Do Philosophy and Guiding Principles of Language Development

The conceptualization of language and the way in which language development occurs in young emergent bilinguals has been and continues to be founded on the WIDA Can Do Philosophy and Guiding Principles of Language Development. The WIDA Can Do Philosophy is based on the belief that all children bring to their learning cultural and linguistic practices, skills, and ways of knowing from their homes and communities. WIDA believes that an educator’s role is to design learning spaces and opportunities that capitalize on and build upon these assets. WIDA drafted its Guiding Principles for language development based on its cumulative work in child and language development, as well as from a synthesis of literature and research related to language development in emerging bilinguals. These Guiding Principles represent WIDA’s core beliefs about language development. To read more about this philosophy and these Guiding Principles of Language Development, visit www.wida.us.

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ejempli�cando la �losofía de valorización de W

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en contextos socioculturales

Los d

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Figure B: Graphical Representation of the WIDA Standards Framework

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Features of Developmentally Appropriate Academic Language

Using the WIDA Can Do Philosophy and Guiding Principles of Language Development as a foundation, WIDA has determined a series of Features of Academic Language appropriate for emergent bilingual children of preschool age. 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 language level of Spanish language development in the Performance Definitions

Linguistic complexity refers to the quantity and variety of language used by children at the discourse level. Language features such as the length of utterances and interactions, and how children 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 of expressive language).

Figure C: The Features of Developmentally Appropriate Academic Language in the WIDA E-SLD Standards

Criterio del Lenguaje Características

Complejidad lingüística

(Cantidad y variedad del lenguaje oral)

Variedad y duración de locución e interacción Comprensión y expresión de ideas

Uso del lenguaje(Tipos y uso de lenguaje oral, estructura, frases y palabras)

Tipos y variedad de estructuras gramaticales Combinación de las formas del lenguaje con el propósito Frases y expresiones formuladasElección de entonación para transmitir la intención Interpretación y habilidad para construir el significado de la palabra ó de fraseEspecificidad en la elección de la palabra ó frase Comprensión del lenguaje

Los contextos socioculturales del uso del lenguaje conllevan la interacción entre los niños y sus ambientes de lenguaje, incluyendo…

• Registro• Tema• Actividad/situación• Identidad de los participantes y roles sociales • Locutor/interlocutor

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All young children learn language through the context of relationships with their primary caregivers during daily routines. Through repeated social interactions with parents, siblings, extended family members, childcare providers, early childhood teachers, and 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. Thus the sociocultural contexts for young children’s language learning differs from that of school-aged students and occurs most often in their homes, extended family members’ homes, or in community-based early childhood settings which may or may not be located in or associated with public schools.

Performance Definitions

The Performance Definitions describe the language children can process and produce toward the end of each level of early Spanish 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 that practitioners might expect emergent bilinguals 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 early Spanish 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 the Figures D–G.

The Performance Definitions also recognize the key role that English (as part of the national context for all, and in the local or home context for some) and any other language(s) to which emergent bilinguals are exposed, play at all levels of Spanish language development. The dynamic interaction between languages supports meaning-making and the development of metalinguistic awareness. Similarly, the same dynamic interaction occurs for Spanish speaking emergent bilinguals, as English is part of their environment and everyday life in various degrees. When the development of two languages is strongly encouraged and effectively supported, children use all of their cognitive and linguistic assets to become successful language learners. The interaction between languages provides opportunities for learners to use both languages to support meaning making and develop metalinguistic skills and awareness. Note that this dynamic interaction may manifest at all stages of bilingual development as acts of translanguaging, which are sometimes perceived as problematic but actually demonstrate this important dynamic at work.

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Figu

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ara

com

unic

ar su

s nec

esid

ades

, des

eos e

idea

s.

11

GEN

ERA

L D

ESCR

IPTI

ON

Figu

re E

: Per

form

ance

Defi

niti

ons

– Re

cept

ive

Lang

uage

, Age

s 4.

5–5.

5

Al fi

nal d

e ca

da e

dad

y ni

vel d

e de

sarr

ollo

del

leng

uaje

del

esp

añol

, con

apo

yos i

nter

activ

os y

sens

oria

les,

bilin

gües

em

erge

ntes

pro

duce

n en

esp

añol

:

…de

ntro

de

cont

exto

s soc

iocu

ltura

les d

el u

so d

e le

ngua

je.


Crit

erio

del

idio

ma

Edad

: 4.5

–5.5

(55–

66 m

eses

)

5N

ivel

de

tran

sfor

mac

ión

Com

plej

idad

lin

güís

tica

Uso

del

leng

uaje

• O

raci

ones

o p

regu

ntas

var

iada

s y c

ompl

ejas

rela

cion

adas

a c

uent

os fa

mili

ares

, act

ivid

ades

de

apre

ndiza

je o

eve

ntos

•

Idea

s exp

andi

das y

rela

cion

adas

•

Instr

ucci

ones

de

dos a

tres

pas

os re

laci

onad

as a

la ru

tina

diar

ia y

alg

unas

instr

ucci

ones

nue

vas

• O

raci

ones

com

plej

as y

pat

rone

s de

leng

uaje

rela

cion

ados

a c

uent

os fa

mili

ares

y a

ctiv

idad

es e

duca

tivas

•

Voca

bula

rio e

spec

ífico

y té

cnic

o as

ocia

das c

on v

ario

s am

bien

tes y

act

ivid

ades

de

apre

ndiza

je

3N

ivel

de

desa

rrol

lo

Com

plej

idad

lin

güís

tica

Uso

del

leng

uaje

• O

raci

ones

ext

endi

das,

múl

tiple

s rel

acio

nada

s •

Idea

s rel

acio

nada

s

• O

raci

ones

com

pues

tas y

alg

unas

com

plej

as re

laci

onad

as a

cue

ntos

fam

iliar

es y

act

ivid

ades

de

apre

ndiza

je

• Pa

trone

s de

orac

ione

s rel

acio

nada

s a c

uent

os y

act

ivid

ades

esp

ecífi

cas d

e ap

rend

izaje

•

Voca

bula

rio g

ener

al y

alg

unas

esp

ecífi

cas a

soci

adas

con

am

bien

tes f

amili

ares

y a

ctiv

idad

es d

e ap

rend

izaje

1N

ivel

de

entr

ada

Com

plej

idad

lin

güís

tica

Uso

del

leng

uaje

• Pa

labr

as y

fras

es la

rgas

rela

cion

adas

a la

rutin

a di

aria

y a

ctiv

idad

es d

e ap

rend

izaje

• U

na id

ea d

entro

de

preg

unta

s sim

ples

o d

ecla

raci

ones

rela

cion

adas

a a

mbi

ente

s fam

iliar

es

• Fr

ases

repe

titiv

as y

dec

lara

cion

es si

mpl

es a

soci

adas

con

la ru

tina

diar

ia

• Pr

egun

tas d

e sí/

no re

laci

onad

as a

sí m

ismo,

per

sona

s fam

iliar

es y

/o ru

tina

diar

ia

• Vo

cabu

lario

aso

ciad

o a

ambi

ente

s fam

iliar

es y

act

ivid

ades

de

apre

ndiza

je

En la

s prim

era

etap

as d

e la

adq

uisic

ión

del e

spañ

ol, l

os b

iling

ües e

mer

gent

es q

ue n

o ha

blan

esp

añol

en

casa

, nor

mal

men

te e

ntie

nden

más

pal

abra

s de

las q

ue p

uede

n pr

oduc

ir. L

os n

iños

pue

den

ser n

o ve

rbal

es e

n es

paño

l y d

epen

der p

rinci

palm

ente

en

la le

ngua

de

la c

asa

y/o

usar

ges

tos p

ara

com

unic

ar su

s nec

esid

ades

, des

eos e

idea

s.

Sin

impo

rtar

el

niv

el d

e de

sarr

ollo

en

espa

ñol,

los

idio

mas

del

ho

gar y

del

co

ntex

to

• in

fluye

n el

de

sarr

ollo

del

le

ngua

je

• ap

oyan

la

com

pren

sión,

el

apre

ndiza

je y

la

expr

esió

n de

idea

s

12

GEN

ERA

L D

ESCR

IPTI

ON

Figu

re F

: Per

form

ance

Defi

niti

ons

– Ex

pres

sive

Lan

guag

e, A

ges

2.5–

4.5

Al fi

nal d

e ca

da e

dad

y ni

vel d

e de

sarr

ollo

del

leng

uaje

del

esp

añol

, con

apo

yos i

nter

activ

os y

sens

oria

les,

bilin

gües

em

erge

ntes

pro

duce

n en

esp

añol

:

…de

ntro

de

cont

exto

s soc

iocu

ltura

les d

el u

so d

e le

ngua

je.

Crit

erio

del

idio

ma

Edad

: 2.5

–3.5

(30–

42 m

eses

)Ed

ad: 3

.5–4

.5 (4

3–54

mes

es)

5N

ivel

de

tran

sfor

mac

ión

Com

plej

idad

lin

güís

tica

U

so d

el le

ngua

je

• M

ultip

licid

ad d

e fra

ses y

alg

unas

ora

cion

es d

e 3–

4+

pala

bras

• Id

eas b

ásic

as

• U

so e

mer

gent

e de

fras

es fa

mili

ares

y o

raci

ones

cor

tas.

• Vo

cabu

lario

gen

eral

es y

alg

unas

esp

ecífi

cas a

soci

adas

co

n am

bien

tes f

amili

ares

• Va

rieda

d de

ora

cion

es o

rigin

ales

de

4–6+

pal

abra

s. •

Apro

xim

ació

n de

idea

s rel

acio

nada

s •

Ora

cion

es c

ompr

ensib

les q

ue p

uede

n co

nten

er su

stant

ivos

, ve

rbos

, mod

ifica

dore

s, pr

onom

bres

, y a

rtíc

ulos

• Vo

cabu

lario

esp

ecífi

co y

alg

unas

técn

icas

aso

ciad

as a

var

ios

ámbi

tos

3N

ivel

de

desa

rrol

lo

Com

plej

idad

lin

güís

tica

Uso

del

leng

uaje

• Fr

ases

y al

guna

s ora

cion

es co

rtas d

e 3 p

alabr

as fa

mili

ares

•

Expr

esió

n em

erge

nte

de id

eas s

impl

es

• U

so d

e fra

ses f

amili

ares

más

com

pren

sible

s•

Patro

nes d

e le

ngua

je c

orto

s y re

petit

ivos

usa

dos e

n rim

as, c

anci

ones

y c

uent

os fa

mili

ares

•

Pala

bras

de

voca

bula

rio g

ener

al a

soci

ados

con

am

bien

tes f

amili

ares

• O

raci

ones

cor

tas d

e 4–

5 pa

labr

as q

ue c

ombi

nan

frase

s m

odel

o co

n al

guna

s pal

abra

s y fr

ases

orig

inal

es

• Ex

pres

ión

emer

gent

e de

idea

s

• O

raci

ones

cor

tas c

on p

rodu

cció

n em

erge

nte

• Pa

trone

s rep

etiti

vos u

sado

s en

rimas

, can

cion

es, c

uent

os y

ac

tivid

ades

de

apre

ndiza

je e

n un

a va

rieda

d de

ám

bito

s •

Pala

bras

de

voca

bula

rio g

ener

al y

a v

eces

esp

ecífi

co

asoc

iada

s con

ám

bito

s fam

iliar

es; e

xpre

sione

s com

unes

1N

ivel

de

entr

ada

Com

plej

idad

lin

güís

tica

Uso

del

leng

uaje

• Pa

labr

as y

fras

es m

odel

o co

rtas

•

Expr

esió

n de

una

pal

abra

par

a ve

rbal

izar e

l men

saje

en

tero

• Pa

labr

as b

ásic

as a

soci

adas

con

las r

utin

as d

iaria

s e

histo

rias f

amili

ares

•

Fras

es re

petit

ivas

• Fr

ases

y p

alab

ras m

odel

o •

Expr

esió

n de

una

a d

os p

alab

ras p

ara

verb

aliza

r el m

ensa

je

o id

ea c

ompl

eta

• Pa

labr

as fa

mili

ares

y e

xpre

sione

s aso

ciad

as c

on la

s rut

inas

di

aria

s •

Prod

ucci

ón d

e fra

ses m

odel

os y

repe

titiv

as

• Pa

labr

as d

e vo

cabu

lario

gen

eral

rela

cion

adas

a á

mbi

tos

fam

iliar

es

En la

s prim

era

etap

as d

e la

adq

uisic

ión

del e

spañ

ol, l

os b

iling

ües e

mer

gent

es q

ue n

o ha

blan

esp

añol

en

casa

, nor

mal

men

te e

ntie

nden

más

pal

abra

s de

las q

ue p

uede

n pr

oduc

ir. L

os n

iños

pue

den

ser n

o ve

rbal

es e

n es

paño

l y d

epen

der p

rinci

palm

ente

en

la le

ngua

de

la c

asa

y/o

usar

ges

tos p

ara

com

unic

ar su

s nec

esid

ades

, des

eos e

idea

s.

Sin

impo

rtar

el

niv

el d

e de

sarr

ollo

en

espa

ñol,

los

idio

mas

del

ho

gar y

del

co

ntex

to

• in

fluye

n el

de

sarr

ollo

del

le

ngua

je

• ap

oyan

la

com

pren

sión,

el

apre

ndiza

je y

la

expr

esió

n de

idea

s


13

GEN

ERA

L D

ESCR

IPTI

ON

Figu

re G

: Per

form

ance

Defi

niti

ons

– Ex

pres

sive

Lan

guag

e, A

ges

4.5–

5.5

Al fi

nal d

e ca

da e

dad

y ni

vel d

e de

sarr

ollo

del

leng

uaje

del

esp

añol

, con

apo

yos i

nter

activ

os y

sens

oria

les,

bilin

gües

em

erge

ntes

pro

duce

n en

esp

añol

:

…de

ntro

de

cont

exto

s soc

iocu

ltura

les d

el u

so d

e le

ngua

je.

Crit

erio

del

idio

ma

Edad

: 4.5

–5.5

(55–

66 m

eses

)

5N

ivel

de

tran

sfor

mac

ión

Com

plej

idad

lin

güís

tica

Uso

del

leng

uaje

• Va

rieda

d de

ora

cion

es c

ompl

ejas

de

5–7+

pal

abra

s •

Idea

s rel

acio

nada

s

• O

raci

ones

com

pren

sible

s que

pue

den

cont

ener

form

as g

ram

atic

ales

esp

ecífi

cas (

p. e

j.: p

asad

o y

pres

ente

sim

ple,

art

ícul

os, c

onju

ncio

nes y

adj

etiv

os)

• Pa

labr

as d

e vo

cabu

lario

esp

ecífi

co y

alg

unas

técn

icas

aso

ciad

as c

on v

ario

s am

bien

tes y

act

ivid

ades

de

apre

ndiza

je

3N

ivel

de

desa

rrol

lo

Com

plej

idad

lin

güís

tica

Uso

del

leng

uaje

• O

raci

ones

de

4–5

pala

bras

que

com

bina

n fra

ses m

odel

o co

n nu

evas

pal

abra

s y a

lgun

as o

raci

ones

ex

pand

idas

• Ap

roxi

mac

ión

de id

eas r

elac

iona

das

• U

so d

e or

acio

nes c

orta

s y a

lgun

as e

xpan

dida

s con

com

pren

sibili

dad

emer

gent

e•

Patro

nes r

epet

itivo

s múl

tiple

s usa

dos e

n cu

ento

s, ca

ncio

nes y

act

ivid

ades

de

apre

ndiza

je e

n va

rios

ambi

ente

s•

Pala

bras

de

voca

bula

rio g

ener

al y

alg

unas

esp

ecífi

cas a

soci

adas

con

am

bien

tes f

amili

ares

y a

ctiv

idad

es

de a

pren

diza

je

1N

ivel

de

entr

ada

Com

plej

idad

lin

güís

tica

Uso

del

leng

uaje

• Pa

labr

as y

fras

es m

odel

o m

ás la

rgas

•

Una

a tr

es p

alab

ras p

ara

tran

smiti

r el m

ensa

je o

la id

ea e

nter

a

• Pa

labr

as y

exp

resio

nes a

soci

adas

con

la ru

tina

diar

ia y

cue

ntos

fam

iliar

es

• Fr

ases

repe

titiv

as y

fras

es m

odel

o •

Pala

bras

de

voca

bula

rio g

ener

al re

laci

onad

as a

am

bien

tes f

amili

ares

y a

ctiv

idad

es d

e ap

rend

izaje

En la

s prim

era

etap

as d

e la

adq

uisic

ión

del e

spañ

ol, l

os b

iling

ües e

mer

gent

es q

ue n

o ha

blan

esp

añol

en

casa

, nor

mal

men

te e

ntie

nden

más

pal

abra

s de

las q

ue p

uede

n pr

oduc

ir. L

os n

iños

pue

den

ser n

o ve

rbal

es e

n es

paño

l y d

epen

der p

rinci

palm

ente

en

la le

ngua

de

la c

asa

y/o

usar

ges

tos p

ara

com

unic

ar su

s nec

esid

ades

, des

eos e

idea

s.


Sin

impo

rtar

el

niv

el d

e de

sarr

ollo

en

espa

ñol,

los

idio

mas

del

ho

gar y

del

co

ntex

to

• in

fluye

n el

de

sarr

ollo

del

le

ngua

je

• ap

oyan

la

com

pren

sión,

el

apre

ndiza

je y

la

expr

esió

n de

idea

s

14

GEN

ERA

L D

ESCR

IPTI

ON

The Standards and their Matrices

Language Standards

The six Early Spanish Language Development Standards represent the social, instructional, and developmentally appropriate academic language that emergent bilinguals need to engage with peers, educators, and standards-based curriculum within early care and education settings. Figure H shows the six Early Spanish Language Development Standards.

Figure H: The Six Early Spanish Language Development Standards

Estándar Abreviatura

El desarrollo del lenguaje temprano del español Estándar 1

Bilingües emergentes comunican información, ideas y conceptos necesarios para el éxito en el área de desarrollo social y emocional

El lenguaje del desarrollo social y emocional


Bilingües emergentes comunican información, ideas y conceptos necesarios para el éxito académico en el área de contenido del idioma y alfabetización temprana

El lenguaje del desarrollo del idioma y alfabetización temprana


Bilingües emergentes comunican información, ideas y conceptos necesarios para el éxito académico en el área de contenido de las matemáticas

El lenguaje de las matemáticas


Bilingües emergentes comunican información, ideas y conceptos necesarios para el éxito académico en el área de contenido de las ciencias

El lenguaje de las ciencias


Bilingües emergentes comunican información, ideas y conceptos necesarios para el éxito académico en el área de contenido de los estudios sociales

El lenguaje de los estudios sociales


Bilingües emergentes comunican información, ideas y conceptos necesarios para el éxito en el área de desarrollo físico

El lenguaje del desarrollo físico

15

GEN

ERA

L D

ESCR

IPTI

ON

The Standards Matrices

The standards matrices provide examples of how standards are used across the different levels of language development, just like the Performance Definitions. However, in the matrices, the language is further contextualized within different language domains, thematic areas, and age ranges. They help practitioners envision how the E-SLD standards can be used in a context similar to what they encounter in their daily work with emergent bilinguals. Each of the components of the matrices is defined in the following pages.

Components of the Matrices

Figure I: Standard and Age Level

Age Clusters

ECE professionals are well aware that significant developmental differences exist between 2.5-year-olds and 5.5-year-olds, both linguistically and cognitively. Typically developing 3-year-olds (monolingual or bilingual) cannot be expected to comprehend or produce language of the same complexity as that of 5-year-olds. Age clusters take this cognitive and linguistic threshold into account to provide specific language criteria 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)

The example shown in Figure I indicates that the matrix contains examples appropriate for emergent bilingual between the ages of 2.5 and 3.5 years. However, it is important to remember that language development progress will be unique for each individual child. Therefore, educators should take these examples as guides, not as inflexible expectations.

Figure J: Example Topic, Connection, and Example Context for Language Use

SOCIAL Y EMOCIONAL

31

EDAD: 2.5–3.5

CONEXIÓN: Illinois Early Learning Guidelines; Developmental Domain 1: Social & Emotional Development; Sub-Domain: Empathy; Standard: Children demonstrate an emerging ability to understand someone else’s feelings and share in the emotional experiences of others.; Indicator: Responds to a child in distress in an attempted manner to make that child feel better, e.g., gives a crying child a hug, uses soothing words, or uses distraction.

EJEMPLO DEL CONTEXTO PARA EL USO DEL LENGUAJE: Los niños responden a situaciones que afectan a sus compañeros, durante las actividades diarias.

FUNCIÓN COGNOSCITIVA: Los niños en todos los niveles de desarrollo del lenguaje en español APLICAN su comprensión emergente sobre la empatía.

FORM

AS

DE

LEN

GU

AJE

: Exp

resi

vo Nivel de entrada1

Nivel de desarrollo3

Nivel de transformación5

Repetir palabras y/o acciones de consuelo usando apoyos sensoriales y copiando a un adulto

Ej. Niño mueve la mano sobre el área adolorida mientras el adulto dice “Sana, sana, colita de rana, si no sana hoy, sanará mañana”.*

Expresar palabras de consuelo usando el modelo de un adulto

Ej. Sana, sana*

Expresar frases de consuelo usando el modelo de un adulto

Ej. Sana, sana, ‘ita de rana...*

LENGUAJE TEMÁTICO: Los niños en todos los niveles de desarrollo del lenguaje interactúan con expresiones y palabras apropiadas para su etapa de desarrollo infantil tales como: duele, feliz, ¿Estás bien?

ESTÁNDAR 1 DLTE: El lenguaje de desarrollo social y emocional TEMA: Sentimientos y emociones

* Ejemplos de elementos

culturales

SOCIAL Y EMOCIONAL

31

EDAD: 2.5–3.5




FORM

AS

DE

LEN

GU

AJE

: Exp

resi







Ej. Sana, sana*






culturales

16

GEN

ERA

L D

ESCR

IPTI

ON

Connection

The connection represents the integration of the areas of child development and language development. The connection examples presented here correspond to the language that is connected to a variety of standards or state guidelines for young children, including the Head Start Child Development and Early Learning Framework. A variety of sources are used to demonstrate the flexibility of the E-SLD standards and to show how they can be used to study language in different contexts across the country. The connection, along with the examples, also serves as a reminder of how to expose emergent bilinguals to developmentally appropriate concepts, regardless of their level of Spanish language proficiency. In the example at the beginning of this section, the matrix shows a connection to the Illinois Early Learning and Development Standards.

Topic

The topic is an example derived from the standard or guideline referenced in the connection. Even though the connection provides a general understanding of the concept being addressed, the guidelines or standards can often be quite broad. Educators can focus on a variety of topics within a single concept. The topics tend to be intimately related to the connection, although they can also represent a topic that proves necessary in order to participate in the content. In the example at the beginning of this section, the example topic is Feelings and Emotions.

Example Context for Language Use

The example context for language use refers to the specific situation, event or context in which communication occurs. Young emergent bilinguals use language in particular ways, according to the activities or games in which they are participating. The language use example context establishes the activity, daily routine, or game, how it takes place, who participates and how language is used. It provides an authentic example for practitioners to be able to imagine the situation in which language is being used. In the example shown in Figure J, the example context indicates how children respond to situations that effect their friends in daily activities. Educators can help children imagine a situation in which a child gets hurt or celebrates a special event.

Figure K: Cognitive Function

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Cognitive Function

The cognitive function offers information on the cognitive demand of a particular activity. Although it would be difficult to capture all of the cognitive processes of a child, the goal of the cognitive function is to emphasize the principal mental process expected within the linguistic event of the particular context. The cognitive function is a reminder to practitioners that emergent bilinguals need access to activities that require complex thinking, regardless of their language development level. In the preceding example, the cognitive function is apply because, in this situation, the students must not only recognize or analyze the situation, they must also employ empathy while interacting with their partner.

Figure L: Model Performance Indicators

Language Domains

The E-SLD framework includes two language domains—receptive and expressive. These oral language domains encompass the listening and speaking skills emergent bilinguals will need and use across all six standards. Children who are learning a second language typically understand more than they can express, so it is important for educators to pay special attention the receptive language skills.

Even though early literacy includes listening, speaking, reading, and writing, children at this age depend mostly on their oral language skills when participating in early reading and writing activities. Therefore, reading and writing have been incorporated in the receptive and expressive domains of the E-SLD framework. Figure L shows an example of the expressive language domain.

Language Levels

The progression of Spanish language development is represented in three language levels: Entering, Developing and Bridging. These three language levels correspond to the five WIDA Spanish language proficiency levels for K–12 emergent bilinguals, but these three levels specifically address the stages of Spanish language development for emergent bilinguals ages 2.5–5.5.

The difference in levels lies in that, at this young age, children vary greatly in their language development, and five levels would not represent examples of this language development.

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Figure L shows indicators for all three levels, Entering, Developing, and Bridging. The descriptions of the language young children are able to process and produce in Spanish at each level are provided in the Performance Definitions (see Figures D-G.)

Model Performance Indicators

The Model Performance Indicators (MPIs) provide examples of how children process and produce language in each age group, within specific sociocultural contexts in the three levels of Spanish language development.

An MPI strand consists of the three language levels of early Spanish language development, Entering (1), Developing (3), and Bridging (5), within a determined topic and domain. The horizontal MPI strands illustrate the progression of language development for a given age cluster. The MPI strands provide a consistent structure for early care and education practitioners to use when presenting language supports across a wide range of learning activities and environments. The example shown below includes a strand of MPIs for Standard 1: The Language of Social and Emotional Development for ages 2.5-3.5 years.

Figure M: Example Strand of Model Performance Indicators for Expressive Language

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The MPIs are examples that describe how language is used within a particular standard, for a particular domain and language level. These are the smallest representative units of the E-SLD standards.

Each MPI is composed of three main elements: a language function, a content stem, and language support(s).

Figure N: Three Elements of a Model Performance Indicator

Language Function: A language function describes how children will process or produce language. It is related to the purpose for language use, according to the stated connection and context, and the complexity of the language that children process and produce. The number and complexity of language functions used by emergent bilinguals increases as language develops.

Content Stem (Topic): The content stem is derived from the Example Topic and the state ELS and the Head Start Child Development and Early Learning Framework. The content stem emphasizes WIDA’s view that early language development should always be integrated with the topic being worked on, and should focus on language connected to everyday experiences. Language development, like any other early learning, should be play-based.

Figure O includes a list of sample E-SLD topics that align with the content found in many state Early Learning Standards. Please note that this topic list is meant to highlight some of the most frequently cited content topics across the six standards and is by no means an exhaustive list.

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función de lenguajeApoyos del lenguajeRaíz de contenido

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Figure O: Topic List for the E-SLD Standards

Areas de desarrollo y aprendizaje

Desarrollo social y emocional Desarrollo físico

Lenguaje y alfabetización temprana

Temas • Auto-concepto• Sentimientos/

emociones• Auto-regulación• Auto-ayuda/

independencia• Relaciones con adultos/

interacciones• Toma de decisiones• Rutinas diarias• Seguir instrucciones• Transición entre

actividadesy lugares• Interacción con pares• Hacer amigos• Compartir• Cooperación en

grupos/interacciones• Entender/seguir las

reglas

• Conciencia corporal• Juegos físicos• Actividades al aire libre• Uso del equipo del

gimnasio y área de juegos• Deportes• Ejercicios y bienestar• Música y movimiento• Salud y higiene• Seguridad personal• Nutrición• Auto-cuidado (p. ej.:

vestimenta, alimentación, limpieza)

• Uso de materiales de arte• Creación de proyectos de

arte• Uso de herramientas de

escritura

• Entender/seguir instrucciones orales

• Comunicar ideas• Hacer preguntas y

comentarios• Expresión creativa• Usos sociales del

lenguaje• Cambiar roles • Elementos del cuento• Contar/re-contar

historias• Conceptos de imprenta• Conciencia literaria• Conciencia fonológica y

fonética• Conocimiento del

alfabeto• Proceso de escritura

Matemáticas Ciencias Estudios sociales

• Hacer comparaciones• Sentido numérico• Reconocimiento

numeral• Computación• Figuras geométricas• Patrones• Clasificación/

Ordenamiento• Representación gráfica• Medición• Conciencia del espacio• Conciencia del tiempo• Sentido del dinero• Recolección de datos y

análisis

• Predicciones/Hipótesis• Nuestro cuerpo• Nuestros cinco sentidos• Las estaciones del año/el

clima• El tiempo• La tierra• El medioambiente• Los ciclos de vida y

crecimiento• Las plantas/La comida• Los seres vivos y su habitat• Las rocas/los minerales/Los

fósiles• Los dinosaurios• Líquidos, sólidos, gases• Magnetos/Electricidad• El espacio/El sistema solar• La tecnología/

Computadoras• Los colores• Observación científica e

investigación• Recolección de datos y

análisis

• Las similitudes y diferencias entre uno mismo y otros

• Las familias• Las rutinas/reglas de la

clase• Pertenencia a un grupo y

seguridad• Los trabajos de la clase• Imprenta• La comunidad• Los trabajadores de la

comunidad• El transporte• Viviendas/casas• Geografía/Mapas• La ciudad/El campo

(urbano/rural)• Los países del mundo• Las costumbres y

tradiciones• Apreciación por otras

culturas• Eventos históricos

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Language Supports: All young children need physical, visual, and verbal models to make sense of their world and develop language. Incorporating these kinds of language supports throughout the program day is even more critical for emergent bilinguals as they are actively decoding a new language or solidifying their home language. WIDA names three categories of language supports for emergent bilinguals: sensory, graphic, and interactive.

Figure P lists some examples of language supports under these three categories that are commonly found in early care and education settings.

Figure P: Language Supports for Emergent Bilinguals, Ages 2.5-5.5

Apoyos pedagógicos sensoriales

Apoyos pedagógicos gráficos

Apoyos pedagógicos interactivos

Objetos de la vida real

Juguetes

Malipulativos

Imágenes y fotografías

Ilustraciones y dibujos

Revistas

Videos y películas

Demonstraciones

Gestos

Modelos

Música

Disfraces y accesorios

Cuadros

Diagramas

Organizador gráficos

Gráficas

Líneas numéricas

Horario visual

Íconos/símbolos

En parejas de compañeros

En grupos pequeños

En un gupo grande

Mediante estructuras de grupos

A través de Internet (sitios web) o programas de software

En la lengua materna

Con modelos y ayuda de adultos

Figure Q: Topic Related Language and Cultural and Translanguaging Considerations

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Topic Related Language

Topic Related Language provides examples of topic or concept related language that all children at that age level should use, regardless of their language development level. The given examples generally include words or phrases that all children should have the opportunity to interact with. Knowledge and language are interrelated; in some cases it is impossible to speak about a topic without the language related to that topic. One example is names of characters in accounts or stories. All students, regardless of the level of language proficiency, should hear the character names, even when they can only refer to those characters by pointing to their pictures.

WIDA has included examples of each of the MPIs to help teachers and other caregivers to imagine ways that the indicator can be brought to life within an authentic early learning environment. Through these examples, we have tried to represent the great diversity that exists among emergent bilinguals, their life and learning contexts.

Cultural and Translanguaging Considerations

Throughout the examples, important considerations are called out in bubbles that appear at the bottom of the page, including examples of translanguaging and examples of cultural elements. Figure Q shows an example of cultural elements that children or educators may use depending on the local context and the child’s lived experiences.

These examples serve as a reminder of how important it is to connect emergent bilingual children’s linguistic development with their cultural practices and the language use of their own community, home, and family.

Using the Standards

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

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

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

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

Figures R and S provide guiding questions and a blank template that educators can use to create their own strands that best meet the needs of their environments, curriculum, and children. Figure S can be copied and reused for this purpose.

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EDA

D:

CON

EXIÓ

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

? W

hat a

re th

e es

sent

ial c

once

pts a

nd sk

ills e

mbe

dded

in th

e co

nten

t sta

ndar

ds?

Wha

t is t

he la

ngua

ge a

ssoc

iate

d w

ith th

ese

deve

lopm

enta

lly a

ppro

pria

te c

once

pts a

nd sk

ills?

EJEM

PLO

DEL

CO

NTE

XTO

PA

RA

EL

USO

DEL

LEN

GU

AJE

: Wha

t is t

he p

urpo

se o

f the

act

ivity

? W

hat r

oles

or i

dent

ities

do

the

child

ren

assu

me

and

how

to d

o th

ey

inte

ract

? W

hat r

egist

er is

requ

ired

of th

e ta

sk?

FUN

CIÓ

N C

OG

NO

SCIT

IVA

: Wha

t is t

he le

vel o

f cog

nitiv

e de

velo

pmen

t for

the

give

n ta

sk?

Doe

s the

leve

l of c

ogni

tive

enga

gem

ent m

atch

or e

xcee

d th

at o

f the

stat

es’

Early

Lea

rnin

g St

anda

rds?

FORMAS DE LENGUAJE:How will emergent bilinguals process

and use language?

Niv

el d

e en

trad

a1

Niv

el d

e de

sarr

ollo

3N

ivel

de

tran

sfor

mac

ión

5

A st

rand

of M

odel

Per

form

ance

Indi

cato

rs

Wha

t lan

guag

e ar

e em

erge

nt b

iling

uals

expe

cted

to p

roce

ss o

r pro

duce

at e

ach

leve

l of d

evel

opm

ent o

r age

gro

up?

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 e

mer

gent

bili

ngua

ls to

acc

ess l

angu

age

and

cont

ent?

Wha

t dev

elop

men

tal,

tran

sling

uisti

c or

cul

tura

l con

sider

atio

ns re

late

to th

e la

ngua

ge fu

nctio

n, c

onte

nt st

em o

r lan

guag

e su

ppor

t of t

he

Mod

el P

erfo

rman

ce In

dica

tor?

LEN

GU

AJE

TEM

ÁTIC

O: W

ith w

hich

dev

elop

men

tally

app

ropr

iate

wor

ds a

nd e

xpre

ssio

ns w

ill a

ll ch

ildre

n in

tera

ct?

ESTÁ

ND

AR

DE

LEN

GU

AJE

TEM

PRA

NO

:

Figu

re R

: Gui

ding

Que

stio

ns fo

r the

Com

pone

nts

of th

e W

IDA

E-S

LD S

tran

ds

TEM

A:

Wha

t is o

ne o

f the

topi

cs a

ddre

ssed

in th

e se

lect

ed c

onte

nt st

anda

rd(s

)?

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EDA

D:

CON

EXIÓ

N:

EJEM

PLO

DEL

CO

NTE

XTO

PA

RA

EL

USO

DEL

LEN

GU

AJE

:

FUN

CIÓ

N C

OG

NO

SCIT

IVA

:

FORMAS DE LENGUAJE:

Niv

el d

e en

trad

a1

Niv

el d

e de

sarr

ollo

3N

ivel

de

tran

sfor

mac

ión

5

LEN

GU

AJE

TEM

ÁTIC

O:

ESTÁ

ND

AR

DE

LEN

GU

AJE

TEM

PRA

NO

: TE

MA

: Reg

istx

xxxx

xxxx

xxxr

o

Figu

re S

: Tem

plat

e fo

r Str

ands

of M

PIs

27

Stra

nds

of M

odel

Per

form

ance

Indi

cato

rs

Repr

esen

ting

the

WID

A E

arly

Spa

nish

La

ngua

ge D

evel

opm

ent S

tand

ards

SOCI

AL

AN

D

EMO

TIO

NA

L28

EDA

D: 2

.5–3

.5

CON

EXIÓ

N:

Dela

war

e Ear

ly Le

arni

ng F

ound

atio

ns (D

ELF)

; Dom

ain:

Soc

ial E

mot

iona

l Dev

elop

men

t; Su

b-D

omai

n: S

ocia

l Rel

atio

nshi

ps a

nd C

oope

ratio

n; L

earn

ing

Opp

ortu

nity

: SE4

8. R

ecei

ve g

uida

nce,

supp

ort a

nd d

irect

ions

from

a ra

nge

of fa

mili

ar a

dults

.

EJEM

PLO

DEL

CO

NTE

XTO

PA

RA

EL

USO

DEL

LEN

GU

AJE

: Lo

s niñ

os re

spon

den

al o

freci

mie

nto

de a

yuda

mie

ntra

s par

ticip

an e

n ac

tivid

ades

rutin

aria

s de

la v

ida

diar

ia.

FUN

CIÓ

N C

OG

NO

SCIT

IVA

: Lo

s niñ

os e

n to

dos l

os n

ivel

es d

e de

sarr

ollo

del

leng

uaje

en

espa

ñol A

PLIC

AN su

con

ocim

ient

o so

bre

cóm

o ob

tene

r ayu

da d

e ot

ros.

FORMAS DE LENGUAJE: Receptivo

Niv

el d

e en

trad

a1

Niv

el d

e de

sarr

ollo

3N

ivel

de

tran

sfor

mac

ión

5

Acep

tar o

rech

azar

ayu

da d

el a

dulto

ofre

cida

a

trav

és d

e ge

stos,

pala

bras

en

el id

iom

a de

l niñ

o, y

co

n ap

oyos

visu

ales

Ej. ¿

Ayud

a? H

elp?

Acep

tar o

rech

azar

ayu

da d

el a

dulto

a tr

avés

de

gesto

s, pa

labr

as e

n es

paño

l, pa

labr

as e

n el

idio

ma

del n

iño,

y c

on a

poyo

s visu

ales

Ej. E

l adu

lto d

ice,

“¿T

e ay

udo?

”

Acep

tar o

rech

azar

ayu

da d

el a

dulto

a tr

avés

de

gesto

s,fra

ses c

orta

s en

espa

ñol y

otro

s idi

omas

y c

on

apoy

os v

isual

es

Ej. V

amos

a g

uard

ar lo

s jug

uete

s. ¿T

e ay

udo?

LEN

GU

AJE

TEM

ÁTIC

O:

Los n

iños

en

todo

s los

niv

eles

de

desa

rrol

lo d

el le

ngua

je in

tera

ctúa

n co

n ex

pres

ione

s y p

alab

ras a

prop

iada

s par

a su

eta

pa d

e de

sarr

ollo

infa

ntil

tale

s co

mo:

Dam

e___

___.

, jug

uete

s, m

anos

, lav

ar, a

yuda

, gua

rdar

, ir a

l bañ

o

ESTÁ

ND

AR

1 D

LTE:

El l

engu

aje

de d

esar

rollo

soc

ial y

em

ocio

nal

TE

MA

: Rel

acio

nes/

Inte

racc

ione

s co

n ad

ulto

s

SOCI

AL

AN

D

EMO

TIO

NA

L29

CON

EXIÓ

N:

Mas

sach

uset

ts G

uide

line f

or P

resch

ool L

earn

ing

Expe

rienc

e; D

omai

n: G

uidi

ng P

resc

hool

Lea

rnin

g in

Hea

lth E

duca

tion;

Sub

-Dom

ain:

Soc

ial &

Em

otio

nal H

ealth

; Le

arni

ng G

uide

line:

16.

Rec

ogni

ze a

nd d

escr

ibe

or re

pres

ent e

mot

ions

such

as h

appi

ness

, sur

prise

, ang

er, f

ear,

sadn

ess.

EJEM

PLO

DEL

CO

NTE

XTO

PA

RA

EL

USO

DEL

LEN

GU

AJE

: Lo

s niñ

os in

tera

ctúa

n y

habl

an a

cerc

a de

los s

entim

ient

os y

las e

moc

ione

s en

grup

o.

FUN

CIÓ

N C

OG

NO

SCIT

IVA

: Lo

s niñ

os e

n to

dos l

os n

ivel

es d

e de

sarr

ollo

del

leng

uaje

en

espa

ñol A

NAL

IZAN

em

ocio

nes.


Niv

el d

e en

trad

a1

Niv

el d

e de

sarr

ollo

3N

ivel

de

tran

sfor

mac

ión

5

Iden

tifica

r len

guaj

e fa

mili

ar se

ncill

o o

mem

oriza

do

rela

cion

ado

con

emoc

ione

s, pr

ovist

o co

n ap

oyo

de

gesto

s y m

odel

os y

util

izand

o ap

oyos

inte

ract

ivos

co

n ad

ulto

s

Reco

noce

r exp

resio

nes f

amili

ares

rela

cion

adas

con

em

ocio

nes,

prov

istas

con

apo

yos d

e m

odel

os y

ut

iliza

ndo

apoy

os in

tera

ctiv

os

Reco

noce

r len

guaj

e re

laci

onad

o co

n em

ocio

nes,

sigui

endo

mod

elos

y u

tiliza

ndo

apoy

os in

tera

ctiv

os

LEN

GU

AJE

TEM

ÁTIC

O:

Los n

iños

en

todo

s los

niv

eles

de

desa

rrol

lo d

el le

ngua

je in

tera

ctúa

n co

n ex

pres

ione

s y p

alab

ras a

prop

iada

s par

a su

eta

pa d

e de

sarr

ollo

infa

ntil

tale

s co

mo:

Me

sient

o___

., Él

se si

ente

___.

, tris

te, f

eliz

EDA

D: 3

.5–4

.5

ESTÁ

ND

AR

1 D

LTE:

El l

engu

aje

de d

esar

rollo

soc

ial y

em

ocio

nal

TEM

A:

Sent

imie

ntos

/Em

ocio

nes

SOCI

AL

AN

D

EMO

TIO

NA

L30

EDA

D: 4

.5–5

.5

CON

EXIÓ

N:

Nev

ada

Pre-

Kind

erga

rten

Sta

ndar

ds; S

ocia

l Em

otio

nal;

Pre-

Kin

derg

arte

n In

dica

tor:

SE =

Soc

ial E

mot

iona

l; C

onte

nt S

tand

ard

2.0:

Sel

f-Dire

ctio

n; S

tand

ard

Indi

cato

r: 2.

PK.3

b. C

lean

up

or p

ut a

way

toys

and

mat

eria

ls w

hen

finish

ed.

CON

EXIÓ

N C

ON

KIN

DER

: Th

e Alig

nmen

t of t

he C

alifo

rnia

Pre

schoo

l Lea

rnin

g Fo

unda

tions

with

Key

Ear

ly Ed

ucat

ion

Reso

urce

s; St

rand

: Soc

ial I

nter

actio

n; 4

.0 C

oope

ratio

n an

d Re

spon

sibili

ty; 4

.1 (A

t aro

und

60 m

onth

s) H

ave

grow

ing

capa

citie

s for

self-

cont

rol a

nd a

re m

otiv

ated

to c

oope

rate

in o

rder

to re

ceiv

e ad

ult a

ppro

val a

nd th

ink

appr

ovin

gly

of

them

selv

es.

EJEM

PLO

DEL

CO

NTE

XTO

PA

RA

EL

USO

DEL

LEN

GU

AJE

: Lo

s niñ

os a

yuda

n a

orga

niza

r las

áre

as d

e ju

ego

sigui

endo

instr

ucci

ones

de

los a

dulto

s.

FUN

CIÓ

N C

OG

NO

SCIT

IVA

: Lo

s niñ

os e

n to

dos l

os n

ivel

es d

e de

sarr

ollo

del

leng

uaje

en

espa

ñol A

NAL

IZAN

men

saje

s ora

les.


Niv

el d

e en

trad

a1

Niv

el d

e de

sarr

ollo

3N

ivel

de

tran

sfor

mac

ión

5

Dem

ostr

ar c

ompr

ensió

n de

men

saje

s ora

les a

cerc

a de

rutin

as d

iaria

s sig

uien

do p

alab

ras c

lave

s y

mod

elos

de

adul

tos y

com

pañe

ros

Dem

ostr

ar c

ompr

ensió

n de

men

saje

s ora

les

sigui

endo

fras

es c

lave

s y m

odel

os d

e ad

ulto

s y

com

pañe

ros

Dem

ostr

ar c

ompr

ensió

n de

men

saje

s ora

les

sigui

endo

instr

ucci

ones

de

y m

odel

os d

e ad

ulto

s y

com

pañe

ros

LEN

GU

AJE

TEM

ÁTIC

O:

Los n

iños

en

todo

s los

niv

eles

de

desa

rrol

lo d

el le

ngua

je in

tera

ctúa

n co

n ex

pres

ione

s y p

alab

ras a

prop

iada

s par

a su

eta

pa d

e de

sarr

ollo

infa

ntil

tale

s co

mo:

Ten

go u

n___

____

., Él

/Ella

tien

e___

___.

, Pon

este

aqu

í., G

uard

a la

___

__en

la__

____

y la

en

la__

____

_.

ESTÁ

ND

AR

1 D

LTE:

El l

engu

aje

de d

esar

rollo

soc

ial y

em

ocio

nal

TEM

A:

Regl

as e

inst

rucc

ione

s

SOCI

AL

AN

D

EMO

TIO

NA

L31

EDA

D: 2

.5–3

.5

CON

EXIÓ

N:

Illin

ois E

arly

Lear

ning

Gui

delin

es; D

evel

opm

enta

l Dom

ain

1: S

ocia

l & E

mot

iona

l Dev

elop

men

t; Su

b-D

omai

n: E

mpa

thy;

Sta

ndar

d: C

hild

ren

dem

onstr

ate

an

emer

ging

abi

lity

to u

nder

stand

som

eone

else

’s fe

elin

gs a

nd sh

are

in th

e em

otio

nal e

xper

ienc

es o

f oth

ers.;

Indi

cato

r: Re

spon

ds to

a c

hild

in d

istre

ss in

an

atte

mpt

ed m

anne

r to

mak

e th

at c

hild

feel

bet

ter,

e.g.

, giv

es a

cry

ing

child

a h

ug, u

ses s

ooth

ing

wor

ds, o

r use

s dist

ract

ion.

EJEM

PLO

DEL

CO

NTE

XTO

PA

RA

EL

USO

DEL

LEN

GU

AJE

: Lo

s niñ

os re

spon

den

a sit

uaci

ones

que

afe

ctan

a su

s com

pañe

ros,

dura

nte

las a

ctiv

idad

es d

iaria

s.

FUN

CIÓ

N C

OG

NO

SCIT

IVA

: Lo

s niñ

os e

n to

dos l

os n

ivel

es d

e de

sarr

ollo

del

leng

uaje

en

espa

ñol A

PLIC

AN su

com

pren

sión

emer

gent

e so

bre

la e

mpa

tía.

FORMAS DE LENGUAJE: Expresivo

Niv

el d

e en

trad

a1

Niv

el d

e de

sarr

ollo

3N

ivel

de

tran

sfor

mac

ión

5

Repe

tir p

alab

ras y

/o a

ccio

nes d

e co

nsue

lo u

sand

o ap

oyos

sens

oria

les y

cop

iand

o a

un a

dulto

Ej. N

iño

mue

ve la

man

o so

bre

el á

rea

adol

orid

a m

ient

ras e

l adu

lto d

ice

“San

a, sa

na, c

olita

de

rana

, si

no sa

na h

oy, s

anar

á m

añan

a”.*

Expr

esar

pal

abra

s de

cons

uelo

usa

ndo

el m

odel

o de

un

adu

lto

Ej. S

ana,

sana

*

Expr

esar

fras

es d

e co

nsue

lo u

sand

o el

mod

elo

de u

n ad

ulto

Ej. S

ana,

sana

, ‘ita

de

rana

...*

LEN

GU

AJE

TEM

ÁTIC

O:

Los n

iños

en

todo

s los

niv

eles

de

desa

rrol

lo d

el le

ngua

je in

tera

ctúa

n co

n ex

pres

ione

s y p

alab

ras a

prop

iada

s par

a su

eta

pa d

e de

sarr

ollo

infa

ntil

tale

s co

mo:

due

le, f

eliz,

¿Está

s bie

n?

ESTÁ

ND

AR

1 D

LTE:

El l

engu

aje

de d

esar

rollo

soc

ial y

em

ocio

nal

TEM

A:

Sent

imie

ntos

y e

moc

ione

s

* Ej

empl

os

de e

lem

ento

s

cultu

rale

s

SOCI

AL

AN

D

EMO

TIO

NA

L32

CON

EXIÓ

N:

New

Jerse

y Dep

artm

ent o

f Edu

catio

n 20

14 P

resch

ool T

each

ing

and

Lear

ning

Sta

ndar

ds; C

onte

nt A

rea:

Soc

ial a

nd E

mot

iona

l Dev

elop

men

t; St

anda

rd 0

.3: C

hild

ren

iden

tify

and

expr

ess f

eelin

gs; P

resc

hool

num

ber 0

.3.2

: Em

path

ize w

ith fe

elin

gs o

f oth

ers (

e.g.

, get

a b

lank

et fo

r a fr

iend

and

com

fort

him

/her

whe

n he

/she

feel

s sad

).

EJEM

PLO

DEL

CO

NTE

XTO

PA

RA

EL

USO

DEL

LEN

GU

AJE

: Lo

s niñ

os re

acci

onan

a lo

s sen

timie

ntos

y la

s em

ocio

nes d

e co

mpa

ñero

s.

FUN

CIÓ

N C

OG

NO

SCIT

IVA

: Lo

s niñ

os e

n to

dos l

os n

ivel

es d

e de

sarr

ollo

del

leng

uaje

en

espa

ñol A

PLIC

AN su

com

pren

sión

emer

gent

e so

bre

la e

mpa

tía.


Niv

el d

e en

trad

a1

Niv

el d

e de

sarr

ollo

3N

ivel

de

tran

sfor

mac

ión

5

Repe

tir p

alab

ras y

fras

es p

ara

dem

ostr

ar

preo

cupa

ción

por

un

com

pañe

ro si

guie

ndo

mod

elos

Expr

esar

fras

es p

ara

dem

ostr

ar p

reoc

upac

ión

por u

n co

mpa

ñero

sigu

iend

o m

odel

os

Des

crib

ir lo

s sen

timie

ntos

de

preo

cupa

ción

por

un

com

pañe

ro u

sand

o el

mod

elo

de o

tros n

iños

LEN

GU

AJE

TEM

ÁTIC

O:

Los n

iños

en

todo

s los

niv

eles

de

desa

rrol

lo d

el le

ngua

je in

tera

ctúa

n co

n ex

pres

ione

s y p

alab

ras a

prop

iada

s par

a su

eta

pa d

e de

sarr

ollo

infa

ntil

tale

s co

mo:

trist

e, fe

liz, n

o te

pre

ocup

es

ESTÁ

ND

AR

1 D

LTE:

El l

engu

aje

de d

esar

rollo

soc

ial y

em

ocio

nal

TEM

A:

Sent

imie

ntos

y e

moc

ione

s

EDA

D: 3

.5–4

.5

SOCI

AL

AN

D

EMO

TIO

NA

L33

EDA

D: 4

.5–5

.5

ESTÁ

ND

AR

1 D

LTE:

El l

engu

aje

de d

esar

rollo

soc

ial y

em

ocio

nal

TEM

A:

Rela

cion

es e

inte

racc

ione

s

CON

EXIÓ

N:

Geo

rgia

Ear

ly Le

arni

ng a

nd D

evelo

pmen

t Sta

ndar

ds (G

ELD

S); D

omai

n: S

ocia

l and

Em

otio

nal D

evel

opm

ent;

Stra

nd 3

: Dev

elop

ing

a Se

nse

of S

elf w

ith O

ther

s; St

anda

rd S

ED5:

The

child

will

dev

elop

rela

tions

hips

and

soci

al sk

ills w

ith p

eers

.

CON

EXIÓ

N C

ON

KIN

DER

: Ka

nsas

Ear

ly Le

arni

ng S

tand

ards

; Dom

ain:

Soc

ial a

nd E

mot

iona

l Dev

elopm

ent (

SED

); Su

b-D

omai

n: R

espo

nsib

le D

ecisi

on M

akin

g &

Pro

blem

So

lvin

g: S

ED.R

.; K

inde

rgar

ten:

K; S

ED.R

.K.2

: Sta

te th

e di

ffere

nce

betw

een

appr

opria

te a

nd in

appr

opria

te b

ehav

iors

.

EJEM

PLO

DEL

CO

NTE

XTO

PA

RA

EL

USO

DEL

LEN

GU

AJE

: Lo

s niñ

os c

onve

rsan

e in

tera

ctúa

n du

rant

e el

alm

uerz

o.

FUN

CIÓ

N C

OG

NO

SCIT

IVA

: Lo

s niñ

os e

n to

dos l

os n

ivel

es d

e de

sarr

ollo

del

leng

uaje

en

espa

ñol A

PLIC

AN e

l ent

endi

mie

nto

del b

uen

com

port

amie

nto

y la

cor

tesía

.


Niv

el d

e en

trad

a1

Niv

el d

e de

sarr

ollo

3N

ivel

de

tran

sfor

mac

ión

5

Repe

tir fr

ases

de

cort

esía

sigu

iend

o el

mod

elo

de u

n ad

ulto

o u

n ni

ño m

ayor

Ej. “

Por f

avor

” m

ient

ras i

ndic

a co

n un

ges

to q

ue

nece

sita

una

serv

illet

a

Expr

esar

fras

es c

omun

es d

e co

rtes

ía si

guie

ndo

mod

elos

de

com

pañe

ros

Ej. L

eche

, por

favo

r

Pedi

r cor

tésm

ente

lo q

ue n

eces

ita u

sand

o re

cord

ator

ios d

e ad

ulto

s seg

ún se

a ne

cesa

rio

Ej. ¿

Por f

avor

, me

pasa

s el k

etch

up?*

LEN

GU

AJE

TEM

ÁTIC

O:

Los n

iños

en

todo

s los

niv

eles

de

desa

rrol

lo d

el le

ngua

je in

tera

ctúa

n co

n ex

pres

ione

s y p

alab

ras a

prop

iada

s par

a su

eta

pa d

e de

sarr

ollo

infa

ntil

tale

s co

mo:

Por

favo

r, __

__.,

Gra

cias

por

___

_., C

on p

erm

iso _

___.

* Ej

empl

os d

e

tran

slen

guaj

e

EARL

Y LA

NG

UA

GE

DEV

ELO

PMEN

T A

ND

LIT

ERA

CY

34

CON

EXIÓ

N:

Dela

war

e Ear

ly Le

arni

ng F

ound

atio

ns (D

ELF)

; Dom

ain:

Lan

guag

e an

d Li

tera

cy O

lder

Tod

dler

(24-

36 M

onth

s); S

ub-D

omai

n: E

mer

gent

Lite

racy

(the

foun

datio

ns

of re

adin

g) L

L11:

Act

ivel

y pa

rtic

ipat

e an

d sh

ow a

ppre

ciat

ion

for b

ook

read

ing,

stor

y sh

arin

g an

d sin

ging

.

EJEM

PLO

DEL

CO

NTE

XTO

PA

RA

EL

USO

DEL

LEN

GU

AJE

: Lo

s niñ

os p

artic

ipan

en

activ

idad

es fa

mili

ares

de

lect

oesc

ritur

a.

FUN

CIÓ

N C

OG

NO

SCIT

IVA

: Lo

s niñ

os e

n to

dos l

os n

ivel

es d

e de

sarr

ollo

del

leng

uaje

en

espa

ñol A

NAL

IZAN

can

cion

es.


Niv

el d

e en

trad

a1

Niv

el d

e de

sarr

ollo

3N

ivel

de

tran

sfor

mac

ión

5

Iden

tifica

r can

cion

es fa

mili

ares

por

la m

elod

ía c

on

apoy

os g

ráfic

os e

inte

ract

ivos

Iden

tifica

r pal

abra

s en

canc

ione

s fam

iliar

es c

on

apoy

os g

ráfic

os e

inte

ract

ivos

Iden

tifica

r acc

ione

s men

cion

adas

en

canc

ione

s fa

mili

ares

con

apo

yos g

ráfic

os e

inte

ract

ivos

LEN

GU

AJE

TEM

ÁTIC

O:

Los n

iños

en

todo

s los

niv

eles

de

desa

rrol

lo d

el le

ngua

je in

tera

ctúa

n co

n ex

pres

ione

s y p

alab

ras a

prop

iada

s par

a su

eta

pa d

e de

sarr

ollo

infa

ntil

tale

s co

mo:

Bat

e, b

ate*

, arr

oz c

on le

che*

ESTÁ

ND

AR 2

DLT

E: E

l len

guaj

e de

des

arro

llo d

el id

iom

a y

alfa

betiz

ació

n te

mpr

ana

TEM

A: E

lem

ento

s del

cuen

to

EDA

D: 2

.5–3

.5

* Ej

empl

os

de e

lem

ento

s

cultu

rale

s

EARL

Y LA

NG

UA

GE

DEV

ELO

PMEN

T A

ND

LIT

ERA

CY

35

CON

EXIÓ

N:

Dist

rict o

f Col

umbi

a Ea

rly L

earn

ing

Stan

dard

s; D

omai

n 3:

Lan

guag

e an

d Li

tera

cy (L

L); S

tand

ard

3.II

.6: C

hild

ren

com

preh

end

storie

s and

oth

er te

xts.;

Pre

form

ance

In

dica

tor 1

: Eng

age

activ

ely

in re

ad-a

loud

act

iviti

es b

y as

king

que

stion

s, off

erin

g id

eas,

pred

ictin

g or

rete

lling

impo

rtan

t par

ts of

a st

ory

or in

form

atio

nal b

ook.

EJEM

PLO

DEL

CO

NTE

XTO

PA

RA

EL

USO

DEL

LEN

GU

AJE

: Lo

s niñ

os p

artic

ipan

en

activ

idad

es fa

mili

ares

de

lect

oesc

ritur

a.

FUN

CIÓ

N C

OG

NO

SCIT

IVA

: Lo

s niñ

os e

n to

dos n

ivel

es d

e de

sarr

ollo

del

leng

uaje

en

espa

ñol A

PLIC

AN su

con

ocim

ient

o de

los e

lem

ento

s del

cue

nto.


Niv

el d

e en

trad

a1

Niv

el d

e de

sarr

ollo

3N

ivel

de

tran

sfor

mac

ión

5

Reco

noce

r los

nom

bres

de

pers

onaj

es p

rinci

pale

s en

cue

ntos

con

ocid

os c

on a

poyo

de

adul

tos y

co

mpa

ñero

s

Iden

tifica

r pal

abra

s y fr

ases

rela

cion

adas

con

pe

rson

ajes

prin

cipa

les e

n cu

ento

s con

ocid

os c

on

apoy

o de

adu

ltos y

com

pañe

ros

Dist

ingu

ir de

scrip

cion

es d

e pe

rson

ajes

prin

cipa

les

en c

uent

os c

onoc

idos

con

apo

yo d

e ad

ulto

s y

com

pañe

ros

LEN

GU

AJE

TEM

ÁTIC

O:

Los n

iños

en

todo

s los

niv

eles

de

desa

rrol

lo d

el le

ngua

je in

tera

ctúa

n co

n ex

pres

ione

s y p

alab

ras a

prop

iada

s par

a su

eta

pa d

e de

sarr

ollo

infa

ntil

tale

s co

mo:

Hab

ía u

na v

ez__

_., p

erso

naje

, bos

que

EDA

D: 3

.5–4

.5

ESTÁ

ND

AR 2

DLT

E: E

l len

guaj

e de

des

arro

llo d

el id

iom

a y

alfa

betiz

ació

n te

mpr

ana

TEM

A: E

lem

ento

s del

cuen

to

EARL

Y LA

NG

UA

GE

DEV

ELO

PMEN

T A

ND

LIT

ERA

CY

36

CON

EXIÓ

N: N

ew Y

ork

Stat

e Ear

ly Le

arni

ng G

uide

lines;

Dom

ain

V: L

angu

age,

Com

mun

icat

ion

and

Lite

racy

; Sub

-dom

ain

B: R

ecep

tive V

ocab

ular

y (3

6-60

mon

ths)

; Ind

icat

or 1

: Re

spon

ds a

ppro

pria

tely

to a

requ

est (

e.g.

, “Br

ing

me

the

gree

n to

wel

.”)

EJEM

PLO

DEL

CO

NTE

XTO

PA

RA

EL

USO

DEL

LEN

GU

AJE

: Lo

s niñ

os p

artic

ipan

en

activ

idad

es h

abitu

ales

.

FUN

CIÓ

N C

OG

NO

SCIT

IVA

: Lo

s niñ

os e

n to

dos n

ivel

es d

e de

sarr

ollo

del

leng

uaje

en

espa

ñol R

ECO

NO

CEN

instr

ucci

ones

ora

les.


Niv

el d

e en

trad

a1

Niv

el d

e de

sarr

ollo

3N

ivel

de

tran

sfor

mac

ión

5

Segu

ir in

struc

cion

es d

e un

solo

pas

o re

laci

onad

as

a ac

tivid

ades

cot

idia

nas,

sigui

endo

mod

elos

de

adul

tos y

com

pañe

ros

Segu

ir in

struc

cion

es se

ncill

as re

laci

onad

as a

ac

tivid

ades

cot

idia

nas,

usan

do m

odel

os d

e ad

ulto

s y

apoy

os in

tera

ctiv

os

Segu

ir in

struc

cion

es re

laci

onad

as a

act

ivid

ades

co

tidia

nas u

sand

o m

odel

os d

e ad

ulto

s y a

poyo

s in

tera

ctiv

os

LEN

GU

AJE

TEM

ÁTIC

O:

Los n

iños

en

todo

s los

niv

eles

de

desa

rrol

lo d

el le

ngua

je in

tera

ctúa

n co

n ex

pres

ione

s y p

alab

ras a

prop

iada

s par

a su

eta

pa d

e de

sarr

ollo

infa

ntil

tale

s co

mo:

Mué

stram

e __

____

., Po

n el

/la _

____

__.,

prim

ero,

des

pués

, fina

lmen

te

ESTÁ

ND

AR 2

DLT

E: E

l len

guaj

e de

des

arro

llo d

el id

iom

a y

alfa

betiz

ació

n te

mpr

ana

TEM

A: I

nstr

ucci

ones

ora

les

EDA

D: 4

.5–5

.5

EARL

Y LA

NG

UA

GE

DEV

ELO

PMEN

T A

ND

LIT

ERA

CY

37

CON

EXIÓ

N: W

iscon

sin M

odel

Early

Lea

rnin

g St

anda

rds (

WM

ELS)

; Dom

ain

III:

Lang

uage

Dev

elop

men

t and

Com

mun

icat

ion;

Sub

Dom

ain

C: E

arly

Lite

racy

; EL.

3 Sh

ows

appr

ecia

tion

of b

ooks

and

und

ersta

nds h

ow p

rint w

orks

.

EJEM

PLO

DEL

CO

NTE

XTO

PA

RA

EL

USO

DEL

LEN

GU

AJE

: Lo

s niñ

os in

tera

ctúa

n co

n lib

ros c

onoc

idos

con

adu

ltos.

FUN

CIÓ

N C

OG

NO

SCIT

IVA

: Lo

s niñ

os e

n to

dos l

os n

ivel

es d

e de

sarr

ollo

del

leng

uaje

en

espa

ñol C

OM

PREN

DEN

cóm

o fu

ncio

na e

l tex

to im

pres

o.


Niv

el d

e en

trad

a1

Niv

el d

e de

sarr

ollo

3N

ivel

de

tran

sfor

mac

ión

5

Repe

tir lo

s títu

los d

e lib

ros c

onoc

idos

usa

ndo

apoy

os v

isual

es e

inte

ract

ivos

Nom

brar

pal

abra

s rel

acio

nada

s con

los t

ítulo

s de

libr

os c

onoc

idos

usa

ndo

apoy

os v

isual

es e

in

tera

ctiv

os c

on a

dulto

s

Nom

bras

los t

ítulo

s de

libro

s con

ocid

os u

sand

o ap

oyos

visu

ales

e in

tera

ctiv

os c

on a

dulto

s

LEN

GU

AJE

TEM

ÁTIC

O:

Los n

iños

en

todo

s los

niv

eles

de

desa

rrol

lo d

el le

ngua

je in

tera

ctúa

n co

n ex

pres

ione

s y p

alab

ras a

prop

iada

s par

a su

eta

pa d

e de

sarr

ollo

infa

ntil

tale

s co

mo:

libr

os, c

uent

o, tí

tulo

EDA

D: 2

.5–3

.5

ESTÁ

ND

AR 2

DLT

E: E

l len

guaj

e de

des

arro

llo d

el id

iom

a y

alfa

betiz

ació

n te

mpr

ana

TEM

A: C

once

ptos

de

impr

enta

EARL

Y LA

NG

UA

GE

DEV

ELO

PMEN

T A

ND

LIT

ERA

CY

38

EDA

D: 3

.5–4

.5

CON

EXIÓ

N: N

ew Je

rsey B

irth

to Th

ree E

arly

Lear

ning

Sta

ndar

ds; D

omai

n II

I: La

ngua

ge D

evel

opm

ent a

nd C

omm

unic

atio

n; C

ompo

nent

: Em

erge

nt L

itera

cy; I

ndic

ator

: Dev

elop

s in

tere

st in

and

invo

lvem

ent w

ith b

ooks

and

oth

er p

rint m

ater

ials.

EJEM

PLO

DEL

CO

NTE

XTO

PA

RA

EL

USO

DEL

LEN

GU

AJE

: Lo

s niñ

os p

latic

an so

bre

cuen

tos e

hist

oria

s con

ocid

as.

FUN

CIÓ

N C

OG

NO

SCIT

IVA

: Lo

s niñ

os e

n to

dos l

os n

ivel

es d

e de

sarr

ollo

del

leng

uaje

en

espa

ñol E

VALU

AN c

uent

os c

onoc

idos

.


Niv

el d

e en

trad

a1

Niv

el d

e de

sarr

ollo

3N

ivel

de

tran

sfor

mac

ión

5

Repe

tir e

lem

ento

s aisl

ados

de

cuen

tos c

onoc

idos

us

ando

apo

yos v

isual

es y

con

ayu

da d

e ad

ulto

s

Ej. E

l per

rito

Men

cion

ar e

lem

ento

s de

cuen

tos c

onoc

idos

usa

ndo

apoy

os v

isual

es y

con

ayu

da d

e ad

ulto

s

Ej. M

e gu

sta e

l pup

py.

Des

crib

ir el

emen

tos d

e cu

ento

s con

ocid

os u

sand

o ap

oyos

visu

ales

y c

on a

yuda

de

adul

tos

Ej. Y

o gu

sta*

perr

o ne

gro

y gr

ande

.

LEN

GU

AJE

TEM

ÁTIC

O:

Los n

iños

en

todo

s los

niv

eles

de

desa

rrol

lo d

el le

ngua

je in

tera

ctúa

n co

n ex

pres

ione

s y p

alab

ras a

prop

iada

s par

a su

eta

pa d

e de

sarr

ollo

infa

ntil

tale

s co

mo:

Me

gusta

___

., N

o m

e gu

sta _

__.,

Él/e

lla e

s mi f

avor

ito(a

).

ESTÁ

ND

AR 2

DLT

E: E

l len

guaj

e de

des

arro

llo d

el id

iom

a y

alfa

betiz

ació

n te

mpr

ana

TEM

A: E

lem

ento

s del

cuen

to

* Ej

empl

os d

e

tran

slen

guaj

e

EARL

Y LA

NG

UA

GE

DEV

ELO

PMEN

T A

ND

LIT

ERA

CY

39

CON

EXIÓ

N: N

evad

a Pr

eKin

derg

arte

n St

anda

rds;

Lang

uage

; Con

tent

Sta

ndar

d: 3

.0: L

itera

cy T

ext;

Prek

inde

rgar

ten

Indi

cato

r: PK

.1: R

etel

l a st

ory

with

the

aid

of p

ictu

res,

prop

s or

a b

ook.

EJEM

PLO

DEL

CO

NTE

XTO

PA

RA

EL

USO

DEL

LEN

GU

AJE

: Lo

s niñ

os v

uelv

en a

con

tar u

n cu

ento

con

ocid

o co

n un

com

pañe

ro.

FUN

CIÓ

N C

OG

NO

SCIT

IVA

: Lo

s niñ

os e

n to

dos l

os n

ivel

es d

e de

sarr

ollo

del

leng

uaje

en

espa

ñol A

PLIC

AN su

ent

endi

mie

nto

de c

uent

os c

onoc

idos

.


Niv

el d

e en

trad

a1

Niv

el d

e de

sarr

ollo

3N

ivel

de

tran

sfor

mac

ión

5

Nom

brar

per

sona

jes y

eve

ntos

prin

cipa

les d

e cu

ento

s usa

ndo

ilustr

acio

nes y

apo

yos i

nter

activ

osD

escr

ibir

pers

onaj

es y

eve

ntos

prin

cipa

les d

e cu

ento

s usa

ndo

ilustr

acio

nes y

apo

yos i

nter

activ

osD

escr

ibir

pers

onaj

es y

eve

ntos

prin

cipa

les d

e cu

ento

s usa

ndo

ilustr

acio

nes y

apo

yos i

nter

activ

os

LEN

GU

AJE

TEM

ÁTIC

O:

Los n

iños

en

todo

s los

niv

eles

de

desa

rrol

lo d

el le

ngua

je in

tera

ctúa

n co

n ex

pres

ione

s y p

alab

ras a

prop

iada

s par

a su

eta

pa d

e de

sarr

ollo

infa

ntil

tale

s co

mo:

nar

rar,

cont

ar, p

erso

naje

, prim

eros

, al fi

n

EDA

D: 4

.5–5

.5

ESTÁ

ND

AR 2

DLT

E: E

l len

guaj

e de

des

arro

llo d

el id

iom

a y

alfa

betiz

ació

n te

mpr

ana

TEM

A: E

lem

ento

s del

cuen

to

MAT

HEM

ATIC

S40

CON

EXIÓ

N: G

eorg

ia E

arly

Lear

ning

and

Dev

elopm

ent S

tand

ards

(GEL

DS)

; Dom

ain:

Cog

nitiv

e D

evel

opm

ent a

nd G

ener

al K

now

ledg

e; S

ubdo

mai

n: M

ath;

Str

and

3: G

eom

etry

an

d Sp

atia

l Thin

king

; CD

-MA6

: The

child

will

exp

lore

, rec

ogni

ze a

nd d

escr

ibe

shap

es a

nd sh

ape

conc

epts.

EJEM

PLO

DEL

CO

NTE

XTO

PA

RA

EL

USO

DEL

LEN

GU

AJE

: Lo

s niñ

os ju

egan

y c

ateg

oriza

n fig

uras

de

dive

rsos

mat

eria

les.

FUN

CIÓ

N C

OG

NO

SCIT

IVA

: Lo

s niñ

os e

n to

dos l

os n

ivel

es d

e de

sarr

ollo

del

leng

uaje

en

espa

ñol A

NAL

IZAN

obj

etos

de

acue

rdo

a su

s car

acte

rístic

as.


Niv

el d

e en

trad

a1

Niv

el d

e de

sarr

ollo

3N

ivel

de

tran

sfor

mac

ión

5

Cla

sifica

r figu

ras g

eom

étric

as si

mila

res y

dife

rent

es

de a

cuer

do a

pal

abra

s, fra

ses y

apo

yos v

isual

esC

lasifi

car fi

gura

s geo

mét

ricas

sim

ilare

s y d

ifere

ntes

de

acu

erdo

a la

s ins

truc

cion

es o

rale

s sim

ples

y

apoy

os v

isual

es

Cla

sifica

r figu

ras g

eom

étric

as si

mila

res y

dife

rene

tes

de a

cuer

do a

las i

nstr

ucci

ones

ora

les d

e ad

ulto

s o

com

pañe

ros

LEN

GU

AJE

TEM

ÁTIC

O:

Los n

iños

en

todo

s los

niv

eles

de

desa

rrol

lo d

el le

ngua

je in

tera

ctúa

n co

n ex

pres

ione

s y p

alab

ras a

prop

iada

s par

a su

eta

pa d

e de

sarr

ollo

infa

ntil

tale

s co

mo:

Aqu

í no.

, Aqu

í sí.,

Éste

no.

, Éste

sí.,

Pon

el c

ircul

o aq

uí.

ESTÁ

ND

AR

3 D

LTE:

El l

engu

aje

de la

s m

atem

átic

as

TEM

A:

Figu

ras

geom

étri

cas

EDA

D: 2

.5–3

.5

MAT

HEM

ATIC

S41

CON

EXIÓ

N: N

evad

a Pr

eKin

derg

arte

n St

anda

rds;

Mat

hem

atics

; Con

tent

Sta

ndar

d 4.

0: S

patia

l Rel

atio

nshi

ps, G

eom

etry

and

Log

ic; P

reK

inde

rgar

ten

Indi

cato

r: 4.

PK.1

a Id

entif

y ci

rcle

s, tr

iang

les,

and

squa

res.

EJEM

PLO

DEL

CO

NTE

XTO

PA

RA

EL

USO

DEL

LEN

GU

AJE

: Lo

s niñ

os c

rean

estr

uctu

ras c

on b

loqu

es g

eom

étric

os e

inte

ract

úan

con

com

pañe

ros e

n gr

upos

peq

ueño

s.

FUN

CIÓ

N C

OG

NO

SCIT

IVA

: Lo

s niñ

os e

n to

dos l

os n

ivel

es d

e de

sarr

ollo

del

leng

uaje

en

espa

ñol A

PLIC

AN su

con

ocim

ient

o de

man

ipul

ació

n de

blo

ques

.


Niv

el d

e en

trad

a1

Niv

el d

e de

sarr

ollo

3N

ivel

de

tran

sfor

mac

ión

5

Iden

tifica

r las

figu

ras g

eom

étric

as se

gún

preg

unta

s or

ales

sim

ples

con

apo

yos v

isual

es

Ej. ¿

Triá

ngul

o? ¿D

ónde

está

el t

riáng

ulo?

Iden

tifica

r figu

ras g

eom

étric

as se

gún

frase

s im

pera

tivas

con

apo

yos v

isual

es

Ej. B

usca

un

círc

ulo.

Iden

tifica

r figu

ras g

eom

étric

as se

gún

desc

ripci

ones

or

ales

con

apo

yos v

isual

es

Ej. M

uéstr

ame

el c

uadr

ado

verd

e.

LEN

GU

AJE

TEM

ÁTIC

O:

Los n

iños

en

todo

s los

niv

eles

de

desa

rrol

lo d

el le

ngua

je in

tera

ctúa

n co

n ex

pres

ione

s y p

alab

ras a

prop

iada

s par

a su

eta

pa d

e de

sarr

ollo

infa

ntil

tale

s co

mo:

Éso

es u

n __

___.

, círc

ulo,

cua

drad

ro, t

riáng

ulo,

rect

ángu

lo

EDA

D: 3

.5–4

.5

ESTÁ

ND

AR

3 D

LTE:

El l

engu

aje

de la

s m

atem

átic

as

TEM

A: F

igur

as g

eom

étri

cas

MAT

HEM

ATIC

S42

CON

EXIÓ

N: S

tate

of A

lask

a Ea

rly L

earn

ing

Gui

delin

es; D

omai

n 4:

Cog

nitio

n an

d G

ener

al D

evel

opm

ent;

Sub

Dom

ain:

Mat

hem

atic

s and

Num

erac

y: P

rope

rtie

s of O

rder

ing;

G

oal 4

0: C

hild

ren

sort

, cla

ssify

, and

org

anize

obj

ects;

60

mon

ths t

o K

inde

rgar

ten

entr

y: R

ecog

nize

s, de

scrib

es, d

uplic

ates

, and

ext

ends

a tw

o-pa

rt p

atte

rn (e

.g.,

A/B,

circ

le/

squa

re).

CON

EXIÓ

N C

ON

KIN

DER

: Col

orad

o Ac

adem

ic St

anda

rds i

n M

athe

mat

ics; C

onte

nt A

rea:

Mat

hem

atic

s; St

anda

rd: 1

: Num

ber S

ense

, Pro

pert

ies a

nd O

pera

tions

EJEM

PLO

DEL

CO

NTE

XTO

PA

RA

EL

USO

DEL

LEN

GU

AJE

: Lo

s niñ

os p

latic

an so

bre

cuen

tos e

hist

oria

s con

ocid

as.

FUN

CIÓ

N C

OG

NO

SCIT

IVA

: Lo

s niñ

os c

rean

serie

s y p

atro

nes u

tiliza

ndo

figur

as g

eom

étric

as.


Niv

el d

e en

trad

a1

Niv

el d

e de

sarr

ollo

3N

ivel

de

tran

sfor

mac

ión

5

Recr

ear u

na se

rie d

e ac

uerd

o a

instr

ucci

ones

ora

les

de u

n so

lo p

aso

prov

istas

por

adu

ltos y

con

la a

yuda

de

mat

eria

les v

isual

es

Ej. U

n tr

iáng

ulo/

Un

cuad

rado

/ Un

triá

ngul

o/ e

tc.

Cre

ar u

na se

rie d

e ac

uerd

o a

desc

ripci

ones

ora

les y

co

n la

ayu

da d

e m

ater

iale

s visu

ales

Ej. U

n cí

rcul

o gr

ande

/ Un

triá

ngul

o pe

queñ

o

Cre

ar u

na se

rie si

guie

ndo

las i

nstr

ucci

ones

ora

les d

e un

adu

lto y

con

la a

yuda

de

mat

eria

les v

isual

es

Ej. P

rimer

o un

cua

drad

o gr

ande

, lue

go u

n cu

adra

do p

eque

ño

LEN

GU

AJE

TEM

ÁTIC

O:

Los n

iños

en

todo

s los

niv

eles

de

desa

rrol

lo d

el le

ngua

je in

tera

ctúa

n co

n ex

pres

ione

s y p

alab

ras a

prop

iada

s par

a su

eta

pa d

e de

sarr

ollo

infa

ntil

tale

s co

mo:

Aho

ra v

a___

____

., Es

te v

a___

___.

, Prim

ero_

____

_., L

uego

____

___.

ESTÁ

ND

AR

3 D

LTE:

El l

engu

aje

de la

s m

atem

átic

as

TEM

A:

Seri

es/P

atro

nes

EDA

D: 4

.5–5

.5

MAT

HEM

ATIC

S43

CON

EXIÓ

N: H

ead

Star

t Chi

ld D

evelo

pmen

t and

Ear

ly Le

arni

ng F

ram

ewor

k; D

omai

n: M

athe

mat

ics K

now

ledg

e &

Ski

lls; D

omai

n El

emen

t: G

eom

etry

& S

patia

l Sen

se: Th

e un

ders

tand

ing

of sh

apes

, the

ir pr

oper

ties,

and

how

obj

ects

are

rela

ted

to o

ne a

noth

er; E

xam

ple:

Rec

ogni

zes a

nd n

ames

com

mon

shap

es, t

heir

part

s, an

d at

trib

utes

.

EJEM

PLO

DEL

CO

NTE

XTO

PA

RA

EL

USO

DEL

LEN

GU

AJE

: Lo

s niñ

os c

rean

art

e co

n fig

uras

geo

mét

ricas

e in

tera

ctúa

n co

n su

s com

pañe

ros.

FUN

CIÓ

N C

OG

NO

SCIT

IVA

: Lo

s niñ

os e

n to

dos n

ivel

es d

e de

sarr

ollo

del

leng

uaje

en

espa

ñol A

PLIC

AN su

con

ocim

ient

o de

las fi

gura

s geo

mét

ricas

.


Niv

el d

e en

trad

a1

Niv

el d

e de

sarr

ollo

3N

ivel

de

tran

sfor

mac

ión

5

Repe

tir n

ombr

es o

car

acte

ristic

as d

e fig

uras

ge

omét

ricas

segú

n ge

stos e

instr

ucci

ones

ora

les

dada

s por

un

adul

to

Resp

onde

r a p

regu

ntas

sobr

e no

mbr

es o

ca

ract

eríst

icas

de

figur

as g

eom

étric

as si

guie

ndo

mod

elos

de

adul

tos o

com

pañe

ros

Des

crib

ir la

s car

acte

rístic

as d

e fig

uras

geo

mét

ricas

co

n ap

oyos

de

man

ipul

ativ

os y

visu

ales

LEN

GU

AJE

TEM

ÁTIC

O:

Los n

iños

en

todo

s los

niv

eles

de

desa

rrol

lo d

el le

ngua

je in

tera

ctúa

n co

n ex

pres

ione

s y p

alab

ras a

prop

iada

s par

a su

eta

pa d

e de

sarr

ollo

infa

ntil

tale

s co

mo:

el c

írcul

o, e

l cua

drad

ro, e

l triá

ngul

o, m

ío, E

s un_

____

____

., Te

ngo/

Tien

e __

____

_.

EDA

D: 2

.5–3

.5

ESTÁ

ND

AR

3 D

LTE:

El l

engu

aje

de la

s m

atem

átic

as

TEM

A:

Figu

ras

geom

étri

cas

MAT

HEM

ATIC

S44

EDA

D: 3

.5–4

.5

CON

EXIÓ

N: N

orth

Car

olin

a Fo

unda

tions

for E

arly

Lear

ning

and

Dev

elopm

ent;

Cog

nitiv

e D

evel

opm

ent (

CD

); M

athe

mat

ical

Thin

king

and

Exp

ress

ion;

Goa

l CD

-11:

Chi

ldre

n co

mpa

re, s

ort,

grou

p, o

rgan

ize a

nd m

easu

re o

bjec

ts an

d cr

eate

pat

tern

s in

thei

r eve

ryda

y en

viro

nmen

t.; C

D-1

1n: D

irect

ly c

ompa

re m

ore

than

two

obje

cts b

y siz

e, le

ngth

, or

wei

ght.

(“Th

at ro

ck is

hea

vier

than

thes

e ot

hers

; I c

an’t

lift i

t.” L

ook

at th

ree

strin

gs th

at a

re d

iffer

ent l

engt

hs a

nd se

lect

the

long

est s

trin

g).

EJEM

PLO

DEL

CO

NTE

XTO

PA

RA

EL

USO

DEL

LEN

GU

AJE

: Lo

s niñ

os c

lasifi

can

obje

tos g

eom

étric

os e

inte

ract

úan

con

sus c

ompa

ñero

s en

los c

entro

s de

apre

ndiza

je o

en

casa

. FUN

CIÓ

N C

OG

NO

SCIT

IVA

: Lo

s niñ

os e

n to

dos n

ivel

es d

e de

sarr

ollo

del

leng

uaje

en

espa

ñol A

NAL

IZAN

las c

arac

terís

ticas

de

las fi

gura

s geo

mét

ricas

.


Niv

el d

e en

trad

a1

Niv

el d

e de

sarr

ollo

3N

ivel

de

tran

sfor

mac

ión

5

Repe

tir in

form

ació

n so

bre

figur

as g

eom

étric

as

mie

ntra

s las

col

oca

en o

rgan

izado

res g

ráfic

os c

on e

l ap

oyo

de a

dulto

s

Des

crib

ir in

form

ació

n so

bre

figur

as g

eom

étric

as

mie

ntra

s las

col

oca

en o

rgan

izado

res g

ráfic

os c

on e

l ap

oyo

de c

ompa

ñero

s o a

dulto

s

Prov

eer d

etal

les s

obre

figu

ras g

eom

étric

as m

ient

ras

las c

oloc

a en

org

aniza

dore

s grá

ficos

con

el a

poyo

de

com

pañe

ros

LEN

GU

AJE

TEM

ÁTIC

O:

Los n

iños

en

todo

s los

niv

eles

de

desa

rrol

lo d

el le

ngua

je in

tera

ctúa

n co

n ex

pres

ione

s y p

alab

ras a

prop

iada

s par

a su

eta

pa d

e de

sarr

ollo

infa

ntil

tale

s co

mo:

el c

írcul

o, e

l cua

drad

ro, e

l triá

ngul

o, m

ío/s

uyo,

Es/

No

es__

____

___.

, Ten

go/T

iene

s/Ti

ene

____

___.

ESTÁ

ND

AR

3 D

LTE:

El l

engu

aje

de la

s m

atem

átic

as

TEM

A:

Hac

er c

ompa

raci

ones

MAT

HEM

ATIC

S45

CON

EXIÓ

N: T

exas

Pre

kind

erga

rten

Gui

delin

es; S

kill

Dom

ain

V: M

athe

mat

ics;

Sub-

dom

ain

C: G

eom

etry

and

Spa

tial S

ense

Ski

lls; C

hild

man

ipul

ates

shap

es u

sing

fine

and

gros

s m

otor

skill

s. V.

C.2

: Chi

ld c

reat

es sh

apes

.

CON

EXIÓ

N C

ON

KIN

DER

: New

Mex

ico E

arly

Lear

ning

Gui

delin

es; D

omai

n: L

itera

cy; O

utco

me

10: Th

e ch

ild d

emon

strat

es u

nder

stand

ing

of g

eom

etric

al a

nd sp

atia

l con

cept

s.;

Indi

cato

r 10.

1: R

ecog

nize

s, na

mes

, des

crib

es, c

ompa

res,

and

crea

tes f

amili

ar sh

apes

.; K

inde

rgar

ten

(5-Y

ear-

Old

) Rub

rics,

Mak

ing

Prog

ress

: Des

crib

es, i

dent

ifies

, mod

els,

draw

s, an

d/ o

r cre

ates

com

mon

two-

dim

ensio

nal g

eom

etric

obj

ects

with

incr

easin

g ac

cura

cy (e

xam

ple:

circ

le, t

riang

le, s

quar

e, re

ctan

gle,

ova

l, rh

ombu

s).

EJEM

PLO

DEL

CO

NTE

XTO

PA

RA

EL

USO

DEL

LEN

GU

AJE

: Lo

s niñ

os c

rean

y c

ompa

rten

dib

ujos

con

var

ios m

ater

iale

s.

FUN

CIÓ

N C

OG

NO

SCIT

IVA

: Lo

s niñ

os e

n to

dos n

ivel

es d

e de

sarr

ollo

del

leng

uaje

en

espa

ñol A

PLIC

AN su

con

ocim

ient

o de

las c

arac

terís

ticas

de

las fi

gura

s geo

mét

ricas

.


Niv

el d

e en

trad

a1

Niv

el d

e de

sarr

ollo

3N

ivel

de

tran

sfor

mac

ión

5

Nom

brar

info

rmac

ión

sobr

e di

fere

ntes

figu

ras

geom

étric

as c

on a

poyo

de

com

pañe

ros o

adu

ltos

Ej. e

l círc

ulo,

el c

uadr

o, e

l red

ondo

Des

crib

ir in

form

ació

n so

bre

dife

rent

es fi

gura

s ge

omét

ricas

con

apo

yo d

e co

mpa

ñero

s y a

dulto

s

Ej. M

ine

is a

círc

ulo.

Yo

tiene

4 la

dos.

Com

para

r inf

orm

ació

n so

bre

dife

rent

es fi

gura

s ge

omét

ricas

sigu

iend

o m

odel

os d

e co

mpa

ñero

s

Ej. U

n tr

iáng

ulo

sobr

e un

cua

drad

o es

una

cas

a. T

u tie

nes u

n lit

tle c

írcul

o en

el c

arro

LEN

GU

AJE

TEM

ÁTIC

O:

Los n

iños

en

todo

s los

niv

eles

de

desa

rrol

lo d

el le

ngua

je in

tera

ctúa

n co

n ex

pres

ione

s y p

alab

ras a

prop

iada

s par

a su

eta

pa d

e de

sarr

ollo

infa

ntil

tale

s co

mo:

el c

írcul

o, e

l cua

drad

ro, e

l triá

ngul

o. m

ío/tu

yo. m

ás

EDA

D: 4

.5–5

.5

ESTÁ

ND

AR

3 D

LTE:

El l

engu

aje

de la

s m

atem

átic

as

TEM

A:

Figu

ras

geom

étri

cas,

Hac

er c

ompa

raci

ones

SCIE

NCE

46

CON

EXIÓ

N: N

ew M

exico

Ear

ly Le

arni

ng G

uidl

eines:

Birt

h th

roug

h Ki

nder

gart

en E

ssent

ial I

ndica

tors;

Dom

ain:

Sci

entifi

c C

once

ptua

l Und

ersta

ndin

gs; O

utco

me

#14:

The

child

us

es th

e sc

ient

ific

met

hod

to in

vesti

gate

the

phys

ical

and

nat

ural

wor

lds a

nd to

hyp

othe

size

and

mak

e pr

edic

tions

.; In

dica

tor 1

4.1

(Ess

entia

l Ind

icat

or #

14):

Use

s sen

ses t

o in

vesti

gate

cha

ract

erist

ics a

nd b

ehav

iors

in th

e ph

ysic

al a

nd n

atur

al w

orld

s and

beg

ins t

o fo

rm e

xpla

natio

ns o

f obs

erva

tions

and

exp

lora

tions

.

EJEM

PLO

DEL

CO

NTE

XTO

PA

RA

EL

USO

DEL

LEN

GU

AJE

: Lo

s niñ

os ju

egan

, exp

erim

enta

n y

obse

rvan

el c

ompo

rtam

ient

o de

líqu

idos

.

FUN

CIÓ

N C

OG

NO

SCIT

IVA

: Lo

s niñ

os e

n to

dos l

os n

ivel

es d

e de

sarr

ollo

del

leng

uaje

en

espa

ñol A

PLIC

AN su

s con

ocim

ient

os d

e in

vesti

gaci

ones

cie

ntífi

cas.


Niv

el d

e en

trad

a1

Niv

el d

e de

sarr

ollo

3N

ivel

de

tran

sfor

mac

ión

5

Segu

ir in

struc

cion

es o

rale

s pro

vista

s ace

rca

de u

n in

vesti

gaci

on a

trav

és d

e ac

cion

es y

pal

abra

s aisl

adas

sig

uien

do m

odel

os d

e ad

ulto

s

Ej. A

gua.

Aqu

í.

Segu

ir in

struc

cion

es o

rale

s sen

cilla

s y d

e un

so

lo p

aso

acer

ca d

e un

inve

stiga

cion

segú

n lo

de

mue

stran

adu

ltos

Ej. E

cha

el a

ceite

.

Segu

ir in

struc

cion

es o

rale

s sen

cilla

s con

det

alle

s ac

erca

de

un in

vesti

gaci

on c

on e

l apo

yo d

e ad

ulto

s

Ej. P

rimer

o ec

ha e

l agu

a en

el b

ote

azul

.

LEN

GU

AJE

TEM

ÁTIC

O:

Los n

iños

en

todo

s los

niv

eles

de

desa

rrol

lo d

el le

ngua

je in

tera

ctúa

n co

n ex

pres

ione

s y p

alab

ras a

prop

iada

s par

a su

eta

pa d

e de

sarr

ollo

infa

ntil

tale

s co

mo:

ech

ar, l

íqui

do, b

ote,

Bus

ca _

____

_., P

on _

____

___.

ESTÁ

ND

AR

4 D

LTE:

El L

engu

aje

de la

s ci

enci

as

TEM

A:

Obs

erva

ción

cie

ntífi

ca e

inve

stig

ació

n

EDA

D: 2

.5–3

.5

SCIE

NCE

47

CON

EXIÓ

N: N

ew M

exico

Ear

ly Le

arni

ng G

uidl

eines:

Birt

h th

roug

h Ki

nder

gart

en E

ssent

ial I

ndica

tors;

Dom

ain:

Sci

entifi

c C

once

ptua

l Und

ersta

ndin

gs; O

utco

me

#14:

The

child

us

es th

e sc

ient

ific

met

hod

to in

vesti

gate

the

phys

ical

and

nat

ural

wor

lds a

nd to

hyp

othe

size

and

mak

e pr

edic

tions

.; In

dica

tor 1

4.1

(Ess

entia

l Ind

icat

or #

14):

Use

s sen

ses t

o in

vesti

gate

cha

ract

erist

ics a

nd b

ehav

iors

in th

e ph

ysic

al a

nd n

atur

al w

orld

s and

beg

ins t

o fo

rm e

xpla

natio

ns o

f obs

erva

tions

and

exp

lora

tions

.

EJEM

PLO

DEL

CO

NTE

XTO

PA

RA

EL

USO

DEL

LEN

GU

AJE

: Lo

s niñ

os ju

egan

, exp

erim

enta

n y

obse

rvan

el c

ompo

rtam

ient

o de

líqu

idos

.

FUN

CIÓ

N C

OG

NO

SCIT

IVA

: Lo

s niñ

os e

n to

dos l

os n

ivel

es d

e de

sarr

ollo

del

leng

uaje

en

espa

ñol A

NAL

IZAN

obj

etos

en

inve

stiga

cion

es c

ient

ífica

s seg

ún su

s de

scrip

cion

es.


Niv

el d

e en

trad

a1

Niv

el d

e de

sarr

ollo

3N

ivel

de

tran

sfor

mac

ión

5

Iden

tifica

r obj

etos

segú

n su

s car

acte

rístic

as

prop

orci

onad

as p

or a

dulto

s con

apo

yos v

isual

esId

entifi

car o

bjet

os se

gún

desc

ripci

ones

pr

opor

cion

adas

por

adu

ltos y

apo

yos v

isual

esId

entifi

car o

bjet

os se

gún

desc

ripci

ones

det

alla

das o

pr

egun

tas p

ropo

rcio

nada

s por

adu

ltos

LEN

GU

AJE

TEM

ÁTIC

O:

Los n

iños

en

todo

s los

niv

eles

de

desa

rrol

lo d

el le

ngua

je in

tera

ctúa

n co

n ex

pres

ione

s y p

alab

ras a

prop

iada

s par

a su

eta

pa d

e de

sarr

ollo

infa

ntil

tale

s co

mo:

más

, men

os, m

ucho

, gra

nde,

peq

ueño

, El/L

a __

____

tiene

más

/men

os q

ue e

l/la

____

____

.

EDA

D: 3

.5–4

.5

ESTÁ

ND

AR

4 D

LTE:

El L

engu

aje

de la

s ci

enci

as

TEM

A:

Obs

erva

ción

cie

ntífi

ca e

inve

stig

ació

n

SCIE

NCE

48

CON

EXIÓ

N: M

assa

chus

etts

Gui

delin

e for

Pre

schoo

l Lea

rnin

g Ex

perie

nce;

Dom

ain:

Sci

ence

and

Tec

hnol

ogy/

Engi

neer

ing;

Sub

-Dom

ain:

The

Phys

ical

Sci

ence

s; Le

arni

ng G

uidl

ine

19: E

xplo

re, d

escr

ibe,

and

com

pare

the

prop

ertie

s of l

iqui

ds a

nd so

lids f

ound

in c

hild

ren’s

dai

ly e

nviro

nmen

t.

CON

EXIÓ

N C

ON

KIN

DER

: The A

lignm

ent o

f the

Cal

iforn

ia P

resch

ool L

earn

ing

Foun

datio

ns w

ith K

ey E

arly

Educ

atio

n Re

sour

ces;

Stra

nd: S

cien

tific

Inqu

iry; 2

.0 D

ocum

enta

tion

and

Com

mun

icat

ion;

2.2

(At a

roun

d 60

mon

ths)

Sha

re fi

ndin

gs a

nd e

xpla

natio

ns, w

hich

may

be

corr

ect o

r inc

orre

ct, m

ore

spon

tane

ously

and

with

gre

ater

det

ail.

EJEM

PLO

DEL

CO

NTE

XTO

PA

RA

EL

USO

DEL

LEN

GU

AJE

: Lo

s niñ

os c

lasifi

can

obje

tos g

eom

étric

os e

inte

ract

úan

con

sus c

ompa

ñero

s en

los c

entro

s de

apre

ndiza

je o

en

casa

. FUN

CIÓ

N C

OG

NO

SCIT

IVA

: Lo

s niñ

os ju

egan

, exp

erim

enta

n y

obse

rvan

el c

ompo

rtam

ient

o de

dife

rent

es m

ater

iale

s.


Niv

el d

e en

trad

a1

Niv

el d

e de

sarr

ollo

3N

ivel

de

tran

sfor

mac

ión

5

Iden

tifica

r dist

into

s mat

eria

les s

egún

pal

abra

s o

frase

s que

des

crib

en su

com

port

amie

nto

Iden

tifica

r dist

into

s mat

eria

les s

egún

dec

lara

cion

es

sobr

e su

com

port

amie

nto

Iden

tifica

r dist

into

s mat

eria

les s

egún

des

crip

cion

es

de su

com

port

amie

nto

LEN

GU

AJE

TEM

ÁTIC

O:

Los n

iños

en

todo

s los

niv

eles

de

desa

rrol

lo d

el le

ngua

je in

tera

ctúa

n co

n ex

pres

ione

s y p

alab

ras a

prop

iada

s par

a su

eta

pa d

e de

sarr

ollo

infa

ntil

tale

s co

mo:

pro

pied

ades

(Es _

____

_ [s

uave

, dur

o, m

ojad

o].),

Mué

stram

e __

____

____

.

ESTÁ

ND

AR

4 D

LTE:

El L

engu

aje

de la

s ci

enci

as

TEM

A:

Obs

erva

ción

cie

ntífi

ca e

inve

stig

ació

n

EDA

D: 4

.5–5

.5

SCIE

NCE

49

CON

EXIÓ

N: I

llino

is Ea

rly L

earn

ing

and

Dev

elopm

ent S

tand

ards

; Dom

ain:

Sci

ence

; Goa

l 12:

Exp

lore

con

cept

s and

info

rmat

ion

abou

t the

phy

sical

, ear

th, a

nd li

fe sc

ienc

es;

Lear

ning

Sta

ndar

d 12

.B: U

nder

stand

that

livi

ng th

ings

rely

on

the

envi

ronm

ent a

nd/o

r oth

ers t

o liv

e an

d gr

ow.;

Pres

choo

l Ben

chm

arks

: 12.

B.EC

a D

escr

ibe

and

com

pare

bas

ic

need

s of l

ivin

g th

ings

.

EJEM

PLO

DEL

CO

NTE

XTO

PA

RA

EL

USO

DEL

LEN

GU

AJE

: Lo

s niñ

os e

xper

imen

tan

y ob

serv

an e

l com

port

amie

nto

de se

res v

ivos

.

FUN

CIÓ

N C

OG

NO

SCIT

IVA

: Lo

s niñ

os e

n to

dos l

os n

ivel

es d

e de

sarr

ollo

del

leng

uaje

en

espa

ñol A

NAL

IZAN

lo q

ue n

eces

itan

los s

eres

viv

os p

ara

vivi

r.


Niv

el d

e en

trad

a1

Niv

el d

e de

sarr

ollo

3N

ivel

de

tran

sfor

mac

ión

5

Repe

tir p

alab

ras c

lave

s ace

rca

de la

s nec

esid

ades

de

los s

eres

viv

os c

on a

poyo

s visu

ales

y m

odel

osM

enci

onar

las n

eces

idad

es d

e lo

s ser

es v

ivos

con

ap

oyos

visu

ales

y m

odel

osD

escr

ibir

las n

eces

idad

es d

e lo

s ser

es v

ivos

con

ap

oyos

visu

ales

y m

odel

os

LEN

GU

AJE

TEM

ÁTIC

O:

Los n

iños

en

todo

s los

niv

eles

de

desa

rrol

lo d

el le

ngua

je in

tera

ctúa

n co

n ex

pres

ione

s y p

alab

ras a

prop

iada

s par

a su

eta

pa d

e de

sarr

ollo

infa

ntil

tale

s co

mo:

Pon

go__

____

_., D

ame_

____

__.,

Qui

ero_

____

___.

, agu

a, p

lant

a, c

rece

r, tie

rra,

luz,

sol,

bebe

r, cu

idar

EDA

D: 2

.5–3

.5

ESTÁ

ND

AR

4 D

LTE:

El L

engu

aje

de la

s ci

enci

as

TEM

A:

El m

edio

am

bien

te n

atur

al

SCIE

NCE

50

CON

EXIÓ

N: K

entu

cky E

arly

child

hood

Sta

ndar

ds; S

ectio

n IV

; Dev

elop

men

tal A

rea:

Sci

ence

; Sci

ence

Sta

ndar

d 1:

Dem

onstr

ates

scie

ntifi

c w

ays o

f thi

nkin

g an

d w

orki

ng (w

ith

won

der a

nd c

urio

sity)

.; Be

nchm

ark

1.5:

Mak

es a

nd v

erifi

es p

redi

ctio

ns b

ased

on

past

expe

rienc

es.

EJEM

PLO

DEL

CO

NTE

XTO

PA

RA

EL

USO

DEL

LEN

GU

AJE

: Lo

s niñ

os h

acen

pre

dicc

ione

s y o

bser

vaci

ones

sobr

e ex

perim

ento

s.

FUN

CIÓ

N C

OG

NO

SCIT

IVA

: Lo

s niñ

os e

n to

dos l

os n

ivel

es d

e de

sarr

ollo

del

leng

uaje

en

espa

ñol A

PLIC

AN su

s con

ocim

ient

os d

e in

vesti

gaci

ones

cie

ntífi

cas.


Niv

el d

e en

trad

a1

Niv

el d

e de

sarr

ollo

3N

ivel

de

tran

sfor

mac

ión

5

Nom

brar

efe

ctos

de

acci

ones

usa

ndo

pala

bras

y

frase

s con

ocid

as d

uran

te e

xper

imen

tos

Ej. v

erde

gre

en*

Repo

rtar

efe

ctos

de

acci

ones

dur

ante

exp

erim

ento

s

Ej. a

mar

illo

y bl

ue, v

erde

gre

en*

Anun

ciar

info

rmac

ión

acer

ca d

e lo

s efe

ctos

de

acci

ones

dur

ante

exp

erim

ento

s

Ej. P

ones

yel

low

y a

zul y

hac

en g

reen

!*

LEN

GU

AJE

TEM

ÁTIC

O:

Los n

iños

en

todo

s los

niv

eles

de

desa

rrol

lo d

el le

ngua

je in

tera

ctúa

n co

n ex

pres

ione

s y p

alab

ras a

prop

iada

s par

a su

eta

pa d

e de

sarr

ollo

infa

ntil

tale

s co

mo:

Dam

e el

____

____

., pi

ntur

a, a

zul,

verd

e, a

mar

illo,

mor

ado,

mez

clar

, roj

o

ESTÁ

ND

AR

4 D

LTE:

El L

engu

aje

de la

s ci

enci

as

TEM

A:

Pred

icci

ones

; Hip

ótes

is

EDA

D: 3

.5–4

.5 * Ej

empl

os d

e

tran

slen

guaj

e

SCIE

NCE

51

CON

EXIÓ

N: M

assa

chus

etts

Gui

delin

e for

Pre

schoo

l Lea

rnin

g Ex

perie

nce;

Dom

ain:

Sci

ence

and

Tec

hnol

ogy/

Engi

neer

ing;

Sub

-Dom

ain:

Ear

th a

nd S

pace

Sci

ence

s; Le

arni

ng

Gui

dlin

e 7.

Iden

tify

the

char

acte

ristic

s of l

ocal

wea

ther

bas

ed o

n fir

st-ha

nd o

bser

vatio

ns. L

ink

to w

eath

er.

CON

EXIÓ

N C

ON

KIN

DER

: The A

lignm

ent o

f the

Cal

iforn

ia P

resch

ool L

earn

ing

Foun

datio

ns w

ith K

ey E

arly

Educ

atio

n Re

sour

ces;

Stra

nd: S

cien

tific

Inqu

iry; 2

.0 D

ocum

enta

tion

and

Com

mun

icat

ion;

2.2

(At a

roun

d 60

mon

ths)

Sha

re fi

ndin

gs a

nd e

xpla

natio

ns, w

hich

may

be

corr

ect o

r inc

orre

ct, m

ore

spon

tane

ously

and

with

gre

ater

det

ail.

EJEM

PLO

DEL

CO

NTE

XTO

PA

RA

EL

USO

DEL

LEN

GU

AJE

: Lo

s niñ

os c

ompa

rten

obs

erva

cion

es so

bre

el m

undo

a su

alre

dedo

r.

FUN

CIÓ

N C

OG

NO

SCIT

IVA

: Lo

s niñ

os e

n to

dos l

os n

ivel

es d

e de

sarr

ollo

del

leng

uaje

en

espa

ñol A

NAL

IZAN

sus o

bser

vaci

ones

cie

ntífi

cas u

sand

o lo

s dife

rent

es se

ntid

os.


Niv

el d

e en

trad

a1

Niv

el d

e de

sarr

ollo

3N

ivel

de

tran

sfor

mac

ión

5

Repe

tir p

alab

ras a

soci

adas

con

el c

lima

con

el a

poyo

y

seña

les d

e ad

ulto

sD

escr

ibir

el c

lima

con

el a

poyo

y se

ñale

s de

los

adul

tos

Com

para

r el c

lima

en lu

gare

s o d

ías d

ifere

ntes

con

el

apo

yo y

seña

les d

e lo

s adu

ltos

LEN

GU

AJE

TEM

ÁTIC

O:

Los n

iños

en

todo

s los

niv

eles

de

desa

rrol

lo d

el le

ngua

je in

tera

ctúa

n co

n ex

pres

ione

s y p

alab

ras a

prop

iada

s par

a su

eta

pa d

e de

sarr

ollo

infa

ntil

tale

s co

mo:

Veo

____

____

., Es

tá m

ás__

____

__qu

e___

___.

, Se

ve c

omo_

____

___.

, Llu

eve.

EDA

D: 4

.5–5

.5

ESTÁ

ND

AR

4 D

LTE:

El L

engu

aje

de la

s ci

enci

as

TEM

A: E

l clim

a

SOCI

AL

STU

DIE

S52

CON

EXIÓ

N: F

lorid

a Ea

rly L

earn

ing

and

Dev

elopm

enta

l Sta

ndar

ds; D

omai

n: C

ogni

tive

Dev

elop

men

t and

Gen

eral

Kno

wle

dge

(3 y

ear o

lds)

; Sub

-Dom

ain:

C. S

ocia

l Stu

dies

; In

dica

tor:

Begi

ns to

reco

gnize

and

app

reci

ate

simila

ritie

s and

diff

eren

ces i

n pe

ople

.

EJEM

PLO

DEL

CO

NTE

XTO

PA

RA

EL

USO

DEL

LEN

GU

AJE

: Lo

s niñ

os le

en li

bros

y h

acen

con

exio

nes a

su v

ida

disc

utie

ndo

las s

imili

tude

s y d

ifere

ncia

s ent

re se

res v

ivos

.

FUN

CIÓ

N C

OG

NO

SCIT

IVA

: Lo

s niñ

os e

n to

dos l

os n

ivel

es d

e de

sarr

ollo

del

leng

uaje

en

espa

ñol A

NAL

IZAN

las d

ifere

ncia

s y la

s sem

ejan

zas e

ntre

si m

ismos

y su

s co

mpa

ñero

s.


Niv

el d

e en

trad

a1

Niv

el d

e de

sarr

ollo

3N

ivel

de

tran

sfor

mac

ión

5

Iden

tifica

r pal

abra

s rel

acio

nada

s con

car

acte

rístic

as

pers

onal

es, e

n la

s ind

icac

ione

s de

adul

tos c

on

apoy

os in

tera

ctiv

os y

visu

ales

Iden

tifica

r len

guaj

e re

laci

onad

o co

n ca

ract

eríst

icas

pe

rson

ales

, en

las d

escr

ipci

ones

pro

porc

iona

das p

or

adul

tos c

on a

poyo

s int

erac

tivos

y v

isual

es

Iden

tifica

r len

guaj

e re

laci

onad

o co

n ca

ract

eríst

icas

pe

rson

ales

, en

las d

escr

ipci

ones

det

alla

das

prop

orci

onad

as p

or a

dulto

s con

apo

yos i

nter

activ

os

visu

ales

LEN

GU

AJE

TEM

ÁTIC

O:

Los n

iños

en

todo

s los

niv

eles

de

desa

rrol

lo d

el le

ngua

je in

tera

ctúa

n co

n ex

pres

ione

s y p

alab

ras a

prop

iada

s par

a su

eta

pa d

e de

sarr

ollo

infa

ntil

tale

s co

mo:

ojo

s, ne

gro,

al f

rent

e, a

l fina

l, pr

imer

o

ESTÁ

ND

AR

5 D

LTE:

El l

engu

aje

de lo

s es

tudi

os s

ocia

les

TEM

A:

Sim

iltud

es/D

ifere

ncia

s en

tre

si m

ism

o y

otro

s

EDA

D: 2

.5–3

.5

SOCI

AL

STU

DIE

S53

CON

EXIÓ

N: I

llino

is Ea

rly L

earn

ing

and

Dev

elopm

ent S

tand

ards

; Dom

ain:

Soc

ial S

tudi

es; G

oal 1

6: D

evel

op a

n aw

aren

ess o

f the

self

and

his o

r her

uni

quen

ess a

nd in

divi

dual

ity.;

Lear

ning

Sta

ndar

d 16

.A: E

xplo

re h

is or

her

self

and

pers

onal

hist

ory.;

Pre

scho

ol B

ench

mar

k 16

.A.E

Cb:

Dev

elop

a b

asic

aw

aren

ess o

f sel

f as a

n in

divi

dual

.

EJEM

PLO

DEL

CO

NTE

XTO

PA

RA

EL

USO

DEL

LEN

GU

AJE

: Lo

s niñ

os p

artic

ipan

en

proy

ecto

s sob

re su

s vid

as u

sand

o fo

tos y

dib

ujos

de

even

tos,

mem

oria

s per

sona

les y

tr

adic

ione

s fam

iliar

es.

FUN

CIÓ

N C

OG

NO

SCIT

IVA

: Lo

s niñ

os e

n to

dos l

os n

ivel

es d

e de

sarr

ollo

del

leng

uaje

en

espa

ñol A

NAL

IZAN

las c

arac

terís

ticas

y e

xper

ienc

ias q

ue h

acen

, de

cada

uno

, un

indi

vidu

o ún

ico.


Niv

el d

e en

trad

a1

Niv

el d

e de

sarr

ollo

3N

ivel

de

tran

sfor

mac

ión

5

Resp

onde

r a p

regu

ntas

sim

ples

sobr

e la

info

rmac

ión

pers

onal

men

cion

ada

por c

ompa

ñero

s usa

ndo

mod

elos

y a

poyo

s int

erac

tivos

y v

isual

es

Ej. ¿

Cóm

o se

llam

a él

?

Reco

noce

r inf

orm

ació

n pe

rson

al d

e co

mpa

ñero

s co

mpa

rtid

a po

r ello

s usa

ndo

mod

elos

y a

poyo

s in

tera

ctiv

os y

visu

ales

Ej

. ¿C

ómo

se ll

ama

Juan

ita’s*

her

man

ito?

Iden

tifica

r inf

orm

ació

n pe

rson

al d

e co

mpa

ñero

s co

mpa

rtid

a du

rant

e di

scus

ione

s en

grup

o us

ando

m

odel

os y

apo

yos i

nter

activ

os y

visu

ales

Ej. ¿

Dón

de fu

e C

arlit

os c

on su

abu

elita

aye

r?

LEN

GU

AJE

TEM

ÁTIC

O:

Los n

iños

en

todo

s los

niv

eles

de

desa

rrol

lo d

el le

ngua

je in

tera

ctúa

n co

n ex

pres

ione

s y p

alab

ras a

prop

iada

s par

a su

eta

pa d

e de

sarr

ollo

infa

ntil

tale

s co

mo:

eve

nto,

cel

ebra

cion

es, i

mpo

rtan

te, m

emor

ias,

Recu

erdo

cua

ndo

____

__.,

Un

día

espe

cial

par

a m

i ___

___.

EDA

D: 3

.5–4

.5

ESTÁ

ND

AR

5 D

LTE:

El l

engu

aje

de lo

s es

tudi

os s

ocia

les

TEM

A:

Vida

e h

isto

rias

per

sona

les

* Ej

empl

os d

e

tran

slen

guaj

e

SOCI

AL

STU

DIE

SPH

YSIC

AL

DEV

ELO

PMEN

T54

CON

EXIÓ

N: G

eorg

ia E

arly

Lear

ning

and

Dev

elopm

ent S

tand

ards

(GEL

DS)

; Dom

ain:

Cog

nitiv

e D

evel

opm

ent a

nd G

ener

al K

now

ledg

e; S

ub-D

omai

n: S

ocia

l Stu

dies

; Str

and

1:

Fam

ily; S

tand

ard:

CD

-SS1

-The

child

will

dem

onstr

ate

an u

nder

stand

ing

of h

is/he

r fam

ily a

nd a

n em

ergi

ng a

war

enes

s of h

is/he

r ow

n cu

lture

and

eth

nici

ty.

CON

EXIÓ

N C

ON

KIN

DER

: Kan

sas E

arly

Lear

ning

Sta

ndar

ds; D

omai

n: S

ocia

l Stu

dies

(SS)

; Sub

-Dom

ain:

Eco

nom

ics K

inde

rgar

ten:

K: S

S.K

.1: U

nder

stand

s tha

t a p

erso

n ca

nnot

hav

e ev

eryt

hing

he/

she

wan

ts, so

a c

hoic

e ha

s to

be m

ade

(e.g

., pl

ay v

ideo

gam

es o

r wat

ch te

levi

sion;

pla

y on

swin

gs o

r pla

y so

ccer

).

EJEM

PLO

DEL

CO

NTE

XTO

PA

RA

EL

USO

DEL

LEN

GU

AJE

: Lo

s niñ

os c

olab

oran

con

mie

mbr

os d

e su

fam

ilia

para

cre

ar u

n co

llage

sobr

e su

fam

ilia.

FUN

CIÓ

N C

OG

NO

SCIT

IVA

: Lo

s niñ

os e

n to

dos l

os n

ivel

es d

e de

sarr

ollo

del

leng

uaje

en

espa

ñol A

NAL

IZAN

la c

ultu

ra y

car

acte

rístic

as ú

nica

s de

sus f

amili

as.


Niv

el d

e en

trad

a1

Niv

el d

e de

sarr

ollo

3N

ivel

de

tran

sfor

mac

ión

5

Resp

onde

r sí/n

o a

preg

unta

s sob

re m

iem

bros

de

la fa

mili

a us

ando

el m

odel

o de

un

adul

to y

apo

yos

visu

ales

Dist

ingu

ir le

ngua

je re

laci

onad

o a

dife

rent

es

mie

mbr

os d

e su

fam

ilia

usan

do e

l mod

elo

de u

n ad

ulto

y a

poyo

s visu

ales

Iden

tifica

r len

guaj

e de

scrip

tivo

sobr

e lo

s mie

mbr

os

de su

fam

ilia

usan

do e

l mod

elo

de u

n ad

ulto

y

apoy

os v

isual

es

LEN

GU

AJE

TEM

ÁTIC

O:

Los n

iños

en

todo

s los

niv

eles

de

desa

rrol

lo d

el le

ngua

je in

tera

ctúa

n co

n ex

pres

ione

s y p

alab

ras a

prop

iada

s par

a su

eta

pa d

e de

sarr

ollo

infa

ntil

tale

s co

mo:

fam

ilia,

her

man

o/a,

mad

re, p

adre

, Ella

/Él e

s mi _

____

., ¿Q

uién

es?

ESTÁ

ND

AR

5 D

LTE:

El l

engu

aje

de lo

s es

tudi

os s

ocia

les

TEM

A:

Fam

ilias

EDA

D: 4

.5–5

.5

SOCI

AL

STU

DIE

S55

CON

EXIÓ

N: M

onta

na E

arly

Lear

ning

Sta

ndar

ds; C

ore

Dom

ain

4: C

ogni

tion;

Sub

-Dom

ain:

Sci

ence

; Sta

ndar

d 4.

21: P

lace

s, Re

gion

s and

Spa

tial A

war

enes

s (G

eogr

aphy

) Chi

ldre

n de

velo

p an

und

ersta

ndin

g th

at e

ach

plac

e ha

s its

own

uniq

ue c

hara

cter

istic

s. C

hild

ren

deve

lop

an u

nder

stand

ing

of h

ow th

ey a

re a

ffect

ed b

y an

d th

e eff

ect t

hat t

hey

can

have

up

on¬

the

wor

ld a

roun

d th

em.;

Benc

hmar

k: e

. Cre

ate

repr

esen

tatio

ns o

f loc

atio

ns a

nd sp

ace.

; Ind

icat

or: e

. chi

ld m

ay d

raw

or b

uild

a si

mpl

e re

pres

enta

tion

of fa

mili

ar lo

catio

ns,

such

as h

er h

ouse

.

EJEM

PLO

DEL

CO

NTE

XTO

PA

RA

EL

USO

DEL

LEN

GU

AJE

: Lo

s niñ

os v

an d

e pa

seo

y ha

cen

obse

rvac

ione

s de

su c

omun

idad

.

FUN

CIÓ

N C

OG

NO

SCIT

IVA

: En

todo

s los

niv

eles

del

des

arro

llo d

e le

ngua

je d

el e

spañ

ol lo

s niñ

os C

OM

PREN

DEN

las a

ccio

nes a

soci

adas

con

veh

ícul

os.


Niv

el d

e en

trad

a1

Niv

el d

e de

sarr

ollo

3N

ivel

de

tran

sfor

mac

ión

5

Repe

tir la

s car

acte

rístic

as d

e vi

vien

das m

enci

onad

as

por u

n ad

ulto

Ej. l

a ca

sa, l

as v

enta

nas

Nom

brar

las c

arac

terís

ticas

de

vivi

enda

s sig

uien

do

gesto

s e in

struc

cion

es o

rale

s dad

os p

or u

n ad

ulto

Ej. L

a ca

sa e

s gra

nde.

Des

crib

ir la

s car

acte

rístic

as, d

e vi

vien

das u

sand

o vi

sual

es y

con

la a

yuda

de

un a

dulto

Ej. L

a ca

sa e

stá c

hiqu

ita y

tien

e do

s ven

tana

s.

LEN

GU

AJE

TEM

ÁTIC

O:

Los n

iños

en

todo

s los

niv

eles

de

desa

rrol

lo d

el le

ngua

je in

tera

ctúa

n co

n ex

pres

ione

s y p

alab

ras a

prop

iada

s par

a su

eta

pa d

e de

sarr

ollo

infa

ntil

tale

s co

mo:

cas

a, v

enta

na, p

uert

a, c

olor

es, M

i ___

_., T

u __

___.

EDA

D: 2

.5–3

.5

ESTÁ

ND

AR

5 D

LTE:

El l

engu

aje

de lo

s es

tudi

os s

ocia

les

TEM

A:

Vivi

enda

s/H

ogar

es

SOCI

AL

STU

DIE

S56

CON

EXIÓ

N: H

ead

Star

t Chi

ld D

evelo

pmen

t and

Ear

ly Le

arni

ng F

ram

ewor

k; D

omai

n: S

ocia

l Stu

dies

Kno

wle

dge

& S

kills

; Dom

ain

Elem

ent:

Self,

Fam

ily &

Com

mun

ity. Th

e un

ders

tand

ing

of o

ne’s

rela

tions

hip

to th

e fa

mily

and

com

mun

ity, r

oles

in th

e fa

mily

and

com

mun

ity, a

nd re

spec

t for

div

ersit

y. Ex

ampl

e; R

ecog

nize

s a v

arie

ty o

f job

s and

the

wor

k as

soci

ated

with

them

.

EJEM

PLO

DEL

CO

NTE

XTO

PA

RA

EL

USO

DEL

LEN

GU

AJE

: Lo

s niñ

os h

abla

n de

y d

ram

atiza

n el

pap

el d

e di

fere

ntes

trab

ajad

ores

de

la c

omun

idad

.

FUN

CIÓ

N C

OG

NO

SCIT

IVA

: Lo

s niñ

os e

n to

dos l

os n

ivel

es d

e de

sarr

ollo

del

leng

uaje

en

espa

ñol A

PLIC

AN su

con

ocim

ient

o de

dife

rent

es o

ficio

s.


Niv

el d

e en

trad

a1

Niv

el d

e de

sarr

ollo

3N

ivel

de

tran

sfor

mac

ión

5

Nom

brar

los t

raba

jado

res d

e la

com

unid

ad

sigui

endo

usa

ndo

apoy

os v

isual

es e

inte

ract

ivos

Ej. p

olic

ía, c

arte

ro

Des

crib

ir lo

s tra

baja

dore

s de

la c

omun

idad

usa

ndo

apoy

os v

isual

es e

inte

ract

ivos

Ej. E

l bom

bero

tien

e un

per

rito.

Rela

tar i

nfor

mac

ión

rela

cion

ada

con

los

trab

ajad

ores

de

la c

omun

idad

usa

ndo

apoy

os

visu

ales

e in

tera

ctiv

os

Ej. L

a te

ache

r* tr

abaj

a en

la e

scue

la c

on lo

s niñ

os.

LEN

GU

AJE

TEM

ÁTIC

O:

Los n

iños

en

todo

s los

niv

eles

de

desa

rrol

lo d

el le

ngua

je in

tera

ctúa

n co

n ex

pres

ione

s y p

alab

ras a

prop

iada

s par

a su

eta

pa d

e de

sarr

ollo

infa

ntil

tale

s co

mo:

bom

bero

, esta

ción

de

bom

bero

s, ca

rter

o, o

ficin

a po

stal,

Él/E

lla tr

abaj

a en

___

____

_., É

l/Ella

es _

____

__.

ESTÁ

ND

AR

5 D

LTE:

El l

engu

aje

de lo

s es

tudi

os s

ocia

les

TEM

A:

Los

trab

ajad

ores

de

la c

omun

idad

EDA

D: 3

.5–4

.5 * Ej

empl

os d

e

tran

slen

guaj

e

SOCI

AL

STU

DIE

S57

CON

EXIÓ

N: C

olor

ado

Early

Lea

rnin

g an

d D

evelo

pmen

t Gui

delin

es; A

ges 3

-5; D

omai

n: S

ocia

l Stu

dies

Kno

wle

dge

& S

kills

; 1. S

elf,

Fam

ily, a

nd C

omm

unity

: The

unde

rsta

ndin

g of

one

’s re

latio

nshi

p to

the

fam

ily a

nd c

omm

unity

, rol

es in

the

fam

ily a

nd c

omm

unity

, and

resp

ect f

or d

iver

sity.;

Indi

cato

r 3. R

ecog

nize

a v

arie

ty o

f job

s and

the

wor

k as

soci

ated

w

ith th

em.

EJEM

PLO

DEL

CO

NTE

XTO

PA

RA

EL

USO

DEL

LEN

GU

AJE

: Lo

s niñ

os h

abla

n de

y c

rean

un

libro

repr

esen

tand

o el

pap

el d

e di

fere

ntes

trab

ajad

ores

de

la c

omun

idad

.

FUN

CIÓ

N C

OG

NO

SCIT

IVA

: Lo

s niñ

os e

n to

dos l

os n

ivel

es d

e de

sarr

ollo

del

leng

uaje

en

espa

ñol A

PLIC

AN su

con

ocim

ient

o de

dife

rent

es o

ficio

s.


Niv

el d

e en

trad

a1

Niv

el d

e de

sarr

ollo

3N

ivel

de

tran

sfor

mac

ión

5

Dic

tar u

na e

tique

ta p

ara

la il

ustr

ació

n de

un

trab

ajad

or d

e la

com

unid

ad a

poya

do p

or a

dulto

s y

usan

do a

poyo

s visu

ales

Dic

tar u

na b

reve

des

crip

ción

de

un tr

abaj

ador

de

la

com

unid

ad a

poya

do p

or a

dulto

s y u

sand

o ap

oyos

vi

sual

es

Dic

tar u

na d

escr

ipci

ón d

etal

lada

de

un tr

abaj

ador

de

la c

omun

idad

apo

yado

por

adu

ltos y

usa

ndo

apoy

os v

isual

es

LEN

GU

AJE

TEM

ÁTIC

O:

Los n

iños

en

todo

s los

niv

eles

de

desa

rrol

lo d

el le

ngua

je in

tera

ctúa

n co

n ex

pres

ione

s y p

alab

ras a

prop

iada

s par

a su

eta

pa d

e de

sarr

ollo

infa

ntil

tale

s co

mo:

bom

bero

, esta

ción

de

bom

bero

s, ca

rter

o, o

ficin

a po

stal,

ayud

a, É

l/Ella

trab

aja

en _

___.

, Él/E

lla e

s ___

____

.

EDA

D: 4

.5–5

.5

ESTÁ

ND

AR

5 D

LTE:

El l

engu

aje

de lo

s es

tudi

os s

ocia

les

TEM

A:

Los

trab

ajad

ores

de

la c

omun

idad

PHYS

ICA

L D

EVEL

OPM

ENT

58

CON

EXIÓ

N: D

elaw

are E

arly

Lear

ning

Fou

ndat

ions

(DEL

F); D

omai

n: P

hysic

al D

evel

opm

ent a

nd H

ealth

Old

er T

oddl

er (2

4-36

Mon

ths)

; Sub

-dom

ain:

Gro

ss M

otor

; PD

11:

Abili

ty to

coo

rdin

ate

thei

r bod

ies t

o pe

rform

incr

easin

gly

com

plex

mov

emen

ts.

EJEM

PLO

DEL

CO

NTE

XTO

PA

RA

EL

USO

DEL

LEN

GU

AJE

: Lo

s niñ

os p

artic

ipan

en

jueg

os d

iseña

dos a

des

arro

llar s

u at

enci

ón a

instr

ucci

ones

y su

mov

imie

nto

corp

oral

.

FUN

CIÓ

N C

OG

NO

SCIT

IVA

: Lo

s niñ

os e

n to

dos l

os n

ivel

es d

e de

sarr

ollo

del

leng

uaje

en

espa

ñol A

PLIC

AN su

con

ocim

ient

o de

mov

imie

nto

y pa

rtes

del

cue

rpo.


Niv

el d

e en

trad

a1

Niv

el d

e de

sarr

ollo

3N

ivel

de

tran

sfor

mac

ión

5

Segu

ir in

struc

cion

es d

e un

solo

pas

o re

laci

onad

as

con

el m

ovim

ient

o co

pian

do a

adu

ltos y

co

mpa

ñero

s

Ej. ¡

Man

os a

rrib

a!

Segu

ir in

struc

cion

es c

on d

etal

les r

elac

iona

das

con

el m

ovim

ient

o us

ando

mod

elos

de

adul

tos y

co

mpa

ñero

s

Ej. S

alta

com

o un

sapo

.

Segu

ir in

struc

cion

es c

on c

ondi

cion

es re

laci

onad

as

con

el m

ovim

ient

o us

ando

mod

elos

de

adul

tos y

co

mpa

ñero

s

Ej. S

i te

llam

as K

enny

, sié

ntat

e.

LEN

GU

AJE

TEM

ÁTIC

O:

Los n

iños

en

todo

s los

niv

eles

de

desa

rrol

lo d

el le

ngua

je in

tera

ctúa

n co

n ex

pres

ione

s y p

alab

ras a

prop

iada

s par

a su

eta

pa d

e de

sarr

ollo

infa

ntil

tale

s co

mo:

Lev

anta

el/l

a __

__.,

los b

razo

s, la

cab

eza

EDA

D: 2

.5–3

.5

ESTÁ

ND

AR

6 D

LTE:

El l

engu

aje

del d

esar

rollo

físi

co

TEM

A:

Mús

ica

y m

ovim

ient

o

PHYS

ICA

L D

EVEL

OPM

ENT

59

CON

EXIÓ

N: F

lorid

a Ea

rly L

earn

ing

and

Dev

elopm

enta

l Sta

ndar

ds; D

omai

n: P

hysic

al D

evel

opm

ent (

3-Ye

ar-O

lds)

; Sub

-Dom

ain:

B. F

ine

Mot

or D

evel

opm

ent;

Indi

cato

r: 3.

Use

s va

rious

dra

win

g an

d ar

t too

ls w

ith d

evel

opin

g co

ordi

natio

n.

EJEM

PLO

DEL

CO

NTE

XTO

PA

RA

EL

USO

DEL

LEN

GU

AJE

: Lo

s niñ

os c

rean

art

e us

ando

dife

rent

es m

ater

iale

s y té

cnic

as.

FUN

CIÓ

N C

OG

NO

SCIT

IVA

: En

todo

s los

niv

eles

de

desa

rrol

lo d

el le

ngua

je e

n es

paño

l, lo

s niñ

os A

PLIC

AN la

s acc

ione

s de

anim

ales

a su

s mov

imie

ntos

cor

pora

les.


Niv

el d

e en

trad

a1

Niv

el d

e de

sarr

ollo

3N

ivel

de

tran

sfor

mac

ión

5

Iden

tifica

r nom

bres

de

herr

amie

ntas

o m

ater

iale

s de

art

e en

dec

lara

cion

es o

rale

s usa

ndo

apoy

os

inte

ract

ivos

con

un

adul

to

Ej. N

eces

itam

os p

apel

.

Iden

tifica

r her

ram

ient

as o

mat

eria

les d

e ar

te

men

cion

adas

en

orac

ione

s im

pera

tivas

usa

ndo

apoy

os in

tera

ctiv

os c

on u

n co

mpa

ñero

Ej. U

sen

los p

ince

les g

rand

es.

Iden

tifica

r el u

so d

e he

rram

ient

as o

mat

eria

les

de a

rte

de e

xplic

acio

nes o

rale

s, us

ando

apo

yos

inte

ract

ivos

con

un

com

pañe

ro

Ej. L

as ti

jera

s sirv

en p

ara

cort

ar e

l pap

el.

LEN

GU

AJE

TEM

ÁTIC

O:

Los n

iños

en

todo

s los

niv

eles

de

desa

rrol

lo d

el le

ngua

je in

tera

ctúa

n co

n ex

pres

ione

s y p

alab

ras a

prop

iada

s par

a su

eta

pa d

e de

sarr

ollo

infa

ntil

tale

s co

mo:

Prim

ero_

___.

, peg

amen

to, t

ijera

s

ESTÁ

ND

AR

6 D

LTE:

El l

engu

aje

del d

esar

rollo

físi

co

TEM

A:

Uso

de

mat

eria

les

de a

rte

EDA

D: 3

.5–4

.5

PHYS

ICA

L D

EVEL

OPM

ENT

60

CON

EXIÓ

N: N

ew M

exico

Ear

ly Le

arni

ng G

uidl

eines:

Birt

h th

roug

h Ki

nder

gart

en; D

omai

n: P

hysic

al D

evel

opm

ent,

Hea

lth a

nd W

ell-B

eing

(Fin

e M

otor

); O

utco

me

#2: Th

e ch

ild

inde

pend

ently

use

s fine

mot

or sk

ills.;

Indi

cato

r 2.2

(Ess

entia

l Ind

icat

or #

1): C

oord

inat

es e

ye-h

and

mov

emen

ts us

ing

bead

s, la

ces,

pegs

, puz

zles,

and

othe

r man

ipul

ativ

es a

nd

smal

l obj

ects,

and

whe

n dr

essin

g an

d un

dres

sing.

CON

EXIÓ

N C

ON

KIN

DER

: The A

lignm

ent o

f the

Cal

iforn

ia P

resch

ool L

earn

ing

Foun

datio

ns w

ith K

ey E

arly

Educ

atio

n Re

sour

ces;

Dom

ain:

Eng

lish-

Lang

uage

Art

s; St

rand

: Li

steni

ng a

nd S

peak

ing;

1.0

Writ

ten

and

Ora

l Lan

guag

e C

onve

ntio

ns (C

ompr

ehen

sion)

: Und

ersta

nd a

nd fo

llow

one

- and

two-

step

oral

dire

ctio

ns.

EJEM

PLO

DEL

CO

NTE

XTO

PA

RA

EL

USO

DEL

LEN

GU

AJE

: Lo

s niñ

os se

pre

para

n pa

ra sa

lir a

juga

r.

FUN

CIÓ

N C

OG

NO

SCIT

IVA

: Lo

s niñ

os e

n to

dos l

os n

ivel

es d

e de

sarr

ollo

del

leng

uaje

en

espa

ñol A

PLIC

AN h

abili

dade

s de

mot

ricid

ad fi

na, y

des

treza

s par

a ve

stirs

e.


Niv

el d

e en

trad

a1

Niv

el d

e de

sarr

ollo

3N

ivel

de

tran

sfor

mac

ión

5

Segu

ir in

struc

cion

es d

e un

solo

pas

o pa

ra v

estir

se

usan

do m

odel

os d

e ad

ulto

s y a

poyo

s int

erac

tivos

y

visu

ales

Ej. P

ónte

la g

orra

.*

Segu

ir in

struc

cion

es se

ncill

as p

ara

vesti

rse

usan

do

mod

elos

de

adul

tos y

apo

yos i

nter

activ

os y

visu

ales

Ej. P

ónte

las b

otas

par

a el

agu

a

Segu

ir in

struc

cion

es d

etal

lada

s par

a ve

stirs

e us

ando

m

odel

os d

e ad

ulto

s y a

poyo

s int

erac

tivos

y v

isual

es

Ej. P

ónte

blo

quea

dor*

par

a el

sol e

n lo

s bra

zos,

las

pier

nas y

la c

ara.

LEN

GU

AJE

TEM

ÁTIC

O:

Los n

iños

en

todo

s los

niv

eles

de

desa

rrol

lo d

el le

ngua

je in

tera

ctúa

n co

n ex

pres

ione

s y p

alab

ras a

prop

iada

s par

a su

eta

pa d

e de

sarr

ollo

infa

ntil

tale

s co

mo:

abr

igo,

bot

ones

, Pón

te la

/el_

____

____

__.

EDA

D: 4

.5–5

.5

ESTÁ

ND

AR

6 D

LTE:

El l

engu

aje

del d

esar

rollo

físi

co

TEM

A:

Cuid

ado

de s

i mis

mo

* Ej

empl

os

de e

lem

ento

s

cultu

rale

s

PHYS

ICA

L D

EVEL

OPM

ENT

61

CON

EXIÓ

N: N

ew Je

rsey D

epar

tmen

t of E

duca

tion

2014

Pre

schoo

l Tea

chin

g an

d Le

arni

ng S

tand

ards

; Con

tent

Are

a: H

ealth

, Saf

ety,

and

Phys

ical

Edu

catio

n; S

tand

ard

2.4:

Chi

ldre

n de

velo

p co

mpe

tenc

e an

d co

nfide

nce

in a

ctiv

ities

that

requ

ire g

ross

- and

fine

-mot

or sk

ills.

EJEM

PLO

DEL

CO

NTE

XTO

PA

RA

EL

USO

DEL

LEN

GU

AJE

: Lo

s niñ

os p

artic

ipan

en

jueg

os e

n el

pat

io d

e re

creo

que

requ

iere

n m

ovim

ient

o y

uso

de h

abili

dade

s mot

rices

gr

uesa

s.

FUN

CIÓ

N C

OG

NO

SCIT

IVA

: Lo

s niñ

os e

n to

dos l

os n

ivel

es d

e de

sarr

ollo

del

leng

uaje

en

espa

ñol A

PLIC

AN su

s hab

ilida

des m

otric

es g

rues

as.


Niv

el d

e en

trad

a1

Niv

el d

e de

sarr

ollo

3N

ivel

de

tran

sfor

mac

ión

5

Repe

tir e

l nom

bre

de m

ovim

ient

os c

on se

ñale

s, ge

stos y

apo

yo d

e ad

ulto

s y c

ompa

ñero

sN

ombr

ar m

ovim

ient

os c

on se

ñale

s, ge

stos y

apo

yo

de a

dulto

s y c

ompa

ñero

sD

escr

ibir

mov

imie

ntos

con

seña

les,

gesto

s y a

poyo

de

adu

ltos y

com

pañe

ros

LEN

GU

AJE

TEM

ÁTIC

O:

Los n

iños

en

todo

s los

niv

eles

de

desa

rrol

lo d

el le

ngua

je in

tera

ctúa

n co

n ex

pres

ione

s y p

alab

ras a

prop

iada

s par

a su

eta

pa d

e de

sarr

ollo

infa

ntil

tale

s co

mo:

brin

ca, c

amin

a rá

pido

, par

a

ESTÁ

ND

AR

6 D

LTE:

El l

engu

aje

del d

esar

rollo

físi

co

TEM

A:

Mov

imie

nto

EDA

D: 2

.5–3

.5

PHYS

ICA

L D

EVEL

OPM

ENT

62

CON

EXIÓ

N: C

olor

ado

Early

Lea

rnin

g an

d D

evelo

pmen

t Gui

delin

es; A

ges 3

-5; D

omai

n: P

hysic

al D

evel

opm

ent a

nd H

ealth

; 3. G

ross

Mot

or S

kills

: The

cont

rol o

f lar

ge m

uscl

es

for m

ovem

ent,

navi

gatio

n, a

nd b

alan

ce.;

Indi

cato

r 2. D

evel

op m

otor

coo

rdin

atio

n an

d sk

ill in

usin

g ob

ject

s for

a ra

nge

of p

hysic

al a

ctiv

ities

, suc

h as

pul

ling,

thro

win

g, c

atch

ing,

ki

ckin

g, b

ounc

ing

or h

ittin

g ba

lls, a

nd ri

ding

a tr

icyc

le.

EJEM

PLO

DEL

CO

NTE

XTO

PA

RA

EL

USO

DEL

LEN

GU

AJE

: Lo

s niñ

os p

artic

ipan

en

jueg

os c

on c

ompa

ñero

s.

FUN

CIÓ

N C

OG

NO

SCIT

IVA

: Lo

s niñ

os e

n to

dos l

os n

ivel

es d

e de

sarr

ollo

del

leng

uaje

en

espa

ñol E

VALU

AN d

ónde

va

a lle

gar l

a pe

lota

cad

a ve

z que

la re

bota

n.


Niv

el d

e en

trad

a1

Niv

el d

e de

sarr

ollo

3N

ivel

de

tran

sfor

mac

ión

5

Repe

tir p

alab

ras r

elac

iona

das c

on lo

s pas

os d

e ju

egos

usa

ndo

dem

ostr

acio

nes y

apo

yos i

nter

activ

osM

enci

onar

los p

asos

de

jueg

os u

sand

o de

mos

trac

ione

s y a

poyo

s int

erac

tivos

Des

crib

ir lo

s pas

os d

e ju

egos

usa

ndo

dem

ostr

acio

nes y

apo

yos i

nter

activ

os

LEN

GU

AJE

TEM

ÁTIC

O:

Los n

iños

en

todo

s los

niv

eles

de

desa

rrol

lo d

el le

ngua

je in

tera

ctúa

n co

n ex

pres

ione

s y p

alab

ras a

prop

iada

s par

a su

eta

pa d

e de

sarr

ollo

infa

ntil

tale

s co

mo:

Me

toca

., pa

tear

, tira

la p

elot

a, p

ie, m

ano

EDA

D: 3

.5–4

.5

ESTÁ

ND

AR

6 D

LTE:

El l

engu

aje

del d

esar

rollo

físi

co

TEM

A:

Jueg

o al

air

e lib

re

PHYS

ICA

L D

EVEL

OPM

ENT

63

CON

EXIÓ

N: K

Nev

ada

PreK

inde

rgar

ten

Stan

dard

s; Ph

ysica

l Dev

elopm

ent a

nd H

ealth

Edu

catio

n; P

reK

inde

rgar

ten

Indi

cato

r: PD

= P

hysic

al D

evel

opm

ent;

Con

tent

Sta

ndar

d 4.

0:

Hea

lth E

nhan

cig

Life

style

; Ind

icat

or: 4

.PK

.1 E

ngag

e in

dai

ly m

oder

ate

to v

igor

ous p

hysic

al a

ctiv

ity.

CON

EXIÓ

N C

ON

KIN

DER

: Ka

nsas

Ear

ly Le

arni

ng S

tand

ards

; Dom

ain:

Phy

sical

Hea

lth a

nd D

evelo

pmen

t (PH

D);

Sub-

Dom

ain:

Lar

ge M

otor

Ski

lls K

inde

rgar

ten:

K: P

HD

.K.2

: D

emon

strat

es c

lear

con

tras

ts be

twee

n slo

w a

nd fa

st m

ovem

ents

trav

elin

g in

diff

eren

t dire

ctio

ns (e

.g .,

side

way

s, ba

ck- w

ard)

and

in p

erso

nal a

nd g

ener

al sp

ace.

EJEM

PLO

DEL

CO

NTE

XTO

PA

RA

EL

USO

DEL

LEN

GU

AJE

: Lo

s niñ

os d

iscut

en e

imita

n la

s dife

rent

es m

aner

as e

n la

s que

dife

rent

es a

nim

ales

se m

ueve

n.

FUN

CIÓ

N C

OG

NO

SCIT

IVA

: Lo

s niñ

os e

n to

dos l

os n

ivel

es d

e de

sarr

ollo

del

leng

uaje

del

esp

añol

AN

ALIZ

AN lo

s mov

imie

ntos

cua

ndo

jueg

an a

l aire

libr

e.


Niv

el d

e en

trad

a1

Niv

el d

e de

sarr

ollo

3N

ivel

de

tran

sfor

mac

ión

5

Repe

tir lo

s nom

bres

de

los a

nim

ales

e im

itar

cóm

o se

mue

ven

sigui

endo

mod

elos

de

adul

tos y

co

mpa

ñero

s

Ej. ¡

Mira

! Kitt

y!*

Men

cion

ar lo

s nom

bres

de

los a

nim

ales

e im

itar

cóm

o se

mue

ven

sigui

endo

mod

elos

de

adul

tos y

co

mpa

ñero

s

Ej. S

oy u

n el

efan

te.

Nar

rar l

os n

ombr

es d

e lo

s ani

mal

es e

imita

r có

mo

se m

ueve

n sig

uien

do m

odel

os d

e ad

ulto

s y

com

pañe

ros

Ej. E

l con

ejito

brin

ca y

brin

ca. L

a ra

nita

salta

y

salta

.

LEN

GU

AJE

TEM

ÁTIC

O:

Los n

iños

en

todo

s los

niv

eles

de

desa

rrol

lo d

el le

ngua

je in

tera

ctúa

n co

n ex

pres

ione

s y p

alab

ras a

prop

iada

s par

a su

eta

pa d

e de

sarr

ollo

infa

ntil

tale

s co

mo:

Mira

com

o___

____

__.,

cone

jo, r

anita

, sal

tar

ESTÁ

ND

AR

6 D

LTE:

El l

engu

aje

del d

esar

rollo

físi

co

TEM

A:

Jueg

o al

air

e lib

re

EDA

D: 4

.5–5

.5 * Ej

empl

os d

e

tran

slen

guaj

e

64

APPENDIXES

Appendix A: Glossary

cognitive function: the mental processes involved in learning.

cognitive development: changes in the mental representation of the processing of ideas and concepts over time.

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

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

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

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

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

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

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

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

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

65

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

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

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

early language standards: language expectations for young emergent bilinguals, ages 2.5-5.5 years, represented within progressive levels of language development.

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

emergent bilinguals: children, birth-8 years, who are acquiring two or more languages either simultaneously or sequentially as well as developing within two or more cultures.

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

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

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

expressive language: communicating meaning through language.

Features of Early Academic Language: the elements of language of young children, ages 2.5-5.5 years. These include Linguistic Complexity, at the discourse dimension, and Language Usage at the sentence and word/phrase dimensions, within the sociocultural context in which the communication occurs.

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

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

66

graphic supports: resources used in learning that, through the use of tools that organize ideas and concepts, provide additional opportunities for emergent bilinguals to expand their language comprehension. Graphic supports include graphic organizers such as Venn diagrams, tables, concept/idea maps, timelines, etc.

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

interactive supports: resources used in learning that, through interaction or exchange, provide additional opportunities for emergent bilinguals to expand their language comprehension. Interactive supports include interaction with texts or with people, through the appropriate and intentional use of different languages, conversations in pairs or groups, etc.

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

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

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

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

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

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

Model Performance Indicator (MPI): a single cell within the standards matrix that gives an example of how an emergent bilingual uses Spanish within a given language domain for a specific language level and context.

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

67

receptive language: the processing of language through listening and reading.

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

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

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

sociocultural context: the environment, circumstances, or sociocultural elements in which communication occurs. During the early years, family and the relationships with adults in ECE and community environments are some of the most important elements in children’s language development.

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

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

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

supports: see language supports.

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

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

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

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

visual supports: resources used in learning that, based on sight, provide additional opportunities for emergent bilinguals to expand their language comprehension. Visual supports include photographs, pictures, illustrations, charts, graphs, graphic organizers, etc.

68

Appendix B: Acknowledgements and Development Process

The Early Spanish Language Development Standards are a product of the Spanish Academic Language Standards and Assessment (SALSA) project for which the Illinois State Board of Education (ISBE), in cooperation with the Illinois Transitional Bilingual Education Program, obtained a 2009 grant from the U.S. Department of Education.

A special thank you to the following members of the Illinois State Board of Education (ISBE):

Reyna Hernández

Robin Lisboa

David González Nieto

Beth Robinson

WIDA would like to express gratitude to all the people who have inspired, supported, and contributed to the development of this edition of the Early Spanish Language Development Standards for young emergent bilinguals.

The process through which WIDA conceptualized, wrote, and revised this edition of the E-SLD Standards would not have been possible without close collaboration with colleagues from Paridad Education Consulting, who coordinated the drafting of the Model Performance Indicators and provided ideas for many of the unique elements of this book.

WIDA thanks John F. Hilliard and Barbara Marler, co-founders of Paridad Education Consulting.

Paridad Education Consulting Collaborators:

John F. Hilliard

Lucia Morales

Olivia Mulcahy

Cristina Sánchez-López

WIDA thanks the following advisors and experts from the field of early childhood education for young emergent bilinguals:

Pat Chamberlain, Advisor in Early Spanish Language Development Standards

Ruth Reinl, Early English Language Development Standards Lead Developer

Sheila Rojas, Early Childhood Education Lab, Southeastern Community College

69

Thank you to our colleagues at The Geo Group Corporation for their assistance in the document revision and partial translation of the English version.

This publication has been made possible thanks to the inexhaustible efforts of these WIDA staff:

Erin Arango-Escalante, Director of WIDA Early Years

Patricia Blanco, Early Years Program Manager

Mariana Castro, Director of WIDA Academic Language and Literacy Initiatives

Margo Gottlieb, Lead Developer of Language Development Standards

Lorena Mancilla, Language Development Specialist

Maya Martínez-Hart, Early Years Professional Development Specialist

Rhonda Stravinski, Project Coordinator

Janet Trembley, Graphic Designer

Thank you, everyone, for your contributions!

70

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

www.wida.us

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The WIDA Early Spanish Language Development …...RESOURCE GUIDE The WIDA Early Spanish Language Development Standards 2.5-5.5 YEARS 2015 EDITION INCLUDING • Descriptions of the