INCLUDING

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

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

The Early English Language Development Standards2.5–5.5 YEARS2013 EDITION

The Early English Language Development Standards2.5–5.5 YEARS2013 EDITION

Copyright NoticeWIDA’s Early English Language Development Standards, Ages 2.5–5.5, 2013 Edition (“WIDA E-ELD Standards”) are owned by the Board of Regents of the University of Wisconsin System on behalf of WIDA. The WIDA E-ELD Standards are protected by United States copyright laws and may not be reproduced, modified, or distributed, including re-posting on the internet, without the prior written permission of the Wisconsin Center for Education Research (WCER) and the Board of Regents of the University of Wisconsin System. The WIDA E-ELD Standards are for your personal, noncommercial use only. You may not alter or remove any trademark, copyright, or other notice from copies of this booklet.

Fair use of the WIDA E-ELD Standards includes reproduction for the purpose of teaching (including multiple copies for lesson/curricular planning). If you are not sure whether your use of this booklet and the WIDA E-ELD Standards falls within fair use or if you want permission to use the copyrighted WIDA E-ELD Standards for purposes other than personal or fair use, please contact the WIDA Consortium Help Desk at help@wida.us 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.

© 2013 Board of Regents of the University of Wisconsin System, on behalf of WIDA— www.wida.us.

First Printing, 2013

Important Note about Using the Early English Language Development and Early Spanish Language

Development Performance Definitions

There are many variations in how young children, birth through 5 years of age, acquire and develop two or more languages. Variations may include the timing of exposure, quantity and quality of language input, and the opportunity to use both languages. Additional factors may involve family and cultural perceptions on education, socioeconomic status, number of speakers in the community, and status of the language, to name a few. These factors may significantly affect the rate and pattern of language development.

Due to these important differences, practitioners and administrative staff need to take great care when determining the language level(s), using the E-ELD and/or E-SLD Performance Definitions, for dual language learners. When interpreting the E-ELD and E-SLD language levels, 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.

1

Table of ContentsAbbreviated Guide ......................................................................................................................3Introduction .........................................................................................................................................3Purpose ................................................................................................................................................3The Role of the Language Standards .....................................................................................................3Intended Audience ...............................................................................................................................4Intended Users .....................................................................................................................................5

Components of the E-ELD Standards Framework .....................................................................5Language Standards ..............................................................................................................................6Age Clusters .........................................................................................................................................7Language Domains ...............................................................................................................................7Language Levels ...................................................................................................................................7Features of Developmentally-Appropriate Academic Language .............................................................7

Performance Definitions .............................................................................................................9Early English Language Development Performance Definitions .........................................................10

—Expressive Language, Ages 2.5–4.5Early English Language Development Performance Definitions .........................................................11

—Expressive Language, Ages 4.5–5.5Early English Language Development Performance Definitions .........................................................12

—Receptive Language, Ages 2.5–4.5Early English Language Development Performance Definitions .........................................................13

—Receptive Language, Ages 4.5–5.5

Strands of Model Performance Indicators (MPIs) .................................................................. 14E-ELD Topics ....................................................................................................................................15Language Supports .............................................................................................................................17

Strands of Model Performance Indicators Representing the WIDA Early English .............. 21 Language Development StandardsStrand of MPIs for the Language of Social and Emotional Development ............................................22Strand of MPIs for the Language of Early Language Development and Literacy .................................28Strand of MPIs for the Language of Mathematics ...............................................................................34Strand of MPIs for the Language of Science .......................................................................................40Strand of MPIs for the Language of Social Studies ..............................................................................46Strand of MPIs for the Language of Physical Development ................................................................52

Appendix A: Bibliography ..................................................................................................................58

2

List of FiguresFigure A: The Correspondence between the Five Dimensions of Children’s Development ....................4

and the E-ELD Standards Figure B: The Early English Language Development Standards ............................................................6Figure C: Features of Developmentally-Appropriate Academic Language WIDA’s E-ELD Standards ....8 Figure D: Early English Language Development Performance Definitions .........................................10

—Receptive Language, Ages 2.5–4.5Figure E: Early English Language Development Performance Definitions ..........................................11

—Receptive Language, Ages 4.5–5.5Figure F: Early English Language Development Performance Definitions ..........................................12

—Expressive Language, Ages 2.5–4.5Figure G: Early English Language Development Performance Definitions ..........................................13

—Expressive Language, Ages 4.5–5.5Figure H: Strand of MPIs for the Language of Physical Development ................................................14Figure I: Topic List for Early English Language Development Standards ............................................15Figure J: Language Supports for Dual Language Learners, Ages 2.5–5.5 .............................................17Figure K: Guiding Questions for the Components of the WIDA Early English Language ..................18

Development StrandsFigure L: Template for Strands of MPIs ..............................................................................................19

3

OV

ERV

IEW

Abbreviated Guide

IntroductionWorld Class Instructional Design and Assessment (WIDA) is pleased to introduce the long anticipated Early English Language Development (E-ELD) Standards for young children who are in the process of learning English as an additional language prior to entering Kindergarten. These children, ages birth–5 years, who are still developing basic competency in their home language(s) as they acquire English, are often referred to as dual language learners. As the number of young dual language learners continues to grow in the United States, practitioners in both rural and urban settings struggle with how to effectively support, instruct, and assess these young children when implementing state Early Learning Standards (ELS) which have often been developed with native-English speaking children in mind. WIDA’s response to the growing need for supporting and assessing young dual language learners has been the creation of the E-ELD Standards Framework.

PurposeThe purpose of the E-ELD standards is to provide a developmentally-sound framework for supporting, assessing and instructing dual language learners, ages 2.5–5.5, which aligns with existing WIDA ELD Standards for Kindergarten through Grade 12 and simultaneously corresponds to states’ Early Learning Standards. The E-ELD standards will provide WIDA Consortium states a consistent and congruent framework for supporting and assessing the language growth of dual language learners through age-appropriate, standards-based content from early preschool through Grade 12. Because the E-ELD standards directly correspond to state Early Learning Standards and to Head Start’s Child Development and Early Learning Framework, early care and education programs outside the WI consortium will also be able to readily apply the E-ELD standards to support, instruct, and assess language development of dual language learners.

The Role of the Language StandardsWIDA’s E-ELD standards describe the social and academic language that dual language learners, ages 2.5–5.5, need to process and produce in order to succeed in meeting states’ Early Learning Standards. In short, E-ELD standards are “language standards” and as such always refer to “the language of” the content related to the development and learning (e.g., the language of 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, instructing, and assessing young dual language learners. Using language standards in conjunction with Early Learning Standards helps practitioners concretely connect the linguistic variations and needs of young dual language learners across all content areas of standards-based curricula and assessments. In this way, language standards provide a means for helping educators deliver accurate and relevant instruction and assessment to young dual language learners at varying levels of English language development within standards-based curriculum.

WIDA has adopted six early language standards which correspond to the major dimensions of development and learning recommended by the National Education Goals Panel (NEGP) (BUILD,

4

OV

ERV

IEW

2012; Scott-Little, Kagan, & Stebbins Frelow, 2005) and the National Association for the Education of Young Children (NAEYC, 2009) for inclusion into Early Learning Standards. These dimensions of children’s development are represented in the Head Start Child Development and Early Learning Framework (Office of Head Start 2010) and have been adopted by states to varying degrees within their Early Learning Standards. The E-ELD standards are: The Language of… Social and Emotional Development, Early Language and Literacy, Mathematics, Science, Social Studies, and Physical Development with the language of “Approaches to Learning” incorporated throughout the six E-ELD standards. The figures below depict the correspondence between NEGP’s recommended major dimensions of development and learning for Early Learning Standards and WIDA’s E-ELD standards.

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

This correspondence makes it possible to integrate the E-ELD standards within standards-based curriculum, instruction, and assessment for dual language learners in a variety of early care and education program settings including child care, Head Start, preschool, and 4-year-old Kindergarten.

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

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

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

Visual Representation of the Early English Language

Development Standards

APPROACHES TO LEARNINGTHE LANGUAGE OF

Early Language& Literacy

Development

PhysicalDevelopment

Math • ScienceSocial Studies

CognitiveDevelopment

Social andEmotional

Development

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

Five Dimensions of Children’s Development that Are Linked to School Readiness and Children’s Later Success

APPROACHES TO LEARNING

Language & Communication

Development

Physical Well-Being

& MotorDevelopment

Cognition & General

Knowledge

Social & Emotional

Development

© March 2013, Board of Regents of the University of Wisconsin System on behalf of the WIDA Consortium—DRAFT

5

OV

ERV

IEW

Intended UsesPractitioners in Head Start, child care, preschool, or early childhood special education programs might use the E-ELD standards to help guide lesson planning to ensure that the different linguistic needs of dual language learners are being met throughout their program day. For example, teachers may use the E-ELD standards to determine the kinds of language supports dual language learners at different levels in the English language acquisition process 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 dual language learners during small group learning activities, snack time, outdoor play, or free-choice play.

Practitioners can also refer to the E-ELD standards for guidance on how to help dual language learners reach the next level of English language development. In other words, the E-ELD standards can be used to help practitioners meaningfully plan ways to extend dual language learners’ current level of English language acquisition as the children simultaneously learn new concepts and skills within standards-based curriculum.

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

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

Components of E-ELD Standards FrameworkThe E-ELD Standards Framework has adapted all of the components of WIDA’s standards framework for K–12 to meet the unique characteristics of children, ages 2.5–5.5. Specific consideration has been given to the nature of early language and cognitive development, family and community-based socio-cultural 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-ELD framework components help practitioners identify and understand the receptive and expressive language that dual language learners need in order to meet performance benchmarks/indicators across state Early Learning Standards. Each component is listed below with a brief description of its defining characteristics.

6

OV

ERV

IEW

Language Standards

Six language standards represent the social, instructional and developmentally-appropriate academic language that dual language learners need to engage with peers, practitioners and standards-based curriculum within early care and education settings. The E-ELD standards directly correspond to state Early Learning Standards and the Head Start Child Development and Early Learning Outcomes so that they can be easily used within programs’ standards-based curricula, instruction, and assessments.

Figure B: The Early English Language Development Standards

Standard Abbreviation

Early English Language Development Standard 1

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

The language of Social and Emotional Development

Early English Language Development Standard 2

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

The language of Early Language Development and Literacy

Early English Language Development Standard 3

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

The language of Mathematics

Early English Language Development Standard 4

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

The language of Science

Early English Language Development Standard 5

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

The language of Social Studies

Early English Language Development Standard 6

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

The language of Physical Development

7

OV

ERV

IEW

Age Clusters

Early care and education 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. The age clusters take this cognitive and linguistic “threshold” into account by defining 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)

Language Domains

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

Although early literacy encompasses listening, speaking, reading, and writing, children rely mostly on oral language skills when participating in reading and writing activities at this early age. Thus, reading and writing have been incorporated into the receptive and expressive language domains of the E-ELD framework.

Language Levels

Three language levels outline the progression of early English language development: Level 1—Entering, Level 3—Developing and Level 5—Bridging. These language levels correspond to WIDA’s five language levels for English language learners, K–12, but pertain uniquely to the stages of English language development in dual language learners, ages 2.5–5.5. Descriptions of the language very young children are able to process and produce at each of these language levels are provided in the Performance Definitions (See Figures D–G).

Features of Developmentally-Appropriate Academic Language

Based in part on WIDA’s Features of Academic Language for K–12, the E-ELD Features have been adapted and renamed to fit the unique characteristics of young children’s developing linguistic abilities during the early preschool years. The features of social, instructional, and academic language are outlined for two language criteria: linguistic complexity and language usage. These criteria are used to define each language level of English 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/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).

8

OV

ERV

IEW

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

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.

Language Criteria Features

Linguistic Complexity(Quantity and variety of oral language)

Variety and length of utterances and interactions

Understanding and expression of ideas

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

Types and variety of grammatical structures

Match of language forms to purpose

Formulaic phrases and expressions

Choice of intonation to convey meaning

Interpretation and ability to construct meaning at word/phrase level

Specificity of word/phrase choice

Comprehensibility of language

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

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

9

OV

ERV

IEW

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

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

10

OV

ERV

IEW

Figu

re D

: Ear

ly E

nglis

h La

ngua

ge D

evel

opm

ent P

erfo

rman

ce D

efini

tion

s –

Rece

ptiv

e, A

ges

2.5–

4.5

Tow

ard

the

end

of e

ach

age

clus

ter a

nd g

iven

leve

l of E

nglis

h la

ngua

ge d

evel

opm

ent,

and

with

sens

ory

and

inte

ract

ive

supp

orts,

dua

l lan

guag

e le

arne

rs w

ill

proc

ess i

n En

glish

and

non

-ver

bally

dem

onstr

ate

unde

rsta

ndin

g of

:

…w

ithin

soci

ocul

tura

l con

text

s for

lang

uage

use

.

HOME LANGUAGE

Lang

uage

Cri

teri

aA

ges

2.5–

3.5

(30–

42 m

os.)

Age

s 3.

5–4.

5 (4

3–54

mos

.)

Leve

l 5Br

idgi

ng

Ling

uist

ic

Com

plex

ity

Lang

uage

Usa

ge

• Se

ries o

f sim

ple

sent

ence

s rel

ated

to fa

mili

ar st

orie

s or

even

ts•

An id

ea w

ith o

ne to

two

deta

ils; o

ne-s

tep

dire

ctio

n re

late

d to

dai

ly ro

utin

es

• Sh

ort a

nd c

ompo

und

sent

ence

s rel

ated

to d

aily

ro

utin

es, f

amili

ar p

eopl

e, so

ngs,

and

storie

s •

Gen

eral

and

som

e sp

ecifi

c vo

cabu

lary

ass

ocia

ted

with

fa

mil i

ar en

viro

nmen

ts an

d sto

ries

• Se

ries o

f ext

ende

d se

nten

ces r

elat

ed to

fam

iliar

stor

ies,

lear

ning

act

iviti

es, o

r eve

nts

• Re

late

d id

eas;

two-

step

dire

ctio

ns re

late

d to

dai

ly ro

utin

es

• C

ompo

und

and

som

e co

mpl

ex se

nten

ces r

elat

ed to

fa

mili

ar st

orie

s and

lear

ning

act

iviti

es•

Spec

ific

voca

bula

ry a

ssoc

iate

d w

ith st

orie

s, le

arni

ng

activ

it ies

, and

var

ious

envi

ronm

ents

Leve

l 3D

evel

opin

g

Ling

uist

ic

Com

plex

ity

Lang

uage

Usa

ge

• Re

lated

phr

ases

and

sim

ple

sent

ence

s •

An id

ea w

ith o

ne d

etai

l

• Sh

ort s

ente

nces

rela

ted

to d

aily

rout

ines

, fam

iliar

pe

ople

, son

gs, a

nd st

orie

s•

Repe

titiv

e ph

rasa

l pat

tern

s rel

ated

to d

aily

rout

ines

an

d fa

mili

ar st

orie

s•

Gen

eral

voc

abul

ary

rela

ted

to d

aily

rout

ines

and

fa

mili

ar st

o ries

• M

ultip

le re

late

d sim

ple

sent

ence

s; w

h-qu

estio

ns•

An id

ea w

ith tw

o de

tails

• Sh

ort a

nd so

me

com

poun

d se

nten

ces r

elat

ed to

fam

iliar

sto

ries a

nd le

arni

ng a

ctiv

ities

• Se

nten

ce p

atte

rns r

elat

ed to

fam

iliar

stor

ies a

nd le

arni

ng

activ

ities

•

Gen

eral

and

som

e sp

ecifi

c vo

cabu

lary

rela

ted

to d

aily

ro

utin

es, f

amili

ar st

ories

, and

lear

ning

activ

ities

Leve

l 1En

teri

ng

Ling

uist

ic

Com

plex

ity

Lang

uage

Usa

ge

• W

ords

and

repe

titiv

e ph

rase

s rel

ated

to d

aily

rout

ines

• An

idea

with

in si

mpl

e qu

estio

ns o

r sta

tem

ents

rela

ted

to se

lf, fa

mili

ar p

eopl

e, o

r dai

ly ro

utin

es

• Re

petit

ive

phra

ses a

ssoc

iate

d w

ith d

aily

rout

ines

• Ye

s/no

que

stion

s rel

ated

to se

lf, fa

mili

ar p

eopl

e, a

nd/

or d

aily

rout

ines

• W

ords

ass

o ciat

ed w

ith fa

mili

ar en

viro

nmen

ts

• W

ords

a nd

phra

ses r

elat

ed to

dai

ly ro

utin

es•

An id

ea w

ithin

sim

ple

ques

tions

or s

tate

men

ts re

late

d to

fa

mili

ar e

nviro

nmen

ts

• Re

petit

ive

phra

ses a

nd si

mpl

e sta

tem

ents

asso

ciat

ed w

ith

daily

rout

ines

• Ye

s/no

que

stion

s rel

ated

to se

lf, fa

mili

ar p

eopl

e, a

nd/o

r da

ily ro

utin

es•

Wor

ds a

nd e

xpre

ssio

ns a

ssoc

iate

d w

ith fa

mili

ar

envi

ronm

ents

At th

e ve

ry b

egin

ning

stag

es o

f Eng

lish

lang

uage

acq

uisit

ion,

dua

l lan

guag

e le

arne

rs ty

pica

lly u

nder

stand

mor

e w

ords

than

they

are

abl

e to

pro

duce

. Chi

ldre

n m

ay b

e no

n-ve

rbal

in E

nglis

h an

d re

ly p

rimar

ily o

n th

eir h

ome

lang

uage

and

/or g

estu

res t

o co

mm

unic

ate

thei

r nee

ds, w

ants,

and

idea

s.

At a

ll le

vels

of

lang

uage

ac

quis

itio

n,

hom

e la

ngua

ge

and

Engl

ish

lang

uage

de

velo

pmen

t

• in

fluen

ce a

nd

rein

forc

e ea

ch

othe

r; an

d

• m

edia

te

unde

rsta

ndin

g,

cons

truc

tion

of

mea

ning

, and

de

mon

strat

ion

of

know

ledg

e.

11

OV

ERV

IEW

Figu

re E

: Ear

ly E

nglis

h La

ngua

ge D

evel

opm

ent P

erfo

rman

ce D

efini

tion

s –

Rece

ptiv

e, A

ges

4.5–

5.5

Tow

ard

the

end

of e

ach

age

clus

ter a

nd g

iven

leve

l of E

nglis

h la

ngua

ge d

evel

opm

ent,

and

with

sens

ory

and

inte

ract

ive

supp

orts,

dua

l lan

guag

e le

arne

rs w

ill

proc

ess i

n En

glish

and

non

-ver

bally

dem

onstr

ate

unde

rsta

ndin

g of

:

HOME LANGUAGE

Lang

uage

Cri

teri

aA

ges

4.5–

5.5

(55–

66 M

onth

s)

Leve

l 5Br

idgi

ng

Ling

uist

ic

Com

plex

ity

Lang

uage

Usa

ge

• Se

nten

ces/

ques

tions

of v

aryi

ng ri

chne

ss a

nd c

ompl

exity

rela

ted

to fa

mili

ar st

orie

s, le

arni

ng a

ctiv

ities

, or

eve

nts

• Ex

pand

ed re

late

d id

eas t

wo

to th

ree

step

dire

ctio

ns a

nd so

me

new

dire

ctio

ns re

late

d to

dai

ly ro

utin

es

• C

ompl

ex se

nten

ces a

nd la

ngua

ge p

atte

rns r

elat

ed to

fam

iliar

stor

ies a

nd in

struc

tiona

l act

iviti

es•

Spec

ific

and

som

e te

chni

cal v

ocab

ular

y as

soci

ated

with

var

ious

env

ironm

ents

and

lear

ning

act

iviti

es

Leve

l 3D

evel

opin

g

Ling

uist

ic

Com

plex

ity

Lang

uage

Usa

ge

• M

ultip

le re

late

d ex

tend

ed se

nten

ces

• Re

late

d id

eas

• C

ompo

und

and

som

e co

mpl

ex se

nten

ces r

elat

ed to

fam

iliar

stor

ies a

nd le

arni

ng a

ctiv

ities

• Se

nten

ce p

atte

rns r

elat

ed to

spec

ific

lear

ning

act

iviti

es a

nd st

orie

s•

Gen

eral

and

som

e sp

ecifi

c vo

cabu

lary

ass

ocia

ted

with

fam

iliar

env

ironm

ents

and

lear

ning

act

iviti

es

Leve

l 1En

teri

ng

Ling

uist

ic

Com

plex

ity

Lang

uage

Usa

ge

• W

ords

and

long

er p

hras

es re

late

d to

dai

ly ro

utin

es a

nd le

arni

ng a

ctiv

ities

• An

idea

with

in si

mpl

e qu

estio

ns o

r sta

tem

ents

rela

ted

to fa

mili

ar e

nviro

nmen

ts

• Re

petit

ive

phra

ses a

nd si

mpl

e sta

tem

ents

asso

ciat

ed w

ith d

aily

rout

ines

• Ye

s/no

que

stion

s rel

ated

to se

lf, fa

mili

ar p

eopl

e, a

nd/o

r dai

ly ro

utin

es•

Voca

bula

ry a

ssoc

iate

d w

ith fa

mili

ar e

nviro

nmen

ts an

d le

arni

ng a

ctiv

ities

At th

e ve

ry b

egin

ning

stag

es o

f Eng

lish

lang

uage

acq

uisit

ion,

dua

l lan

guag

e le

arne

rs ty

pica

lly u

nder

stand

mor

e w

ords

than

they

are

abl

e to

pro

duce

. C

hild

ren

may

be

non-

verb

al in

Eng

lish

and

rely

prim

arily

on

thei

r hom

e la

ngua

ge a

nd/o

r ges

ture

s to

com

mun

icat

e th

eir n

eeds

, wan

ts, a

nd id

eas.

At a

ll le

vels

of

lang

uage

ac

quis

itio

n,

hom

e la

ngua

ge

and

Engl

ish

lang

uage

de

velo

pmen

t

• in

fluen

ce a

nd

rein

forc

e ea

ch

othe

r; an

d

• m

edia

te

unde

rsta

ndin

g,

cons

truc

tion

of

mea

ning

, and

de

mon

strat

ion

of

know

ledg

e.

12

OV

ERV

IEW

Figu

re F

: Ear

ly E

nglis

h La

ngua

ge D

evel

opm

ent P

erfo

rman

ce D

efini

tion

s –

Expr

essi

ve, A

ges

2.5–

4.5

At a

ll le

vels

of

lang

uage

ac

quis

itio

n,

hom

e la

ngua

ge

and

Engl

ish

lang

uage

de

velo

pmen

t

• in

fluen

ce a

nd

rein

forc

e ea

ch

othe

r; an

d

• m

edia

te

unde

rsta

ndin

g,

cons

truc

tion

of

mea

ning

, and

de

mon

strat

ion

of

know

ledg

e.

Tow

ard

the

end

of e

ach

age

clus

ter a

nd g

iven

leve

l of E

nglis

h la

ngua

ge d

evel

opm

ent,

and

with

sens

ory

and

inte

ract

ive

supp

orts,

dua

l lan

guag

e le

arne

rs w

ill e

xpre

ss in

Eng

lish:

…w

ithin

soci

ocul

tura

l con

text

s for

lang

uage

use

.

HOME LANGUAGE

Lang

uage

Cri

teri

aA

ges

2.5–

3.5

(30–

42 m

os.)

Age

s 3.

5–4.

5 (4

3–54

mos

.)

Leve

l 5Br

idgi

ng

Ling

uist

ic

Com

plex

ity

Lang

uage

Usa

ge

• M

ultip

le p

hras

es a

nd so

me

fam

iliar

3+

wor

d se

nten

ces

• Si

ngle

idea

s

• Em

ergi

ng c

ompr

ehen

sibili

ty o

f fam

iliar

phr

ases

and

sh

ort s

ente

nces

• G

ener

al a

nd a

few

spec

ific

voca

bula

ry a

ssoc

iate

d w

ith

fam

iliar

env

ironm

ents

• Va

riety

of o

rigin

al se

nten

ces o

f 3–5

+ w

ords

• Ap

prox

imat

ions

of r

elat

ed id

eas

• C

ompr

ehen

sible

sent

ence

s tha

t may

con

tain

nou

ns, v

erbs

, m

odifi

ers,

and

pron

ouns

• Sp

ecifi

c an

d a

few

tech

nica

l voc

abul

ary

asso

ciat

ed w

ith

vario

us e

nviro

nmen

ts

Leve

l 3D

evel

opin

g

Ling

uist

ic

Com

plex

ity

Lang

uage

Usa

ge

• Ph

rase

s with

a fe

w fa

mili

ar th

ree-

wor

d se

nten

ces

• Ap

prox

imat

ions

of s

ingl

e id

eas

• Fa

mili

ar p

hras

es w

ith e

mer

ging

com

preh

ensib

ility

• Sh

ort r

epet

itive

lang

uage

pat

tern

s use

d in

fam

iliar

fin

gerp

lays

, son

gs, a

nd st

orie

s •

Gen

eral

voc

abul

ary

asso

ciat

ed w

ith fa

mili

ar

envi

ronm

ents

• Sh

ort s

ente

nces

of t

hree

to fo

ur w

ords

that

com

bine

fo

rmul

aic

phra

ses w

ith so

me

new

wor

ds a

nd p

hras

es•

Appr

oxim

atio

ns o

f ide

as

• Sh

ort s

ente

nces

with

em

ergi

ng c

ompr

ehen

sibili

ty

• Re

petit

ive

lang

uage

pat

tern

s use

d in

fing

erpl

ays,

song

s, sto

ries,

or le

arni

ng a

ctiv

ities

• G

ener

al a

nd a

few

spec

ific

voca

bula

ry a

ssoc

iate

d w

ith

fam

iliar

env

ironm

ents;

com

mon

exp

ress

ions

Leve

l 1En

teri

ng

Ling

uist

ic

Com

plex

ity

Lang

uage

Usa

ge

• W

ords

and

shor

t for

mul

aic

phra

ses

• O

ne-w

ord

utte

ranc

es to

con

vey

entir

e m

essa

ge o

r ide

a •

Sing

le w

ords

ass

ocia

ted

with

dai

ly ro

utin

es a

nd

fam

iliar

stor

ies

• Re

petit

ive

phra

ses

• W

ords

and

form

ulai

c ph

rase

s•

One

- to

two-

wor

d ut

tera

nces

to c

onve

y en

tire

mes

sage

or

idea

• Fa

mili

ar w

ords

and

exp

ress

ions

ass

ocia

ted

with

dai

ly

rout

ines

•

Repe

titiv

e an

d fo

rmul

aic

phra

ses

• G

ener

al v

ocab

ular

y re

late

d to

fam

iliar

env

ironm

ents

At th

e ve

ry b

egin

ning

stag

es o

f Eng

lish

lang

uage

acq

uisit

ion,

dua

l lan

guag

e le

arne

rs ty

pica

lly u

nder

stand

mor

e w

ords

than

they

are

abl

e to

pro

duce

. Chi

ldre

n m

ay b

e no

n-ve

rbal

in E

nglis

h an

d re

ly p

rimar

ily o

n th

eir h

ome

lang

uage

and

/or g

estu

res t

o co

mm

unic

ate

thei

r nee

ds, w

ants,

and

idea

s.

13

OV

ERV

IEW

Figu

re G

: Ear

ly E

nglis

h La

ngua

ge D

evel

opm

ent P

erfo

rman

ce D

efini

tion

s –

Expr

essi

ve, A

ges

4.5–

5.5

Tow

ard

the

end

of e

ach

age

clus

ter a

nd g

iven

leve

l of E

nglis

h la

ngua

ge d

evel

opm

ent,

and

with

sens

ory

and

inte

ract

ive

supp

orts,

dua

l lan

guag

e le

arne

rs w

ill e

xpre

ss in

Eng

lish:

…w

ithin

soci

ocul

tura

l con

text

s for

lang

uage

use

.

HOME LANGUAGE

Lang

uage

Cri

teri

aA

ges

4.5–

5.5

(55–

66 M

onth

s)

Leve

l 5Br

idgi

ng

Ling

uist

ic

Com

plex

ity

Lang

uage

Usa

ge

• Va

riety

of s

hort

and

exp

ande

d se

nten

ces o

f 4–6

+ w

ords

• Re

late

d id

eas

• C

ompr

ehen

sible

sent

ence

s tha

t may

con

tain

spec

ific

gram

mat

ical

form

s (e

.g.,

pres

ent p

rogr

essiv

e +

verb

, pas

t ten

se, p

lura

ls, p

osse

ssiv

es, a

nd a

rtic

les)

• Sp

ecifi

c an

d so

me

tech

nica

l voc

abul

ary

asso

ciat

ed w

ith v

ario

us e

nviro

nmen

ts an

d le

arni

ng a

ctiv

ities

Leve

l 3D

evel

opin

g

Ling

uist

ic

Com

plex

ity

Lang

uage

Usa

ge

• Sh

ort s

ente

nces

of t

hree

to fo

ur w

ords

that

com

bine

form

ulai

c ph

rase

s with

new

wor

ds a

nd so

me

expa

nded

sent

ence

s•

Appr

oxim

atio

ns o

f rel

ated

idea

s

• Sh

ort a

nd so

me

expa

nded

sent

ence

s with

em

ergi

ng c

ompr

ehen

sibili

ty•

Mul

tiple

repe

titiv

e la

ngua

ge p

atte

rns u

sed

in st

orie

s, so

ngs,

and

lear

ning

act

iviti

es•

Gen

eral

and

som

e sp

ecifi

c vo

cabu

lary

ass

ocia

ted

with

fam

iliar

env

ironm

ents

and

lear

ning

act

iviti

es

Leve

l 1En

teri

ng

Ling

uist

ic

Com

plex

ity

Lang

uage

Usa

ge

• W

ords

and

long

er fo

rmul

aic

phra

ses

• O

ne- t

o tw

o-w

ord

utte

ranc

es to

con

vey

entir

e m

essa

ge o

r ide

a

• W

ords

and

exp

ress

ions

ass

ocia

ted

with

dai

ly ro

utin

es a

nd fa

mili

ar st

orie

s•

Repe

titiv

e an

d fo

rmul

aic

phra

ses

• G

ener

al v

ocab

ular

y re

late

d to

fam

iliar

env

ironm

ents

and

lear

ning

act

iviti

es

At th

e ve

ry b

egin

ning

stag

es o

f Eng

lish

lang

uage

acq

uisit

ion,

dua

l lan

guag

e le

arne

rs ty

pica

lly u

nder

stand

mor

e w

ords

than

they

are

abl

e to

pro

duce

. C

hild

ren

may

be

non-

verb

al in

Eng

lish

and

rely

prim

arily

on

thei

r hom

e la

ngua

ge a

nd/o

r ges

ture

s to

com

mun

icat

e th

eir n

eeds

, wan

ts, a

nd id

eas.

At a

ll le

vels

of

lang

uage

ac

quis

itio

n,

hom

e la

ngua

ge

and

Engl

ish

lang

uage

de

velo

pmen

t

• in

fluen

ce a

nd

rein

forc

e ea

ch

othe

r; an

d

• m

edia

te

unde

rsta

ndin

g,

cons

truc

tion

of

mea

ning

, and

de

mon

strat

ion

of

know

ledg

e.

14

OV

ERV

IEW

Strands of Model Performance Indicators (MPIs)Model performance indicators (MPIs) provide examples of how children are able to process or produce language within specific socio-cultural contexts at the three levels of early English language development within each age cluster.

An MPI strand consists of the three language levels of early English language development for a given topic and language domain, from Entering (1) through Bridging (5). The horizontal MPI strands illustrate the progression of language development for a given age cluster. MPI strands provide a consistent structure for early care and education practitioners to use when scaffolding or assessing children’s language across a wide range of learning activities and environments. Figure H provides a sample MPI strand for the E-ELD Standard 6: The Language of Physical Development, ages 4.5–5.5.

Figure H: Strands of MPIs for Standard of Physical Development

Model performance indicators (MPIs) are the sample statements describing how language is used for particular standards, in a particular domain, at a particular level of language development. They are the smallest unit of representation of the E-ELD standards.

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

Language functions: Language functions describe how children will process or produce language. They are related but distinct from the cognitive complexity of a task. Children at all language levels can engage in higher level thinking according to their developmental capacity. The number and complexity of language functions used by children increases as language develops.

Content Stem (Topic): The content stems of MPIs are directly related to the content contained in state Early Learning Standards and Head Start’s Child Development and Early Learning Framework. The

54 PHYSICAL DEVELOPMENT

EXAMPLE CONTEXT FOR LANGUAGE USE: Children move to music like different animals within large group setting.

COGNITIVE FUNCTION: Children at all levels of English language development DEMONSTRATE body movements associated with actions of animals.

DO

MA

IN: R

ecep

tive

Level 1Entering

Level 3Developing

Level 5Bridging

Imitate body movements of animals in songs according to oral commands with a physical model (e.g., “Move like a frog”, “Gallop like a horse”)

Perform body movements of animals in songs according to oral directions with a physical model (e.g., “Leap high and far like a frog”, “Gallop faster than a horse”, “Move slower than a sloth”)

Perform body movements of animals in songs according to extended oral descriptions with an oral prompt (e.g., “Put your arms together to make the elephant’s trunk. Now swing your trunk back and forth like an elephant“)

TOPIC-RELATED LANGUAGE: Children at all levels of language development interact with developmentally appropriate words and expressions, such as horse, sloth, gallop, leap, far, faster/slower, “Back and forth”, “_____ than a________”

E-ELD STANDARD 6: The Language of Physical Development EXAMPLE TOPIC: Music & movement

AGES: 4.5–5.5 YEARS

MPIs

15

OV

ERV

IEW

content stem denotes WIDA’s view that English language development should always be integrated within early childhood standards-based curriculum and play-based instruction.

A list of E-ELD topics, which align with the content found in many state Early Learning Standards, are included in Figure I. Please note that this topic list is meant to highlight some of the most frequently cited content areas across the six standards and is by no means and exhaustive list.

Cognitive Function: offers information on the cognitive demand of the particular activity. The cognitive function is a reminder to educators that children need access to the same level of thinking challenge as their peers regardless of their language development.

Example Context for Language Use: refers to the particular situation, event, or context in which the communication occurs. Children use language in particular ways that vary according to the context. In short, it provides an authentic example for educators to be able to imagine the situation in which language is being used.

Topic-Related Language: provides examples of language associated with the content that all children should engage, regardless of their language development level. Examples provided typically include words or phrases, but WIDA encourages educators to think beyond words and phrases and include language at the sentence and discourse level.

Figure I: Topic List for Early English Language Development Standards

Area of Development and Learning

Social and Emotional Development

Physical Development

Early Language and Literacy

Topics • Self-concept

• Feelings/Emotions

• Self-regulation

• Self-help/Independence

• Adult relationships/interactions

• Making choices

• Daily routines

• Following directions

• Transitioning between activities and places

• Peer interactions

• Making friends

• Sharing

• Group cooperation/interactions

• Understanding/following rules

• Body awareness

• Physical games

• Outdoor play

• Gym/playground Equipment

• Sports

• Exercise and fitness

• Music and movement

• Health and hygiene

• Personal safety

• Nutrition

• Self-care (e.g., dressing, eating, toileting)

• Using art materials

• Creating art projects

• Using writing tools

• Understanding/following oral directions

• Communicating ideas

• Questioning and commenting

• Creative expression

• Social uses of language

• Role Playing

• Story sense/Story elements

• Telling/retelling stories

• Concepts of print

• Literature awareness

• Phonological and phonemic awareness

• Alphabet knowledge

• Writing process

16

OV

ERV

IEW

Area of Development and Learning

Mathematics Science Social Studies

Topics • Making comparisons

• Number sense

• Numeral recognition

• Computation

• Geometric shapes

• Patterns

• Classification/Sorting

• Graphic representations

• Measurement

• Spatial awareness

• Time awareness

• Coin sense

• Data collection/analysis

• Our body

• Our five senses

• Seasons/Climate

• Weather

• Earth

• The environment

• Growth/Life cycles

• Plants/Food

• Living things and their habitats

• Rocks/Minerals/Fossils

• Dinosaurs

• Liquids/Solids/Air

• Magnets/Electricity

• Space/Solar system

• Technology/Computers

• Colors

• Scientific observation and inquiry

• Data collection/analysis

• Similarities/differences between self and others

• Families

• Classroom routines/rules

• Group belonging and safety

• Classroom jobs

• Environmental print

• Community

• Community workers

• Transportation

• Housing/Homes

• Geography/Maps

• City/Country (Urban/Rural)

• Countries of the world

• Customs/Traditions

• Appreciation for diverse cultures

• Historical events

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 children’s program day is even more critical for dual language learners as they are actively decoding a new language or solidifying their home language. WIDA names three categories of language supports for dual language learners: sensory, graphic, and interactive.

Figure I (cont.):

17

OV

ERV

IEW

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

Figure J: Language Supports for Dual Language Learners, Ages 2.5–5.5

Sensory Supports Graphic Supports Interactive Supports

Real life objects

Toys

Manipulatives

Pictures and photographs

Illustrations and drawings

Magazines

Videos and films

Demonstrations

Gestures

Models

Music

Costumes and props

Charts

Diagrams

Graphic organizers

Graphs

Number lines

Visual schedule

Icons/symbols

Partners

Small groups

Whole group

Internet websites

Software programs

Adult prompting/modeling

Figures K and L provide guiding questions and a blank template for educators to create their own strands adapting them to their own environments, curricula, and children. Figure L can be copied and used to create and adapt strands.

18

OV

ERV

IEW

AG

ES:

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: W

hat i

s the

pur

pose

of t

he c

onte

nt w

ork,

task

, or p

rodu

ct? W

hat r

oles

or i

dent

ities

do

the

child

ren

assu

me?

Wha

t are

the

conc

epts

and

skill

s tha

t chi

ldre

n w

ill b

e de

velo

ping

?

COG

NIT

IVE

FUN

CTIO

N: W

hat i

s the

leve

l of c

ogni

tive e

ngag

emen

t for

the g

iven

task

? Doe

s the

leve

l of c

ogni

tive e

ngag

emen

t mat

ch o

r exc

eed

that

of t

he st

ates

’ Ear

ly

Lear

ning

Sta

ndar

ds?

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

use language?

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

A S

tran

d of

Mod

el P

erfo

rman

ce In

dica

tors

:

Wha

t lan

guag

e ar

e th

e ch

ildre

n ex

pect

ed to

pro

cess

or p

rodu

ce a

t eac

h le

vel o

f dev

elop

men

t?

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 c

hild

ren

to a

cces

s lan

guag

e an

d co

nten

t?

TOPI

C-RE

LATE

D L

AN

GU

AG

E: W

ith w

hich

age

-app

ropr

iate

wor

ds a

nd e

xpre

ssio

ns w

ill a

ll ch

ildre

n in

tera

ct?

E-EL

D S

TAN

DA

RD:

Figu

re K

: Gui

ding

Que

stio

ns fo

r the

Com

pone

nts

of W

IDA

Ear

ly E

nglis

h La

ngua

ge D

evel

opm

ent S

tran

ds

EXA

MPL

E TO

PIC:

W

hat i

s one

of t

he to

pics

addr

esse

d in

the s

elec

ted

cont

ent s

tand

ard(

s)?

19

OV

ERV

IEW

AG

ES:

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE:

COG

NIT

IVE

FUN

CTIO

N:

Language Domain(s):

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

TOPI

C-RE

LATE

D L

AN

GU

AG

E:

E-EL

D S

TAN

DA

RD:

EXA

MPL

E TO

PIC:

Reg

istx

xxxx

xxxx

xxxr

o

Figu

re L

: Tem

plat

e fo

r Str

ands

of M

PIs

AG

ES: X

XX y

ears

21SO

CIA

L A

ND

EM

OTI

ON

AL

EARL

Y LA

NG

UA

GE

A

ND

LIT

ERA

CY

MAT

HEM

ATIC

SSC

IEN

CESO

CIA

L

STU

DIE

SPH

YSIC

AL

DEV

ELO

PMEN

T

Stra

nds

of M

odel

Per

form

ance

In

dica

tors

Rep

rese

ntin

g th

e W

IDA

Ear

ly E

nglis

h La

ngua

ge

Dev

elop

men

t Sta

ndar

ds

The

Mod

el P

erfo

rman

ce In

dica

tors

(MPI

s) p

rovi

de e

xam

ples

of

how

chi

ldre

n pr

oces

s an

d pr

oduc

e la

ngua

ge in

eac

h ag

e gr

oup.

The

stra

nds

of E

arly

Eng

lish

Lang

uage

Dev

elop

men

t con

tain

th

ree

leve

ls o

f dev

elop

men

t, th

ree

age

grou

ps, a

nd tw

o la

ngua

ge d

omai

ns (R

ecep

tive

and

Expr

essi

ve).

SOCI

AL

AN

D

EMO

TIO

NA

L22

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n pa

rtic

ipat

e in

inte

ract

ive

read

ings

of f

amili

ar p

ictu

re b

ooks

abo

ut fe

elin

gs.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent I

DEN

TIF

Y fe

elin

gs.

DOMAIN: Receptive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Mim

ic fe

elin

gs fr

om p

ictu

re b

ooks

that

are

read

al

oud

usin

g fa

cial

ges

ture

s with

adu

lt m

odel

Find

feel

ings

dep

icte

d in

pic

ture

car

ds b

ased

on

simpl

e sta

tem

ents/

ques

tions

with

adu

lt m

odel

(e.g

., “F

ind

sad”

, “W

here

is h

appy

?”)

Poin

t to

feel

ings

in fa

mili

ar p

ictu

re b

ooks

acc

ordi

ng

to o

ral d

irect

ions

with

adu

lt m

odel

(e.g

., “P

oint

to

the

happ

y bo

y”, “

Whe

re is

the

mad

girl

?”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly-a

ppro

pria

te w

ords

and

exp

ress

ions

, suc

h as

: hap

py, s

ad, m

ad,

“Fin

d __

___”

, “W

here

is__

__?”

, “Po

int t

o __

___”

AG

ES: 2

.5–3

.5

E-EL

D S

TAN

DA

RD 1

: The

Lan

guag

e of

Soc

ial a

nd E

mot

iona

l Dev

elop

men

t EX

AM

PLE

TOPI

C: F

eelin

gs

23SO

CIA

L A

ND

EM

OTI

ON

AL

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n pa

rtic

ipat

e in

inte

ract

ive

read

ings

of f

amili

ar p

ictu

re b

ooks

abo

ut fe

elin

gs.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent I

DEN

TIF

Y fe

elin

gs.

DOMAIN: Receptive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Imita

te fe

elin

gs fr

om p

ictu

re b

ooks

that

are

read

al

oud

usin

g fa

cial

and

bod

y ge

sture

s with

adu

lt m

odel

Poin

t to

feel

ings

in p

ictu

re b

ooks

bas

ed o

n or

al

dire

ctio

ns w

ith a

par

tner

(e.g

., “S

how

me

the

scar

ed

boy”

, “W

here

is th

e an

gry

girl?

”)

Sort

feel

ings

dep

icte

d in

pic

ture

car

ds a

ccor

ding

to

ora

l dire

ctio

ns w

ith v

isual

mod

el a

nd a

par

tner

(e

.g.,

“He/

she

feel

s ang

ry”,

“Pu

t all

the

happ

y fa

ces

toge

ther

”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly-a

ppro

pria

te w

ords

and

exp

ress

ions

, suc

h as

: hap

py, a

ngry

, sc

ared

, fac

es, c

hild

ren,

“H

e/sh

e fe

els_

____

_”, “

Put a

ll th

e___

____

toge

ther

”

AG

ES: 3

.5–4

.5

E-EL

D S

TAN

DA

RD 1

: The

Lan

guag

e of

Soc

ial a

nd E

mot

iona

l Dev

elop

men

t EX

AM

PLE

TOPI

C: F

eelin

gs

SOCI

AL

AN

D

EMO

TIO

NA

L24

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n pa

rtic

ipat

e in

inte

ract

ive

read

ings

of f

amili

ar p

ictu

re b

ooks

abo

ut fe

elin

gs.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent I

DEN

TIF

Y fe

elin

gs a

nd th

eir c

ause

s.

DOMAIN: Receptive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Resp

ond

to fe

elin

gs in

pic

ture

boo

ks th

at a

re re

ad

alou

d w

ith fa

cial

and

bod

y ge

sture

s with

adu

lt m

odel

Act o

ut fe

elin

gs a

ssoc

iate

d w

ith d

iffer

ent a

ctio

ns

acco

rdin

g to

ora

l dire

ctio

ns a

nd a

dult

mod

el (e

.g.,

“Gol

dilo

cks b

roke

Bab

y Be

ar’s

chai

r. H

ow d

id B

aby

Bear

feel

?”)

Sele

ct il

lustr

ated

feel

ings

and

thei

r cau

ses a

ccor

ding

to

ora

l des

crip

tions

with

a p

artn

er (e

.g.,

“Bab

y Be

ar

feel

s sad

bec

ause

Gol

dilo

cks b

roke

his

chai

r.”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly-a

ppro

pria

te w

ords

and

exp

ress

ions

such

as:

sad,

hap

py,

afra

id, s

urpr

ised,

sam

e, fe

el, “

How

did

___

__ fe

el?”

, “_

____

__fe

els _

____

__ b

ecau

se...

”

AG

ES: 4

.5–5

.5

E-EL

D S

TAN

DA

RD 1

: The

Lan

guag

e of

Soc

ial a

nd E

mot

iona

l Dev

elop

men

t EX

AM

PLE

TOPI

C: F

eelin

gs

25SO

CIA

L A

ND

EM

OTI

ON

AL

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n w

ash

thei

r han

ds a

t var

ious

tim

es d

urin

g th

eir d

aily

rout

ines

.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent R

EMEM

BER

pro

cedu

res a

ssoc

iate

d w

ith w

ashi

ng h

ands

.

DOMAIN: Expressive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Repe

at si

ngle

wor

ds a

ssoc

iate

d w

ith w

ashi

ng h

ands

us

ing

gestu

res a

nd o

ral m

odel

Imita

te si

mpl

e ph

rase

s ass

ocia

ted

with

was

hing

ha

nds u

sing

gestu

res a

nd o

ral m

odel

s (e.

g., “

Was

h ha

nds”

)

Disc

uss w

ashi

ng h

ands

usin

g ge

sture

s and

ora

l pr

ompt

(e.g

., “I

was

h ha

nds”

, “M

y ha

nds d

ry”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly-a

ppro

pria

te w

ords

and

exp

ress

ions

such

as:

was

h, w

ater

, ha

nds,

dry,

soap

, “W

ash/

dry

hand

s”, “

My

hand

s___

___”

AG

ES: 2

.5–3

.5

E-EL

D S

TAN

DA

RD 1

: The

Lan

guag

e of

Soc

ial a

nd E

mot

iona

l Dev

elop

men

t

EXA

MPL

E TO

PIC:

Sel

f car

e

SOCI

AL

AN

D

EMO

TIO

NA

L26

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n w

ash

thei

r han

ds a

t var

ious

tim

es d

urin

g th

eir d

aily

rout

ines

.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent R

EMEM

BER

pro

cedu

res a

ssoc

iate

d w

ith w

ashi

ng h

ands

.

DOMAIN: Expressive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Repe

at w

ords

and

fam

iliar

phr

ases

ass

ocia

ted

with

w

ashi

ng h

ands

usin

g ge

sture

s and

ora

l mod

el (e

.g.,

soap

, wat

er, “

Was

h ha

nds”

)

Imita

te si

mpl

e ph

rase

s and

shor

t sen

tenc

es

asso

ciat

ed w

ith w

ashi

ng h

ands

usin

g ge

sture

s and

or

al p

rom

pt (e

.g.,

“Mor

e so

ap”,

“H

ot w

ater

”, “

I w

ash

hand

s”)

Des

crib

e tw

o ste

ps a

ssoc

iate

d w

ith w

ashi

ng h

ands

us

ing

gestu

res a

nd o

ral p

rom

pts (

e.g.

, “I w

ash

my

hand

s”, “

I get

tow

el”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly-a

ppro

pria

te w

ords

and

exp

ress

ions

, suc

h as

: soa

p, w

ater

, to

wel

, hot

/col

d, “

My

hand

s”, “

I get

____

_”

AG

ES: 3

.5–4

.5

E-EL

D S

TAN

DA

RD 1

: The

Lan

guag

e of

Soc

ial a

nd E

mot

iona

l Dev

elop

men

t

EXA

MPL

E TO

PIC:

Sel

f car

e

27SO

CIA

L A

ND

EM

OTI

ON

AL

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n w

ash

thei

r han

ds a

t var

ious

tim

es d

urin

g th

eir d

aily

rout

ines

.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent R

EMEM

BER

pro

cedu

res a

ssoc

iate

d w

ith w

ashi

ng h

ands

.

DOMAIN: Expressive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Repe

at w

ords

and

fam

iliar

phr

ases

ass

ocia

ted

with

w

ashi

ng h

ands

usin

g ge

sture

s and

ora

l mod

el (e

.g.,

“Was

h ha

nds”

, “D

ry h

ands

”)

Imita

te p

hras

es a

nd sh

ort s

ente

nces

ass

ocia

ted

with

w

ashi

ng h

ands

usin

g ge

sture

s and

ora

l pro

mpt

(e.g

., “M

y ha

nds d

ry”,

“Tu

rn o

n w

ater

”)

Expl

ain

steps

ass

ocia

ted

with

was

hing

han

ds to

a

part

ner g

iven

visu

al p

rom

pt (e

.g.,

“Firs

t was

h yo

ur

hand

s. Th

en d

ry y

our h

ands

”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly-a

ppro

pria

te w

ords

and

exp

ress

ions

, suc

h as

: sin

k, w

et/d

ry,

“Tur

n on

/off”

, “Yo

ur h

ands

”, “

Firs

t___

____

__. Th

en__

____

___”

AG

ES: 4

.5–5

.5

E-EL

D S

TAN

DA

RD 1

: The

Lan

guag

e of

Soc

ial a

nd E

mot

iona

l Dev

elop

men

t

EXA

MPL

E TO

PIC:

Sel

f car

e

EARL

Y LA

NG

UA

GE

A

ND

LIT

ERA

CY

28

AG

ES: 2

.5–3

.5

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n ch

oose

a fa

mili

ar b

ook

to re

ad.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent U

ND

ERST

AND

stor

y el

emen

ts.

DOMAIN: Receptive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Poin

t to

book

illu

strat

ions

of o

bjec

ts/ch

arac

ters

that

ar

e na

med

ora

lly w

ith a

dult

mod

el (e

.g.,

goat

) Id

entif

y bo

ok il

lustr

atio

ns/p

rops

of o

bjec

ts/ch

arac

ters

bas

ed o

n sim

ple

oral

stat

emen

ts an

d ad

ult m

odel

(e.g

., “Th

e go

at is

eat

ing”

, “Th

e go

at is

on

the

brid

ge”)

Sele

ct b

ook

illus

trat

ions

of o

bjec

ts/ch

arac

ters

bas

ed

on o

ral s

tate

men

ts an

d/or

que

stion

s and

adu

lt m

odel

(e.g

., “W

here

’s th

e tro

ll?”,

“Sh

ow m

e th

e br

idge

”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly-a

ppro

pria

te w

ords

and

exp

ress

ions

, suc

h as

: goa

t, bi

lly g

oat,

brid

ge, t

roll,

on/

unde

r, “S

how

me_

____

”, “

Whe

re’s

the

____

____

__?”

E-EL

D S

TAN

DA

RD 2

: The

Lan

guag

e of

Ear

ly L

angu

age

and

Lite

racy

EX

AM

PLE

TOPI

C: S

tory

ele

men

ts

29EA

RLY

LAN

GU

AG

E

AN

D L

ITER

AC

Y

AG

ES: 3

.5–4

.5

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n ch

oose

a fa

mili

ar b

ook

to re

ad.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent U

ND

ERST

AND

stor

y el

emen

t.

DOMAIN: Receptive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Mat

ch b

ook

illus

trat

ions

of w

hat i

s hap

peni

ng w

ith

adul

t ver

bal m

odel

and

ges

ture

s (e.

g., “

Trip

, tra

p,

trip

, tra

p”, “

Eatin

g gr

ass”

)

Sele

ct b

ook

illus

trat

ions

/pro

ps o

f wha

t is h

appe

ning

ba

sed

on o

ral s

tate

men

ts an

d ad

ult m

odel

(e.g

., “Th

e bi

lly g

oat i

s goi

ng o

ver t

he b

ridge

”, “

The

billy

go

at is

eat

ing”

)

Act o

ut w

hat i

s hap

peni

ng b

ased

on

oral

de

scrip

tions

usin

g vi

sual

s, ge

sture

s and

/or p

rops

(e

.g.,

“The

little

bill

y go

at is

eat

ing

gras

s”, “

The

big

billy

goa

t is g

oing

ove

r the

brid

ge”,

“Th

e tro

ll is

unde

r the

brid

ge”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly-a

ppro

pria

te w

ords

and

exp

ress

ions

, suc

h as

: eat

ing,

go

ing,

ove

r/un

der,

big/

little

, “Tr

ip, t

rap”

, “Th

e bi

lly g

oat i

s ___

____

”

E-EL

D S

TAN

DA

RD 2

: The

Lan

guag

e of

Ear

ly L

angu

age

and

Lite

racy

EX

AM

PLE

TOPI

C: S

tory

ele

men

ts

EARL

Y LA

NG

UA

GE

A

ND

LIT

ERA

CY

30

AG

ES: 4

.5–5

.5

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n ch

oose

a fa

mili

ar b

ook

to re

ad.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent U

ND

ERST

AND

stor

y el

emen

ts.

DOMAIN: Receptive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Poin

t to

book

illu

strat

ions

of o

bjec

ts/ch

arac

ters

/ev

ents

nam

ed o

rally

with

adu

lt m

odel

(e.g

., bi

lly

goat

, tro

ll, e

atin

g gr

ass)

Mat

ch b

ook

illus

trat

ions

/pro

ps o

f eve

nts b

ased

on

ora

l sta

tem

ents/

ques

tions

with

a p

artn

er (e

.g.,

“Firs

t, th

e lit

tle b

illy

goat

goe

s ove

r the

brid

ge”,

“W

hat h

appe

ned

next

?”)

Sequ

ence

eve

nts b

ased

on

oral

des

crip

tions

/qu

estio

ns u

sing

book

illu

strat

ions

/pro

ps w

ith a

pa

rtne

r (e.

g., “

Nex

t, th

e m

ediu

m b

illy

goat

goe

s ov

er th

e br

idge

”, “

Wha

t hap

pene

d la

st?”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly-a

ppro

pria

te w

ords

and

exp

ress

ions

, suc

h as

: goe

s, m

ediu

m, fi

rst,

next

, las

t, af

ter,

“Wha

t hap

pene

d fir

st/ne

xt/la

st?”

E-EL

D S

TAN

DA

RD 2

: The

Lan

guag

e of

Ear

ly L

angu

age

and

Lite

racy

EX

AM

PLE

TOPI

C: S

tory

ele

men

ts

31EA

RLY

LAN

GU

AG

E

AN

D L

ITER

AC

Y

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n ch

oose

a fa

mili

ar b

ook

to re

ad.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent U

ND

ERST

AND

stor

y el

emen

ts.

DOMAIN: Expressive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Repe

at n

ames

of o

bjec

ts/ch

arac

ters

in b

ook

illus

trat

ions

with

adu

lt m

odel

(e.g

., m

oose

, muffi

n)N

ame

obje

cts/

char

acte

rs in

boo

k ill

ustr

atio

ns w

ith

verb

al p

rom

pts (

e.g.

, Adu

lt: “

Is th

is a

swea

ter o

r a

sock

?”)

Com

men

t on

obje

cts/

char

acte

rs in

illu

strat

ions

w

ith v

erba

l mod

el (e

.g.,

“Moo

se w

ants

muffi

n”,

“He

wan

ts so

ck”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly-a

ppro

pria

te w

ords

and

exp

ress

ions

, suc

h as

: moo

se,

muffi

n, so

ck, s

wea

ter,

“Moo

se w

ants

____

____

”

AG

ES: 2

.5–3

.5

E-EL

D S

TAN

DA

RD 2

: The

Lan

guag

e of

Ear

ly L

angu

age

and

Lite

racy

EX

AM

PLE

TOPI

C: S

tory

ele

men

ts

EARL

Y LA

NG

UA

GE

A

ND

LIT

ERA

CY

32

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n ch

oose

a fa

mili

ar b

ook

to re

ad.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent U

ND

ERST

AND

stor

y el

emen

ts.

DOMAIN: Expressive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Repe

at si

ngle

wor

ds a

bout

wha

t is h

appe

ning

usin

g bo

ok il

lustr

atio

ns w

ith a

dult

mod

el (e

.g.,

eatin

g,

go, g

host)

Tell

abou

t wha

t is h

appe

ning

usin

g sim

ple

phra

ses/

sent

ence

s and

boo

k ill

ustr

atio

ns w

ith g

estu

res a

nd

verb

al p

rom

pt (e

.g.,

“He

goin

g ou

tside

”, “

Moo

se

see

ghos

t”)

Des

crib

e w

hat i

s hap

peni

ng u

sing

book

illu

strat

ions

w

ith v

erba

l pro

mpt

(e.g

., “M

oose

is e

atin

g a

muffi

n”, “

He

is ea

ting

jam

”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly-a

ppro

pria

te w

ords

and

exp

ress

ions

, suc

h as

: jam

, gh

ost,

go/g

oing

, see

/see

ing,

eat

/eat

ing,

giv

e/gi

ving

, “M

oose

/he

is (v

erb

+-in

g).”

E-EL

D S

TAN

DA

RD 2

: The

Lan

guag

e of

Ear

ly L

angu

age

and

Lite

racy

EX

AM

PLE

TOPI

C: S

tory

ele

men

ts

AG

ES: 3

.5–4

.5

33EA

RLY

LAN

GU

AG

E

AN

D L

ITER

AC

Y

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n ch

oose

a fa

mili

ar b

ook

to re

ad.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent U

ND

ERST

AND

stor

y el

emen

ts.

DOMAIN: Expressive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Repe

at o

bjec

ts/ch

arac

ters

/wha

t is h

appe

ning

usin

g bo

ok il

lustr

atio

ns w

ith a

ver

bal m

odel

(e.g

., m

uffin,

cl

eans

up,

“M

oose

wan

ts m

uffin”

)

Tell

abou

t a st

ory

usin

g ph

rase

s/sh

ort s

ente

nces

ba

sed

on b

ook

illus

trat

ions

with

ges

ture

s and

a

part

ner (

e.g.

, “M

oose

wan

ts pa

int”

, “H

e cl

eans

up”

)

Rete

ll sto

ry u

sing

expa

nded

sent

ence

s bas

ed o

n bo

ok il

lustr

atio

ns w

ith a

par

tner

(e.g

., “F

irst,

Moo

se

wan

ted

a m

uffin.

Then

he

wan

ted

jam

.”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly-a

ppro

pria

te w

ords

and

exp

ress

ions

, suc

h as

: pai

nt,

pupp

et, s

heet

, “C

lean

s up”

, “M

oose

wan

ts/w

ante

d __

____

_”, “

Firs

t ___

____

__ Th

en _

____

____

”

AG

ES: 4

.5–5

.5

E-EL

D S

TAN

DA

RD 2

: The

Lan

guag

e of

Ear

ly L

angu

age

and

Lite

racy

EX

AM

PLE

TOPI

C: S

tory

ele

men

ts

MAT

HEM

ATIC

S34

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n cr

eate

stru

ctur

es a

nd fi

gure

s usin

g bl

ocks

and

/or m

anip

ulat

ives

of v

ario

us sh

apes

.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent U

ND

ERST

AND

geo

met

ric sh

apes

.

DOMAIN: Receptive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Mat

ch g

eom

etric

shap

es b

ased

on

oral

com

man

ds

and

visu

al m

odel

(e.g

., “F

ind

circ

le”, “

Find

squa

re”)

Find

geo

met

ric sh

apes

bas

ed o

n or

al d

irect

ions

an

d vi

sual

mod

el (e

.g.,

“I w

ant a

circ

le”, “

Find

the

squa

re”)

Find

geo

met

ric sh

apes

bas

ed o

n or

al d

escr

iptio

ns

with

visu

al m

odel

(e.g

., “I

wan

t a c

ircle

blo

ck”,

“F

ind

the

squa

re b

lock

”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly-a

ppro

pria

te w

ords

and

exp

ress

ions

, suc

h as

: find

, blo

ck,

circ

le, s

quar

e, “

Find

a/th

e___

_”, “

I wan

t a__

___”

E-EL

D S

TAN

DA

RD 3

: The

Lan

guag

e of

Mat

hem

atic

s EX

AM

PLE

TOPI

C: G

eom

etri

c sh

apes

AG

ES: 2

.5–3

.5

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n cr

eate

stru

ctur

es a

nd fi

gure

s usin

g bl

ocks

and

/or m

anip

ulat

ives

of v

ario

us sh

apes

.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent U

ND

ERST

AND

the

prop

ertie

s of g

eom

etric

shap

es.

DOMAIN: Receptive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Resp

ond

to y

es/n

o qu

estio

ns a

bout

geo

met

ric

shap

es w

ith v

erba

l and

visu

al m

odel

(e.g

., “I

s thi

s sq

uare

?”, “

Do

you

wan

t circ

le?”

)

Find

geo

met

ric sh

apes

by

thei

r pro

pert

ies b

ased

on

simpl

e qu

estio

ns/s

tate

men

ts w

ith v

erba

l and

visu

al

mod

el (e

.g.,

“Fin

d th

e ro

und

bloc

k”, “

Whe

re is

the

tria

ngle

blo

ck?”

)

Sort

geo

met

ric sh

apes

by

thei

r pro

pert

ies a

ccor

ding

to

ora

l dire

ctio

ns w

ith a

visu

al m

odel

with

a p

artn

er

(e.g

., “P

ut th

e sq

uare

blo

cks t

oget

her”

, “Pu

t the

ro

und

bloc

ks to

geth

er”,

“Pu

t the

blo

cks w

ith 3

sid

es to

geth

er”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly-a

ppro

pria

te w

ords

and

exp

ress

ions

, suc

h as

: tria

ngle

, sha

pe,

roun

d, si

des,

“Whe

re is

____

___?

”, “

Put t

he _

____

_ to

geth

er”

AG

ES: 3

.5–4

.5

E-EL

D S

TAN

DA

RD 3

: The

Lan

guag

e of

Mat

hem

atic

s EX

AM

PLE

TOPI

C: G

eom

etri

c sh

apes

35M

ATH

EMAT

ICS

36M

ATH

EMAT

ICS

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n cr

eate

stru

ctur

es a

nd fi

gure

s usin

g bl

ocks

and

/or m

anip

ulat

ives

of v

ario

us sh

apes

.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent U

ND

ERST

AND

the

prop

ertie

s of g

eom

etric

shap

es.

DOMAIN: Receptive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Mat

ch g

eom

etric

shap

es b

y th

eir p

rope

rtie

s giv

en

verb

al a

nd v

isual

mod

els

Find

geo

met

ric sh

apes

by

thei

r pro

pert

ies a

ccor

ding

to

ora

l des

crip

tions

with

visu

al m

odel

s and

a

part

ner (

e.g.

, “Fi

nd th

e bl

ock

with

3 si

des”

, “W

here

is

the

roun

d bl

ock?

”)

Resp

ond

to st

atem

ents

abou

t the

pro

pert

ies o

f ge

omet

ric sh

apes

with

visu

al m

odel

s and

a p

artn

er

(e.g

., “P

ut th

e tr

iang

le b

lock

on

my

tow

er”,

“J

uani

to n

eeds

the

bloc

k w

ith 4

side

s”, “

Giv

e m

e th

e bl

ock

with

long

side

s”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly-a

ppro

pria

te w

ords

and

exp

ress

ions

, suc

h as

: rec

tang

le, l

ong/

shor

t, “l

ong/

shor

t sid

es”,

“__

____

with

___

__ si

des”

E-EL

D S

TAN

DA

RD 3

: The

Lan

guag

e of

Mat

hem

atic

s EX

AM

PLE

TOPI

C: G

eom

etri

c sh

apes

AG

ES: 4

.5–5

.5

37

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n us

e cu

t out

shap

es to

mak

e a

pict

ure.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent U

ND

ERST

AND

geo

met

ric sh

apes

.

DOMAIN: Expressive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Repe

at n

ame

of g

eom

etric

shap

es u

sing

gestu

res

and

verb

al m

odel

(e.g

., ci

rcle

, squ

are)

La

bel g

eom

etric

shap

es w

ith v

erba

l mod

el (e

.g.,

circ

le, s

quar

e)C

omm

ent o

n ge

omet

ric sh

apes

with

a p

artn

er w

ith

verb

al c

ues (

e.g.

, “M

ine

is sq

uare

”, “

I hav

e ci

rcle”

)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly-a

ppro

pria

te w

ords

and

exp

ress

ions

, suc

h as

: circ

le, s

quar

e,

min

e, “

I hav

e __

____

__”

AG

ES: 2

.5–3

.5

E-EL

D S

TAN

DA

RD 3

: The

Lan

guag

e of

Mat

hem

atic

s EX

AM

PLE

TOPI

C: G

eom

etri

c sh

apes

MAT

HEM

ATIC

S

38M

ATH

EMAT

ICS

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n us

e cu

t out

shap

es to

mak

e a

pict

ure.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent U

ND

ERST

AND

geo

met

ric sh

apes

.

DOMAIN: Expressive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Rep

eat n

ame

of g

eom

etric

shap

es w

ith v

erba

l m

odel

and

ges

ture

s (e.

g., t

riang

le)

Com

men

t on

geom

etric

shap

es u

sing

phra

ses a

nd

shor

t sen

tenc

es w

ith v

erba

l pro

mpt

(e.g

., “I

hav

e ci

rcle”

, “Yo

u ha

ve tr

iang

le”)

Talk

abo

ut g

eom

etric

shap

es w

ith a

par

tner

giv

en

verb

al p

rom

pt (e

.g.,

“My

hous

e is

squa

re”,

“Yo

u ha

ve a

circ

le”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly-a

ppro

pria

te w

ords

and

exp

ress

ions

, suc

h as

: tria

ngle

, my/

your

, “I

/you

hav

e___

___”

E-EL

D S

TAN

DA

RD 3

: The

Lan

guag

e of

Mat

hem

atic

s EX

AM

PLE

TOPI

C: G

eom

etri

c sh

apes

AG

ES: 3

.5–4

.5

39

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n us

e a

cut o

ut sh

apes

to m

ake

a pi

ctur

e.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent U

ND

ERST

AND

the

prop

ertie

s of g

eom

etric

shap

es.

DOMAIN: Expressive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Repe

at n

ames

/pro

pert

ies o

f geo

met

ric sh

ape

with

ve

rbal

mod

el (e

.g.,

rect

angl

e, tr

iang

le, r

ound

, sid

e)D

escr

ibe

geom

etric

shap

es/p

rope

rtie

s usin

g ph

rase

s w

ith v

erba

l cue

s (e.

g., “

Circ

le is

roun

d”, “

Squa

re

has s

ides

”)

Expl

ain

geom

etric

pro

pert

ies o

f sha

pes w

ith a

pa

rtne

r and

adu

lt m

odel

(e.g

., “M

y ho

use

has

4 sid

es”,

“Yo

ur c

hees

e pi

zza

is ro

und

and

it ha

s tr

iang

les”

)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly-a

ppro

pria

te w

ords

and

exp

ress

ions

, suc

h as

: rec

tang

le, r

ound

, sid

e(s)

, “__

____

___h

as si

des”

, “__

____

____

is ro

und”

AG

ES: 4

.5–5

.5

E-EL

D S

TAN

DA

RD 3

: The

Lan

guag

e of

Mat

hem

atic

s EX

AM

PLE

TOPI

C: G

eom

etri

c sh

apes

MAT

HEM

ATIC

S

40SC

IEN

CE

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE: C

hild

ren

expe

rimen

t with

col

or u

sing

a va

riety

of m

ater

ials.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent A

NAL

YZE

colo

r cha

nges

.

DOMAIN: Receptive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Mat

ch c

olor

s of m

ater

ials

base

d on

ora

l com

man

ds

and

adul

t mod

el (e

.g.,

red,

yel

low,

ora

nge)

Resp

ond

to si

mpl

e co

mm

ands

abo

ut c

olor

cha

nges

w

ith a

dult

mod

el (e

.g.,

“Put

red

here

”, “

Put y

ello

w

here

”, “

Mix

them

”)

Resp

ond

to c

omm

ands

abo

ut m

akin

g co

lor c

hang

es

with

adu

lt pr

ompt

(e.g

., “M

ix re

d an

d ye

llow

”,

“Mak

e or

ange

pai

nt”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly-a

ppro

pria

te w

ords

and

exp

ress

ions

, suc

h as

: red

, yel

low,

blu

e,

oran

ge, g

reen

, “Pu

t ___

__he

re”,

“M

ake_

____

___”

, “M

ix _

___a

nd__

__”

E-EL

D S

TAN

DA

RD 4

: The

Lan

guag

e of

Sci

ence

EX

AM

PLE

TOPI

C: C

olor

s

AG

ES: 2

.5–3

.5

41

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n ex

perim

ent w

ith c

olor

usin

g a

varie

ty o

f mat

eria

ls.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent A

NAL

YZE

colo

r cha

nges

.

DOMAIN: Receptive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Follo

w si

mpl

e co

mm

ands

rela

ted

to c

olor

cha

nges

w

ith a

dult

mod

el (e

.g.,

“Sho

w m

e pu

rple”

, “M

ake

gree

n”)

Follo

w si

mpl

e or

al d

irect

ions

rela

ted

to c

olor

ch

ange

s with

ver

bal p

rom

pt (e

.g.,

“Mix

red

and

blue

pai

nt”,

“M

ake

a br

own

pain

ting”

)

Follo

w o

ral d

irect

ions

rela

ted

to c

olor

cha

nges

w

ith a

par

tner

and

ver

bal p

rom

pt (e

.g.,

“Sho

w m

e ho

w to

mak

e pu

rple”

, “M

ix re

d, y

ello

w, a

nd b

lue

toge

ther

”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly-a

ppro

pria

te w

ords

and

exp

ress

ions

, suc

h as

: pur

ple,

bro

wn,

pa

int,

pain

ting,

“Sh

ow m

e ho

w__

___”

, “M

ix _

____

toge

ther

”

AG

ES: 3

.5–4

.5

E-EL

D S

TAN

DA

RD 4

: The

Lan

guag

e of

Sci

ence

EX

AM

PLE

TOPI

C: C

olor

s

SCIE

NCE

42SC

IEN

CE

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n ex

perim

ent w

ith c

olor

usin

g a

varie

ty o

f mat

eria

ls.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent A

NAL

YZE

colo

r cha

nges

.

DOMAIN: Receptive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Follo

w si

mpl

e sim

ple

com

man

ds re

late

d to

col

or

chan

ges w

ith a

dult

mod

el (e

.g.,

“Mak

e pi

nk”,

“M

ake

grey

”)

Follo

w o

ral d

irect

ions

/que

stion

s rel

ated

to c

olor

ch

ange

s with

a p

artn

er a

nd v

erba

l pro

mpt

(e.g

., “F

ind

two

colo

rs to

mak

e pi

nk”,

“W

hat t

wo

colo

rs

mak

e gr

ey?”

)

Follo

w tw

o-ste

p or

al d

irect

ions

rela

ted

to c

olor

ch

ange

s with

a p

artn

er a

nd v

isual

mod

el (e

.g.,

“Add

on

e dr

op o

f blu

e an

d on

e dr

op o

f red

”, “

Mix

whi

te

and

red

food

col

orin

g to

geth

er”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly-a

ppro

pria

te w

ords

and

exp

ress

ions

, suc

h as

: cha

nge,

ligh

t/da

rk, l

ight

er/d

arke

r, ad

d, “

Mak

e __

___”

, “Fi

nd _

____

”, “

Wha

t col

ors m

ake

____

_?”

E-EL

D S

TAN

DA

RD 4

: The

Lan

guag

e of

Sci

ence

EX

AM

PLE

TOPI

C: C

olor

s

AG

ES: 4

.5–5

.5

43

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n ex

perim

ent w

ith c

olor

usin

g a

varie

ty o

f mat

eria

ls.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent A

NAL

YZE

colo

r cha

nges

.

DOMAIN: Expressive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Repe

at c

olor

s of m

ater

ials

with

adu

lt m

odel

(e.g

., re

d, y

ello

w, b

lue,

ora

nge,

gre

en)

Nam

e co

lor c

hang

es o

f mat

eria

ls us

ing

form

ulai

c ph

rase

s with

ver

bal m

odel

(e.g

., “L

ook,

ora

nge”

, “M

ore

blue

”)

Com

men

t on

colo

rs c

hang

es o

f mat

eria

ls w

ith a

pa

rtne

r and

ver

bal m

odel

(e.g

., “I

mak

e or

ange

”, “

I m

ix re

d an

d ye

llow

”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly-a

ppro

pria

te w

ords

and

exp

ress

ions

, suc

h as

: col

or n

ames

mix

, “L

ook_

__”,

“M

ore_

____

”, “

I mix

___

___”

, “I m

ake

____

__”

AG

ES: 2

.5–3

.5

E-EL

D S

TAN

DA

RD 4

: The

Lan

guag

e of

Sci

ence

EX

AM

PLE

TOPI

C: C

olor

s

SCIE

NCE

44SC

IEN

CE

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n ex

perim

ent w

ith c

olor

usin

g a

varie

ty o

f mat

eria

ls.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent A

NAL

YZE

colo

r cha

nges

.

DOMAIN: Expressive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Repe

at c

olor

s of m

ater

ials

with

adu

lt m

odel

(e.g

., pi

nk, p

urpl

e, g

rey,

blac

k)C

omm

ent o

n co

lor c

hang

es o

f mat

eria

ls us

ing

sent

ence

fram

es w

ith a

par

tner

and

ver

bal p

rom

pt

(e.g

., “I

put

bla

ck”,

“I p

ut w

hite

”, “

It tu

rns g

rey”

)

Des

crib

e co

lor c

hang

es o

f mat

eria

ls w

ith a

par

tner

an

d ve

rbal

pro

mpt

(e.g

., “I

mix

ed b

lue

and

red”

, “It

turn

ed p

urpl

e”, “

We

need

mor

e bl

ue”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly-a

ppro

pria

te w

ords

and

exp

ress

ions

, suc

h as

: col

or n

ames

“I

put _

____

__”,

“It

turn

s/tu

rned

____

____

”, “

I/W

e ne

ed m

ore

____

____

_”

E-EL

D S

TAN

DA

RD 4

: The

Lan

guag

e of

Sci

ence

EX

AM

PLE

TOPI

C: C

olor

s

AG

ES: 3

.5–4

.5

45

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n ex

perim

ent w

ith c

olor

usin

g a

varie

ty o

f mat

eria

ls.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent A

NAL

YZE

colo

r cha

nges

.

DOMAIN: Expressive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Nam

e co

lors

of m

ater

ials

with

adu

lt m

odel

(e.g

., bl

ack,

whi

te, g

rey,

pink

, bro

wn)

Tell

abou

t col

or c

hang

es o

f mat

eria

ls us

ing

sent

ence

fra

mes

with

a p

artn

er a

nd v

isual

/ver

bal m

odel

s (e

.g.,

“It g

ot li

ghte

r”, “

It tu

rned

pin

k”)

Pred

ict c

olor

cha

nges

of m

ater

ials

with

a p

artn

er

and

visu

al/v

erba

l mod

els (

e.g.

, “I t

hink

it w

ill tu

rn

purp

le”, “

I thi

nk it

will

get

dar

ker”

)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly-a

ppro

pria

te w

ords

and

exp

ress

ions

, suc

h as

: cha

nge,

ligh

t/da

rk, “

It ge

ts/go

t lig

hter

/dar

ker”

, “I t

hink

it w

ill__

____

__”

AG

ES: 4

.5–5

.5

E-EL

D S

TAN

DA

RD 4

: The

Lan

guag

e of

Sci

ence

EX

AM

PLE

TOPI

C: C

olor

s

SCIE

NCE

46SO

CIA

L

STU

DIE

S

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n cr

eate

col

lage

s of f

amily

mem

bers

usin

g ph

otos

, mag

azin

e pi

ctur

es, a

nd/o

r the

ir ow

n dr

awin

gs.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent R

ECO

GN

IZE

fam

ily m

embe

rs b

y th

eir r

oles

.

DOMAIN: Receptive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Resp

ond

to y

es/n

o qu

estio

ns a

bout

fam

ily m

embe

rs

in p

hoto

s/pi

ctur

es w

ith a

dult

mod

el (e

.g.,

“Is t

his

mom

my?

”)

Find

fam

ily m

embe

r pho

tos/

pict

ures

whe

n or

ally

na

med

with

adu

lt m

odel

(e.g

., “S

how

me

mom

my/

mam

a”)

Find

fam

ily m

embe

r pho

tos/

pict

ures

bas

ed o

n or

al

state

men

ts w

ith v

erba

l pro

mpt

(e.g

., “F

ind

the

baby

”, “

Whe

re is

dad

dy?”

)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly-a

ppro

pria

te w

ords

and

exp

ress

ions

, suc

h as

: mom

my/

mam

a,

dadd

y/pa

pa, b

aby,

“Sho

w m

e __

____

_”, “

Whe

re is

___

__?”

, “Fi

nd a

/the_

____

__”*

*Fam

ily m

embe

r wor

ds to

emph

asiz

e will

var

y acc

ordi

ng to

indi

vidu

al fa

mili

es, cu

lture

s, an

d la

ngua

ges r

epre

sente

d in

your

pro

gram

.

E-EL

D S

TAN

DA

RD 5

: The

Lan

guag

e of

Soc

ial S

tudi

es

EXA

MPL

E TO

PIC:

Fam

ilies

AG

ES: 2

.5–3

.5

47

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n cr

eate

col

lage

s of t

heir

fam

ily m

embe

rs u

sing

phot

os, m

agaz

ine

pict

ures

, and

/or t

heir

own

draw

ings

.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent R

ECO

GN

IZE

fam

ily m

embe

rs b

y th

eir r

oles

.

DOMAIN: Receptive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Poin

t to

fam

ily m

embe

r pho

tos/

pict

ures

whe

n or

ally

nam

ed w

ith a

dult

mod

el (e

.g.,

“Poi

nt to

da

ddy/

papa

.”)

Find

fam

ily m

embe

r pho

tos/

pict

ures

acc

ordi

ng to

or

al st

atem

ents/

ques

tions

with

a p

artn

er a

nd a

dult

mod

el (e

.g.,

“Fin

d yo

ur g

rand

ma”

, “D

o yo

u ha

ve a

sis

ter?

”)

Find

fam

ily m

embe

r pho

tos/

pict

ures

bas

ed o

n or

al

desc

riptio

ns w

ith a

par

tner

and

adu

lt pr

ompt

(e.g

., “F

ind

your

big

bro

ther

”, “

Find

my

baby

girl

”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly-a

ppro

pria

te w

ords

and

exp

ress

ions

such

as:

fam

ily, g

rand

ma/

gran

dpa,

bro

ther

, sist

er, g

irl, b

oy, b

ig/li

ttle,

“Po

int t

o___

__”,

“Fi

nd m

y/yo

ur__

____

”, “

Do

you

have

a__

____

__?”

*

*Fam

ily m

embe

r wor

ds to

emph

asiz

e will

var

y acc

ordi

ng to

indi

vidu

al fa

mili

es an

d cu

lture

s tha

t are

repr

esent

ed in

pro

gram

.

AG

ES: 3

.5–4

.5

E-EL

D S

TAN

DA

RD 5

: The

Lan

guag

e of

Soc

ial S

tudi

es

EXA

MPL

E TO

PIC:

Fam

ilies

SOCI

AL

ST

UD

IES

48SO

CIA

L

STU

DIE

S

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n cr

eate

col

lage

s of t

heir

fam

ily m

embe

rs u

sing

phot

os, m

agaz

ine

pict

ures

, and

/or t

heir

own

draw

ings

.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent R

ECO

GN

IZE

fam

ily m

embe

rs b

y th

eir r

oles

.

DOMAIN: Receptive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Resp

ond

to si

mpl

e qu

estio

ns/s

tate

men

ts ab

out

fam

ily m

embe

rs b

y fin

ding

pho

tos/

pict

ures

/dr

awin

gs w

ith a

dult

mod

el (e

.g.,

“Whe

re is

m

omm

y/da

ddy?

”, “

Show

me

gran

dma”

, “Sh

ow m

e ch

ildre

n”)

Find

fam

ily m

embe

rs’ p

hoto

s/pi

ctur

es o

r dra

win

gs

base

d on

ora

l des

crip

tions

with

a p

artn

er a

nd a

dult

mod

el (e

.g.,

“His

aunt

is a

gro

wnu

p. S

he ta

kes c

are

of c

hild

ren.

”, “

Find

her

unc

le. H

e co

oks a

t the

re

staur

ant.”

)

Sort

fam

ily m

embe

r pho

tos/

pict

ures

by

role

s ac

cord

ing

to o

ral d

escr

iptio

ns w

ith a

par

tner

giv

en

adul

t mod

el (e

.g.,

“Put

all

the

grow

nups

toge

ther

w

ho b

uy g

roce

ries”

, “Pu

t all

the

grow

nups

toge

ther

w

ho ta

ke c

are

of c

hild

ren”

, “Pu

t all

the

child

ren

toge

ther

who

go

to sc

hool

”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly-a

ppro

pria

te w

ords

and

exp

ress

ions

, suc

h as

: aun

t, un

cle,

gr

own-

ups,

child

ren,

his/

her,

groc

erie

s, re

staur

ant,

scho

ol, “

Put a

ll th

e __

____

__to

geth

er th

at _

____

___”

*

*Fam

ily m

embe

r wor

ds to

emph

asiz

e will

var

y acc

ordi

ng to

indi

vidu

al fa

mili

es an

d cu

lture

s tha

t are

repr

esent

ed in

pro

gram

.

E-EL

D S

TAN

DA

RD 5

: The

Lan

guag

e of

Soc

ial S

tudi

es

EXA

MPL

E TO

PIC:

Fam

ilies

AG

ES: 4

.5–5

.5

49

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n pl

ay w

ith a

var

iety

of t

oy v

ehic

les a

nd a

ssoc

iate

d pr

ops i

ndoo

rs o

r out

door

s.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent U

ND

ERST

AND

act

ions

ass

ocia

ted

with

veh

icle

s.

DOMAIN: Expressive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Rep

eat n

ames

of v

ehic

les a

nd a

ssoc

iate

d ac

tions

w

ith a

dult

mod

el (e

.g.,

car,

truc

k, b

us, g

o, st

op)

Nam

e ve

hicl

es a

nd a

ssoc

iate

d ac

tions

usin

g sh

ort

phra

ses w

ith a

dult

mod

el (e

.g.,

“My

car”

, “Tr

uck

stop”

)

Com

men

t on

vehi

cles

and

ass

ocia

ted

actio

ns w

ith

adul

t mod

el (e

.g.,

“That

’s m

y ca

r!”, “

Your

truc

k sto

ps”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly-a

ppro

pria

te w

ords

and

exp

ress

ions

, suc

h as

: car

, tru

ck, b

us,

go, s

top,

“M

y/yo

ur _

____

”, “

My/

your

____

_ go

es/s

tops

”

AG

ES: 2

.5–3

.5

E-EL

D S

TAN

DA

RD 5

: The

Lan

guag

e of

Soc

ial S

tudi

es

EXA

MPL

E TO

PIC:

Tra

nspo

rtat

ion

SOCI

AL

ST

UD

IES

50SO

CIA

L

STU

DIE

S

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n pl

ay w

ith a

var

iety

of t

oy v

ehic

les a

nd a

ssoc

iate

d pr

ops i

ndoo

rs o

r out

door

s.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent U

ND

ERST

AND

act

ions

/rol

es a

ssoc

iate

d w

ith v

ehic

les.

DOMAIN: Expressive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Rep

eat n

ames

of v

ehic

les a

nd a

ssoc

iate

d ac

tions

w

ith a

dult

mod

el (e

.g.,

car,

bus,

fire

truc

k, fa

st)C

omm

ent o

n ac

tions

/rol

es a

ssoc

iate

d w

ith v

ehic

les

with

ver

bal p

rom

pt (e

.g.,

“That

my

car”

, “N

o, I

firefi

ghte

r. Yo

u po

lice.”

)

Des

crib

e ac

tions

/rol

es a

ssoc

iate

d w

ith v

ehic

les w

ith

a pa

rtne

r and

ver

bal p

rom

pt (e

.g.,

“My

fire

truc

k go

es fa

st”, “

I’m d

rivin

g th

e po

lice

car”

, “Yo

u’re

the

bus d

river

”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly-a

ppro

pria

te w

ords

and

exp

ress

ions

, suc

h as

: fire

truc

k, p

olic

e,

fire

fight

er, f

ast,

slow,

“bu

s/tr

uck

driv

er”,

“I’m

/You

’re d

rivin

g __

____

____

”

E-EL

D S

TAN

DA

RD 5

: The

Lan

guag

e of

Soc

ial S

tudi

es

EXA

MPL

E TO

PIC:

Tra

nspo

rtat

ion

AG

ES: 3

.5–4

.5

51

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n pl

ay w

ith a

var

iety

of t

oy v

ehic

les a

nd a

ssoc

iate

d pr

ops i

ndoo

rs o

r out

door

s.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent U

ND

ERST

AND

act

ions

/rol

es a

ssoc

iate

d w

ith v

ehic

les.

DOMAIN: Expressive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Rep

eat n

ames

of v

ehic

les a

nd a

ssoc

iate

d ac

tions

w

ith a

dult

mod

el (e

.g.,

fly, f

ast,

airp

lane

, pol

ice

car,

bus d

river

)

Com

men

t on

actio

ns/r

oles

ass

ocia

ted

with

veh

icle

s w

ith v

erba

l pro

mpt

(e.g

., “P

olic

e ca

r go

fast”

, “T

ruck

go

slow

”, “A

irpla

ne fl

y up

”)

Des

crib

e ac

tions

/rol

es a

ssoc

iate

d w

ith v

ehic

les w

ith

a pa

rtne

r and

ver

bal p

rom

pt (e

.g.,

“That

fire

truc

k go

es re

ally

fast!

”, “

I wan

t to

be th

e ai

rpla

ne p

ilot”

, “Th

e ai

rpla

ne h

as w

ings

. The

bus h

as w

heel

s.”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly-a

ppro

pria

te w

ords

and

exp

ress

ions

, suc

h as

: airp

lane

, am

bula

nce,

hel

icop

ter,

pilo

t, fly

, win

gs, w

heel

s, “I

wan

t to

be _

____

_”

AG

ES: 4

.5–5

.5

E-EL

D S

TAN

DA

RD 5

: The

Lan

guag

e of

Soc

ial S

tudi

es

EXA

MPL

E TO

PIC:

Tra

nspo

rtat

ion

SOCI

AL

ST

UD

IES

52PH

YSIC

AL

DEV

ELO

PMEN

T

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n m

ove

to m

usic

like

diff

eren

t ani

mal

s with

in la

rge

grou

p se

tting

.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent A

PPLY

act

ions

of a

nim

als t

o th

eir o

wn

body

mov

emen

ts.

DOMAIN: Receptive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Mim

ic b

ody

mov

emen

ts of

ani

mal

s in

song

s ac

cord

ing

to o

ral c

omm

ands

giv

en a

visu

al p

rom

pt

and

phys

ical

mod

el (e

.g.,

“Mov

e lik

e a

frog”

, “M

ove

like

a m

onke

y”)

Mim

ic b

ody

mov

emen

ts of

ani

mal

s in

song

s ac

cord

ing

to o

ral d

irect

ions

giv

en a

phy

sical

mod

el

(e.g

., “J

ump

like

a fro

g”, “

Fly

like

a bi

rd”)

Perfo

rm b

ody

mov

emen

ts of

ani

mal

s in

song

s ac

cord

ing

to o

ral d

escr

iptio

ns g

iven

ora

l pro

mpt

s (e

.g.,

“Sw

ing

your

arm

s lik

e a

mon

key”

, “Fl

ap y

our

arm

s lik

e a

bird

”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly-a

ppro

pria

te w

ords

and

exp

ress

ions

, suc

h as

: arm

s, le

gs, j

ump,

fly

, sw

ing,

flap

, bird

, mon

key,

frog,

“M

ove

like

a __

____

”, “

____

__ li

ke a

___

__”

E-EL

D S

TAN

DA

RD 6

: The

Lan

guag

e of

Phy

sica

l Dev

elop

men

t EX

AM

PLE

TOPI

C: M

usic

and

mov

emen

t

AG

ES: 2

.5–3

.5

53

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n m

ove

to m

usic

like

diff

eren

t ani

mal

s with

in la

rge

grou

p se

tting

.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent A

PPLY

act

ions

of a

nim

als t

o th

eir o

wn

body

mov

emen

ts.

DOMAIN: Receptive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Mim

ic b

ody

mov

emen

ts of

ani

mal

s in

song

s ac

cord

ing

to o

ral c

omm

ands

giv

en a

visu

al a

nd

phys

ical

mod

el (e

.g.,

“Jum

p lik

e a

kang

aroo

”,

“Mov

e lik

e an

ele

phan

t”)

Mim

ic b

ody

mov

emen

ts of

ani

mal

s in

song

s ac

cord

ing

to o

ral d

irect

ions

giv

en a

phy

sical

mod

el

(e.g

., “J

ump

high

like

a k

anga

roo”

, “M

ove

slow

like

an

ele

phan

t”)

Perfo

rm b

ody

mov

emen

ts of

ani

mal

s in

song

s ac

cord

ing

to o

ral d

escr

iptio

ns g

iven

an

oral

pro

mpt

(e

.g.,

“Fla

p yo

ur a

rms h

igh

and

low.

Use

you

r arm

s to

fly

like

a bi

rd.”,

“U

se y

our a

rms a

nd le

gs to

run

fast

like

a ch

eeta

h”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly-a

ppro

pria

te w

ords

and

exp

ress

ions

, suc

h as

: kan

garo

o, ra

bbit,

el

epha

nt, c

heet

ah, f

ast/s

low,

hig

h/lo

w, “

Use

you

r arm

s/le

gs to

___

____

_”

AG

ES: 3

.5–4

.5

E-EL

D S

TAN

DA

RD 6

: The

Lan

guag

e of

Phy

sica

l Dev

elop

men

t EX

AM

PLE

TOPI

C: M

usic

and

mov

emen

t

PHYS

ICA

L D

EVEL

OPM

ENT

54PH

YSIC

AL

DEV

ELO

PMEN

T

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n m

ove

to m

usic

like

diff

eren

t ani

mal

s with

in la

rge

grou

p se

tting

.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent A

PPLY

act

ions

of a

nim

als t

o th

eir o

wn

body

mov

emen

ts.

DOMAIN: Receptive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Imita

te b

ody

mov

emen

ts of

ani

mal

s in

song

s ac

cord

ing

to o

ral c

omm

ands

with

a p

hysic

al m

odel

(e

.g.,

“Mov

e lik

e a

frog”

, “G

allo

p lik

e a

hors

e”)

Perfo

rm b

ody

mov

emen

ts of

ani

mal

s in

song

s ac

cord

ing

to o

ral d

irect

ions

with

a p

hysic

al m

odel

(e

.g.,

“Lea

p hi

gh a

nd fa

r lik

e a

frog”

, “G

allo

p fa

ster

than

a h

orse

”, “

Mov

e slo

wer

than

a sl

oth”

)

Perfo

rm b

ody

mov

emen

ts of

ani

mal

s in

song

s ac

cord

ing

to e

xten

ded

oral

des

crip

tions

with

an

oral

pr

ompt

(e.g

., “P

ut y

our a

rms t

oget

her t

o m

ake

the

elep

hant

’s tr

unk.

Now

swin

g yo

ur tr

unk

back

and

fo

rth

like

an e

leph

ant.”

)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly-a

ppro

pria

te w

ords

and

exp

ress

ions

, suc

h as

: hor

se, s

loth

, ga

llop,

leap

, far

, fas

ter/

slow

er, “

Back

and

fort

h”, “

____

_ th

an a

____

____

”

E-EL

D S

TAN

DA

RD 6

: The

Lan

guag

e of

Phy

sica

l Dev

elop

men

t EX

AM

PLE

TOPI

C: M

usic

and

mov

emen

t

AG

ES: 4

.5–5

.5

55

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n pr

actic

e a

varie

ty o

f tra

velin

g sk

ills (

wal

k, ru

n, c

raw

l, et

c.) w

hile

pla

ying

out

door

s.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent w

ill A

PPLY

app

ropr

iate

trav

elin

g sk

ills w

hen

play

ing

outd

oors

.

DOMAIN: Expressive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Repe

at si

ngle

wor

ds a

ssoc

iate

d w

ith o

utdo

or p

lay

usin

g a

phys

ical

and

an

oral

mod

el (e

.g.,

run,

slid

e)Pr

oduc

e sim

ple

phra

ses a

ssoc

iate

d w

ith o

utdo

or

play

usin

g a

phys

ical

and

an

oral

mod

el (e

.g.,

“Go

in”,

“M

e sli

de”)

Prod

uce

simpl

e se

nten

ces a

ssoc

iate

d w

ith o

utdo

or

play

usin

g ge

sture

s and

an

oral

pro

mpt

(e.g

., “L

et’s

go d

own”

, “Pl

ay w

ith m

e?”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly-a

ppro

pria

te w

ords

and

exp

ress

ions

, suc

h as

: no,

go,

wal

k,

run,

up,

in, s

lide,

“Le

t’s g

o __

____

___”

AG

ES: 2

.5–3

.5

E-EL

D S

TAN

DA

RD 6

: The

Lan

guag

e of

Phy

sica

l Dev

elop

men

t EX

AM

PLE

TOPI

C: O

utdo

or p

lay

PHYS

ICA

L D

EVEL

OPM

ENT

56M

ATH

EMAT

ICS

SCIE

NCE

PHYS

ICA

L D

EVEL

OPM

ENT

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n pr

actic

e a

varie

ty o

f tra

velin

g sk

ills (

wal

k, ru

n, c

raw

l, et

c.) w

hile

pla

ying

out

door

s.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent w

ill A

PPLY

app

ropr

iate

trav

elin

g sk

ills w

hen

play

ing

outd

oors

.

DOMAIN: Expressive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Repe

at w

ords

and

fam

iliar

phr

ases

ass

ocia

ted

with

ou

tdoo

r pla

y us

ing

gestu

res a

nd a

n or

al m

odel

(e.g

., “G

o ov

er”,

“M

y tu

rn”,

“St

op”)

Com

men

t on

activ

ities

ass

ocia

ted

with

out

door

pl

ay u

sing

gestu

res a

nd a

ver

bal p

rom

pt (e

.g.,

“Dow

n th

e sli

de”,

“I c

limb

up”,

“I w

ant b

ike”

)

Talk

abo

ut a

ctiv

ities

ass

ocia

ted

with

out

door

pla

y us

ing

gestu

res a

nd a

ver

bal p

rom

pt w

ith a

par

tner

(e

.g.,

“I ri

de a

bik

e. Y

ou ri

de a

bik

e. W

e go

fast.

”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly-a

ppro

pria

te w

ords

and

exp

ress

ions

, suc

h as

: dow

n, o

ut, f

ast/

slow,

clim

b, b

ike,

stop

/go,

“I w

ant _

____

____

_”, “

We

go__

____

”

E-EL

D S

TAN

DA

RD 6

: The

Lan

guag

e of

Phy

sica

l Dev

elop

men

t EX

AM

PLE

TOPI

C: O

utdo

or p

lay

AG

ES: 3

.5–4

.5

57

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE:

Chi

ldre

n pr

actic

e a

varie

ty o

f tra

velin

g sk

ills (

wal

k, ru

n, c

raw

l, et

c.) w

hile

pla

ying

out

door

s.

COG

NIT

IVE

FUN

CTI

ON

: C

hild

ren

at a

ll le

vels

of E

nglis

h la

ngua

ge d

evel

opm

ent w

ill A

PPLY

app

ropr

iate

trav

elin

g sk

ills w

hen

play

ing

outd

oors

.

DOMAIN: Expressive

Leve

l 1En

teri

ngLe

vel 3

Dev

elop

ing

Leve

l 5Br

idgi

ng

Repe

at w

ords

and

fam

iliar

phr

ases

ass

ocia

ted

with

ou

tdoo

r pla

y us

ing

gestu

res a

nd a

ver

bal m

odel

(e

.g.,

jum

p, c

hase

, “G

o do

wn”

)

Des

crib

e ac

tiviti

es a

ssoc

iate

d w

ith o

utdo

or p

lay

usin

g ge

sture

s and

ver

bal p

rom

pt. (

e.g.

, “Bo

on is

go

ing

slow

”, “

I cra

wl i

n tu

nnel”

, “Th

at sl

ide

big”

)

Pers

uade

pee

rs to

par

ticip

ate

in a

ctiv

ities

ass

ocia

ted

with

out

door

pla

y w

ith a

par

tner

usin

g ge

sture

s and

a

verb

al p

rom

pt (e

.g.,

“Firs

t I c

ross

the

brid

ge. Th

en

you

go.”,

“I w

ant t

he re

d bi

ke. D

o yo

u w

ant t

he

blue

one

?”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: C

hild

ren

at a

ll le

vels

of la

ngua

ge d

evel

opm

ent i

nter

act w

ith d

evel

opm

enta

lly-a

ppro

pria

te w

ords

and

exp

ress

ions

, suc

h as

: jum

p, c

hase

, cr

awl,

over

, und

er, a

roun

d, tu

nnel

, “Fi

rst_

____

____

____

__. Th

en__

____

____

____

_”, “

Do

you

wan

t___

____

____

____

?”

AG

ES: 4

.5–5

.5

E-EL

D S

TAN

DA

RD 6

: The

Lan

guag

e of

Phy

sica

l Dev

elop

men

t EX

AM

PLE

TOPI

C: O

utdo

or p

lay

PHYS

ICA

L D

EVEL

OPM

ENT

58

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

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

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

National Association for the Education of Young Children (NAEYC). www.naeyc.org

National Education Goals Panel (NEGP). www.govinfo.library.unt.edu/negp/

©2013 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium

www.wida.us