NÒM E-ELD

Transcription

NÒM E-ELD

RESOUS GID
Nòm Devlopman
Prekòs Lang Anglè
2.5–5.5 AN
EDISYON 2014
LI GENYEN LADAN L
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Deskripsyon lang moun k ap aprann de lang bezwen
pou yo trete epi pwodwi nan twa nivo devlopman
lang Anglè ki distenk epi ki konkiran.
Egzanp izaj langaj reseptif ak langaj ekspresif nan
domèn prensipal devlopman ak aprantisaj.
Relasyon ak Nòm Aprantisaj Prekòs Eta yo.
RESOUS GID
Nòm Devlopman
Prekòs Lang Anglè
2.5–5.5 AN
EDISYON 2014
Avi Sou Dwa Dotè
Nòm Devlopman Prekòs Lang Anglè WIDA yo, Laj 2.5–5.5, Edisyon 2014 (“Nòm E-ELD WIDA ”) se
pwopriyete Board of Regents Sistèm Inivèsite Wisconsin pou WIDA. Nòm E-ELD WIDA yo pwoteje
pa lwa sou dwa dotè Etazini yo e yo pa ka repwodwi, modifye oswa distribye, ni reposte sou entènèt,
san pèmisyon ekri alavans Wisconsin Center for Education Research (Sant Wisconsin pou Rechèch
Edikasyon) (WCER: ) ak Board of Regents Sistèm Inivèsite Wisconsin nan. Nòm E-ELD WIDA yo se
pou itilizasyon pèsonèl ki pa komèsyal ou. Ou pa ka modifye oswa retire okenn mak komèsyal, dwa dotè
oswa lòt avi nan kopi bwochi sa.
Itilizasyon ekitab Nòm E-ELD WIDA yo enkli repwodiksyon nan objektif ansèyman (ki enkli kopi divès
pou leson/pwogram/plan). Si ou pa si de itilizasyon bwochi sa ak Nòm E-ELD WIDA yo antre nan
nosyon itilizasyon ekitab la oswa si ou bezwen pèmisyon pou itilize Nòm E-ELD WIDA ki gen dwadotè
pou objektif ki pa itilizasyon pèsonèl oswa itilizasyon ekitab, kontakte Sèvis Kliyan WIDA a nan
[email protected] oswa 1-866-276-7735.
Nòm E-ELD WIDA yo te devlope pa WIDA avèk sipò Massachusetts Department of Early Education
(Ministè Edikasyon ak Swen Prekòs Massachussetts) ak Wisconsin Department of Public Instruction
(Ministè Edikasyon Piblik Wisconsin).
© 2014 Board of Regents of the University of Wisconsin System, on behalf of WIDA—
www.wida.us.
Premye Enpresyon, 2014
Tab Dèmatyè
Seksyon 1: Entwodiksyon............................................................................................................3
Relasyon ant Nòm Aprantisaj Prekòs Eta yo ak Nòm ELD K-12 (Matènèl-12yèm Ane) WIDA yo..........3
Piblik yo Vize........................................................................................................................................3
Itilizasyon yo Prevwa.............................................................................................................................4
Seksyon 2: Konprann Estrikti Nòm E-ELD WIDA yo....................................................................5
Devlopman ki Apwopriye Langaj Akademik ........................................................................................6
Kontèks Sosyo-Kiltirèl...........................................................................................................................8
Definisyon Pèfòmans.............................................................................................................................9
NÒM E-ELD.....................................................................................................................................14
Matris Nòm ak Seksyon Modèl Endikatè Pèfòmans yo........................................................................17
Seksyon 3: Seksyon Modèl Endikatè Pèfòmans yo................................................................. 27
Langaj Devlopman Sosyal ak Emosyonèl.............................................................................................28
Langaj Devlopman Prekòs Lang ak Alfabetizasyon..............................................................................34
Langaj Matematik...............................................................................................................................40
Langaj Syans.......................................................................................................................................46
Langaj Syans Sosyal.............................................................................................................................52
Langaj Devlopman Fizik.....................................................................................................................58
Anèks A: Glosè .......................................................................................................................... 64
Anèks B: Referans yo Chwazi.................................................................................................... 68
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Figi
A: Yon Reprezantasyon Grafik Estrikti Nòm WIDA yo........................................................................5
B: Karakteristik ki Apwopriye ak Devlopman Langaj Akademik...........................................................7
C: Definisyon Pèfòmans Devlopman Prekòs Lang Anglè – Reseptif, Seri 2.5-4.5................................10
D: Definisyon Pèfòmans Devlopman Prekòs Lang Anglè – Reseptif, Seri 4.5-5.5................................11
E: Definisyon Pèfòmans Devlopman Prekòs Lang Anglè – Ekspresif, Seri 2.5-4.5..............................12
F: Definisyon Pèfòmans Devlopman Prekòs Lang Anglè – Ekspresif, Seri 4.5-5.5..............................13
G: Relasyon Ant Senk Dimansyon Devlopman Timoun ak Nòm E-ELD Yo......................................15
H: Nòm Devlopman Prekòs Lang Anglè ............................................................................................16
I: Nòm, Nivo Laj, Modèl Sijè ak Relasyon .......................................................................................18
J: Lis Sijè...........................................................................................................................................19
K: Modèl Kontèks pou Izaj Lengwistik ak Fonksyon Konyitif............................................................20
L: Domèn ak Nivo Ekspresif..............................................................................................................21
M: Nivo Devlopman 3........................................................................................................................21
N: Sipò Lang pou DLL, seri 2.5-5.5...................................................................................................22
O: Langaj ki lye ak Sijè.......................................................................................................................23
P: Kesyon Gid pou Eleman Seksyon E-ELD WIDA yo......................................................................24
Q: Modèl pou Seksyon MPI yo ..........................................................................................................25
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Entwodiksyon
Nòm Devlopman Prekòs Lang Anglè (E-ELD: Early English Language Development) WIDA yo te
devlope espesyalman pou soutni bezwen lang inik timoun ki genyen 2.5-5.5 an ki nan pwosesis aprantisaj
plis pase yon lang anvan yo antre nan Matènèl. Yo souvan fè referans a timoun sa yo antanke moun k
ap aprann de lang (DLL: dual language learners). Pliske kantite DLL yo kontinye ogmante Ozetazini,
pratisyen nan milye iben ak riral yo ka itilize Nòm Aprantisaj Prekòs (ELS) eta yo a, ansanm ak Nòm
E-ELD WIDA yo pou soutni, enstwi epi evalye jèn timoun sa yo, nan fason ki efikas.
APÈSI
SEKSYON 1:
Resous gid sa yo entwodwi Nòm E-ELD WIDA ak Estrikti yo a pratisyen, pwofesyonèl ak paran yo.
Resous gid la enkli yon diskisyon sou chak eleman estrikti a ansanm ak egzanp deskriptè lang pou chak
nòm ak entansyon pou ede pratisyen yo wè kijan Nòm E-ELD yo itilize nan divès kontèks reyèl nan
etablisman Swen ak Edikasyon Prekòs yo (ECE: Early Care and Education)
Relasyon ant Nòm Aprantisaj Prekòs Eta yo ak Nòm Devlopman Lang Anglè
K-12 WIDA yo
Nòm E-ELD WIDA yo alinye ak Nòm Devlopman Lang Anglè pou Matènèl jiska Klas 12yèm Ane WIDA ki
egziste yo, antanke konsantrasyon sou devlopman lang nan toulede seri nòm yo, baze sou menm prensip
ak filozofi oryantasyon WIDA a. An plis, devlopman lang K–12 la konstwi sou devlopman prekòs lang,
ki bay pratisyen yo opòtinite pou planifye tranzisyon ki gen rapò ak devlopman lang pou DLL k ap antre
nan lekòl K–12 yo.
Nòm E-ELD WIDA yo koresponn tou ak ELS eta yo—Nòm E-ELD WIDA yo te kreye pa analiz
lengwistik sou Devlopman Entèvansyon Prekòs pou Timoun ak Estrikti Aprantisaj Prekòs ak ELS eta
yo pou asire Nòm E-ELD yo enkli langaj ki nesesè pou DLL yo patisipe nan etablisman ECE yo nan
fason ki enpòtan epi ki apwopriye. Kòm konsekans travay aliyman Nòm ELD K–12 WIDA yo pa rapò
ak ELS yo, Nòm E-ELD WIDA yo bay eta yo yon estrikti ki koyeran e ki konfòm pou sipòte epi evalye
devlopman lang DLL yo atravè Etazini.
Nòm E-ELD yo ak resous gid ki akonpanye yo destine pou yo itilize yo ansanm ak ELS eta yo pou
pratisyen yo ka planifye epi founi enstriksyon ak evalyasyon lengwistik ki apwopriye ak laj a DLL yo nan
divès nivo devlopman lang Anglè nan pwogram ki fonde sou nòm yo.
Piblik yo Vize
Nòm E-ELD WIDA yo deziyen pou itilize nan divès domèn pwogram ECE kominotè oswa pwogram ki
baze nan lekòl ki desèvi timoun ki genyen 2.5-5.5 an. Pwofesè ak pratisyen, asistan pwofesè, founisè swen
timoun, pwofesè edikasyon prekòs espesyal timoun ak administratè yo ta ka itilize Nòm E-ELD yo nan
anpil fason pou divès kalite objektif.
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APÈSI
Itilizasyon yo Prevwa
Pratisyen nan Entèvansyon Prekòs, swen timoun, preskolè, oswa pwogram edikasyon prekòs espesyal
pou timoun ta ka itilize Nòm E-ELD yo pou ede oryante planifikasyon pou asire ke yo reponn a diferan
bezwen lengwistik DLL yo atravè pwogram jounen yo a. Pa egzanp, pratisyen yo ka itilize Nòm E-ELD
yo pou detèmine kalite sipò lang DLL nan diferan nivo devlopman lang Anglè yo ka bezwen pandan
gwo gwoup alfabetizasyon prekòs oswa aktivite sèk, pou timoun yo konprann epi pou yo ka patisipe avèk
gwoup la an antye. Asistan pwofesè yo ta ka angaje tou pou ede bay divès sipò lang a DLL yo pandan
aktivite aprantisaj ti gwoup, moman pou goute, jwèt anplennè ak jwèt ochwa.
Pratisyen yo ka refere yo tou a Nòm E-ELD yo kòm gid pou konnen kijan pou ede DLL yo atenn
pwochen nivo devlopman lang Anglè a. Nòm E-ELD yo ka itilize pou ede pratisyen yo planifye fason ki
enpòtan pou ogmante nivo devlopman lang Anglè aktyèl DLL yo pandan timoun yo ap aprann nouvo
konsèp ak pèfòmans an menm tan dapre pwogram ki fonde sou nòm yo.
Pwofesè, founisè swen, edikatè espesyal oswa klinisyen lapawòl/langaj ta ka itilize Nòm E-ELD yo
tou pou ede avize evalyasyon ki baze sou nòm yo ak DLL yo, lè y ap asire yo founi estrikti langaj ki
nesesè e ke yo entèprete kòrèkteman pèfòmans DLL yo nan diferan domèn devlopmantal ak kontni.
Edikatè espesyal ak/oswa klinisyen lapawòl/langaj ta ka itilize Nòm E-ELD yo tou pou ede detèmine
bezwen lengwistik DLL ki gen enfimite yo lè y ap ekri objektif pwogram edikasyon endividyèl (IEP:
individualized education program) ak lè y ap ede DLL ki gen enfimite yo atenn objektif IEP yo.
Finalman, administratè yo ta ka twouve Nòm E-ELD yo itil lè y ap pran desizyon pwogramatik sou
konpozisyon klas, pèsonèl, pwogram ak evalyasyon nan pwogram ki desèvi jèn DLL yo.
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Konprann Estrikti Nòm E-ELD WIDA yo
APÈSI
SEKSYON 2:
Estrikti Nòm WIDA ki reprezante nan Figi A yo, konpoze ak yon seri eleman entèraktif epi
entèdepandan ki ilistre vizyon WIDA pou devlopman akademik lang. Estrikti sa se fondasyon travay
WIDA sou kreyasyon nòm devlopman lang yo. Senk eleman yo se:
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Can Do Philosophy
Prensip Oryantasyon pou Devlopman Lang
Langaj Akademik ki Apwopriye ak Laj Nan Kontèks Sosyo Kiltirèl
Definisyon Pèfòmans
Seksyon Modèl Endikatè Pèfòmans
Figi A: Yon Reprezantasyon Grafik Estrikti Nòm WIDA Yo
Pr
Lan
ga
j
Pr
Lan
ga
j
Definisyon
Pèfòmans
n
Na
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èl
Na
Ko
Nòm ak
Matris yo
n tè k
Ili
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an D
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ilt
o Philosophy
DA
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a
Ko
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Nòm ak
Matris yo
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aj
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ea
aj
kL
ea
Definisyon
Pèfòmans
tasyon Devlop
ryan
ma
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ip
s
a
en
k
i
A
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i
pwo
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ryan
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hy W
DA
Fason nòm yo ilistre langaj akademik ki apwopriye ak laj ak devlopman lang lan fonde sou Can Do
Philosophy WIDA a ak Prensip Oryantasyon Devlopman Lang yo. Can Do Philosophy a baze sou
kwayans tout timoun pote nan pratik aprantisaj kiltirèl ak lengwistik, kapasite ak fason yo aprann lakay
yo ak nan kominote yo. WIDA kwè ke wòl yon edikatè se pou konsevwa espas ak opòtinite ki reyalize
epi ki konstwi sou atou sa yo. Kwayans sa baze sou yon sentèz literati ki lye ak li pou travay ak timoun
ki diferan sou plan kiltirèl ak lengwistik. Lè w itilize travay sa antanke yon estrikti, WIDA redije Prensip
Oryantasyon apati de yon sentèz literati ak rechèch ki lye ak devlopman lang ak pratik ansèyman ki efikas
pou moun k ap aprann lang. Prensip Oryantasyon sa yo reprezante kwayans fondamantal WIDA sou
devlopman lang.
5
a
APÈSI
Nan esans Estrikti Nòm WIDA yo gen Definisyon Pèfòmans ansanm ak sis nòm devlopman lang ak
matris reprezantasyon yo. Definisyon Pèfòmans yo dekri kijan divès nivo devlopman lang yo sanble, avize
pa Karakteristik Langaj Akademik yo. Matris nòm yo ede pratisyen yo vizyalize kijan devlopman lang lan
ta ka sanble nan estrikti pwogram ECE yo atravè nivo devlopman lang nan sis nòm yo. Matris sa yo itilize
nan relasyon ak Definisyon Pèfòmans yo pou dekri trajektwa ki posib pou devlopman lang DLL yo.
Eleman Estrikti Nòm WIDA yo entèraji epi enfliyanse yonn ak lòt nan konsepsyon pwogram,
enstriksyon lang ak evalyasyon moun k ap aprann lang yo. Lè yo itilize yo an tandèm, eleman Estrikti
Nòm WIDA yo ede pratisyen yo idantifye epi konprann langaj reseptif ak ekspresif DLL yo bezwen
pou yo ka reponn ak referans/endikatè pèfòmans nan ELS eta a. Yo te bay konsiderasyon espesifik a
nati devlopman prekòs lang ak devlopman konyitif, kontèks familyal ak kontèks sosyokiltirèl ki baze
nan kominote pou aprantisaj lang, ak nati psikolengwistik akizisyon dezyèm lang lakay elèv preskolè ki
toujou ap devlope estrikti ak règ fondamantal lang yo. Yo ankouraje edikatè ak dirijan pwogram yo pou
mete aksan sou eleman espesifik Estrikti a nan enstriksyon lang yo pou reponn a bezwen espesifik DLL
ak kontèks endividyèl yo. Lè y ap fè sa, tout moun ki gen enterè yo ka patisipe nan fòmasyon devlopman
popilasyon k ap divèsifye de plis zan pli nou an.
Seksyon ki swiv yo konsantre sou eleman Estrikti yo jan yo aplike nan Nòm E-ELD yo ak izaj yo nan
pwogram, edikasyon ak evalyasyon.
Devlopman ki Apwopriye Langaj Akademik
Baze an pati sou Karakteristik Langaj Akademik pou K-12 WIDA yo, Karakteristik E-ELD yo te adapte
epi chanje non pou yo antre nan karakteristik inik jèn DLL k ap devlope kapasite lengwistik pandan
kòmansman ane preskolè yo. Karakteristik sosyal, enstriktif ak langaj akademik yo rezime pou de kritè
lengwistik: Konpleksite Lengwistik ak Izaj Lang. Kritè sa yo itilize pou defini chak nivo devlopman lang
Anglè nan Definisyon Pèfòmans yo. Figi B montre Karakteristik ki Apwopriye ak Devlopman Langaj
Akademik.
• Konpleksite Lengwistik la fè referans a kantite ak varyete lang ki itilize pa DLL yo nan nivo diskou.
Karakteristik lang tankou longè enonse/entèraksyon e kijan DLL yo konprann epi eksprime ide yo
enkli nan kategori sa.
• Izaj Lang lan fè referans a kalite ak itilizasyon estrikti, fraz ak mo yo. Kèk karakteristik nan kritè lang
sa se chwa entonasyon pou transmèt sans ak varyete estrikti gramatikal, amonizasyon fòm lengwistik
yo ak objektif, patikilarite mo/fraz chwa (vokabilè) ak konpreyansyon langaj (fòm, akò ak metriz).
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Kritè Langaj
Karakteristik
Konpleksite Lengwistik
(Kantite ak varyete langaj
vèbal)
Varyete ak longè enonse ak entèraksyon yo
Izaj Lang
(Kalite ak izaj estrikti langaj
vèbal, fraz ak mo yo)
Kalite ak varyete estrikti gramatikal yo
APÈSI
Figi B: Karakteristik ki Apwopriye ak Devlopman Langaj Akademik
Konpreyansyon ak ekspresyon ide yo
Fè fòm langaj yo koresponn ak objektif
Fraz ak ekspresyon fòmil
Chwa entonasyon pou transmèt siyifikasyon
Entèpretasyon ak kapasite pou konstwi siyifikasyon nan nivo
mo/fraz
Espesifisite chwa mo/fraz
Konpreyansibilite langaj
Kontèks sosyo kiltirèl pou izaj lang ki enplike entèraksyon ant timoun ak anviwònman langaj,
ka anglobe...
•
•
•
•
•
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Repètwa
Kategori
Sijè
Travay/Sitiyasyon
Idantite ak wòl sosyal patisipan yo
Oratè/Patnè konvèsasyon
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APÈSI
Kontèks Sosyo Kiltirèl
Tout jèn timoun aprann lang nan kontèks relasyon ak prensipal moun k ap ba l swen pandan woutin
chak jou yo. Atravè entèraksyon sosyal repete avèk paran yo, frè ak sè, lòt manm fanmi, founisè k ap bay
swen, pwofesè ak pratisyen premye ane anfans, ak kamarad, timoun yo aprann entèprete epi konstwi sans
atravè son, mo, ak fraz yo. Timoun yo aprann règ kiltirèl ak wòl pou angajman sosyal tou ki asosye avèk
langaj patikilye yo atravè entèraksyon enpòtan sa yo avèk moun ki nan lavi yo. Kontèks sosyo kiltirèl pou
jèn timoun aprann lang fèt pi souvan lakay yo, lakay lòt manm fanmi oswa nan etablisman ECE ki baze
nan kominote, ki ka sitiye oswa ki ka pa sitiye nan lekòl piblik oswa ki asosye ak lekòl piblik yo.
Tèm kontèks sosyo kiltirèl la gen definisyon miltip nan rechèch pou edikasyon. Pou itilizasyon l nan
Nòm E-ELD yo, WIDA defini kontèks sosyo kiltirèl antanke etablisman kote kominikasyon fèt.
Kominikasyon fasone pa kontèks sosyo kiltirèl kote li fèt la. Eleman ki defini paramèt sa nan Estrikti
Nòm WIDA yo enkli repètwa, kategori, sijè, travay oswa sitiyasyon an, ak idantite ak wòl patisipan yo
nan aprantisaj la.
Repètwa a fè referans a diferan fason yo itilize lang e kijan li varye selon kilès ki fè pati kominikasyon an.
Fason timoun yo ajiste lang yo lè y ap pale ak yon granmoun pa rapò ak lè y ap pale yonn ak lòt se yon
egzanp repètwa.
Kategori yo fè referans ak kalite espesifik ak kalite patikilye tèks oswa diskou, yo aksepte sosyalman an
jeneral pou objektif patikilye. Pa egzanp, kont ak eksplikasyon se de kategori diferan.
Sijè a fè referans ak tèm kote aprantisaj la reyalize a. Yon sijè ta ka sik lavi oswa fòm yo.
Travay oswa sitiyasyon fè referans a aktivite patikilye kote timoun yo angaje ki pwovoke tretman
oswa pwodiksyon langaj. Kèk egzanp ta ka enkli tout bagay soti nan yon lekti awotvwa rive nan yon
konvèsasyon avèk kamarad pandan y ap jwe nan tablo sansoryèl la.
Idantite a fè referans a moun, idantite sosyal ak idantite pataje ke timoun yo negosye nan kontèks diferan.
Sa yo ka chanje oswa pwolonje pou maksimize konesans, pratik ak lang ki pale lakay ak divès kominote
kote yo fè pati.
Wòl yo fè referans a pozisyonnman moun k ap aprann nan anviwònman oswa sitiyasyon aprantisaj yo.
Pa egzanp, nan yon reyinyon nan maten, timoun yo bezwen itilize kapasite ekout yo epi trete enfòmasyon
yo tande a. Anplis, lè se tou pa timoun nan, wòl li chanje e izaj lang li tou. Answit, olye li sèlman
konprann epi trete enfòmasyon, l ap pwodwi l tou.
Menm si nou te pwodwi definisyon pou chak tèm separeman, yo tout entèraji yonn ak lòt pou enpoze
egzijans inik sou Konpleksite Lengwistik ak Izaj Lang timoun yo. Sa ki rann kontèks sosyo kiltirèl la
konplèks se poutèt kontèks kote timoun yo entèraji ak kominote a redefini tou pa patisipasyon yo,
ansanm ak lòt timoun ak granmoun. Objektif nou se ilistre kèk nan eleman ki gen gwo enpak sou kijan
yo itilize lang e ki ka itilize pa edikatè yo pou reflete egzijans lang ak opòtinite aprantisaj nan etablisman
patikilye yo.
8
Definisyon Pèfòmans lan bay chak nan twa nivo devlopman lang Anglè yo fòm lè yo itilize Karakteristik
ki Apwopriye ak Devlopman Lang antanke kritè. Twa nivo lang ki soulinye pwogresyon devlopman
prekòs lang Anglè yo se: Nivo 1— Antre, Nivo 3—Devlopman, ak Nivo 5—Rapwochman. Nivo lang sa
yo koresponn ak senk nivo konpetans lengwistik WIDA yo pou timoun K-12, k ap aprann Anglè, men ki
relve etap devlopman lang Anglè sèlman nan DLL ki gen 2.5–5.5 an.
APÈSI
Definisyon Pèfòmans
Definisyon Pèfòmans yo dekri langaj DLL yo ka devlope epi pwodwi nan fen chak nivo devlopman lang
Anglè lè yo ba yo sipò lengwistik. Definisyon sa yo pa reprezante tout konpetans ki posib ke timoun yo
ap demontre nan yon nivo devlopman lang patikilye. Men, yo founi direksyon ki konkrè sou ki kalite
langaj pratisyen yo ta dwe atann yo pou DLL yo konprann oswa pwodwi; kantite ak varyete langaj
vèbal (Konpleksite Lengwistik) ak kalite ak izaj estrikti langaj vèbal, fraz ak mo (Izaj Lang) nan twa
nivo distenk devlopman lang Anglè. Kritè lang Konpleksite Lengwistik ak Izaj Lang yo itilize pou defini
kapasite langaj reseptif ak ekspresif pou chak gwoup laj jan yo montre l nan Figi C-F yo.
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• sèvi entèmedyè pou
konpreyansyon,
konstriksyon
siyifikasyon ak
demonstrasyon
konesans.
• enfliyanse epi
ranfòse yonn lòt;
epi
Nan tout nivo
devlopman lang,
lang ki pale lakay
ak devlopman
lang Anglè
• Mo ak fraz repete ki lye ak woutin kotidyen
• Yon ide nan kesyon oswa deklarasyon senp ki gen rapò
ak pwòp tèt pa w, ak moun ki familye oswa ak woutin
kotidyen
Konpleksite
Lengwistik
• Fraz repete ki asosye ak woutin kotidyen
• Kesyon wi/non ki gen rapò ak pwòp tèt ou, moun ki
familye ak/oswa woutin kotidyen
• Mo ki asosye ak anviwònman ki familye
• Fraz kout ki lye ak woutin kotidyen, moun, chanson
ak istwa ki familye
• Modèl frazal repete ki lye ak woutin kotidyen ak istwa
ki familye
• Vokabilè jeneral ki lye ak woutin kotidyen ak istwa ki
familye
Izaj Lang
Izaj Lang
• Fraz ki lye ak fraz senp
• Yon ide ki gen yon detay
• Fraz kout ak fraz konpoze ki lye ak woutin kotidyen,
moun, chanson ak istwa ki familye
• Vokabilè patikilye ak kèk vokabilè teknik ki asosye
akanviwònman ak istwa ki familye
Konpleksite
Lengwistik
Izaj Lang
• Seri fraz senp ki lye ak istwa oswa evènman ki familye
• Yon ide ki gen yonn a de detay; direksyon yon etap ki
lye ak woutich kotidyen
Laj 2.5-3.5 (30-42 Mwa)
• Fraz repete ak deklarasyon senp ki asosye ak woutin
kotidyen
• Kesyon wi/non ki gen rapò ak pwòp tèt ou, moun ki
familye ak/oswa woutin kotidyen
• Mo ak ekspresyon ki asosye ak anviwònman ki familye
• Mo akfraz ki lye ak woutin kotidyen
• Yon ide nan kesyon oswa deklarasyon senp ki gen rapò ak
anviwònman familye
• Fraz kout ak kèk fraz konpoze ki lye a istwa ak aktivite
aprantisaj ki familye
• Modèl fraz ki lye ak istwa ak aktivite enstriksyon ki
familye
• Vokabilè jeneral ak kèk vokabilè patikilye ki lye ak woutin
kotidyen, istwa ak aktivite aprantisaj ki familye
• Fraz miltip senp ki lye; kesyon-wh
• Yon ide ki gen de detay
• Fraz konpoze ak kèk fraz konplèks ki lye a istwa ak aktivite
aprantisaj ki familye
• Vokabilè patikilye ki asosye ak istwa, aktivite aprantisaj,
ak divès anviwònman
• Seri fraz pwolonje ki lye ak istwa aktivite aprantisaj oswa
evènman ki familye
• Ide ki lye; direksyon de etap ki lye ak woutin kotidyen
Laj 3.5-4.5 (43-54 Mwa)
APÈSI
...nan kontèks sosyo kiltirèl pou lang ki itilize a.
Nan premye etap devlopman lang Anglè yo, moun k ap aprann nan de lang yo konprann jeneralman plis mo ke yo ka pwodwi. Timoun yo dwe pa vèbal nan Anglè epi
yo apiye prensipalman sou lang yo pale lakay ak/oswa jès pou kominike bezwen, volonte ak ide yo.
Nivo 1
Antre
Nivo 3
Devlopman
Nivo 5
Rapwochman
Konpleksite
Lengwistik
Kritè Langaj
Vè fen chak gwoup laj e dapre nivo devlopman lang Anglè, e avèk sipò sansoryèl ak sipò entèraktif,
moun k ap aprann de lang yo ap trete an Anglè epi demontre konpreyansyon ki pa vèbal:
Figi C: Definisyon Pèfòmans Devlopman Prekòs Lang Anglè – Reseptif, Laj 2.5-4.5
LANG KI PALE LAKAY
10
11
konpreyansyon,
konstriksyon
siyifikasyon ak
demonstrasyon
konesans.
• enfliyanse epi
ranfòse yonn lòt;
epi
Nan tout nivo
devlopman lang,
lang ki pale lakay
ak devlopman
lang Anglè
• Fraz miltip detaye ki lye
• Ide ki lye
• Fraz konpoze ak kèk fraz konplèks ki lye a istwa ak aktivite aprantisaj ki familye
• Modèl fraz ki lye ak aktivite aprantisaj ak istwa patikilye
• Vokabilè patikilye ak kèk vokabilè teknik ki asosye ak anviwònman ak aktivite aprantisaj ki familye
• Mo ak fraz ki pi long ki gen rapò ak woutin kotidyen ak aktivite aprantisaj
• Yon ide nan kesyon oswa deklarasyon senp ki gen rapò ak anviwònman familye
• Fraz repete ak deklarasyon senp ki asosye ak woutin kotidyen
• Kesyon wi/non ki gen rapò ak pwòp tèt ou, moun ki familye ak/oswa woutin kotidyen
• Vokabilè ki asosye ak anviwònman ak aktivite aprantisaj ki familye
Konpleksite
Lengwistik
Izaj Lang
Konpleksite
Lengwistik
Izaj Lang
• Fraz konplèks ak modèl langaj ki lye ak istwa ki familye ak aktivite enstriksyon
• Vokabilè patikilye ak kèk vokabilè teknik ki asosye ak divès anviwònman ak aktivite aprantisaj
Izaj Lang
Nan premye etap devlopman lang Anglè yo, moun k ap aprann de lang yo konprann jeneralman plis mo ke yo ka pwodwi. Timoun yo dwe pa vèbal nan
Anglè epi yo apiye prensipalman sou lang yo pale lakay ak/oswa jès pou kominike bezwen, volonte ak ide yo.
Nivo 1
Antre
Nivo 3
Devlopman
Nivo 5
Rapwochman
• Fraz/kesyon pou varye richès ak konpleksite ki lye ak istwa, aktivite aprantisaj oswa evènman ki familye
• Ide detaye ki lye; de a twa direksyon etap ak kèk nouvo direksyon ki lye ak woutin kotidyen yo
Laj 4.5–5.5 (55–66 Mwa)
Konpleksite
Lengwistik
Kritè Langaj
Vè fen chak gwoup laj e dapre nivo devlopman lang Anglè, e avèk sipò sansoryèl ak sipò entèraktif,
moun k ap aprann de lang yo ap trete an Anglè epi demontre konpreyansyon ki pa vèbal:
Figi D: Definisyon Pèfòmans Devlopman Prekòs Lang Anglè – Reseptif, Laj 4.5–5.5
LANG KI PALE LAKAY
APÈSI
konpreyansyon,
konstriksyon
siyifikasyon ak
demonstrasyon
konesans.
• enfliyanse epi
ranfòse yonn lòt;
epi
Nan tout nivo
devlopman lang,
lang ki pale lakay
ak devlopman
lang Anglè
• Mo senp ki asosye ak woutin jounalye ak istwa ki
familye
• Fraz repete
• Mo ak fraz fòmil kout
• Enonse yon mo pou transmèt mesaj oswa ide an antye
Konpleksite
Lengwistik
Izaj Lang
• Fraz familye ak konpreyansyon emèjan
• Modèl langaj kout ki repete yo itilize nan je dwèt,
chanson ak istwa
• Vokabilè jeneral ki asosye ak anviwònman familye
• Fraz ki gen kèk fraz twa mo ki familye
• Rapwochman ide senp yo
Izaj Lang
Konpleksite
Lengwistik
• Mo ak ekspresyon familye ki asosye ak woutin jounalye
• Fraz fòmil ak fraz repetitif
• Vokabilè jeneral ki lye ak anviwònman familye
• Mo ak fraz fòmil
• Enonse yonn a de mo pou transmèt mesaj oswa ide an
antye
• Fraz kout ak konpreyansyon emèjan
• Modèl langaj kout ki repete yo itilize nan je dwèt,
chanson, istwa oswa aktivite aprantisaj
• Vokabilè jeneral ak kèk vokabilè patikilye ki asosye ak
anviwònman familye ekspresyon komen
• Fraz kout twa a kat mo ki konbine fraz fòmil ki gen kèk
nouvo mo ak fraz
• Rapwochman ide yo
• Fraz konpreyansib ki ka genyen non, vèb, modifikatè ak
pwonon
• Vokabilè jeneral ak kèk teknik patikilye ki asosye ak divès
anviwònman
• Konpreyansyon emèjan fraz ki familye ak fraz kout
• Vokabilè jeneral ak kèk vokabilè patikilye ki asosye ak
anviwònman familye
Izaj Lang
Nan premye etap devlopman lang Anglè yo, moun k ap aprann de lang yo konprann jeneralman plis mo ke yo ka pwodwi. Timoun yo dwe pa vèbal nan Anglè epi
yo apiye prensipalman sou lang yo pale lakay ak/oswa jès pou kominike bezwen, volonte ak ide yo.
Nivo 1
Antre
Nivo 3
Devlopman
Nivo 5
Rapwochman
• Varyete fraz orijinal 3-5+ mo
• Rapwochman ide ki lye
Laj 3.5-4.5 (43-54 Mwa)
• Fraz miltip ak kèk fraz 3+ mo ki familye
• Ide senp
Laj 2.5-3.5 (30-42 Mwa)
APÈSI
Konpleksite
Lengwistik
Kritè Langaj
Vè fen chak gwoup laj e dapre nivo devlopman lang Anglè, e avèk sipò sansoryèl ak sipò entèraktif, moun k ap aprann de lang yo ap eksprime an Anglè:
Figi E: Definisyon Pèfòmans Devlopman Prekòs Lang Anglè – Ekspresif, Laj 2.5-4.5
LANG KI PALE LAKAY
12
13
konpreyansyon,
konstriksyon
siyifikasyon ak
demonstrasyon
konesans.
• enfliyanse epi
ranfòse yonn lòt;
epi
Nan tout nivo
devlopman lang,
lang ki pale lakay
ak devlopman
lang Anglè
• Fraz kout twa a kat mo ki konbine fraz fòmil ki gen nouvo mo ak kèk fraz pwolonje
• Rapwochman ide ki lye
• Fraz kout ak kèk fraz pwolonje ak konpreyansyon emèjan
• Modèl langaj miltip ki repete yo itilize nan istwa, chanson ak aktivite aprantisaj
• Vokabilè patikilye ak kèk vokabilè teknik ki asosye ak anviwònman ak aktivite aprantisaj ki familye
• Mo ak fraz fòmil ki pi long
• Enonse yonn a de mo pou transmèt mesaj oswa ide an antye
• Mo ak ekspresyon ki asosye ak woutin jounalye ak istwa ki familye
• Fraz fòmil ak fraz repetitif
• Vokabilè jeneral ki lye ak anviwònman ak aktivite enstriksyon ki familye
Konpleksite
Lengwistik
Izaj Lang
Konpleksite
Lengwistik
Izaj Lang
• Fraz konpreyansif ki ka genyen fòm gramatikal patikilye (pa egzanp prezan pwogresif + vèb, pase,
pliryèl, posesif ak atik)
• Vokabilè patikilye ak kèk vokabilè teknik ki asosye ak divès anviwònman ak aktivite aprantisaj
Izaj Lang
Nan premye etap devlopman lang Anglè yo, moun k ap aprann de lang yo konprann jeneralman plis mo ke yo ka pwodwi. Timoun yo dwe pa vèbal
nan Anglè epi yo apiye prensipalman sou lang yo pale lakay ak/oswa jès pou kominike bezwen, volonte ak ide yo.
Nivo 1
Antre
Nivo 3
Devlopman
Nivo 5
Rapwochman
• Varyete fraz kout ak fraz pwolonje 4-6+ mo
• Ide ki lye
Laj 4.5–5.5 (55–66 Mwa)
Konpleksite
Lengwistik
Kritè Langaj
Vè fen chak gwoup laj e dapre nivo devlopman lang Anglè, e avèk sipò sansoryèl ak sipò entèraktif, moun k ap aprann de lang yo ap eksprime an Anglè:
Figi F: Definisyon Pèfòmans Devlopman Prekòs Lang Anglè – Ekspresif, Laj 4.5-5.5
LANG KI PALE LAKAY
APÈSI
APÈSI
DLL yo pa ka reprezante nan yon sèl nivo devlopman lang (pa egzanp Nivo 3) oswa menm nivo yo pou
chak domèn lang (pa egzanp Nivo 3– Reseptif, Nivo 1–Ekspresif ) Olye sa, langaj la soup epi li varye
souvan selon kontèks pou izaj lang lan. Poutèt sa, Definisyon Pèfòmans lan se zouti pou obsève pèfòmans
lang de jou an jou nan divès espas, e nou ankouraje pwofesè yo itilize enfòmasyon yo kolekte yo antanke
yonn nan divès mezi pou egzamine devlopman lang.
Definisyon Pèfòmans lan rekonèt tou wòl kle lang ki pale lakay la jwe nan tout nivo devlopman
lang Anglè. DLL yo ap kontinye itilize lang yo pale lakay la pandan y ap devlope nouvo lang yo a.
Entèraksyon dinamik ant lang yo soutni elaborasyon sans ak devlopman konsyans metalengwistik.
Lè yo ankouraje enèjikman epi sipòte efikasman devlopman de lang yo, DLL yo itilize atou konyitif
ak lengwistik yo pou yo vin aprann lang avèk siksè.
Pou rezime, angajman nan translengwalizasyon pèmèt DLL yo itilize repètwa lengwistik yo an antye
pou yo navige ant lang pou yo lye mesaj, konstwi sans atravè lang yo epi akeri yon meyè konpreyansyon
kontni yo.
NÒM E-ELD Yo
Pandan WIDA t ap devlope Nòm E-ELD yo, li te pran an konsiderasyon dimansyon devlopman ak
aprantisaj enpòtan ki rekòmande pa National Education Goals Panel (NEGP) (BUILD, 2012; ScottLittle, Kagan, & Stebbins Frelow, 2005) ak National Association for the Education of Young Children
(Asosyasyon Nasyonal pou Edikasyon Jèn Timoun) (NAEYC, 2009) pou enkli nan ELS yo. Dimansyon
devlopman timoun sa yo reprezante tou nan Devlopman Entèvansyon Prekòs ak Estrikti Aprantisaj
Prekòs (Office of Head Start, 2010) e yo te adopte pa eta yo nan divès degre nan ELS yo. Figi G dekri
rapò ant dimansyon devlopman ak aprantisaj enpòtan ki rekòmande pou ELS NEGP yo ak Nòm E-ELD
WIDA yo.
14
APÈSI
Visual Ant
Representation
of the Devlopman Timoun ak Nòm E-ELD Yo
Figi G: Relasyon
Senk Dimansyon
Devlopman Lang
ak Kominikasyon
Devlopman
Byennèt
Fizik ak
Motris
Konnesans
Konyitif ak
Konesans
Jeneral
Devlopman Sosyal
ak Devlopman
Emosyonèl
Reprezantasyon Vizyèl Senk Dimansyon Devlopman
Timoun, National Education Goals Panel (NEGP)
© March 2013, Board of Objektif
Regents of the University
of Wisconsin SystemNasyonal)
on behalf of the WIDA Consortium—DRAFT
(Komisyon
Edikasyon
ki Lye ak
Preparasyon pou Lekòl ak Siksè Alavni Timoun yo
A
RANT
CH AP
Ò
ISA
G
A
N
A
J
PW L
J
CH APRANTI
Ò
SA
PW
J
A
National Education Goals Panel (NEGP)’s
Five Dimensions of Children’s Development that Are
Linked to School Readiness and Children’s Later Success
Devlopman
Prekòs Lang ak
Alfabetizasyon
Devlopman
Fizik
Matematik
Syans
Syans Sosyal
Devlopman
Konyitif
Devlopman Sosyal
ak Devlopman
Emosyonèl
Reprezantasyon Vizyèl Nòm Devlopman Prekòs
Lang Anglè
Dyagram Venn yo montre nan Figi G yo se yon egzanp nati sipèpoze twa dimansyon devlopman ak
aprantisaj sa yo ak nòm langaj ki koresponn yo. Korespondans sa ilistre tou nan lòt ELS eta a, ki rann
li posib pou entegre Nòm E-ELD yo nan pwogram, enstriksyon ak evalyasyon ki baze sou nòm yo
pou DLL yo pandan pwogram jounen an nan divès etablisman ECE ki enkli etablisman swen timoun,
Entèvansyon Prekòs, preskolè ak Matènèl 4 an.
Lè yo itilize sis Nòm E-ELD WIDA yo pou eklere pratik yo, pratisyen yo p ap jwenn yon lis ki preskri
kisa DLL yo bezwen konnen e sa yo ka fè nan yon etablisman enstriksyon patikilye. Olye sa, nòm
lengwistik yo jeneratif nan sans yo ede pratisyen yo devlope pwòp reprezantasyon yo sou kijan DLL yo
ap itilize lang nan kominote ECE patikilye. Sa enplike pou konekte enfòmasyon sou devlopman lang
DLL avèk konsyans egzijans lengwistik nan yon aktivite aprantisaj ak entegrasyon sipò lengwistik pou
maksimize aprantisaj ak patisipasyon DLL yo.
Alò ke nòm lengwistik yo bay oryantasyon ak pwen referans nan òganizasyon enstriksyon pou sipòte
aprantisaj ak devlopman lang, yo se sèlman yonn nan plizyè faktè pou konsidere pou sipòte siksè DLL
yo nan etablisman ECE yo.
15
APÈSI
Figi H: Nòm Devlopman Prekòs Lang Anglè
Nòm
16
Abrevyasyon
Nòm Devlopman
Prekòs Lang
Anglè 1
Moun k ap aprann de lang yo kominike enfòmasyon, ide, ak
konsèp ki nesesè pou siksè nan domèn Devlopman Sosyal ak
Emosyonèl.
Langaj
Devlopman Sosyal
ak Emosyonèl
Nòm Devlopman
Prekòs Lang
Anglè 2
Moun k ap aprann de lang yo kominike enfòmasyon, ide,
ak konsèp ki nesesè pou siksè akademik nan domèn kontni
Devlopman Prekòs Lang ak Alfabetizasyon.
Langaj
Devlopman
Prekòs Lang ak
Alfabetizasyon
Nòm Devlopman
Prekòs Lang
Anglè 3
Matematik.
Langaj
Matematik
Nòm Devlopman
Prekòs Lang
Anglè 4
Syans.
Langaj
Syantifik
Nòm Devlopman
Prekòs Lang
Anglè 5
Syans Sosyal.
Langaj
Syans Sosyal
Nòm Devlopman
Prekòs Lang
Anglè 6
Devlopman Fizik.
Langaj
Devlopman
Fizik
Matris nòm yo bay egzanp izaj lang nan diferan nivo, menm jan ak Definisyon Pèfòmans lan. Men, nan
matris yo, lang lan pi kontekstwalize nan diferan domèn lang, Nòm E-ELD yo ak tranch laj yo. Yo ede
pratisyen yo anvizaje kisa nòm E-ELD sanble pou diferan DLL yo.
APÈSI
Nòm Matris ak Seksyon Modèl Endikatè Pèfòmans yo
Yon Seksyon MPI konstitye ak twa nivo lang nan devlopman prekòs lang pou yon koneksyon, sijè ak
domèn lang kèlkonk. Yon Seksyon MPI reprezante yonn nan plizyè trajektwa posib nan devlopman lang
nan yon kontèks patikilye. Aranjman orizontal yon Seksyon MPI ilistre pwogresyon devlopman lang pou
yon gwoup laj kèlkonk. Seksyon MPI a bay yon estrikti ki koyeran pou pratisyen ECE yo pou itilize lè
y ap estriktire oswa evalye langaj DLL yo nan divès kalite aktivite ak anviwònman aprantisaj. Seksyon
sa yo la kòm egzanp sèlman e yo pa fikse yo kòm gid pou lang DLL yo ka angaje pandan enstriksyon ak
evalyasyon an. Pratisyen ECE yo ka modifye oswa transfòme Seksyon MPI ki la deja yo pou rann yo pi
aplikab ak pwogram oswa enstriksyon yo a.
Pwofesyonèl ECE yo byen konsyan gen diferans devlopman enpòtan ki egziste ant timoun 2.5 an ak
timoun 5.5 an, sou plan lengwistik ak sou plan konyitif. Yo pa ka atann pou timoun 3 zan k ap devlope
(monoleng oswa bileng) pou konprann oswa pwodwi langaj ki gen menm konpleksite ak langaj timounn
5 an. Poutèt sa, egzanp langaj yo bay nan seksyon yo òganize pa gwoup laj, ki pran ankont pwopòsyon
konyitif ak lengwistik sa. Yo bay kritè lang patikilye pou chak nan gwoup laj sa yo:
• 2.5–3.5 an (30–42 mwa)
• 3.5-4.5 an (43-54 mwa)
• 4.5-5.5 an (55-66 mwa)
17
APÈSI
Matris Nòm yo
Matris nòm yo pèmèt yon koneksyon ki eksplisit ak ELS eta a ak Devlopman Entèvansyon Prekòs ak
Estrikti Aprantisaj Prekòs la pou yo ka itilize yo fasilman nan pwogram, kourikoulòm, enstriksyon
ak evalyasyon ki baze sou nòm yo. Seksyon sa itilize matris nòm yo apati de Nòm 6 E-ELD a: Langaj
Devlopman Fizik pou timoun 4.5–5.5 an pou ilistre chak eleman. Nan egzanp Figi I an, matris la montre
yon relasyon nan Nòm Aprantisaj ak Devlopman Prekòs nan Georgia. Chak matris montre yon relasyon
ak yon seri ELS diferan pou montre fleksibilite Nòm E-ELD WIDA yo ak kapasite yo pou fonksyone
nan kontèks patikilye pratisyen yo.
Egzanp matris yo montre nan Figi I an montre langaj pou DLL ki genyen 4.5-5.5 an. Figi I an montre
tou relasyon ak nòm aprantisaj prekòs ak modèl sijè yo.
Figi I: Nòm, Nivo Laj, Modèl Sijè ak Relasyon
AGES: 4.5–5.5
E-ELD STANDARD 6: The Language of Physical Development
EXAMPLE TOPIC: Outdoor play
CONNECTION: Georgia Early Learning and Development Standards (GELDS); Domain: Physical Development & Motor Skills; Standard PDM5: The child will demonstrate gross
motor skills.
KINDERGARTEN CONNECTION: Georgia Performance Standards: Physical Education: Standard: PEK.1: Demonstrates competency in motor skills and movement patterns
needed to perform a variety of activities.
EXAMPLE CONTEXT FOR LANGUAGE USE: Children talk, play and interact with their peers outdoors.
DOMAIN: Expressive
Modèl
sijè
yo se eleman
ki enimere
yon
tèmtheiroswa
yonabout
konsèp
ki derive de ELS eta ak
COGNITIVE
FUNCTION:
Children atmatris
all levels ofnòm
English yo
language
development will
APPLY
knowledge
movement.
Estrikti EntèvansyonLevel
Prekòs
la
e
ki
bay
yon
kontèks
pou
devlopman
lang.
Nan
egzanp yo
montre
nan Figi
1
Level 3
Level
5
Entering
Developing
Bridging
I an, sijè a se jwèt anplennè, ki derive de Nòm Aprantisaj ak Devlopman Prekòs Georgia ki pi laj. Yon lis
Repeat words
phrases associated
Describenan
activities
associated
with outdoor
Persuade
peers
activitieske
associated
echantiyon
sijèand
kifamiliar
rapwoche
kontni yo jwenn
plizyè
ELS
eta a play
afiche nan
Figi
J toa.participate
Tanpriin note
lis sijè
with outdoor play following peer models in small
following peer models in small groups in English
sa la pou
mete an evidans kèk nan kontniandsijè
kilanguage.
pi site(e.g.,yo“I go
e liin tunnel.”)
pa yon lis konplè
okenn
groups.
Home
groups innan
English
and Homefason.
language. (e.g., “I
want the red bike. You get the patineta.”)
TOPIC-RELATED LANGUAGE: Children at all levels of language development interact with developmentally appropriate words and expressions such as: up, slide, Let’s
go____
See example of
a connection to a
Kindergarten state standard
in this Strand.
63
18
PHYSICAL
DEVELOPMENT
EARLY LANGUAGE
DEVELOPMENT
AND LITERACY
See example of
translanguaging in
this Strand.
APÈSI
Figi J: Lis Sijè
Domèn
Devlopman
ak Aprantisaj
Sijè
Devlopman Sosyal
ak Devlopman
Emosyonèl
•Oto-konsèp
•Sansasyon/Emosyon
•Oto-regilasyon
•Efò-pèsonèl/
Endepandans
• Relasyon granmoun/
entèraksyon
• Fè chwa
• Woutin kotidyen
• Swiv direksyon
• Fè tranzisyon ant
aktivite ak kote yo
• Entèraksyon kamarad
• Fè zanmi
•Pataj
•Kowoperasyon/
entèraksyon gwoup
• Konprann/swiv règ
Devlopman Fizik
•
•
•
•
Konesans kò a
Jwèt fizik
Jwèt anplennè
Ekipman Espò/lakou
rekreyasyon
•Espò
• Egzèsis ak kondisyon
fizik
• Mizik ak mouvman
• Sante ak ijyèn
• Sekirite pèsonèl
•Nitrisyon
• Swen pèsonèl (pa
egzanp, abiye, manje,
fè twalèt)
• Itilize materyèl ar
• Kreye pwojè ar
• Itilize enstriman
pou ekri
Matematik
Syans
• Fè konparezon
• Sans chif
• Rekonesans nimerik
•Kalkil
• Fòm jewometrik
•Desen
•Klasifikasyon/Klasman
• Reprezantasyon grafik
•Mezi
• Konesans lespas
• Konesans sou tan
• Koleksyon done/analiz
• Kò nou
• Senk sans nou yo
•Sezon/Klima
•Tan
•Tè
• Anviwònman an
• Kwasans/Sik lavi
•Plant/Manje
• Èt vivan ak abita yo
•Wòch/Mineral/Fosil
•Likid/Solid/Lè
•Leman/Elektrisite
• Lespas/Sistèm solè
•Teknoloji/Òdinatè
• Obsèvasyon ak
envestigasyon
syantifik
• Koleksyon done/analiz
Devlopman
Prekòs Lang ak
Alfabetizasyon
•Konprann/swiv
direksyon vèbal
• Ide kominikasyon
• Poze kesyon epi fè
kòmantè
• Ekspresyon kreyatif
• Itilizasyon sosyal lang
• Jwe Wòl
• Sans istwa/Eleman
istwa
•Rakonte/rerakonte
istwa
• Konsèp pou ekri an lèt
detache
• Konesans nan literati
• Konesans fonolojik ak
fonemik
• Konesans alfabè
• Pwosesis ekriti
Syans Sosyal
•Resanblans/diferans
ant tèt pa w ak lòt
moun
•Fanmi
•Woutin/règleman
sal klas
• Apatenans a gwoup
ak sekirite
• Travay nan sal klas
•Enpresyon
anviwònmantal
•Kominote
• Travayè kominotè
•Transpò
•Lojman/Kay
•Jewografi/Kat
• Vil/Peyi (Iben/Riral)
• Peyi nan mond lan
•Koutim/Tradisyon
• Apresyasyon pou
divèsite kiltirèl
• Evènman istorik
19
APÈSI
Modèl Kontèks pou izaj lengwistik la fè referans ak sitiyasyon, evènman oswa kontèks patikilye kote
kominikasyon reyalize. Timoun fè izaj lang nan fason patikilye ki varye selon kontèks la. Modèl kontèks
la bay yon vrè egzanp pou pratisyen yo ka imajine sitiyasyon kote yo fè izaj lang lan. Nan egzanp ki nan
Figi K a, DLL yo pale, jwe epi entèraji ak kamarad yo anplennè. Enfòmasyon sa ba nou enfòmasyon
sou faktè yo nan kontèks ki ka gen enpak sou fason DLL yo itilize oswa trete lang. Nan egzanp sa,
kominikasyon ak kamarad yo pèmèt izaj lang patikilye ki diferan de lòt paramèt yo. Kontèks sa ba nou
enfòmasyon sou kilès k ap patisipe e kalite aktivite patisipan an ap angaje a.
AGES: 4.5–5.5
Fonksyon
Konyitif
la
ofri
enfòmasyon
sou
egzijans
konyitif
yon
aktivite
an
patikilye.
Figi
K aOutdoor
montre
EXAMPLE
TOPIC:
play
yon egzanp fonksyon konyitif la.
motor skills.
Figi K: Modèl Kontèks pou Izaj Lengwistik ak Fonksyon Konyitif
COGNITIVE FUNCTION: Children at all levels of English language development will APPLY their knowledge about movement.
DOMAIN: Expressive
Level 1
Entering
Repeat words and familiar phrases associated
groups.
Level 3
Developing
Level 5
Bridging
Describe activities associated with outdoor play
and Home language. (e.g., “I go in tunnel.”)
Persuade peers to participate in activities associated
groups in English and Home language. (e.g., “I
Fonksyon konyitif la se yon rapèl ke pratisyen DLL yo bezwen jwenn aksè a menm nivo rezònman
akgo____
kamarad yo kèlkeswa nivo devlopman lang yo. Nan egzanp yo montre nan Figi K a, y ap mande
tout timoun yo aplike konesans sou mouvman yo pandan y ap patisipe nan aktivite, kèlkeswa kapasite
lengwistik endividyèl yo.
See example of
a connection to a
in this Strand.
63
20
See example of
translanguaging in
this Strand.
Estrikti E-ELD a enkli de domèn langaj—reseptif ak ekspresif. Domèn langaj sa yo ki konsantre sou
devlopman langaj vèbal, pwovoke ekout ak pale ak konpetans jeneral elaborasyon sans (pa egzanp jès)
DLL
yo ap bezwen e y ap itilize nan tou le sis nòm yo. LangajEARLY
vèbalLANGUAGE
la nan sant ansèyman ak aprantisaj
PHYSICAL
DEVELOPMENT
DEVELOPMENT
anpil
konpetans alfabetizasyon prekòs ki enkli konsèp pou ekri AND
an lèt
detache, sans fonolojik ak fonemik,
LITERACY
devlopman vokabilè, konesans ak ekriti alfabè (Dickinson, 2011; Dickinson,Golindoff, & Hirsh-Pasek,
2010; Dickinson, McCabe, & Sprague, 2003; Dickinson & Porche, 2011). Anplis, yon fondasyon solid
nan kapasite langaj vèbal enpòtan pou aprantisaj la pou li epi ekri byen nan premye ane elemantè yo
(Resnick & Snow, 2009). Nan egzanp ki nan Figi L la, domèn yo te abòde a se yon domèn ki ekspresif.
Figi
L: Domèn
ak
Nivo Ekspresif
EXAMPLE
CONTEXT FOR
LANGUAGE
USE: Children talk, play and interact with their peers outdoors.
DOMAIN: Expressive
Level 1
Entering
groups.
Level 3
Developing
APÈSI
motor skills.
Level 5
Bridging
go____
Seksyon Modèl Endikatè Pèfòmans
Yon Seksyon MPI konstitye ak twa nivo lang nan devlopman prekòs lang
yon
Seepou
example
of koneksyon, sijè ak
See example of
a connection to a
translanguaging
in
domèn lang kèlkonk. Nan egzanp yo montre nan Figi L la, ou wè kijan
DLLstate
yostandard
ka bezwen repete
mo ak
Kindergarten
this Strand.
in this Strand.
fraz familye yo nan nivo Antre a nan kontèks sa, pandan DLL nan nivo Devlopman yo kapab dekri menm
aktivite yo nan fason ki endepandan. Sa pa vle di ke yon DLL nan nivo Antre a pa ka dekri aktivite yo, men
EARLY LANGUAGE
li kaPHYSICAL
fè sa nan yon langaj ki pa Anglè oswa pa siy oswa jès. MenmDEVELOPMENT
jan yon DLL nan nivo Rapwochman
63
DEVELOPMENT
AND LITERACY
an gen ase langaj pou pèswade kamarad yo. La, atant lengwistik pou pèswade a pi elve epi li pi konplèks
ke pou fè deskripsyon. Alò ke timoun nan nivo Devlopman an ka eseye pèswade yon lòt moun, l ap itilize
karakteristik lengwistik ki gen rapò ak deskripsyon pou reyalize menm objektif pou izaj lang lan.
Pratisyen yo ka itilize separasyon yo answit pou (a) fè pèfòmans DLL yo koresponn an nivo devlopman
lang yo, (b) kreye sib ak objektif langaj ki depase nivo devlopman lang endepandan DLL la epi (c)
diferansye lang ak kontèks la pou fè l koresponn ak nivo devlopman lang DLL
la. 4.5–5.5
AGES:
EXAMPLE
TOPIC: ak
Outdoor
E-ELD
STANDARD
6: twa
The eleman
Language
of Physical
Development
Chak
MPI
konpoze ak
prensipal:
yon fonksyon
lengwistik, yon seksyon
kontni
sipòplay
lengwistik
(yo).Early
Fonksyon
lengwistik
yo (GELDS);
dekri kijan
yo ap pwodwi
oswa
ki PDM5:
devlope
lang
nan gross
CONNECTION: Georgia
Learning and Development
Standards
Domain: DLL
Physical Development
& Motor Skills;
Standard
The child
will demonstrate
motor skills.
kontèks pou aprantisaj patikilye.
Figi M: Nivo Devlopman 3
DOMAIN: Expressive
Level 1
Entering
groups.
Level 3
Developing
Level 5
Bridging
go____
See example of
a connection to a
in this Strand.
63
PHYSICAL
DEVELOPMENT
EARLY LANGUAGE
DEVELOPMENT
AND LITERACY
See example of
translanguaging in
this Strand.
21
APÈSI
Nan egzanp ki nan Figi M nan, MPI pou Nivo 3, Devlopman an, itilize deskripsyon kòm fonksyon
lengwistik li. Deskripsyon an lye an jeneral ak adjektif ak advèb e deskripsyon an ka reyalize atravè yon
gwoup mo oswa yon fraz kout. Fonksyon lengwistik yo lye men yo distenge de konpleksite konyitif yon
travay. DLL yo ka angaje yo nan nivo rezònman ki pi elve nan tout nivo lang selon kapasite devlopman
yo. Olye sa, fonksyon lengwistik la fè referans ak karakteristik lengwistik ki asosye ak li. Kantite ak
konpleksite fonksyon lengwistik ki itilize pa DLL yo ogmante toutotan langaj la ap devlope.
Dezyèm eleman MPI a se seksyon kontni an. Seksyon kontni an derive de Modèl Sijè a, ki li menm derive
de ELS eta ak Devlopman Entèvansyon Prekòs ak Estrikti Aprantisaj Prekòs la. Seksyon kontni a endike
pwendvi WIDA ke devlopman prekòs lang Anglè ta dwe toujou entegre nan jwèt ki baze sou kontni
enstriksyon ak evalyasyon nan kontèks ki enpòtan epi ki reyèl. Nan egzanp ki nan Figi M nan, seksyon
kontni a se jwèt anplennè, ki se menm bagay ak sijè pou separasyon an nan ka sa. Nan lòt matris nòm,
seksyon kontni a ka pi etwa ke modèl sijè a.
Twazyèm eleman MPI a se sipò lengwistik la(yo). Yo toujou enimere l nan fen MPI a pou ilistre enpòtans
pou estriktire devlopman lang pou DLL yo. Chak MPI ka genyen plis pase yon sipò ladan l, e sipò yo ka
chanje oswa ka pa chanje pa rapò ak konpleksite lang k ap ogmante. Nan egzanp yo bay nan Figi M nan,
sipò a enkli modèl asosyasyon, ti gwoup ak izaj lang ki pale lakay la. WIDA enimere twa kategori sipò
lengwistik pou DLL yo: sansoryèl, grafik ak entèraktif.
Figi N nan montre kèk egzanp sipò lengwistik ki nan twa kategori sa yo jwenn souvan nan etablisman
ECE yo.
Figi N: Sipò Lengwistik pou DLL 2.5-5.5 An
Sipò Sansoryèl
Sipò Grafik
Sipò Entèraktif
Objè lavi reyèl
Tablo
Asosye ak patnè
Jwèt
Dyagram
An ti gwoup
Materyèl manipilasyon
Òganizatè grafik
An gwo gwoup
Imaj ak foto
Graf
Ilistrasyon ak desen
Dwat nimerik
Itilize estrikti gwoup
kowoperativ
Magazin
Orè vizyèl
Videyo ak fim
Ikòn/senbòl
Demonstrasyon
Jès
Modèl
Mizik
Kostim ak akseswa
22
Avèk Entènèt (sit entènèt)
oswa pwogram lojisyèl
Nan lang lakay
Avèk ankourajman/
modelizasyon granmoun
APÈSI
Sijè ki Lye ak Lang lan bay egzanp mo ak ekspresyon ki lye ak kontni timoun yo ta dwe ekspoze nan
AGES: 4.5–5.5
laj sa, kèlkeswa nivo devlopman lang yo. Byenke DLL yo ka nan diferan pwen nan trajektwa devlopman
TOPIC:
Outdoor play
E-ELD
STANDARD
6: kontni
The Language
of Physical
Development
lang
yo, lè
y ap aprann
ki patikilye,
kèk langaj
ki apwopriye ak devlopmanEXAMPLE
patikilye
ak devlopman
teknik
yo esansyèl
angajman
nan
aprantisaj
ide akPhysical
konsèp
yo prezante
Gras
akThe
izajchildestrikti
ak sipò,
CONNECTION:
Georgia Earlypou
Learning
and Development
Standards
(GELDS); Domain:
Development
& Motor Skills;yo.
Standard
PDM5:
will demonstrate
gross
motor skills.
DLL yo ta dwe genyen opòtinite pou entèraji ak langaj sa. Figi O a montre sijè ki gen rapò ak lang lan.
Figi O Sijè ki Gen Rapò ak Lang
Pèsonalize
Seksyon yo pou Kontèks Lokal Ou a
DOMAIN: Expressive
Level 1
Entering
groups.
Level 3
Developing
Level 5
Bridging
go____
63
See example of ki gen rapò ak kontni
Separasyon Gramatikal MPI WIDA yo se egzanp ki ilistre atant lang diferansye
See example of
a connection to a
translanguaging in
state standard epi pèsonalize
enstriksyon nan domèn yon lang. WIDA envite pratisyen yo kreye,Kindergarten
inove, transfòme
this Strand.
in this Strand.
seksyon yo pou reponn pi byen a bezwen DLL yo ak pwogram edikasyon lang yo. Figi P a montre kesyon
oryantasyon pratisyen yo dwe poze tèt yo lè y ap planifye enstriksyon an pou moun ki bileng k ap emèje
EARLY LANGUAGE
PHYSICAL
yo oswa
lè y ap prepare Seksyon MPI yo. Figi Q a genyen yon modèl
vid yo ka kopye pou reitilize nan
DEVELOPMENT
DEVELOPMENT
AND LITERACY
objektif sa.
23
MODÈL SIJÈ:
Kisa ki yonn nan sijè ki te trete nan nòm kontni ki seleksyone a(yo)?
LAJ:
APÈSI
Nivo 3
Devlopman
SIJÈ KI LYE AK LANG: Ak ki mo ak ekspresyon ki apwopriye ak laj tout timoun yo ap entèraji?
Ki sipò langaj (sansoryèl, grafik ak entèraktif ) ki nesesè pou DLL yo jwenn aksè a lang ak kontni an?
Ki fonksyon lang ki reflete fonksyon konyitif la nan chak nivo devlopman lang?
Ki lang DLL yo atann pou devlope oswa pwodwi nan chak nivo devlopman?
Yon Separasyon Endikatè Modèl Pèfòmans yo:
Nivo 1
Antre
Nivo 5
Rapwochman
FONKSYON KONYITIF: Ki nivo angajman konyitif pou travay yo bay la? Èske nivo angajman konyitif la koresponn oswa depase Nòm Aprantisaj Prekòs eta yo?
MODÈL KONTÈKS POU IZAJ LANG: Ki objektif aktivite a? Ki wòl oswa idantite timoun yo asime e kijan yo entèraji? Ki repètwa ki nesesè pou travay la?
RELASYON: Nan ki pwen kontni nòm aprantisaj prekòs yo fòme baz aktivite ki lye a? Ki konsèp ak kapasite esansyèl ki entegre nan kontni nòm yo? Ki lang ki asosye avèk
konsèp ak kapasite ki apwopriye ak laj sa yo?
NÒM E-ELD:
Figi P: Kesyon Oryantasyon pou Eleman Seksyon E-ELD WIDA yo
Domèn Lang(yo):
Kijan moun k ap aprann de lang yo devlope epi
itilize lang?
24
25
COGNITIVE FUNCTION:
TOPIC-RELATED LANGUAGE:
Level 1
Entering
EXAMPLE CONTEXT FOR LANGUAGE USE:
CONNECTION:
E-ELD STANDARD: Figi Q: Modèl pou Separasyon MPI yo
Language Domain(s):
Level 3
Developing
Level 5
Bridging
APÈSI
EXAMPLE TOPIC: Registxxxxxxxxxxxxro
AGES:
27
DEVLOPMAN
FIZIK
SYANS SOSYAL
SYANS
MATEMATIK
Anplis, yo enkli egzanp translengwalizasyon,
epi bay egzanp relasyon ant nòm aprantisaj
prekòs eta yo, nòm Klas Matènèl eta yo ak
Nòm Debaz Komen Klas Matènèl yo.
Seksyon Endikatè Modèl Pèfòmans ki swiv
yo bay egzanp sou kijan DLL yo devlope epi
pwodwi lang atravè nivo devlopman lang yo.
Seksyon Endikatè Modèl
Pèfòmans ki Reprezante
Nòm Devlopman Prekòs
Lang Anglè WIDA Yo
DEVLOPMAN
PREKÒS LANG AK
ALFABETIZASYON
SOSYAL AK
EMOSYONÈL
LAJ: XXX an
28
SOSYAL AK
EMOSYONÈL
Identify characters displaying emotions based on
extended oral commands using book illustrations or
photos with an adult.
Level 3
Developing
Distinguish between characters displaying emotions
based on oral statements and/or questions using
book illustrations or photos with an adult.
Level 5
Bridging
TOPIC-RELATED LANGUAGE: Children at all levels of language development interact with developmentally appropriate words and expressions such as: Show
me_________, Where is the __________ ?, sad, happy
Point to characters displaying emotions based on
oral commands using book illustrations or photos
with an adult.
Level 1
Entering
COGNITIVE FUNCTION: Children at all levels of English language development ANALYZE feelings.
EXAMPLE CONTEXT FOR LANGUAGE USE: Children create and listen to classroom books in a large group setting.
CONNECTION: New York State Early Learning Guidelines: Domain II Social and Emotional Development; P: Emotional Expression; Indicator 2: Names some emotions (e.g., happy,
excited, sad, mad, tired, scared).
EXAMPLE TOPIC: Feelings
AGES: 2.5–3.5
E-ELD STANDARD 1: The Language of Social and Emotional Development
DOMAIN: Receptive
29
Identify simple facial expressions and actions
from oral descriptions following models and using
interactive supports with a partner.
Level 3
Developing
Identify simple facial expressions and actions from
oral comparisons following models and using
interactive supports with a partner.
Level 5
Bridging
DEVLOPMAN
PREKÒS LANG AK
ALFABETIZASYON
SOSYAL AK
EMOSYONÈL
me___________, Show happy like ______________ , happy, sad
Identify simple facial expressions and actions
from oral statements following models and using
interactive supports with an adult.
Level 1
Entering
COGNITIVE FUNCTION: Children at all levels of English language development ANALYZE feelings
EXAMPLE CONTEXT FOR LANGUAGE USE: Children sing and move to familiar songs associated with feelings in a large group setting.
CONNECTION: Pennsylvania Learning Standards for Early Childhood- Pre-Kindergarten. Key Learning Area: Social and Emotional Development: Student Interpersonal Skills;
Standard Area 16.1: Self-awareness skills and self-regulation; Standard 16.1.PK.A: Distinguish between emotions and identify socially accepted ways to express them.
AGES: 3.5–4.5
DOMAIN: Receptive
30
SOSYAL AK
EMOSYONÈL
Act out actions from short oral descriptions using
visual and interactive supports (e.g., gestures and
Home language) and peer models.
Act out actions from simple oral statements using
Act out actions from a series or oral descriptions
using visual and interactive supports (e.g., gestures
and Home language) and peer models (e.g.,
“Я pretendаю. I like молочный суп.”).
Level 5
Bridging
Wè egzanp relasyon
ak yon nòm Klas Matènèl
eta a nan Seksyon sa.
Wè egzanp
translengwalizasyon
nan Seksyon sa.
TOPIC-RELATED LANGUAGE: Children at all levels of language development interact with developmentally appropriate words and expressions such as: mad, pretend,
excited, I feel________
Level 3
Developing
Level 1
Entering
COGNITIVE FUNCTION: Children at all levels of English language development ANALYZE feelings.
EXAMPLE CONTEXT FOR LANGUAGE USE: Children role play and express feelings with their peers in small group settings.
KINDERGARTEN CONNECTION: Arkansas Physical Education and Health Framework Revised 2011; Strand: Physical Education and Leisure Standard 5: Personal and Social
Behavior: Students shall demonstrate responsible personal and social behavior that respects self and others in physical activity settings; Social Behavior PEL.5.K.3: Participate in
cooperative play.
CONNECTION: New York State Prekindergarten Foundation for the Common Core; Domain 3: Social Emotional Development; Self-regulation; Standard PK.SED.2: Regulates his/her
responses to needs, feelings and events.
AGES: 4.5–5.5
DOMAIN: Receptive
31
EXAMPLE TOPIC: Group cooperation
AGES: 2.5–3.5
Name activities associated with cleanup with visual
supports following adult model.
Level 3
Developing
Describe activities associated with cleanup with
visual supports following adult model.
Level 5
Bridging
DEVLOPMAN
PREKÒS LANG AK
ALFABETIZASYON
SOSYAL AK
EMOSYONÈL
TOPIC-RELATED LANGUAGE: Children at all levels of language development interact with developmentally appropriate words and expressions such as: cleanup, help
please, my turn, I ________, you_________
Repeat activities associated with cleanup with visual
Level 1
Entering
COGNITIVE FUNCTION: Children at all levels of English language development APPLY their knowledge about cooperation.
EXAMPLE CONTEXT FOR LANGUAGE USE: Children talk and interact as they clean up in a large group setting.
CONNECTION: Maine’s Early Childhood Learning Guidelines; Domain: Personal and Social Development; Domain Element C- Social Competence; Indicator: Increase abilities to
participate successfully as a member of a group through sustaining interactions with peers (e.g., helping, sharing and discussing).
DOMAIN: Expressive
32
AGES: 3.5–4.5
SOSYAL AK
EMOSYONÈL
Name activities associated with sharing and taking
turns following peer models in English and Home
language. (e.g., “Tomamos turnos- you go.”)
Level 3
Developing
Describe activities associated with sharing and
taking turns following peer models in English and
Home language. (“I go first, después es tu turno.”)
Level 5
Bridging
Wè egzanp
translengwalizasyon
nan Seksyon sa.
TOPIC-RELATED LANGUAGE: Children at all levels of language development interact with developmentally appropriate words and expressions such as: my turn, you go,
let’s share
Repeat words and phrases associated with sharing
and taking turns following peer models in English
and Home language.
Level 1
Entering
EXAMPLE CONTEXT FOR LANGUAGE USE: Children talk, play games and interact with their peers in small group settings.
CONNECTION: Wisconsin Model Early Learning Standards (WMELS); Domain: Social and Emotional Development; Sub-Domain C. Social Competence; Performance Standard:
C.EL. 3: Demonstrates understanding of rules and social expectations.
DOMAIN: Expressive
33
AGES: 4.5–5.5
Describe activities associated with cooperation
following peer models in English and Home
language. (e.g., “Wir müssen the toys aufräumen.”)
Level 3
Developing
Retell a sequence of activities associated with
cooperation following peer models in English and
Home language. (e.g., “Erst bist du dran, then you
help me, verstanden?”)
Level 5
Bridging
DEVLOPMAN
PREKÒS LANG AK
ALFABETIZASYON
Wè egzanp
translengwalizasyon
nan Seksyon sa.
SOSYAL AK
EMOSYONÈL
Wè egzanp relasyon
TOPIC-RELATED LANGUAGE: Children at all levels of language development interact with developmentally appropriate words and expressions such as: First
we____________, Then___________, Next__________
Name activities associated with cooperation
language.
Level 1
Entering
EXAMPLE CONTEXT FOR LANGUAGE USE: Children talk about and create a class book about cooperation in a large group setting.
KINDERGARTEN CONNECTION: Hawaii Kindergarten General Learner Outcome (KGLO #2.1): Participate cooperatively and appropriately with others to achieve shared goals.
CONNECTION: Hawaii Early Learning and Development Standards (HELDS): Domain 2: Social and Emotional; Strand: Social Development; Topic: Interactions with Peers;
Standard SE.KE.: Use turn-taking in conversations and in play.
DOMAIN: Expressive
34
DEVLOPMAN
PREKÒS LANG AK
ALFABETIZASYON
Identify objects or characters based on extended
oral commands using book illustrations or photos
with an adult.
Level 3
Developing
Distinguish between objects or characters based
on oral statements and/or questions using book
illustrations or photos with an adult.
Level 5
Bridging
TOPIC-RELATED LANGUAGE: Children at all levels of English language development interact with developmentally-appropriate words and expressions, such as: Show
me_____, Find the_____, Where is the __________?
Point to objects or characters based on oral
commands using book illustrations or photos with
an adult.
Level 1
Entering
COGNITIVE FUNCTION: Children at all levels of English language development ANALYZE story elements.
EXAMPLE CONTEXT FOR LANGUAGE USE: Children participate in familiar literacy activities.
CONNECTION: Mississippi Early Learning Standards for Classrooms Serving Three-Year-Olds: Reading Standards for Literature; Standard 1: With guidance and support, ask and/or
answer questions with details related to a variety of print materials, Standard 3: With guidance and support, identify common objects in the pictures of books.
EXAMPLE TOPIC:
Story elements
AGES: 2.5–3.5
E-ELD STANDARD 2: The Language of Early Language Development and Literacy
DOMAIN: Receptive
35
Identify story events based on extended oral
commands using book illustrations or photos with
an adult.
Level 3
Developing
Distinguish between story events based on
oral statements and/or questions using book
illustrations or photos with an adult.
Level 5
Bridging
DEVLOPMAN
PREKÒS LANG AK
ALFABETIZASYON
TOPIC-RELATED LANGUAGE: Children at all levels of language development interact with developmentally appropriate words and expressions such as: Show me______,
Find the__________, Where is the ______?
Point to story events based on oral commands using
book illustrations or photos with an adult.
Level 1
Entering
COGNITIVE FUNCTION: Children at all levels of English language development ANALYZE story elements
EXAMPLE CONTEXT FOR LANGUAGE USE: Children participate in familiar literacy activities.
CONNECTION: Head Start Child Development and Early Learning Framework: Domain: Literacy Knowledge and Skills; Domain Element: Book Appreciation & Knowledge: The
interest in books and their characteristics, the ability to understand and get meaning from stories and information from books and other texts.
EXAMPLE TOPIC:
Story elements
AGES: 3.5–4.5
DOMAIN: Receptive
36
DEVLOPMAN
PREKÒS LANG AK
ALFABETIZASYON
Find illustrated events from a series of related oral
statements using visual supports and manipulatives.
Level 3
Developing
Sequence illustrated events from descriptive oral
statements using visual supports and manipulatives.
Level 5
Bridging
Wè egzanp yon r
elasyon ak yon Nòm Debaz
Komen Klas Matènèl eta a
nan Seksyon sa.
Wè egzanp yon
relasyon ak yon nòm
pou moun k ap aprann
nan de lang eta a nan
Seksyon sa.
TOPIC-RELATED LANGUAGE: Children at all levels of language development interact with developmentally appropriate words and expressions such as: first, next, after, last
Identify illustrated events from oral statements
using visual supports and manipulatives.
Level 1
Entering
COGNITIVE FUNCTION: Children at all levels of English language development ANALYZE story elements.
EXAMPLE CONTEXT FOR LANGUAGE USE: Children sequence events of familiar stories in large groups.
KINDERGARTEN CONNECTION: Common Core Standards for English Language Arts, Reading Standards for Literature #3 (Kindergarten): With prompting and support, identify
characters, settings, and major events in a story.
CONNECTION: Rhode Island Early Learning and Development Standards; Literacy Development for Dual Language Learners; L5a: Children become increasingly engaged in literacy
experiences in English.
EXAMPLE TOPIC:
Story elements
AGES: 4.5–5.5
DOMAIN: Receptive
37
Name objects and characters in book illustrations
or photos with adult prompt.
Level 3
Developing
Describe objects and characters in book illustrations
or photos with adult prompt.
Level 5
Bridging
DEVLOPMAN
PREKÒS LANG AK
ALFABETIZASYON
TOPIC-RELATED LANGUAGE: Children at all levels of language development interact with developmentally appropriate words and expressions such as: I
see_____________, This is _____________
Repeat names of objects and characters in book
illustrations or photos with adult model.
Level 1
Entering
COGNITIVE FUNCTION: Children at all levels of English language development UNDERSTAND story elements.
EXAMPLE CONTEXT FOR LANGUAGE USE: Children talk about a familiar book during read aloud time.
CONNECTION: Florida’s Early Learning & Development Standards; Domain: Language and Communication; Sub Domain: Early Reading: Standard C.1: Shows an appreciation and
enjoyment of reading. C.4: Demonstrates comprehension and responds to stories.
EXAMPLE TOPIC:
Story elements
AGES: 2.5–3.5
DOMAIN: Expressive
38
DEVLOPMAN
PREKÒS LANG AK
ALFABETIZASYON
Describe main story events using visual supports
and adult prompts.
Level 3
Developing
Retell main story events using visual supports and
adult prompts.
Level 5
Bridging
TOPIC-RELATED LANGUAGE: Children at all levels of language development interact with developmentally appropriate words and expressions such as: eating, going,
He is__________, She is___________
Repeat language related to main story events using
visual supports and adult models.
Level 1
Entering
EXAMPLE CONTEXT FOR LANGUAGE USE: Children talk about a familiar book during read aloud time.
CONNECTION: Georgia Early Learning and Development Standards (GELDS): Domain: Communication, Language and Literacy; CLL5: The child will acquire meaning from a
variety of materials read to him/her.
EXAMPLE TOPIC:
Story elements
AGES: 3.5–4.5
DOMAIN: Expressive
39
Describe story objects, characters and events using
visual and interactive supports (e.g., manipulatives
and Home language) and peer models.
Name story objects, characters and events using
visual and interactive supports (e.g., manipulatives
Retell stories using visual and interactive supports
(e.g., manipulatives and Home language) and peer
models.
Level 5
Bridging
DEVLOPMAN
PREKÒS LANG AK
ALFABETIZASYON
Wè egzanp relasyon
Wè egzanp
translengwalizasyon
nan Seksyon sa.
TOPIC-RELATED LANGUAGE: Children at all levels of language development interact with developmentally appropriate words and expressions such as: First_________,
Then_________, Next__________
Level 3
Developing
Level 1
Entering
EXAMPLE CONTEXT FOR LANGUAGE USE: Children retell familiar stories with a partner.
KINDERGARTEN CONNECTION: Colorado Academic Standards in Reading, Writing and Communicating Content Area: Reading, Writing, and Communicating; Standard: 2:
Reading for All Purposes.
CONNECTION: Colorado Early Learning and Development Guidelines: Domain: English Language Development; Sub Domain 3: Engagement in English Literacy Activities:
Understanding and responding to books, storytelling and songs presented in English.
EXAMPLE TOPIC:
Story elements
AGES: 4.5–5.5
DOMAIN: Expressive
40
MATEMATIK
EXAMPLE TOPIC: Geometric shapes
AGES: 2.5–3.5
Follow simple oral commands about shapes
following models and using visual supports with an
adult. (e.g., “This is a circle. Find a circle.”)
Level 3
Developing
Follow oral commands about shapes using visual
supports with an adult. (e.g., “This is a circle. Help
me find a big circle.”)
Level 5
Bridging
TOPIC-RELATED LANGUAGE: Children at all levels of language development interact with developmentally appropriate words and expressions such as: find, Give me the
_______, look, circle
Follow one-step oral commands about shapes
adult. (e.g., “Find the circle.”)
Level 1
Entering
COGNITIVE FUNCTION: Children at all levels of English language development ANALYZE characteristics of geometric shapes.
EXAMPLE CONTEXT FOR LANGUAGE USE: Children create pictures using shapes with peers in small group settings.
CONNECTION: Missouri Early Learning Mathematics Standards; Content Component: Geometry & Spatial Sense; Process Standard: Explores shapes in the environment.
E-ELD STANDARD 3: The Language of Mathematics
DOMAIN: Receptive
41
AGES: 3.5–4.5
Identify shapes from oral descriptions following
models and using visual supports with an adult.
Level 3
Developing
Identify shapes from oral comparisons following
models and using visual supports with an adult.
Level 5
Bridging
MATEMATIK
DEVLOPMAN
PREKÒS LANG AK
ALFABETIZASYON
TOPIC-RELATED LANGUAGE: Children at all levels of language development interact with developmentally appropriate words and expressions such as: shape, same as,
looks like this, Give me the __________
Identify shapes from simple oral statements
adult.
Level 1
Entering
COGNITIVE FUNCTION: Children at all levels of English language development ANALYZE descriptive language.
EXAMPLE CONTEXT FOR LANGUAGE USE: Children create and interact with peers in small group settings.
CONNECTION: Washington State Early Learning and Development Guidelines Ages 3-4 Years. Area of Development 6: Learning about my world: Topic: Math: Sort & describe items
by size, color and/or shape; match simple flat shapes (circle, squares, triangles).
DOMAIN: Receptive
42
MATEMATIK
AGES: 4.5–5.5
Identify geometric shapes and their position in
space from extended oral descriptions using photos
and pictures with an adult.
Level 3
Developing
Distinguish between geometric shapes and their
position in space based on oral statements and/or
questions using photos and pictures with an adult.
Level 5
Bridging
Wè egzanp yon
relasyon ak yon Nòm
Debaz Komen Klas Matènèl
TOPIC-RELATED LANGUAGE: Children at all levels of language development interact with developmentally appropriate words and expressions such as: above, below,
The shape is_____________, I see a shape that______________
Identify geometric shapes and their position in
space from oral statements using photos and
pictures with an adult.
Level 1
Entering
COGNITIVE FUNCTION: Children at all levels of English language development APPLY their knowledge about the properties of geometric shapes and positions in space.
EXAMPLE CONTEXT FOR LANGUAGE USE: Children play games and interact with their peers in small group settings.
KINDERGARTEN CONNECTION: Common Core Standards for Mathematics Geometry # 1(Kindergarten): Describe objects in the environment using names of shapes, and
describe the relative positions of these objects using terms such as above, below, beside.
CONNECTION: Good Start Grow Smart South Carolina Early Learning Standards for 5 year-old Children: Standard K-4: The student will demonstrate through the mathematical
process an emerging sense of two - and three-dimensional geometric shapes and relative positions in space.
DOMAIN: Receptive
43
AGES: 2.5–3.5
Name geometric shapes with visual supports
following adult prompt.
Level 3
Developing
Describe geometric shapes with visual supports
Level 5
Bridging
MATEMATIK
DEVLOPMAN
PREKÒS LANG AK
ALFABETIZASYON
TOPIC-RELATED LANGUAGE: Children at all levels of language development interact with developmentally appropriate words and expressions such as: big, small, circle,
square
Repeat names of geometric shapes with visual
Level 1
Entering
COGNITIVE FUNCTION: Children at all levels of English language development APPLY their knowledge about geometric shapes.
CONNECTION: Oklahoma Early learning Guidelines for Children Ages Three through Five: Domain: Mathematics Standard 3: Geometry and Spatial Sense: the child will identify
common geometric shapes and explore the relationship of objects in the environment.
DOMAIN: Expressive
44
MATEMATIK
AGES: 3.5–4.5
Describe geometric shapes with visual supports
Level 3
Developing
Recount information related to geometric shapes
and their properties using visual supports and adult
prompts.
Level 5
Bridging
TOPIC-RELATED LANGUAGE: Children at all levels of language development interact with developmentally appropriate words and expressions such as: I
have___________, oval, flat, circle
Name geometric shapes with visual supports
Level 1
Entering
COGNITIVE FUNCTION: Children at all levels of English language development APPLY their knowledge about geometric shapes and their properties.
CONNECTION: Illinois Early Learning and Development Standards; Domain: Mathematics Goal 9- Explore concepts of geometry and spatial relations Learning Standard 9.A:
Recognize, name, and match common shapes.
DOMAIN: Expressive
45
AGES: 4.5–5.5
Name geometric shapes and their properties
language. (e.g., “I see a circuló big.”)
Level 3
Developing
Describe geometric shapes, their properties and
their position in space following peer models in
English and Home language. (e.g., “I see a triangle
grande.” “It is above the cuadrado.”)
Level 5
Bridging
MATEMATIK
DEVLOPMAN
PREKÒS LANG AK
ALFABETIZASYON
Wè egzanp yon
relasyon ak yon Nòm
Debaz Komen Klas Matènèl
Wè egzanp
translengwalizasyon
nan Seksyon sa.
TOPIC-RELATED LANGUAGE: Children at all levels of language development interact with developmentally appropriate words and expressions such as: triangle, square,
above, below, big, round, I see a____________, It is _________
Repeat names and properties of geometric shapes
language.
Level 1
Entering
COGNITIVE FUNCTION: Children at all levels of English language development APPLY their knowledge about the properties of geometric shapes and positions in space.
KINDERGARTEN CONNECTION: Common Core Standards for Mathematics Geometry # 1(Kindergarten) : Describe objects in the environment using names of shapes, and
describe the relative positions of these objects using terms such as above, below, beside. #2 (Kindergarten): Correctly name shapes regardless of their orientation of overall size.
CONNECTION: Louisiana Birth to Five Early Learning and Development Standards; Domain: Cognitive Development and General Knowledge; Subdomain: Mathematics; Standard:
CM4: Understand shapes, their properties and how objects are related to one another in space.
DOMAIN: Expressive
46
SYANS
EXAMPLE TOPIC: Our five senses
AGES: 2.5–3.5
Follow simple oral commands about objects
adult. (e.g., “This is soft.” “Find a soft object.”)
Level 3
Developing
Follow oral commands about objects using visual
supports with an adult. (e.g., “This cotton ball is
soft.” “Find a soft object.”)
Level 5
Bridging
TOPIC-RELATED LANGUAGE: Children at all levels of language development interact with developmentally appropriate words and expressions such as loud, small,
I see_______, Give me the_____________
Follow one-step oral commands about objects
adult. (e.g., “Find the cotton ball.”)
Level 1
Entering
COGNITIVE FUNCTION: Children at all levels of English language development ANALYZE characteristics of objects.
EXAMPLE CONTEXT FOR LANGUAGE USE: Children investigate real-life objects and their characteristics as they interact with peers in small group settings.
CONNECTION: Delaware Early Learning Foundations Domain: Discoveries; Sub-domain: Sensory Awareness: Learning Opportunity: SC31: Use senses in purposeful ways to gather
information and explore the environment.
E-ELD STANDARD 4: The Language of Science
DOMAIN: Receptive
47
EXAMPLE TOPIC: Scientific observation and inquiry
AGES: 3.5–4.5
Identify objects from oral descriptions following
models and using real-life objects with an adult.
Level 3
Developing
Identify objects from oral comparisons following
models and using real-life objects with an adult.
Level 5
Bridging
SYANS
DEVLOPMAN
PREKÒS LANG AK
ALFABETIZASYON
TOPIC-RELATED LANGUAGE: Children at all levels of language development interact with developmentally appropriate words and expressions such as: soft, hard, looks
like this, Give me the __________
Identify objects from simple oral statements
following models and using real-life objects with an
adult.
Level 1
Entering
EXAMPLE CONTEXT FOR LANGUAGE USE: Children investigate real-life objects and their properties as they interact with peers in small group settings.
CONNECTION: Early Childhood Indicators of Progress: Minnesota Early Learning Standards: Domain V: Cognitive Development; Component Area: Scientific Thinking and Problem
Solving; Indicator of Progress 7: Make comparisons between objects that have been collected or observed.
DOMAIN: Receptive
48
SYANS
AGES: 4.5–5.5
Identify objects and their properties from extended
oral descriptions using real-life objects with an
adult.
Level 3
Developing
Distinguish between objects and their properties
based on oral statements and/or questions using
real-life objects with an adult.
Level 5
Bridging
Wè egzanp relasyon
TOPIC-RELATED LANGUAGE: Children at all levels of language development interact with developmentally appropriate words and expressions such as shape, sound,
texture, I see an object that____________, The object feels__________
Identify objects and their properties from oral
statements using real-life objects with an adult.
Level 1
Entering
COGNITIVE FUNCTION: Children at all levels of English language development APPLY their knowledge about physical properties of objects.
KINDERGARTEN CONNECTION: California Content Standards (Kindergarten): Physical Sciences 1. Properties of materials can be observed, measured, and predicted. a. Students
know that objects can be described in terms of the materials they are made of (e.g., clay, cloth, paper) and their physical properties (e.g., color, size, shape, weight, texture,
flexibility, attraction to magnets, floating, sinking).
CONNECTION: California Preschool Learning Foundations Vol. 3: Physical Sciences 1. Properties of materials can be observed, measured, and predicted. Standard 1.1: Demonstrate
increased ability to observe, investigate, and describe in greater detail the characteristics and physical properties (size, weight, shape, color, texture, and sound) of objects and of
solid and nonsolid materials.
DOMAIN: Receptive
49
AGES: 2.5–3.5
Name objects using real-life objects with adult
prompt.
Level 3
Developing
Describe objects using real-life objects with adult
prompt.
Level 5
Bridging
SYANS
DEVLOPMAN
PREKÒS LANG AK
ALFABETIZASYON
TOPIC-RELATED LANGUAGE: Children at all levels of language development interact with developmentally appropriate words and expressions such as: I see a
___________, It is___________ long, big
Repeat names of objects using real-life objects with
adult model.
Level 1
Entering
COGNITIVE FUNCTION: Children at all levels of English language development APPLY their knowledge about physical properties of objects,
EXAMPLE CONTEXT FOR LANGUAGE USE: Children investigate real-life objects and their characteristics as they interact with peers in small group settings.
CONNECTION: Kentucky Early childhood Standards: (3S AND 4S) Science Standard 1: Demonstrates scientific ways of thinking and working (with wonder and curiosity).
DOMAIN: Expressive
50
SYANS
AGES: 3.5–4.5
Describe activities associated with science
investigations following adult model using visual
supports.
Level 3
Developing
Recount activities associated with science
investigations following adult prompt using visual
supports.
Level 5
Bridging
TOPIC-RELATED LANGUAGE: Children at all levels of language development interact with developmentally appropriate words and expressions such as: chart, solid,
liquid, First we______, Next we__________
Repeat words and phrases associated with science
investigations following adult model using visual
supports.
Level 1
Entering
COGNITIVE FUNCTION: Children at all levels of English language development APPLY their knowledge about scientific investigations.
EXAMPLE CONTEXT FOR LANGUAGE USE: Children discuss and record their observations in small group settings.
CONNECTION: Ohio Early Learning and Development Standards: Domain: Cognitive and General Knowledge; Sub-domain: Science; Strand: Science Inquiry and Application; Topic:
Inquiry; Standard statement: Record observations using words, pictures, charts, graphs, etc.
DOMAIN: Expressive
51
AGES: 4.5–5.5
Name real-life objects and their properties
language.
Level 3
Developing
Describe real-life objects and their properties
language. (e.g., “I see a big block.” “Es heavy como
the rock también.”)
Level 5
Bridging
SYANS
DEVLOPMAN
PREKÒS LANG AK
ALFABETIZASYON
Wè egzanp relasyon
Wè egzanp
translengwalizasyon
nan Seksyon sa.
TOPIC-RELATED LANGUAGE: Children at all levels of language development interact with developmentally appropriate words and expressions such as solid, liquid,
rough, smaller than__________ smooth like____________
Repeat names of real-life objects and their
properties following peer models in English and
Home language.
Level 1
Entering
COGNITIVE FUNCTION: Children at all levels of English language development APPLY their knowledge about scientific investigations.
KINDERGARTEN CONNECTION: Virginia Kindergarten Standards of Learning; Science; Standard: K. 4: The student will investigate and understand that the position, motion,
and physical properties of an object can be described. Key concepts include a) colors of objects; b) shapes and forms of objects; c) textures and feel of objects; d) relative sizes and
weights of objects; and e) relative positions and speed of objects.
CONNECTION: Virginia Foundation Blocks for Early Learning: Comprehensive Standards for Four-Year-Olds; Science Foundation Block 3: Matter / Physical Properties; Standard: The
child will develop language to describe physical properties of objects and use the identified properties to sort the objects.
DOMAIN: Expressive
52
SYANS SOSYAL
EXAMPLE TOPIC: Families
AGES: 2.5–3.5
Identify family members from oral commands
using photos and pictures with an adult. (e.g.,
“Find the big brother.”)
Level 3
Developing
Distinguish between family members from
extended oral commands using photos and pictures
with an adult. (e.g., “Show me the baby sister”)
Level 5
Bridging
TOPIC-RELATED LANGUAGE: Children at all levels of language development interact with developmentally appropriate words and expressions such as: Show me______,
Find _______, Where is _________?
Point to family members from short oral
commands using photos and pictures with an adult.
(e.g., “Point to mommy.”)
Level 1
Entering
COGNITIVE FUNCTION: Children at all levels of English language development APPLY their knowledge about family members.
EXAMPLE CONTEXT FOR LANGUAGE USE: Children create family collages in small group settings.
CONNECTION: New Mexico Preschool and Kindergarten Early Learning Guidelines: Domain 6: Self, Family, and Community; Outcome 17: The child exhibits self-awareness; Essential
Indicator: 17.4: Expresses cultural influences from home, neighborhood and community.
E-ELD STANDARD 5: The Language of Social Studies
DOMAIN: Receptive
53
EXAMPLE TOPIC: Similarities/differences
between self and others
AGES: 3.5–4.5
Identify self and/or peers from oral descriptions
using photos and pictures with an adult.
Level 3
Developing
Distinguish between self and/or peers from oral
descriptions with details using photos and pictures
with an adult.
Level 5
Bridging
SYANS SOSYAL
DEVLOPMAN
PREKÒS LANG AK
ALFABETIZASYON
me___________, Where is_____________? She has_______________, He is___________
Identify self and/or peers from oral statements
using photos and pictures with an adult.
Level 1
Entering
COGNITIVE FUNCTION: Children at all levels of English language development APPLY their knowledge about families.
EXAMPLE CONTEXT FOR LANGUAGE USE: Children create and listen to classroom books in a large group setting.
CONNECTION: Vermont Early Learning Standards (VELS): Domain VI: Social Studies; Learning Goal and Definition 3: People and How They Live: Children demonstrate skills
related to understanding, communication, sharing, cooperation and participation with others in a community.
DOMAIN: Receptive
54
SOCIAL
STUDIES
EXAMPLE TOPIC: Families
AGES: 4.5–5.5
Distinguish family members from oral yes/no
questions using visual supports with an adult. (e.g.,
“Is this your dad or your brother?”)
Identify family members from oral yes/no questions
using visual supports and adult models. (e.g., “Is
this Daddy?”)
Find family members from wh-questions using
visual supports with an adult. (e.g., “Who is this?
Where is your big sister?”)
Level 5
Bridging
Wè egzanp relasyon
TOPIC-RELATED LANGUAGE: Children at all levels of language development interact with developmentally appropriate words and expressions such as: role, family, Find
________and ________, Where is_________?
Level 3
Developing
Level 1
Entering
EXAMPLE CONTEXT FOR LANGUAGE USE: Children create books about family members and roles within small group settings.
KINDERGARTEN CONNECTION: Indiana Academic Standards: Social Studies: Standard 2 — Civics and Government: Students learn that they are citizens of their school,
community and the United States; identify symbols of the nation; and understand the importance of being a responsible citizen who knows why rules are needed and follows
them.
CONNECTION: Alaska Early Learning Guidelines: Domain: Cognition and General Knowledge; Sub-domain: Family, Community and Culture; Domain Component: Family; Goal
Statement: 51: Children demonstrate awareness of family characteristics and functions.
DOMAIN: Receptive
55
EXAMPLE TOPIC: Transportation
AGES: 2.5–3.5
Name vehicles and associated actions following peer
models in English and Home language.
Level 3
Developing
Describe vehicles and associated actions following
peer models in English and Home language.
Level 5
Bridging
SYANS SOSYAL
DEVLOPMAN
PREKÒS LANG AK
ALFABETIZASYON
Wè egzanp
translengwalizasyon
nan Seksyon sa.
TOPIC-RELATED LANGUAGE: Children at all levels of language development interact with developmentally appropriate words and expressions such as: bus, truck, car,
I go_____
Repeat names of vehicles and associated actions
language.
Level 1
Entering
COGNITIVE FUNCTION: Children at all levels of English language development APPLY their knowledge about travel.
EXAMPLE CONTEXT FOR LANGUAGE USE: Children talk about and dramatize ways they travel from one place to another in small group settings.
CONNECTION: Massachusetts Guidelines for Preschool Learning Experiences; Guiding Preschool Learning in History and Social Science; Learning Guideline 4: Engage in activities
that build understanding of words for location and direction.
DOMAIN: Expressive
56
SYANS SOSYAL
EXAMPLE TOPIC: Community Workers
AGES: 3.5–4.5
Describe community workers using visual supports
and adult prompts.
Level 3
Developing
Recount information related to community workers
using visual supports and adult prompts.
Level 5
Bridging
TOPIC-RELATED LANGUAGE: Children at all levels of language development interact with developmentally appropriate words and expressions such as: postal worker,
grocer, post office, supermarket, He works at____________, She is a _____________
Name community workers using visual supports
and adult prompts.
Level 1
Entering
COGNITIVE FUNCTION: Children at all levels of English language development APPLY their knowledge about occupations.
EXAMPLE CONTEXT FOR LANGUAGE USE: Children talk about and create a class book about occupations in a large group setting.
CONNECTION: Revised Tennessee Early Learning Developmental Standards for Four- Year -Olds (TN-ELDS); Social Studies; Career Development; Standard SS.PK.8: Develop
awareness about a wide variety of careers and work environments.
DOMAIN: Expressive
57
EXAMPLE TOPIC: Community Workers
AGES: 4.5–5.5
Describe activities associated with occupations
language. (e.g., “I be my papa. My papa works in
l’usine.”)
Level 3
Developing
with occupations following peer models in English
and Home language. (e.g., “I be the bus driver, you
be la maîtresse.”)
Level 5
Bridging
SYANS SOSYAL
DEVLOPMAN
PREKÒS LANG AK
ALFABETIZASYON
Wè egzanp relasyon
Wè egzanp
translengwalizasyon
nan Seksyon sa.
TOPIC-RELATED LANGUAGE: Children at all levels of language development interact with developmentally appropriate words and expressions such as: banker, pilot, bus
driver
Repeat words and familiar phrases associated with
occupations following peer models in English and
Home language.
Level 1
Entering
COGNITIVE FUNCTION: Children at all levels of English language development APPLY their knowledge about occupations.
EXAMPLE CONTEXT FOR LANGUAGE USE: Children talk about and role play different occupations in small group settings.
KINDERGARTEN CONNECTION: Nevada Academic Content Standards: Social Studies (Kindergarten) Content Standard: Ec9: The Market Economy; Kindergarten Indicator: K.2:
Identify jobs in the community.
CONNECTION: Nevada Prekindergarten Standards: Social Studies/Social Emotional; Content Standard: Ec9: The Market Economy; Prekindergarten Indicator: PK.2: Demonstrate the
role of different jobs in the community.
DOMAIN: Expressive
58
EXAMPLE TOPIC: Music and movement
AGES: 2.5–3.5
Follow simple oral commands using gestures with
an adult.
Level 3
Developing
Follow oral commands using gestures with an adult.
Level 5
Bridging
TOPIC-RELATED LANGUAGE: Children at all levels of language development interact with developmentally appropriate words and expressions such as: stop, jump, turn
around
Follow one-step oral commands following models
and using gestures with an adult.
Level 1
Entering
COGNITIVE FUNCTION: Children at all levels of English language development APPLY their knowledge about movement.
EXAMPLE CONTEXT FOR LANGUAGE USE: Children play and move to music within large group settings.
CONNECTION: Utah Early Childhood Core Standards; Learning Area: Physical /Health and Safety; Standard 1: The child develops fine and gross motor coordination.
DEVLOPMAN
FIZIK
DOMAIN: Receptive
59
AGES: 3.5–4.5
Identify actions from oral descriptions following
models and using interactive supports with a
partner.
Level 3
Developing
Identify actions from oral comparisons following
models and using interactive supports with a
partner.
Level 5
Bridging
DEVLOPMAN
FIZIK
DEVLOPMAN
PREKÒS LANG AK
ALFABETIZASYON
TOPIC-RELATED LANGUAGE: Children at all levels of language development interact with developmentally appropriate words and expressions such as: Jump like a
___________, Crawl slowly like a ______________, faster, slower
Identify simple actions from oral statements
following models and using interactive supports
with an adult.
Level 1
Entering
CONNECTION: Montana Early Learning Standards; Core Domain: Physical; Sub domain: Physical development Standard 2.2: Gross Motor Skills: Children develop large muscle
strength, coordination, and skills.
DOMAIN: Receptive
60
AGES: 4.5–5.5
Act out actions from short oral descriptions using
Act out actions from simple oral statements using
Act out actions from a series of oral descriptions
using visual and interactive supports (e.g., gestures
Level 5
Bridging
Wè egzanp relasyon
Wè egzanp
translengwalizasyon
nan Seksyon sa.
TOPIC-RELATED LANGUAGE: Children at all levels of language development interact with developmentally appropriate words and expressions such as: Faster
than____________, Slower than_________, First, move like a ________ and then a _______
Level 3
Developing
Level 1
Entering
COGNITIVE FUNCTION: Children at all levels of English language development APPLY actions of animals to their own body movements.
KINDERGARTEN CONNECTION: North Carolina Essential Standards; Physical Education: Standard: K.MS.1: Apply competent motor skills and movement patterns needed to
perform a variety of physical activities.
CONNECTION: Head Start Child Development and Early Learning Framework Domain; Physical Development & Health; Domain Element: Gross Motor Skills: The control of large
muscles for movement, navigation, and balance, and Domain: Creative Arts Expression Domain Element: Creative Movement and Dance: The use of the body to move to music and
express oneself.
DEVLOPMAN
FIZIK
DOMAIN: Receptive
61
AGES: 2.5–3.5
Name activities associated with outdoor play
and Home language.
Level 3
Developing
and Home language.
Level 5
Bridging
DEVLOPMAN
FIZIK
DEVLOPMAN
PREKÒS LANG AK
ALFABETIZASYON
Wè egzanp
translengwalizasyon
nan Seksyon sa.
TOPIC-RELATED LANGUAGE: Children at all levels of language development interact with developmentally appropriate words and expressions such as: run, up, slide, in,
Let’s go____
Repeat activities associated with outdoor play
and Home language.
Level 1
Entering
COGNITIVE FUNCTION: Children at all levels of English language development will APPLY appropriate traveling skills when playing outdoors.
EXAMPLE CONTEXT FOR LANGUAGE USE: Children talk, play, and interact with their peers outdoors.
CONNECTION: Michigan Early Childhood Standards of Quality for Prekindergarten; Domain: Social, Emotional & Physical Health and Development; 5. Early Learning Expectation:
Gross Motor Development: Children experience growth in gross motor development and use large muscles to improve a variety of gross motor skills in a variety of both structured
and unstructured and planned and spontaneous settings.
DOMAIN: Expressive
62
SYANS
MATEMATIK
AGES: 3.5–4.5
language.
Level 3
Developing
Recount activities associated with outdoor play
language. (e.g., “Kuv ciaj bike. Koj caij bike. Wb
mus ceev.”)
Level 5
Bridging
Wè egzanp
translengwalizasyon
nan Seksyon sa.
TOPIC-RELATED LANGUAGE: Children at all levels of language development interact with developmentally appropriate words and expressions such as: fast, up, slide,
Let’s go____
Repeat words and familiar phrases associated with
outdoor play following peer models in small groups
in English and Home language.
Level 1
Entering
EXAMPLE CONTEXT FOR LANGUAGE USE: Children talk, play, and interact with their peers outdoors.
CONNECTION: Maryland Model of School Readiness-MMSR/ State Curriculum Framework & Standards; Content Area: Physical Development; Standard 1: Students will
demonstrate the ability to enhance their performance of a variety of physical skills by developing fundamental movement skills, creating original skill combinations, combining
skills effectively in skill themes, and applying skills.
DEVLOPMAN
FIZIK
DOMAIN: Expressive
63
AGES: 4.5–5.5
Level 3
Developing
Level 5
Bridging
DEVLOPMAN
FIZIK
DEVLOPMAN
PREKÒS LANG AK
ALFABETIZASYON
Wè egzanp relasyon
Wè egzanp
translengwalizasyon
nan Seksyon sa.
go____
groups.
Level 1
Entering
motor skills.
DOMAIN: Expressive
Anèks A: Glosè
Definisyon Pèfòmans: kritè ki defini Konpleksite Lengwistik ak Izaj Lang pou langaj reseptif ak
ekspresif nan twa nivo devlopman lang yo
Devlopman ki Apwopriye Langaj Akademik langaj reseptif ak ekspresif la egzije pou patisipe antyèman
nan yon pwogram swen ak edikasyon prekòs (ECE: early care and education) ki mennen konpreyansyon
konsèp devlopman sosyal, edikatif ak langaj akademik ki apwopriye ak laj ki itilize nan yon anviwònman
ECE; santre sou aplikasyon kritè espesifik ki lye Konpleksite Lengwistik ki enpòtan nan nivo diskou ak Izaj
Lang nan nivo mo/gwoup mo ak fraz nan kontèks patikilye kote kominikasyon reyalize.
devlopman konyitif: chanjman konyitif ki fèt an tèm reprezantasyon mantal
devlopman lang: nivo metriz nan tretman (reseptif ) ak pwodiksyon (ekspresif ) lang timoun
devlopman prekòs lang: peryòd devlopman lang inik ki fèt nan 5 premye ane lavi kote timoun yo ap
aprann konpetans debaz lang yo.
diskou: langaj vèbal oswa ekri pwolonje pou transmèt ide miltip ki konekte; karakteristik langaj li yo
fòme pa kategori, kalite tèks, sitiyasyon ak repètwa
domèn: yon eleman nan yon matris nòm ki endike modalite langaj la (pa egzanp ekspresif epi
pwodiktif ) ki te abòde nan matris patikilye a. Note ke kèk nòm aprantisaj prekòs eta a souvan fè referans
ak domèn devlopman ak aprantisaj ki enpòtan antanke domèn (pa egzanp domèn devlopman sosyal ak
emosyonèl); domèn nan kontèks nòm E-ELD yo fè referans ak modalite langaj yo (wè domèn langaj)
domèn lang: modalite lang; ekspresif ak reseptif
Endikatè Modèl Pèfòmans (MPI: Model Performance Indicator) yon eleman inik nan yon seksyon
MPI ki deskriptif pa rapò ak yon nivo devlopman lang Anglè patikilye pou yon domèn lang nan yon
gwoup laj
Estrikti: wè Nòm Devlopman Prekòs Lang Anglè Yo (E-ELD)
estrikti langaj: konsepsyon swanye espas ak sitiyasyon aprantisaj yo, ki enkli mizanfòm sipò (pa egzanp,
pwosesis, anviwònman ak materyèl) yo itilize pou konstwi pèfòmans ak konesans timoun yo deja akeri
pou soutni pwogrè yo soti nan yon nivo devlopman lang a yon lòt
Estrikti Nòm Devlopman Prekòs Lang Anglè (E-ELD: Early English Language Development):
estrikti ki sipòte konseptwalizasyon, konsepsyon ak mizanplas eleman ki reprezante sis Nòm E-ELD
WIDA yo e ki demontre relasyon ak entèraksyon ant eleman sa yo. Eleman Estrikti Nòm E-ELD yo enkli
Prensip Oryantasyon Devlopman Lang ak Can Do Philosophy WIDA a, Langaj Akademik ki Apwopriye
ak Laj nan Kontèks Sosyo Kiltirèl, Definisyon Pèfòmans yo epi Nòm yo ak Matris yo.
fonksyon konyitif: pwosesis mantal ki enplike nan aprantisaj
64
fonksyon lengwistik: objektif kote yo te itilize kominikasyon vèbal oswa ekri; fonksyon lengwistik yo
gide chwa nan izaj ak estrikti lang ansanm ak relasyon sosyal ki etabli yo; premye eleman Endikatè Modèl
Pèfòmans ki endike kijan pwosesis emèjans bileng oswa izaj lang pou demontre devlopman lang yo
fraz fòmil: yon karakteristik langaj akademik nan nivo fraz ki reprezante yon chèn mo yo akeri antanke
yon sèl blòk, tankou «My turn: tou pa m»
fraz konplèks: yon òganizasyon gramatikal ki kontre ak yonn oswa plis kloz ki gen yon sibòdone
tankou paske, depi, apre, byenke, oswa lè, oswa yon pwonon relatif tankou ke, kilès, oswa ki (pa egzanp,
I like my teacher because she’s funny! (mwen renmen pwofesè mwen an paske li amizan!)
fraz konpoze: de oswa plis kloz ki kontre pa konjonksyon kowòdinasyon (pa egzanp, pou, ak, ni, men,
ò, alò) (pa egzanp, m ap jwe, men m fatige; Mwen grangou e m ap manje.)
fraz pwolonje konplete panse ki genyen langaj deskriptif oswa ide ki konbine lè w itilize konektè yo
(ak/e, men, oswa)
fraz senp: Yon òganizasyon gramatikal endepandan ki gen yon sijè ak yon atribi; li ka genyen yon sijè
ak/oswa yon atribi konpoze tou (pa egzanp, “The children and teachers were excited Timoun yo ak
pwofesè yo te eksite.”)
Izaj Lang: estrikti gramatikal, modèl, sentaks ak mekanis ak fraz ak mo ki asosye ak tretman oswa
ekspresyon sans; yonn nan kritè ki konstitye Definisyon Pèfòmans yo
kalite tèks: kategori tèks ki anplwaye karakteristik lang patikilye pou rezon espesifik
Karakteristik ki Apwopriye ak Devlopman Langaj Akademik kritè pèfòmans kominikasyon vèbal
nan objektif sosyal ak objektif akademik ki enkli Konpleksite Lengwistik ak nivo diskou ak Izaj Lang nan
nivo fraz ak mo/gwoup mo
kategori: defini mwayen yo itilize langaj vèbal oswa ekri sou plan sosyal pou patisipe nan kontèks
patikilye pou rezon patikilye
Konpleksite Lengwistik: Òganizasyon, koyezyon ak relasyon ant ide ki eksprime nan varyete ak kalite
fraz ki reyalize diferan kategori ak kalite tèks nan langaj vèbal ak ekri nan nivo diskou; yonn nan de kritè
ki konstitye Definisyon Pèfòmans yo
kontèks sosyo kiltirèl: asosyasyon lang ak kilti ak sosyete kote li itilize a; pandan premye ane yo, sa
enkli kontèks sosyo kiltirèl fanmi sa pou izaj lang ak relasyon avèk granmoun nan ECE ak anviwònman
kominotè kote timoun nan devlope langaj la
lang ki pale lakay: yon tèm yo itilize nan domèn swen ak edikasyon prekòs pou endike premye
lang(yo) timoun k ap aprann de lang akeri; timoun ki tande epi ki pale plis pase yon lang lakay yo ak/
oswa avèk prensipal moun k ap ba yo swen ki ta ka genyen de lang ki pale lakay kòm premye lang yo.
Anglè ka pa yonn nan lang timoun k ap aprann de lang yo pale lakay.
65
langaj ekspresif: sans kominikasyon atravè langaj
langaj jeneral: mo oswa ekspresyon ki pa asosye an jeneral ak kontni yon domèn devlopman ak
aprantisaj espesifik (pa egzanp Show me (Montre m) ___; Bat men w)
langaj konpreyansib: fòm, akò ak metriz ki itilize nan mo, ak fraz ki pèmèt konpreyansyon
langaj patikilye: mo ak ekspresyon ki itilize nan domèn kontni ki apwopriye ak devlopman akademik
(pa egzanp non, lèt)
langaj reseptif: trètman lang atravè ekout ak lekti
langaj sosyal: repètwa kotidyen yo itilize nan entèraksyon deyò ak andedan pwogram ECE yo
langaj teknik: mo oswa ekspresyon ki pi presi ki asosye ak sijè nan domèn kontni ki apwopriye ak
devlopman akademik yo
Matris Nòm: òganizasyon debaz pou reprezante Nòm E-ELD WIDA yo, ki enkli Seksyon Endikatè
Modèl Pèfòmans yo (MPI), lye ak nòm aprantisaj prekòs eta a, egzanp kontèks pou izaj lang, fonksyon
konyitif ak sijè ki lye ak lang
modèl kontèks pou izaj lang: eleman matris nòm ki plase reprezantasyon nòm devlopman Prekòs
Lang Anglè yo nan paramèt sosyo kiltirèl ki konsidere repètwa, kategori/kalite tèks, sijè ak aktivite
modèl sijè: eleman matris nòm ki enimere yon tèm oswa konsèp ki derive de nòm aprantisaj prekòs
nasyonal oswa eta yo ki founi yon kontèks pou devlopman lang
moun k ap aprann de lang (DLL): timoun, nesans jiska 8 tan, k ap akeri de oswa plizyè lang an menm
tan oswa pa sekans e lè y ap evolye nan de oswa plizyè kilti.
nivo devlopman lang: divizyon akizisyon kontinyòm dezyèm lang lan pa etap deskriptif pwosesis
devlopman lang lan; Nòm E-ELD WIDA yo genyen twa nivo devlopman lang: 1–Antre, 3–Devlopman,
5–Rapwochman
Nòm Aprantisaj Prekòs (ELS: Early Learning Standards): atant ak rezilta yo swete ki apwopriye
ak devlopman pou timoun depi nesans- 5 an nan majorite domèn devlopman ak aprantisaj (pa egzanp,
langaj sosyal ak emosyonèl, fizik, ak alfabetizasyon prekòs, konyitif ak apwòch pou aprann)
nòm langaj prekòs: atant nan lang pou moun k ap aprann de lang ki genyen 2.5-5.5 an, ki reprezante
nan nivo pwogresif devlopman lang
pratik ki apwopriye ak devlopman: pratik ansèyman ki baze sou konesans karakteristik, pwosesis ak
sekans aprantisaj prekòs ak devlopman pèfòmans ki lye ak laj; rankontre ak timoun yo kote yo ye nan
pwosesis devlopman yo, epi «asire ke eksperyans ak objektif yo estimilan ase pou motive pwogrè ak enterè
yo» (NAEYC, 2013).
66
relasyon ak nòm aprantisaj prekòs yo: eleman matris nòm ki montre egzanp relasyon ant lang lan
ak nòm kontni yo
repètwa: karakteristik lang ki varye selon kontèks gwoup itilizatè ak objektif kominikasyon an (pa
egzanp, diskou yo fè lè timoun ap pale ak pwofesè yo)
seksyon kontni: eleman Endikatè Modèl Pèfòmans ki derive de yon sijè nan Nòm Aprantisaj Prekòs eta
yo, ki bay yon egzanp nòm referans pou kontekstwalize devlopman lang lan
Seksyon Modèl Endikatè Pèfòmans twa sekans estrikti nivo devlopman lang Anglè pou yon sijè ak
yon domèn lang kèlkonk
sijè ki lye ak lang: mo ak ekspresyon gwoup laj, ki enkli sa ki gen siyifikasyon ak fanmi mo miltip, ki
asosye ak modèl sijè nan matris nòm yo
sipò: wè sipò lengwistik
sipò lengwistik: resous sansoryèl, grafik, ak entèraktif yo entegre nan woutin, aktivite aprantisaj ak
evalyasyon ki ede timoun yo nan konstriksyon sans apati de lang ak kontni; twazyèm eleman Endikatè
Modèl Pèfòmans yo
sipò vizyèl: akonpanye izaj lang ekri oswa vèbal ak foto, imaj, ilistrasyon, tablo, graf, òganizatè grafik,
elatriye, pou bay DLL yo lòt opòtinite pou jwenn aksè a siyifikasyon an
swen ak edikasyon prekòs (ECE: early care and education): fè referans ak etablisman ak pwogram
edikasyon ki desèvi timoun depi nesans-5 an ki enkli etablisman swen timoun, vizit adomisil, preskolè,
Entèvansyon Prekòs ak Matènèl pou timoun 4 an.
translengwalizasyon: aksyon moun k ap aprann de lang fè pou jwenn aksè ak karakteristik lengwistik
diferan nan plizyè lang pou maksimize konpreyansyon ak kominikasyon yo
67
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©2014 Board of Regents of the University of Wisconsin System,
on behalf of WIDA
www.wida.us

NÒM E-ELD

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