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Early Years
Making Connections: Using the Wisconsin Model Early Learning Standards and WIDA Early Years Resources to Plan Instruction for Young Multilingual Children
ContributorsStevie Alverson, M.Ed., Early Years Professional Learning SpecialistPatricia Blanco, M.Ed., Early Years Professional Learning SpecialistLorena Mancilla, Ph.D., Director of WIDA Early Years
Making Connections: Using the Wisconsin Model Early Learning Standards and WIDA Early Years Resources to Plan Instruction for Young Multilingual Children was developed for the Wisconsin Department of Children and Families and was made possible by the Preschool Development Block Grant funding. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the Office of Child Care, the Administration for Children and Families, or the U.S. Department of Health & Human Services.
WIDA is housed within the Wisconsin Center for Education Research at the University of Wisconsin–Madison.
© 2021 The Board of Regents of the University of Wisconsin System, on behalf of WIDA
Version 1.0
ContentsOverview of WIDA and WIDA Early Years . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Wisconsin Partnership Snapshot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Section 1: Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5The Need for An Equity Lens When Working with Standards . . . . . . . . . . . . . . . . . 6Wisconsin Model Early Learning Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Purpose of Making Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Intended Audience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Equity and Advocacy for Young Multilingual Children . . . . . . . . . . . . . . . . . . . . . . . 9A Language-Focused Approach to Planning Equitable Learning Opportunities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Using Your State Standards and WIDA Early Language Development Standards to Plan Equitable Learning Opportunities for Multilingual Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13An Introductory Overview of Key WIDA Early Years Resources. . . . . . . . . . . . . . 16
Section 2: Getting Started with Making Connections . . . . . . . . . . . . . . . . . . . . . . 21A Closer Look at Essential Actions 5 and 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Language-Focused Planning Tool and Annotated Guide . . . . . . . . . . . . . . . . . . . 25Language-Focused Planning Tool: Annotated Guide . . . . . . . . . . . . . . . . . . . . . . . 26Language-Focused Planning Tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28A Language-Focused Approach to Planning Equitable Learning Opportunities: Ms. Cora’s Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Ms. Cora’s Language-Focused Planning Tool: Outdoor Activity . . . . . . . . . . 32Practical Pointers: Outdoor Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Ms. Cora’s Language-Focused Planning Tool: Imaginative Play . . . . . . . . . . 36Practical Pointers: Imaginative Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Ms. Cora’s Language-Focused Planning Tool: Co-creating Language and Literacy Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40Practical Pointers: Co-Creating Language and Literacy Resources . . . . . . .44
Frequently Asked Questions About Getting Started . . . . . . . . . . . . . . . . . . . . . . . 46
Section 3: Making Connections to the WIDA English Language Development Standards Framework, 2020 Edition: Kindergarten–Grade 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
4 Making Connections: Using the Wisconsin Model Early Learning Standards and WIDA Early Years Resources to Plan Instruction for Young Multilingual Children
Overview of WIDA and WIDA Early YearsWIDA, an organization within the University of Wisconsin–Madison, works to advance academic language development and academic achievement for culturally and linguistically diverse children and youth through high-quality standards, assessments, research, and professional learning for educators. WIDA resources for K–12 systems are used by 40 states, territories, and federal agencies, as well as over 500 international schools around the globe.
WIDA Early Years promotes equitable early care and education (ECE) opportunities for young multilingual children. It is a unique system of services and resources focused specifically on promoting multilingual children’s language development. WIDA Early Years was established to support the growing number of children in ECE settings who are developing two or more languages.
WIDA Early Years partners with state agencies to provide comprehensive services and access to resources for state leaders, higher education faculty, and ECE professionals who serve multilingual children and families. To learn more about WIDA Early Years and our member states, visit wida.wisc.edu/EarlyYears.
Wisconsin Partnership Snapshot In May 2020, the Wisconsin Department of Children and Families (DCF) partnered with WIDA Early Years. This partnership welcomed Wisconsin as a WIDA Early Years member state and was made possible by funds from Wisconsin’s Preschool Development Grant Birth through Five (PDG B-5). DCF partnered with WIDA Early Years to address a need throughout the state for professional learning resources focused on supporting young multilingual children and their families. In its inaugural partnership year, DCF launched statewide access to WIDA Early Years eLearning, a series of self-paced online modules and webinars for ECE educators.
Making Connections: Using the Wisconsin Model Early Learning Standards and WIDA Early Years Resources to Plan Instruction for Young Multilingual Children 5
Section 1: IntroductionMultilingual children bring to their early care and education (ECE) environments a wealth of knowledge and experience, as well as cultural and linguistic resources that help them learn, grow, and flourish. These resources, or assets, have the potential to enrich the learning opportunities for everyone present in a child’s ECE environment, including all children and adults (WIDA, 2019). Like many ECE educators who work in linguistically diverse environments and plan instruction for young children, you may be asking yourself:
• What should I know and consider when planning instruction for multilingual children?
• How can I use standards to plan instruction that engages children in learning while also promoting multilingual children’s language development?
• What can I do to plan equitable learning opportunities for multilingual children?
If questions like these are coming to mind, we invite you to continue reading Making Connections as it can help answer these questions and more.
Multilingual children are culturally and linguistically diverse children, ages birth to five years, who are learning two or more languages. Multilingual children are exposed to multiple languages in their homes, communities, and/or ECE settings, and they develop and use language in dynamic ways. In the field, these children are commonly referred to as dual language learners, or DLLs.
Making Connections introduces several key terms which you will find in bold throughout the document. Some terms are defined in the sections they appear, but not all. See the Glossary for a full list of key terms and definitions.
6 Making Connections: Using the Wisconsin Model Early Learning Standards and WIDA Early Years Resources to Plan Instruction for Young Multilingual Children
The Need for An Equity Lens When Working with StandardsYou may have noticed we referenced the term standards in the previous section. As you will see, Making Connections examines the use of standards when planning instruction for multilingual children. Early learning and development standards, sometimes referred to as early learning standards or early learning guidelines, are available in all 50 states and the District of Columbia (National Center on Early Childhood Quality Assurance, 2019). In essence, early learning and development standards outline what young children participating in ECE programs, such as preschool or PreK, should know and be able to do (Kagan & Scott-Little, 2004). However, a review of several states’ early learning and development standards found a need for state standards to comprehensively address the learning and development, including home language and English language development, of multilingual children (Espinosa & Calderon, 2015).
To promote equity for multilingual children, it is vital for educators to take intentional steps in the planning of their instruction to ensure it is developmentally, culturally, and linguistically appropriate (Espinosa, 2020; National Association for the Education of Young Children [NAEYC], 2019). Since standards are often used to guide curriculum and instruction, we must look at them through an equity lens. When we work with standards through an equity lens, we interpret, or make sense of, standards in ways that allow us to see and consider the assets multilingual children bring to their learning, the many ways they can demonstrate their learning, and ways that we can use resources in our environment to ensure multilingual children have equitable opportunities to learn and develop language. Making Connections applies an equity lens to working with standards.
Wisconsin Model Early Learning Standards
The Wisconsin Model Early Learning Standards specify a continuum of development for all children from birth through entrance to first grade, in all domains of a child’s learning and development. Each domain is divided into sub-domains which include developmental expectations and continuum, program and performance standards, samples of children’s behavior, and adult strategies. Designed to reflect the shared commitment of the citizens of Wisconsin to prepare young children for success in school and later life, the standards create a common language and foundation for appropriate curriculum and assessment practices that support and promote children’s learning and development.
Our Commitment to Equity for Multilingual Learners
WIDA has historically grounded its work in language development standards as a driver of equity for multilingual learners in curriculum, instruction, and assessment. Making Connections presents the WIDA Early Language Development Standards and reflects this continued commitment to equity for young multilingual children in ECE settings.
Making Connections: Using the Wisconsin Model Early Learning Standards and WIDA Early Years Resources to Plan Instruction for Young Multilingual Children 7
Purpose of Making ConnectionsMaking Connections is a resource for ECE professionals that
• Raises awareness about considerations needed when planning instruction for young multilingual children using standards;
• Introduces the concept of a language-focused approach to planning instruction;• Provides an introductory overview of key WIDA Early Years resources; and• Offers suggestions, tools, and sample plans to help teachers “make connections” between WIDA Early
Years resources and their state’s early learning and development standards.
An Intentional Focus on Planning
It is beyond the scope of Making Connections to comprehensively discuss teaching and learning cycles and all considerations necessary for providing multilingual children equitable, high-quality learning opportunities. We invite readers to use Making Connections as an introductory resource for deepening their knowledge and understanding about planning equitable learning opportunities for multilingual children.
Intended AudienceMaking Connections is primarily written for ECE educators who plan, or will be planning, standards-based instruction for 3- and 4-year-old multilingual children. This may include ECE educators who work in center-based or home-based programs, state-funded preschool programs, and pre-service ECE teachers. In this document, teacher is used to refer to this primary audience.
8 Making Connections: Using the Wisconsin Model Early Learning Standards and WIDA Early Years Resources to Plan Instruction for Young Multilingual Children
Frequently Asked Questions About Audience and Use of Making Connections
Is this resource for me?
We recognize there are a variety of ECE professionals who collaborate with and provide support to teachers that may also benefit from Making Connections. This includes
• Instructional coaches and teacher mentors• Paraprofessionals• English learner (EL) specialists • State- and local-level program leaders and administrators• Teacher education faculty• Home visitors • Childcare providers• WIDA Early Years Professional Learning Cohort facilitators/trainers
Is this meant to be used individually or can I use this resource with others?
Making Connections is an invitation for collaboration among all adults who serve multilingual children. It can be used
• To guide instructional planning through collaborative relationships (e.g., coaching, mentoring, co-teaching, family and community partnerships)
• As a resource for professional learning communities (PLCs)• By faculty teaching coursework on multilingual children• As a tool to initiate dialogue among state and local leaders around providing resources and
support for ECE teachers
Is it okay to adapt the tools provided in Making Connections?
Making Connections is also an invitation for you to use the tools provided and adapt them as necessary so they work for you and the multilingual children in your care. We invite you to think of ways you can make the resources and tools presented here your own.
.
Making Connections: Using the Wisconsin Model Early Learning Standards and WIDA Early Years Resources to Plan Instruction for Young Multilingual Children 9
Equity and Advocacy for Young Multilingual Children
At WIDA we are committed to advancing equity and social justice for multilingual children and youth in ECE and K–12 settings. This work includes challenging linguistic discrimination, cultural biases, and racism (WIDA, 2019). WIDA is proud to be one of more than 100 organizations nationwide that endorsed the position statement, Advancing Equity in Early Childhood Education (NAEYC, 2019). “All children have the right to equitable learning opportunities that help them achieve their full potential as engaged learners and valued members of society. Thus, all early childhood educators have a professional obligation to advance equity” (NAEYC, 2019, p. 1). In addition, all early childhood educators must make it a “professional responsibility to help challenge and change policies, laws, systems, and institutional practices that keep social inequities in place” (NAEYC, 2019, p. 8). For multilingual children—who are often members of linguistically, culturally, and racially diverse groups—equity and advocacy are vital for ensuring they experience ECE opportunities that help them achieve their full potential and flourish as unique, multilingual, and multicultural individuals.
Are you ready to advocate for equitable learning opportunities for multilingual children? Here we list a few talking points to help you start conversations with peers or colleagues around advocacy for multilingual children:
• The nation’s population of young multilingual children, ages 0–8 years, is on the rise while the number of monolingual children of the same age is on the decline (Park et al., 2018). ECE teachers must be prepared with the knowledge and skills necessary to plan and provide high-quality care and instruction to multilingual children (e.g., Children’s Equity Project & Bipartisan Policy Center, 2020; García et al., 2010).
• The evidence is clear: learning additional languages in early childhood benefits young children’s cognitive and social and emotional development (National Academies of Sciences, Engineering, and Medicine [NASEM], 2017).
• Advocacy requires certain knowledge, skills, access to resources, commitment, and courage. Educators of multilingual children and youth are often expected, or called upon, to serve as advocates for children and families, yet many are not prepared to do so (e.g., Staehr Fenner, 2014). Advocacy for multilingual children can include advocating for changes in program or school climate, change in policy and practice, and ensuring multilingual children have equitable access to resources and opportunities (e.g., Ortiz & Franquíz, 2017).
• Advocates for multilingual children call for equitable policy and clear guidance on the implementation of early learning and development standards and asset-based, instructional practice that provides multilingual children high-quality opportunities to learn new concepts while supporting their home language and English language development (Castro et al., 2011; Children’s Equity Project & Bipartisan Policy Center, 2020; Espinosa & Calderon, 2015; Espinosa, 2020).
Want to learn more? We invite you to explore WIDA Early Years resources and read the works cited here (see References section) to deepen your knowledge about equity and advocacy for multilingual children.
10 Making Connections: Using the Wisconsin Model Early Learning Standards and WIDA Early Years Resources to Plan Instruction for Young Multilingual Children
Wisconsin’s Commitment to its Values of Equity and Inclusion
• All Wisconsin children will be safe and loved members of thriving families and communities. • All Wisconsin early care and education professionals will engage in equitable, inclusive, and
culturally and linguistically responsive practices.• Wisconsin will actively work to undo systemic discriminatory practices that negatively impact
children, families, and early care and education professionals based on their identities (including race, ethnicity, and gender) or abilities.
• Collaboration and advocacy at the state, regional, local, and tribal levels will help to overcome all barriers to equity and inclusion.
Wisconsin Department of Children and Families Birth to 5 Statewide Strategic Plan for 2021-2023, p. 9
A Language-Focused Approach to Planning Equitable Learning OpportunitiesAs teachers, when we plan instruction, we are designing active and engaging learning opportunities for children. What does this look like when we apply an equity lens? It means we purposefully plan learning opportunities for young multilingual children that provide spaces for them to use their full linguistic repertoire—which includes children’s home language—to learn, make meaning, and demonstrate their learning (Castro, Espinosa & Páez, 2011; Castro et al., 2011; Children’s Equity Project & Bipartisan Policy Center, 2020; Espinosa & Calderon, 2015). Such spaces allow children to use and develop expressive language and receptive language skills.
WIDA Early Years resources highlight two language domains:
• Expressive language: Language used in speech and writing• Receptive language: Language processed through listening and reading
As you will see, Section 2 of Making Connections provides suggestions and examples of how to consider children’s expressive and receptive language as you plan instruction.
Language is a tool for learning
As children use language, they learn; and as they learn, they use language. Language and learning are deeply intertwined (NASEM, 2017). It is vital to take both into account when planning learning opportunities for multilingual children. Language is, after all, the most powerful tool we have for making meaning and learning (Vygotsky, 1978).
Making Connections: Using the Wisconsin Model Early Learning Standards and WIDA Early Years Resources to Plan Instruction for Young Multilingual Children 11
In other words, equitable learning opportunities for multilingual children allow children to engage in languaging and learning. Languaging is using language to make meaning of the world around you and to shape your knowledge and experience (Swain, 2006). It views language as an action word rather than a noun or named language like “English” or “Mandarin.” For multilingual children, languaging reflects their full linguistic repertoire.
Key Concepts to Help You Plan for Languaging and Learning
To help teachers think about language in more robust ways as they plan instruction, we introduce the four concepts listed here. Explore the tools and examples in Section 2 of Making Connections to learn how these concepts can help you plan meaningful opportunities for multilingual children to language and learn.
Language Practices
Children use language in dynamic ways to make meaning. How a child uses language will vary depending on the language and culture they have been exposed to, their identity, and where, with whom, how, and why they are using the language.
Language Interaction
Children assume a variety of roles as they interact with others. It is important to first affirm the roles children feel comfortable taking on. Gradually invite children to take on varied roles so they have opportunities to try out and use different language.
Language Participation
Children use language for a variety of purposes. It is important for children to have multiple and meaningful opportunities to engage in activities that recognize their assets, stimulate their creativity and curiosity, and encourage them to use language in different ways.
Language Development
Children develop language as they meaningfully interact with others and explore the world around them. Language development is an interactive, social process that occurs over time (WIDA, 2020). High-quality language interactions promote and support children’s unique and dynamic language development.
When we purposefully plan equitable learning opportunities for multilingual children that allow them to engage in languaging and learning, we are taking a language-focused approach to our planning process. A language-focused approach is
• Rooted in equity and centers on what multilingual children can do with language;• Promotes the dynamic language and cultural practices of multilingual children; and• Positions families as experts who possess valuable knowledge about their children’s language
development.
In short, a language-focused approach to planning means we apply an equity and language lens to the design of active and engaging learning opportunities for young children. The concept tool on the next page summarizes a language-focused approach to planning equitable learning opportunities.
Languaging refers to the many ways we use language to make meaning of our environments, experiences, and learning.
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Making Connections: Using the Wisconsin Model Early Learning Standards and WIDA Early Years Resources to Plan Instruction for Young Multilingual Children 13
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Mul
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Development Standards to Plan Equitable Learning Opportunities for Multilingual ChildrenEarly learning and development standards outline what young children should know and be able to do (Kagan & Scott-Little, 2004). Standards serve as a tool to guide curriculum, instruction, and assessment. Figure 1 outlines the developmental domains addressed in the Wisconsin Model Early Learning Standards, Fifth Edition.
Figure 1: Framework for Wisconsin Model Early Learning Standards (2021, p . 3)
WISCONSIN MODEL EARLY LEARNING STANDARDS 3
Framework for Wisconsin Model Early Learning Standards Document
DEVELOPMENTAL DOMAINS
• Health and Physical Development
• Social and Emotional Development
• Language Development and Communication
• Approaches to Learning
• Cognition and General Knowledge
Sub-DomainsLabeled with A, B, C, etc.
Performance Standards
Specific information and/or skills child should know
and should be able to do
Program Standards What programs must
do for children
Sample Strategies for Adults
Sample Behaviors of Children
Developmental Continuum
Progressive levels of performance
LocaL Decisions
Learning Expectations, Curriculum, Assessment
Developmental Expectations What child should know and should be able to do
14 Making Connections: Using the Wisconsin Model Early Learning Standards and WIDA Early Years Resources to Plan Instruction for Young Multilingual Children
Wisconsin Early Dual Language Learner Initiative
The Wisconsin Early Dual Language Learner Initiative (EDLLI) provides resources, professional development, and technical assistance to community partners regarding culturally and linguistically responsive practices for children birth through 5. This cross sector group collaborates with other state initiatives including WI Model Early Learning Standards, Preschool Options Project, and WI Pyramid Model.
Wisconsin Early Childhood Collaborating Partners – Diverse Populations
In addition to state early learning and development standards, there are also language standards. The WIDA Early Language Development Standards are designed for use with children ages 2.5–5.5 years old and correspond to five domains of children’s development and learning: approaches to learning, language and communication development, cognition and general knowledge, physical well-being and motor development, and social and emotional development. These domains are included or reflected to varying degrees in most state early learning and development standards (e.g., see Scott-Little, Kagan, & Frelow, 2005).
The WIDA Early Language Development Standards are part of a framework, or system, that consists of different resources. This means that when using the WIDA Early Language Development Standards, teachers not only refer to the actual standards themselves and integrate them with their state’s early learning and development standards, they also draw from WIDA Early Years resources to help them implement the standards in meaningful and equitable ways (see examples and tools provided in Section 2). The WIDA Early Language Development Standards are available in English and Spanish (see Table 1 and 2).
Table 1: WIDA Early English Language Development Standards
Standard 1 Language of Social and Emotional Development
Multilingual children communicate information, ideas, and concepts for learning and development in the area of social and emotional development
Standard 2 Language of Early Language Development and Literacy
Multilingual children communicate information, ideas, and concepts for learning and development in the content area of early language development and literacy
Standard 3 Language of Mathematics
Multilingual children communicate information, ideas, and concepts for learning and development in the content area of mathematics
Standard 4 Language of Science
Multilingual children communicate information, ideas, and concepts for learning and development in the content area of science
Standard 5 Language of Social Studies
Multilingual children communicate information, ideas, and concepts for learning and development in the content area of social studies
Standard 6 Language of Physical Development
Multilingual children communicate information, ideas, and concepts for learning and development in the content area of physical development
Making Connections: Using the Wisconsin Model Early Learning Standards and WIDA Early Years Resources to Plan Instruction for Young Multilingual Children 15
Table 2: Los estándares del desarrollo del lenguaje temprano del español de WIDA
Estándar 1 El lenguaje del desarrollo social y emocional
Niños multilingües comunican información, ideas y conceptos para el aprendizaje y el desarrollo en el área de desarrollo social y emocional
Estándar 2 El lenguaje del desarrollo del idioma y alfabetización temprana
Niños multilingües comunican información, ideas y conceptos para el aprendizaje y el desarrollo en el área de contenido del idioma y alfabetización temprana
Estándar 3 El lenguaje de las matemáticas
Niños multilingües comunican información, ideas y conceptos para el aprendizaje y el desarrollo en el área de contenido de las matemáticas
Estándar 4 El lenguaje de las ciencias
Niños multilingües comunican información, ideas y conceptos para el aprendizaje y el desarrollo en el área de contenido de las ciencias
Estándar 5 El lenguaje de los estudios sociales
Niños multilingües comunican información, ideas y conceptos para el aprendizaje y el desarrollo en el área de contenido de los estudios sociales
Estándar 6 El lenguaje del desarrollo físico
Niños multilingües comunican información, ideas y conceptos para el aprendizaje y el desarrollo en el área de contenido del desarrollo físico
What about standards for home languages other than English and Spanish?
The WIDA Early Language Development Standards were specifically developed to support the English and Spanish language development of multilingual children ages 2.5–5.5 years. However, WIDA Early Years resources communicate and emphasize the importance of promoting children’s home language and English language development, including languages other than English and Spanish (e.g., see the WIDA Early Years Promising Practices publication). Remember, a language-focused approach calls on teachers to take into consideration what multilingual children can do with language, and this includes the many different languages multilingual children and families bring to their ECE settings.
16 Making Connections: Using the Wisconsin Model Early Learning Standards and WIDA Early Years Resources to Plan Instruction for Young Multilingual Children
An Introductory Overview of Key WIDA Early Years ResourcesThis section introduces four WIDA Early Years resources that can be helpful to teachers working with standards to plan equitable learning opportunities for multilingual children. The resources highlighted here include the:
• WIDA Can Do Philosophy• WIDA Early Years Guiding Principles of Language
Development• WIDA Early Years Key Uses of language• WIDA Early Years Essential Actions
WIDA Can Do Philosophy
The WIDA Can Do Philosophy (2019) is fundamental to our work at WIDA. It is more than a philosophy statement, it is an asset-based mindset and way of being. It advances our core belief that everyone brings valuable resources to the education community. Multilingual children bring a unique set of cultural and linguistic assets that have the potential to enrich the experiences of all children and educators. Educators bring knowledge and skills that help children reach their potential. Families bring knowledge about their children and expertise as children’s first teachers. Communities offer diverse experiences and resources to build upon children’s learning. Leaders bring knowledge and skills, as well as provide access to resources that help all members of the ECE community thrive.
How does the WIDA Can Do Philosophy apply to a language-focused approach to planning equitable learning opportunities?
A can do mindset, or asset-based thinking, is a necessary element of a language-focused approach. Remember, this approach centers on all that multilingual children can do with their language—including their home language and English. By focusing on what multilingual children can do with language, we send a powerful message that honors the various ways linguistic diversity contributes to children’s learning and to the vibrancy of ECE programs.
Want to learn more?
This section provides an introduction, not an in-depth explanation, of four key WIDA Early Years resources. We invite readers to further explore each resource to deepen their understanding of the resources and concepts presented within.
Visit the WIDA website (https://wida.wisc.edu/) or contact us at EarlyYears@wida.us for information on how you can access the resources highlighted here or if you have questions about them.
Making Connections: Using the Wisconsin Model Early Learning Standards and WIDA Early Years Resources to Plan Instruction for Young Multilingual Children 17
WIDA Early Years Guiding Principles of Language Development
Do bilingual or multilingual children learn language in the same way as monolingual children? How long does it take for children to learn a second language? Will learning more than one language confuse young children? Questions such as these are commonly raised by educators. The WIDA Early Years Guiding Principles of Language Development (2020) provide ECE professionals with a broad perspective on key concepts related to the language development of young multilingual children. Core concepts embedded within the Guiding Principles include:
• The importance of sociocultural context• Social justice and equity• Dynamic language practices and language development
These principles can serve as a stepping-stone for expanding your knowledge and understanding of multilingual children’s language development. Table 3 lists the WIDA Early Years Guiding Principles of Language Development. Access the full version from the WIDA website to a see the list of references and key research highlights.
Table 3: WIDA Early Years Guiding Principles of Language Development
1. Multilingual children are learning more than one language at the same time and adjust the use of their languages to different sociocultural contexts.
2. Multilingual children learn language and culture through their experiences at home, in the community, and in early care and education.
3. The languages and language varieties used by multilingual children and their families are valuable resources to be considered and incorporated into early care and education and into everyday routines and activities.
4. Multilingual children benefit from continuous home language development at all levels of English language development.
5. Multilingual children follow different paths for language development than monolingual children.
6. Multilingual children follow unique paths of language development according to their exposure to and opportunities for using their multiple languages.
7. Multilingual children approach learning language in different ways, with each child bringing a unique set of attitudes, habits, and preferences for language use.
8. Multilingual children, like other children, develop language through play-based activities that invite rich language interaction.
9. Multilingual children are developing language and literacy at the same time that they are also developing physically, cognitively, socially, and emotionally.
10. Multilingual children’s development of social and developmentally appropriate academic language is a complex and long-term process.
Sociocultural context refers to the cultural, political, societal, and at times, historical, factors that shape or inform language development.
18 Making Connections: Using the Wisconsin Model Early Learning Standards and WIDA Early Years Resources to Plan Instruction for Young Multilingual Children
How do the WIDA Early Years Guiding Principles of Language Development apply to a language-focused approach to planning equitable learning opportunities?
Knowledge of how the language development and language practices of multilingual children are similar to and different from that of monolingual children is critical information for ECE teachers to have—especially for those who work in linguistically diverse ECE programs. While the tools and examples in Section 2 do not explicitly reference the Guiding Principles listed in Table 3, you will see that key concepts embedded within the Guiding Principles are reflected throughout.
WIDA Early Years Key Uses of Language
Teachers engaging in a language-focused approach to planning equitable learning opportunities must find ways to be intentional about the language they use and expose children to, as well as the language they want children to learn and use. It can be overwhelming to think about language in this way given that we are immersed in language, in various ways, throughout the day. The WIDA Early Years Key Uses of language are a resource to help teachers be intentional about language. The Key Uses of language define three specific purposes for using language embedded in early learning and development standards and commonly used in ECE settings (see Figure 2). The three Key Uses of language can serve as a “lens” to help teachers see and think about language in a more intentional way. The Key Uses of language can be found within the WIDA Early Years Can Do Descriptors (2016). They are also available in Spanish and can be found in Los descriptores Podemos: Educación temprana (2016).
Figure 2A: WIDA Early Years Key Uses of Language
Key Uses of Language Purposes Example Activities
Express Self
Sharing feelings, needs and wants, choices and preferencesSharing about self and child’s own individualityPlanning activities with others and assigning roles Negotiating with others, including or inviting others to join in activities
Daily routinesConflict resolutionInteractive gamesPersuading others
Recount
Sharing past events and experiencesRetelling stories Sharing discoveriesDescribing things, routines, pictures, or events
Storytelling Read aloud Show and tell
Inquire
Asking and answering questionsStating predictions and hypothesesExplaining observations, events, or phenomenaDiscussing topics with others
Science experimentsProblem-solvingDirections and instructionsPresentations
Making Connections: Using the Wisconsin Model Early Learning Standards and WIDA Early Years Resources to Plan Instruction for Young Multilingual Children 19
Figure 2B: Los usos clave del lenguaje de WIDA Early Years
Uso clave Definición Ejemplos de actividades
Expresarse
Cuando los niños usan el lenguaje para expresar deseos, necesidades, opiniones, preferencias, sentimientos y gustos. También incluye el lenguaje de negociación y persuasión.
Discusión de reglas o rutinasToma de ciertos rolesJuegos o actividades colaborativasResolución de conflictos
Relatar
Cuando los niños usan el lenguaje para compartir experiencias o descubrimientos, narrar historias o eventos pasados, proporcionar información y describir cosas, imágenes, personas o acontecimientos.
Cuentos o historiasActividades manualesPaseos o visitas a lugares especialesÁrea de bloques, juguetes o disfraces
Investigar
Cuando los niños usan el lenguaje para hacer y responder a preguntas, expresar curiosidad, categorizar objetos, participar en discusiones y resolver problemas y explorar el mundo. También incluye la creación de hipótesis, explicación de ideas u observaciones, conclusiones y reflexiones.
ExperimentosProyectos en la cocina o el jardínActividades táctiles o mesas sensorialesJuegos o actividades relacionados con las matemáticas o las ciencias naturales
How do the WIDA Early Years Key Uses of Language language apply to a lan-guage-focused approach to planning equitable learning opportunities?
The Key Uses of language are a resource to help teachers be intentional about language. The planning tool introduced in Section 2 of Making Connections explicitly includes references to the three Key Uses of language: Express Self, Recount, and Inquire.
WIDA Early Years Essential Actions
The WIDA Early Years Promising Practices (2015) outlines 14 Essential Actions (see Table 4). The Essential Actions are research-based guidelines for supporting young multilingual children’s language development. They are also a call for all adults who play a role in the early care and education of multilingual children (e.g., teachers, providers, families, leaders) to collaborate and take action in order to provide multilingual children equitable opportunities to learn and thrive.
No single Essential Action is considered more important than the others and they are not intended to be followed in sequential order. The Essential Actions can be integrated in various ways to help teachers take a language-focused approach to instructional planning. Which Essential Actions do you currently implement and how? Which are you interested in learning more about or trying in your local setting? The possibilities for implementing the Essential Actions locally are endless!
.
20 Making Connections: Using the Wisconsin Model Early Learning Standards and WIDA Early Years Resources to Plan Instruction for Young Multilingual Children
How do the WIDA Early Years Essential Actions apply to a language-focused approach to planning equitable learning opportunities?
We recognize readers will come with various levels of background knowledge and experience with the 14 Essential Actions. We also know from experience in the field that audiences new to the Essential Actions find it easier to start by focusing on just a few at a time. Therefore, we intentionally focus on Essential Actions 5 and 7 in Section 2 of Making Connections to provide practical examples of how teachers can use the Essential Actions to help them plan instruction.
Table 4: WIDA Early Years Essential Actions
1. Collaborate to ensure that all adults interacting with multilingual children support language development.
2. Gather information about multilingual children’s cultures and the languages heard and used in the past and present in order to support language development.
3. Recognize and use the strengths, resources, and experiences of multilingual children and their families to support and enhance language development and learning.
4. Gather, analyze, and reflect on information in order to focus on the developmental nature and unique characteristics of multilingual children’s language learning and development.
5. Apply information gathered about multilingual children: their cultures, how they use language, their language development, strengths, and resources.
6. Observe multilingual children’s language use and development in a variety of routines and learning experiences throughout the day in all early care and education settings.
7. Connect language standards with early learning standards and guidelines to make curriculum accessible and meaningful for multilingual children.
8. Identify the developmentally appropriate academic language demands of routines, social interactions, and learning experiences.
9. Design language learning experiences with consideration for the sociocultural context.
10. Provide opportunities for all multilingual children to engage in higher level thinking.
11. Identify the purpose of the language used during routines and learning experiences.
12. Plan for language teaching and learning within specific areas of development and learning.
13. Use language supports to help scaffold language development and learning.
14. Provide multiple and meaningful opportunities for multilingual children to use their languages.
Making Connections: Using the Wisconsin Model Early Learning Standards and WIDA Early Years Resources to Plan Instruction for Young Multilingual Children 21
Section 2: Getting Started with Making ConnectionsWhere should I begin? How do I get started? If these questions sound familiar, then this section is for you! Here we provide tools and resources to help your instructional planning. We also introduce Ms. Cora, a preschool teacher, and use her story to illustrate how she takes a language-focused approach to planning standards-based learning opportunities. Our hope is that Ms. Cora’s story, and the tools and resources provided, help you make connections between your state standards and WIDA Early Years resources.
A Closer Look at Essential Actions 5 and 7In Section 1 of Making Connections, we briefly introduced the 14 Essential Actions (see Table 4) and stated that Essential Action 5 and Essential Action 7 will be explicitly referenced in the tools provided. Why are we highlighting these two Essential Actions? Making Connections is intended to introduce readers to key WIDA Early Years resources—the Essential Actions being one of them. Therefore, we selected two Essential Actions to provide you examples of how they can be used or referred to as you plan standards-based instruction using a language-focused approach. Tables 5 and 6 help you take a closer look at key concepts of Essential Actions 5 and 7 and offer questions to guide reflection about your planning practice. After taking a closer look at these Essential Actions, think about one thing you can do to apply them to your planning practice.
WIDA Essential Actions
Look at Ms. Cora’s story and sample plans to see how she addressed Essential Actions 5 and 7.
Mak
ing
Con
nect
ions
: Usi
ng th
e XX
XXX
Earl
y Le
arni
ng S
tand
ards
and
WID
A E
arly
Yea
rs R
esou
rces
to P
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Inst
ruct
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for Y
oung
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gual
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ldre
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Tabl
e 5:
A C
lose
r Loo
k at
Ess
entia
l Act
ion
5
Esse
ntia
l Act
ion
5: A
pply
info
rmat
ion
gath
ered
abo
ut m
ultil
ingu
al c
hild
ren:
thei
r cul
ture
s, h
ow th
ey u
se la
ngua
ge, t
heir
lang
uage
dev
elop
men
t, st
reng
ths,
and
res
ourc
es .
Key
Con
cept
: Inf
orm
atio
n ab
out m
ultil
ingu
al c
hild
ren’
s lin
guis
tic a
nd c
ultu
ral a
sset
s, in
tere
sts,
exp
erie
nces
, and
dyn
amic
lang
uage
pra
ctic
es is
a
valu
able
reso
urce
to d
raw
from
whi
le p
lann
ing
equi
tabl
e le
arni
ng o
ppor
tuni
ties.
Fam
ily a
nd c
omm
unity
par
tner
ship
s ca
n he
lp te
ache
rs g
athe
r suc
h in
form
atio
n. W
hile
pla
nnin
g in
stru
ctio
n, te
ache
rs w
ill w
ant t
o co
nsid
er th
eir s
ettin
g, e
nviro
nmen
t, cu
rric
ulum
, act
iviti
es, a
nd re
sour
ces
as th
ey th
ink
of
way
s to
app
ly th
is ty
pe o
f inf
orm
atio
n ab
out m
ultil
ingu
al c
hild
ren.
Key
Con
side
ratio
ns
Refl
ectiv
e Q
uest
ions
Sett
ing:
Tim
e an
d lo
catio
n
Envi
ronm
ent:
Phys
ical
spa
ce a
nd
ever
ythi
ng in
that
spa
ce, i
nclu
ding
all
mat
eria
ls, p
erce
ived
att
itude
s, a
nd
mes
sage
s.
• H
ow d
oes
the
sett
ing
and
envi
ronm
ent a
ffirm
mul
tilin
gual
chi
ldre
n’s
iden
titie
s, a
sset
s, a
s w
ell a
s lin
guis
tic, c
ultu
ral,
and
liter
acy
prac
tices
?•
How
can
info
rmat
ion
gain
ed th
roug
h fa
mily
and
com
mun
ity p
artn
ersh
ips
help
you
cre
ate
an
envi
ronm
ent t
hat p
rom
otes
lang
uagi
ng a
nd le
arni
ng?
Cur
ricu
lum
: The
kno
wle
dge,
ski
lls,
abili
ties,
and
und
erst
andi
ng c
hild
ren
are
to a
cqui
re a
nd th
e pl
ans
for t
he
lear
ning
exp
erie
nces
thro
ugh
whi
ch
thei
r acq
uisi
tion
occu
rs (a
dapt
ed fr
om
NA
EYC
, 202
0).
• H
ow d
oes
the
stan
dard
s-ba
sed
curr
icul
um re
flect
the
mul
tilin
gual
chi
ldre
n be
ing
serv
ed?
How
do
es it
bui
ld o
n w
hat m
ultil
ingu
al c
hild
ren
can
do, d
raw
upo
n th
eir l
ingu
istic
, cul
tura
l, an
d lit
erac
y pr
actic
es, a
nd fo
ster
the
stre
ngth
s th
ey h
ave?
•
Wha
t opp
ortu
nitie
s ar
e pr
esen
ted
in th
e cu
rric
ulum
for m
eani
ngfu
l fam
ily a
nd c
omm
unity
en
gage
men
t?
Act
iviti
es: L
earn
ing
activ
ities
spe
cific
ally
de
sign
ed b
y te
ache
rs to
pro
mot
e le
arni
ng a
nd la
ngua
ge d
evel
opm
ent.
• H
ow d
o st
anda
rds-
base
d ac
tiviti
es e
nabl
e m
ultil
ingu
al c
hild
ren
to d
emon
stra
te a
nd d
raw
upo
n th
eir k
now
ledg
e, e
xper
ienc
es, a
nd d
ynam
ic la
ngua
ge p
ract
ices
?
• W
hat o
ppor
tuni
ties
are
ther
e to
mea
ning
fully
eng
age
fam
ilies
and
com
mun
ity m
embe
rs in
suc
h ac
tiviti
es?
Reso
urce
s: C
ultu
ral a
nd li
ngui
stic
ex
perie
nces
, pra
ctic
es, r
elat
ions
hips
, in
tere
sts,
bac
kgro
und
know
ledg
e,
and
artif
acts
chi
ldre
n an
d ad
ults
hav
e ac
quire
d fr
om h
ome
and
the
com
mun
ity.
• W
hat r
esou
rces
can
you
incl
ude
in y
our i
nstr
uctio
nal p
lan
to p
rom
ote
lang
uagi
ng a
nd le
arni
ng?
How
are
chi
ldre
n en
cour
aged
to u
tiliz
e re
sour
ces
in th
e en
viro
nmen
t?
• H
ow c
an fa
mily
and
com
mun
ity p
artn
ersh
ips
help
you
gat
her r
esou
rces
that
refle
ct c
hild
ren’
s fa
mili
es a
nd c
omm
uniti
es?
Mak
ing
Con
nect
ions
: Usi
ng th
e XX
XXX
Earl
y Le
arni
ng S
tand
ards
and
WID
A E
arly
Yea
rs R
esou
rces
to P
lan
Inst
ruct
ion
for Y
oung
Mul
tilin
gual
Chi
ldre
n 22
Mak
ing
Con
nect
ions
: Usi
ng th
e XX
XXX
Earl
y Le
arni
ng S
tand
ards
and
WID
A E
arly
Yea
rs R
esou
rces
to P
lan
Inst
ruct
ion
for Y
oung
Mul
tilin
gual
Chi
ldre
n 23
Tabl
e 6:
A C
lose
r Loo
k at
Ess
entia
l Act
ion
7
Esse
ntia
l Act
ion
7: C
onne
ct la
ngua
ge s
tand
ards
with
ear
ly le
arni
ng s
tand
ards
and
gui
delin
es to
mak
e cu
rric
ulum
acc
essi
ble
and
mea
ning
ful
for m
ultil
ingu
al c
hild
ren .
Key
Con
cept
: As
child
ren
use
lang
uage
, the
y le
arn,
and
as
they
lear
n, th
ey u
se la
ngua
ge. U
nder
stan
ding
the
rela
tions
hip
betw
een
lang
uage
and
le
arni
ng h
elps
teac
hers
use
sta
ndar
ds to
pla
n eq
uita
ble
lear
ning
opp
ortu
nitie
s fo
r mul
tilin
gual
chi
ldre
n. W
hile
pla
nnin
g in
stru
ctio
n, te
ache
rs w
ill
wan
t to
cons
ider
lang
uage
pra
ctic
es, l
angu
age
inte
ract
ions
, lan
guag
e pa
rtic
ipat
ion,
and
lang
uage
dev
elop
men
t.
Key
Con
side
ratio
ns
Refl
ectiv
e Q
uest
ions
:
Lang
uage
Pra
ctic
esC
hild
ren
use
lang
uage
in d
ynam
ic w
ays
to m
ake
mea
ning
. How
a c
hild
us
es la
ngua
ge w
ill v
ary
depe
ndin
g on
the
lang
uage
and
cul
ture
they
ha
ve b
een
expo
sed
to, t
heir
iden
tity,
and
whe
re, w
ith w
hom
, how
, and
w
hy th
ey a
re u
sing
the
lang
uage
.
• W
hat h
ave
you
obse
rved
abo
ut m
ultil
ingu
al c
hild
ren’
s la
ngua
ge
prac
tices
?•
How
can
you
use
thes
e ob
serv
atio
ns to
hel
p yo
u us
e st
anda
rds
to
plan
equ
itabl
e le
arni
ng o
ppor
tuni
ties
for m
ultil
ingu
al c
hild
ren?
Lang
uage
Inte
ract
ion
Chi
ldre
n as
sum
e a
varie
ty o
f rol
es a
s th
ey in
tera
ct w
ith o
ther
s. It
is
impo
rtan
t to
first
aff
irm th
e ro
les
child
ren
feel
com
fort
able
taki
ng.
Gra
dual
ly in
vite
chi
ldre
n to
take
on
varie
d ro
les
so th
ey h
ave
oppo
rtun
ities
to tr
y ou
t and
use
diff
eren
t lan
guag
e.
• W
hat h
ave
you
obse
rved
abo
ut ro
les
mul
tilin
gual
chi
ldre
n ta
ke a
s th
ey in
tera
ct w
ith o
ther
s? W
hich
role
s m
ay b
e fa
mili
ar to
chi
ldre
n an
d w
hich
may
be
new
? •
How
can
you
use
thes
e ob
serv
atio
ns to
hel
p yo
u us
e st
anda
rds
to
plan
equ
itabl
e le
arni
ng o
ppor
tuni
ties
for m
ultil
ingu
al c
hild
ren?
Lang
uage
Par
ticip
atio
n C
hild
ren
use
lang
uage
for a
var
iety
of p
urpo
ses.
It is
impo
rtan
t for
ch
ildre
n to
hav
e m
ultip
le a
nd m
eani
ngfu
l opp
ortu
nitie
s to
eng
age
in a
ctiv
ities
that
reco
gniz
e th
eir a
sset
s, s
timul
ate
thei
r cre
ativ
ity a
nd
curio
sity
, and
enc
oura
ge th
em to
use
lang
uage
in d
iffer
ent w
ays.
• H
ow w
ill c
hild
ren
be e
xpec
ted
to u
se la
ngua
ge to
lear
n an
d de
mon
stra
te th
eir l
earn
ing
durin
g st
anda
rds-
base
d in
stru
ctio
n?
• H
ow w
ill y
ou c
reat
e m
eani
ngfu
l and
equ
itabl
e op
port
uniti
es fo
r m
ultil
ingu
al c
hild
ren
to u
se la
ngua
ge fo
r the
se p
urpo
ses?
Lang
uage
Dev
elop
men
tC
hild
ren
deve
lop
lang
uage
as
they
mea
ning
fully
inte
ract
with
oth
ers
and
expl
ore
the
wor
ld a
roun
d th
em. L
angu
age
deve
lopm
ent i
s an
in
tera
ctiv
e, s
ocia
l pro
cess
that
occ
urs
over
tim
e (W
IDA
, 202
0). H
igh-
qual
ity la
ngua
ge in
tera
ctio
ns p
rom
ote
and
supp
ort c
hild
ren’
s un
ique
an
d dy
nam
ic la
ngua
ge d
evel
opm
ent.
• W
hat s
teps
will
you
take
to p
urpo
sefu
lly p
rovi
de m
ultil
ingu
al
child
ren
ongo
ing
oppo
rtun
ities
to u
se a
nd d
evel
op la
ngua
ge
durin
g yo
ur s
tand
ards
-bas
ed le
sson
or u
nit o
f ins
truc
tion?
• W
hat s
teps
will
you
take
to in
terp
ret a
nd w
ork
with
sta
ndar
ds in
w
ays
that
are
equ
itabl
e fo
r mul
tilin
gual
chi
ldre
n an
d pr
omot
e th
eir
lang
uage
dev
elop
men
t?
24 Making Connections: Using the Wisconsin Model Early Learning Standards and WIDA Early Years Resources to Plan Instruction for Young Multilingual Children
Tables 5 and 6 are resources to help you examine more closely Essential Actions 5 and 7. But, remember—there are 14 Essential Actions. So there’s so much more to explore! As you become more comfortable addressing Essential Actions 5 and 7 in your planning, we suggest the following next steps to help you deepen your knowledge about the WIDA Early Years Essential Actions:
• Take time to examine the remaining 12 Essential Actions on your own, with a colleague, or within a professional learning community
• Review all 14 Essential Actions and identify which are already a part of your practice and which you may wish to begin to implement or learn more about
• As you explore the other Essential Actions, document your own key considerations and reflective questions
In addition, Figure 3 outlines additional steps you can take for getting started with Essential Actions 5 and 7. There are numerous ways to get started. What will work best for you?
Figure 3: Suggestions for Getting Started with Essential Actions 5 and 7
Review Essential Actions 5 and 7 ➔ review your state and language standards ➔ choose standards ➔ plan equitable learning opportunities for multilingual children
OR
Use your current plans ➔ review Essential Actions 5 and 7 ➔ choose state and language standards that match ➔ plan equitable learning opportunities for multilingual children
OR
Use your current curriculum guide ➔ review Essential Actions 5 and 7 ➔ choose state and language standards that match ➔ plan equitable learning opportunities for multilingual children
OR
Notice a new interest rising during children’s play ➔ review Essential Actions 5 and 7 ➔ review your state and language standards ➔ choose standards that match ➔ plan equitable learning opportunities for multilingual children
Ms. Cora chose this last option. See her story for an example.
Making Connections: Using the Wisconsin Model Early Learning Standards and WIDA Early Years Resources to Plan Instruction for Young Multilingual Children 25
Language-Focused Planning Tool and Annotated GuideThe Language-Focused Planning Tool is designed to help teachers get started with a language-focused approach to planning equitable learning opportunities for multilingual children. The tool brings together the key concepts and considerations of Essential Actions 5 and 7 (see Tables 5 and 6). To help you use the Language-Focused Planning Tool, we've included an annotated version, which offers helpful guiding questions. The Annotated Guide is shown on pages 26 and 27, followed by the tool itself, on pages 28 and 29. Together, the Language-Focused Planning Tool and Annotated Guide offer one more way teachers can get started with Making Connections. So, what can it look like when a teacher uses these resources to plan equitable standards-based instruction? Review the Annotated Guide (on pages 26 and 27) to familiarize yourself with the tool. See Table 7 to learn more about Environment and Resources, one of the sections in the planning tool. Then read Ms. Cora’s story and lesson plans to see examples of how she used the tool to plan equitable learning opportunities for multilingual children in her classroom.
Table 7: Using Your Environment and Resources to Promote Equitable Learning Opportunities for Multilingual Children
Real Life Objects and Artifacts items representative of children’s cultural and linguistic assets
Imaginative Play toys, models, or other representations of real objects and places, costumes and props familiar to children and representative of their families and communities
Groupings partner pairs, small group, large group, groups led by family or community members, teaching team groupings, language groupings
Multiple Means of Communication • spoken and written language• gestures, facial expressions, body language, demonstrations• images, equations/number lines, maps, symbols, diagrams, charts, graphs, visual schedules • photos, pictures and drawings, videos, podcasts, audio books• music, rhymes, chants, fingerplays, games
Tools Available on the WIDA Website
Visit the WIDA website (wida.wisc.edu) to download a blank version of the Language-Focused Planning Tool and a copy of the Annotated Guide.
Mak
ing
Con
nect
ions
: Usi
ng th
e XX
XXX
Earl
y Le
arni
ng S
tand
ards
and
WID
A E
arly
Yea
rs R
esou
rces
to P
lan
Inst
ruct
ion
for Y
oung
Mul
tilin
gual
Chi
ldre
n 26
Lang
uage
-Foc
used
Pla
nnin
g To
ol: A
nnot
ated
Gui
deTe
ache
rs c
an u
se th
e gu
idin
g qu
estio
ns in
this
ann
otat
ed g
uide
to fa
mili
ariz
e th
emse
lves
with
the
Lang
uage
-Foc
used
Pla
nnin
g To
ol.
Stat
e Ea
rly
Lear
ning
Dev
elop
men
t Sta
ndar
ds a
nd W
IDA
Ear
ly L
angu
age
Dev
elop
men
t Sta
ndar
ds: W
hich
sta
te e
arly
lear
ning
and
dev
elop
men
t st
anda
rds
and
WID
A E
arly
Lan
guag
e D
evel
opm
ent S
tand
ards
is th
is p
lan
base
d on
?
Lang
uage
and
Lea
rnin
g G
oals
: Wha
t are
the
lear
ning
and
lang
uage
dev
elop
men
t goa
ls fo
r the
less
on?
How
are
the
goal
s in
form
ed b
y w
hat y
ou
know
abo
ut e
ach
child
’s as
sets
and
inte
rest
s?
Lang
uage
Inte
ract
ion
Lang
uage
Par
ticip
atio
n La
ngua
ge D
evel
opm
ent
• W
hat r
ole(
s) h
ave
mul
tilin
gual
chi
ldre
n as
sum
ed p
revi
ousl
y?
• W
hich
role
s do
es th
is s
tand
ard(
s) e
xpec
t ch
ildre
n to
ass
ume?
Doe
s th
is re
pres
ent a
sh
ift in
pra
ctic
e fo
r mul
tilin
gual
chi
ldre
n?
• W
hat o
ther
opp
ortu
nitie
s ar
e th
ere
for
mul
tilin
gual
chi
ldre
n to
be
enco
urag
ed to
ta
ke o
n ne
w ro
les?
• W
hat o
ppor
tuni
ties
are
ther
e to
util
ize
peer
s an
d ad
ults
as
a re
sour
ce fo
r m
ultil
ingu
al c
hild
ren?
•
How
will
you
pla
n to
use
role
s m
ultil
ingu
al
child
ren
alre
ady
assu
me
as a
brid
ge
to ta
ke o
n ne
w ro
les
durin
g la
ngua
ge
inte
ract
ions
?
• H
ow a
nd w
hen
have
mul
tilin
gual
chi
ldre
n us
ed la
ngua
ge to
exp
ress
sel
f, re
coun
t, in
quire
?•
Whi
ch K
ey U
ses
of la
ngua
ge d
oes
this
st
anda
rd(s
) exp
ect m
ultil
ingu
al c
hild
ren
to
use:
Exp
ress
Sel
f, Re
coun
t, In
quire
, oth
er?
Will
this
Key
Use
of l
angu
age
be n
ew fo
r m
ultil
ingu
al c
hild
ren?
If n
ot, c
an y
ou p
lan
to in
trod
uce
and
enco
urag
e ne
w w
ays
to
use
lang
uage
? •
How
will
you
pla
n to
bui
ld o
n fa
mili
ar K
ey
Use
s of
lang
uage
mul
tilin
gual
chi
ldre
n ar
e al
read
y co
mfo
rtab
le w
ith?
• W
hat l
angu
age
prac
tices
do
mul
tilin
gual
ch
ildre
n en
gage
in?
• W
hat l
angu
age
do m
ultil
ingu
al c
hild
ren
unde
rsta
nd a
nd u
se to
mak
e m
eani
ng?
• W
hat l
angu
age
prac
tices
are
mul
tilin
gual
ch
ildre
n as
sum
ed o
r exp
ecte
d to
eng
age
in to
mee
t thi
s st
anda
rd(s
)? D
oes
this
re
pres
ent a
shi
ft in
pra
ctic
e fo
r mul
tilin
gual
ch
ildre
n?
• H
ow w
ill y
ou p
lan
to e
xpan
d m
ultil
ingu
al
child
ren’
s la
ngua
ge p
ract
ices
and
la
ngua
ge th
ey a
re fa
mili
ar a
nd
com
fort
able
usi
ng?
Part
icip
ants
and
Lan
guag
e(s)
Use
d: W
hich
chi
ldre
n an
d ad
ults
will
be
inte
ract
ing
durin
g th
is ac
tivity
and
wha
t lan
guag
e(s)
will
be
used
and
enc
oura
ged?
Mak
ing
Con
nect
ions
: Usi
ng th
e XX
XXX
Earl
y Le
arni
ng S
tand
ards
and
WID
A E
arly
Yea
rs R
esou
rces
to P
lan
Inst
ruct
ion
for Y
oung
Mul
tilin
gual
Chi
ldre
n 26
Mak
ing
Con
nect
ions
: Usi
ng th
e XX
XXX
Earl
y Le
arni
ng S
tand
ards
and
WID
A E
arly
Yea
rs R
esou
rces
to P
lan
Inst
ruct
ion
for Y
oung
Mul
tilin
gual
Chi
ldre
n 27
Lang
uage
-Foc
used
Pla
nnin
g To
ol: A
nnot
ated
Gui
de, p
age
2
Plan
s
Sett
ing
D
escr
ibe
the
sett
ing
(e.g
., in
door
dra
mat
ic p
lay
area
, out
door
pla
ygro
und)
.
Act
ivity
(Circ
le a
ll th
at a
pply
)
Mea
ltim
e
Tra
nsiti
ons
R
outin
es
T
each
er-D
irect
ed
C
hild
-Dire
cted
Larg
e G
roup
Smal
l Gro
up
O
utdo
or P
lay
Oth
er:
Lang
uage
Inte
ract
ion
How
will
you
pla
n fo
r rol
es to
be
assu
med
by
mul
tilin
gual
chi
ldre
n, th
eir p
eers
, and
adu
lts d
urin
g la
ngua
ge in
tera
ctio
ns?
Lang
uage
Par
ticip
atio
n H
ow w
ill y
ou p
lan
for e
ncou
ragi
ng la
ngua
ge p
artic
ipat
ion,
targ
eted
Key
Use
s of
Lan
guag
e, o
r oth
er p
urpo
ses
of la
ngua
ge u
se w
ith th
e le
sson
?
Envi
ronm
ent a
nd R
esou
rces
H
ow d
o yo
u pl
an to
use
the
envi
ronm
ent a
nd re
sour
ces
to c
reat
e eq
uita
ble
lear
ning
opp
ortu
nitie
s fo
r mul
tilin
gual
chi
ldre
n? H
ow w
ill y
ou
enco
urag
e m
ultil
ingu
al c
hild
ren
to a
cces
s re
sour
ces
avai
labl
e to
them
?
Not
es
Any
nex
t ste
ps o
r rem
inde
rs th
at y
ou w
ant t
o do
cum
ent?
Mak
ing
Con
nect
ions
: Usi
ng th
e XX
XXX
Earl
y Le
arni
ng S
tand
ards
and
WID
A E
arly
Yea
rs R
esou
rces
to P
lan
Inst
ruct
ion
for Y
oung
Mul
tilin
gual
Chi
ldre
n 28
Lang
uage
-Foc
used
Pla
nnin
g To
olTe
ache
rs c
an u
se th
is to
ol to
get
sta
rted
with
a la
ngua
ge-f
ocus
ed a
ppro
ach
to p
lann
ing
equi
tabl
e le
arni
ng o
ppor
tuni
ties
fo
r mul
tilin
gual
chi
ldre
n.
Stat
e Ea
rly
Lear
ning
Dev
elop
men
t Sta
ndar
ds:
WID
A E
arly
Lan
guag
e D
evel
opm
ent S
tand
ards
:
Lang
uage
and
Lea
rnin
g G
oals
:
Lang
uage
Inte
ract
ion
Lang
uage
Par
ticip
atio
n La
ngua
ge D
evel
opm
ent
Part
icip
ants
and
Lan
guag
e(s)
Use
d:
Mak
ing
Con
nect
ions
: Usi
ng th
e XX
XXX
Earl
y Le
arni
ng S
tand
ards
and
WID
A E
arly
Yea
rs R
esou
rces
to P
lan
Inst
ruct
ion
for Y
oung
Mul
tilin
gual
Chi
ldre
n 28
Mak
ing
Con
nect
ions
: Usi
ng th
e XX
XXX
Earl
y Le
arni
ng S
tand
ards
and
WID
A E
arly
Yea
rs R
esou
rces
to P
lan
Inst
ruct
ion
for Y
oung
Mul
tilin
gual
Chi
ldre
n 29
Lang
uage
-Foc
used
Pla
nnin
g To
ol, p
age
2
Plan
s
Sett
ing
Act
ivity
(Circ
le a
ll th
at a
pply
)
Mea
ltim
e
Tra
nsiti
ons
R
outin
es
T
each
er-D
irect
ed
C
hild
-Dire
cted
Larg
e G
roup
Smal
l Gro
up
O
utdo
or P
lay
Oth
er:
Lang
uage
Inte
ract
ion
(Circ
le a
ll th
at a
pply
)
List
ens
Onl
y
In
itiat
es C
onve
rsat
ions
Sha
res
Idea
s
R
espo
nds
to Q
uest
ions
Ask
s fo
r Cla
rific
atio
n
A
sks
for P
erm
issi
on
Neg
otia
tes/
Prob
lem
-sol
ves
Exp
lain
s W
hy
O
ther
:
Lang
uage
Par
ticip
atio
n
Envi
ronm
ent a
nd R
esou
rces
N
otes
30 Making Connections: Using the Wisconsin Model Early Learning Standards and WIDA Early Years Resources to Plan Instruction for Young Multilingual Children
A Language-Focused Approach to Planning Equitable Learning Opportunities: Ms . Cora’s Story
“Through conversations, I’ve learned that many families in our class grow their own fruits and vegetables,” explains Ms. Cora. “They spend time with their children in the garden and have a lot of gardening expertise.” Ms. Cora has noticed that the children’s play themes have started to revolve around gardening. “Several children have moved the plastic fruits and vegetables from the dramatic play area to the sand table. They ‘grow’ food for others to ‘cook’ in the play kitchen! Other children have been drawing plans for gardens and building them with the tabletop blocks. Some brought vegetables from home to add to our science area—vegetables I have never seen, like Thai eggplants and Asian greens. The children take turns ‘working’ there, holding pencils and clipboards, answering questions!” Children have extended this theme to the library, art, and outdoor areas, as well. “The families and I are so excited to see the children’s curiosity, motivation, and joyful interactions!”
Ms. Cora is a White, 4K (i.e., preschool) teacher in an urban, center-based classroom. Although Ms. Cora is most comfortable speaking English, she practices using phrases and words in other languages she has learned from the children and families she serves. She values the cultures, languages, and experiences of children and families and recognizes these experiences as an important foundation of the curriculum. She respects children as individuals and their families as experts on their children.
Ms. Cora continuously builds reciprocal relationships with families. She partners with family and community members to co-create a linguistically and culturally responsive environment that sends a welcoming message
Making Connections: Using the Wisconsin Model Early Learning Standards and WIDA Early Years Resources to Plan Instruction for Young Multilingual Children 31
to children and families—“You belong here.” She also strives to increase her expertise by learning about the language development of the multilingual children she serves, utilizing families and other resources, and regularly monitoring her own practices. She intentionally focuses on language while planning for learning. The information she has gathered about children’s interests, strengths, and language usage help her effectively plan and teach.
“It is my job to listen, observe, and facilitate children’s languaging and learning to further their development,” adds Ms. Cora. “I do this for all children, thinking about all areas of development. For the nine children in my group who are multilingual, I understand that they are developing language in unique ways and should be encouraged to use their entire linguistic repertoire to make meaning and grow their learning. When planning, I consider their dynamic language practices, language interactions, participation, and language development. I use all the information I have gathered to plan language-rich, culturally responsive care and instruction.”
Building on children’s interests around gardening, Ms. Cora is busy planning upcoming activities. On the next few pages, see how Ms. Cora used the Language-Focused Planning Tool to apply all that she knows about the multilingual children in her classroom to plan three standards-based activities that provide equitable opportunities for children in her classroom to language and learn. You can also see an example language tool that Ms. Cora uses with her families to learn more about their home languages. You'll notice that when Ms. Cora uses the tools, they extend over multiple pages; feel free to extend and adapt the tools for your own needs.
Mak
ing
Con
nect
ions
: Usi
ng th
e XX
XXX
Earl
y Le
arni
ng S
tand
ards
and
WID
A E
arly
Yea
rs R
esou
rces
to P
lan
Inst
ruct
ion
for Y
oung
Mul
tilin
gual
Chi
ldre
n 32
See
how
M
s . C
ora
used
th
e to
ol
Ms .
Cor
a’s
Lang
uage
-Foc
used
Pla
nnin
g To
ol: O
utd
oor A
ctiv
ity
Wis
cons
in M
odel
Ear
ly L
earn
ing
Stan
dard
s:
I . H
EALT
H A
ND
PH
YSI
CA
L D
EVEL
OPM
ENT
B . M
OTO
R D
EVEL
OPM
ENT
Dev
elop
men
tal E
xpec
tatio
n C
hild
ren
in W
isco
nsin
will
dev
elop
and
refin
e th
eir u
se o
f sm
all a
nd g
ross
mot
or s
kills
. Per
form
ance
Sta
ndar
d D
urin
g th
e ea
rly
child
hood
per
iod,
chi
ldre
n in
Wis
cons
in w
ill s
how
evi
denc
e of
de
velo
pmen
tally
app
ropr
iate
abi
litie
s in
the
follo
win
g ar
eas:
B.E
L.1a
Mov
es w
ith s
tren
gth,
con
trol
, bal
ance
, coo
rdin
atio
n, lo
com
otio
n, a
nd e
ndur
ance
. Pu
rpos
e an
d C
oord
inat
ion
B.EL
.1b M
oves
with
str
engt
h, c
ontr
ol, b
alan
ce, c
oord
inat
ion,
loco
mot
ion,
and
end
uran
ce. B
alan
ce a
nd S
tren
gth
B. E
L.
2 Ex
hibi
ts e
ye-h
and
coor
dina
tion,
str
engt
h, c
ontr
ol, a
nd o
bjec
t man
ipul
atio
n.
V . C
OG
NIT
ION
AN
D G
ENER
AL
KN
OW
LED
GE
C . S
CIE
NTI
FIC
TH
INK
ING
Dev
elop
men
tal E
xpec
tatio
n C
hild
ren
in W
isco
nsin
will
und
erst
and
and
us
e sc
ient
ific
tool
s an
d s
kills
to e
xten
d th
eir l
earn
ing
. Per
form
ance
Sta
ndar
d D
urin
g th
e ea
rly
child
hood
per
iod,
chi
ldre
n in
Wis
cons
in w
ill s
how
ev
iden
ce o
f dev
elop
men
tally
app
ropr
iate
abi
litie
s in
the
follo
win
g ar
eas:
C. E
L.1 U
ses
obse
rvat
ion
to g
athe
r inf
orm
atio
n. C
. EL.
2 U
ses
tool
s to
gat
her
info
rmat
ion,
com
pare
obs
erve
d ob
ject
s, a
nd s
eek
answ
ers
to q
uest
ions
thro
ugh
activ
e in
vest
igat
ion.
C. E
L. 3
Hyp
othe
size
s an
d m
akes
pre
dict
ions
. C.
EL. 4
For
ms
expl
anat
ions
bas
ed o
n tr
ial a
nd e
rror
, obs
erva
tions
, and
exp
lora
tions
.
WID
A E
arly
Lan
guag
e D
evel
opm
ent S
tand
ards
: Lan
guag
e of
Sci
ence
and
Lan
guag
e of
Phy
sica
l Dev
elop
men
t
Lang
uage
and
Lea
rnin
g G
oals
: Ind
epen
dent
ly e
ngag
es in
and
per
form
s fin
e m
otor
and
gro
ss m
otor
task
s; O
bser
ves,
exp
lore
s, g
athe
rs
info
rmat
ion,
ask
s qu
estio
ns, a
nd s
hare
s in
form
atio
n.
Lang
uage
Inte
ract
ion
Lang
uage
Par
ticip
atio
n La
ngua
ge D
evel
opm
ent
Role
s: In
itiat
es c
onve
rsat
ions
, Ask
s fo
r cl
arifi
catio
n, E
xpan
ds re
spon
ses
to q
uest
ions
, Ex
plai
ns W
hy
Key
Use
s of
lang
uage
: Inq
uiry
, Exp
lain
ing
Why
Usi
ng fu
ll lin
guis
tic re
pert
oire
to m
ake
mea
ning
dur
ing
lang
uage
inte
ract
ions
Part
icip
ants
and
Lan
guag
e(s)
Use
d: M
ultil
ingu
al c
hild
ren
inte
ract
ing
with
eac
h ot
her,
peer
s an
d ad
ults
; Spa
nish
, Hm
ong
, Man
darin
, Ara
bic,
and
Eng
lish
are
used
.
Mak
ing
Con
nect
ions
: Usi
ng th
e XX
XXX
Earl
y Le
arni
ng S
tand
ards
and
WID
A E
arly
Yea
rs R
esou
rces
to P
lan
Inst
ruct
ion
for Y
oung
Mul
tilin
gual
Chi
ldre
n 32
Mak
ing
Con
nect
ions
: Usi
ng th
e XX
XXX
Earl
y Le
arni
ng S
tand
ards
and
WID
A E
arly
Yea
rs R
esou
rces
to P
lan
Inst
ruct
ion
for Y
oung
Mul
tilin
gual
Chi
ldre
n 33
Ms .
Cor
a’s
Lang
uage
-Foc
used
Pla
nnin
g To
ol: O
utd
oor A
ctiv
ity
Wis
cons
in M
odel
Ear
ly L
earn
ing
Stan
dard
s:
I . H
EALT
H A
ND
PH
YSI
CA
L D
EVEL
OPM
ENT
B . M
OTO
R D
EVEL
OPM
ENT
Dev
elop
men
tal E
xpec
tatio
n C
hild
ren
in W
isco
nsin
will
dev
elop
and
refin
e th
eir u
se o
f sm
all a
nd g
ross
mot
or s
kills
. Per
form
ance
Sta
ndar
d D
urin
g th
e ea
rly
child
hood
per
iod,
chi
ldre
n in
Wis
cons
in w
ill s
how
evi
denc
e of
de
velo
pmen
tally
app
ropr
iate
abi
litie
s in
the
follo
win
g ar
eas:
B.E
L.1a
Mov
es w
ith s
tren
gth,
con
trol
, bal
ance
, coo
rdin
atio
n, lo
com
otio
n, a
nd e
ndur
ance
. Pu
rpos
e an
d C
oord
inat
ion
B.EL
.1b M
oves
with
str
engt
h, c
ontr
ol, b
alan
ce, c
oord
inat
ion,
loco
mot
ion,
and
end
uran
ce. B
alan
ce a
nd S
tren
gth
B. E
L.
2 Ex
hibi
ts e
ye-h
and
coor
dina
tion,
str
engt
h, c
ontr
ol, a
nd o
bjec
t man
ipul
atio
n.
V . C
OG
NIT
ION
AN
D G
ENER
AL
KN
OW
LED
GE
C . S
CIE
NTI
FIC
TH
INK
ING
Dev
elop
men
tal E
xpec
tatio
n C
hild
ren
in W
isco
nsin
will
und
erst
and
and
us
e sc
ient
ific
tool
s an
d s
kills
to e
xten
d th
eir l
earn
ing
. Per
form
ance
Sta
ndar
d D
urin
g th
e ea
rly
child
hood
per
iod,
chi
ldre
n in
Wis
cons
in w
ill s
how
ev
iden
ce o
f dev
elop
men
tally
app
ropr
iate
abi
litie
s in
the
follo
win
g ar
eas:
C. E
L.1 U
ses
obse
rvat
ion
to g
athe
r inf
orm
atio
n. C
. EL.
2 U
ses
tool
s to
gat
her
info
rmat
ion,
com
pare
obs
erve
d ob
ject
s, a
nd s
eek
answ
ers
to q
uest
ions
thro
ugh
activ
e in
vest
igat
ion.
C. E
L. 3
Hyp
othe
size
s an
d m
akes
pre
dict
ions
. C.
EL. 4
For
ms
expl
anat
ions
bas
ed o
n tr
ial a
nd e
rror
, obs
erva
tions
, and
exp
lora
tions
.
WID
A E
arly
Lan
guag
e D
evel
opm
ent S
tand
ards
: Lan
guag
e of
Sci
ence
and
Lan
guag
e of
Phy
sica
l Dev
elop
men
t
Lang
uage
and
Lea
rnin
g G
oals
: Ind
epen
dent
ly e
ngag
es in
and
per
form
s fin
e m
otor
and
gro
ss m
otor
task
s; O
bser
ves,
exp
lore
s, g
athe
rs
info
rmat
ion,
ask
s qu
estio
ns, a
nd s
hare
s in
form
atio
n.
Lang
uage
Inte
ract
ion
Lang
uage
Par
ticip
atio
n La
ngua
ge D
evel
opm
ent
Role
s: In
itiat
es c
onve
rsat
ions
, Ask
s fo
r cl
arifi
catio
n, E
xpan
ds re
spon
ses
to q
uest
ions
, Ex
plai
ns W
hy
Key
Use
s of
lang
uage
: Inq
uiry
, Exp
lain
ing
Why
Usi
ng fu
ll lin
guis
tic re
pert
oire
to m
ake
mea
ning
dur
ing
lang
uage
inte
ract
ions
Part
icip
ants
and
Lan
guag
e(s)
Use
d: M
ultil
ingu
al c
hild
ren
inte
ract
ing
with
eac
h ot
her,
peer
s an
d ad
ults
; Spa
nish
, Hm
ong
, Man
darin
, Ara
bic,
and
Eng
lish
are
used
.
See
how
M
s . C
ora
used
th
e to
ol
Ms .
Cor
a’s
Lang
uage
-Foc
used
Pla
nnin
g To
ol: O
utd
oor A
ctiv
ity
Plan
s
Sett
ing
A
fte
rno
on
, ou
tdo
or
pla
y a
nd
gard
en
are
a
Act
ivity
(Circ
le a
ll th
at a
pply
)
Mea
ltim
e
Tra
nsiti
ons
R
outin
es
T
each
er-D
irect
ed
C
hild
-Dire
cted
Larg
e G
roup
Smal
l Gro
up
O
utdo
or P
lay
Oth
er: G
ard
en
Lang
uage
Inte
ract
ion
(Circ
le a
ll th
at a
pply
)
List
ens
Onl
y
In
itiat
es C
onve
rsat
ions
Sha
res
Idea
s
R
espo
nds
to Q
uest
ions
Ask
s fo
r Cla
rific
atio
n
A
sks
for p
erm
issi
on
Neg
otia
tes/
Prob
lem
-sol
ves
Exp
lain
s W
hy
O
ther
• R
oam
an
d m
od
el
inte
racti
on
s: b
e s
ure
to
en
co
ura
ge
ch
ild
ren
to
tak
e o
n r
ole
s I
mo
de
l!
• M
y L
an
gu
ag
e:
Init
iate
co
nve
rsati
on
s:
Init
iate
co
nve
rsati
on
s: W
hat
are
yo
u p
layin
g? I
wan
t to
le
arn
. C
an
yo
u s
ho
w m
e, p
lease
? I
wo
uld
lik
e t
o p
lay, p
lease
. E
labo
rate
an
d
Ela
bo
rate
an
d
cla
rify
/e
xpla
in w
hy q
ue
stio
ns:
cla
rify
/e
xpla
in w
hy q
ue
stio
ns:
Ho
w d
o I
pla
y? H
ow
did
yo
u p
lan
t th
at
see
d? H
ow
did
yo
u u
se t
he
sh
ove
l to
mo
ve a
ll t
hat
dir
t? W
hat
do
yo
u t
hin
k o
ur
see
ds
ne
ed
to
be
able
to
gro
w? W
hy d
id y
ou
do
it t
hat
way?
Wh
y d
id y
ou
ch
oo
se t
hat
on
e?
Lang
uage
Par
ticip
atio
n
• M
s. F
lore
s (b
ilin
gu
al
para
pro
fess
ion
al)
to
inte
ract
wit
h V
ale
nti
na, G
era
rdo
, an
d t
he
ir f
am
ilie
s
• C
hild
ren
’s e
xpre
ssiv
e l
an
gu
ag
e I
nq
uir
y:
Wh
at
is t
his
? W
hat
do
yo
u l
ike
to
eat/
pla
y/
sin
g? H
ow
do
yo
u p
lay?
Wh
at
do
I d
o? W
hat
do
I d
o n
ow
?
Fir
st I
… T
his
is a
… I
t is
a…
Yo
u d
o t
his
… I
lik
e…
My f
avo
rite
is... E
xpla
inin
g W
hy:
Be
cau
se…
We
ll, y
ou
do
it l
ike
th
is b
ecau
se…
I l
ike
to
… I
ne
ed
to
be
cau
se…
I w
an
t to
be
cau
se…
No
, yo
u d
o it
lik
e t
his
…
Mak
ing
Con
nect
ions
: Usi
ng th
e XX
XXX
Earl
y Le
arni
ng S
tand
ards
and
WID
A E
arly
Yea
rs R
esou
rces
to P
lan
Inst
ruct
ion
for Y
oung
Mul
tilin
gual
Chi
ldre
n 34
Ms .
Cor
a’s
Lang
uage
-Foc
used
Pla
nnin
g To
ol: O
utd
oor A
ctiv
ity
Plan
s
Lang
uage
Dev
elop
men
t
• E
nco
ura
ge
fam
ilie
s to
use
th
eir
ho
me
lan
gu
ag
e (
I w
ill
pra
cti
ce
oth
er
lan
gu
ag
es.
)
• E
nco
ura
ge
wri
tin
g:
labe
ling
pla
nts
, lyri
cs
to a
so
ng
, ho
w t
o in
stru
cti
on
s fo
r a g
am
e o
r fo
r g
ard
en
ing
(I
can
mo
de
l th
is.)
• M
y l
an
gu
ag
e:
Ho
w c
an
yo
u d
raw
th
at?
Sh
ou
ld w
e w
rite
th
at?
Ho
w s
ho
uld
I s
tart
? W
hat
did
yo
u d
o f
irst
? T
he
n w
hat
did
yo
u d
o? A
nd
ne
xt? I
s th
ere
an
yth
ing
els
e I
sh
ou
ld k
no
w? I
s th
ere
an
yth
ing
els
e I
sh
ow
wri
te/
dra
w/
say?
• C
hild
ren
’s L
an
gu
ag
e:
Fir
st, w
e, t
he
n, n
ext
… T
his
is h
ow
yo
u s
ing
it…
Th
is is
wh
at
yo
u s
ho
uld
do
… T
his
is h
ow
yo
u p
lay…
It
go
es
like
th
is…
Envi
ronm
ent a
nd R
esou
rces
Pe
er-
to-
pe
er
ad
ult
inte
racti
on
s in
a v
ari
ety
of
lan
gu
ag
es,
bo
dy l
an
gu
ag
e a
nd
ge
stu
res,
sym
bo
ls a
nd
dra
win
gs,
gard
en
ing
ph
oto
s, m
ag
azin
es
an
d b
oo
ks,
gard
en
an
d g
ard
en
ing
to
ols
, gard
en
ing
sta
ke
s an
d l
ab
els
, ch
art
pap
er,
mark
ers
, ch
alk
, ou
tdo
or
pla
y a
rea a
nd
ou
tdo
or
toys,
kn
ow
led
ge
abo
ut
gard
en
ing
,
fru
its
an
d v
eg
eta
ble
s an
d f
am
iliar
son
gs,
an
d g
am
es
ch
ild
ren
en
joy, v
alu
ing
all
lan
gu
ag
e a
nd
cu
ltu
ral
pra
cti
ce
s
Not
es
• K
no
win
g t
hat
inq
uir
ing
inq
uir
ing
an
d e
xpla
inin
g w
hy
exp
lain
ing
wh
y m
ay b
e a
ne
w p
racti
ce
fo
r so
me
ch
ild
ren
, I a
m g
oin
g t
o a
lso
tak
e t
his
op
po
rtu
nit
y t
o e
ng
ag
e in
co
nve
rsati
on
s w
ith
fam
ily m
em
be
rs t
o d
iscu
ss m
y e
mp
hasi
s o
n e
xpla
nati
on
an
d in
qu
iry a
nd
se
e if
ask
ing
wh
y a
nd
exp
lain
ing
wh
y is
a v
alu
ed
pra
cti
ce
in t
he
ir f
am
ily, a
nd
if t
he
ir c
hild
ren
en
gag
e in
th
is p
racti
ce
re
gu
larl
y. If
th
ey d
o n
ot,
I p
lan
to
dis
cu
ss w
he
the
r it
wo
uld
be
a t
yp
e o
f in
tera
cti
on
an
d
part
icip
ati
on
th
e f
am
ily m
igh
t co
nsi
de
r e
mbra
cin
g a
t h
om
e, s
o t
he
ch
ild
ren
have
pra
cti
ce
ask
ing
an
d e
xpla
inin
g w
hy in
th
eir
ho
me
lan
gu
ag
e.
See
how
M
s . C
ora
used
th
e to
ol
Mak
ing
Con
nect
ions
: Usi
ng th
e XX
XXX
Earl
y Le
arni
ng S
tand
ards
and
WID
A E
arly
Yea
rs R
esou
rces
to P
lan
Inst
ruct
ion
for Y
oung
Mul
tilin
gual
Chi
ldre
n 34
Mak
ing
Con
nect
ions
: Usi
ng th
e XX
XXX
Earl
y Le
arni
ng S
tand
ards
and
WID
A E
arly
Yea
rs R
esou
rces
to P
lan
Inst
ruct
ion
for Y
oung
Mul
tilin
gual
Chi
ldre
n 35
Ms .
Cor
a’s
Lang
uage
-Foc
used
Pla
nnin
g To
ol: O
utd
oor A
ctiv
ity
Plan
s
Lang
uage
Dev
elop
men
t
• E
nco
ura
ge
fam
ilie
s to
use
th
eir
ho
me
lan
gu
ag
e (
I w
ill
pra
cti
ce
oth
er
lan
gu
ag
es.
)
• E
nco
ura
ge
wri
tin
g:
labe
ling
pla
nts
, lyri
cs
to a
so
ng
, ho
w t
o in
stru
cti
on
s fo
r a g
am
e o
r fo
r g
ard
en
ing
(I
can
mo
de
l th
is.)
• M
y l
an
gu
ag
e:
Ho
w c
an
yo
u d
raw
th
at?
Sh
ou
ld w
e w
rite
th
at?
Ho
w s
ho
uld
I s
tart
? W
hat
did
yo
u d
o f
irst
? T
he
n w
hat
did
yo
u d
o? A
nd
ne
xt? I
s th
ere
an
yth
ing
els
e I
sh
ou
ld k
no
w? I
s th
ere
an
yth
ing
els
e I
sh
ow
wri
te/
dra
w/
say?
• C
hild
ren
’s L
an
gu
ag
e:
Fir
st, w
e, t
he
n, n
ext
… T
his
is h
ow
yo
u s
ing
it…
Th
is is
wh
at
yo
u s
ho
uld
do
… T
his
is h
ow
yo
u p
lay…
It
go
es
like
th
is…
Envi
ronm
ent a
nd R
esou
rces
Pe
er-
to-
pe
er
ad
ult
inte
racti
on
s in
a v
ari
ety
of
lan
gu
ag
es,
bo
dy l
an
gu
ag
e a
nd
ge
stu
res,
sym
bo
ls a
nd
dra
win
gs,
gard
en
ing
ph
oto
s, m
ag
azin
es
an
d b
oo
ks,
gard
en
an
d g
ard
en
ing
to
ols
, gard
en
ing
sta
ke
s an
d l
ab
els
, ch
art
pap
er,
mark
ers
, ch
alk
, ou
tdo
or
pla
y a
rea a
nd
ou
tdo
or
toys,
kn
ow
led
ge
abo
ut
gard
en
ing
,
fru
its
an
d v
eg
eta
ble
s an
d f
am
iliar
son
gs,
an
d g
am
es
ch
ild
ren
en
joy, v
alu
ing
all
lan
gu
ag
e a
nd
cu
ltu
ral
pra
cti
ce
s
Not
es
• K
no
win
g t
hat
inq
uir
ing
inq
uir
ing
an
d e
xpla
inin
g w
hy
exp
lain
ing
wh
y m
ay b
e a
ne
w p
racti
ce
fo
r so
me
ch
ild
ren
, I a
m g
oin
g t
o a
lso
tak
e t
his
op
po
rtu
nit
y t
o e
ng
ag
e in
co
nve
rsati
on
s w
ith
fam
ily m
em
be
rs t
o d
iscu
ss m
y e
mp
hasi
s o
n e
xpla
nati
on
an
d in
qu
iry a
nd
se
e if
ask
ing
wh
y a
nd
exp
lain
ing
wh
y is
a v
alu
ed
pra
cti
ce
in t
he
ir f
am
ily, a
nd
if t
he
ir c
hild
ren
en
gag
e in
th
is p
racti
ce
re
gu
larl
y. If
th
ey d
o n
ot,
I p
lan
to
dis
cu
ss w
he
the
r it
wo
uld
be
a t
yp
e o
f in
tera
cti
on
an
d
part
icip
ati
on
th
e f
am
ily m
igh
t co
nsi
de
r e
mbra
cin
g a
t h
om
e, s
o t
he
ch
ild
ren
have
pra
cti
ce
ask
ing
an
d e
xpla
inin
g w
hy in
th
eir
ho
me
lan
gu
ag
e.
See
how
M
s . C
ora
used
th
e to
ol
Prac
tical
Poi
nter
s: O
utd
oor A
ctiv
ityH
ere
are
som
e w
ays
Ms.
Cor
a in
tent
iona
lly e
mbe
dded
a la
ngua
ge-f
ocus
ed a
ppro
ach
into
her
pla
nnin
g.
Ms.
Cor
a pl
anne
d th
is a
ctiv
ity a
s a
free
cho
ice
activ
ity to
allo
w c
hild
ren
an
d fa
mili
es o
ppor
tuni
ties
to d
emon
stra
te a
nd b
uild
on
wha
t the
y kn
ow
and
how
they
use
thei
r hom
e la
ngua
ge. (
See
Ms.
Cor
a’s
late
r exa
mpl
e pl
an, C
reat
ing
Lang
uage
and
Lite
racy
Res
ourc
es, t
o se
e ho
w s
he
conn
ecte
d th
e tw
o ac
tiviti
es.)
G
ard
en s
take
s in
mul
tiple
lang
uag
es
This
less
on p
rovi
ded
a go
od o
ppor
tuni
ty fo
r Ms.
Flo
res,
a
para
prof
essi
onal
, to
inte
ract
with
two
stud
ents
, Val
entin
a an
d G
erar
do, a
nd
thei
r fam
ilies
. Ms.
Cor
a an
d M
s. F
lore
s di
scus
sed
the
lang
uage
and
lear
ning
go
als
and
lang
uage
exa
mpl
es p
rior t
o th
is a
ctiv
ity.
M
s. F
lore
s, V
alen
tina,
and
Ger
ard
o
Mak
ing
Con
nect
ions
: Usi
ng th
e XX
XXX
Earl
y Le
arni
ng S
tand
ards
and
WID
A E
arly
Yea
rs R
esou
rces
to P
lan
Inst
ruct
ion
for Y
oung
Mul
tilin
gual
Chi
ldre
n 36
See
how
M
s . C
ora
used
th
e to
ol
Ms .
Cor
a’s
Lang
uage
-Foc
used
Pla
nnin
g To
ol: I
mag
inat
ive
Play
Wis
cons
in M
odel
Ear
ly L
earn
ing
Stan
dard
s:
II . S
OC
IAL
AN
D E
MO
TIO
NA
L D
EVEL
OPM
ENT
A . E
MO
TIO
NA
L D
EVEL
OPM
ENT
Dev
elop
men
tal E
xpec
tatio
n C
hild
ren
in W
isco
nsin
will
d
emon
stra
te e
mot
iona
l com
pete
nce
and
sel
f reg
ulat
ion.
Per
form
ance
Sta
ndar
d D
urin
g th
e ea
rly
child
hood
per
iod,
chi
ldre
n in
Wis
cons
in w
ill
show
evi
denc
e of
dev
elop
men
tally
app
ropr
iate
abi
litie
s in
the
follo
win
g ar
eas:
A.E
L.1 E
xpre
sses
a w
ide
rang
e of
em
otio
ns. A
.EL.
2 U
nder
stan
ds a
nd
resp
onds
to o
ther
s’ em
otio
ns.
B .
SEL
F-C
ON
CEP
T D
evel
opm
enta
l Exp
ecta
tion
Chi
ldre
n in
Wis
cons
in w
ill h
ave
a pe
rson
al s
ense
of w
ell b
eing
. Per
form
ance
Sta
ndar
d D
urin
g th
e ea
rly
child
hood
per
iod,
chi
ldre
n in
Wis
cons
in w
ill s
how
evi
denc
e of
dev
elop
men
tally
app
ropr
iate
abi
litie
s in
the
follo
win
g ar
eas:
B.E
L.1 D
evel
ops
posi
tive
self-
este
em. B
.EL.
2 D
emon
stra
tes
self-
awar
enes
s.
C
. SO
CIA
L C
OM
PETE
NC
E D
evel
opm
enta
l Exp
ecta
tion
Chi
ldre
n in
Wis
cons
in w
ill fo
rm a
nd m
aint
ain
secu
re re
latio
nshi
ps a
nd g
ain
und
erst
and
ing
of
soc
ial s
yste
ms.
Per
form
ance
Sta
ndar
d D
urin
g th
e ea
rly
child
hood
per
iod,
chi
ldre
n in
Wis
cons
in w
ill s
how
evi
denc
e of
dev
elop
men
tally
ap
prop
riate
abi
litie
s in
the
follo
win
g ar
eas:
C.E
L.2
Enga
ges
in s
ocia
l int
erac
tion
and
play
s w
ith o
ther
s. C
.EL.
3 D
emon
stra
tes
unde
rsta
ndin
g of
rul
es
and
soci
al e
xpec
tatio
ns.
IV . A
PPR
OA
CH
ES T
O L
EAR
NIN
G B
. CR
EATI
VIT
Y A
ND
IMA
GIN
ATI
ON
Dev
elop
men
tal E
xpec
tatio
n C
hild
ren
in W
isco
nsin
will
use
inve
ntio
n,
imag
inat
ion,
and
pla
y to
ext
end
thei
r lea
rnin
g. P
erfo
rman
ce S
tand
ard
Dur
ing
the
earl
y ch
ildho
od p
erio
d, c
hild
ren
in W
isco
nsin
will
sho
w e
vide
nce
of d
evel
opm
enta
lly a
ppro
pria
te a
bilit
ies
in th
e fo
llow
ing
area
s: B
.EL.
1 Eng
ages
in im
agin
ativ
e pl
ay a
nd in
vent
ive
thin
king
thro
ugh
inte
ract
ions
with
pe
ople
, mat
eria
ls a
nd th
e en
viro
nmen
t.
WID
A E
arly
Lan
guag
e D
evel
opm
ent S
tand
ards
: Lan
guag
e of
Soc
ial a
nd E
mot
iona
l Dev
elop
men
t
Lang
uage
and
Lea
rnin
g G
oals
: Par
ticip
ates
in c
oope
rativ
e, im
agin
ativ
e pl
ay w
ith o
ther
s. E
xper
imen
ts a
nd p
ract
ices
app
roac
hes
to e
xpre
ss n
eeds
, so
lve
prob
lem
s, s
olve
con
flict
s, a
nd to
neg
otia
te.
Lang
uage
Inte
ract
ion
Lang
uage
Par
ticip
atio
n La
ngua
ge D
evel
opm
ent
Role
s: A
ll, w
ith a
spe
cific
“loo
k fo
r” a
roun
d ne
gotia
ting
and
prob
lem
sol
ving
. Ke
y U
ses
of la
ngua
ge:
Exp
ress
Sel
f, Re
coun
t, In
quiry
, Exp
lain
ing
Why
Usi
ng fu
ll lin
guis
tic re
pert
oire
to m
ake
mea
ning
du
ring
crea
tive,
imag
inat
ive
play
; eng
age
in
exte
nded
con
vers
atio
ns
Part
icip
ants
and
Lan
guag
e(s)
Use
d: C
hild
ren,
Ms.
Flo
res
(par
apro
fess
iona
l), m
e; S
pani
sh, H
mon
g, M
anda
rin, A
rabi
c, a
nd E
nglis
h ar
e us
ed.
Mak
ing
Con
nect
ions
: Usi
ng th
e XX
XXX
Earl
y Le
arni
ng S
tand
ards
and
WID
A E
arly
Yea
rs R
esou
rces
to P
lan
Inst
ruct
ion
for Y
oung
Mul
tilin
gual
Chi
ldre
n 36
Mak
ing
Con
nect
ions
: Usi
ng th
e XX
XXX
Earl
y Le
arni
ng S
tand
ards
and
WID
A E
arly
Yea
rs R
esou
rces
to P
lan
Inst
ruct
ion
for Y
oung
Mul
tilin
gual
Chi
ldre
n 37
Ms .
Cor
a’s
Lang
uage
-Foc
used
Pla
nnin
g To
ol: I
mag
inat
ive
Play
Wis
cons
in M
odel
Ear
ly L
earn
ing
Stan
dard
s:
II . S
OC
IAL
AN
D E
MO
TIO
NA
L D
EVEL
OPM
ENT
A . E
MO
TIO
NA
L D
EVEL
OPM
ENT
Dev
elop
men
tal E
xpec
tatio
n C
hild
ren
in W
isco
nsin
will
d
emon
stra
te e
mot
iona
l com
pete
nce
and
sel
f reg
ulat
ion.
Per
form
ance
Sta
ndar
d D
urin
g th
e ea
rly
child
hood
per
iod,
chi
ldre
n in
Wis
cons
in w
ill
show
evi
denc
e of
dev
elop
men
tally
app
ropr
iate
abi
litie
s in
the
follo
win
g ar
eas:
A.E
L.1 E
xpre
sses
a w
ide
rang
e of
em
otio
ns. A
.EL.
2 U
nder
stan
ds a
nd
resp
onds
to o
ther
s’ em
otio
ns.
B .
SEL
F-C
ON
CEP
T D
evel
opm
enta
l Exp
ecta
tion
Chi
ldre
n in
Wis
cons
in w
ill h
ave
a pe
rson
al s
ense
of w
ell b
eing
. Per
form
ance
Sta
ndar
d D
urin
g th
e ea
rly
child
hood
per
iod,
chi
ldre
n in
Wis
cons
in w
ill s
how
evi
denc
e of
dev
elop
men
tally
app
ropr
iate
abi
litie
s in
the
follo
win
g ar
eas:
B.E
L.1 D
evel
ops
posi
tive
self-
este
em. B
.EL.
2 D
emon
stra
tes
self-
awar
enes
s.
C
. SO
CIA
L C
OM
PETE
NC
E D
evel
opm
enta
l Exp
ecta
tion
Chi
ldre
n in
Wis
cons
in w
ill fo
rm a
nd m
aint
ain
secu
re re
latio
nshi
ps a
nd g
ain
und
erst
and
ing
of
soc
ial s
yste
ms.
Per
form
ance
Sta
ndar
d D
urin
g th
e ea
rly
child
hood
per
iod,
chi
ldre
n in
Wis
cons
in w
ill s
how
evi
denc
e of
dev
elop
men
tally
ap
prop
riate
abi
litie
s in
the
follo
win
g ar
eas:
C.E
L.2
Enga
ges
in s
ocia
l int
erac
tion
and
play
s w
ith o
ther
s. C
.EL.
3 D
emon
stra
tes
unde
rsta
ndin
g of
rul
es
and
soci
al e
xpec
tatio
ns.
IV . A
PPR
OA
CH
ES T
O L
EAR
NIN
G B
. CR
EATI
VIT
Y A
ND
IMA
GIN
ATI
ON
Dev
elop
men
tal E
xpec
tatio
n C
hild
ren
in W
isco
nsin
will
use
inve
ntio
n,
imag
inat
ion,
and
pla
y to
ext
end
thei
r lea
rnin
g. P
erfo
rman
ce S
tand
ard
Dur
ing
the
earl
y ch
ildho
od p
erio
d, c
hild
ren
in W
isco
nsin
will
sho
w e
vide
nce
of d
evel
opm
enta
lly a
ppro
pria
te a
bilit
ies
in th
e fo
llow
ing
area
s: B
.EL.
1 Eng
ages
in im
agin
ativ
e pl
ay a
nd in
vent
ive
thin
king
thro
ugh
inte
ract
ions
with
pe
ople
, mat
eria
ls a
nd th
e en
viro
nmen
t.
WID
A E
arly
Lan
guag
e D
evel
opm
ent S
tand
ards
: Lan
guag
e of
Soc
ial a
nd E
mot
iona
l Dev
elop
men
t
Lang
uage
and
Lea
rnin
g G
oals
: Par
ticip
ates
in c
oope
rativ
e, im
agin
ativ
e pl
ay w
ith o
ther
s. E
xper
imen
ts a
nd p
ract
ices
app
roac
hes
to e
xpre
ss n
eeds
, so
lve
prob
lem
s, s
olve
con
flict
s, a
nd to
neg
otia
te.
Lang
uage
Inte
ract
ion
Lang
uage
Par
ticip
atio
n La
ngua
ge D
evel
opm
ent
Role
s: A
ll, w
ith a
spe
cific
“loo
k fo
r” a
roun
d ne
gotia
ting
and
prob
lem
sol
ving
. Ke
y U
ses
of la
ngua
ge:
Exp
ress
Sel
f, Re
coun
t, In
quiry
, Exp
lain
ing
Why
Usi
ng fu
ll lin
guis
tic re
pert
oire
to m
ake
mea
ning
du
ring
crea
tive,
imag
inat
ive
play
; eng
age
in
exte
nded
con
vers
atio
ns
Part
icip
ants
and
Lan
guag
e(s)
Use
d: C
hild
ren,
Ms.
Flo
res
(par
apro
fess
iona
l), m
e; S
pani
sh, H
mon
g, M
anda
rin, A
rabi
c, a
nd E
nglis
h ar
e us
ed.
See
how
M
s . C
ora
used
th
e to
ol
Ms .
Cor
a’s
Lang
uage
-Foc
used
Pla
nnin
g To
ol: I
mag
inat
ive
Play
Plan
s
Sett
ing
C
ho
ice
pla
y t
ime
in t
he
mo
rnin
g;
kit
ch
en
pla
y a
rea a
nd
se
nso
ry t
able
Act
ivity
Ch
ildre
n c
an
ch
oo
se t
he
ir p
lay, b
ut
I ass
um
e t
he
y w
ill
co
nti
nu
e t
o u
se t
he
se
nso
ry t
ab
le a
s th
eir
“g
ard
en
,” c
oo
k a
nd
se
rve
fo
od
in t
he
kit
ch
en
are
a, a
nd
pla
y f
arm
ers
’ mark
et.
I w
ill a
sk c
hild
ren
pri
or
to s
en
din
g t
he
m o
ff, w
hat
the
y a
re p
lan
nin
g t
o p
lay.
Ms.
Flo
res
an
d I
will
use
th
e o
pp
ort
un
ity t
o
obse
rve
an
d n
ote
lan
gu
ag
e p
racti
ce
s, a
nd
use
so
me
te
ach
ab
le o
pp
ort
un
itie
s th
at
ari
se t
o e
xte
nd
th
e c
on
vers
ati
on
s an
d m
od
el
som
e n
eg
oti
ati
ng
/p
roble
m
solv
ing
lan
gu
ag
e a
s w
e e
ng
ag
e in
ch
ildre
n’s
pla
y a
s p
art
icip
an
ts.
Mea
ltim
e
Tra
nsiti
ons
R
outin
es
T
each
er-D
irect
ed
C
hild
-Dire
cted
(cho
ice)
L
arge
Gro
up
Sm
all G
roup
Out
door
Pla
y
Oth
er:
Imag
inati
ve P
lay A
reas
T
each
er-
Gu
ide
d
Lang
uage
Inte
ract
ion
(Circ
le a
ll th
at a
pply
)
List
ens
Onl
y
Ini
tiate
s C
onve
rsat
ions
Sha
res
Idea
s
R
espo
nds
to Q
uest
ions
Ask
s fo
r Cla
rific
atio
n
A
sks
for P
erm
issi
on
Neg
otia
tes/
Prob
lem
-sol
ves
Exp
lain
s W
hy
O
ther
• R
oam
an
d o
bse
rve
inte
racti
on
s (j
ot
do
wn
a f
ew
lan
gu
ag
e s
am
ple
s), e
ng
ag
e w
ith
ch
ild
ren
in p
lay a
nd
mo
de
l in
tera
cti
on
s, s
pe
cif
icall
y a
rou
nd
ne
go
tiati
ng
an
d p
roble
m s
olv
ing
• O
ur
Lan
gu
ag
e:
Ne
go
tiati
ng
an
d P
roble
m S
olv
ing
: N
eg
oti
ati
ng
an
d P
roble
m S
olv
ing
: W
hat
hap
pe
ne
d? I
s th
ere
a p
rob
lem
? D
id y
ou
talk
abo
ut
it? H
ow
do
yo
u t
hin
k y
ou
can
so
lve
th
is?
Te
ll m
e m
ore
… W
hat
do
yo
u n
ee
d? H
ow
can
I h
elp
? M
aybe
… W
hat
if w
e t
ry…
Lang
uage
Par
ticip
atio
n
• G
ath
er
lan
gu
ag
e s
am
ple
s aro
un
d K
ey U
ses,
sp
ecif
icall
y f
or
Vale
nti
na a
nd
Ge
rard
o (
Ms.
Flo
res)
, Ch
ue
an
d H
en
ry (
Me
)
Mak
ing
Con
nect
ions
: Usi
ng th
e XX
XXX
Earl
y Le
arni
ng S
tand
ards
and
WID
A E
arly
Yea
rs R
esou
rces
to P
lan
Inst
ruct
ion
for Y
oung
Mul
tilin
gual
Chi
ldre
n 38
See
how
M
s . C
ora
used
th
e to
ol
Ms .
Cor
a’s
Lang
uage
-Foc
used
Pla
nnin
g To
ol: I
mag
inat
ive
Play
Plan
s
Lang
uage
Dev
elop
men
t
• E
nco
ura
ge
Ch
ildre
n t
o a
sk f
or
cla
rifi
cati
on
an
d e
xpre
ss t
he
ir f
ee
lin
gs
(I d
on
’t l
ike
it w
he
n…
I a
m u
pse
t be
cau
se…
I’m
… W
hy d
id y
ou
do
th
at?
Are
yo
u…
Le
t’s
talk
abo
ut
it.)
• O
ur
lan
gu
ag
e:
Op
en
-e
nd
ed
qu
est
ion
s to
en
co
ura
ge
exp
an
de
d c
on
vers
ati
on
s (W
hy…
Ho
w…
Te
ll m
e m
ore
… W
hat
do
/d
id…
• W
hat
do
yo
u d
o in
yo
ur
gard
en
at
ho
me
? H
ow
did
yo
u a
ll d
ecid
e t
o…
Wh
y d
id y
ou
do
it t
his
way?
)
Envi
ronm
ent a
nd R
esou
rces
Pe
er-
to-
pe
er
inte
racti
on
s in
a v
ari
ety
of
lan
gu
ag
es,
bo
dy l
an
gu
ag
e a
nd
ge
stu
res,
gard
en
ing
, co
ok
ing
, farm
er’
s m
ark
et
an
d f
oo
d p
lay it
em
s re
pre
sen
tati
ve
of
the
ch
ildre
n’s
cu
ltu
ral
pra
cti
ce
s, k
no
wle
dg
e a
bo
ut
gard
en
ing
, co
ok
ing
, farm
er’
s m
ark
et
an
d f
oo
d, v
alu
ing
all
lan
gu
ag
e a
nd
cu
ltu
ral
pra
cti
ce
s
Not
es
Sch
ed
ule
a t
ime
fo
r M
s. F
lore
s an
d I
to
talk
abo
ut
ou
r n
ote
s so
we
can
pla
n s
om
e f
utu
re a
cti
vit
ies
tog
eth
er.
Mak
ing
Con
nect
ions
: Usi
ng th
e XX
XXX
Earl
y Le
arni
ng S
tand
ards
and
WID
A E
arly
Yea
rs R
esou
rces
to P
lan
Inst
ruct
ion
for Y
oung
Mul
tilin
gual
Chi
ldre
n 38
Mak
ing
Con
nect
ions
: Usi
ng th
e XX
XXX
Earl
y Le
arni
ng S
tand
ards
and
WID
A E
arly
Yea
rs R
esou
rces
to P
lan
Inst
ruct
ion
for Y
oung
Mul
tilin
gual
Chi
ldre
n 39
Ms .
Cor
a’s
Lang
uage
-Foc
used
Pla
nnin
g To
ol: I
mag
inat
ive
Play
Plan
s
Lang
uage
Dev
elop
men
t
• E
nco
ura
ge
Ch
ildre
n t
o a
sk f
or
cla
rifi
cati
on
an
d e
xpre
ss t
he
ir f
ee
lin
gs
(I d
on
’t l
ike
it w
he
n…
I a
m u
pse
t be
cau
se…
I’m
… W
hy d
id y
ou
do
th
at?
Are
yo
u…
Le
t’s
talk
abo
ut
it.)
• O
ur
lan
gu
ag
e:
Op
en
-e
nd
ed
qu
est
ion
s to
en
co
ura
ge
exp
an
de
d c
on
vers
ati
on
s (W
hy…
Ho
w…
Te
ll m
e m
ore
… W
hat
do
/d
id…
• W
hat
do
yo
u d
o in
yo
ur
gard
en
at
ho
me
? H
ow
did
yo
u a
ll d
ecid
e t
o…
Wh
y d
id y
ou
do
it t
his
way?
)
Envi
ronm
ent a
nd R
esou
rces
Pe
er-
to-
pe
er
inte
racti
on
s in
a v
ari
ety
of
lan
gu
ag
es,
bo
dy l
an
gu
ag
e a
nd
ge
stu
res,
gard
en
ing
, co
ok
ing
, farm
er’
s m
ark
et
an
d f
oo
d p
lay it
em
s re
pre
sen
tati
ve
of
the
ch
ildre
n’s
cu
ltu
ral
pra
cti
ce
s, k
no
wle
dg
e a
bo
ut
gard
en
ing
, co
ok
ing
, farm
er’
s m
ark
et
an
d f
oo
d, v
alu
ing
all
lan
gu
ag
e a
nd
cu
ltu
ral
pra
cti
ce
s
Not
es
Sch
ed
ule
a t
ime
fo
r M
s. F
lore
s an
d I
to
talk
abo
ut
ou
r n
ote
s so
we
can
pla
n s
om
e f
utu
re a
cti
vit
ies
tog
eth
er.
See
how
M
s . C
ora
used
th
e to
ol
Prac
tical
Poi
nter
s: Im
agin
ativ
e Pl
ayH
ere
are
som
e w
ays
Ms.
Cor
a in
tent
iona
lly e
mbe
dded
a la
ngua
ge-f
ocus
ed a
ppro
ach
into
her
pla
nnin
g.
Ms.
Cor
a un
ders
tand
s th
at c
hild
ren
ofte
n us
e m
ore
com
plex
, cre
ativ
e la
ngua
ge d
urin
g pl
ay, a
nd p
lay
ofte
n af
ford
s th
em m
any
oppo
rtun
ities
to
use
lang
uage
ass
ocia
ted
with
soc
ial-
emot
iona
l dev
elop
men
t. Th
eref
ore,
M
s. C
ora
uses
this
chi
ld-d
irect
ed a
ctiv
ity a
s an
opp
ortu
nity
to b
oth
obse
rve
child
ren’
s la
ngua
ge u
se a
nd fa
cilit
ate,
or g
uide
, lan
guag
e in
tera
ctio
ns. M
s. C
ora
does
not
dire
ct o
r con
trol
the
play
.
Im
agin
ativ
e Pl
ay A
rea
The
obse
rvat
ions
and
not
es M
s. C
ora
mak
es d
urin
g th
e ch
ildre
n’s
im
agin
ativ
e pl
ay ti
me
will
hel
p M
s. C
ora
thin
k ab
out a
nd p
lan
for t
he ro
les
she
and
Ms.
Flo
res
may
wan
t to
assu
me,
and
the
kind
of q
uest
ions
they
may
w
ish
to a
sk, i
n fu
ture
pla
y ac
tiviti
es.
Ms.
Cor
a an
d M
s. F
lore
s do
cum
ent t
heir
obse
rvat
ions
in s
ever
al w
ays.
The
y al
way
s ca
rry
stic
ky n
otes
and
pen
s, th
ey w
rite
in a
not
eboo
k th
ey s
hare
.
M
s. C
ora
keep
s he
r not
eboo
k ha
ndy.
Mak
ing
Con
nect
ions
: Usi
ng th
e XX
XXX
Earl
y Le
arni
ng S
tand
ards
and
WID
A E
arly
Yea
rs R
esou
rces
to P
lan
Inst
ruct
ion
for Y
oung
Mul
tilin
gual
Chi
ldre
n 40
See
how
M
s . C
ora
used
th
e to
ol
Ms .
Cor
a’s
Lang
uage
-Foc
used
Pla
nnin
g To
ol: C
o-cr
eatin
g L
ang
uag
e an
d
Lite
racy
Res
ourc
es
Wis
cons
in M
odel
Ear
ly L
earn
ing
Stan
dard
s:
III . L
AN
GU
AG
E D
EVEL
OPM
ENT
AN
D C
OM
MU
NIC
ATI
ON
C . E
AR
LY L
ITER
AC
Y D
evel
opm
enta
l Exp
ecta
tion
Chi
ldre
n in
Wis
cons
in w
ill h
ave
the
liter
acy
skill
s an
d c
once
pts
need
ed to
bec
ome
succ
essf
ul re
ader
s an
d w
riter
s. P
erfo
rman
ce S
tand
ard
Dur
ing
the
earl
y ch
ildho
od p
erio
d, c
hild
ren
in
Wis
cons
in w
ill s
how
evi
denc
e of
dev
elop
men
tally
app
ropr
iate
abi
litie
s in
the
follo
win
g ar
eas:
C.E
L.3
Show
s ap
prec
iatio
n of
boo
ks a
nd u
nder
stan
ds
how
prin
t wor
ks. C
.EL.
4 U
ses
writ
ing
to re
pres
ent t
houg
hts
or id
eas.
IV . A
PPR
OA
CH
ES T
O L
EAR
NIN
G C
. DIV
ERSI
TY IN
LEA
RN
ING
C . D
evel
opm
enta
l Exp
ecta
tion
Chi
ldre
n in
Wis
cons
in w
ill e
ngag
e in
div
erse
ap
proa
ches
to le
arni
ng th
at re
flect
soc
ial a
nd c
ultu
ral c
onte
xts
such
as
biol
ogy,
fam
ily h
isto
ry, c
ultu
re, a
nd in
div
idua
l lea
rnin
g s
tyle
s. P
erfo
rman
ce
Stan
dard
Dur
ing
the
earl
y ch
ildho
od p
erio
d, c
hild
ren
in W
isco
nsin
will
sho
w e
vide
nce
of d
evel
opm
enta
lly a
ppro
pria
te a
bilit
ies
in th
e fo
llow
ing
area
s: E
L.1 E
xper
ienc
es a
var
iety
of r
outin
es, p
ract
ices
, and
lang
uage
s. C
.EL.
2 L
earn
s w
ithin
the
cont
ext o
f his
/her
fam
ily a
nd c
ultu
re.
WID
A E
arly
Lan
guag
e D
evel
opm
ent S
tand
ards
: Lan
guag
e of
Ear
ly L
angu
age
Dev
elop
men
t and
Lite
racy
, Lan
guag
e of
Soc
ial S
tudi
es
Lang
uage
and
Lea
rnin
g G
oals
: Ora
lly s
hare
s id
eas
and
mes
sage
s ab
out e
xper
ienc
es a
nd le
arni
ng (h
ome,
com
mun
ity, a
nd c
lass
room
) rel
ated
to
gar
deni
ng a
nd fo
od. U
nder
stan
ds te
xt p
rinte
d in
boo
ks a
nd o
ther
sou
rces
, no
mat
ter t
he la
ngua
ge in
whi
ch th
ey a
re w
ritte
n, c
arrie
s id
eas,
m
essa
ges,
and
mea
ning
. Dem
onst
rate
s in
tere
st a
nd c
urio
sity
abo
ut o
ther
chi
ldre
n’s
hom
e la
ngua
ge a
nd c
ultu
res.
Lang
uage
Inte
ract
ion
Lang
uage
Par
ticip
atio
n La
ngua
ge D
evel
opm
ent
Role
s: L
iste
ns o
nly,
Initi
ates
con
vers
atio
ns,
Shar
es id
eas,
Res
pond
s to
que
stio
ns
Key
Use
s of
lang
uag
e: E
xpre
ss S
elf,
Reco
unt,
Inqu
ireC
hild
ren
dem
onst
ratin
g th
eir l
angu
age
prac
tices
are
val
ued
and
wel
com
ed b
y us
ing
entir
e lin
guis
tic re
pert
oire
to g
row
lang
uage
us
e; s
harin
g la
ngua
ge
Part
icip
ants
and
Lan
guag
e(s)
Use
d: M
e (p
rimar
ily E
nglis
h), M
s. F
lore
s (E
nglis
h an
d Sp
anis
h), M
s. C
heng
(Hm
ong
and
Engl
ish)
, Hig
h Sc
hool
Vol
unte
ers
(Ara
bic
and
Engl
ish)
, Chi
ldre
n (a
var
iety
of l
angu
ages
), Fa
mili
es (a
var
iety
of l
angu
ages
)
Mak
ing
Con
nect
ions
: Usi
ng th
e XX
XXX
Earl
y Le
arni
ng S
tand
ards
and
WID
A E
arly
Yea
rs R
esou
rces
to P
lan
Inst
ruct
ion
for Y
oung
Mul
tilin
gual
Chi
ldre
n 40
Mak
ing
Con
nect
ions
: Usi
ng th
e XX
XXX
Earl
y Le
arni
ng S
tand
ards
and
WID
A E
arly
Yea
rs R
esou
rces
to P
lan
Inst
ruct
ion
for Y
oung
Mul
tilin
gual
Chi
ldre
n 41
Ms .
Cor
a’s
Lang
uage
-Foc
used
Pla
nnin
g To
ol: C
o-cr
eatin
g L
ang
uag
e an
d
Lite
racy
Res
ourc
es
Wis
cons
in M
odel
Ear
ly L
earn
ing
Stan
dard
s:
III . L
AN
GU
AG
E D
EVEL
OPM
ENT
AN
D C
OM
MU
NIC
ATI
ON
C . E
AR
LY L
ITER
AC
Y D
evel
opm
enta
l Exp
ecta
tion
Chi
ldre
n in
Wis
cons
in w
ill h
ave
the
liter
acy
skill
s an
d c
once
pts
need
ed to
bec
ome
succ
essf
ul re
ader
s an
d w
riter
s. P
erfo
rman
ce S
tand
ard
Dur
ing
the
earl
y ch
ildho
od p
erio
d, c
hild
ren
in
Wis
cons
in w
ill s
how
evi
denc
e of
dev
elop
men
tally
app
ropr
iate
abi
litie
s in
the
follo
win
g ar
eas:
C.E
L.3
Show
s ap
prec
iatio
n of
boo
ks a
nd u
nder
stan
ds
how
prin
t wor
ks. C
.EL.
4 U
ses
writ
ing
to re
pres
ent t
houg
hts
or id
eas.
IV . A
PPR
OA
CH
ES T
O L
EAR
NIN
G C
. DIV
ERSI
TY IN
LEA
RN
ING
C . D
evel
opm
enta
l Exp
ecta
tion
Chi
ldre
n in
Wis
cons
in w
ill e
ngag
e in
div
erse
ap
proa
ches
to le
arni
ng th
at re
flect
soc
ial a
nd c
ultu
ral c
onte
xts
such
as
biol
ogy,
fam
ily h
isto
ry, c
ultu
re, a
nd in
div
idua
l lea
rnin
g s
tyle
s. P
erfo
rman
ce
Stan
dard
Dur
ing
the
earl
y ch
ildho
od p
erio
d, c
hild
ren
in W
isco
nsin
will
sho
w e
vide
nce
of d
evel
opm
enta
lly a
ppro
pria
te a
bilit
ies
in th
e fo
llow
ing
area
s: E
L.1 E
xper
ienc
es a
var
iety
of r
outin
es, p
ract
ices
, and
lang
uage
s. C
.EL.
2 L
earn
s w
ithin
the
cont
ext o
f his
/her
fam
ily a
nd c
ultu
re.
WID
A E
arly
Lan
guag
e D
evel
opm
ent S
tand
ards
: Lan
guag
e of
Ear
ly L
angu
age
Dev
elop
men
t and
Lite
racy
, Lan
guag
e of
Soc
ial S
tudi
es
Lang
uage
and
Lea
rnin
g G
oals
: Ora
lly s
hare
s id
eas
and
mes
sage
s ab
out e
xper
ienc
es a
nd le
arni
ng (h
ome,
com
mun
ity, a
nd c
lass
room
) rel
ated
to
gar
deni
ng a
nd fo
od. U
nder
stan
ds te
xt p
rinte
d in
boo
ks a
nd o
ther
sou
rces
, no
mat
ter t
he la
ngua
ge in
whi
ch th
ey a
re w
ritte
n, c
arrie
s id
eas,
m
essa
ges,
and
mea
ning
. Dem
onst
rate
s in
tere
st a
nd c
urio
sity
abo
ut o
ther
chi
ldre
n’s
hom
e la
ngua
ge a
nd c
ultu
res.
Lang
uage
Inte
ract
ion
Lang
uage
Par
ticip
atio
n La
ngua
ge D
evel
opm
ent
Role
s: L
iste
ns o
nly,
Initi
ates
con
vers
atio
ns,
Shar
es id
eas,
Res
pond
s to
que
stio
ns
Key
Use
s of
lang
uag
e: E
xpre
ss S
elf,
Reco
unt,
Inqu
ireC
hild
ren
dem
onst
ratin
g th
eir l
angu
age
prac
tices
are
val
ued
and
wel
com
ed b
y us
ing
entir
e lin
guis
tic re
pert
oire
to g
row
lang
uage
us
e; s
harin
g la
ngua
ge
Part
icip
ants
and
Lan
guag
e(s)
Use
d: M
e (p
rimar
ily E
nglis
h), M
s. F
lore
s (E
nglis
h an
d Sp
anis
h), M
s. C
heng
(Hm
ong
and
Engl
ish)
, Hig
h Sc
hool
Vol
unte
ers
(Ara
bic
and
Engl
ish)
, Chi
ldre
n (a
var
iety
of l
angu
ages
), Fa
mili
es (a
var
iety
of l
angu
ages
)
See
how
M
s . C
ora
used
th
e to
olM
s . C
ora’
s La
ngua
ge-F
ocus
ed P
lann
ing
Tool
: Co-
crea
ting
Lan
gua
ge
and
Li
tera
cy R
esou
rces
Plan
s
Sett
ing
B
eg
in d
ay a
fte
r o
utd
oo
r acti
vit
y /
Sm
all
gro
up
s d
uri
ng
mo
rnin
g c
en
ter
tim
e /
Larg
e g
rou
ps
du
rin
g s
eve
ral
mo
rnin
g c
ircle
tim
es
Act
ivity
Sm
all
Gro
up
s:
• B
eg
in t
o c
o-
cre
ate
a g
ard
en
/fo
od
KW
WL
(K
no
w, W
on
de
r, W
he
re, a
nd
Le
arn
ed
) ch
art
an
d l
an
gu
ag
e w
all
s
• A
sk c
hild
ren
wh
at
the
y k
no
w (
K),
wh
at
the
y s
till
wo
nd
er
(W),
an
d w
he
re (
W)
we
mig
ht
fin
d o
ut.
• I
ne
ed
to
be
su
re t
o s
hare
th
e s
mall
gro
up
pla
ns
an
d l
an
gu
ag
e e
xam
ple
s w
ith
vo
lun
tee
rs a
nd
Ms.
Flo
res
ah
ead
of
tim
e s
o t
he
y c
an
be
pre
pare
d.
• M
s. F
lore
s (b
ilin
gu
al
para
pro
fess
ion
al)
– s
mall
gro
up
of
Sp
an
ish
sp
eak
ers
• M
s. C
he
ng
(p
are
nt
vo
lun
tee
r) –
sm
all
gro
up
of
Hm
on
g s
pe
ak
ers
• H
igh
sch
oo
l st
ud
en
t vo
lun
tee
rs –
sm
all
gro
up
of
Ara
bic
sp
eak
ers
• M
e -
sm
all
gro
up
s o
f E
ng
lish
an
d M
an
dari
n s
pe
ak
ers
Larg
e G
rou
ps
• U
se s
eve
ral
larg
e g
rou
p t
ime
s to
gra
du
all
y a
dd
wo
rds/
ph
rase
s th
e c
hild
ren
have
cre
ate
d u
nd
er
the
gard
en
/fo
od
/p
ho
tos/
real
obje
cts
/p
ictu
res
on
th
e
lan
gu
ag
e w
all
• A
dd
En
glis
h t
o t
he
KW
WL
wo
rds/
ph
rase
s in
oth
er
lan
gu
ag
es
the
ch
ild
ren
co
-cre
ate
d in
sm
all
gro
up
s
• A
sk t
he
ch
ildre
n a
nd
Ms.
Flo
res
to h
elp
an
d u
se t
he
no
tes
the
vo
lun
tee
rs l
eft
me
to
he
lp t
ran
slate
• M
e/
Ms.
Flo
res
– l
arg
e g
rou
p/
man
y l
an
gu
ag
es
Mea
ltim
e
Tra
nsiti
ons
R
outin
es
T
each
er-D
irect
ed
C
hild
-Dire
cted
(cho
ice)
L
arge
Gro
up
Sm
all G
roup
Out
door
Pla
y
Oth
er:
Ho
me-
Sch
oo
l L
earn
ing
an
d L
an
gu
ag
ing
Ext
en
sio
n
Mak
ing
Con
nect
ions
: Usi
ng th
e XX
XXX
Earl
y Le
arni
ng S
tand
ards
and
WID
A E
arly
Yea
rs R
esou
rces
to P
lan
Inst
ruct
ion
for Y
oung
Mul
tilin
gual
Chi
ldre
n 42
See
how
M
s . C
ora
used
th
e to
ol M
s . C
ora’
s La
ngua
ge-F
ocus
ed P
lann
ing
Tool
: Co-
crea
ting
Lan
gua
ge
and
Li
tera
cy R
esou
rces
Plan
s
Lang
uage
Inte
ract
ion
(Circ
le a
ll th
at a
pply
)
List
ens
Onl
y
Ini
tiate
s C
onve
rsat
ions
Sha
res
Idea
s
R
espo
nds
to Q
uest
ions
Ask
s fo
r Cla
rific
atio
n
A
sks
for P
erm
issi
on
Neg
otia
tes/
Prob
lem
-sol
ves
Exp
lain
s W
hy
O
ther
• A
du
lts
mo
de
l th
e r
ole
s o
f L
iste
nin
g, I
nit
iati
ng
co
nve
rsati
on
s an
d A
skin
g q
ue
stio
ns.
Giv
e c
hild
ren
an
op
po
rtu
nit
y t
o a
sk e
ach
oth
er
qu
est
ion
s an
d
nam
e t
hin
gs.
(u
se p
op
sicle
sti
ck
s fo
r tu
rn t
ak
ing
)
• O
ur
Lan
gu
ag
e/
mo
de
ling
: L
iste
nin
gL
iste
nin
g (
att
en
tive
, lo
ok
ing
at
spe
ak
er,
no
dd
ing
he
ad
, sm
ilin
g I
nit
iate
co
nve
rsati
on
sIn
itia
te c
on
vers
ati
on
s L
et’
s ta
lk a
bo
ut…
Le
t’s
liste
n t
o…
Le
t’s
giv
e a
ch
an
ce
to
ask
a q
ue
stio
n... {c
hild
’s n
am
e}
do
yo
u w
an
t a t
urn
no
w t
o a
sk a
qu
est
ion
? A
skin
g q
ue
stio
ns:
Ask
ing
qu
est
ion
s: W
hat
have
yo
u e
njo
ye
d d
oin
g in
th
e
gard
en
? T
ell
me
abo
ut
wh
at
yo
u d
id w
ith
yo
ur
fam
ily. D
o y
ou
use
so
me
of
the
se t
oo
ls in
yo
ur
gard
en
? H
ow
do
yo
u h
elp
ou
t in
th
e g
ard
en
? W
hat
kin
ds
of
foo
d d
o y
ou
pla
nt?
Wh
at
is t
his
? H
ow
do
we
use
it in
th
e g
ard
en
? D
o y
ou
eat
this
fo
od
at
ho
me
? D
o y
ou
lik
e it
? W
hat
are
so
me
of
yo
ur
favo
rite
foo
ds?
Te
ll u
s m
ore
…
Lang
uage
Par
ticip
atio
n
Ch
ildre
n’s
exp
ress
ive
lan
gu
ag
e:
Exp
ress
Se
lf:
Be
cau
se…
I l
ike
to
… Y
es,
I l
ike
it…
No
I d
on
’t l
ike
it…
Re
co
un
t: I
t’s
a…
I h
elp
… I
n t
he
gard
en
we
… M
y m
om
mak
es…
We
eat…
In
qu
ire
(se
e s
am
ple
qu
est
ion
s abo
ve)
Lang
uage
Dev
elop
men
t
• E
nco
ura
ge
ch
ildre
n t
o u
se t
he
ir e
nti
re l
ing
uis
tic r
ep
ert
oir
e;
tak
e c
on
vers
ati
on
al
turn
s; s
hare
th
eir
ho
me
lan
gu
ag
e w
ith
oth
ers
• M
y s
am
ple
lan
gu
ag
e s
cri
pt
for
larg
e g
rou
ps:
Lan
gu
ag
e W
all
: L
an
gu
ag
e W
all
: L
et’
s p
ut
som
e p
hra
ses
an
d w
ord
s u
p o
n o
ur
lan
gu
ag
e w
all
. T
his
wo
rd is
in A
rabic
. S
ee
ho
w b
eau
tifu
l it
is w
ritt
en
. T
his
says…
So
wh
ere
sh
ou
ld I
pu
t it
? Y
es,
th
an
k y
ou
! K
WW
L:
KW
WL
: L
et’
s k
ee
p s
hari
ng
ou
r q
ue
stio
ns
an
d a
ll w
e k
no
w w
ith
each
oth
er.
He
re is
a q
ue
stio
n in
Sp
an
ish
—I
love
th
e w
ay S
pan
ish
is w
ritt
en
to
o. O
k, I
am
go
ing
to
try
an
d r
ead
it.
Did
th
at
sou
nd
OK
? I
am
go
ing
to
wri
te
that
qu
est
ion
in E
ng
lish
to
o s
o I
can
re
me
mbe
r w
hat
yo
u a
ll w
on
de
r. H
ere
is s
om
eth
ing
yo
u k
no
w w
ritt
en
in A
rabic
—le
t’s
pu
t th
at
in E
ng
lish
to
o.
Mak
ing
Con
nect
ions
: Usi
ng th
e XX
XXX
Earl
y Le
arni
ng S
tand
ards
and
WID
A E
arly
Yea
rs R
esou
rces
to P
lan
Inst
ruct
ion
for Y
oung
Mul
tilin
gual
Chi
ldre
n 42
Mak
ing
Con
nect
ions
: Usi
ng th
e XX
XXX
Earl
y Le
arni
ng S
tand
ards
and
WID
A E
arly
Yea
rs R
esou
rces
to P
lan
Inst
ruct
ion
for Y
oung
Mul
tilin
gual
Chi
ldre
n 43
Ms .
Cor
a’s
Lang
uage
-Foc
used
Pla
nnin
g To
ol: C
o-cr
eatin
g L
ang
uag
e an
d
Lite
racy
Res
ourc
es
Plan
s
Lang
uage
Inte
ract
ion
(Circ
le a
ll th
at a
pply
)
List
ens
Onl
y
Ini
tiate
s C
onve
rsat
ions
Sha
res
Idea
s
R
espo
nds
to Q
uest
ions
Ask
s fo
r Cla
rific
atio
n
A
sks
for P
erm
issi
on
Neg
otia
tes/
Prob
lem
-sol
ves
Exp
lain
s W
hy
O
ther
• A
du
lts
mo
de
l th
e r
ole
s o
f L
iste
nin
g, I
nit
iati
ng
co
nve
rsati
on
s an
d A
skin
g q
ue
stio
ns.
Giv
e c
hild
ren
an
op
po
rtu
nit
y t
o a
sk e
ach
oth
er
qu
est
ion
s an
d
nam
e t
hin
gs.
(u
se p
op
sicle
sti
ck
s fo
r tu
rn t
ak
ing
)
• O
ur
Lan
gu
ag
e/
mo
de
ling
: L
iste
nin
gL
iste
nin
g (
att
en
tive
, lo
ok
ing
at
spe
ak
er,
no
dd
ing
he
ad
, sm
ilin
g I
nit
iate
co
nve
rsati
on
sIn
itia
te c
on
vers
ati
on
s L
et’
s ta
lk a
bo
ut…
Le
t’s
liste
n t
o…
Le
t’s
giv
e a
ch
an
ce
to
ask
a q
ue
stio
n... {c
hild
’s n
am
e}
do
yo
u w
an
t a t
urn
no
w t
o a
sk a
qu
est
ion
? A
skin
g q
ue
stio
ns:
Ask
ing
qu
est
ion
s: W
hat
have
yo
u e
njo
ye
d d
oin
g in
th
e
gard
en
? T
ell
me
abo
ut
wh
at
yo
u d
id w
ith
yo
ur
fam
ily. D
o y
ou
use
so
me
of
the
se t
oo
ls in
yo
ur
gard
en
? H
ow
do
yo
u h
elp
ou
t in
th
e g
ard
en
? W
hat
kin
ds
of
foo
d d
o y
ou
pla
nt?
Wh
at
is t
his
? H
ow
do
we
use
it in
th
e g
ard
en
? D
o y
ou
eat
this
fo
od
at
ho
me
? D
o y
ou
lik
e it
? W
hat
are
so
me
of
yo
ur
favo
rite
foo
ds?
Te
ll u
s m
ore
…
Lang
uage
Par
ticip
atio
n
Ch
ildre
n’s
exp
ress
ive
lan
gu
ag
e:
Exp
ress
Se
lf:
Be
cau
se…
I l
ike
to
… Y
es,
I l
ike
it…
No
I d
on
’t l
ike
it…
Re
co
un
t: I
t’s
a…
I h
elp
… I
n t
he
gard
en
we
… M
y m
om
mak
es…
We
eat…
In
qu
ire
(se
e s
am
ple
qu
est
ion
s abo
ve)
Lang
uage
Dev
elop
men
t
• E
nco
ura
ge
ch
ildre
n t
o u
se t
he
ir e
nti
re l
ing
uis
tic r
ep
ert
oir
e;
tak
e c
on
vers
ati
on
al
turn
s; s
hare
th
eir
ho
me
lan
gu
ag
e w
ith
oth
ers
• M
y s
am
ple
lan
gu
ag
e s
cri
pt
for
larg
e g
rou
ps:
Lan
gu
ag
e W
all
: L
an
gu
ag
e W
all
: L
et’
s p
ut
som
e p
hra
ses
an
d w
ord
s u
p o
n o
ur
lan
gu
ag
e w
all
. T
his
wo
rd is
in A
rabic
. S
ee
ho
w b
eau
tifu
l it
is w
ritt
en
. T
his
says…
So
wh
ere
sh
ou
ld I
pu
t it
? Y
es,
th
an
k y
ou
! K
WW
L:
KW
WL
: L
et’
s k
ee
p s
hari
ng
ou
r q
ue
stio
ns
an
d a
ll w
e k
no
w w
ith
each
oth
er.
He
re is
a q
ue
stio
n in
Sp
an
ish
—I
love
th
e w
ay S
pan
ish
is w
ritt
en
to
o. O
k, I
am
go
ing
to
try
an
d r
ead
it.
Did
th
at
sou
nd
OK
? I
am
go
ing
to
wri
te
that
qu
est
ion
in E
ng
lish
to
o s
o I
can
re
me
mbe
r w
hat
yo
u a
ll w
on
de
r. H
ere
is s
om
eth
ing
yo
u k
no
w w
ritt
en
in A
rabic
—le
t’s
pu
t th
at
in E
ng
lish
to
o.
See
how
M
s . C
ora
used
th
e to
olM
s . C
ora’
s La
ngua
ge-F
ocus
ed P
lann
ing
Tool
: Co-
crea
ting
Lan
gua
ge
and
Li
tera
cy R
esou
rces
Plan
s
Envi
ronm
ent a
nd R
esou
rces
Mark
ers
, pap
er
stri
ps
for
KW
WL
, larg
e n
ote
card
s fo
r la
ng
uag
e w
all
s, w
ord
s/p
hra
ses,
ph
oto
s, d
raw
ing
s, r
eal
obje
cts
se
nt
in b
y f
am
ilie
s, l
arg
e K
WW
L
ch
art
, sp
ace
fo
r fo
ur
small
gro
up
s to
wo
rk, p
lace
to
dis
pla
y f
oo
d o
r g
ard
en
to
ols
th
at
can
no
t be
ad
de
d t
o l
an
gu
ag
e w
all
Not
es
Fu
ture
Acti
vit
ies
an
d H
om
e-
Sch
oo
l L
earn
ing
an
d L
an
gu
ag
ing
Ext
en
sio
ns:
We
will
mak
e a
fe
w g
ard
en
/fo
od
bo
ok
s, u
sin
g a
ll o
ur
lan
gu
ag
es,
th
at
we
can
use
in o
ur
cla
ss l
ibra
ry a
nd
se
nd
ho
me
on
a r
ota
tin
g b
asi
s. I
will
ask
so
me
of
ou
r fa
mily/co
mm
un
ity v
olu
nte
ers
to
he
lp.
To
ge
the
r w
ith
th
e f
am
ilie
s, w
e c
an
reco
rd s
om
e r
ead
alo
ud
s to
o, a
nd
cre
ate
so
ng
/g
am
e b
oo
ks
as
we
ll. W
e w
ill
als
o d
ocu
me
nt
ou
r le
arn
ing
usi
ng
ph
oto
s, t
ext
, an
d o
the
r art
ifacts
, an
d u
se t
he
wall
to
en
gag
e in
co
nve
rsati
on
s w
ith
th
e c
hild
ren
(I
can
se
nd
a p
ho
to o
f th
e w
all
to
fam
ilie
s so
th
ey h
ave
it h
an
dy).
Mak
ing
Con
nect
ions
: Usi
ng th
e XX
XXX
Earl
y Le
arni
ng S
tand
ards
and
WID
A E
arly
Yea
rs R
esou
rces
to P
lan
Inst
ruct
ion
for Y
oung
Mul
tilin
gual
Chi
ldre
n 44
See
how
M
s . C
ora
used
th
e to
ol
Prac
tical
Poi
nter
s: C
o-C
reat
ing
Lan
gua
ge
and
Lite
racy
Res
ourc
esH
ere
are
som
e w
ays
Ms.
Cor
a in
tent
iona
lly e
mbe
dded
a la
ngua
ge-f
ocus
ed a
ppro
ach
into
her
pla
nnin
g.
For t
his
less
on, M
s. C
ora
cons
ider
ed th
e m
essa
ging
she
wan
ted
to c
onve
y
arou
nd la
ngua
ging
an
impo
rtan
t goa
l. W
hat m
essa
ging
aro
und
lang
uagi
ng
wou
ld y
ou in
clud
e in
you
r les
sons
?
KW
WL
is a
cha
rt (K
now
, Won
der,
Whe
re (w
e ca
n fin
d ou
t), a
nd L
earn
ed)
Ms.
Cor
a us
es to
con
tinuo
usly
doc
umen
t and
con
nect
chi
ldre
n’s
lear
ning
an
d la
ngua
ging
. Thi
s is
the
first
act
ivity
in a
ser
ies
of a
ctiv
ities
Ms.
Cor
a is
pl
anni
ng. S
he p
lans
to a
dd to
the
KW
WL
char
t oft
en a
s ch
ildre
n co
ntin
ue
expl
orat
ion
and
activ
ities
in th
e ga
rden
, dur
ing
a co
okin
g ac
tivity
, dur
ing
Mea
ltim
es, a
nd a
s th
ey re
ad a
nd c
reat
e bo
oks
and
reso
urce
s to
geth
er.
Her
e is
the
KW
WL
Ms.
Cor
a is
cur
rent
ly c
reat
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Ms.
Cor
a co
-cre
ates
the
lang
uage
wal
l with
the
child
ren’
s an
d fa
mili
es’
help
and
use
s it
to p
ost w
ords
, phr
ases
, dra
win
gs, p
hoto
s an
d re
al o
bjec
ts
conn
ecte
d to
the
child
ren’
s le
arni
ng a
nd la
ngua
ging
. Lan
guag
e w
alls
can
be
set
up
for m
any
diff
eren
t top
ic/c
onte
nt a
reas
or u
nits
of s
tudy
. M
s. C
ora
inte
ntio
nally
wai
ted
to b
egin
the
KW
WL
and
the
lang
uage
wal
ls
until
aft
er th
e ou
tdoo
r act
ivity
so
all c
hild
ren
had
an o
ppor
tuni
ty to
ex
plor
e an
d bu
ild b
ackg
roun
d kn
owle
dge.
All
of th
e ch
ildre
n’s
lang
uage
s w
ill b
e re
pres
ente
d on
bot
h re
sour
ces.
M
s. C
ora
writ
es th
e w
ord
s th
e ch
ildre
n d
icta
te a
s ca
ptio
ns o
f the
ir ar
twor
k th
ey c
reat
ed fo
r
th
e la
ngua
ge
wal
ls.
Mak
ing
Con
nect
ions
: Usi
ng th
e XX
XXX
Earl
y Le
arni
ng S
tand
ards
and
WID
A E
arly
Yea
rs R
esou
rces
to P
lan
Inst
ruct
ion
for Y
oung
Mul
tilin
gual
Chi
ldre
n 44
Mak
ing
Con
nect
ions
: Usi
ng th
e XX
XXX
Earl
y Le
arni
ng S
tand
ards
and
WID
A E
arly
Yea
rs R
esou
rces
to P
lan
Inst
ruct
ion
for Y
oung
Mul
tilin
gual
Chi
ldre
n 45
See
how
M
s . C
ora
used
th
e to
ol
Prac
tical
Poi
nter
s: C
o-C
reat
ing
Lan
gua
ge
and
Lite
racy
Res
ourc
esH
ere
are
som
e w
ays
Ms.
Cor
a in
tent
iona
lly e
mbe
dded
a la
ngua
ge-f
ocus
ed a
ppro
ach
into
her
pla
nnin
g.
Ms.
Cor
a in
vite
d fa
mili
es to
sha
re p
hoto
s an
d re
al o
bjec
ts. S
he a
lso
deve
lope
d a
tool
that
she
sen
t hom
e to
fam
ilies
to g
athe
r wor
ds a
nd
phra
ses
conn
ecte
d to
the
child
ren’
s le
arni
ng. S
he u
sed
the
tool
to b
egin
doc
umen
ting
the
wor
ds a
nd p
hras
es s
he h
as b
een
gath
erin
g fr
om
fam
ilies
and
dur
ing
smal
l gro
up a
ctiv
ities
. Ms.
Cor
a en
gage
d th
e ch
ildre
n, fa
mili
es, a
nd c
omm
unity
mem
bers
as
resp
ecte
d re
sour
ces
for t
hese
ac
tiviti
es.
Phot
o/En
glis
h Sp
anis
hA
rabi
cH
mon
gSi
mpl
ified
Chi
nese
gard
en
veg
eta
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glis
h Sp
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rabi
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se
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veg
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s
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los
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les
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b青菜/蔬菜
sho
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la p
ala
فرش
Rab d
uav
铲子
46 Making Connections: Using the Wisconsin Model Early Learning Standards and WIDA Early Years Resources to Plan Instruction for Young Multilingual Children
Frequently Asked Questions About Getting Started
Do I choose just one state standard and one language standard?
When deciding how many standards to use in a lesson or unit of study, we recommend you consider your local policy or guidance, setting, and the children, families and communities you serve as the foundation for your curriculum and planning. See Ms. Cora’s plans for examples of how to integrate multiple standards.
Do I plan separate activities or can I plan an entire unit?
If connecting state early learning and development standards with language standards is new for you, we suggest you begin by planning just one activity. You can gradually move toward planning an entire unit. We wish to emphasize that whether you are planning one activity or a unit of study, planning should be centered around the children’s interests, and their cultural and language practices.
Do I need to make separate plans for multilingual children?
Making Connections offers suggestions for how to get started with a language-focused approach to planning equitable learning opportunities for multilingual children. We recognize all young children are developing and using language as they learn, but the language practices and language development of multilingual children may look and sound different than that of their monolingual peers (WIDA, 2019). Therefore, when we do not take steps to intentionally plan meaningful opportunities for multilingual children that promote their learning and language development, we place them at risk of experiencing inequities in our classroom. We invite you to adapt these tools so they work for you and the children you serve.
Do I separately plan for expressive and receptive language?
We recommend you consider multilingual children’s expressive and receptive language development in your planning. This includes thinking about the language you will use as you teach and the language children will be exposed to in the learning environment (e.g., materials, artifacts, environmental print) as that is language they will need to process (i.e., receptive language). See Ms. Cora’s plans for examples of how to plan for expressive and receptive language.
I work with an English learner (EL) teacher . Do I still need to plan equitable learning opportunities for multilingual children in my classroom?
As advocates for multilingual children and their families, we strongly believe all teachers are language teachers. Therefore, yes, we invite you to explore the tools and resources provided here to help you get started with a language-focused approach to planning equitable learning opportunities. If you partner with an EL teacher, we invite you to find ways to collaboratively explore Making Connections together.
Making Connections: Using the Wisconsin Model Early Learning Standards and WIDA Early Years Resources to Plan Instruction for Young Multilingual Children 47
Section 3: Making Connections to the WIDA English Language Development Standards Framework, 2020 Edition: Kindergarten–Grade 12How do the WIDA Early English Language Development Standards connect to the WIDA English Language Development (ELD) Standards Framework, 2020 Edition? Is Making Connections the same as the WIDA ELD Standards Framework? We recognize that questions like these may be coming to mind for readers familiar with WIDA standards and resources for K–12 or who may work in K–12 systems. As such, we wish to offer a response that promotes collaboration between ECE professionals and K–12 educators who serve young multilingual children. After all, the transition to kindergarten is an exciting time for young children and families that is full of opportunity for collaboration among educators and advocacy for multilingual children.
The WIDA ELD Standards Framework, 2020 Edition, is anchored by four Big Ideas (see Figure 4) that are interwoven throughout the new edition. Like the WIDA Can Do Philosophy, they support the design of standards-based educational experiences that are student-centered, culturally and linguistically sustaining, and responsive to multilingual learners’ strengths and needs.
48 Making Connections: Using the Wisconsin Model Early Learning Standards and WIDA Early Years Resources to Plan Instruction for Young Multilingual Children
Figure 4: Big Ideas in the 2020 Edition
EQUITYof Opportunity
and Access
INTEGRATIONof Content and
Language
COLLABORATIONamong Stakeholders
FUNCTIONAL APPROACH
to Language Development
Making Connections illustrates how these Big Ideas are also evident in WIDA Early Years resources. WIDA Early Years
• Promotes equity for young multilingual children . Our language-focused approach is rooted in equity and promotes equitable learning opportunities for multilingual children.
• Promotes collaboration among all adults in a young child’s life . The WIDA Early Years Promising Practices and Essential Actions, in particular, Essential Action 1, discuss collaboration among adults (e.g., families, community members, educators, leaders). Ms. Cora’s sample plans presented in Making Connections offer more examples of collaboration.
• Offers tools and resources to help ECE professionals integrate content and language . Making Connections offers tools and resources to help teachers integrate state early learning and development standards with WIDA Early Language Development Standards.
• Promotes a functional approach to language development . As stated in Making Connections, language is a tool for learning. In our work, we strive to raise awareness about the dynamic language practices of multilingual children and the many ways they use language to make meaning, learn, and interact with others and their environment.
We invite you to collaborate with others and explore ways to bring these four Big Ideas to life in your work with young multilingual children.
Making Connections: Using the Wisconsin Model Early Learning Standards and WIDA Early Years Resources to Plan Instruction for Young Multilingual Children 49
Glossary Activities: Learning activities specifically designed by teachers to promote learning and language development.
Asset-based: Assets are resources or strengths. An asset-based mindset allows us to see children and families’ cultural and linguistic practices, skills, experiences, and ways of knowing from their homes and communities as valuable resources. Asset-based and strengths-based are often used in the field interchangeably.
Community: Refers to the broader environment where children live and grow; communities consist of businesses, organizations, places of worship, and locations where people gather formally or informally (e.g., parks, plazas).
Cultural practices: Dynamic practices, routines, and ways of being shared by members of a group. Cultural practices may change or vary based on context.
Curriculum: The knowledge, skills, abilities, and understanding children are to acquire and the plans for the learning experiences through which their acquisition occurs (adapted from NAEYC, 2020).
Environment: Physical space and everything in that space, including all materials, perceived attitudes, and messages.
Early care and education (ECE): the out-of-home settings children attend prior to kindergarten (e.g., formal child care centers, family child care, relative/neighbor care, Head Start programs, school settings).
Equitable learning opportunities: Learning opportunities that not only help each child thrive by building on each one’s unique set of individual and family strengths—including cultural background, language(s), abilities and disabilities, and experiences—but also eliminate differences in outcomes that are a result of past and present inequities in society (NAEYC, 2019).
Expressive language: Language used in speech and writing.
Families: Parents, siblings, extended family members, close family friends, guardians, and other adults who contribute in significant ways to children’s development and education.
Home language: a term used to refer to the language(s) spoken, heard, and represented in families’ homes and communities. For multilingual children and families, home language may include English. We intentionally reference home language and English language development in Making Connections to bring to readers’ attention the importance of considering a child’s full linguistic repertoire when planning equitable learning opportunities.
Languaging: Using language to make meaning of the world around you and to shape your knowledge and experience (Swain, 2006). It views language as an action word rather than a noun or named language like English or Mandarin.
50 Making Connections: Using the Wisconsin Model Early Learning Standards and WIDA Early Years Resources to Plan Instruction for Young Multilingual Children
Language-focused approach: An approach that promotes the dynamic language and cultural practices of multilingual children. It is rooted in equity and positions families as experts. A language-focused approach to planning applies an equity and language lens to the design of active and engaging learning opportunities for young children. ECE teachers who adopt a language-focused approach, purposefully plan, or design, equitable learning opportunities for multilingual children that allow children to engage in languaging and learning. This approach not only promotes children’s overall early learning and development, it also promotes multilingual children’s home language and English language development.
Language development: An interactive social process that occurs over time to expand what children can do with language.
Language interaction: Children assume a variety of roles as they interact with others. It is important to first affirm the roles children feel comfortable taking on. Gradually invite children to take on varied roles so they have opportunities to try out and use different language.
Language participation: Children use language for a variety of purposes. It is important for children to have multiple and meaningful opportunities to engage in activities that recognize their assets, stimulate their creativity and curiosity, and encourage them to use language in different ways.
Language practices: Dynamic and flexible ways of using language. Language practices will vary based on context.
Linguistic repertoire: Languages, language varieties, and registers that combine into a set of dynamic resources from which language users can draw when they communicate. A linguistic repertoire is not fixed from birth. Rather, people develop their language resources as they go through life by engaging in a variety of contexts in local and global communities.
Multilingual children: Culturally and linguistically diverse children, ages birth to five years, who are learning two or more languages. Multilingual children are exposed to multiple languages in their homes, communities, and/or ECE settings, and they develop and use language in dynamic ways. In the field, these children are commonly referred to as dual language learners, or DLLs.
Receptive language: Language processed through listening and reading.
Setting: Time and location.
Sociocultural context: The cultural, political, societal, and at times, historical, factors that shape or inform language development. For example, in early childhood, this can be the relationships and interactions with peers and adults across home, ECE, and community environments that provide opportunities for children to use and develop language. These interactions and relationships, however, occur within societies where historical factors and policies may influence beliefs and practices that impact children’s language use and development of their home language and English.
Making Connections: Using the Wisconsin Model Early Learning Standards and WIDA Early Years Resources to Plan Instruction for Young Multilingual Children 51
ReferencesCastro, D. C., Espinosa, L. M., & Páez, M. M. (2011). Defining and measuring quality in early childhood practices
that promote dual language learners’ development and learning. In M. Zaslow, I. Martinez-Beck, K. Tout, & T. Halle (Eds.), Quality measurement in early childhood settings (pp. 257–280). Brookes.
Castro, D. C., Páez, M. M., Dickinson, D. K., & Frede, E. (2011). Promoting language and literacy in young dual language learners: Research, practice, and policy. Child Development Perspectives, 5(1), 15–21. https://doi.org/10.1111/j.1750-8606.2010.00142.x
Children’s Equity Project & Bipartisan Policy Center. (2020). Expanding access to bilingual learning for dual language and English learners: What we know, what we don’t know, and what we should do about it. https://bipartisanpolicy.org/wp-content/uploads/2020/07/CEP-DLLEL-pullout-070620-FINAL.pdf
Espinosa, L. M. & Calderon, M. (2015). State early learning and development standards/guidelines, policies and related practices. Build Initiative.
Espinosa, L. M. (2020). Addressing equity in the ECE classroom: Equal access and high quality for dual language learners. In J. Jones (Ed.), Getting it right: Using implementation research to improve outcomes in early care and education (pp. 131–151). Foundation for Child Development. https://www.fcd-us.org/assets/2020/06/GettingitRight_UsingImplementationResearchtoImproveOutcomesinECE_2020.pdf
García, E., Arias, M. B., Harris Murri, N. J., & Serna, C. (2010). Developing responsive teachers: A challenge for a demographic reality. Journal of Teacher Education, 61(1–2), 132–142. https://doi.org/10.1177/0022487109347878
Kagan, S., & Scott-Little, C. (2004). Early learning standards: Changing the parlance and practice of early childhood education? Phi Delta Kappan, 85(5), 388–396. https://doi.org/10.1177/003172170408500512
National Academies of Sciences, Engineering, and Medicine. (2017). Promoting the educational success of children and youth learning English: Promising futures. The National Academies Press. https://doi.org/10.17226/24677
National Association for the Education of Young Children (NAEYC). (2019). Advancing equity in early childhood education: A position statement. NAEYC. https://www.naeyc.org/resources/position-statements/equity
National Association for the Education of Young Children. (2020). Developmentally appropriate practice: A position statement. NAEYC. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/dap-statement_0.pdf
National Center on Early Childhood Quality Assurance. (2019). Early learning and development guidelines. U.S. Department of Health & Human Services. https://childcareta.acf.hhs.gov/sites/default/files/public/075_1907_state_eldgs_web_final508.pdf
Ortiz, A. A. & Franquíz, M. E. (2017). Co-editors’ introduction: The central role of advocacy in ensuring excellence in education for English learners. Bilingual Research Journal, 40(3), 241–245. https://doi.org/10.1080/15235882.2017.1361896
Park, M., Zong, J., & Batalova, J. (2018). Growing superdiversity among young U.S. dual language learners and its implications. Migration Policy Institute.
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Scott-Little, C., Kagan, S. L. & Frelow, V. S. (2005). Inside the content: The breadth and depth of early learning standards. Research report. SERVE Center, University of North Carolina. https://ectacenter.org/~pdfs/topics/Quality/InsidetheContentFull.pdf
Scott-Little, C., Kagan, S. L., & Frelow, V. S. (2006). Conceptualization of readiness and the content of early learning standards: The intersection of policy and research. Early Childhood Research Quarterly, 21(2), pp. 153–173. https://doi.org/10.1016/j.ecresq.2006.04.003
Scott-Little, C., Lesko, J., Martella, J., & Milburn, P. (2007). Early learning standards: Results from a national survey to document trends in state-level policies and practices. Early Childhood Research and Practice, 9(1). https://ecrp.illinois.edu/v9n1/little.html
Staehr Fenner, D. (2014). Advocating for English learners: A guide for educators. Corwin.
Swain, M. (2006). Languaging, agency and translanguaging in advanced second language proficiency. In H. Byrnes (Ed). Advanced language learning: The contribution of Halliday and Vygotsky (pp. 95–108). Continuum.
Vygotsky, L. (1978). Mind in society. Harvard University Press.
WIDA. (2016). Los descriptores Podemos: Educación temprana. Board of Regents of the University of Wisconsin System. https://wida.wisc.edu/resources/los-descriptores-podemos-educacion-temprana
WIDA. (2019). Mission and History. https://wida.wisc.edu/about/mission-history
WIDA. (2016). WIDA can do descriptors: Key uses edition, early years. Board of Regents of the University of Wisconsin System. https://wida.wisc.edu/resources/can-do-descriptors-early-years
WIDA. (2016). WIDA promising practices: An overview of essential actions to support dual language development in early care and education settings. Board of Regents of the University of Wisconsin System.
WIDA. (2019). Can do philosophy. Board of Regents of the University of Wisconsin System. https://wida.wisc.edu/resources/can-do-philosophy
WIDA. (2020). The WIDA early years guiding principles of language development. Board of Regents of the University of Wisconsin System. https://wida.wisc.edu/resources/wida-early-years-guiding-principles-language-development
WIDA. (2020). WIDA English language development standards framework, 2020 edition: Kindergarten–grade 12. Board of Regents of the University of Wisconsin System. https://wida.wisc.edu/resources/wida-english-language-development-standards-framework-2020-edition
Wisconsin Department of Children and Families (2020). Birth to 5 statewide strategic plan for 2021-23. Wisconsin Department of Public Instruction. dcf.wisconsin.gov/files/childcare/pdf/pdg/b5-strategic-plan.pdf
Wisconsin Department of Public Instruction. (2017). Wisconsin model early learning standards, 5th Edition. www.collaboratingpartners.com/wp-content/uploads/2017/CPlinkedDocs/wmels_5thedition.pdf
Wisconsin Early Childhood Collaborating Partners. (2020). Diverse populations. www.collaboratingpartners.com/diverse-populations/diverse-populations/
Making Connections: Using the Wisconsin Model Early Learning Standards and WIDA Early Years Resources to Plan Instruction for Young Multilingual Children 53
AcknowledgmentsWIDA Early Years would like to thank the following early care and education professionals who shared their expertise by providing feedback on initial prototypes of this document or assistance with terms used in languages other than English:
External Reviewers
Elizabeth A. Aschenbrenner Education Consultant Connecticut
Lauren Bond Consultant/Trainer Maryland
Khalil El-Saghir, Ed.S. English Learner Consultant Michigan
Shanon Everett Early Literacy and Family Engagement Consultant Office of Great Start, Early Childhood Development and Family Education Michigan Department of Education
Cathy Finn, M.Ed. Early Childhood Program Consultant North Carolina
Sheila George Early Childhood Education Consultant/Trainer Maryland
Gabriel Guyton VP of Child and Family Services Verner Center for Early Learning North Carolina
Zeinab Haidous English Learner Consultant Michigan
Michele Hall, M.Ed Educational Trainer/Consultant Maryland
Aida I. Homs Rivera Bilingual Interventionist Bernalillo Public Schools and Early Childhood State trainer New Mexico
Tammy King Program Manager, Early Childhood Professional Learning Illinois
Michelle Levy Education Consultant Connecticut Office of Early Childhood
Anya Robyak Child Care Resources Coordinator North Carolina
Vilanha Turner WIDA Fellow and ELL Teacher Massachusetts
Translations to simplified Chinese
Szu-Yueh Justine Chien WIDA e-Learning Instructional Designer
I-Pang Fu WIDA e-Learning Instructional Designer
54 Making Connections: Using the Wisconsin Model Early Learning Standards and WIDA Early Years Resources to Plan Instruction for Young Multilingual Children
Editing
Becky HolmesSr. Editor, WIDA
Miguel Ángel Colón OrtizBilingual Editor, WIDA
Graphic Design
Janet TrembleyGraphic Design, Wisconsin Center for Education Research
Photos
Verner Center for Early Learning North Carolina
Suggested Citation
WIDA. (2021). Making connections: Using the Wisconsin model early learning standards and WIDA early years resources to plan instruction for young multilingual children. Board of Regents of the University of Wisconsin System.
Early Years
Making Connections: Using the Wisconsin Model Early Learning Standards and WIDA Early Years Resources
to Plan Instruction for Young Multilingual Children
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