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Name of This Presentation 1 Early English Language Development (EELD) Standards Framework Massachusetts Board of Education May 23, 2013 WIDA Consortium.

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Presentation on theme: "Name of This Presentation 1 Early English Language Development (EELD) Standards Framework Massachusetts Board of Education May 23, 2013 WIDA Consortium."— Presentation transcript:

1 Name of This Presentation 1 Early English Language Development (EELD) Standards Framework Massachusetts Board of Education May 23, 2013 WIDA Consortium

2 Name of This Presentation 2 Agenda Purpose Theory Role of Early Learning Standards Development Process EELD Standards Framework The Connection WIDA Consortium

3 Name of This Presentation 3 Purpose Provide a developmentally sound framework for assessing and instructing dual language learners, 2.5-5.5 years that aligns with WIDA K- 12 Standards and corresponds to states Early Learning Standards.

4 Name of This Presentation 4 EDLD Standards Framework Components Language Standards Language Domains Age Clusters Language Levels Features of Developmentally Appropriate Academic Language Performance Definitions Model Performance Indicators (MPIs)

5 Name of This Presentation 5 Theoretical Tenants of EELD Standards Framework WIDA Consortium

6 Name of This Presentation 6 1. Grounded in Developmental Theory Sensitive to the parameters of cognitive and linguistic development in 2.5-5.5 year-olds WIDA Consortium

7 Name of This Presentation 7 2. Guided by Socio-Cultural Theory Cognitive and language development are socially constructed (Berk & Winsler, 1995) Childrens cognitive and linguistic development can be led through appropriately scaffolded instruction (Berk & Winsler, 1995; Bedrova & Leong, 2007; Copple & Bredekamp, 2009) WIDA Consortium

8 Name of This Presentation 8 3. Centered around PLAY! Both socio-cultural theory and developmentally appropriate practice stress that young children learn academic language best through PLAY-BASED learning activities within natural early childhood environments WIDA Consortium

9 Name of This Presentation 9 4. Informed by Psycholinguistics of Early Second Language Acquisition Great variability as to how and when young children begin learning more than one language Timing of exposure, quantity and quality of input and opportunities to use both languages may significantly affect rate and pattern of development in both languages (Bedore, Cooperson, & Boerger, 2012; Castro, Ayankoya, & Kasprzak, 2011; DeHouwer, 2009; Genesee, 2010)

10 Name of This Presentation 10 5. Incorporates and expands on stages of Early Second Language Acquisition Paradigm (McLaughlin, Blanchard, & Osanai, 1995; Tabors, 2008) Home Language Non-Verbal/Observational Telegraphic/Formulaic Productive WIDA Consortium

11 Name of This Presentation 11 6. Incorporates and Expands on the Role of Home Language Importance of Home Language use and influence expanded across all levels of English language acquisition WIDA Consortium

12 Name of This Presentation 12 Home Language Stage incorporated at beginning of language acquisition process WIDA Consortium Incorporates and Expands on the Role of Home Language

13 Name of This Presentation 13 7. Incorporates/Expands on Early Second Language Acquisition Model Non-verbal/ Observational and Telegraphic/Formulaic Stages Incorporated/expanded across two EELD language levels (Entering and Developing) Productive Language Stage expanded Specifies language criteria across three distinct yet overlapping language development levels for both Receptive and Expressive language WIDA Consortium

14 Name of This Presentation 14 WIDA Consortium Tenants of developmental, socio-cultural and psycholinguistic theory are operationalized within all components of the EDLD Standards Framework

15 Name of This Presentation 15 Role of States ELS WIDA Consortium

16 Name of This Presentation 16 WIDA Consortium

17 Name of This Presentation 17 WIDA Consortium

18 Name of This Presentation 18 WIDA Consortium The Language of…

19 Name of This Presentation 19 EELD Standards Correspond with National Education Goals Panel list (BUILD, 2012) Correspond with states Early Learning Standards and Head Start Early Learning and Child Outcomes Are used in conjunction with state Early Learning Standards and/or Head Start Early Learning and Child Outcomes for instruction and assessment of dual language learners Provide the language of… WIDA Consortium

20 Name of This Presentation 20 EELD Standards Framework From a birds-eye perspective… WIDA Consortium

21 Name of This Presentation 21 EELD Standards Framework Adopts all components of WIDAs K-12 Standards Adapts and reconfigures those components to incorporate unique characteristics of children, ages 2.5-5.5 years WIDA Consortium

22 Name of This Presentation 22 WIDA Consortium EELD Standards Framework ComponentDescription Six language standardsSocial-Emotional Development, Early Language & Literacy, Mathematics, Science, Social Studies, Physical Development Two language domainsReceptive and Expressive Three age clusters-2.5-3.5 years, 3.5-4.5 years, 4.5-5.5 years Three language levels (for English language development) Entering, Developing, Bridging General descriptions of receptive and expressive language at the three levels of English language development for three age clusters Performance DefinitionsGeneral descriptions of receptive and expressive language at the three levels of English language development for three age clusters Model Performance Indicators (MPIs)Specific examples of the language dual language learners are able to process and produce within each age cluster at each level of English development within topic areas across all six standards

23 Name of This Presentation 23 Development of EELD Framework Informed by authentic language samples and states ELS Established developmental ceiling or threshold for each language level and age cluster Used early second language acquisition research to help determine expected linguistic complexity and language usage WIDA Consortium

24 Name of This Presentation 24 Development Performance Definitions for each language level were reviewed for linguistic accuracy using English language proficiency tests Performance Definitions were refined using language samples Language Levels and Performance Definitions reviewed by over 100 Early Childhood practitioners and administrators WIDA Consortium

25 Name of This Presentation 25 Putting it Together! WIDA Consortium

26 Name of This Presentation 26 WIDA Consortium EELD Standards Framework ComponentDescription Six language standardsSocial-Emotional Development, Early Language & Literacy, Mathematics, Science, Social Studies, Physical Development Two language domainsReceptive and Expressive Three age clusters-2.5-3.5 years, 3.5-4.5 years, 4.5-5.5 years Three language levels (for English language development) Entering, Developing, Bridging General descriptions of receptive and expressive language at the three levels of English language development for three age clusters Performance DefinitionsGeneral descriptions of receptive and expressive language at the three levels of English language development for three age clusters Model Performance Indicators (MPIs)Specific examples of the language dual language learners are able to process and produce within each age cluster at each level of English development within topic areas across all six standards

27 Name of This Presentation 27 WIDA Consortium

28 Name of This Presentation 28 WIDA Consortium

29 Name of This Presentation 29 WIDA Consortium


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