Additional ELD Strategies Alignment

TPE 1: Engaging and Supporting All Young Children in Development and Learning

• Element 1.f: Apply knowledge of children, including their prior experiences, interests, and social-emotional learning needs, their background knowledge (“funds of knowledge”) and cultural, language, and socioeconomic backgrounds, to engage them in learning
• Element 1.j: Provide a supportive learning environment for children’s first- and dual-language acquisition, development and learning. 

TPE 3: Understanding and Organizing Content Knowledge for Young Children’s Development and Learning

• Element 3.d: Understand and demonstrate how to interact with children in ways that support their content learning and developing skills
• Element 3.f: Understand and demonstrate how to adjust a curriculum to meet the needs of young children and to address differences in young children’s skill levels and learning styles, as well as how to adjust the curriculum and learning activities to address children’s individualized learning plans for young children with special needs
• Element 3.h: Design and implement learning experiences that are developmentally- and linguistically appropriate, engaging, and supportive of children’s learning
• Element 3.m: Use and adapt learning resources, learning materials, and a range of technology, including assistive technology, to facilitate children’s equitable access to the curriculum, in collaboration as appropriate with other educators in the early childhood setting 

TPE 4: Planning Instruction and Designing Developmental and Learning Experiences for all Young Children

• Element 4.a: Plan developmental and learning experiences, as applicable, that are developmentally appropriate, build on what children know and understand, and can be individualized to accommodate different skill levels and learning styles
• Element 4.g: Plan, design, implement and monitor instruction, making effective use of available time to maximize learning opportunities and provide access to the curriculum for all children by removing barriers and providing access through learning strategies that include:
  • appropriate use of instructional technology, including assistive technology
  • use of developmentally, linguistically, and culturally appropriate learning experiences
  • learning materials, and learning resources for all children, including first- and dual-language learners
  • appropriate modifications for children with disabilities
  • opportunities for children to support each other in learning
  • use of community resources and services as applicable
• Element 4.h: Demonstrate how specific learning experiences would be adapted to address specific children’s needs related to their cultural background, linguistic, ethnic, economic, skill levels, gender, and first- second- and dual language acquisition and development, as well as children’s diverse learning styles, motivations, interests, skills, social and cognitive development
• Element 4.l: Integrate movement and kinesthetic experiences within the curriculum to help young children’s development and learning
• Element 4.m: Describe appropriate strategies for supporting home language for the youngest learners in developing language and literacy skills
• Element 4.n: Describe appropriate strategies for supporting dual language learners in developing English language and literacy skills for infants, toddlers, and preschool age children

TPE 1: Engaging and Supporting All Young Children in Development and Learning

• Element 1.f: With guidance and direction from the Teacher and/or the Master Teacher, apply knowledge of individual children, including their prior experiences, interests, and social-emotional learning needs, their background knowledge and experiences (“funds of knowledge”) and cultural, language, and socioeconomic backgrounds, to help engage them in learning 

TPE 3: Understanding and Organizing Content Knowledge for Young Children’s Development and Learning

• Element 3.d: Understand and demonstrate how to interact with children in ways that support their learning and developing skills
• Element 3.e: Understand how to adjust learning experiences to meet the needs of all young children and to effectively engage children’s varying developmental and skill levels, learning styles, strengths and needs, including implementing individualized learning plans for young children with special needs
• Element 3.f: Appropriately implement learning experiences that are developmentally- culturally- and linguistically appropriate, engaging, and supportive of children’s learning
• Element 3.j: Use and adapt, as guided and/or as directed by the Teacher and/or the Master Teacher, learning resources, learning materials, and a range of technology, including assistive technology, to help facilitate children’s equitable access to the curriculum and learning experiences 

TPE 4: Planning Instruction and Designing Developmental and Learning Experiences for all Young Children

• Element 4.a: Help plan learning experiences, as applicable, that are developmentally appropriate, build on what children know and understand, and can be individualized to accommodate different skill levels and learning styles
• Element 4.g: Implement and help monitor and document learning experiences for children, making effective use of available time to maximize learning opportunities and provide access to learning experiences for all children by removing barriers and providing access through learning strategies that include:
  • Appropriate use of technology, including assistive technology
  • Use of developmentally-, linguistically-, and culturally-appropriate learning experiences
  • Learning materials, and learning resources for all children, including first- and dual language learners
  • Appropriate modifications for children with disabilities and/or advanced abilities (i.e., gifted and talented)
  • Opportunities for children to support each other in learning
  • Use of community resources and services as guided and/or directed by the Teacher and/or the Master Teacher
• Element 4.h: Explain how specific learning experiences would be differentiated/adapted to address specific individual children’s needs related to their cultural background, linguistic, ethnic, economic, skill levels, gender, and first- and dual-language acquisition and development, as well as children’s diverse learning styles, motivations, interests, skills, physical, emotional, social and cognitive development
• Element 4.l: Integrate movement and kinesthetic experiences within learning experiences to support young children’s development and learning
• Element 4.m: Describe appropriate strategies for supporting home language for the youngest learners
• Element 4.n: Describe appropriate strategies for supporting dual language learners in developing language and literacy skills for infants, toddlers, and preschool age children

TPE 1: Engaging and Supporting All Students in Learning

• Element 1.1: Apply knowledge of students, including their prior experiences, interests, and social-emotional learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in learning.
• Element 1.3: Connect subject matter to real-life contexts and provide active learning experiences to engage student interest, support student motivation, and allow students to extend their learning.
• Element 1.6: Provide a supportive learning environment for students’ first and/or second language acquisition by using research-based instructional approaches, including focused English Language Development, Specially Designed Academic Instruction in English (SDAIE), scaffolding across content areas, and structured English immersion, and demonstrate an understanding of the difference among students whose only instructional need is to acquire Standard English proficiency, students who may have an identified disability affecting their ability to acquire Standard English proficiency, and students who may have both a need to acquire Standard English proficiency and an identified disability.
• Element 1.7: Provide students with opportunities to access the curriculum by incorporating the visual and performing arts, as appropriate to the content and context of learning.
• Element 1.8: Monitor student learning and adjust instruction while teaching so that students continue to be actively engaged in learning 

TPE 2: Creating and Maintaining Effective Environments for Student Learning

• Element 2.2: Create learning environments (i.e., traditional, blended, and online) that promote productive student learning, encourage positive interactions among students, reflect diversity and multiple perspectives, and are culturally responsive
• Element 2.3: Establish, maintain, and monitor inclusive learning environments that are physically, mentally, intellectually, and emotionally healthy and safe to enable all students to learn, and recognize and appropriately address instances of intolerance and harassment among students, such as bullying, racism, and sexism. 

TPE 3: Understanding and Organizing Content Knowledge for Student Learning

• Element 3.2: Use knowledge about students and learning goals to organize the curriculum to facilitate student understanding of subject matter, and make accommodations and/or modifications as needed to promote student access to the curriculum.
• Element 3.4: Individually and through consultation and collaboration with other educators and members of the larger school community, kplan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students to demonstrate their knowledge.
• Element 3.5: Adapt subject matter curriculum, organization, and planning to support the acquisition and use of academic language within learning activities to promote the subject matter knowledge of all students, including the full range of English learners, Standard English learners, students with disabilities, and students with other learning needs in the least restrictive environment.
• Element 3.6: Use and adapt resources, standards-aligned instructional materials, and a range of technology, including assistive technology, to facilitate students’ equitable access to the curriculum. 

TPE 4: Planning Instruction and Designing Learning Experiences for All Students

• Element 4.4: Plan, design, implement and monitor instruction, making effective use of instructional time to maximize learning opportunities and provide access to the curriculum for all students by removing barriers and providing access through instructional strategies that include:
  • appropriate use of instructional technology, including assistive technology;
  • applying principles of UDL and MTSS;
  • use of developmentally, linguistically, and culturally appropriate learning activities, instructional materials, and resources for all students, including the full range of English learners;
  • appropriate modifications for students with disabilities in the general education classroom;
  • opportunities for students to support each other in learning; and
  • use of community resources and services as applicable.
• Element 4.7: Plan instruction that promotes a range of communication strategies and activity modes between teacher and student and among students that encourage student participation in learning.

Standard 1: Engaging and Supporting All Students in Learning

• Element 1.1: Using knowledge of students to engage them in learning
• Element 1.2: Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests
• Element 1.3: Connecting subject matter to meaningful, real-life contexts
• Element 1.4: Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs
• Element 1.6: Monitoring student learning and adjusting instruction while teaching

Standard 2: Creating and Maintaining Effective Environments for Student Learning

• Element 2.2: Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students
• Element 2.3: Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe
• Element 2.4: Creating a rigorous learning environment with high expectations and appropriate support for all students 

Standard 3: Understanding and Organizing Content Knowledge for Student Learning

• Element 3.2: Applying knowledge of student development and proficiencies to ensure student understanding of subject matter
• Element 3.3: Organizing curriculum to facilitate student understanding of the subject matter
• Element 3.5: Using and adapting resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students
• Element 3.6: Addressing the needs of English learners and students with special needs to provide equitable access to the content 

Standard 4: Planning Instruction and Designing Learning Experiences for All Students

• Element 4.1: Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual development to plan instruction
• Element 4.4: Planning instruction that incorporates appropriate strategies to meet the learning needs of all students
• Element 4.5: Adapting instructional plans and curricular materials to meet the assessed learning needs of all students

ELR Principle 1: Assets-Oriented and Needs-Responsive Schools 

• Element 1.A. Language and Culture as Assets. The languages and cultures English learners bring to their education are assets for their own learning and are important contributions to learning communities. These assets are valued and built upon in culturally responsive curriculum and instruction and in programs that support, wherever possible, the development of proficiency in multiple languages.
• Element 1.B. English Learner Profiles. Recognizing that there is no single EL profile and no one-size-fits-all approach that works for all English learners, programs, curriculum, and instruction must be responsive to different EL student characteristics and experiences. EL students entering school at the beginning levels of English proficiency have different needs and capacities than do students entering at intermediate or advanced levels. Similarly, students entering in kindergarten versus in later grades. The needs of long-term English learners are vastly different from recently arrived students (who in turn vary in their prior formal education). Districts vary considerably in the distribution of these EL profiles, so no single program or instructional approach works for all EL students.

ELR Principle 2: Intellectual Quality of Instruction and Meaningful Access 

• Element 2.A. Integrated and Designated English Language Development (ELD). Language development occurs in and through subject matter learning and is integrated across the curriculum, including integrated ELD and designated ELD (per theEnglish Language Arts (ELA)/ ELD Framework).
• Element 2.D. Access to the Full Curriculum. English learners are provided access to the full curriculum along with the provision of appropriate English learner (EL) supports and services.
• Element 2.E. Use of Students’ Home Languages. Students’ home language is understood as a means to access subject matter content, as a foundation for developing English, and, where possible, is developed to high levels of literacy and proficiency along with English.
• Element 2.F. Rigorous Instructional Material. Rigorous instructional materials support high levels of intellectual engagement. Explicit scaffolding enables meaningful participation by English learners at different levels of English language proficiency. Integrated language development, content learning, and opportunities for bilingual/biliterate development are appropriate according to the program model.