Content Learning 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.h: Design and implement learning experiences that are developmentally- and linguistically appropriate, engaging, and supportive of children’s learning
• Element 3.l: Individually and through consultation and collaboration with other educators, plan for effective learning opportunities appropriate for young children and provide multiple ways for young learners to demonstrate their learning development 

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

• Element 4.f: Design and implement learning experiences that are intentionally developmentally appropriate, engaging, and playful, as well assessments that reflect the interconnectedness of content areas and related children’s skills development in literacy, mathematics, science, and other disciplines across the curriculum, as applicable
• 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

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.f: Appropriately implement learning experiences that are developmentally- culturally- and linguistically appropriate, engaging, and supportive of children’s learning 

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

• Element 4.f: Assist in implementing learning experiences that are developmentally appropriate, engaging, and playful, as well assessments that reflect the interconnectedness of content areas and related children’s skills development in literacy, mathematics, science, and other disciplines across the curriculum, as applicable.
• 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

TPE 1: Engaging and Supporting All Students 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 1.5: Promote students’ critical and creative thinking and analysis through activities that provide opportunities for inquiry, problem solving, responding to and framing meaningful questions, and reflection. 

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, plan 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.

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

• Element 4.3: Design and implement instruction and assessment that reflects the interconnectedness of academic content areas and related student skills development in literacy, mathematics, science, and other disciplines across the curriculum, as applicable to the subject area of instruction.
• 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 1.5: Promoting critical thinking through inquiry, problem solving, and reflection

Standard 2: Creating and Maintaining Effective Environments for Student Learning

• Element 2.3: Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe 

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 3.4: Utilizing instructional strategies that are appropriate to 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.

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.B. Intellectually Rich, Standards-based Curriculum. Students are provided a rigorous, intellectually rich, standards-based curriculum with instructional scaffolding that increases comprehension and participation and develops student autonomy and mastery.
• Element 2.C. High Expectations. Teaching and learning emphasize engagement, interaction, discourse, inquiry, and critical thinking with the same high expectations for English learners as for all students in each of the content areas.
• 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.