Literacy Development Alignment

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

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

• Element 4.c: Demonstrate appropriate pedagogy for key content and skill areas in the early childhood curriculum
• 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 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.c: Implement appropriate pedagogy for key content and skill areas in the early childhood curriculum
• 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 1.5: 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.
• 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

TPE 3: Understanding and Organizing Content Knowledge for Student Learning

• 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 4.7: 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 1.4: 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 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 3.6: 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

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.