| Title: | Dual Language Use During Choice Time |
| Url: | https://illinoisearlylearning.org/videos/videos-benchmark/dual-language/ |
| Languages: | ● English |
| Spanish Version: | Vídeos de Parámetros: El uso de dos idiomas durante la hora de elección libre https://illinoisearlylearning.org/es/videos/videos-benchmark/dual-language-sp/ |
| Source of Publisher: | Illinois Early Learning Project |
| Length of article: | Short |
| Setting for which the article is intended: | ● Family Child Care ● Child Care Center ● Preschool Program |
| Intended Audience: | ● Teachers/Caregivers ● Faculty/Trainers |
| Keywords: | ● Best Practices ● Dual Language Learners ● IL Early Learning Standards/IELDS ● Language Development ● Mathematics ● Physical Development ● Social Development |
|
Age Levels: (the age of the children to whom the article applies). |
● Preschoolers (Age 3 Through Age 5) |
| Learning Areas: | ● LANGUAGE ARTS ● MATHEMATICS ● SCIENCE ● PHYSICAL DEVELOPMENT AND HEALTH ● ENGLISH LANGUAGE LEARNER HOME LANGUAGE DEVELOPMENT ● SOCIAL/EMOTIONAL DEVELOPMENT |
| Goals: | 1. Demonstrate increasing competence in oral communication (listening and speaking). 4. Demonstrate increasing awareness of and competence in emergent reading skills and abilities. 8. Identify and describe common attributes, patterns, and relationships in objects. 9. Explore concepts of geometry and spatial relations. 13. Understand important connections and understandings in science and engineering. 19. Acquire movement skills and understand concepts needed to explore the environment, support learning, and engage in health-enhancing physical activity. 28. Use the home language to communicate within and beyond the classroom. 29. Use the home language to make connections and reinforce knowledge and skills across academic and social areas. 30. Develop self-management skills to achieve school and life success and develop positive relationships with others. |
| Learning Standards: | 1.A. Demonstrate understanding through age-appropriate responses. 1.B. Communicate effectively using language appropriate to the situation and audience. 4.B. Demonstrate an emerging knowledge and understanding of the alphabet. 8.A. Explore objects and patterns. 9.A. Recognize, name, and match common shapes. 13.B. Use tools and technology to assist with science and engineering investigations. 19.A. Demonstrate physical competency and control of large and small muscles. 28.A. Use the home language at age-appropriate levels for a variety of social and academic purposes. 29.A. Use the home language to attain benchmarks across all the learning areas and to build upon and develop transferable language and literacy skills. 30.C. Demonstrate skills related to successful personal and school outcomes. |
| Benchmarks: | 1.A.ECc. Provide comments relevant to the context. 1.B.ECa. Use language for a variety of purposes. 1.B.ECb. With teacher assistance, participate in collaborative conversations with diverse partners (e.g., peers and adults in both small and large groups) about age-appropriate topics and texts. 4.B.ECb. Recognize and name some upper/lowercase letters of the alphabet, especially those in own name. 8.A.ECa. Sort, order, compare, and describe objects according to characteristics or attribute(s). 9.A.ECd. Combine two-dimensional shapes to create new shapes. 13.B.ECb. Become familiar with technological tools that can aid in scientific inquiry. 19.A.ECd. Use eye-hand coordination to perform tasks. 28.A.ECa. May demonstrate progress and mastery of benchmarks through home language. 28.A.ECb. Use home language in family, community, and early childhood settings. 29.A.ECb. With adult support, begin to bridge home language and English to demonstrate progress in meeting IELDS. 30.C.ECc. Show some initiative, self-direction, and independence in actions. |