California Preschool Learning Foundations - ECEZero2Three ...

ENGLISH-LANGUAGE DEVELOPMENT
114 | Listening
1.0 Children listen with understanding.
Focus: Basic and advanced concepts
Beginning Middle Later
1.3 Demonstrate an
understanding of
words related to basic
and advanced concepts
in the home
language that are
appropriate for the
age (as reported by
parents, teachers,
assistants, or others,
with the assistance
of an interpreter if
necessary).
1.3 Begin to demonstrate
an understanding of
words in English
related to basic
concepts.
Examples Examples Examples
• Tells his grandfather in Hmong
at the end of the day about the
class trip to the petting zoo,
talking about the baby animals,
what they eat, what they like to
do, and so forth (as heard by
the bilingual assistant).
• During open house, tells her
older sister in Farsi how she
planted a seed that grew into a
plant, after which her parents
share with the teacher, ”She’s
telling her sister Frough about
her plant.”
• Responds appropriately to
directions relating spatial concepts
in the home language
(e.g., can identify which ball is
bigger when shown two balls).
• When the teacher says, “It’s
your turn, Jorge. Go up the
stairs and go down the slide,”
climbs the stairs and goes
down the slide.
• Wearing a red T-shirt, leaves
the circle for snack time in
response to the teacher singing,
“All the kids who are wearing
red, wearing red, wearing
red, all the kids who are wearing
red, can go have snack.”
• Passes several blocks to
another child in response to
that child communicating,
“Let’s use a lot of blocks for
our castle! We need more!”
• Gives a peer the “big” baby
in response to the peer communicating,
“You have the little
baby. I want the big baby,”
while playing in the dramatic
play area.
• Communicates, “Ride bike,” in
response to the teacher asking,
“What happened before you
fell down?”
1.3 Demonstrate an understanding
of words
in English related to
more advanced
concepts.
• After looking for his favorite
toy lion in the zoo animal
basket and not finding it,
responds to the teacher’s suggestion,
“It’s not on top. Look
under the other animals,” by
reaching down deeper in the
basket, finding the toy, and
smiling.
• Responds appropriately to the
directions, “First, wash your
hands and then come to the
table,” at snack time.
• Brings the teacher the book
from the previous day’s “read-
aloud” in response to the
teacher’s question, “Lai-Wan,
can you bring me the book we
read yesterday about fish?”
• Passes the bigger cup
during water play when
another child says, “Give me
the bigger cup, please.”
• Touches spilled juice and
makes a face when a peer
says, “Ooh, it’s still sticky!”
Preschool Learning Foundations, Volume 1 • California Department of Education