“Supplemental” sections of the document


States often include "supplemental" sections that provide additional information related to the ELGs within their ELG document.


Supplemental materials can include an introduction, examples to illustrate what children might do relative to each ELG or indicator, teaching strategies/supportive practices, sections to address pertinent issues such as how to use the ELGs with children from diverse language and cultural backgrounds, and appendices to provide resources for persons using the document. Supplemental information that can support the use of the ELGs with specific populations of children may be particularly helpful. For instance, the ELG document could provide specific information on the development of English Language Learners (ELLs). The ELG document could also include information related to how ELL children might express competencies described within the ELGs in their home language. This type of supplemental information can help teachers and caregivers recognize that they can expect ELL children to demonstrate progress in the ELGs in their home language.


Too many supplemental materials within the document may take the reader's focus away from the actual ELGs, but well-developed supplemental materials can be helpful. Also, if the same committee works on the ELGs and the supplemental materials, they may have less time to devote to writing the ELGs themselves and may find the process overwhelming, so division of labor is an important consideration when deciding what supplemental materials to include in the document and who should write them. Supplemental materials also increase the length of the document, and therefore can increase production costs.

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