The English Language Development Standards, Kindergarten – Grade 12

Title 7: Education Part 210: The English Language Development Standards, Kindergarten – Grade 12 2012 AMPLIFICATION OF # The English Language Development Standards KINDERGARTEN–GRADE 12  # INCLUDING - Features and examples of academic language - Connections to state content standards, including the Common Core State Standards and Next Generation Science Standards - Higher-order thinking at all levels of language proficiency  2012 AMPLIFICATION OF # The English Language Development Standards KINDERGARTEN - GRADE 12 WIDA™ # Copyright Notice WIDA's 2012 Amplification of the English Language Development Standards, Kindergarten–Grade 12 ("WIDA ELD Standards") is owned by the Board of Regents of the University of Wisconsin System on behalf of the WIDA Consortium. The WIDA ELD Standards are protected by United States copyright laws and may not be reproduced, modified, or distributed, including posting, without the prior written permission of the Wisconsin Center for Education Research (WCER) and the Board of Regents of the University of Wisconsin System. The WIDA ELD Standards are for your personal, noncommercial use only. You may not alter or remove any trademark, copyright, or other notice from copies of this booklet. Fair use of the WIDA ELD Standards includes reproduction for the purpose of teaching (including multiple copies). If you are not sure whether your use of this booklet and the WIDA ELD Standards falls within fair use or if you want permission to use the copyrighted WIDA ELD Standards for purposes other than personal or fair use, please contact the WIDA Client Services Center at help@wida.us or 1-866-276-7735. © 2014 Board of Regents of the University of Wisconsin System, on behalf of WIDA—www.wida.us. Version 1.6 Revised 2/6/17 # Table of Contents and List of Figures Section 1: The WIDA Standards Framework...3 Introduction...3 The WIDA English Language Development Standards...4 Grade Levels and Grade-Level Clusters...4 Developmentally Appropriate Academic Language in Sociocultural Contexts...4 Performance Definitions...5 Features of the Standards Matrices...8 Integrated, Expanded, and Complementary Strands...12 Uses of the WIDA Standards Framework: Collaborate and Advocate!...12 # Strands of Model Performance Indicators Representing the WIDA English Language Development Standards Section 2: Integrated Strands...16 Kindergarten–Grade 5...16 Grades 6–12...18 Section 3: Expanded Strands...20 Kindergarten...20 Grade 1...22 Grade 2...24 Grade 3...26 Grade 4...28 Grade 5...30 Grade 6...32 Grade 7...34 Grade 8...36 Grades 9–10...38 Grades 11–12...40 Section 4: Strands by Grade Level...43 Kindergarten...44 Grade 1...50 Grade 2...56 Grade 3...62 Grade 4...68 Grade 5...74 Grade 6...80 Grade 7...86 Grade 8...92 Grades 9–10...98 Grades 11–12...104 # **Appendices** Appendix A: Glossary of Terms and Expressions Related to WIDA's Standards ... 110 Appendix B: Selected References ... 114 Appendix C: Index of Strands by Grade Level ... 117 Appendix D: Acknowledgements and Development Process... 121 # **List of Figures** Figure A: The WIDA Standards Framework ... 3 Figure B: The English Language Development Standards ... 4 Figure C: The Features of Academic Language... 5 Figure D: WIDA Performance Definitions Listening and Reading, Grades K–12... 6 Figure E: WIDA Performance Definitions Speaking and Writing, Grades K–12... 7 Figure F: Standard, Grade Level, Example Topic, and Connection ... 8 Figure G: Example Context for Language Use... 8 Figure H: Cognitive Function ... 9 Figure I: Domain and Levels of Language Proficiency ... 10 Figure J: A Model Performance Indicator (MPI) Within a Strand... 10 Figure K: Examples of Sensory, Graphic, and Interactive Supports ... 11 Figure L: Topic-related Language... 12 Figure M: Guiding Questions for Drafting Strands of MPIs... 13 Figure N: A Blank Template for Drafting Strands of MPIs ... 14 SECTION 1: The WIDA Standards Framework ## Introduction The WIDA Standards Framework, depicted in Figure A, consists of a set of interactive and interdependent components that exemplify WIDA's vision for academic language development. This framework is the foundation for WIDA's work on language development standards. The WIDA Standards Framework describes WIDA's conceptualization of language learning in addition to the nature of academic language and its relation to language development. It is represented by the following components. The WIDA Can Do Philosophy is based on the belief that all students bring to their learning cultural, experiential, and linguistic practices, skills, and ways of knowing from their homes and communities. WIDA believes that as educators, our role is to craft instruction that capitalizes on and builds upon these assets. Figure A: WIDA Standards Framework  The Guiding Principles of Language Development represent WIDA's core beliefs about language development. They are derived from a synthesis of literature and research related to language development and effective instructional practices for language learners. The Features of Academic Language in Sociocultural Contexts highlight academic language features across three dimensions: discourse, sentence, and word/phrase and six levels of language proficiency taking into consideration the various components of the learning environment (grade level content, purposes for language use, role relationships with others, and other factors) The Performance Definitions delineate the criteria for receptive language (listening and reading) and productive language (speaking and writing) at six levels of language proficiency. They are informed by the Features of Academic Language. The Can Do Descriptors illustrate what learners can do at each level of language proficiency across the five language development standards. The Standards Matrices help educators envision what language development might look like in K–12 classrooms across levels of language proficiency for each of the five standards. The matrices are used in conjunction with the Performance Definitions to describe possible student trajectories for academic language development. The components of the WIDA Standards Framework interact and influence each other in the design of curricula, language instruction, and assessment of language learners. Teachers and school leaders are encouraged to highlight specific components of the framework in their language education programs to fit the specific needs of individual students and contexts. In doing so, all stakeholders can participate in shaping the education of our increasingly rich and diverse student population. OVERVIEW OVERVIEW # The WIDA English Language Development Standards The WIDA English Language Development (ELD) Standards represent the social, instructional, and academic language that students need to engage with peers, educators, and the curriculum in schools. Figure B shows the five standards and their abbreviations. Figure B: The English Language Development Standards | Standard | | Abbreviation | | --- | --- | --- | | English Language Development Standard 1 | English language learners **communicate** for **Social** and **Instructional** purposes within the school setting | Social and Instructional language | | English Language Development Standard 2 | English language learners **communicate** information, ideas and concepts necessary for academic success in the content area of **Language Arts** | The language of Language Arts | | English Language Development Standard 3 | English language learners **communicate** information, ideas and concepts necessary for academic success in the content area of **Mathematics** | The language of Mathematics | | English Language Development Standard 4 | English language learners **communicate** information, ideas and concepts necessary for academic success in the content area of **Science** | The language of Science | | English Language Development Standard 5 | English language learners **communicate** information, ideas and concepts necessary for academic success in the content area of **Social Studies** | The language of Social Studies | Standard 1 draws on students' personal experiences as they interact with teachers and peers. It works in conjunction with Standards 2–5 that address the language of the content areas. ## Grade Levels and Grade-Level Clusters WIDA recognizes that English language development occurs over multiple years, is variable, and depends on many factors (e.g., age, maturation, classroom experiences, programming, motivation, and attitudes. With this in mind, WIDA has organized the ELD standards around individual grade levels from Kindergarten through 8th grade and for grade-level clusters 9–10 and 11–12. Having examples at the individual grade levels allows educators to recognize content topics pertaining to their grade and, most importantly, remind them that instruction for ELLs must be age and developmentally appropriate. As language development is a multi-year process, we encourage educators to look at examples of language development across a cluster of grades to get a fuller picture of the range of language development for their students. WIDA has a separate publication containing early language development standards for Pre-Kindergarteners (children ages 2.5–5.5), as language development for this age group is unique. ## Developmentally Appropriate Academic Language in Sociocultural Contexts WIDA illustrates social, instructional, and academic language as three dimensions: discourse dimension, sentence dimension, and word/phrase dimension. The FEATURES OF ACADEMIC LANGUAGE in Figure C delineate academic language in each of these dimensions and their corresponding criteria of Linguistic Complexity, Language Forms and Conventions, and Vocabulary Usage. Notice that the criteria are framed within the sociocultural context that highlights the purpose of the communication and, most importantly, the considers the participants and their experiences. Figure C: The Features of Academic Language The Features of Academic Language operate within sociocultural contexts for language use. | Dimension | Performance Criteria | Features | | --- | --- | --- | | Discourse | **Linguistic Complexity** *(Quantity and variety of oral and written text in communication)* | - Amount of speech/written text - Structure of speech/written text - Density of speech/written text - Coherence and cohesion of ideas - Variety of sentence types to form organized text | | Sentence | **Language Forms and Conventions** *(Types, array, and use of language structures in communication)* | - Types and variety of grammatical constructions - Mechanics of sentence types - Fluency of expression - Match language forms to purposes/perspectives - Formulaic and idiomatic expressions | | Word/Phrase | **Vocabulary Usage** *(Specificity of word or phrase choice in communication)* | - General, specific, and technical language - Multiple meanings of words and phrases - Nuances and shades of meaning - Collocations and idioms | The sociocultural contexts for language use involve the interaction between the student and the language environment, encompassing the... - Register - Genre/Text type - Topic - Task/Situation - Participants' identities and social roles ## Performance Definitions The three dimensions used to define each level of language proficiency are displayed in two sets of PERFORMANCE DEFINITIONS. One set of Performance Definitions (shown in Figure D) is for receptive language and represents how ELLs process language to comprehend information, ideas, or concepts in either oral or written communication. The other set of Performance Definitions (see Figure E) is for productive language and shows how students use language to express information, ideas, or concepts in either oral or written communication. Students do not follow one common process for language development. Language development is dependent on many factors (e.g., student personality, language exposure, instructional design, service delivery, scaffolding, models for language). Therefore, the Performance Definitions outline many possible pathways to students' language development. OVERVIEW OVERVIEW Figure D: WIDA Performance Definitions Listening and Reading, Grades K–12 WIDA™ Within sociocultural contexts for processing language... | | Discourse Dimension | Sentence Dimension | Word/Phrase Dimension | | --- | --- | --- | --- | | | Linguistic Complexity | Language Forms and Conventions | Vocabulary Usage | | **Level 6 - Reaching** English language learners will process a range of grade-appropriate oral or written language for a variety of academic purposes and audiences. Automaticity in language processing is reflected in the ability to identify and act on significant information from a variety of genres and registers. English language learners' strategic competence in processing academic language facilitates their access to content area concepts and ideas. | | | | | At each grade, toward the end of a given level of English language proficiency, and with instructional support, English language learners will process... | | | | | **Level 5 Bridging** | • Rich descriptive discourse with complex sentences • Cohesive and organized, related ideas across content areas | • A variety of complex grammatical structures • Sentence patterns characteristic of particular content areas | • Technical and abstract content-area language • Words and expressions with shades of meaning across content areas | | **Level 4 Expanding** | • Connected discourse with a variety of sentences • Expanded related ideas characteristic of particular content areas | • Complex grammatical structures • A broad range of sentence patterns characteristic of particular content areas | • Specific and some technical content-area language • Words or expressions with multiple meanings across content areas | | **Level 3 Developing** | • Discourse with a series of extended sentences • Related ideas specific to particular content areas | • Compound and some complex grammatical constructions • Sentence patterns across content areas | • Specific content-area language and expressions • Words and expressions with common collocations and idioms across content areas | | **Level 2 Emerging** | • Multiple related simple sentences • An idea with details | • Compound grammatical structures • Repetitive phrasal and sentence patterns across content areas | • General content words and expressions, including cognates • Social and instructional words and expressions across content areas | | **Level 1 Entering** | • Single statements or questions • An idea within words, phrases, or chunks of language | • Simple grammatical constructions (e.g., commands, Wh- questions, declaratives) • Common social and instructional forms and patterns | • General content-related words • Everyday social, instructional and some content-related words and phrases | Figure E: WIDA Performance Definitions Speaking and Writing, Grades K–12 WiDA™ Within sociocultural contexts for language use... | | Discourse Dimension | Sentence Dimension | Word/Phrase Dimension | | --- | --- | --- | --- | | | Linguistic Complexity | Language Forms and Conventions | Vocabulary Usage | | **Level 6 - Reaching** English language learners will use a range of grade-appropriate language for a variety of academic purposes and audiences. Agility in academic language use is reflected in oral fluency and automaticity in response, flexibility in adjusting to different registers and skillfulness in interpersonal interaction. English language learners' strategic competence in academic language use facilitates their ability to relate information and ideas with precision and sophistication for each content area. | | | | | At each grade, toward the end of a given level of English language proficiency, and with instructional support, English language learners will produce... | | | | | **Level 5 Bridging** | • Multiple, complex sentences • Organized, cohesive, and coherent expression of ideas characteristic of particular content areas | • A variety of complex grammatical structures matched to purpose • A broad range of sentence patterns characteristic of particular content areas | • Technical and abstract content-area language, including content-specific collocations • Words and expressions with precise meaning across content areas | | **Level 4 Expanding** | • Short, expanded, and some complex sentences • Organized expression of ideas with emerging cohesion characteristic of particular content areas | • Compound and complex grammatical structures • Sentence patterns characteristic of particular content areas | • Specific and some technical content-area language • Words and expressions with expressive meaning through use of collocations and idioms across content areas | | **Level 3 Developing** | • Short and some expanded sentences with emerging complexity • Expanded expression of one idea or emerging expression of multiple related ideas across content areas | • Simple and compound grammatical structures with occasional variation • Sentence patterns across content areas | • Specific content language, including cognates and expressions • Words or expressions with multiple meanings used across content areas | | **Level 2 Emerging** | • Phrases or short sentences • Emerging expression of ideas | • Formulaic grammatical structures • Repetitive phrasal and sentence patterns across content areas | • General content words and expressions • Social and instructional words and expressions across content areas | | **Level 1 Entering** | • Words, phrases, or chunks of language • Single words used to represent ideas | • Phrase-level grammatical structures • Phrasal patterns associated with familiar social and instructional situations | • General content-related words • Everyday social and instructional words and expressions | OVERVIEW OVERVIEW ## Features of the Standards Matrices The standards matrices consist of several interconnected components that help educators envision what language development might look like in K–12 classrooms. An important feature in the WIDA standards matrix is an explicit CONNECTION to challenging state academic standards. The connection, shown in Figure F, displays the content standard referenced in the example topic or example context for language use. The standards that appear in this section are drawn from the College and Career Readiness Standards, the Next Generation Science Standards (NGSS), and state academic content standards such as those from Alaska, Minnesota, and Virginia. Figure F: Standard, Grade Level, Example Topic, and Connection GRADE 4 ELP STANDARD 2: The Language of Language Arts EXAMPLE TOPIC: Narration CONNECTION: Common Core Reading Standards for Literature, Craft and Structure #6 (Grade 4): Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. The example shown in Figure F addresses the Common Core Reading Standard for Literature, Craft and Structure #6 for fourth grade. Since this standard is broad, a topic was chosen among many that relates to the content standard. In the example above, the example topic is “Narration.” For a complete list of example topics appearing in this publication, please see Appendix C. WIDA recognizes that language learning is maximized in authentic and relevant contexts. In the standards matrix, the EXAMPLE CONTEXT FOR LANGUAGE USE includes the task or situation in which communication might occur, for example, when students engage in group work or conduct research online (See Figure G.) It also may include who participates in the communication, the intended audience, and the roles the different participants enact. In the example related to group work, the students may have roles assigned to them, such as facilitator or note taker, and the language expected for each of these roles is different. Likewise, if all participants in the group are peers, that also has an impact on the language used. Figure G: Example Context for Language Use EXAMPLE CONTEXT FOR LANGUAGE USE: Students explore features of print in a variety of books with unique topics, formatting, and styles. COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE test features related to narrative points of view.  The curriculum of Language Arts shares some language features with other subject areas, while also possessing some unique features of its own. The example context shown in Figure G describes multiple parts of a Language Arts lesson including whole group collaborative learning as well as student exploration that could take place individually, in partners, or in small groups. While the genre for this topic is set as narrative, the crafting of the context is left open for educators to incorporate their own ideas and resources. Students may encounter a variety of text types within the narrative genre, such as recounts, descriptions, opinions, or dialogues. Further, narratives can vary in the way they are organized (e.g., sequential or not, shifts in points of view) and how forms and conventions are used to create effects (e.g., process or action verbs, tenses, simple, compound, and complex sentences). When educators make strategic decisions about the texts or oral language that students will process or produce in approaching a given task, they can shape the example context for language use to guide students' language and content learning. Learning through participation in tasks within and outside the classroom requires particular levels of cognitive engagement. WIDA expresses this cognitive demand in the standards matrices through the COGNITIVE FUNCTION, shown in Figure H. For example, students need to understand the language in the instructions to conduct an experiment. After the students perform the experiment, they need to analyze their observations and evaluate their original hypotheses. Understand, analyze, and evaluate are all examples of cognitive functions. WIDA has adopted the language of Bloom's revised taxonomy (Anderson & Krathwohl, 2001*) to highlight a uniform cognitive demand across all levels of language proficiency. Figure H: Cognitive Function  *Anderson, L. W., & D. R. Krathwohl (Eds.) (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman. In Figure H, the cognitive function runs along the different levels of language proficiency to emphasize that the process of analysis applies to all students, regardless of their level of language proficiency. Educators need to maintain the same cognitive demand of a task as they differentiate the language of instruction and assessment to ensure educational equity for all students. In the example, students have to compare and contrast different points of view in a narrative. The mental process involved in doing so is analysis. At an entering level of language proficiency, although students can analyze, they do not yet have the language necessary to process extended texts. They can, however, locate familiar words and phrases in context and then analyze whether they indicate a point of view. ELLs need to construct meaning from oral and written language as well as to express complex ideas and information. To achieve this goal, students must process and produce language within four DOMAINS, listening, speaking, reading, and writing. By focusing on four domains, educators can balance opportunities for language learning and take advantage of students' stronger English language skills in one domain to support their development in the other domains. This format does not imply, however, that language domains are used, taught, or learned in isolation. The nature of language necessitates the integration of language domains; for example, during classroom interactions, students have to listen and speak to carry on a conversation. In general, to show processing or comprehension of language, students need to produce language either orally, in writing, or use semiotics (signs or symbols). Section 2: Integrated Strands on pp. 18–21 showcases how the language domains are integrated within units of instruction. OVERVIEW OVERVIEW The range of language development is represented by LEVELS OF LANGUAGE PROFICIENCY (See Figure I). The standards matrices distinguish five levels of language proficiency, defined by specific criteria. Level 6, Reaching, represents the end of the continuum and represents language performance that meets all the criteria for Level 5. Figure I: Domain and Levels of Language Proficiency | READING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 – Reaching | | --- | --- | --- | --- | --- | --- | --- | | | | | | | | | The WIDA standards matrices show examples of how language is processed or produced within a particular context through MODEL PERFORMANCE INDICATORS (MPIs). MPIs are meant to be examples and not fixed guidelines of the language with which students may engage during instruction and assessment. For each domain (reading, writing, listening, speaking) represented in this document, we present MPIs for Language Proficiency Levels 1–5. We call these STRANDs of MPIs and this arrangement helps students and teachers envision how language may look as a progression from one level of language proficiency to the next. A strand of MPIs represents one of many possible pathways in language development for a particular context. Students and educators can modify or transform existing strands of MPIs to make them more relevant to their local curriculum or classroom instruction. Educators can then use strands to a) match students' performance to levels of language development, b) create language objectives that go beyond students' independent level of language proficiency, and/or c) differentiate the language of the content to match the level of students' language proficiency. Strands of MPIs are only examples that illustrate differentiated language expectations related to content-area instruction within one language domain. We invite teachers to create, innovate, transform, and customize the standards matrices to best meet the needs of their ELLs and language education programs. The MPI in Figure J represents how language might be processed in the context presented by students with English language proficiency at Level 4, Expanding, in reading. In this example, students compare narrative points of view in extended texts with a partner. Figure J: A Model Performance Indicator (MPI) Within a Strand | READING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 – Reaching | | --- | --- | --- | --- | --- | --- | --- | | | Identify language that indicates narrative points of view (e.g., "I" v. "he/she") from illustrated text using word/phrase banks with a partner | Identify language that indicates narrative points of view (e.g., "he felt scared") from illustrated text using word/phrase banks with a partner | Categorize passages based on narrative points of view from illustrated text using word/phrase banks with a partner | Compare narrative points of view in extended texts using graphic organizers with a partner | Compare and contrast narrative points of view in extended texts | | The WIDA MPIs are composed of three main elements: the language function, the content stem, and supports. Figure J shows the LANGUAGE FUNCTIONS, the linguistic processes used in receiving or conveying a message. This part of the MPI describes how ELLs process or produce language. In the example in Figure J, ELLs identify language related to narrative points of view and derive meaning from it by comparing. Educators can use this information to better understand the type of language that students have to process in text as they compare narrative points of view with a partner. The second element of the MPI is the CONTENT STEM. The content stem is derived from state and national content standards, including college and career readiness standards and Next Generation Science Standards. The content stem exemplifies WIDA's view that language development should be integrated within content instruction and assessment through meaningful and authentic contexts. The third element of the MPI is the instructional SUPPORT. It is always listed at the end of the MPI and illustrates the importance of scaffolding language development for ELLs, at least through Level 4. In the example in Figure J, the supports are "using graphic organizers with a partner." Working with a partner is an interactive support because it allows for increased interaction and engagement of students. However, working with a partner is not always enough to scaffold language development. Educators need to organize their instruction and assessment with intention, especially considering students' roles in partner and group work, to ensure the efficacy of any support. In the example shown in Figure J, Level 4 students might also refer to graphic organizers as they read to remind them of key language related to each narrative point of view. WIDA categorizes supports as sensory, graphic, or interactive, with some examples of each below, in Figure K. Figure K: Examples of Sensory, Graphic, and Interactive Supports | Sensory Supports | Graphic Supports | Interactive Supports | | --- | --- | --- | | Real-life objects (realia) | Charts | In pairs or partners | | Manipulatives | Graphic organizers | In triads or small groups | | Pictures & photographs | Tables | In a whole group | | Illustrations, diagrams, & drawings | Graphs | Using cooperative group | | Magazines & newspapers | Timelines | structures | | Physical activities | Number lines | With the Internet (websites) or software programs | | Videos & films | | In the home language | | Broadcasts | | With mentors | | Models & figures | | | Another important feature in the WIDA standards matrix is the TOPIC-RELATED LANGUAGE. These are example content-related words and expressions to which all students of that grade level should be exposed, regardless of their language proficiency. Although students may be at different points in their language development trajectory, when learning particular content, certain specific and technical language is essential for engaging in learning the ideas and concepts presented. Therefore, through the use of scaffolding and supports, students should have the opportunity to interact with that language. In the example in Figure L, the topic-related language includes narrate, narration, first person, and third person. OVERVIEW OVERVIEW Figure L: Topic-related Language | | word/phrase banks with a partner | word/phrase banks with a partner | partner | | | | --- | --- | --- | --- | --- | --- | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: narrate, narration, first person, third person | | | | | | ## Integrated, Expanded, and Complementary Strands As an extension of the standards matrices, WIDA has included some additional types of strands. Two INTEGRATED strands are presented on pp. 16–19 that show how extensive units of instruction can integrate the use of all four language domains, the five standards, and various grade levels. The EXPANDED strand for each grade level (see pp. 20–42) can be used in collaboration between language and content area educators. The purpose of these strands is to a) show how the MPIs are connected to the Performance Definitions, b) provide concrete examples of language in discourse, sentence, and word/phrase dimensions, and c) inform teachers' planning and instruction as they identify language that might be appropriate for their students. Each expanded strand offers language features for Language Proficiency Levels 1–3 and 3–5. In addition to the strands for each of WIDA's five ELD standards, there is one COMPLEMENTARY strand per grade level to reach out to all educators who work with ELLs. These strands represent our belief that language learning occurs throughout the school day in all classes. We wish to recognize that academic language permeates schooling and that all teachers are in fact language teachers. WIDA's complementary strands cover: - The Language of Music and Performing Arts - The Language of the Humanities - The Language of Visual Arts - The Language of Health and Physical Education - The Language of Technology and Engineering ## Uses of the WIDA Standards Framework: Collaborate and Advocate! WIDA's mission of advancing the academic language development and academic achievement of ELLs starts with our standards. The WIDA Standards Framework exemplifies our belief in the assets, contributions, and potential of ELLs. We encourage educators to work collaboratively, to use the framework to make the standards suitable to local contexts, and to connect them to other resources available in the school community. We hope this framework serves as a starting point to help students, families, teachers, and administrators in their advocacy efforts to promote ELLs' access to grade-level, standards-based content curriculum as well as extracurricular opportunities. Through careful attention to language development and scaffolded support that builds on students' strengths, all learners in the educational community benefit. For ELLs, this is essential in their journey to academic achievement. Figure M shows the questions educators should ask themselves when planning instruction for ELLs or when drafting additional strands of MPIs. Figure N is a blank template that can be copied and reused for this purpose. Figure M: Guiding Questions for Drafting Strands of MPIs GRADE:____ WiDA™ ELD STANDARD: ________________________ EXAMPLE TOPIC: What is one of the topics addressed in the selected content standard(s)? CONNECTION: Which state content standards, including the Common Core, form the basis of related lessons or a unit of study? What are the essential concepts and skills embedded in the content standards? What is the language associated with these grade-level concepts and skills? EXAMPLE CONTEXT FOR LANGUAGE USE: What is the purpose of the content work, task, or product? What roles or identities do the students assume? What register is required of the task? What are the genres of text types with which the students are interacting? | COGNITIVE FUNCTION: What is the level of cognitive engagement for the given task? Does the level of cognitive engagement match or exceed that of the content standards? | | | | | | | --- | --- | --- | --- | --- | --- | | Language Domain(s): How will learners process and use language? | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | | | A Strand of Model Performance Indicators: What language are the students expected to process or produce at each level of proficiency? Which language functions reflect the cognitive function at each level of proficiency? Which instructional supports (sensory, graphic, and interactive) are necessary for students to access content? | | | | | | TOPIC-RELATED LANGUAGE: With which grade-level words and expressions will all students interact? | | | | | | OVERVIEW Figure N: A Blank Template for Drafting Strands of MPIs GRADE: ____ WiDA ELD STANDARD: EXAMPLE TOPIC: CONNECTION: EXAMPLE CONTEXT FOR LANGUAGE USE: | COGNITIVE FUNCTION: | | | | | | | | --- | --- | --- | --- | --- | --- | --- | | DOMAIN: | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 – Reaching | | | | | | | | | | TOPIC-RELATED LANGUAGE: | | | | | | | # Strands of Model Performance Indicators Representing the WIDA English Language Development Standards  The strands in sections 2–3 are new to the 2012 standards framework. Like the grade-level strands found in Section 4, they illustrate how students process and produce language across the levels of language proficiency. Additionally, they are uniquely formatted to highlight certain aspects of language development such as the domains and features of academic language. ## SECTION 2: Integrated Strands Two strands (for Kindergarten–Grade 5 and Grades 6–12) address the use of multiple language domains and standards in cross-curricular units of study ## SECTION 3: Expanded Strands One strand for each grade level provides concrete examples of language features at the discourse, sentence, and word/phrase dimensions INTEGRATED STRANDS WiDA™ ## SECTION 2: Integrated Strands ### KINDERGARTEN-GRADE 5 This integrated strand invites educators to consider how they might prepare units incorporating multiple language domains and subject areas so that students can make important learning connections across disciplines. For example, as students gain familiarity with ideas and concepts about weather, educators have a great opportunity to focus on instructing them in the unique features of language used to communicate about weather in each content area. In this integrated strand, the model performance indicators for receptive and productive domains are combined. Therefore, students can use their stronger domain skills (e.g., in speaking) to scaffold their development in the other productive domain (e.g., writing). Likewise, reading might act as a scaffold for students' listening, or vice versa. Some possibilities for what this scaffolding might look like include taking turns listening to each other read a text, such as an Internet-based news article, and then listening to a recording of it to increase comprehension. For the productive domains, students might think aloud with their classmates orally then write, or even dictate to an adult to see what their ideas look like in writing. For students with stronger writing skills, they might take time to prepare their thoughts independently on paper, then use their writing as a support for a speaking activity. These activities would all require differentiated support depending on students' language proficiency levels, and it is important to make sure throughout the unit that all students can engage in higher-order thinking to apply their background knowledge of weather to each of the content areas. ### ELD STANDARDS 1-5 ### EXAMPLE TOPIC: Weather CONNECTIONS: Common Core College and Career Readiness Anchor Standards for Reading #10, Writing #10, and Speaking and Listening #1 (Grades K-5): 10. Read and comprehend complex literary and informational texts independently and proficiently. 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively. Common Core State Standards for Mathematics, Measurement and Data. Next Generation Science Standards, Earth and Space Sciences K-ESS2-1, 3-ESS2-1, 4-ESS3-2: Use and share observations of local weather conditions to describe patterns over time. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. History and Social Science Standards of Learning for Virginia Public Schools 1.6 (Grade 1), 1 (Virginia Studies): The student will describe how the location of his/her community, climate, and physical surroundings affect the way people live, including their food, clothing, shelter, transportation, and recreation. The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to i) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events. EXAMPLE CONTEXT FOR LANGUAGE USE: Students investigate, collect data, and report on the impact of weather conditions on people in different communities, regions, and nations around the world. | COGNITIVE FUNCTION: Students at all levels of English language proficiency APPLY knowledge of weather conditions across the content areas. | | | | | | | | --- | --- | --- | --- | --- | --- | --- | | | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 – Reaching | | LISTENING & READING | Match icons or numbers with photographs to denote weather conditions and their effects on people (e.g., people's moods, ways of living) based on videos and text-based resources using calendars, maps, charts, and graphs | Select information related to weather conditions and their effects on people based on videos and text-based resources using calendars, maps, charts, and graphs | Relate weather conditions to their effects on people based on videos, podcasts, and text-based resources using calendars, maps, charts, and graphs | Compare weather conditions and their effects on people based on videos, podcasts, and text-based resources using calendars, maps, charts, and graphs | Draw conclusions about weather conditions and their effects on people based on videos, podcasts, and text-based resources using calendars, maps, charts, and graphs | | | SPEAKING & WRITING | Name weather conditions and their effects on people using calendars, maps, charts, and graphs | Restate weather conditions and their effects on people using calendars, maps, charts, and graphs | Describe weather conditions and their effects on people using calendars, maps, charts, and graphs | Discuss weather conditions and their effects on people using calendars, maps, charts, and graphs | Explain weather conditions and their effects on people using calendars, maps, charts, and graphs | | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions across the content areas. | | | | | | | INTEGRATED STRANDS WiDA™ INTEGRATED STRANDS WIDA ## GRADES 6–12 This integrated strand is intended to capture the imagination of educators who have the opportunity to work in teams and construct interdisciplinary units of study. The ideas contained within the strand are only a fraction of the possibilities for learning that could take place in such a unit. The unit presented here will no doubt require some adaptation to fit local contexts, and students themselves may have ideas for areas of exploration within their communities, making the content and language instruction around green architecture relevant, motivating, and memorable. As you review the model performance indicators for all four domains, consider the direct language instruction and support required to allow ELLs at all levels of proficiency to take an active role in their group's final project. Please note that the domains of listening and reading showcase how students will gather information in earlier phases of the project, and the productive domains present differentiated expectations for how students will develop (writing) and present (speaking) the final product. If referring to this strand to plan instruction, please keep in mind that students' levels of language proficiency vary across the domains, so educators can best serve students if they differentiate and scaffold for that variety rather than using only the MPIs for each students' overall proficiency level. For example, if a student in your class has an overall proficiency level of 4, but performs consistently at level 2 in writing, level 3 in reading, level 4 in speaking, and level 5 in listening, make sure to look at the level corresponding to each domain and not just the MPIs for level 4. ## ELD STANDARDS 1–5 ## EXAMPLE TOPIC: Green architecture CONNECTIONS: Common Core College and Career Readiness Anchor Standards for Reading (# 7) and Writing (#1–2) for Literacy in History/Social Studies, Science, and Technical Subjects: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Common Core State Standards for Mathematics, the Number System (Grades 6–8), Number and Quantity, Modeling (Grades 9–12), Geometry, Statistics and Probability (Grades 6–12) Next Generation Science Standards, Earth and Space Sciences; Engineering, Technology, and Applications of Science MS-ETS1-1, HS-ESS3-2, HS-ESS3-4, HS-ETS1-3: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts. Minnesota K–12 Academic Standards in Social Studies, Civics #1, Economics #1, Geography #2 (Grades 6–12): Democratic government depends on informed and engaged citizens who exhibit civic skills and values, practice civic discourse, vote and participate in elections, apply inquiry and analysis skills, and take action to solve problems and shape public policy. People make informed economic choices by identifying their goals, interpreting and applying data, considering the short- and long-run costs and benefits of alternative choices, and revising their goals based on their analysis. Geographic inquiry is a process in which people ask geographic questions and gather, organize, and analyze information to solve problems and plan for the future. EXAMPLE CONTEXT FOR LANGUAGE USE: Students working in heterogeneous groups draft and present plans to local government and community members for green architectural development for their community including, for instance, social action efforts, scientific needs assessments, budgets, and design and construction blueprints. | COGNITIVE FUNCTION: Students at all levels of English language proficiency EVALUATE information and CREATE a green architectural plan. | | | | | | | | --- | --- | --- | --- | --- | --- | --- | | | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 - Reaching | | LISTENING | Select possible components of green architectural plans from videos, interactive presentations (e.g., from Internet), and guest speakers | Categorize information on components of green architectural plans from videos, interactive presentations, and guest speakers using graphic organizers | Compare and contrast possible components of green architectural plans from videos, interactive presentations, and guest speakers using graphic organizers | Identify details that support selection of components of green architectural plans from videos, interactive presentations, and guest speakers | Connect ideas and reasons that support selection of components of green architectural plans from videos, interactive presentations, and guest speakers | | | SPEAKING | Present green architectural plans using multimedia with visuals and captions based on research, original blueprints, and business plans in small groups | Describe features of green architectural plans based on research, original blueprints, and business plans in small groups | Explain the need to adopt green architectural plans based on research, original blueprints, and business plans in small groups | Defend choices made in designing green architectural plans based on research, original blueprints, and business plans in small groups | Persuade stakeholders to adopt green architectural plans based on research, original blueprints, and business plans | | | READING | Select possible components of green architectural plans (e.g., community gardens, high-tech building materials) from a variety of informational texts and models using L1 or L2 | Find exemplars of different components of green architectural plans from a variety of informational texts and models using L1 or L2 | Classify information on components of green architectural plans (e.g., by usefulness, efficiency, cost) from a variety of informational texts and models in small groups | Identify details that support selection of components of green architectural plans from a variety of informational texts and models in small groups | Find research-based evidence supporting selection of components of green architectural plans from a variety of informational texts and models in small groups | | | WRITING | Label and caption materials for multimedia presentations on green architectural plans in small groups | Compose bulleted text for slides or handouts for multimedia presentations on green architectural plans in small groups | Describe green architectural plans for multimedia presentations in small groups | Summarize positions or approaches in green architectural plans for multimedia presentations in small groups | Produce and edit scripts for multimedia presentations on green architectural plans in small groups | | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions across the content areas. | | | | | | | INTEGRATED STRANDS WiDA EXPANDED STRANDS # SECTION 3: # Expanded Strands WIDA # KINDERGARTEN All kindergarten students are beginning their journey of learning the language of school. ELLs in particular rely on modeling from teachers and peers as they produce social and instructional oral English. In this expanded strand, students with level 1 English language proficiency begin by repeating and responding to repetitive chants about familiar topics. The italicized text in the Linguistic Complexity row for levels 1–3 represents the teacher's voice, with the students' response in plain text. For levels 2–4, the underlined text in the Linguistic Complexity row represents oral sentence starters introduced by the teacher. With support such as modeling, students at the higher levels of language proficiency can independently produce sentences to tell about their daily classroom routines. Many students will need time and practice to produce language like the examples in the expanded strand below, but that repetitive practice is valuable not only linguistically, but in forming their identities as part of the learning community. # ELD STANDARD 1: Social & Instructional Language # EXAMPLE TOPIC: Classroom collaboration CONNECTION: Common Core Speaking and Listening Standards #3 (Kindergarten): Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers and adults in small and larger groups. EXAMPLE CONTEXT FOR LANGUAGE USE: Students give visitors (e.g., family members) a classroom tour and tell how students work collaboratively in groups or centers. | COGNITIVE FUNCTION: Students at all levels of English language proficiency REMEMBER how to work collaboratively with their peers. | | | | | | | | --- | --- | --- | --- | --- | --- | --- | | SPEAKING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 – Reaching | | | Repeat and respond to chants about working collaboratively in small groups or centers (e.g., call and response) using gestures | Produce simple statements about working collaboratively in small groups or centers using oral sentence starters and models | Produce statements about working collaboratively in small groups or centers using oral sentence starters and models | Tell about working collaboratively in small groups or centers using models | Elaborate on working collaboratively in small groups or centers using models | | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: taking turns, cooperation, job, today, tomorrow | | | | | | | # Example Language Features | | Levels 1–3 | Levels 2–4 | Levels 3–5 | | --- | --- | --- | --- | | **Linguistic Complexity** Discourse Dimension | *Is this the yellow group?* Yes, we are. *Is this the yellow group?* Yes, we are. *Who is the leader?* I am! *Who is a helper?* I am! I am! *What do you do?* I help. *What do you do?* I clean up. | I am in the yellow group. Cristina is in my group. My friend is in the red group. I like to be the leader. I can help the teacher. My job today is ____ (lunch count/calendar/weather). | This is the ____ center. At this center, everyone ____. We are working on ____. We work together. It is my turn ____ (to do lunch count/to be line leader/for share time/for show and tell). | | **Language Forms & Conventions** Sentence Dimension | Yes, [I am/we are]. I am/We are. | I am/Cristina is I like to... I can help ____ | This is... At..., I/we ____. working We are working on | | **Vocabulary Usage** Word/Phrase Dimension | yellow green red blue group help clean up | job I can help leader lunch count calendar weather | center work together everyone my turn line leader share time/show and tell | EXPANDED STRANDS WiDA EXPANDED STRANDS WIDA # GRADE 1 In the expanded strand below, the instructions for completing a task are differentiated according to students' levels of language proficiency. It is assumed in this strand that students at the upper levels of language proficiency would follow and complete all the instructions shown from Level 1, Entering through Level 5, Bridging. Educators should not give extensive or abstract oral instructions to beginning students, so the instructions exemplified for levels 2–5 would need to be supported in multiple ways for beginning level students. Sensory, graphic, and interactive supports such as models, templates, and partners can be used in scaffolding the linguistic complexity of the instructions for ELLs and support multiple learning styles. # ELD STANDARD 3: The Language of Mathematics # EXAMPLE TOPIC: Measurement of objects CONNECTION: Common Core Standards for Mathematics, Measurement and Data #1 (Grade 1): Order three objects by length; compare the lengths of two objects indirectly by using a third object. EXAMPLE CONTEXT FOR LANGUAGE USE: Students work independently or with a partner to create charts about the length of objects using standard and non-standard measurement tools (e.g., paper clips, popsicle sticks, string, rulers, yard/meter sticks). COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE the relative length of objects. | LISTENING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 – Reaching | | --- | --- | --- | --- | --- | --- | --- | | | Follow oral instructions to identify lengths of objects following a model with a partner | Follow oral instructions to categorize objects according to their length following a model with a partner | Follow oral instructions to order objects according to their lengths following a model with a partner | Follow oral instructions to compare the lengths of objects using a template with a partner | Follow multi-step oral instructions to compare the lengths of objects with a partner | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: inches/centimeters, foot, yard/meter, length, chart, standard, non-standard # Example Language Features | | Levels 1–3 | Levels 2–4 | Levels 3–5 | | --- | --- | --- | --- | | **Linguistic Complexity** Discourse Dimension | Let's measure our books! I'm going to use a ruler to measure my book (*teacher shows ruler and book*). My book is 14 inches long. Take out your ruler. Now *you* measure *your* book! Show me how to measure your book. Let's measure our desks! I'm going to use a popsicle stick... Let's measure our bookshelf! | Look at your measurement tools. The paper clip is short. The popsicle stick is longer than the paper clip. The ruler is longest. Put them in order from shortest to longest. The teacher desk is easier to measure with the ruler. The student desk is easier to measure with the popsicle stick. | Find the length of the desk using the best measurement tool. Remember, it's easier to measure a long object with a longer measurement tool (*teacher models measuring his/her desk with a popsicle stick, then a ruler*). Then measure other things using the same tool. Don't forget to write down your measurements! | | **Language Forms & Conventions** Sentence Dimension | one inch two inches | short, shorter, shortest long, longer, longest easier | First,... then,... as long as | | **Vocabulary Usage** Word/Phrase Dimension | desk, book paper clip popsicle stick string ruler yard/meter stick short long | shorter than longer than Put them in order measure with | find the length of Remember Don't forget measurements | EXPANDED STRANDS WiDA EXPANDED STRANDS WIDA™ ## GRADE 2 Through the use of informational texts, students analyze societal changes from past to present in this expanded strand. While the depth of their analysis in English may be greater at the higher levels of proficiency, all students are given the opportunity to analyze rather than remember, understand, or apply. Linguistically, students across the language development continuum are given opportunities to move from matching phrases and simple sentences to sorting, sequencing, and connecting information presented in complex sentences. At the beginning levels, students might be introduced to count/non-count nouns while others at the higher levels work on introductory and comparative clauses. The examples for language structures and vocabulary presented are only some possibilities that should be adapted to local curricular goals. ## ELD STANDARD 5: THE Language of Social Studies ## EXAMPLE TOPIC: Historical times and people CONNECTION: Common Core Reading Standards for Informational Text, Key Ideas and Details #2 (Grade 2): Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. 2. Describe the connection between a series of historical events, scientific ideas or concepts, or steps. EXAMPLE CONTEXT FOR LANGUAGE USE: Students research historical times and people using informational texts in preparation for creating a timeline poster. | COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE the connections between different historical times and people. | | | | | | | | --- | --- | --- | --- | --- | --- | --- | | READING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 - Reaching | | | Match pictures with information about historical times and people from illustrated texts with a partner | Identify important information about historical times and people from illustrated texts with a partner | Sort information about historical times and people from illustrated texts using graphic organizers in small groups | Sequence information about historical times and people from illustrated texts using graphic organizers in small groups | Connect information about historical times and people from illustrated texts using graphic organizers (e.g., timelines) | | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: historical times, communication | | | | | | | # Example Language Features | | Levels 1-3 | Levels 2-4 | Levels 3-5 | Level 6 - Reaching | | --- | --- | --- | --- | --- | | **Linguistic Complexity** Discourse Dimension | Labels to match to pictures: the Pony Express letters telegraph air mail email Horses carried mail. People send emails. | Men rode horses to bring people letters. Pilots fly planes to bring people their mail. | A long time ago, horses helped carry the mail across the country. A short time later, the telegraph was invented. People used it to send messages over wires. It was faster than the Pony Express. | | | **Language Forms & Conventions** Sentence Dimension | mail/letters carry mail → carried mail People send emails. | People send emails to... bring people their mail | A long time ago, A short time later, used it to It was faster than | | | **Vocabulary Usage** Word/Phrase Dimension | the Pony Express letters telegraph air mail email carry mail send mail | Pilots fly planes their mail | across the country was invented messages wires | | EXPANDED STRANDS WiDA EXPANDED STRANDS WIDA™ ### GRADE 3 This expanded strand highlights how to support students in giving feedback to peers on their writing. In third grade, all students will be more comfortable in this role if their educator constructs specific awareness of the criteria on which they must evaluate their peers' writing, and the language they can use to do so. By providing sentence frames and models to students in levels 1–3, educators can explicitly demonstrate how to use topic-related vocabulary in more linguistically complex ways. Word banks and models help students at higher levels of language proficiency apply their language skills more independently. The examples in the forms and conventions row draw attention to possible linguistic features that can be practiced, such as tenses, pluralization, pronouns, and others. Teachers should take care to introduce similar language structures across the language domains so that when the focus is on writing, as in this strand, it reinforces development of students' speaking skills for the next time they give oral feedback. ### ELD STANDARD 2: The Language of Language Arts EXAMPLE TOPIC: Giving feedback for revision CONNECTION: Common Core Standards for Writing #5 (Grade 3): With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. EXAMPLE CONTEXT FOR LANGUAGE USE: Students provide feedback to peers in writing conferences to recognize key elements in strengthening narratives. | COGNITIVE FUNCTION: Students at all levels of English language proficiency EVALUATE writing. | | | | | | | | --- | --- | --- | --- | --- | --- | --- | | WRITING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 – Reaching | | | Supply words for sentences about revising from models | Compose phrases and simple sentences about revising from models | Compose sentences about revising from models | Suggest ideas for revising using word banks | Provide detailed feedback for revising | | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: revise, redo, improve | | | | | | | # Example Language Features | | Levels 1–3 | Levels 2–4 | Levels 3–5 | | --- | --- | --- | --- | | **Linguistic Complexity** Discourse Dimension | Model sentences The best part of your story was… (the setting/the characters) I liked… Your story needs… (information, humor, details) Tell me more about… | Nice job. I liked your title, “Life with Summer.” I enjoyed it because dogs are cute. Your dog Summer is big. Please write more stories about Summer. | You were good at describing your dog Summer. I really liked reading about your dog’s size, color, and fur. The details helped me know what she looks like. One thing you can improve is to write more about the place where you and your dog like to play fetch. | | **Language Forms & Conventions** Sentence Dimension | better, best your, my, his, hers is → was like → liked | “Life with Summer” because story → stories about | describe → describing, read → reading really dog’s | | **Vocabulary Usage** Word/Phrase Dimension | setting, characters needs Tell me more | enjoyed more, less | good at looks like improve write more | EXPANDED STRANDS WiDA EXPANDED STRANDS WiDA™ ## GRADE 4 When addressing a whole class, it may not always be possible to adjust language to each student's listening proficiency level. For example, students at all levels of language proficiency can learn from videos or other presentations when given adequate support, and this expanded strand models how a teacher might scaffold the use of such audiovisual materials. In this expanded strand, it is assumed that educators would select which level of language discourse to use based on the range of language proficiency profiles of students in the classroom. In other words, if the class has several beginning ELLs, the educator would follow the linguistic and supporting features shown next to Linguistic Complexity for levels 1–3. On the other hand, if the class consists of primarily non-ELLs and some ELLs who are nearing exit from language support programs, the levels 3–5 example is the most logical model to follow. Many classes will fall somewhere in the middle or consist of a full range of proficiency levels. In such cases, the use of instructional assistants or co-teachers allows grouping of students so that they are given appropriate support. Note how the content presented does not vary from level to level, but the support and language input does. ## ELD STANDARD 4: The Language of Science ## EXAMPLE TOPIC: Earth history/materials CONNECTION: Next Generation Science Standards, Earth and Space Sciences, Earth's Systems: Processes that Shape the Earth ESS1-1, ESS2-1 (Grade 4): Identify evidence from patterns in rock formations and fossils in rock layers for changes in a landscape over time to support an explanation for changes in a landscape over time. Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. EXAMPLE CONTEXT FOR LANGUAGE USE: Students gather information about scientific processes (e.g., from teacher demonstrations, computer programs, or videos) and demonstrate how the surface of the earth has changed over time as part of a long-term project on earth history. | COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE the results of change over time due to processes affecting earth materials. | | | | | | | | --- | --- | --- | --- | --- | --- | --- | | LISTENING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 – Reaching | | | Match processes or events with their effects on earth materials based on oral descriptions using photos, illustrations, or videos with a partner in L1 or L2 | Identify and sort the effect of processes or events on earth materials based on oral descriptions using photos, illustrations, or videos with a partner in L1 or L2 | Categorize the effects of processes or events on earth materials based on oral descriptions using photos, illustrations, or videos and graphic organizers with a partner | Distinguish between effects of processes or events on earth materials based on oral descriptions using photos, illustrations, or videos and graphic organizers | Interpret the effects of processes or events on earth materials using videos based on grade-level oral discourse | | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: weather v. weathering, erosion, breaks down rocks | | | | | | | # Example Language Features | | Levels 1–3 | Levels 2–4 | Levels 3–5 | | --- | --- | --- | --- | | **Linguistic Complexity** Discourse Dimension | Look at this photo. It shows erosion. Did you see erosion in the video? (*teacher waits for students to respond*). Yes? What examples did you see in the video? (*students provide examples like tornados or rain and the teacher repeats each example while pointing at the corresponding pictures*). Erosion is when water—like rain (*teacher shows picture of a storm*)—or wind (*shows picture of a tornado*)—removes dirt and rock (*touches realia or photos including dirt and rock*). Weathering also breaks rocks (*breaks apart realia or shows broken rocks*). We talked about weathering yesterday (*points to an illustrated poster about weathering*). But it is different. See? Weathering does not move the rocks; erosion moves the rocks (*moves rocks*). Look at this (*indicates graphic organizer*). When I talk about a picture, decide with your partner if the picture shows erosion (*points to illustrated definition*) or weathering (*points to illustrated definition*). Tell me why. You can use English or your home language. | We watched a video about erosion. Erosion is when wind, even tornadoes, or water from storms or floods removes earth materials. How did you know it was erosion? (*teacher paraphrases responses*). Weathering is different. It breaks rocks (*shows broken rocks*), but it does not move earth materials. Now, I will describe more pictures. Decide with your partner if the picture is an example of erosion (*points to illustrated definition*) or weathering (*points to illustrated definition*) and if it is a fast or slow process. You need to tell me why. | Did you notice examples of erosion in the video we just watched? Remember that erosion occurs when earth materials are removed by natural phenomena like wind and water. What are some ways that wind and water cause erosion? (*students provide examples like tornados, storms, etc., with prompting using pictures if necessary*). Good. Now remember, weathering is a bit different, isn't it? Weathering is like erosion because it breaks down rocks, but weathering doesn't move any materials. Now, I am going to describe a situation related to either weathering or erosion. Be ready to explain what has happened and why, okay? Remember to give reasons. | | **Language Forms & Conventions** Sentence Dimension | Erosion removes materials. Weathering does not move materials. | It breaks rocks, but it does not move earth materials. | Weathering is like erosion because it breaks up rocks, but... | | **Vocabulary Usage** Word/Phrase Dimension | rocks move wind dirt remove rain | earth materials tornado storm flood | natural phenomena occurs cause (verb) | EXPANDED STRANDS WiDA™ EXPANDED STRANDS WIDA™ ## GRADE 5 The expanded strand for fifth grade represents an opportunity for students to practice their oral skills while at the same time learning about the features of a clear, strong presentation. This includes strategies in support of language development that are also good for all students, such as the use of sentence frames, templates, and visuals. The examples given suggest that while all students can be practicing with the same content, the quantity of language they are able to produce as well as the sophistication of their oral discourse, including vocabulary, forms, and conventions, will vary across levels. The underlining in the forms and conventions row draws attention to some possibilities for linguistic features that could be practiced, such as tenses, pluralization, adverbs, and others. Please remember, this is an example but the particular areas of focus and their order should be adjusted to meet students' needs and correspond with your curricular goals. ## ELD STANDARD 1: Social & Instructional Language EXAMPLE TOPIC: Peer assessment CONNECTION: Common Core State Standards for English Language Arts, Speaking and Listening, Presentation of Knowledge & Ideas #4–5 (Grade 5): Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace; Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. EXAMPLE CONTEXT FOR LANGUAGE USE: Students collaborate in providing coaching or feedback to peers on their oral presentations using class-created rubrics. | COGNITIVE FUNCTION: Students at all levels of English language proficiency EVALUATE their classmates' presentations and give oral feedback. | | | | | | | | --- | --- | --- | --- | --- | --- | --- | | SPEAKING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 – Reaching | | | State ratings of peers' presentations using simple illustrated sentence frames and word banks | Describe ratings of peers' presentations using illustrated sentence frames | Discuss ratings of peers' presentations and suggest improvements using sentence frames | Explain ratings of peers' presentations with evidence and suggest improvements using sentence frames | Justify ratings of peers' presentations with evidence and suggest improvements using rubrics | | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: rubric, use of voice, pace, visual aids, message | | | | | | | # Example Language Features | | Levels 1–3 | Levels 2–4 | Levels 3–5 | | --- | --- | --- | --- | | **Linguistic Complexity** Discourse Dimension | I learned about bears. I can hear you. You talk fast. I liked your pictures. | Good job on your presentation. I liked when you told us about the koala’s diet. Your photos helped me understand. Don’t read your notes so much. You speak in a clear voice. | Your presentation showed you know a lot about the topic. Your map about different food sources was interesting. You spoke with a very clear voice but sometimes you spoke too quickly or too softly. I suggest you slow down and talk a little louder. Next time, I recommend you look up at your audience. | | **Language Forms & Conventions** Sentence Dimension | you → your pictures learn → learned like → liked | I liked when (what/how/that) | very clear too quickly quickly softly Next time, | | **Vocabulary Usage** Word/Phrase Dimension | learned about hear talk fast/slow pictures | presentation notes so much speak clear voice | topic I suggest you… I recommend… audience | WiDA EXPANDED STRANDS EXPANDED STRANDS WIDA # GRADE 6 This expanded strand showcases an opportunity for students to hone their writing skills within Standard 3, the Language of Mathematics. Students at all levels of language proficiency are asked to evaluate, a demanding cognitive function, and they must justify their decisions based on computation and reasoning. The example topic of ratio and rate can be made relevant for students using a variety of real-life applications, as shown in the example context for language use. Educators should be mindful of some of the specific and technical language that can be present in such specialized topics as taxes, cars, and sports, and make a point to teach it to students explicitly. ELLs can be more successful when provided linguistic supports. In levels 1 and 2 of this strand, students are supported by the use of a template. In the row for Linguistic Complexity, students' writing is underlined to show that they have filled in blanks with words, phrases, and simple sentences, while the template provided by their teacher is shown in italicized text. At the higher levels of language proficiency, students can draft all text independently using the support of graphic organizers that remind them of comparative and explanatory language. # ELD STANDARD 3: The Language of Mathematics EXAMPLE TOPIC: Ratio & rate CONNECTION: Common Core State Standards for Mathematics, Ratios and Proportional Relationships #3 (Grade 6): Use ratio and rate reasoning to solve real-world and mathematical problems... b. Solve unit rate problems including those involving unit pricing and constant speed... c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent. d. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. EXAMPLE CONTEXT FOR LANGUAGE USE: Students justify their decisions in real-life scenarios (e.g., choosing items to buy based on discounts and local tax, determining miles per gallon for different models of cars, or selecting players for a fantasy team based on sports average). | COGNITIVE FUNCTION: Students at all levels of English language proficiency EVALUATE their options and make choices. | | | | | | | | --- | --- | --- | --- | --- | --- | --- | | WRITING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 – Reaching | | | List choices based on rate calculations in real-life situations using templates and word banks with a partner | Describe choices based on rate calculations in real-life situations using templates and word banks with a partner | Compare choices based on rate calculations in real-life situations using graphic organizers with a partner | Explain choices based on rate calculations in real-life situations using charts with partners | Elaborate on choices based on rate calculations in real-life situations with partners | | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: sales tax, discount, percentage, ratio, proportion | | | | | | | # Example Language Features | | Levels 1–3 | Levels 2–4 | Levels 3–5 | | --- | --- | --- | --- | | **Linguistic Complexity** Discourse Dimension | *Selection: We chose the computer.* *Price: It costs $750.* *Discount: Today it is 15%.* *Reason: The price is cheap.* | There are many phones. We selected the smart phone. Some phones are cheaper, but the smart phone can do more. The price was $400 plus tax. It was on sale for 15% off. | We had a choice of buying a tablet or a smart phone. We looked for a good deal. We selected the tablet because it was the best value at the discounted rate. It had a greater percentage off. The price of the tablet, including the 20% discount and sales tax, was $495. The final price of the smart phone was $340 after taking 10% off. | | **Language Forms & Conventions** Sentence Dimension | choose → chose cost → costs | cheap → cheaper expensive → more expensive Some phones are cheaper, but... on sale 15% off | The price of the tablet, including the 20% discount and sales tax, was $495. after taking | | **Vocabulary Usage** Word/Phrase Dimension | costs discount price cheap/expensive | plus tax on sale | a good deal best value discounted rate percentage off final price | EXPANDED STRANDS WiDA™ EXPANDED STRANDS WIDA # GRADE 7 In the expanded strand that follows, students engage in analytical reading of print or digital texts to support their interpretation and ultimately, creation of charts or maps about agriculture. In order for students at all levels to maintain the same cognitive function of analyzing, educators need to ensure that students are asked to differentiate agricultural products from other resources such as mineral or human resources. This example activity consists of many parts that are not all illustrated here, including the use of the other language domains of speaking, listening, and/or writing. Language activities are almost always integrated across multiple domains in this way, and students are often asked to produce language to indicate their reading comprehension. In other words, we can't see whether students have correctly identified language or drawn conclusions based on their reading unless they show their learning in other ways. This expanded strand suggests that students would read text like that which appears next to Linguistic Complexity, but then might indicate their understanding by creating a unique chart or map. The rows for Language Forms and Conventions and Vocabulary Usage suggest some possible language learning opportunities to introduce and practice with students at each level of language proficiency. Such practice will enhance and expand students' abilities to access content presented through written text. # ELD STANDARD 5: The Language of Social Studies EXAMPLE TOPIC: Agriculture CONNECTION: Common Core Reading Standards for Literacy in History/Social Studies, Integration of Knowledge & Ideas #7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. EXAMPLE CONTEXT FOR LANGUAGE USE: Students read informational texts and related websites about crops or agricultural products to interpret maps or create charts. | COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE the importance of agricultural resources to regional economies. | | | | | | | | --- | --- | --- | --- | --- | --- | --- | | READING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 – Reaching | | | Identify agricultural icons using visual or graphic support (e.g., on maps or graphs) | Locate resources or agricultural products using visual or graphic support | Distinguish among resources or agricultural products using visual or graphic support | Find patterns associated with resources or agricultural products using visual or graphic support | Draw conclusions about resources or agricultural products on maps or graphs from grade-level text | | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: renewable, non-renewable, resource allocation | | | | | | | # Example Language Features | | Levels 1–3 | Levels 2–4 | Levels 3–5 | | --- | --- | --- | --- | | **Linguistic Complexity** Discourse Dimension | Rice is an important crop. It grows in the wet flat lands of China. Bananas grow in the tropics. | Coffee grows in countries with high mountains that are near the equator, while olives grow near warm seas. Therefore, coffee is a major agricultural product of Ecuador while olives are important to the Mediterranean region. | Orange trees require the moist, nutrient-rich soil of tropical climates. In contrast, wheat prospers in cooler, arid climates with drier soil. Notice how agricultural productivity varies from region to region in Kenya. One requirement of successful agricultural production is selecting crops that are well-suited to the climate and soil of the region. | | **Language Forms & Conventions** Sentence Dimension | rice, coffee, corn, v. olives, bananas, oranges Rice grows... Bananas grow... | Coffee grows... while olives grow... Therefore... | One requirement of successful agricultural production is... | | **Vocabulary Usage** Word/Phrase Dimension | rice coffee olives wheat orange trees important crop wet flat lands | near the equator or near warm seas major therefore while region | In contrast, agricultural productivity/production moist, tropical climates cooler, arid climates well-suited | EXPANDED STRANDS WiDA™ EXPANDED STRANDS WIDA # GRADE 8 The 8th grade expanded strand assumes that students will listen to classroom discussions about literature and will connect common themes across multiple genres, including myths, traditional stories, or religious works. ELLs from diverse backgrounds may offer tremendous richness to such discussions of universal themes, as they may know different traditional stories and have unique life experiences to relate to the literary works. In the domain of listening, they may exhibit their listening comprehension in a variety of ways, as suggested in the model performance indicators. Educators may rely on illustrations of common themes, events, or character types across multiple units to increase students' familiarity with these concepts. Students may recreate, select, or manipulate these illustrations to engage in a variety of activities. However, illustrations are just one way to support students' listening. Other graphic, sensory, and interactive supports may be equally valuable. The complexity of sentences that students can process increases across three tiered levels. Different forms, conventions, and vocabulary can be introduced through different activities as part of the lesson on literature. Listening will serve as a scaffold for many students who can use it as a foundation for building their productive skills of speaking and writing. # ELD STANDARD 2: The Language of Language Arts EXAMPLE TOPIC: Literature analysis CONNECTION: Common Core Reading Standards for Literature, Integration of Knowledge and Ideas #9 (Grade 8): Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. EXAMPLE CONTEXT FOR LANGUAGE USE: Students listen to class discussions about themes, patterns of events, or character types in a work of literature to make connections to their own lives and/or familiar stories or myths from their own cultures. | COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE universal themes of literature. | | | | | | | | --- | --- | --- | --- | --- | --- | --- | | LISTENING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 – Reaching | | | Select illustrations depicting literary characters, themes, and plots based on oral statements using environmental print (e.g., posters about character types and themes) | Select illustrations depicting literary characters, themes, and plots based on oral descriptions using environmental print | Classify examples of literary characters, themes, and plots based on oral descriptions with a partner | Find patterns related to literary characters, themes, and plots using graphic organizers with a partner | Predict the evolution of literary characters, themes, and plots | | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: universal theme, character type, allegory, mythology, protagonist | | | | | | | # Example Language Features | | Levels 1-3 | Levels 2-4 | Levels 3-5 | | --- | --- | --- | --- | | **Linguistic Complexity** Discourse Dimension | The main character, Loretta, is a heroine. She is not afraid of dragons. She is like the warrior from the other story we read. | In general, Loretta is a strong character. She is both faithful and fearless. She never leaves Sandra's side. Additionally, Loretta challenges the dragon in the magical forest. This is different from how the warrior abandons his horse in the scene of battle. | Obviously, Loretta represents the heroine of the tale. She not only defeats wicked monsters throughout the story, but she also proves herself as a loyal friend. Through overcoming numerous obstacles, she conquers her fears and realizes her own strength. What if Loretta met the warrior from the ancient myth? Would she criticize his actions? Could she offer him some advice? | | **Language Forms & Conventions** Sentence Dimension | The main character, Loretta, she is v. she is not | In general, both ____ and ____ For instance,... never Additionally, different from how | Obviously, not only...but also Through overcoming numerous obstacles, she... What would... Could... | | **Vocabulary Usage** Word/Phrase Dimension | main character hero/heroine afraid dragon warrior other story | strong character faithful fearless ____'s side challenges magical abandons scene of battle | represents defeats loyal friend overcoming obstacles conquers realizes her own strength serve ancient myth criticize offer some advice | EXPANDED STRANDS WiDA™ EXPANDED STRANDS WiDA™ # GRADES 9-10 The following expanded strand is focused on a productive domain (speaking). Five examples are given of how students will gain proficiency as they progress through the levels. The progression starts at level 1 where students will combine new vocabulary with set phrases such as "stayed the same" to describe their experiment. At level 2, they might use repetitive sentence frames to tell about the different outcomes of experimentation. At levels 3–5, teachers should gradually increase the complexity of sentence frames provided and allow students ample time to practice with them prior to giving a final report to the class. Graphic support such as a process map will also support students' ability to recount the experiment's results orally. The passive voice, a hallmark of scientific language, can be rehearsed with all students, including ELLs at the upper levels of language proficiency. All students will benefit from enhanced awareness of the most common features of language pertaining to science. # ELD STANDARD 4: The Language of Science # EXAMPLE TOPIC: Dependent & independent variables CONNECTION: Next Generation Science Standards, Physical Sciences, Matter and its Interactions PS1-5 (High School): Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs. EXAMPLE CONTEXT FOR LANGUAGE USE: Students will discuss the design of an experiment (e.g., reaction rate of photosynthesis) to test the effect of modifying a variable. Groups will perform the experiment and discuss their observations on the impact of the specific variable. Finally, they will give a formal presentation on the results. | COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE the effect of modifying a variable in an experiment. | | | | | | | | --- | --- | --- | --- | --- | --- | --- | | SPEAKING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 – Reaching | | | Describe the effects of modifying a variable using illustrated word banks in small groups | Give examples of the effects of modifying a variable using illustrated word banks and sentence frames in small groups | Explain the effects of modifying a variable using sentence frames and graphic organizers in small groups | Discuss the effects of modifying a variable using sentence frames and graphic organizers in small groups | Report on the effects of modifying a variable in small groups | | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: dependent and independent variables, control and experimental groups, quantitative and qualitative data | | | | | | | # Example Language Features | | Levels 1-3 | Levels 2-4 | Levels 3-5 | | --- | --- | --- | --- | | **Linguistic Complexity** Discourse Dimension | Illustrated word bank: independent variable dependent variable water CO2 Carbon dioxide stayed the same changed | The independent variable was carbon dioxide. We changed the amount of CO2 each time. We saw the reaction slow down with less carbon dioxide and it did not occur without carbon dioxide. | In our experiment, varying the amounts of carbon dioxide impacted the reaction. First, we dissolved sodium bicarbonate in water to release CO2, our independent variable. We knew how much CO2 to use in the experiment because we had the chemical equation for photosynthesis. Decreasing the amount of CO2 in the experimental groups slowed down the reaction rate. Removing the carbon dioxide resulted in no reaction. | | **Language Forms & Conventions** Sentence Dimension | stayed the same changed | We saw... with...and it... | varying... decreasing... removing... | | **Vocabulary Usage** Word/Phrase Dimension | stayed the same/changed same/different slow/fast | changed reaction each time without | impact dissolve release chemical equation photosynthesis resulted in | EXPANDED STRANDS WiDA EXPANDED STRANDS WIDA™ # GRADES 11-12 This expanded strand is focused on the receptive language domain of reading. Therefore, the language functions (sort, identify, categorize, make judgments, and draw conclusions) require students to do something to show their ability to process the language they read. As you examine the example expectations associated with the three criteria from the Performance Definitions, please note that the Linguistic Complexity section showcases the type of language students would be reading from college or career marketing materials, not language that they themselves would produce. Since it is important for each student to work with authentic materials, the quantity of language each student will process is greater than what we typically associate with the beginning levels of language proficiency (levels 1 and 2). However, this example shows how educators can select sections of those materials that are appropriate for students at each level and offer support (such as visuals and partner work) to allow them to access it. In this example, some of the language functions such as identification via highlighting (level 2) and the use of category headings (level 3) are incorporated within the row for Linguistic Complexity. At the highest levels, students need to process all language shown in order to successfully make judgments and draw conclusions. The vocabulary associated with this example topic is relevant to students' lives in school and beyond. # ELD STANDARD 1: Social & Instructional Language # EXAMPLE TOPIC: Informed decisions (college & career) CONNECTION: Common Core Reading Standards for Informational Texts, Integration of Knowledge & Ideas #7: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. EXAMPLE CONTEXT FOR LANGUAGE USE: Students review college or career marketing materials (e.g., print or online) according to personal preferences (e.g., affordability, location, time commitment, requirements, interest) to make informed decisions on post-secondary options. | COGNITIVE FUNCTION: Students at all levels of English language proficiency EVALUATE post-secondary options. | | | | | | | | --- | --- | --- | --- | --- | --- | --- | | READING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 - Reaching | | | Sort information on post-secondary options from multiple sources with visual support with a partner | Identify important information (e.g., by highlighting) on post-secondary options from multiple sources with visual support with a partner | Categorize (e.g., best, maybe, unlikely) post-secondary options from multiple sources using illustrated graphic organizers | Make judgments about post-secondary options from multiple sources using illustrated graphic organizers (e.g., checklists of types of evidence) | Draw conclusions on post-secondary options from claims in multiple sources of information | | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: priorities, vocation/trade, merit scholarship, cost of living, room and board, professional reference, résumé-building | | | | | | | # Example Language Features | | Levels 1–3 | Levels 2–4 | Levels 3–5 | | --- | --- | --- | --- | | **Linguistic Complexity** Discourse Dimension | The University: Quick Facts • Founded in 1910 • 27,000 students from 41 states and 60 countries • Located in Townville, U.S. • Named "Best Value U" by Ratings Magazine for 3 straight years Residential Life First- and second-year students reside in campus housing. Living opportunities include 12 residence halls, 35 theme houses, and nine apartment complexes. Scholarships and Financial Aid • More than $150 million in scholarships and financial aid each year • Awarded for need, merit, and/or talent Majors Accounting, Anthropology, Art, Biochemistry, Biology, Business... Visit Campus The best way to decide if the University is right for you is by visiting campus. Schedule your visit at university.edu/admission or call 1-800-I-VISIT-U. | *Best, Close, Interesting:* The Creative Institutes This system of schools offers real-world education in the areas of culinary arts, fashion, film, graphic design, and more. With over 50 schools in 30 states, you can earn an associate degree or technical diploma in one of these subjects at a campus near you! *Maybe, Close, Affordable:* Convenient College For over 15 years, Convenient College has offered affordable student-centered, quality, career-focused education. Our online program offers associate's and bachelor's degrees tailored to meet your personal needs at a pace that is right for you. Possessing current experience in business, criminal justice, health care, and psychology, our faculty is here for you. At Convenient College, you will find a warm, friendly community with small class sizes and staff dedicated to your advancement. *Unlikely but interesting:* Teacher College Our Early Childhood program combines hands-on field work with academic coursework. Success depends on a caring attitude, flexibility, dependability, and strong communications skills. If this sounds like a fit for you, the time is right to apply! | Mechanics Individuals who enjoy working with tools and their hands may be interested in work as a mechanic. Today, mechanics often use computer diagnostic equipment to find and fix problems, so mechanics also need to keep up with changes in technology. Most mechanics specialize in at least one area such as automotive, aircraft, small engine, or industrial machinery. Mechanics generally have a love for machines, but many also like customer service and feel a sense of accomplishment from helping people. Pre-law Are you driven to earn top grades? Can you picture yourself as an intern in a law office? Are you committed to studying for the LSAT? Since pre-law is rarely offered as a major, a pre-law advising program will help you stay on track as you prepare for law school. It helps to be a good communicator and you'll be more likely to succeed in law school if you are an analytical thinker who enjoys problem solving. Though many pre-law students choose majors like English or political science, you can major in anything at all! Nursing Aides Nursing aides' responsibilities range from taking patients' temperatures to leading a group card game. If you are attracted to the virtues of nursing but not the time it takes to become an RN, a nursing aide position may be right for you. Aides can work days, nights, and/or weekends, and some jobs require use of your own transportation. | EXPANDED STRANDS WiDA™ EXPANDED STRANDS WiDA™ Example Language Features | | Levels 1-3 | Levels 2-4 | Levels 3-5 | Level 6 - Reaching | | --- | --- | --- | --- | --- | | Language Forms & Conventions Sentence Dimension | founded in... located in... named a... | With over 50 schools in 30 states. For over 15 years, tailored to combines ____ with ____ | such as... range from ____ to ____ If... An RN | | | Vocabulary Usage Word/Phrase Dimension | University residence hall financial aid major campus | real-world education affordable student-centered career-focused meet your needs pace warm community advancement flexibility dependability strong communication skills the time is right | keep up with specialize picture yourself advising program stay on track analytical thinker problem solving anything at all virtues | | # Strands of Model Performance Indicators Representing the WIDA English Language Development Standards  The strands in Section 4 do not replace the strands presented in the 2007 Edition of WIDA's standards but instead includes an additional resource for educators working with English language learners in a variety of contexts. The current framework includes strands for individual grade levels so that the strands can be connected to grade-level content standards. However, educators are encouraged to review strands across multiple grade levels to gain a fuller picture of the various pathways to language development for their students. ## SECTION 4: Strands by Grade Level Six strands per grade level illustrate language development within each of the five WIDA ELD Standards and across all language domains, plus a complementary strand supports language learning within music education, performing arts, the humanities, visual arts, health, physical education, technology, and engineering KINDERGARTEN WIDA # ELD STANDARD 1: Social & Instructional Language # EXAMPLE TOPIC: Classroom collaboration CONNECTION: Common Core Speaking and Listening Standards #3 (Kindergarten): Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers and adults in small and larger groups. EXAMPLE CONTEXT FOR LANGUAGE USE: Students give visitors (e.g., family members) a classroom tour and tell how students work collaboratively in groups or centers. | COGNITIVE FUNCTION: Students at all levels of English language proficiency REMEMBER how to work collaboratively with their peers. | | | | | | | | --- | --- | --- | --- | --- | --- | --- | | SPEAKING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 – Reaching | | | Repeat and respond to chants about working collaboratively in small groups or centers (e.g., call and response) using gestures | Produce simple statements about working collaboratively in small groups or centers using oral sentence starters and models | Produce statements about working collaboratively in small groups or centers using oral sentence starters and models | Tell about working collaboratively in small groups or centers using models | Elaborate on working collaboratively in small groups or centers using models | | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: taking turns, cooperation, job, today, tomorrow | | | | | | | See expanded version of this strand on pp. 20–21 WiDA™ # ELD STANDARD 2: The Language of Language Arts EXAMPLE TOPIC: Features of print CONNECTION: Common Core Reading Standards: Foundational Skills #1 (Kindergarten): Demonstrate understanding of the organization and basic features of print; a. Follow words from left to right, top to bottom, and page by page, b. Recognize that spoken words are represented in written language by specific sequences of letters, c. Understand that words are separated by spaces in print. EXAMPLE CONTEXT FOR LANGUAGE USE: Students explore features of print in a variety of books with unique topics, formatting, and styles. | COGNITIVE FUNCTION: Students at all levels of English language proficiency REMEMBER features of print. | | | | | | | | --- | --- | --- | --- | --- | --- | --- | | LISTENING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 – Reaching | | | Identify features of print in response to one-step oral commands and following a model (e.g., “Show me the title.”) | Identify features of print in response to questions involving a choice and following a model (e.g., “Is this the title or is this the title? Show me the title.”) | Identify features of print in response to Wh- questions by pointing and following a model (e.g., “Who wrote this book? Show me the author.”) | Identify features of print in response to expanded Wh- questions by pointing and following a model (e.g., “Where do you find the author’s name on the title page? Show me where you find it.”) | Identify features of print in response to expanded multi-step oral instructions and following a model (e.g., “Find the author’s first and last name and then show me the upper case letters.”) | | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: title, turn the page, front/back cover, left to right, author, illustrator, first name, last name, spaces, lower/upper case letters | | | | | | | KINDERGARTEN KINDERGARTEN WiDA™ # ELD STANDARD 3: The Language of Mathematics # EXAMPLE TOPIC: Attributes of objects CONNECTION: Common Core Standards for Mathematics, Measurement and Data #1–2 (Kindergarten): Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.; Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. EXAMPLE CONTEXT FOR LANGUAGE USE: Students talk with classmates about real objects at a math center and sort them according to attributes. | COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE the attributes of objects. | | | | | | | | --- | --- | --- | --- | --- | --- | --- | | SPEAKING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 – Reaching | | | Indicate attributes of objects (e.g., “big,” “small”) using gestures and words in small groups | Describe attributes of objects (e.g., “a small ball,” “a big ball”) using gestures and words in small groups | Describe in detail attributes of objects (e.g., “the smaller ball”) in small groups | Compare attributes of objects (e.g., “This is the biggest ball.”) in small groups | Specify similarities and differences in attributes of objects (e.g., “The chalk and the crayon are short. The pencil is longer.”) in small groups | | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: bigger, smaller, heavier, lighter, longer/taller, shorter | | | | | | | WIDA # ELD STANDARD 4: The Language of Science # EXAMPLE TOPIC: Body parts & senses CONNECTION: Next Generation Science Standards, Structures and Processes K-LS1-1: Use observations to describe patterns of what plants and animals (including humans) need to survive. EXAMPLE CONTEXT FOR LANGUAGE USE: Following an interactive/shared reading experience on an informational book about body parts and their functions, students will examine the book with a partner. COGNITIVE FUNCTION: Students at all levels of English language proficiency UNDERSTAND the functions of body parts and senses. | READING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 – Reaching | | --- | --- | --- | --- | --- | --- | --- | | | Associate pictures with modeled language about body parts and their functions with a partner | Find words or icons related to body parts and their functions in books with a partner | Match labeled pictures with body parts and their functions with a partner | Sort illustrated text about body parts and their functions using graphic organizers (e.g., T-charts) with a partner | Locate language about body parts and their functions in illustrated texts | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: senses, see, smell, taste, touch, hear, human body, body part KINDERGARTEN KINDERGARTEN WIDA # ELD STANDARD 5: The Language of Social Studies EXAMPLE TOPIC: Self & family CONNECTION: Alaska: Cultural Standards A: Culturally-knowledgeable students are well grounded in the cultural heritage and traditions of their community. 2) Recount their own genealogy and family history. EXAMPLE CONTEXT FOR LANGUAGE USE: Students participate in a shared writing and then independently contribute to a classroom mural with “stories” about important people in their lives who they consider part of their family. | COGNITIVE FUNCTION: Students at all levels of English language proficiency UNDERSTAND the structure of their family. | | | | | | | | --- | --- | --- | --- | --- | --- | --- | | WRITING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 - Reaching | | | Draw and label family members using models and illustrated word cards (e.g., “grandma”) in L1 or L2 | Draw and label family members using models and illustrated word cards (e.g., “This is ____.”) in L1 or L2 | Draw and describe family members using sentence frames and illustrated word cards (e.g., “This is ____. He is ____.”) | Produce illustrated “stories” about family members using multiple related sentence frames and illustrated word cards (e.g., “This is ____. She is ____. She ____ with me.”) | Produce illustrated “stories” about family members | | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: family, family tree, family members | | | | | | | WIDA™ # COMPLEMENTARY STRAND: The Language of Music & Performing Arts EXAMPLE TOPIC: Rhythm CONNECTION: National Standards for Music Education #2 (K-4): Performing on instruments, alone and with others, a varied repertoire of music: Students echo short rhythms and melodic patterns. EXAMPLE CONTEXT FOR LANGUAGE USE: Students follow directions from the teacher on how to move their body to re-create rhythms and musical patterns and form a band using everyday classroom objects. COGNITIVE FUNCTION: Students at all levels of English language proficiency UNDERSTAND rhythm. | LISTENING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 – Reaching | | --- | --- | --- | --- | --- | --- | --- | | | Follow teacher-modeled rhythms and musical patterns based on gestures and simple oral commands with a partner | Follow teacher-modeled rhythms and musical patterns based on oral commands with a partner | Follow peer-modeled rhythms and musical patterns based on oral commands with a partner | Follow directions of lyrics in songs with repeated patterns about rhythmic movement with a partner | Follow directions of lyrics in songs about rhythmic movement (e.g., “The Wheels on the Bus”) | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: tap, clap, stomp, beat, rest KINDERGARTEN GRADE 1 WiDA™ # ELD STANDARD 1: Social & Instructional Language # EXAMPLE TOPIC: Recreational classroom activities CONNECTION: Common Core Standards for English Language Arts, Reading Standards for Informational Text, Craft and Structure, Integration of Knowledge and Ideas #6–7 (Grade 1): Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. Use the illustrations and details in a text to describe its key ideas. EXAMPLE CONTEXT FOR LANGUAGE USE: Students gather information from a variety of illustrated texts about recreational activities to share with peers. | COGNITIVE FUNCTION: Students at all levels of English language proficiency UNDERSTAND meaning in text. | | | | | | | | --- | --- | --- | --- | --- | --- | --- | | READING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 – Reaching | | | Identify icons from illustrated texts related to games or activities with a partner | Identify labeled pictures from illustrated texts related to games or activities with a partner | Identify key words in illustrated texts related to games or activities with a partner | Identify key phrases in illustrated texts related to games or activities with a partner | Identify short sentences in illustrated texts related to games or activities with a partner | | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: illustration, photo, fair | | | | | | | WIDA™ # ELD STANDARD 2: The Language of Language Arts EXAMPLE TOPIC: Text elements CONNECTION: Common Core Writing Standards #1–3 (Grade 1): Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. EXAMPLE CONTEXT FOR LANGUAGE USE: Student authors produce illustrated texts incorporating elements of different text types based on prompts (e.g., for opinions, “My favorite book is…”) to create displays for classroom or school events. COGNITIVE FUNCTION: Students at all levels of English language proficiency CREATE original texts. | WRITING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 – Reaching | | --- | --- | --- | --- | --- | --- | --- | | | Draw icons or symbols to represent ideas and text elements from models | Produce labeled illustrations to represent ideas and text elements from models (e.g., “I like the dog.”) | Provide details about ideas and text elements from models (e.g., “I like the funny cat.”) | Connect ideas and text elements from models (e.g., “The dog plays in the park. I like the big park.”) | Compose stories incorporating text elements (e.g., “First, the dog plays in the park. Then, he sees the cat. The dog and cat are friends.”) | | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: favorite, book report, title | | | | | | | GRADE 1 GRADE 1 WIDA™ # ELD STANDARD 3: The Language of Mathematics # EXAMPLE TOPIC: Measurement of objects CONNECTION: Common Core Standards for Mathematics, Measurement and Data #1 (Grade 1): Order three objects by length; compare the lengths of two objects indirectly by using a third object. EXAMPLE CONTEXT FOR LANGUAGE USE: Students work independently or with a partner to create charts about the length of objects using standard and non-standard measurement tools (e.g., paper clips, popsicle sticks, string, rulers, yard/meter sticks). COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE the relative length of objects. | LISTENING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 – Reaching | | --- | --- | --- | --- | --- | --- | --- | | | Follow oral instructions to identify lengths of objects following a model with a partner | Follow oral instructions to categorize objects according to their length following a model with a partner | Follow oral instructions to order objects according to their lengths following a model with a partner | Follow oral instructions to compare the lengths of objects using a template with a partner | Follow multi-step oral instructions to compare the lengths of objects with a partner | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: inches/centimeters, foot, yard/meter, length, chart, standard, non-standard See expanded version of this strand on pp. 22–23 WIDA™ # ELD STANDARD 4: The Language of Science EXAMPLE TOPIC: Force & motion CONNECTION: National Science Education Standards, Physical Science Standards #B2 (Grades K–4): An object's motion can be described by tracing and measuring its position over time. The position and motion of objects can be changed by pushing or pulling. The size of the change is related to the strength of the push or pull. EXAMPLE CONTEXT FOR LANGUAGE USE: Based on oral discourse, students use realia to design models for experiments on force and motion and discuss their plans in small groups. | COGNITIVE FUNCTION: Students at all levels of English language proficiency CREATE experiments on force and motion. | | | | | | | | --- | --- | --- | --- | --- | --- | --- | | LISTENING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 – Reaching | | | Construct models to test force and motion based on simple oral commands in small groups using L1 or L2 | Construct models to test force and motion based on simple segmented instructions in small groups using L1 or L2 (e.g., “Get the blocks. [Pause] Get the ramp. [Pause] Put the ramp on the blocks. [Pause] Put the ramp higher to make it move faster.”) | Construct models to test force and motion based on a series of oral statements using illustrations in small groups | Construct models to test force and motion based on oral discourse using illustrations in small groups | Construct models to test force and motion based on extended oral discourse with a partner (e.g., “How can we move this ball? Work together to design a ramp that will move the ball the length of three desks. Think about what materials you will need and how you will put them together.”) | | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions such as: push, pull, force, motion, change | | | | | | | GRADE 1 GRADE 1 WIDA™ # ELD STANDARD 5: The Language of Social Studies # EXAMPLE TOPIC: Neighborhoods/Communities CONNECTION: Common Core Standards Speaking and Listening Standards K–5 Comprehension and Collaboration #4 (Grade 1): Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. EXAMPLE CONTEXT FOR LANGUAGE USE: Students participate in role-play activities (e.g., with costumes/puppets) involving different members of their community using information from classroom guest speakers, field trips, videos, stories, or posters. | COGNITIVE FUNCTION: Students at all levels of English language proficiency UNDERSTAND the roles of community members/workers. | | | | | | | | --- | --- | --- | --- | --- | --- | --- | | SPEAKING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 – Reaching | | | Name community workers using word walls and realia that represent their roles in different settings | State the work of community workers using realia (e.g., “Firefighters put out fires.”) | Describe the work of community workers using realia (e.g., “Firefighters ride a truck and use a hose to fight fires.”) | Describe in detail the work of community workers using realia (e.g., “Firefighters are brave and work as a team to put out fires.”) | Discuss the work of community workers using realia (e.g., “The firefighters protect our community and save lives. For example…”) | | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: community, neighborhood, safety | | | | | | | WIDA # COMPLEMENTARY STRAND: The Language of the Humanities EXAMPLE TOPIC: Multiculturalism CONNECTION: Alaska Standards for Culturally Responsive Students, B1, E4: Acquire insights from other cultures without diminishing the integrity of their own. Determine how ideas and concepts from one knowledge system relate to those derived from other knowledge systems. EXAMPLE CONTEXT FOR LANGUAGE USE: Students interact with a variety of narrative and expository texts to select artifacts to include in exhibits representing multiculturalism (e.g., heritage, language, family customs, religion). COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE the features of cultural artifacts. | READING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 - Reaching | | --- | --- | --- | --- | --- | --- | --- | | | Sort cultural artifacts according to their use based on labeled illustrations from texts in small groups using L1 or L2 | Sort cultural artifacts according to their use based on illustrated descriptive labels from texts in small groups using L1 or L2 | Sort cultural artifacts according to their use based on sentences from illustrated texts using illustrated word walls in small groups | Sort cultural artifacts according to their use based on information from illustrated texts in small groups | Sort cultural artifacts according to their use based on information from multiple sources (e.g., stories, Internet) | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: tradition, culture, same, different, respect GRADE 1 GRADE 2 WIDA # ELD STANDARD 1: Social & Instructional Language EXAMPLE TOPIC: School areas, personnel, & activities CONNECTION: Common Core Speaking and Listening Standards #2 (Grade 2): Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. EXAMPLE CONTEXT FOR LANGUAGE USE: Students take photos on a tour of the school and create maps incorporating school areas, personnel, and activities based on oral descriptions or text read aloud. | COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE oral directions. | | | | | | | | --- | --- | --- | --- | --- | --- | --- | | LISTENING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 – Reaching | | | Find school areas on maps based on oral clues about personnel or activities with a partner | Place objects in school areas on maps based on oral clues about personnel or activities with a partner (e.g., “There was a flag in the corner.”) | Match school areas on maps to personnel and activities based on descriptive oral clues with a partner | Arrange school areas on maps according to descriptive oral clues about personnel and activities with a partner (e.g., “Remember how we could hear the musical instruments next door when we were in the gym?”) | Distinguish among school areas on maps based on multi-step descriptive oral clues about personnel or activities with a partner | | | TOPIC-RELATED LANGUAGE: : Students at all levels of English language proficiency interact with grade-level words and expressions, such as: across from, down the hall, in the corner, upstairs, custodian, second grade teacher, computer lab | | | | | | | WiDA™ # ELD STANDARD 2: The Language of Language Arts # EXAMPLE TOPIC: Storytelling/Experiential recounting CONNECTION: Common Core Speaking and Listening Standards #4 (Grade 2): Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. EXAMPLE CONTEXT FOR LANGUAGE USE: Students draw or make collages and then orally share stories with a beginning, middle, and end about events with their peers. | COGNITIVE FUNCTION: Students at all levels of English language proficiency APPLY elements of stories to original storytelling or experiential recounting. | | | | | | | | --- | --- | --- | --- | --- | --- | --- | | SPEAKING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 – Reaching | | | Point to and tell about events in stories using photos, illustrations, or wordless picture books with a partner (e.g., “ go to park, play with friends”). | Describe parts of stories (e.g., characters, settings) using photos, illustrations, or wordless picture books with a partner | Retell stories including main events, characters, and settings using photos, illustrations, or wordless picture books with a partner | Tell detailed stories using photos, illustrations, or wordless picture books with a partner | Tell detailed stories with creative word choice and expression using photos, illustrations, or wordless picture books with a partner | | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: order, details, word choice | | | | | | | GRADE 2 GRADE 2 WiDA™ # ELD STANDARD 3: The Language of Mathematics EXAMPLE TOPIC: Money CONNECTION: Common Core Standards for Mathematics, Measurement and Data #8 (Grade 2): Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. EXAMPLE CONTEXT FOR LANGUAGE USE: Students act out real-life mathematics scenarios related to money (e.g., to make purchases in a classroom store). | COGNITIVE FUNCTION: Students at all levels of English language proficiency will ANALYZE text of word problems. | | | | | | | | --- | --- | --- | --- | --- | --- | --- | | READING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 – Reaching | | | Match words and phrases (e.g., “more than,” “less than,” “take away”) involving money and value to operations (e.g., +, -) using illustrated word cards and realia with a partner | Find words and phrases involving money and value from illustrated text using realia with a partner | Sequence sentences to decide how to solve word problems involving money and value using realia with a partner | Locate clues for solving problems involving money and value from simplified text (e.g., written in present tense with familiar contexts) using realia with a partner | Categorize word problems (e.g., by addition or subtraction) involving money and value using realia | | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: total, enough, cost, change, left over, solve | | | | | | | WiDA™ # ELD STANDARD 4: The Language of Science EXAMPLE TOPIC: Life cycles CONNECTION: Next Generation Science Standards, Ecosystems: Interactions, Energy, and Dynamics 2-LS2-2: Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. EXAMPLE CONTEXT FOR LANGUAGE USE: Students learn about the process of pollination in small groups to produce classroom posters. | COGNITIVE FUNCTION: Students at all levels of English language proficiency REMEMBER the changes in life cycles. | | | | | | | | --- | --- | --- | --- | --- | --- | --- | | WRITING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 – Reaching | | | Label drawings about the process of pollination using illustrated word banks (e.g., seed, sprout) and graphic organizers | Produce simple sentences about the process of pollination using illustrated word banks and graphic organizers | Describe the process of pollination using illustrated word banks and graphic organizers | Describe in detail the process of pollination using illustrations and graphic organizers | Reproduce stories about the process of pollination using illustrations | | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: life cycle, change into, stages | | | | | | | GRADE 2 GRADE 2 WIDA # ELD STANDARD 5: The Language of Social Studies # EXAMPLE TOPIC: Historical times & people CONNECTION: Common Core Reading Standards for Informational Text, Key Ideas and Details #2 (Grade 2): Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. 2. Describe the connection between a series of historical events, scientific ideas or concepts, or steps. EXAMPLE CONTEXT FOR LANGUAGE USE: Students research historical times and people using informational texts in preparation for creating a timeline poster. | COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE the connections between different historical times and people. | | | | | | | | --- | --- | --- | --- | --- | --- | --- | | READING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 – Reaching | | | Match pictures with information about historical times and people from illustrated texts with a partner | Identify important information about historical times and people from illustrated texts with a partner | Sort information about historical times and people from illustrated texts using graphic organizers in small groups | Sequence information about historical times and people from illustrated texts using graphic organizers in small groups | Connect information about historical times and people from illustrated texts using graphic organizers (e.g., timelines) | | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: historical times, communication | | | | | | | See expanded version of this strand on pp. 24–25 WiDA™ # COMPLEMENTARY STRAND: The Language of Visual Arts # EXAMPLE TOPIC: Visual characteristics CONNECTION: National Visual Arts Standard 2 (Grades K–4): Students know the differences among visual characteristics and purposes of art in order to convey ideas. Students describe how different expressive features and organizational principles cause different responses. EXAMPLE CONTEXT FOR LANGUAGE USE: Students, identifying themselves as artists, relate the visual characteristics of their art work to peers and communicate how the visual attributes lend themselves to different ideas. | COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE visual characteristics of art forms. | | | | | | | | --- | --- | --- | --- | --- | --- | --- | | SPEAKING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 – Reaching | | | Point to and name visual characteristics of models of art forms using graphic support (e.g., palette of colors) with a partner | Categorize visual characteristics of models of art forms (e.g., shades of color) using graphic support with a partner | Describe variation in visual characteristics of models of art forms using graphic support with a partner | Discuss variation in visual characteristics of models of art forms using graphic support with a partner | Explain variation in visual characteristics using graphic support with a partner | | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: shades of color, mood, style | | | | | | | GRADE 2 GRADE 3 WIDA # ELD STANDARD 1: Social & Instructional Language EXAMPLE TOPIC: Research interests CONNECTION: Common Core Standards for Writing #8 (Grade 3): Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. EXAMPLE CONTEXT FOR LANGUAGE USE: Prior to conducting research, students brainstorm/free write about topics or questions they want to investigate. | COGNITIVE FUNCTION: Students at all levels of English language proficiency REMEMBER personal and school experiences in selecting research topics. | | | | | | | | --- | --- | --- | --- | --- | --- | --- | | WRITING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 – Reaching | | | List ideas on research topics (e.g., sports and hobbies for kids) using illustrated graphic organizers in L1 or L2 | Organize ideas on research topics (e.g., popularity of snow sports v. water sports) using graphic organizers in L1 or L2 | State ideas related to research topics following a model using graphic organizers | Elaborate ideas related to research topics following a model using graphic organizers | Connect ideas related to research topics using graphic organizers | | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: research topic, brainstorm | | | | | | | WIDA # ELD STANDARD 2: The Language of Language Arts EXAMPLE TOPIC: Giving feedback for revision CONNECTION: Common Core Standards for Writing #5 (Grade 3): With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. EXAMPLE CONTEXT FOR LANGUAGE USE: Students provide feedback to peers in writing conferences to recognize key elements in strengthening narratives. | COGNITIVE FUNCTION: Students at all levels of English language proficiency EVALUATE writing. | | | | | | | | --- | --- | --- | --- | --- | --- | --- | | WRITING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 – Reaching | | | Supply words for sentences about revising from models | Compose phrases and simple sentences about revising from models | Compose sentences about revising from models | Suggest ideas for revising using word banks | Provide detailed feedback for revising | | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: revise, redo, improve | | | | | | | See expanded version of this strand on pp. 26–27 GRADE 3 GRADE 3 WIDA™ # ELD STANDARD 3: The Language of Mathematics EXAMPLE TOPIC: Area CONNECTION: Common Core Standards for Mathematics, Measurement and Data #5–6 (Grade 3): Recognize area as an attribute of plane figures and understand concepts of area measurement... Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). EXAMPLE CONTEXT FOR LANGUAGE USE: Students follow directions to arrange manipulatives into shapes representing specified areas (e.g., to create building floor plans or plan a community garden). COGNITIVE FUNCTION: Students at all levels of English language proficiency CREATE floor plans or models. | LISTENING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 – Reaching | | --- | --- | --- | --- | --- | --- | --- | | | Follow simple oral commands to design area maps using manipulatives and illustrated examples (e.g., “Make a square like this.”) in small groups | Follow simple oral directions to design area maps using manipulatives and illustrated examples in small groups | Follow oral directions to design area maps using manipulatives and illustrated examples in small groups | Follow detailed oral directions to design area maps using manipulatives in small groups (e.g., “The area for beans needs to be less than 12 square units. Make the side less than 4 units long.”) | Follow complex oral specifications to design area maps using manipulatives in small groups (e.g., “The total area of the garden is 50 square units. Each tomato plant requires 5 square units. Draw an area for the tomatoes.”) | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: square unit, unit squares, length, width, area WiDA™ # ELD STANDARD 4: The Language of Science EXAMPLE TOPIC: Electricity & magnets CONNECTION: Next Generation Science Standards, Physical Sciences, Forces and Interactions PS2-3, PS2-4 (Grade 3): Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. Define a simple design problem that can be solved by applying scientific ideas about magnets. EXAMPLE CONTEXT FOR LANGUAGE USE: Students discuss their observations and draw conclusions about the outcomes of electricity and magnetism experiments in small groups to practice designing their own experiments. | COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE experimental observations. | | | | | | | | --- | --- | --- | --- | --- | --- | --- | | SPEAKING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 – Reaching | | | State reasons for outcomes of experiments on electricity using illustrations or realia and teacher guidance (e.g., “electricity goes”, “electricity stops” when circuit is open or closed) | State reasons for outcomes of experiments on electricity using illustrations or realia, oral sentence starters, and teacher guidance (e.g., “The bulb turned on because...”, “The balloons attracted/ repelled because...”) | Explain outcomes of experiments on electricity using illustrations and oral sentence frames | Explain in detail outcomes of experiments on electricity using illustrations or realia and word/phrase banks | Explain in detail outcomes of experiments on electricity using illustrations or realia | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: turn on, turn off, static electricity, charge, attract, repel, open/closed circuit GRADE 3 GRADE 3 WiDA™ # ELD STANDARD 5: The Language of Social Studies EXAMPLE TOPIC: Civic participation CONNECTION: National Standards for Civics and Government C–D (Grades K–4): Students should be able to explain why certain rights are important to the individual and to a democratic society, such as personal, political, and economic rights. Students should be able to explain why certain responsibilities are important to themselves and their family, community, state, and nation, such as personal and civic responsibilities. EXAMPLE CONTEXT FOR LANGUAGE USE: Students read informational texts about the rights and responsibilities of citizens, create visual representations of them, and practice identifying them. | COGNITIVE FUNCTION: Students at all levels of English language proficiency UNDERSTAND citizens' rights and responsibilities. | | | | | | | | --- | --- | --- | --- | --- | --- | --- | | READING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 – Reaching | | | Match labels to photos, pictures, or icons representing citizens' rights and responsibilities with a partner in L1 or L2 | Match descriptions to photos, pictures, or icons representing citizens' rights and responsibilities with a partner in L1 or L2 | Locate details related to citizens' rights and responsibilities with a partner using graphic organizers | Distinguish among citizens' rights and responsibilities with a partner using graphic organizers | Infer citizens' rights and responsibilities based on texts | | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: citizenship, individual rights and responsibilities, duty, law and order | | | | | | | WiDA™ # COMPLEMENTARY STRAND: The Language of Health & Physical Education EXAMPLE TOPIC: Healthy choices CONNECTION: National Health Education Standards #1, Health Promotion and Disease Prevention (Grades K–4): Students will comprehend concepts related to health promotion and disease prevention. Describe relationships between personal health behaviors and individual well being. Identify indicators of mental, emotional, social, and physical health during childhood... Describe how the family influences personal health. Describe how physical, social, and emotional environments influence personal health. EXAMPLE CONTEXT FOR LANGUAGE USE: Students weigh options depicted in role plays (e.g., videos, performances, or text read aloud) in order to make healthy choices. | COGNITIVE FUNCTION: Students at all levels of English language proficiency EVALUATE different habits to decide if they are healthy or not. | | | | | | | | --- | --- | --- | --- | --- | --- | --- | | LISTENING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 – Reaching | | | Demonstrate or respond non-verbally to language associated with healthy and unhealthy choices from oral discourse using pictures or gestures | Match language associated with healthy and unhealthy choices to examples from oral discourse using illustrated graphic organizers | Identify language associated with healthy and unhealthy choices from oral discourse using graphic organizers | Identify details related to healthy and unhealthy choices from oral discourse using graphic organizers | Compare and contrast healthy and unhealthy choices from oral discourse using graphic organizers | | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: healthy/unhealthy choices, behavior, consequences | | | | | | | GRADE 3 GRADE 4 WIDA # ELD STANDARD 1: Social & Instructional Language # EXAMPLE TOPIC: Community practices CONNECTION: Common Core State Standards for English Language Arts, Speaking and Listening, Comprehension & Collaboration #1 (Grade 4): Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly. EXAMPLE CONTEXT FOR LANGUAGE USE: Students report information from interviews conducted in their community to class and share stories about local practices (e.g., oral histories or community/family networks). | COGNITIVE FUNCTION: Students at all levels of English language proficiency UNDERSTAND community practices. | | | | | | | | --- | --- | --- | --- | --- | --- | --- | | SPEAKING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 – Reaching | | | Tell about community practices using photographs or realia and following a model with a partner | Describe community practices using photographs or realia and following a model with a partner | Recount information about community practices using photographs or realia and following a model | Recount detailed information about community practices using photographs or realia | Recount and reflect on information about community practices using photographs or realia | | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: community practices, interview, personal experiences | | | | | | | WIDA™ # ELD STANDARD 2: The Language of Language Arts EXAMPLE TOPIC: Narration CONNECTION: Common Core State Reading Standards for Literature, Craft and Structure #6 (Grade 4): Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. EXAMPLE CONTEXT FOR LANGUAGE USE: After a whole group discovery activity exploring narrative points of view, students review example narrative texts to discover how first- and third-person narrations convey different perspectives. | COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE text features related to narrative points of view. | | | | | | | | --- | --- | --- | --- | --- | --- | --- | | READING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 – Reaching | | | Identify language that indicates narrative points of view (e.g., “I” v. “he/she”) from illustrated text using word/phrase banks with a partner | Identify language that indicates narrative points of view (e.g., “he felt scared”) from illustrated text using word/phrase banks with a partner | Categorize passages based on narrative points of view from illustrated text using word/phrase banks with a partner | Compare narrative points of view in extended texts using graphic organizers with a partner | Compare and contrast narrative points of view in extended texts | | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: narrate, narration, first person, third person | | | | | | | GRADE 4 GRADE 4 WIDA™ # ELD STANDARD 3: The Language of Mathematics EXAMPLE TOPIC: Lines & angles CONNECTION: Common Core Standards for Mathematics, Geometry #1–2 (Grade 4): Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. EXAMPLE CONTEXT FOR LANGUAGE USE: Students build models or posters with photo displays specifying the lines and angles they find in their school, home, or community. | COGNITIVE FUNCTION: Students at all levels of English language proficiency APPLY their understanding of lines and angles to everyday situations. | | | | | | | | --- | --- | --- | --- | --- | --- | --- | | WRITING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 – Reaching | | | Label types of lines and angles according to their properties using realia and graphic support | Define types of lines and angles according to their properties using realia and graphic support (e.g., “Obtuse > 90 degrees”) | Describe types of lines and angles according to their properties using realia and graphic support | Compare and contrast types of lines or angles according to their properties using realia and graphic support | Explain types of lines and angles according to their properties using realia (e.g., “My desk has four right angles on the top, which are 90 degrees. Each leg of the desk has two acute angles of 55 degrees and two obtuse angles of 125 degrees.”) | | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: obtuse, acute, right or 90-degree angle, parallel and perpendicular lines, end points, rays, vertex, line segment | | | | | | | WiDA™ # ELD STANDARD 4: The Language of Science # EXAMPLE TOPIC: Earth history/materials CONNECTION: Next Generation Science Standards, Earth and Space Sciences, Earth's Systems: Processes that Shape the Earth ESS1-1, ESS2-1 (Grade 4): Identify evidence from patterns in rock formations and fossils in rock layers for changes in a landscape over time to support an explanation for changes in a landscape over time. Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. EXAMPLE CONTEXT FOR LANGUAGE USE: Students gather information about scientific processes (e.g., from teacher demonstrations, computer programs, or videos) and demonstrate how the surface of the earth has changed over time as part of a long-term project on earth history. | COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE the results of change over time due to processes affecting earth materials. | | | | | | | | --- | --- | --- | --- | --- | --- | --- | | LISTENING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 - Reaching | | | Match processes or events with their effects on earth materials based on oral descriptions using photos, illustrations, or videos with a partner in L1 or L2 | Identify and sort the effect of processes or events on earth materials based on oral descriptions using photos, illustrations, or videos with a partner in L1 or L2 | Categorize the effects of processes or events on earth materials based on oral descriptions using photos, illustrations, or videos and graphic organizers with a partner | Distinguish between effects of processes or events on earth materials based on oral descriptions using photos, illustrations, or videos | Interpret the effects of processes or events on earth materials using videos based on grade-level oral discourse | | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: weather v. weathering, erosion, breaks down rocks | | | | | | | See expanded version of this strand on pp. 28–29 GRADE 4 GRADE 4 WIDA # ELD STANDARD 5: The Language of Social Studies EXAMPLE TOPIC: Maps & globes/Locations CONNECTION: National Curriculum Standards for Social Studies, Standard 3: People, Places, and Environments #3a-d (Early Grades): Construct and use mental maps of locales, regions, and the world that demonstrate understanding of relative location, direction, size, and shape; interpret, use, and distinguish various representations of the earth, such as maps, globes, and photographs; use appropriate resources, data sources, and geographic tools such as atlases, data bases, grid systems, charts, graphs, and maps to generate, manipulate, and interpret information; estimate distances and calculate scale. EXAMPLE CONTEXT FOR LANGUAGE USE: Students identify locations on a variety of maps (e.g., political maps, physical maps, time zone maps) by listening to a partner's descriptions to prepare for producing a historical travelogue from the point of view of an explorer, trader, or leader. | COGNITIVE FUNCTION: Students at all levels of English language proficiency APPLY understanding of map concepts and skills. | | | | | | | | --- | --- | --- | --- | --- | --- | --- | | LISTENING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 – Reaching | | | Follow routes on maps based on segmented simple oral commands using illustrated word banks and manipulatives (e.g., “Go north two, [pause] east one.”) | Follow routes on maps based on simple oral descriptions using illustrated word banks and manipulatives (e.g., “Freed slaves went north.”) | Follow routes on maps based on oral descriptions using illustrated word banks (e.g., “Florence Nightingale traveled southeast from London to Crimea.”) | Follow routes on maps based on detailed oral descriptions using visual supports (e.g., “Columbus sailed southwest. His first stop was the Canary Islands. Then he continued west to San Salvador.”) | Follow routes on maps based on detailed oral discourse (e.g., “The starting point of the trade route was in modern-day Ghana. From there, traders set out for a city located at 30 degrees north latitude and 30 degrees east longitude. Which city is it?”) | | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: map key, compass rose, cardinal directions, intermediate directions, map scale, equator, hemisphere, continent | | | | | | | WiDA™ # COMPLEMENTARY STRAND: The Language of Technology & Engineering EXAMPLE TOPIC: Multimedia publishing CONNECTION: International Society for Technology in Education National Educational Technology Standards for Students, #4 (Technology Communication Tools): Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences. EXAMPLE CONTEXT FOR LANGUAGE USE: Students simulate the work of software engineers by designing illustrated manuals or brochures describing the procedures for creating multimedia presentations as part of a collaborative project. COGNITIVE FUNCTION: Students at all levels of English language proficiency CREATE procedural directions. | WRITING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 - Reaching | | --- | --- | --- | --- | --- | --- | --- | | | Label images/illustrations/icons that show the steps for producing multimedia presentations using illustrated word banks in small groups | List the steps for producing multimedia presentations using graphic organizers and illustrated word banks in small groups | Describe the process for producing multimedia presentations using graphic organizers and word banks in small groups | Detail the process for producing multimedia presentations using word banks in small groups | Elaborate the steps for producing multimedia presentations in small groups | | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: software program, file name, tool bar, icons, formatting, image, clip art, slides, multimedia presentation | | | | | | | GRADE 4 GRADE 5 WIDA™ # ELD STANDARD 1: Social & Instructional Language EXAMPLE TOPIC: Peer assessment CONNECTION: Common Core State Standards for English Language Arts, Speaking and Listening, Presentation of Knowledge & Ideas #4–5 (Grade 5): Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. EXAMPLE CONTEXT FOR LANGUAGE USE: Students collaborate in providing coaching or feedback to peers' on their oral presentations using class-created rubrics. | COGNITIVE FUNCTION: Students at all levels of English language proficiency EVALUATE their classmates' presentations and give oral feedback. | | | | | | | | --- | --- | --- | --- | --- | --- | --- | | SPEAKING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 – Reaching | | | State ratings of peers' presentations using simple illustrated sentence frames and word banks | Describe ratings of peers' presentations using illustrated sentence frames | Discuss ratings of peers' presentations and suggest improvements using sentence frames | Explain ratings of peers' presentations with evidence and suggest improvements using sentence frames | Justify ratings of peers' presentations with evidence and suggest improvements using rubrics | | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: rubric, use of voice, pace, visual aids, message | | | | | | | See expanded version of this strand on pp. 30–31 WiDA™ # ELD STANDARD 2: The Language of Language Arts EXAMPLE TOPIC: Text evidence CONNECTION: Common Core State Reading Standards for Literature & Informational Text, Key Ideas and Details #1 (Grade 5): Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. EXAMPLE CONTEXT FOR LANGUAGE USE: Students participate in teacher-guided or media-based read-alouds and relate character traits quoted from the oral text with a partner. | COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE information about characters in oral text. | | | | | | | | --- | --- | --- | --- | --- | --- | --- | | LISTENING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 – Reaching | | | Identify character traits based on evidence from oral text, along with visual cues, physical movement, and tone of voice | Identify details related to character traits based on evidence from oral text, along with visual cues and tone of voice (e.g., “Sam is adventurous because…”) | Identify character traits based on evidence from oral text using visual and graphic support | Make predictions from character traits based on evidence from oral text using visual and graphic support | Infer character traits based on evidence from oral text | | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: character traits, provide evidence, direct quotations | | | | | | | GRADE 5 GRADE 5 WIDA # ELD STANDARD 3: The Language of Mathematics EXAMPLE TOPIC: Coordinate plane CONNECTION: Common Core State Standards for Mathematics, Geometry #1–2 (Grade 5): Use a pair of perpendicular number lines, called axes, to define a coordinate system… Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. EXAMPLE CONTEXT FOR LANGUAGE USE: Students practice referring to axes and coordinates in real-world situations with a partner. | COGNITIVE FUNCTION: Students at all levels of English language proficiency UNDERSTAND how to plot points on a coordinate plane. | | | | | | | | --- | --- | --- | --- | --- | --- | --- | | SPEAKING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 – Reaching | | | Ask and answer yes/ no questions related to coordinate planes using teacher modeling and visual support (e.g., “Is the house at (2,3)?” “Yes”) | Ask and answer simple Wh- questions related to coordinate planes using word banks and visual support (e.g., “Where is the school?” “It is at (5,7)”) | Describe the relationships among points on coordinate planes using word banks and visual support (e.g., “The new park will be one block from the school. It will be located at (4,7).”) | Describe real-world applications of plotting points and navigating distances between locations on coordinate planes using visual support | Explain real-world applications of plotting points and navigating distances between locations on coordinate planes | | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: horizontal and vertical axes, coordinates, coordinate plane, ordered pair | | | | | | | WIDA # ELD STANDARD 4: The Language of Science EXAMPLE TOPIC: Solar system CONNECTION: Next Generation Science Standards, Earth and Space Sciences, Space Systems: Stars and the Solar System ESS1-1, ESS1-2 (Grade 5): Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from the Earth. Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. EXAMPLE CONTEXT FOR LANGUAGE USE: Students explore a variety of informational texts and media to discover how Earth's rotation around the sun affects shadows, day and night, and the phases of the moon and extract pertinent information to create a class book to share with first grade reading buddies who are also exploring day and night in science. | COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE the effects of Earth's rotation. | | | | | | | | --- | --- | --- | --- | --- | --- | --- | | READING | Level 1 Entering | Level 2 Emerging | Level 3 Developing | Level 4 Expanding | Level 5 Bridging | Level 6 – Reaching | | | Identify words and phrases associated with Earth's rotation from illustrated texts using manipulatives with a partner | Sort words and phrases associated with Earth's rotation from illustrated texts (e.g., illustrated books, media, posters) using graphic organizers with a partner | Categorize sentences associated with Earth's rotation from a variety of texts (e.g., books, media) using graphic organizers with a partner | Organize sentences associated with Earth's rotation from a variety of texts (e.g., books, media, encyclopedias) with a partner | Order paragraphs associated with Earth's rotation from a variety of texts | | | TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: Earth's rotation, phases of the moon | | | | | | | GRADE 5 GRADE 5 WIDA # ELD STANDARD 5: The Language of Social Studies EXAMPLE TOPIC: Exploration CONNECTION: National Standards for World