K-12 ELL Curriculum

School District
of the City of St.

Charles
Grades K-12 English Language

Learners (ELL) Curriculum
Approved by the Board of Education

May 12, 2016
i
K-12 English Language Learners (ELL) Curriculum Committee
Lead Facilitator
Kate Kimsey, Null Elementary School, Principal
Curriculum Team Leader

Samantha Ericson, Null Elementary School, ELL Teacher
Committee Members
Caitlin Coombs, ELL Teacher
Christine Dalton, ELL Teacher
Taylor Gudgel, ELL Teacher
Alicia Harrison, ELL Teacher
Kendalynne Hohe, ELL Teacher
Katie Kellett, Instuctional Coach, Jefferson Intermediate School
Allison Parrett, ELL Teacher
Marlene Sheetz, ELL Teacher
Marlyn Shake, ELL Teacher
Monique Zubkow, ELL Teacher
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K-12 English Language Learners (ELL) Curriculum
TABLE OF CONTENTS
Table of Contents ........................................................................................................................................... 3

Mission Statement ......................................................................................................................................... 4
District Vision ................................................................................................................................................. 4
District Values ................................................................................................................................................ 4
District Goals .................................................................................................................................................. 5
Philosophical Foundations ............................................................................................................................. 6
ELL Rationale ................................................................................................................................................. 7
K-12 ELL Learning Targets .............................................................................................................................. 9
K-12 ELL Scope and Sequence...................................................................................................................... 10
K-12 ELL Curriculum
ELL Vocabulary Unit ..................................................................................................................................... 13

ELL Structure Unit ........................................................................................................................................ 22
ELL Strategies Unit ....................................................................................................................................... 31
ELL Social Language Unit .............................................................................................................................. 41
ELL Cultural Competence Unit ..................................................................................................................... 47
Appendix ...................................................................................................................................................... 52
Show Me Standards
WIDA Standards
ELL Resources Spreadsheet
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District Mission
The City of St. Charles School District will REACH, TEACH, and EMPOWER all students by providing a
challenging, diverse, and innovative education.
District Vision
The City of St. Charles School District will be an educational leader recognized for high performance and
academic excellence that prepares students to succeed in an ever-changing global society.
District Values
We, the City of St. Charles School District community of students, parents, staff, and patrons, value:
 High quality education for all students which includes:

 Lifelong learning from early childhood through adult education
 Rigorous learning experiences that challenge all students
 Instruction that meets the needs of a diverse community
 Respect for all
 Real world, critical thinking and problem-solving skills to prepare students for the 21st Century
 Developing caring, productive, and responsible citizens
 Strong engagement of family and community
 A safe, secure, and nurturing school environment
 Achievement through:
 Celebration of individual success
 Collaboration with parents and community stakeholders
 Exploration, Innovation, and creativity
 High quality staff by:

 Hiring and retaining highly qualified and invested employees
 Providing professional development and collaboration focused on increasing student
achievement
 Empowering staff to use innovative resources and practices
 Informed decisions that are:

 Student-centered
 Focused on student achievement
 Data Driven
 Considerate of all points of view
 Fiscally responsible
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District Goals
For planning purposes, five overarching goals have been developed. These goals are statements of the key
functions of the school district.
1. Student Performance
 Develop and enhance the quality educational/instructional programs to improve student
performance and enable students to meet their personal, academic, and career goals.
2. Highly qualified staff
 Recruit, attract, develop, and retain highly qualified staff to carry out the District’s mission, vision,
goals, and objectives.
3. Facilities, Support, and Instructional Resource
 Provide and maintain appropriate instructional resources, support services, and functional and safe
facilities.
4. Parent and Community Involvement
 Promote, facilitate and enhance parent, student, and community involvement in district
educational programs.
5. Governance
 Govern the district in an efficient and effective manner providing leadership and representation to
benefit the students, staff, and patrons of the district.
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School District Philosophical Foundations
Teachers in the School District of the City of St. Charles share in and ascribe to a philosophy that places
children at the heart of the educational process. We feel that it is our professional responsibility to strive to
be our best at all times and to maximize our efforts by ensuring that the following factors are present in our
classrooms and our schools.
1. Learning is developed within the personal, physical, social, and intellectual contexts of the learner.
2. A strong educational program should provide developmental continuity.
3. The successful learner is motivated, strategic, knowledgeable, and interactive.
4. Children learn best when they have real purposes and can make connections to real life.
5. Effective learning is a combination of student exploration and teacher and mentor modeling.
6. Assessment is an ongoing and multidimensional process that is an integral part of instruction.
7. Making reading and writing connections across multiple sources and curricula facilitates meaning.
8. Literacy for the future means literacy in multiple technologies.
9. Education must respond to society’s diverse population and serve all children.
10. Interactions among students, teachers, parents, and community form the network that supports learning.
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K-12 ELL Rationale
The legal basis is clear: that K-12 English Language Learners are entitled a free, public education that includes both full grade-level
curricula and instruction that develops the necessary proficiency in the English language has been established by more than forty
years of decisions from the Supreme Court of the United States along with directives from various federal and state agencies.
From the precedent-setting 1974 case of Lau v. Nichols, our district has understood that our duty is not merely to provide English
Language Learners with the same teachers, materials, and instruction as native English-speaking students but instead to ensure
equity of access and opportunity by meeting their particular language and content needs.
This research-based curriculum is designed to meet those needs as informed by these key assumptions about ELL teaching and
learning:
 Making content comprehensible is essential but insufficient for true language and content learning.
 The needs of our K-12 English Language Learners cannot be fully addressed by any grade-level ELA curricula.
 K-12 English Language Learners require direct, explicit instruction in the content, skills, and strategies necessary to master
grade level and WIDA standards.
The primary responsibility of our ELL teachers is to provide the direct instruction that makes effective English learning possible.
We know that students who receive direct instruction in both English and learning strategies:
 Access grade-level curricula

 Communicate effectively
 Make connections between and among home, society, and school
 Become responsible for their own learning
 Become successful navigators of cultures and communities
These are our goals.
To help our students become self-reliant, independent learners and citizens, we have organized our learning targets into four
categories: structure, vocabulary, strategies, and cultures and communities. These categories take into account the breadth of need
of our English language learners. To become successful, these students must not only increase their facility with the structure of
English and academic vocabulary, but they must also develop learning strategies and an understanding of the interactions they have
in their multiple cultures and communities. Increasing language proficiency and cultural competence is a time-consuming,
incremental process. By teaching our students how to be language learners, we equip them with the tools they need to maximize
their potential. Our curriculum, therefore, is a comprehensive yet flexible framework prepared to address the full dimension of
needs that any individual ELL may have.
As students at all ages and in all grades from kindergarten through twelfth may enroll with any level of English language proficiency,
the ELL curriculum is not and cannot be organized by grade level. Instead, our scope and sequence is aligned to the WIDA levels of
English language development. ELL Teachers will evaluate data and continually assess student learning needs in order to
appropriately plan for and deliver ELL-specific instruction. While the ELL learning targets complement and can be incorporated into
grade-level curricula, the purpose of ELL instruction is to move students toward mastery of the ELL learning targets. As students
acquire that knowledge and those skills, they will then be equipped to move toward independence in the grade-level content
curricula. In a corresponding way, ELL teachers will guide students to work more independently and with fewer scaffolds as they
progress through the proficiency levels. For each student, any part of the ELL curriculum that is mastered will no longer be taught
(Figure 1). With this strategic approach, we can provide the strongest foundation for each student’s continued independent learning
and growth.
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Figure 1
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ELL Learning Targets
Rationale: teach the students what they need to know to make them become self reliant, independent learners and citizens.
STUDENTS WILL BE ABLE TO:
Structure Vocabulary Strategies Culture and Community
Phonemic Awareness Academic Language Metacognition Social Language

1. hear and produce sounds 1. Recognize and apply Tier 1. plan 1. apply language that will
of the English language 1 words 2. monitor be used for everyday
Phonics a. high frequency 3. evaluate situations
1. Relate English sounds to words a. Recognize and
graphemes b. question words Language Learning select
2. Decode and spell 2. Recognize & apply Tier 2 1. recognize & apply appropriate
appropriate to content vocabulary patterns register
proficiency level a. signal words 2. paraphrase 2. participate in
Grammar b. Depth of 3. target attention conversations
1. Identify the form and Knowledge 3. interact with peers and
function of parts of Words Prior Knowledge content collaboratively
speech. 3. Recognize & apply Tier 3 1. access and activate
2. Appropriately use the academic language within background knowledge Cultural Competence
parts of speech at the disciplines 2. make connections from 1. distinguish among the
sentence and discourse 4. Understand idioms L1 to L2 cultural norms of their
levels. communities
3. Produce increasingly Morphology Accessing Resources 2. navigate the differences
complex sentences 1. Recognize & apply roots 1. ask questions between cultures
according to age and 1. Recognize & apply affixes 2. identify and use sources
proficiency level.
Concepts of Print
1. Demonstrate knowledge
of concepts of print.
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ELL Scope and Sequence
ELL Concepts WIDA Standard Beginning Low Intermediate High Intermediate

Structure
Phonemic Awareness
hear and produce sounds of the English language 2 • • •
Phonics
Relate English sounds to graphemes 2 • • •
Decode and spell appropriate to proficiency level 2 • • •
Grammar
Identify the form and function of parts of speech. 2 • • •
Appropriately use the parts of speech at the sentence and discourse levels. 2 • • •
Produce increasingly complex sentences according to age and proficiency level. 2 • • •
Concepts of Print
Demonstrate knowledge of concepts of print 2 •
Vocabulary
Morphology
Recognize & apply roots 2 • •
Recognize & apply affixes 2 • • •
Academic Language
Recognize & apply Tier 3 academic language within disciplines 1,2,3,4,5 • • •
Recognize & apply Tier 2 content vocabulary 1,2,3,4,5 • • •
Recognize and apply Tier 1 words 1,2 • •
Understand idioms. 2 •
Strategies
Metacognition
Plan 1,2,3,4,5 • • •
Monitor 1,2,3,4,5 • • •
Evaluate 1,2,3,4,5 • • •
Language Learning
recognize & apply patterns 1,2,3,4,5 • • •
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Paraphrase 1,2,3,4,5 • •
target attention 1,2,3,4,5 • • •
ELL Concepts WIDA Standard Beginning Low Intermediate High Intermediate

Prior Knowledge
access and activate background knowledge 1,2,3,4,5 • • •
make connections from L1 to L2 1,2,3,4,5 • • •
Accessing Resources
ask questions 1,2,3,4,5 • • •
identify and use sources 1,2,3,4,5 • • •
Culture and Community

Social Language
apply language that will be used for everyday situations 1 • •
participate in conversations 1 • •
interact with peers and content collaboratively 1 • • •
Cultural Competence
distinguish among the cultural norms of their communities 1,5 • • •
navigate the differences between cultures 1,5 • • •
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ELL Curriculum Units
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ELL Vocabulary Unit
CONTENT AREA: ELL UNIT TITLE: Vocabulary
MATERIALS/INSTRUCTIONAL RESOURCES FOR THIS UNIT: BIG IDEA(S):

● Leveled Readers ● Vocabulary must be explicitly taught to ELLs.
● See Appendix ● Vocabulary is tiered.
● Vocabulary is a foundation to reading in the content areas.
● Vocabulary knowledge enhances comprehension.
ENDURING UNDERSTANDINGS: ESSENTIAL QUESTIONS:

● I can effectively use word parts. ● How do I solve words I don’t know?
● I can use strategies to solve new words. ● How do I use word parts to make meaning?
● I can use my language background to solve new words.
WHAT SHOULD STUDENTS KNOW, UNDERSTAND, AND BE ABLE TO DO AT THE END OF THIS UNIT?
WIDA Standards
Standard 1: Social and Instructional language
Standard 2: The language of Language Arts
Standard 3: The language of Mathematics
Standard 4: The language of Science
Standard 5: The language of Social Studies
Academic Language
OBJECTIVE #1 ● Recognize and apply Tier 1 words
WIDA STANDARDS ● Standard 1: Social and Instructional Language

● Standard 2: The Language of Language Arts
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Applicable Students by Proficiency ● 3-Developing
Level ● 2-Beginning
● 1-Entering
WHAT SHOULD STUDENTS...
UNDERSTAND? KNOW? BE ABLE TO DO?

● Knowing high frequency words ● Tier 1 words (Appendix V7) ● Read and comprehend grade level
develops fluency. Fluency contributes ● 220 Dolch Sight Words (Pre-K - 2 list texts
to comprehension. by frequency and difficulty) ● Participate in classroom discussions
● Asking and answering questions is a (Appendix V8) ● Use specific words in written responses
vital skill in social and academic ● Meaning of intended question and ● Participate in social interactions
communication. It should be taught appropriate response expected for: ● Read and write high frequency/sight
and practiced explicitly at the outset of Who, What, When, Where, Why, How words with automaticity and accuracy
students’ language learning. (Appendix V9) ● Meaningfully and accurately engage in
● Frequently used phrases beginning oral and written exchanges of
with these words (What time is, Where information using question words and
are you going, etc.) (V10) appropriate responses
FACILITATING ACTIVITIES - STRATEGIES AND METHODS FOR TEACHING AND LEARNING
Levels 1-3
Explicitly teach students words they may not know in English but may have knowledge of in their native language.
● Concrete words - show a picture
● Concrete multiple meaning - show picture, explain multiple meanings
● Abstract (single meaning)- explain meaning/translate
● Abstract (figurative language) - explain meaning
● Cognates/false cognates (family/familia; rope/ropa)
● Pronunciation
● Preview high frequency words in isolation and read predictable, high-repetition texts to promote recognition & recall
● Word families (mug, rug, tug, bug)
● Games & practice (word sorts, matching, color-coding, card games, etc.)
● Match meanings of question word and meaning
● Practice reading/writing/listening/speaking for commonly used phrases
● Roleplay generating and responding to basic questions in both social and academic contexts
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Academic Language
OBJECTIVE #2 ● Recognize and apply Tier 2 content vocabulary.
WIDA STANDARDS ● Standard 1: Social and Instructional language

● Standard 2: The language of Language Arts
● Standard 3: The language of Mathematics
● Standard 4: The language of Science
● Standard 5: The language of Social Studies
Applicable Students by Proficiency ● 5-Bridging

Level ● 4-Expanding
● 3-Developing
● 2-Beginning
● 1-Entering

● Vocabulary knowledge influences ● Tier 2 academic words (Appendix V4) ● Read and comprehend grade level
comprehension. ● Signal Words, Cognitive Process, and texts across content areas.
● English language vocabulary is one of Language Function. (Rothenberg & ● Participate in classroom discussions.
the strongest predictors of reading Fisher, P 153) (Appendix V5) ● Use targeted words correctly in
performance disparity between ELLs ● Depth of Knowledge Words (Appendix written responses.
and English only students V6) ● Recognize signal words in reading and
● Signal words tell us to look for a apply signal words in writing.
certain kind of information when
reading. They are words that are
required to construct complex
sentences when writing or speaking.
Levels 1-5
● Teach academic vocabulary in depth using multiple modalities (writing, speaking, listening).
○ To deepen understanding, explicitly teach:
■ Student-friendly definitions
■ Examples, non-examples
■ Concrete representations of the target word
○ Provide opportunities for students to respond to questions where they have to show their understanding of subtle differences
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in usage and meaning (multiple meanings).
○ Facilitate structured discussions, increase opportunities for students to talk about academic words.
○ Require students to use target academic words in their writing.
○ Engage students in activities that will increase their exposure to, and experiences, with the word (games, sketches, drawings).
○ Incorporate movement with beginning ELP levels.
● Teach word-learning strategies to help students independently figure out the meaning of unknown words.
○ Context clues
○ Word parts
○ Cognates, false cognates
Academic Language
OBJECTIVE #3 ● Recognize & apply Tier 3 academic language within disciplines
WIDA STANDARDS
● Standard 1: Social and Instructional language

● 3-Developing
● 2-Beginning
● 1-Entering
● Tier 3 academic words (Appendix V3) ● Understand domain specific language

● Understanding academic vocabulary ● Read and comprehend grade level
content area texts
significantly increases content
● Use targeted words correctly in written
knowledge and reading responses
comprehension. ● Participate in classroom discussions
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Levels 1-5
● Vocabulary Journals
● Marzano’s 6 step process
● Step 1: Provide a description, explanation, or example of the new term.
● Step 2: Ask students to restate the description, explanation, or example in their own words.
● Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase.
● Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.
● Step 5: Periodically ask students to discuss the terms with one another.
● Step 6: Involve students periodically in games that allow them to play with terms.
Academic Language
OBJECTIVE #4 ● Recognize & apply idioms and colloquial words and phrases
WIDA STANDARDS ● Standard 2: The Language of Language Arts
Applicable Students by ● 5-Bridging

Proficiency Level ● 4-Expanding
● 3-Developing
● 2-Beginning
● 1-Entering

● Language is organized into meaningful ● Enduring phrases and figures of ● Recognize when a colloquialism is used
phrases that cannot be translated speech (not contemporary slang) and either comprehend it from memory
literally word-for-word, but must be or context clues or recognize when to
taken as a whole. ask clarifying questions
● Native English speakers make frequent
use of colloquial words and phrases
that cannot be understood by literal
application (ie “fed up,” “chill out,”
etc.) and thus must be explicitly taught
and practiced in context
Levels 1-2
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● Explicitly teach the concept of idioms as canned expressions with an associated but not literal meaning. Preview frequently used social
expressions (“take a seat,” “have a blast,” etc.)
● Integrate these idioms into daily classroom usage to increase familiarity and application of meaning
● Introduce in context of history or folk tales to connect origin with modern meaning, if possible (“hit the hay” because beds were
stuffed with hay)
● Use physical cues or visual representations to help ground meaning
● Break apart idioms when possible to infer meaning (“heart of gold” = symbol of person’s character + valuable, outstanding)
Levels 3-5
● Explicitly teach idioms that are academically/historically relevant but not used often socially
● Increase student independence by providing opportunities to “solve” idioms based on historical context or inference when possible
(“dime a dozen” = not expensive or special)
● Build background knowledge via in-depth reading of folk tales and historical fiction
● Incorporate colloquialisms into classroom dialogue, and challenge students to discern meaning of unknown phrases given their
context
● Require students to include x amount of newly learned idioms into their writing
● Compile master class list of idioms seen, heard or read in real life
● Challenge more proficient students to create their own idioms based on current references and explain its future, universal meaning
(eg. “I only have 5%” means hurry up because I’m about to lose service / have to go)
Morphology
OBJECTIVE #1 ● Recognize & apply root words
REFERENCES/STANDARDS ● Standard 2: The Language of Language Arts

(i.e
GLE/CLE/MLS/NGSS/NCSS/CCSS)
● 3-Developing

● Knowing common root words gives ● Root words and their meanings ● Identify the meaning of new words in
students strategies to use as they (Appendix V1) context based on the root words
encounter new words. ● Academic Vocabulary: Root Word
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Levels 3-5
● Word Sorts
● Highlight root words in context
● Guess the meaning of new words based on root word meanings
Morphology
OBJECTIVE #2 ● Recognize & apply affixes
REFERENCES/STANDARDS ● Standard 2: The Language of Language Arts
(i.e
GLE/CLE/MLS/NGSS/NCSS/CCSS)
● 3-Developing
● 2-Beginning
● 1-Entering

● Many affixes are frequently used ● Affixes and their meaning (Appendix ● Spell words correctly based on affix
within the English Language. Students V2) knowledge
can use them to determine thousands ● Determine the meaning of words based
of new words. Vocabulary: suffix, prefix and affix on affix knowledge
Levels 1-5
● Word Sorts
● Add an ending, add a beginning (Word Wall): Students create new words by adding a suffix or prefix to word wall words. (Rothenberg
& Fisher, 2007, pg. 157)
● Highlight affixes in context
HOW DO WE KNOW WHAT STUDENTS HAVE LEARNED?
ASSESSMENT DESCRIPTION FORMATIVE OR WIDA Proficiency Levels

SUMMATIVE? (1-6)
● WIDA MODEL Formative WIDA 1-5

● WIDA Listening & Speaking Rubric
● WIDA Writing Rubric
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● Unobtrusive Observation
● Facilitated Self-Reflection
● Wida Model Summative WIDA 1-5
● Wida ACCESS
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PROFICIENCY SCALES FOR THIS STANDARD
Listening/Reading Speaking/Writing
Word/Phrase Dimension-Vocabulary Usage Word/Phrase Dimension-Vocabulary Usage
Level 5 • Technical and abstract content-area • Technical and abstract content-area

language language, including content-specific
• Words and expressions with shades of collocations
meaning across content areas • Words and expressions with precise
meaning across content areas
Level 4 • Specific and some technical content-area • Specific and some technical content-area
language language
• Words or expressions with multiple • Words and expressions with expressive
meanings across content areas meaning through use of collocations and
idioms across content areas
Level 3 • Specific content language, including •Specific content language, including

expressions cognates and expressions
• Words and expressions with common • Words or expressions with multiple
collocations and idioms across content areas meanings used across content areas
Level 2 •General content words and expressions, • General content words and expressions
including cognates • Social and instructional words and
• Social and instructional words and expressions across content areas
expressions across content areas
Level 1 • General content-related words •General content-related words

• Everyday social and instructional words • Everyday social, instructional and some
and expressions situations content-related words
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ELL Structure Unit
CONTENT AREA: ELL UNIT TITLE: Structure

● Songs, poems, rhymes, and children’s literature ● The structure of a language (both phonics and grammar) should be explicitly
● Manipulative letters (magnetic or other) taught to language learners.
● Word Sorts (Words Their Way) ● Phonics teaching must be preceded by a foundation of phonemic awareness.
● ELD Matrix of Grammatical Forms ● There is a sequence of grammatical acquisition.

● Knowing the sounds and corresponding spellings of sounds in English will help ● How can what I already know about the sounds and spelling patterns of my
me to become a more proficient interlocutor and a more proficient reader and first language help me or hinder me in learning English?
writer of English. ● How can I apply phonics knowledge to read and write words?
● Some English sounds and spelling patterns may be the same as or different ● What is the relationship between my knowledge of language structure and
than those of my first language. my ability to read and write?
● Studying the grammar of a language allows me to see patterns. Knowing these ● What purposes do the different parts of speech serve?
patterns (whether implicitly or consciously aware) is helpful for producing ● How can I use punctuation to communicate my intended message most
effective communication in that language. effectively?
WIDA Standards
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Phonemic Awareness
OBJECTIVE #1 Hear and produce sounds of the English language
WIDA STANDARDS Standard 2: The Language of Language Arts
Applicable Students by Proficiency Level ● 5-Bridging

● 4-Expanding
● 3-Developing
● 2-Beginning
● 1-Entering
● Sounds combine to make words that have ● 44 phonemes of the English language (Appendix, (Appendix S1)
meaning. S2) •Phoneme isolation: Isolate phonemes; for example,
○ 20 vowel phonemes “Tell me the first sound in cat.”
○ 24 consonant phonemes
● Academic Vocabulary: sound, consonant, vowel, • Phoneme identification: Recognize common sounds in
blend/consonant cluster/digraph, first, middle, different words; for example, “Tell me the same sound in
ending [sound] rug, rat, and roll.”
• Phoneme categorization: Identify the word with the

odd sound in a sequence; for example, “Which word does
not belong in sat, sag, rug?”
• Phoneme blending: Combine separate sounds to form a

word; for example, /b/-/a/-/t/ for bat.
• Phoneme segmentation: Break out the word into

separate sounds; for example, “What are the sounds in
bag?” (as cited in Antonacci & O’Callaghan, 2012, p. 1-2)
Levels 1-5
● Provide extensive experiences with fun and appealing songs, poems, chants, and read-alouds allowing students to hear and reproduce the sound patterns of English
(Irujo, 2007).
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● Teach the sounds that occur more frequently and can be used to build many words, first (e.g., m, s, a, t). (Appendix S3)
● Practice the following skills: rhyming, alliteration, syllabication, onset & rime, phoneme matching, phoneme isolation, phoneme segmentation, phoneme blending, and
phoneme manipulating. (See Florida Research activities for ideas.)
● Provide additional practice with English phonemes that may cause confusion due to native language influence or the absence of those phonemes in the native
language. (Appendix S4)
Phonics
OBJECTIVE #1 Relate English sounds to graphemes

● 4-Expanding
● 3-Developing
● 2-Beginning
● 1-Entering

A given phoneme in the English language will have one or ● The most common spellings of English ● Produce a given sound when its corresponding
more ways that it can be spelled. (Appendix S5, S6, S7, phonemes (Appendix S5, S6, S7, S8) grapheme/spelling pattern is shown
S8) ● The alternate spellings of English phonemes ● Produce an acceptable grapheme/spelling
(Appendix S5, S6, S7, S8) pattern when a corresponding sound is given
● Academic Vocabulary: sound, letter, same, ● With increasing proficiency, appropriately utilize
spelling pattern, other/alternate spelling the multiple spelling patterns that represent a
single phoneme when reading AND writing
● Select the spelling pattern that is correct for the

particular context in which the phoneme
appears
Levels 1-5
● Phonics Instructional Considerations:

○ Teach the letters that occur more frequently and can be used to build many words first (e.g., m, s, a, t). (Appendix S3)
○ Introduce lower case letters first, unless uppercase letters are similar in configuration (Similar: S, s, U, u; Dissimilar: R, r, Q, q).
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○ Teach most of the common sounds of a letter/digraph/spelling pattern before introducing alternate sounds. (Appendix S3, S5-8)
○ Separate the teaching of letters that are visually similar (e.g., 'p' & 'b', 'm' & 'n', v & w) or auditorily similar (e.g., /k/ & /g/, /e/ & /i/) (Gildroy, 1999).
○ Use distributed practice, and review letters and sounds regularly so students have many opportunities to learn them to mastery.
● Letter Shapes & Case: Manipulate magnetic letters, read labels, recognize familiar names, and distinguish one letter character from another by special features
(Strickland, 1998).
● Engage in games and activities with opportunities to apply knowledge of sound-symbol relationships in the reading of (decodable) words that have familiar meanings
(as cited in Linan-Thompson & Vaughn, 2007).
○ Morning Message: Write a message, occasionally leaving out letters that represent sounds/spelling patterns you wish for students to practice. Read the
intended words of the message aloud prompting students to tell you what letters to write in the blanks.
○ Old Word, New Word: Students use whiteboards or magnetic letters to manipulate one phoneme at a time to create a new word.
● Develop phonemic awareness through the progression of read-aloud, shared reading, guided reading and finally independent reading.
○ Level 1 & 2 students should return to texts encountered already in shared/guided reading
○ Level 3-5 students can use texts encountered in shared/guided reading or may self-select texts as well
● Have students interact with multiple words that share a phoneme but use different spellings of that particular phoneme. Invite students to notice what sound is the
same in those words.
(See Florida Research activities for additional ideas.)
Phonics
OBJECTIVE #2 Decode and spell appropriate to proficiency level

● 4-Expanding
● 3-Developing
● 2-Beginning
● 1-Entering

● one sound can have multiple spellings (Appendix ● spelling patterns • Apply knowledge of letters, sounds, and spelling
S5, S6) ● strategies for reading unfamiliar words patterns to accurately decode words (segment, blend, &
(Appendix S10) manipulate letters and sounds)
● different sounds can be represented by the ● Academic Vocabulary: sound, letter, blend, hear,
same grapheme/spelling (e.g., “i” in “wind up for read, decode, spell, write, spelling pattern, • Apply knowledge of letters, sounds, and spelling
the pitch” vs. in “the wind blew” & “ch” in chunk, change, rhyme patterns to spell words with increasing accuracy
25
“nacho” vs. in “epoch”). (Appendix S7)
• Utilize decoding strategies when reading text
Levels 1-5
● Onset & rime activities (r-ack) with the most common rimes (Appendix S9)
● Word Sorts (Words Their Way): closed, open, blind sorts
● Provide many opportunities for students to read and write a variety of text. Reading passages and books should be at the independent or instructional level and should
contain vocabulary that students will be able to comprehend with assistance and/or the use of comprehension strategies.
● Engage students in word family activities.
● Have students complete or create word chains. (Younger or less proficient students may simply fill in blanks in pre-made chains.)
○ change initial, medial, or final letters [bat > cat > rat] or [bag > bug > big] or [bag > bat > bath] or [log > dog > dig > dip > tip > tin]
○ change onset or rime; can alternate [bat > cat > rat] or [bag > bat > bin > beg] or [bag > bit > sit > sad]
Grammar
OBJECTIVE #1 Identify the form and function of parts of speech.

● 4-Expanding
● 3-Developing
● 2-Beginning
● 1-Entering

● Different words and phrases serve different ● ELD Matrix of Grammatical Forms (Appendix ● Identify the different major parts of speech.
purposes in conveying meaning. S11) ● Explain the roles and the different parts of
● Academic Vocabulary: noun, pronoun, adjective, speech play within the English language.
verb, adverb, preposition, and conjunction ● Identify the correct forms of the parts of speech
as they move from future, to present, to past
tense.
26
Levels 1-5
● Word sort for parts of speech.
● Use of different games that emphasize grammar. (Appendix S13)
● The use of sentence frames.
● Model mentor sentences with different parts of speech. (Appendix S16)
● Emphasizing specific parts of speech/ grammatical structures and their role in language and specific contexts (embedded in content or discourse when possible).
● Analyzing the form and function of words and phrases within the context of mentor sentences.
GRAMMAR
OBJECTIVE #2 Appropriately use the parts of speech at the sentence and discourse levels.

● 4-Expanding
● 3-Developing
● 2-Beginning
● 1-Entering

● Parts of speech have a specific word order in oral ● Appropriate English word order for simple ● Appropriately use the parts of speech at the
and written language. sentences (Appendix S15) sentence and discourse levels based on their
● Academic Vocabulary: subject, object, phrase English language proficiency level.
and clause
Levels 1-5
● The use of sentence frames to facilitate ability to speak in complete sentences.
● Model mentor sentences with different parts of speech. (Appendix S12)
● Emphasizing specific parts of speech/ grammatical structures and their role in language and specific contexts (embedded in content or discourse when possible.
● Analyzing the form and function of words and phrases within the context of mentor sentences.
27
GRAMMAR
OBJECTIVE #3 Grammar ● Produce increasingly complex sentences according to age and proficiency level.

● 4-Expanding
● 3-Developing
● 2-Beginning
● 1-Entering

● As I become more proficient in oral and written ● Appropriate English order for complex ● Produce increasingly complex sentences
language my sentences will include more ideas sentences. according to age and proficiency level.
and be put together in a way that is closer to my ● Combining sentences and establishing sentence
native English speaking peers. boundaries.
Levels 1-5
● Grammar strategy: Teach students Test Frames for particular parts of speech and how they can use these frames when writing.
● Mentor sentences and mentor passages (invitation to…)
○ Have students notice how language and mechanics have been used effectively to achieve a particular effect.
○ Help students find where they have not done/can do this in their own writing.
CONCEPTS OF PRINT
OBJECTIVE #1 ● Demonstrate knowledge of concepts of print.
Applicable Students by Proficiency Level ● 2-Beginning

● 1-Entering
28

● A basic knowledge about how print in general, ● Concepts of Print (Appendix S14) ● Know the differences, if any, in concepts about
and books work. ● Non-Fiction Text Features (Appendix S15) print between a native language and English.
● Non-fiction text features help a reader to ● Recognize the structure of expository text.
navigate text more easily.
Levels 1-5
● Interactive read aloud, highlighting print concepts. (Reading & Print Bookmark, Appendix 14)
● Match concepts of print on both English and a native language book, if available.
● Label print concepts and text features in books.

SUMMATIVE? (1-6)
● Wida Model Formative

● Wida Listening & Speaking Rubric
● Wida Writing Rubric
● Wida Model Summative
● Wida ACCESS
29
PROFICIENCY SCALE FOR THIS STANDARD
Listening/Reading Speaking/Writing Listening/Reading Speaking/Writing
Sentence Sentence Discourse Discourse
Level 5 • Compound, complex grammatical • A variety of grammatical structures • Rich descriptive discourse with • Multiple, complex sentences
constructions (e.g., multiple phrases and matched to purpose complex sentences • Organized, cohesive, and
clauses) • A broad range of sentence patterns • Cohesive and organized coherent expression of ideas
• A broad range of sentence patterns characteristic of particular content areas related ideas
characteristic of particular content areas
Level 4 • A variety of complex grammatical •A variety of grammatical structures • Connected discourse with a •Short, expanded, and some
constructions • Sentence patterns characteristic of variety of sentences complex sentences • Organized
• Sentence patterns characteristic of particular content areas • Expanded related ideas expression of ideas with
particular content areas emerging cohesion
Level 3 •Compound and some complex (e.g., noun •Repetitive grammatical structures with • Discourse with a series of • Short and some expanded
phrase, verb phrase, prepositional phrase) occasional variation extended sentences sentences with emerging
grammatical constructions • Sentence patterns across content • Related ideas complexity
• Sentence patterns across content areas areas • Expanded expression of one
idea or emerging expression of
multiple related ideas
Level 2 • Compound grammatical constructions • Formulaic grammatical structures •Multiple related simple •Phrases or short sentences
• Repetitive phrasal and sentence • Repetitive phrasal and sentence sentences • Emerging expression of ideas
patterns across content areas patterns across content areas • An idea with details
Level 1 •Simple grammatical constructions (e.g., •Phrase-level grammatical structures •Single statements or questions • Words, phrases, or chunks of
commands, Wh- questions, declaratives) • Phrasal patterns associated with • An idea within words, phrases, language
• Common social and instructional forms common social and instructional or chunks of language • Single words used to
and patterns situations represent ideas
30
ELL Strategies Unit
CONTENT AREA: ELL UNIT TITLE: Strategies

● See Appendix ● Effective language learners use strategies.
● Mindful application of strategies results in more efficient, effective, and
independent learning.
● Strategies can be taught.
● Strategy instruction equips learners to decide which strategies best suit their
learning styles and needs.

● Language learning is an active process. ● How can language best be learned?
● Effective language learners think about their thinking and make conscious ● How can I use what I know?
choices that guide their own learning. ● How can I become a more effective learner?
● Knowledge and use of strategies increases self-efficacy and motivation.
● Individuals can become more effective learners over time.
WIDA Standards
OBJECTIVE #1 Metacognition: Plan

31
Applicable Proficiency Levels ● 5-Bridging
● 4-Expanding
● 3-Developing
● 2-Beginning
● 1-Entering

● Exemplary learners demonstrate higher degrees ● Vocabulary: strategy, to understand, to ● Plan, monitor, and evaluate comprehension and
of self-regulation. comprehend, to check, to plan, to expect, to production to identify and address their needs
● Task-based planning helps optimize production. prefer, to prioritize
● Planning facilitates connections between prior
and current learning.
Levels 1-2
● Interactions with entering and beginning learners should be structured to encourage metacognitive habits.
● Think-Alouds for modeling metacognitive process
● To Do Lists & Task Checklists: Teach students to use tools to plan their learning (both organization and self-management) (Appendix A1)
● Preview and Advance Organizers (scaffold the planning of vocabulary and structures)
● Reinforce classroom lesson objectives: Guided Questions, Thinking Stems (Appendix A2, A3)
Levels 3-5
Interactions with developing, emerging, and bridging learners should be structured to encourage metacognitive habits with a higher degree of complexity and independence.
● To Do Lists & Task Checklists: Teach students to use tools to plan their learning (both organization and self-management)
● Preview and Advance Organizers (scaffold the planning of use of vocabulary and structures)
● Reinforce Classroom Lesson Objectives : Guided Questions, Thinking Stems
OBJECTIVE #2 Metacognition: Monitor

32
● 4-Expanding
● 3-Developing
● 2-Beginning
● 1-Entering

● Effective language learners monitor their own ● Academic Vocabulary: metacognition, strategy, ● Monitor their own comprehension and
comprehension / production and make monitor, check production in the act of language use to check
conscious choices. for comprehension, to self-correct, and to
improve communication
● Monitor their own comprehension and

production over time so they can determine
their individual learning growth
Level 1-2
● Interactions with entering and beginning learners should be structured in such a way that encourages metacognitive habits.
● Nonverbal indications of understanding (thumbs up / thumbs down, smile-neutral-frowny faces)
● Mid-task Guided Questions and Thinking Stems (to check progress and comprehension)(Appendix A2, A3)
● Partner and group speaking and listening activities
Levels 3-5
● Interactions with developing, emerging, and bridging learners should be structured to encourage metacognitive habits with a higher degree of complexity and
independence.
● Task Checklists (Appendix A1)
● Strategy Checklists (Appendix A1)
● Mid-task Guided Questions and Thinking Stems (to check progress and comprehension) (Appendix A2, A3)
● Metacognitive Journals
OBJECTIVE #3 Metacognition: Evaluate

33
● 4-Expanding
● 3-Developing
● 2-Beginning
● 1-Entering

● Effective language learners evaluate their own ● Academic Vocabulary: metacognition, to ● Independently reflect on their learning and
learning and make conscious decisions to guide evaluate, to assess language acquisition and development to guide
their own language comprehension, production, their own future learning
and learning. ● Use rubrics
Levels 1-2
Interactions with entering and beginning learners should be structured in such a way that encourages metacognitive habits
● Nonverbal indications of understanding (thumbs up/down, smile/frown)
● Scaffolded Learning Log
● Simple structured self-assessment
Levels 3-5
Interactions with developing, emerging, and bridging learners should be structured in such a way that encourages metacognitive habits with a higher degree of complexity and
independence.
● Guided Questions and Thinking Stems for Self-Reflection (Appendix)
● Rubrics (WIDA Speaking, WIDA Writing, teacher-created)
● Exit Tickets (brief, structured self-assessment)
● Learning Log
● Metacognitive Journal for written reflection and self-assessment
OBJECTIVE #4 Language Learning: Recognize and Apply Patterns

34
● 4-Expanding
● 3-Developing
● 2-Beginning
● 1-Entering

● Pattern recognition is the basis for literacy and a ● Academic Vocabulary: Pattern ● Use the learning strategy of recognizing patterns
tool for brain-based learning. to problem-solve and improve their production
● Recognizing and applying patterns allows and comprehension of English
language learners to independently expand their ○ grammatical patterns
language knowledge and communicative ○ word forms
capacity. ○ organizational patterns
Levels 1-2
Teachers should scaffold noticing, imitation, and application of patterns in word forms, sentence structure, and discourse
● Think Alouds
● Classification Activities (word sorts, word forms, sentence types)
● Models and Sentence Frames
Levels 3-5
Teachers should scaffold noticing, imitation, and application of patterns in word forms, sentence structure, and discourse.
● Think Alouds
● Word Sorts/Classification Activities
● Inductive grammar exercises
● Writing Templates for sentences, paragraphs, and essays
OBJECTIVE #5 Language Learning: Paraphrase

35
● 4-Expanding
● 3-Developing

● The ability to paraphrase can be both a ● Academic Vocabulary: Paraphrase ● Exercise current language skills to convey
communication strategy (Tarone) and a language meaning of words that are outside their current
learning strategy (Oxford) for language learners. lexicon.
Levels 1-5
● Partner or Jigsaw Activities and games (Taboo) that encourage word coining or circumlocution http://www.academypublication.com/issues/past/jltr/vol01/05/14.pdf
● Retelling Activities
● Partner Teaching
OBJECTIVE #6 Language Learning: Target Attention

● 4-Expanding
● 3-Developing
● 2-Beginning
● 1-Entering

● Selectively targeting attention allows learners to to ● Signal Words (Appendix 5) ● Pay selective attention to keywords or structures.
function in academic settings as their proficiency
develops.
36
● Explicitly teach signal words

● Listening Activities -- signal training
● Train students to recognize and pay attention to repetition in instruction and text
● Routines
● Reinforce classroom objectives
OBJECTIVE #7 Prior Knowledge: Access and Activate Background Knowledge


● 4-Expanding
● 3-Developing
● 2-Beginning
● 1-Entering

● As hypothesized by Cummins, learners have a ● Academic Vocabulary: Schema ● Apply past experiences to new learning.
common underlying proficiency. Knowledge ● Use new learning to refine prior knowledge.
gained in the first language will be accessed in
the new language.
● Prior experiences in the home language have
value for informing new learning.
Levels 1-2
● Visuals (photos, drawings, diagrams, gestures, acting out)
● Realia
● Scaffolded structured discussion
37
Levels 3-5
● Visuals
● Realia
● Guided Questions (Appendix A2)
● Sentence Stems
● Journaling
● Structured Discussion
OBJECTIVE #8 Prior Knowledge: Make Connections From L1 to L2


● 4-Expanding
● 3-Developing
● 2-Beginning
● 1-Entering

● Knowledge of L1 is an asset for learning L2 ● Cognates and False Cognates (Appendix A6) ● Recognize similarities and differences between
languages to improve comprehension and
enhance language learning.
Levels 1-2
● Identifying and using cognates
Levels 3-5
● Identifying and using cognates
● Guided Questions (Appendix A2)
● Similarities and Differences
38
OBJECTIVE #9 Accessing Resources: Ask Questions


● 4-Expanding
● 3-Developing
● 2-Beginning
● 1-Entering

● Social strategies (Oxford) support content and ● How to ask questions. ● Ask appropriate questions to clarify, obtain
language learning. information, and support their own learning.
Levels 1-2
● Teach, model, and practice using the appropriate question words/phrases for the type of information they are attempting to elicit.
● Question stems
Levels 3-5
● Question stems
OBJECTIVE #10 Accessing Resources: Identify and Use Resources


● 4-Expanding
39
● 3-Developing
● 2-Beginning
● 1-Entering

● Successful learners are empowered to assess ● How to use language reference tools, websites ● Identify and evaluate learning tools and sources
and address their individual language learning of information with the purpose of enhancing
needs. language control.
● Direct instruction in how to use various resources

● Guided and independent practice
● Guided questions

SUMMATIVE? (1-6)
● Wida Model Formative

● Wida Model Summative
● Wida ACCESS
40
ELL Social Language Unit
CONTENT AREA: ELL UNIT TITLE: Social Language
MATERIALS/INSTRUCTIONAL RESOURCES FOR THIS UNIT: BIG IDEA(S): FOR ALL

● In the USA Grades 2-5 (Book and Practice Book) ● Produce survival vocabulary such as the words for water or bathroom.
● Inside the USA 6-12 (Book and Practice Book) ● Produce everyday language
● See Appendix ● Follow multistep directions
● Engage in social conversations
● Answer social questions
● Play games with peers
● The student will be able to apply language used for everyday situations and ● How do I communicate my needs?
follow directions. ● How do I use gestures, facial expressions and words to understand what is
● The student will know and understand how to effectively participate in a being asked of me?
conversation. ● What are the roles of a conversation?
● The student will be able to interact with peers and content. ● How do I engage in a conversation?
● Do I understand what is being asked of me?
● How do I answer questions?
● How can I play with my peers?
● How can I engage in content with my peers?
WIDA Standards
41
OBJECTIVE #1 ● Apply language that will be used for everyday situations

● 4-Expanding
● 3-Developing
● 2-Beginning
● 1-Entering

● Basic Interpersonal Communication Skills (BICS) ● Everyday vocabulary with increasing ● Utilize correct words to express him or herself in
language for all social situations must be sophistication everyday situations with increasing
developed. ● Command words used in multi-step instructions sophistication
● Having a strong BICS foundation allows learners ● Nonverbal body language in everyday situations ● Follow multistep instructions correctly and
to make more rapid growth in English language. without needing steps repeated
● Observe nonverbal behavior (facial expression
and body language) to understand meaning with
increasing sophistication
Levels 1-2
Applying Everyday Language Facilitating Activities (Appendix C13)
● Utilize In the USA and Inside the USA books and practice books
● Survival English vocabulary flashcards with pictures
● Activities to teach and assess the understanding of gestures
● Activities involving facial expressions
● Asking everyday questions
Levels 3-5
Applying Everyday Language Facilitating Activities (Appendix C13)
● Utilize more sophisticated vocabulary
● Follow multistep instructions
● Correctly identify nonverbal cues
● Correctly apply register to both formal and informal situations
42
OBJECTIVE #2 ● Participate in conversations

● 4-Expanding
● 3-Developing
● 2-Beginning
● 1-Entering

● Conversations have roles ● Participate in conversations to gain and share ● Participate in all of the roles in a conversation
● Methods for asking and answering questions knowledge accurately
● Methods for listening for information ● Asking and answering social related questions ● Answer questions on social related topic with
● Strategies for engaging in conversations of all ● Listening for information in conversations correct vocabulary
sizes with increasing sophistication ● Engaging in conversations of all sizes ● Ask any social related question with correct
vocabulary
● Engage in a conversation of any size and with
any person
Levels 1-2
Participate in Conversations Facilitating Activities (Appendix C14)
● Teach roles in a conversation
● Responding to a question
● Listening for information
● Memorization of common phrases
Levels 3-5
Participate in Conversations Facilitating Activities (Appendix C14)
● Asking clarifying questions
● Answering higher level questions
● Current topics into conversations
43
OBJECTIVE #3 ● Interact with peers and content collaboratively


● 4-Expanding
● 3-Developing
● 2-Beginning
● 1-Entering

● Interact with content peers of all levels of ● Increasingly sophisticated strategies for joining ● Use eye contact, gestures, short phrases and
language proficiency conversations interjections to indicate a willingness to join a
● Social interactions are crucial to developing ● Strategies for participation in conversations that conversation
language development include several different people ● Track conversations with several participants
● Phrases and sentence structures that help that include interruptions and multiple
student to agree, disagree, build upon, and conversational lines
provide questions to peers in academic and ● Use phrases such as “I agree with you because...I
social settings disagree with you because...In addition to what
you said about...I also think…and tell me why
you think...” with increasing sophistication to
build understanding and participate in
discussions
Levels 1-2
Interact with Peers and Content Collaboratively (Appendix C15)
● Body language in conversations
● Interjections
● Utilize body language and interjections cohesively
44
Levels 3-5
Interact with Peers and Content Collaboratively (Appendix C15)
● Sophisticated body language in conversations
● Utilize variety of interjections
● Differing register

SUMMATIVE? (1-6)
● Wida Model Formative WIDA Levels 1-6

● Wida Model Summative WIDA Levels 1-6
● Wida ACCESS
45
Proficiency Scale for This Standard
Discourse Dimension Sentence Dimension Word/Phrase Dimension

Linguistic Complexity Language Forms and Vocabulary Usage
Conventions
Level 5 • Multiple, complex sentences • A variety of grammatical • Technical and abstract content-area language,
Bridging • Organized, cohesive, and coherent structures matched including content-specific collocations as well consistent
expression of ideas to purpose appropriate use of register
• A broad range of sentence • Words and expressions with precise meaning
patterns across social interactions
characteristic of particular
content areas
Level 4 • Short, expanded, and some complex • A variety of grammatical • Attention to register demonstrated by consistent code
Expanding sentences structures switching with some inaccuracies
emerging • Organized expression of ideas with • Sentence patterns • Words and expressions with expressive
cohesion characteristic of particular meaning through use of collocations and
content areas idioms across social interactions
Level 3 • Short and some expanded sentences with • Repetitive grammatical • A growing awareness of register demonstrated by
Developing emerging complexity structures with occasional code switching
• Expanded expression of one idea or occasional variation • Words or expressions with multiple meanings
emerging expression of multiple related • Sentence patterns across used
ideas content areas
Level 2 • Phrases or short sentences Formulaic grammatical • Social and instructional words
Beginning • Emerging expression of ideas structures
• Repetitive phrasal and
sentence patterns
Level 1 • Words, phrases, or chunks of language • Phrase-level grammatical

Entering • Single words used to represent ideas structures • Everyday social, instructional and some
• Phrasal patterns associated content-related words
with common
social and instructional
situations
46
ELL Cultural Competence Unit
CONTENT AREA: ELL UNIT TITLE: Cultural Competence

● Reading(s)/Handouts ● People who belong to more than one community and culture engage in a life
● Technology long process of navigating between cultures.
● Websites ● Making thoughtful decisions when navigating between cultures is beneficial
● Video Links/DVDs/Recordings and highly individual.
● See Appendix *This is a K-12 process
● When faced with differences, I seek to understand more about the cultures in ● To which communities do I belong?
my home and the communities to which I belong. ● What is best for me?
● I am culturally competent. ● What does it mean to be culturally competent?
● I benefit from understanding the cultures in our public schools and the cultures ● How are the communities I belong to similar and different?
of the greater Saint Charles community. ● How do the differences and similarities affect me?
● I analyze the differences and similarities between the communities to which I ● What decisions do I have control over? What decisions do others make for
belong. me?
● I make thoughtful and conscious decisions about how to deal with cultural ● What is best for my family and others in my communities?
differences and which cultural norms to adopt under what circumstances. ● What do I value from my communities?
● I engage in the life long process of negotiating between cultures and ● How is the negotiation process going for me?
understand that my decisions may change with time. *This is a K-12 process, not all questions will be answered at the lower grades
*This is a K-12 process, not all enduring understandings will be achieved at the lower
grades.
47
WIDA Standards
OBJECTIVE #1 ● Understand Cultural Norms


● 4-Expanding
● 3-Developing
● 2-Beginning
● 1-Entering

● Cultural competence affects overall academic ● Develop an understanding of home culture ● Identify aspects of home culture that are
achievement. Awareness can aid in bridging ● Develop an understanding of the cultural important to them
important gaps in learning. backgrounds in their families family ● Identify and utilize cultural norms in the school
● Cultural awareness and competence begins ● Understand structure and function of the school setting that are essential to school success (for
with a personal choice to begin understanding and school personnel example- asking questions when confused,
differences. ● Understand classroom norms and school staying seated when asked, etc.)
● Becoming competent in more than one culture community norms ● Discuss cultural norms in the wider community
does not “replace” the original culture. It ● Understand the many different communities ● Discuss the many cultures that make up Saint
provides students the ability to transfer that make up St. Charles Charles
between them. ● Vocabulary: cultural norms, cultural
competence, values, assumptions
Levels 1-2 See Appendix Items C17, C2, C16
Direct instruction of vocabulary

(See Vocabulary Objective #3 for more information)
Word list: culture, country, community, language
48
Discussion with visual cues such as:
-Feelings exploration Grades K-2- Appendix Item
-Beginning Country Comparison Activity-Appendix Item
Levels 3-5 See Appendix Items C10, C11, C16

Direct instruction of vocabulary
(See Vocabulary Objective #3 for more information)
Word list: culture, country, community, ethnicity, language
Discussion:
Cross Cultural Communication - “Partner Talk” - Appendix Item, Partner Talk
Discussion with written reflection:
Cultural Iceberg - Appendix Item, Cultural Iceberg
Cultural Introduction Activity
Social Identity #1 - Appendix Item, Social Identity 1
Social Identity #2 - Appendix Item ,Social Identity 2
Culture from Childhood Until Now - Appendix Item, Culture from Childhood
OBJECTIVE #2 ● Navigate the Differences Between Cultures


● 4-Expanding
● 3-Developing
● 2-Beginning
● 1-Entering

● Successfully navigate the communities to which ● Develop an awareness of cultural norms of the ● Engage in thoughtful analysis and consciously
the learner belongs many cultures for which the student belongs make decisions when cultural norms are in
● Develop systems for coping with dissonance ● Develop an understanding of the differences conflict
between cultures when it arises between the cultures to which the student ● Negotiate between multiple cultures
belongs ● Develop decision making plans that utilize a
49
● Develop an awareness of coping strategies when process that works well for the student
conflicts arise ● Develop plans for utilizing resources that benefit
● Develop an awareness of individuals, groups, the student
and resources available to help in the transition
Levels 1-2 Appendix Items C2, C10, C17, C16

Steps:
● Provide an opportunity for students to reflect through drawing, writing, or guided discussion
○ Feelings exploration Grades K-2- Appendix Item
○ Beginner Country Comparison Activity-Appendix Item
○ Cultural Reflection Checklist-Appendix Item
○ Adjusting to a New Culture (Navigation)- Appendix Item
● Provide opportunities for students to develop their own plans for next steps based on discussion questions
○ Cultural Reflection Checklist- Appendix Item
Levels 3-4 Appendix Items C10, C17, C16
Steps:
● Provide an opportunity for students to reflect through drawing, writing, or guided discussion
○ Guided checklists allow students to self-assess the navigation process- Appendix Item
○ Feelings exploration Grades K-2- Appendix Item
○ Adjusting to a New Culture (Navigation)- Appendix Item
● Provide opportunities for students to develop their own plans for next steps based on discussion questions

SUMMATIVE? (1-6)
● See checklists help students to navigate all parts of cultural competence C10 These checklists are WIDA Levels 1-6
both formative and
summative
50
PROFICIENCY SCALE FOR THIS STANDARD
**This section includes a self-directed Cultural Reflection in place a proficiency scale**
See Cultural Reflection Checklist C10 Rationale for using a checklist in place of WIDA standard for cultural competence learning target- In this area, the
students beliefs and goals for navigation are paramount. This is an individual process and ultimately the student’s
assessment of success is most important. While the teacher can guide this assessment and provide resources and
support in navigation, the writing team believes assessment in this area belongs solely to the student.
51
Appendix
Missouri Show-Me Standards

WIDA Standards
(links are available in the Shared ELL Google document)
52
The Show-Me Standards KNOWLEDGE + PERFORMANCE = ACADEMIC SUCCESS
Missouri students must build a

solid foundation of factual knowledge Communication Arts Mathematics Science
and basic skills in the traditional In Communication Arts, students in Missouri public schools In Mathematics, students in Missouri public schools will In Science, students in Missouri public schools will acquire a
content areas. The statements listed will acquire a solid foundation which includes knowledge of and acquire a solid foundation which includes knowledge of solid foundation which includes knowledge of
here represent such a foundation in proficiency in 1. properties and principles of matter and energy
1. addition, subtraction, multiplication and division;
reading, writing, mathematics, world 1. speaking and writing standard English (including other number sense, including numeration and 2. properties and principles of force and motion
grammar, usage, punctuation, spelling, capitalization) estimation; and the application of these operations 3. characteristics and interactions of living organisms
and American history, forms of
2. reading and evaluating fiction, poetry and drama and concepts in the workplace and other situations 4. changes in ecosystems and interactions of organisms
government, geography, science, with their environments
3. reading and evaluating nonfiction works and 2. geometric and spatial sense involving measurement
health/physical education and the fine 5. processes (such as plate movement, water cycle, air
material (such as biographies, newspapers, technical (including length, area, volume), trigonometry, and
arts. This foundation of knowledge and manuals) similarity and transformations of shapes flow) and interactions of Earth’s biosphere,
skills should also be incorporated into 4. writing formally (such as reports, narratives, essays) 3. data analysis, probability and statistics atmosphere, lithosphere and hydrosphere
courses in vocational education and 6. composition and structure of the universe and the
and informally (such as outlines, notes) 4. patterns and relationships within and among
motions of the objects within it
practical arts. Students should acquire 5. comprehending and evaluating the content and functions and algebraic, geometric and trigonometric
7. processes of scientific inquiry (such as formulating
this knowledge base at various grade artistic aspects of oral and visual presentations concepts
and testing hypotheses)
levels and through various courses of (such as story-telling, debates, lectures, multi-media 5. mathematical systems (including real numbers,
8. impact of science, technology and human activity on
productions) whole numbers, integers, fractions), geometry, and
study. Each grade level and each resources and the environment
6. participating in formal and informal presentations number theory (including primes, factors, multiples)
course sequence should build on the and discussions of issues and ideas 6. discrete mathematics (such as graph theory, counting
knowledge base that students have 7. identifying and evaluating relationships between techniques, matrices)
➧
previously acquired. language and culture
TURN OVER
These concepts and areas of study
are indeed significant to success in
school and in the workplace. However,
they are neither inclusive nor are they
likely to remain the same over the
years. We live in an age in which Social Studies Fine Arts Health/Physical Education
‘‘knowledge’’ grows at an ever-
In Social Studies, students in Missouri public schools will In Fine Arts, students in Missouri public schools will acquire In Health/Physical Education, students in Missouri public
increasing rate, and our expectations
acquire a solid foundation which includes knowledge of a solid foundation which includes knowledge of schools will acquire a solid foundation which includes
for students must keep up with that knowledge of
expanding knowledge base. 1. principles expressed in the documents shaping 1. process and techniques for the production, exhibition
Combining what students must constitutional democracy in the United States or performance of one or more of the visual or 1. structures of, functions of, and relationships among
2. continuity and change in the history of Missouri, the performed arts human body systems
know and what they must be able to do United States and the world 2. principles and practices of physical and mental health
2. the principles and elements of different art forms
may require teachers and districts to 3. principles and processes of governance systems 3. the vocabulary to explain perceptions about and (such as personal health habits, nutrition, stress
adapt their curriculum. To assist 4. economic concepts (including productivity and the evaluations of works in dance, music, theater and management)
districts in this effort, teachers from market system) and principles (including the laws of visual arts 3. diseases and methods for prevention, treatment and
across the state are developing supply and demand) 4. interrelationships of visual and performing arts and the control
curriculum frameworks in each of the 5. the major elements of geographical study and relationships of the arts to other disciplines 4. principles of movement and physical fitness
content areas. These frameworks show analysis (such as location, place, movement, regions) 5. visual and performing arts in historical and cultural 5. methods used to assess health, reduce risk factors,
and their relationships to changes in society and contexts and avoid high-risk behaviors (such as violence,
how others might balance concepts and environment tobacco, alcohol and other drug use)
abilities for students at the elementary, 6. relationships of the individual and groups to 6. consumer health issues (such as the effects of mass
middle and secondary levels. These institutions and cultural traditions media and technologies on safety and health)
models, however, are only resources. 7. the use of tools of social science inquiry (such as 7. responses to emergency situations
Missouri law assures local control of surveys, statistics, maps, documents)
education. Each district has the
authority to determine the content of
its curriculum, how it will be organized
and how it will be presented.
Missouri Department of Elementary and Secondary Education • DESE 3220-5 Rep 12/09
The Show-Me Standards KNOWLEDGE + PERFORMANCE = ACADEMIC SUCCESS
GOAL 1 GOAL 3
Note to Readers: What should high school graduates in Missouri know
and be able to do? The Missourians who developed these standards wrestled with Students in Missouri public schools will acquire the knowledge and Students in Missouri public schools will acquire the knowledge and
that question. In the end, they agreed that ‘‘knowing’’ and ‘‘doing’’ are actually two skills to gather, analyze and apply information and ideas. skills to recognize and solve problems.
sides of the same coin. To perform well in school or on the job, one must have a
good foundation of basic knowledge and skills. Equally important, though, is the
ability to use and apply one’s knowledge in real-life situations. Students will demonstrate within and integrate across all content areas the Students will demonstrate within and integrate across all content areas the
These standards (73 in all) are intended to define what students should learn ability to ability to
by the time they graduate from high school. On this side are 33 ‘‘performance’’
standards, listed under four broad goals. On the reverse side are 40 ‘‘knowledge’’ 1. develop questions and ideas to initiate and refine research 1. identify problems and define their scope and elements
standards, listed in six subject areas. Taken together, they are intended to estab- 2. conduct research to answer questions and evaluate information and ideas 2. develop and apply strategies based on ways others have prevented or
lish higher expectations for students throughout the Show-Me State. These 3. design and conduct field and laboratory investigations to study solved problems
standards do not represent everything a student will or should learn. However, 3. develop and apply strategies based on one’s own experience in
nature and society
graduates who meet these standards should be well-prepared for further educa-
4. use technological tools and other resources to locate, select and preventing or solving problems
tion, work and civic responsibilities.
organize information 4. evaluate the processes used in recognizing and solving problems
5. comprehend and evaluate written, visual and oral presentations and 5. reason inductively from a set of specific facts and deductively from
works general premises
6. discover and evaluate patterns and relationships in information, 6. examine problems and proposed solutions from multiple perspectives
A
ll Missourians are eager to ensure that graduates of
Missouri’s public schools have the knowledge, skills and
competencies essential to leading productive, fulfilling and
ideas and structures
7. evaluate the accuracy of information and the reliability of its sources
8. organize data, information and ideas into useful forms (including
7. evaluate the extent to which a strategy addresses the problem
8. assess costs, benefits and other consequences of proposed solutions
charts, graphs, outlines) for analysis or presentation
➧
successful lives as they continue their education, enter the
9. identify, analyze and compare the institutions, traditions and art
workforce and assume their civic responsibilities. Schools need to
TURN OVER
forms of past and present societies
establish high expectations that will challenge all students. To 10. apply acquired information, ideas and skills to different contexts as
that end, the Outstanding Schools Act of 1993 called together students, workers, citizens and consumers
master teachers, parents and policy-makers from around the state
to create Missouri academic standards. These standards are the
work of that group. GOAL 2 GOAL 4
The standards are built around the belief that the success of
Missouri’s students depends on both a solid foundation of Students in Missouri public schools will acquire the knowledge and Students in Missouri public schools will acquire the knowledge and
knowledge and skills and the ability of students to apply their skills to communicate effectively within and beyond the classroom. skills to make decisions and act as responsible members of society.
knowledge and skills to the kinds of problems and decisions they
will likely encounter after they graduate. Students will demonstrate within and integrate across all content areas the Students will demonstrate within and integrate across all content areas the
The academic standards incorporate and strongly promote ability to ability to
the understanding that active, hands-on learning will benefit 1. plan and make written, oral and visual presentations for a variety of 1. explain reasoning and identify information used to support decisions
students of all ages. By integrating and applying basic knowledge purposes and audiences 2. understand and apply the rights and responsibilities of citizenship in
and skills in practical and challenging ways across all disciplines, 2. review and revise communications to improve accuracy and clarity Missouri and the United States
students experience learning that is more engaging and 3. exchange information, questions and ideas while recognizing the 3. analyze the duties and responsibilities of individuals in societies
motivating. Such learning stays in the mind long after the tests perspectives of others 4. recognize and practice honesty and integrity in academic work and in
4. present perceptions and ideas regarding works of the arts, humanities the workplace
are over and acts as a springboard to success beyond the classroom.
and sciences 5. develop, monitor and revise plans of action to meet deadlines and
These standards for students are not a curriculum. Rather, accomplish goals
5. perform or produce works in the fine and practical arts
the standards serve as a blueprint from which local school 6. apply communication techniques to the job search and to the workplace 6. identify tasks that require a coordinated effort and work with others to
districts may write challenging curriculum to help all students 7. use technological tools to exchange information and ideas complete those tasks
achieve. Missouri law assures local control of education. Each 7. identify and apply practices that preserve and enhance the safety and
school district will determine how its curriculum will be health of self and others
structured and the best methods to implement that curriculum 8. explore, prepare for and seek educational and job opportunities
in the classroom.
Authority for the Show-Me Standards: Section 160.514, Revised Statutes of Missouri, Missouri Department of Elementary and Secondary Education • DESE 3220-5 Rep 12/09
and the Code of State Regulations, 5 CSR 50-375.100.
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

KINDERGARTEN - GRADE 12
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 Help Desk at [email protected] or
1-866-276-7735.
© 2012 Board of Regents of the University of Wisconsin System, on behalf of the WIDA
Consortium—www.wida.us.
Third printing, 2013
2013 WIDA Consortium Members
Alabama Massachusetts North Dakota

Alaska Michigan Northern Mariana Islands
Colorado Minnesota Oklahoma
Delaware Mississippi Pennsylvania
District of Columbia Missouri Rhode Island
Georgia Montana South Dakota
Hawaii Nevada Utah
Illinois New Hampshire Vermont
Kentucky New Jersey Virginia
Maine New Mexico Wisconsin
Maryland North Carolina Wyoming
2013 Non-member States Formally Adopting the WIDA ELD Standards
Idaho South Carolina Tennessee
iv
WIDA’s Framework for Language
FOREWORD:
WIDA’s Framework for Language Development Standards, depicted below, 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 the creation of language development standards.
WIDA’s Framework for Language Development Standards
of Language of Language
ciples De ciples De
Prin ve
lo Prin ve
lo
g Academ g Academ
n
priate i riate i
n
cL p cL
pm
pm
o o
idi
idi
pr pr
Gu
Gu
en
an
an
-Ap
-Ap
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gu
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Performance Performance
Age
Age
age
age
Definitions Definitions
Standards & Standards &

their Matrices their Matrices
So So
in
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c u l t u ra l Co n t
Ex
Ex
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WIDA's Can Do Ph WIDA's Can Do Ph
The conceptualization of academic language and what language development looks like in academic
contexts has been and continues to be upheld by WIDA’s Can Do Philosophy and Guiding Principles of
Language Development. WIDA’s Can Do Philosophy is based on the belief that all students bring to their
learning cultural 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. This belief is based on a synthesis of the literature related to working with culturally
and linguistically diverse students. Using this work as a frame, WIDA drafted its Guiding Principles
from a synthesis of literature and research related to language development and effective instructional
practices for language learners. These Guiding Principles represent WIDA’s core beliefs about language
development.
Using the Can Do Philosophy and Guiding Principles of Language Development as a foundation, WIDA
identified prominent Features of Academic Language. Academic language, in this framework, is viewed as
a vehicle for communicating and learning within Sociocultural Contexts; in other words, the interactions
between different people for specific purposes and across different learning environments influence how
language is used.
At the core of WIDA’s Framework are the Performance Definitions along with the Language
Development Standards and their representative Matrices. The Performance Definitions delineate what
the various levels of language proficiency look like, informed by the Features of Academic Language.
v
The Standards Matrices help educators envision what language development might look like in PreK–12
classrooms scaffolded across levels of language proficiency within the five standards. These matrices
are used in conjunction with the Performance Definitions to describe possible student trajectories for
academic language development.
The components of WIDA’s 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 emphasize specific elements of the Framework in their language instruction to fit the specific needs of
individual students and contexts. In doing so, all stakeholders can participate in shaping the education of
our increasingly diverse population.
vi
Table of Contents and List of Figures
Section 1: Understanding the WIDA Standards Framework..............................................................3
The Five Standards................................................................................................................................3
Grade Levels and Clusters.....................................................................................................................4
Components of the Standards Framework.............................................................................................4
Integrated, Expanded, and Complementary Strands............................................................................12
College and Career Readiness for ELLs...............................................................................................14
Uses of WIDA’s Standards Framework: Collaborate and Advocate!......................................................14
Customizing Strands for Your Local Context.......................................................................................14
Strands of Model Performance Indicators Representing the WIDA English Language

Section 2: Integrated Strands............................................................................................................18

Kindergarten–Grade 5.........................................................................................................................18
Grades 6–12........................................................................................................................................20
Section 3: Expanded Strands.............................................................................................................22
Kindergarten.......................................................................................................................................22
Grade 1...............................................................................................................................................24
Grade 2...............................................................................................................................................26
Grade 3...............................................................................................................................................28
Grade 4...............................................................................................................................................30
Grade 5...............................................................................................................................................32
Grade 6...............................................................................................................................................34
Grade 7...............................................................................................................................................36
Grade 8...............................................................................................................................................38
Grades 9–10........................................................................................................................................40
Grades 11–12......................................................................................................................................42
Section 4: Strands by Grade Level.....................................................................................................45
Kindergarten.......................................................................................................................................46
Grade 1...............................................................................................................................................52
Grade 2...............................................................................................................................................58
Grade 3...............................................................................................................................................64
Grade 4...............................................................................................................................................70
Grade 5...............................................................................................................................................76
Grade 6...............................................................................................................................................82
Grade 7...............................................................................................................................................88
Grade 8...............................................................................................................................................94
Grades 9–10......................................................................................................................................100
Grades 11–12....................................................................................................................................106
1
Appendices
Appendix A: Glossary of Terms and Expressions Related to WIDA’s Standards .................................112

Appendix B: Selected References.......................................................................................................117
Appendix C: Index of Strands by Grade Level...................................................................................120
Appendix D: Acknowledgements and Development Process..............................................................124
List of Figures
Figure A: The English Language Development Standards......................................................................3

Figure B: Standard, Grade Level, Example Topic, and Connection........................................................4
Figure C: Example Context for Language Use.......................................................................................5
Figure D: Cognitive Function...............................................................................................................5
Figure E: Domain and Levels................................................................................................................6
Figure F: The Features of Academic Language in WIDA’s Standards......................................................7
Figure G: WIDA Performance Definitions Listening and Reading, Grades K–12..................................8
Figure H: WIDA Performance Definitions Speaking and Writing, Grades K–12...................................9
Figure I: Model Performance Indicator (MPI).....................................................................................10
Figure J: Excerpt of Performance Definitions for Listening and Reading at Level 4.............................10
Figure K: Examples of Sensory, Graphic, and Interactive Supports......................................................11
Figure L: Strand of Model Performance Indicators..............................................................................12
Figure M: Topic-related Language.......................................................................................................12
Figure N: Excerpt of an Expanded Strand...........................................................................................13
Figure O: Guiding Questions for Drafting Strands of MPIs................................................................15
Figure P: A Blank Template for Drafting Strands of MPIs...................................................................16
2
SECTION 1: Understanding the WIDA Standards Framework
OVERVIEW
WIDA’s focus has always been on advancing academic language development and academic achievement
for English language learners (ELLs). We continue to tirelessly promote our belief that ELLs enrich
our school communities with their many contributions and strengths. However, the WIDA standards
framework has evolved since its introduction in 2004. With the release of this publication in 2012, our
goal is to make the framework more meaningful to those who work to support the success of this diverse
group of students. This introduction will orient you to the components of the current framework.
The Five 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 A: The English Language Development Standards
Standard Abbreviation
English Language English language learners communicate for Social and Social and
Development Instructional purposes within the school setting Instructional
Standard 1 language
English Language English language learners communicate information, ideas The language of
Development and concepts necessary for academic success in the content Language Arts
Standard 2 area of Language Arts
Development and concepts necessary for academic success in the content Mathematics
Standard 3 area of Mathematics
Development and concepts necessary for academic success in the content Science
Standard 4 area of Science
Development and concepts necessary for academic success in the content Social Studies
Standard 5 area of Social Studies
Standard 1 recognizes the importance of social language in student interaction with peers and teachers
in school and the language students encounter across instructional settings. Standards 2–5 address
the language of the content-driven classroom and of textbooks, which typically is characterized by a
3
OVERVIEW
more formal register and a specific way of communicating (e.g., academic vocabulary, specific syntactic
structures, and characteristic organizational patterns and conventions).
Grade Levels and 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),
which makes it difficult to establish fixed language expectations for any grade level or age. With this in
mind, WIDA has organized the ELD standards around grade-level clusters (see 2007 Edition). In the
current framework, we provide examples for individual grade levels from Kindergarten through 8th grade
and for grade-level clusters 9–10 and 11–12. The purpose for having examples at the individual grade
levels is so that educators recognize content topics pertaining to their grade level and, most importantly,
as a reminder that instruction for ELLs must be age and developmentally appropriate. However, as
language development is a multi-year process, we encourage educators to look at examples of language
development across a cluster of grade levels to get a fuller picture of what language development might
look like for their students. WIDA plans to develop and release a separate publication containing
standards for PreKindergarteners (3-5-year-olds) in the future, as language development for this age
group is unique and merits additional research.
Components of the Standards Framework

An important feature in the WIDA standards framework is an explicit CONNECTION to state content
standards. The connection 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 Common Core
State Standards (CCSS), the Next Generation Science Standards (NGSS), and content standards from
other states, like Alaska, Minnesota, and Virginia, who chose not to adopt the CCSS or the NGSS but
maintain their rigor.
Figure B: 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):
EXAMPLE CONTEXT FOR LANGUAGE USE: Students explore features of print in a variety of books with unique topics, formatting, and styles.
This example
COGNITIVE addresses the Common Core Reading Standard for Literature, Craft and Structure #6 for
FUNCTION:
fourth grade.Level Since

1 this standardLevel is 2broad, a topic was Level chosen
3 among manyLevel 4 that relate to Level
the 5content
Entering Emerging Developing Expanding Bridging
standard. In the example above, the example topic is “Narration.” For a complete list of example topics
Level 6 – Reaching
appearing inlanguage
this that
publication,
Identifyplease see Appendix
CategorizeC on pp.based 120–123.
READING
Identify language that passages Compare narrative points Compare and contrast
indicates narrative points of indicates narrative points of on narrative points of view of view in extended texts narrative points of view in
view (e.g., “I” v. “he/she”) view (e.g., “he felt scared”) from illustrated text using using graphic organizers extended texts
WIDA recognizes that language learning is maximized in authentic and relevant contexts. In the
from illustrated text using from illustrated text using word/phrase banks with a with a partner
word/phrase banks with a word/phrase banks with a partner
standards framework, the EXAMPLE CONTEXT FOR LANGUAGE USE includes the task or
partner partner
situation in which communication occurs, for example, when students engage in group work or conduct
:
person, third person
4
OVERVIEW
research online. It also includes who participates in the communication, the intended audience, and
the types of 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. The curriculum is also part of the context, since it impacts the register,
GRADE 4genre, and text
types that students and educators will need to try out or explore.
Figure C: Example
CONNECTION: Context
Common Core Reading for
Standards for Language
Literature, Use#6 (Grade 4):
Craft and Structure
COGNITIVE FUNCTION:
Level 1 Level 2 Level 3 Level 4 Level 5

READING
Identify language that Identify language that Categorize passages based Compare narrative points Compare and contrast
The curriculum of Language Arts shares some language features with other subject areas, while also
view (e.g., “I” v. “he/she”)
from illustrated text using
view (e.g., “he felt scared”)
word/phrase banks with a
using graphic organizers
with a partner
extended texts
possessing some unique features of its own. The example context above describes multiple parts of
partner
partner
partner
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 dialogue. 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 students will process or produce and how they will
approach 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 demand. WIDA expresses this cognitive demand in our standards framework through the
COGNITIVE FUNCTION. For example, students need to understand 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 GRADE 4
evaluate are all examples
ofELP
cognitive functions.
STANDARD WIDA
2: The has adopted
Language the language
of Language Arts used by Bloom’s revised taxonomy (Anderson
EXAMPLE TOPIC: &
Narration
Krathwohl, 2001*) to represent a uniform cognitive demand across all levels of language proficiency.
Figure D: Cognitive
EXAMPLE CONTEXT Function
FOR LANGUAGE USE: Students explore features of print in a variety of books with unique topics, formatting, and styles.
COGNITIVE FUNCTION:

READING
*Anderson, L.W. & D.R. Krathwohl
partner partner (eds.) (2001).
A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s
Taxonomy of Educational Objectives. New York: Longman.
:
5
OVERVIEW
In Figure D, 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 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 practice using language in different DOMAINS.
WIDA’s standards framework addresses four language domains: listening, speaking, reading, and writing.
This organization helps educators plan balanced opportunities for language learning and take advantage
of 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, GRADE to
4 show processing
or comprehension of language, students need to produce language either orally, in writing, or using
ELP STANDARD
semiotics (signs or 2: Language
symbols). of Language
Section 2: Integrated Arts Strands on pp. 18–21 showcasesEXAMPLE how theTOPIC: Narration
language
domains are
CONNECTION: realistically
Common Core Reading integrated within
Standards for Literature, units
Craft and of #6instruction.
Structure (Grade 4): The rest of the examples of language
performance, as shown below, portray language used within a single domain, in this case, reading.
Figure E: Domain and Levels

COGNITIVE FUNCTION:

READING
:
Language develops across different LEVELS OF LANGUAGE PROFICIENCY. WIDA’s standards

framework distinguishes five levels of language proficiency, defined by specific criteria. Level 6, Reaching,
represents the end of the continuum rather than another level of language proficiency. In other words,
level 6 represents language performance that meets all the criteria for level 5.
WIDA organizes social, instructional, and academic language into three levels: discourse level, sentence
level, and word/phrase level. The FEATURES OF ACADEMIC LANGUAGE in Figure F delineate
academic language at each of these levels, which correspond to the criteria of Linguistic Complexity,
Language Forms and Conventions, and Vocabulary Usage. These three criteria represent WIDA’s view of
the language of school. Notice that the criteria are framed within the sociocultural context that highlights
the purpose of the communication and, most importantly, the participants and their experiences.
6
OVERVIEW
Figure F: The Features of Academic Language in WIDA’s Standards
The Features of Academic Language operate within sociocultural contexts for language use.
Performance Criteria Features
Discourse Linguistic Amount of speech/written text

Level Complexity Structure of speech/written text
(Quantity and variety of Density of speech/written text
oral and written text) Organization and cohesion of ideas
Variety of sentence types
Sentence Language Forms and Types and variety of grammatical structures

Level Conventions Conventions, mechanics, and fluency
(Types, array, and use of Match of language forms to purpose/
language structures) perspective
Word/Phrase Vocabulary Usage General, specific, and technical language

Level (Specificity of word or Multiple meanings of words and phrases
phrase choice) Formulaic and idiomatic expressions
Nuances and shades of meaning
Collocations
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
The three criteria used to define each level of language proficiency are displayed in two sets of
PERFORMANCE DEFINITIONS. One set of Performance Definitions (see Figure G) 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 H) is for
productive language and shows how students use language to express information, ideas, or concepts in
either oral or written communication.
7
8
OVERVIEW
Figure G: WIDA Performance Definitions Listening and Reading, Grades K–12
At each grade, toward the end of a given level of English language proficiency, and with instructional support, English language learners will process…
Discourse Level Sentence Level Word/Phrase Level
Linguistic Complexity Language Forms and Conventions Vocabulary Usage
Level 6 – Reaching Language that meets all criteria through Level 5, Bridging
• Rich descriptive discourse with complex • Compound, complex grammatical • Technical and abstract content-area
sentences constructions (e.g., multiple phrases and language
Level 5
• Cohesive and organized related ideas clauses) • Words and expressions with shades of
Bridging
• A broad range of sentence patterns meaning for each content area
• Connected discourse with a variety of • A variety of complex grammatical • Specific and some technical content-area
sentences constructions language
Level 4
• Expanded related ideas • Sentence patterns characteristic of • Words and expressions with multiple
Expanding
particular content areas meanings or collocations and idioms for
each content area
• Discourse with a series of extended • Compound and some complex (e.g., noun • Specific content words and expressions
Level 3 sentences phrase, verb phrase, prepositional phrase) • Words or expressions related to content
Developing • Related ideas grammatical constructions area with common collocations and idioms
• Sentence patterns across content areas across content areas
• Multiple related simple sentences • Compound grammatical constructions • General and some specific content words
Level 2 • An idea with details • Repetitive phrasal and sentence patterns and expressions (including cognates)
Emerging across content areas • Social and instructional words and
expressions across content areas
• Single statements or questions • Simple grammatical constructions (e.g., • General content-related words
Level 1 • An idea within words, phrases, or chunks commands, Wh- questions, declaratives) • Everyday social and instructional words
Entering of language • Common social and instructional forms and expressions
and patterns
…within sociocultural contexts for language use.

Figure H: WIDA Performance Definitions Speaking and Writing, Grades K–12
At each grade, toward the end of a given level of English language proficiency, and with instructional support, English language learners will produce…
Level 6 – Reaching Language that meets all criteria through Level 5, Bridging
• Multiple, complex sentences • A variety of grammatical structures • Technical and abstract content-area language
• Organized, cohesive, and coherent matched to purpose and nearly consistent • Words and expressions with precise meaning
Level 5
expression of ideas use of conventions, including for effect related to content area topics
Bridging
• A broad range of sentence patterns
• Short, expanded, and some complex • A variety of grammatical structures and • Specific and some technical content-area
sentences generally consistent use of conventions language
Level 4
• Organized expression of ideas with • Sentence patterns characteristic of • Words and expressions with multiple
Expanding
emerging cohesion particular content areas meanings or common collocations and
idioms across content areas
• Short and some expanded sentences with • Repetitive grammatical structures with • Specific content words and expressions
emerging complexity occasional variation and emerging use of (including content-specific cognates)
Level 3
• Expanded expression of one idea or conventions • Words or expressions related to content areas
Developing
emerging expression of multiple related • Sentence patterns across content areas
ideas
• Phrases or short sentences • Formulaic grammatical structures and • General content words and expressions
Level 2 • Emerging expression of ideas variable use of conventions (including common cognates)
Emerging • Repetitive phrasal and sentence patterns • Social and instructional words and
across content areas expressions across content areas
• Words, phrases, or chunks of language • Simple grammatical constructions (e.g., • General content-related words
Level 1 • Single words used to represent ideas commands, Wh- questions, declaratives) • Everyday social and instructional words and
Entering • Phrasal patterns associated with common familiar expressions
social and instructional situations
…within sociocultural contexts for language use.
9
OVERVIEW
OVERVIEW
Students do not follow one common process for language development. As a matter of fact, language
development is dependent on many factors (e.g., student personality, language exposure, program design,
service delivery, scaffolding, models for language). Therefore, the Performance Definitions outline many
possible pathways to students’ language development.
GRADE 4
WIDA’s standards framework shows examples of how language is processed or produced within a
particular context through
ELP STANDARD MODELofPERFORMANCE
2: The Language MPIs areTOPIC:
Language Arts INDICATORS (MPIs). EXAMPLE meant to be
Narration
examples and not fixed guidelines of the language with which students may engage during instruction
and assessment.
Figure I: Model Performance Indicator (MPI)
COGNITIVE FUNCTION:

READING
partner partner
:
The MPI above 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. WIDA’s MPIs are composed of three main
parts: the language function, the content stem, and supports.
LANGUAGE FUNCTIONS are the linguistic processes used in receiving or conveying a message. This
first part of the MPI describes how ELLs process or produce language. In this example, ELLs identify
language related to narrative points of view and derive meaning from it by comparing. MPIs need to be
used in conjunction with the Performance Definitions to provide a better picture of the language in the
example MPI. Recall that the Performance Definitions illustrate the language that students are able to
process or produce at the different levels of language proficiency. The performance definition for level 4
for receptive language is presented in Figure J below.
Figure J: Excerpt of Performance Definitions for Listening and Reading at Level 4
At each grade, toward the end of a given level of English language proficiency, and with instructional support, English language learners will process…
• Connected discourse with a variety of • A variety of complex grammatical • Specific and some technical content-area
Level 4 sentences constructions language
Expanding • Expanded related ideas • Sentence patterns characteristic of particular • Words or expressions with multiple
content areas meanings across content areas
Educators can use this information to better understand the type of language that students will have to
process in the text as they compare narrative points of view with a partner.
10
OVERVIEW
The second element of the MPI is the CONTENT STEM. The content stem is derived from state and
national content standards, including the Common Core and Next Generation Science Standards.
The content stem denotes WIDA’s view that language development should be integrated with 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 I, the support is “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 this example, 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.
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

structures
Magazines & newspapers Timelines
With the Internet (websites) or
Physical activities Number lines software programs
Videos & films In the native language (L1)
Broadcasts With mentors
Models & figures
For each domain represented in this document, we present MPIs for language proficiency levels 1–5.
We call this a STRAND of MPIs and this arrangement helps students and their teachers envision how
language may look as a progression from one level of language proficiency to the next. As discussed
before, a strand of MPIs represents one of many possible pathways in language development within 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 targets and
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.
11
GRADE 4
OVERVIEW
Figure L: Strand
EXAMPLE CONTEXT of Model
FOR LANGUAGE Performance
USE: Students explore features ofIndicators
print in a variety of books with unique topics, formatting, and styles.
COGNITIVE FUNCTION:

READING
partner partner
:
In the example above, a student with language proficiency at level 4 for reading is able to compare
narrative points of view in extended texts using graphic organizers with a partner. “Compare and contrast
narrative points of view in extended texts” could be the language target for the unit.
GRADE 4
Another important feature in the standards framework is the TOPIC-RELATED LANGUAGE. These
are example content-related words and expressions to which all students of that grade level should
be exposed,Common
CONNECTION: regardless ofStandards
Core Reading their language proficiency.
for Literature, Craft and Structure #6 Although
(Grade 4): 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
ofCOGNITIVE
scaffolding and supports, students should have the opportunity to interact with that language. In the
FUNCTION:
example below, the topic-relatedLevel
Level 1
language
2
includes:Level narrate,
3
narration,Level
first4
person, and third Level 5
person.
FigureIdentify
M: Topic-related Language
READING
language that Identify language that Categorize passages based Compare narrative points Compare and contrast
partner partner
:
Integrated, Expanded, and Complementary Strands

As part of the 2012 standards framework, WIDA decided to include several special strands. Two
“integrated” strands are presented on pp. 18–21 that show how extensive units of instruction integrate
the use of all four language domains.
The “expanded” strand for each grade level (see pp. 22–44) shows examples of the features of academic
language and could 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 at discourse, sentence, and word/phrase levels, and c) inform teachers’
planning and instruction as they identify language that might be appropriate for their students. You will
notice that for these types of strands, the levels are presented in overlapping tiers. Figure N on the next
page shows examples of the features of academic language associated with levels 2–4. Each expanded
strand offers language features for levels 1–3 and 3–5 as well.
12
OVERVIEW
In the example in Figure N, students’ language Figure N: Excerpt of an Expanded Strand
performance for Linguistic Complexity might
exhibit multiple related simple and compound Levels 2–4
sentences with emerging cohesion. Students
use of Language Forms and Conventions might Linguistic There are many phones. We
Complexity selected the smart phone. Some
include the use of comparatives, conjunctions in Discourse Level phones are cheaper, but the
compound sentences, and prepositions in idiomatic smart phone can do more. The
price was $400 plus tax. It was
expressions. Lastly, students at this level would use on sale for 15% off.
specific words and expressions of the content area,
such as “plus tax” and “on sale.” The distinction Language Forms cheap ➞ cheaper
& Conventions expensive ➞ more expensive
between the three performance criteria is not fixed, Sentence Level
but fluid; in other words, some language features Some phones are cheaper,
but…
relate to more than one of the performance criteria.
In this example, the use of compound sentences on sale
15% off
could be seen through different perspectives.
First, students might use them to connect related
ideas and organize extended discourse as part of Vocabulary plus tax
Usage on sale
Linguistic Complexity. Compound sentences are Word/Phrase Level
also a sentence structure pertaining to Language
Forms and Conventions. At the word/phrase level,
students need particular vocabulary such as conjunctions to produce these sentences. All three criteria
include language that addresses the language function of “compare and contrast.” A great variety of
language features may be introduced to achieve that goal, depending on students’ individual strengths and
needs.
It is important to remember that these strands are examples and not guidelines. Knowing your students
and your curriculum as well as engaging in ongoing formative assessment will inform your understanding
of what your individual students can do and possible next steps in their language instruction. Because
multiple pathways to language proficiency exist and because each student brings unique experiences and
knowledge to the classroom, individual students may or may not already know the language shown in the
examples. Therefore, we recommend that these strands be used to trigger a focus on language, but not to
prescribe curriculum or suggest a specific trajectory towards language proficiency.
In addition to strands for each of WIDA’s five ELD standards, the framework includes 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 and in formal and
informal settings. 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
13
OVERVIEW
College and Career Readiness for ELLs

Together, the components of the WIDA standards framework support the instruction and assessment of
ELLs. The language represented in this framework should work alongside the content expectations in the
classroom. Currently, college and career readiness standards, including the Common Core State Standards
and Next Generation Science Standards, guide many states in setting their curricular goals. These new
content standards exemplify many of the language features of WIDA’s original standards framework, namely:
• a focus on oral language development

• literacy across the content areas
• attention to genre, text type, register, and language forms and conventions
• use of instructional supports
As part of the amplification process, WIDA has reviewed the college and career readiness standards to
enhance their representation within its current framework. We have intentionally addressed the language
demands presented in these content standards in numerous ways, from selecting particular instructional
supports emphasized in the content standards, to ensuring that students at all levels of language proficiency
have opportunities to engage in the cognitive challenges represented in those content standards.
In addition to the core knowledge and skills represented in content standards, students need to develop
social language and cross-cultural competencies to be successful in school and beyond. ELLs will benefit
tremendously from direct instruction in these aspects of language development, represented particularly
in ELD Standard 1, as well as across the other four ELD standards. Finally, WIDA encourages educators
to recognize and maximize the language, knowledge, and skills that students bring from their homes and
communities, empowering them to explore their own unique pathways to college and career success.
Uses of WIDA’s Standards Framework: Collaborate and Advocate!

WIDA’s mission of advancing the academic language development and academic achievement of ELLs
starts with our standards. The 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 promoting ELLs’ access to grade-level, standards-based content
curriculum as well as extra-curricular opportunities. Through careful attention to language development and
scaffolded support that builds on students’ particular strengths, all learners in the educational community
will benefit. For ELLs in particular, this is an essential start for their journey to academic achievement.
Customizing Strands for Your Local Context

WIDA’s strands of MPIs are only examples that illustrate differentiated language expectations related to
content-area instruction within one language domain. We invite teachers to look back at our 2007 Edition
for additional examples and to create, innovate, transform, and customize the standards matrices to best
meet the needs of their ELLs and language education programs. Figure O shows the questions educators
should ask themselves when planning instruction for ELLs or when drafting additional strands of MPIs.
Figure P contains a blank template that can be copied and reused for this purpose.
14
Figure O: Guiding Questions for Drafting Strands of MPIs
GRADE:____
EXAMPLE TOPIC:
ELD STANDARD: ____________________________ 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?

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?
Language Domain(s):
How will learners process and use language?
TOPIC-RELATED LANGUAGE: With which grade-level words and expressions will all students interact?
15
OVERVIEW
16
Figure P: A Blank Template for Drafting Strands of MPIs
GRADE: _______
ELD STANDARD: _________________________________ EXAMPLE TOPIC: ________________________________
CONNECTION:
EXAMPLE CONTEXT FOR LANGUAGE USE:
COGNITIVE FUNCTION:

DOMAIN:_________________________
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 levels
17
18 INTEGRATED STRANDS
SECTION 2: Integrated Strands
KINDERGARTEN–GRADE 5
This integrated strand invites educators to consider how they might prepare units to each other read a text, such as an Internet-based news article, and then listening
incorporating multiple language domains and subject areas so that students can to a recording of it to increase comprehension. For the productive domains,
make important learning connections across disciplines. For example, as students students might think aloud with their classmates orally then write, or even dictate
gain familiarity with ideas and concepts about weather, educators have a great to an adult to see what their ideas look like in writing. For students with stronger
opportunity to focus on instructing them in the unique features of language used writing skills, they might take time to prepare their thoughts independently on
to communicate about weather in each content area. In this integrated strand, the paper, then use their writing as a support for a speaking activity. These activities
model performance indicators for receptive and productive domains are combined. would all require differentiated support depending on students’ language
Therefore, students can use their stronger domain skills (e.g., in speaking) to proficiency levels, and it is important to make sure throughout the unit that all
scaffold their development in the other productive domain (e.g., writing). students can engage in higher-order thinking to apply their background knowledge
Likewise, reading might act as a scaffold for students’ listening, or vice versa. Some of weather to each of the content areas.
possibilities for what this scaffolding might look like include taking turns listening
ELD STANDARDS 1–5 EXAMPLE TOPIC: Weather
CONNECTIONS: Common Core College and Career Readiness Anchor Standards for History and Social Science Standards of Learning for Virginia Public Schools 1.6
Reading #10, Writing #10, and Speaking and Listening #1 (Grades K–5): 10. Read and (Grade 1), 1 (Virginia Studies): The student will describe how the location of his/
comprehend complex literary and informational texts independently and proficiently. her community, climate, and physical surroundings affect the way people live,
10. Write routinely over extended time frames (time for research, reflection, and including their food, clothing, shelter, transportation, and recreation. The student will
revision) and shorter time frames (a single sitting or a day or two) for a range of demonstrate skills for historical and geographical analysis and responsible citizenship,
tasks, purposes, and audiences. 1. Prepare for and participate effectively in a range of including the ability to i) analyze and interpret maps to explain relationships among
conversations and collaborations with diverse partners, building on others’ ideas and landforms, water features, climatic characteristics, and historical events.
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.
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.

Match icons or numbers Select information related Relate weather conditions Compare weather Draw conclusions about
with photographs to denote to weather conditions and to their effects on people conditions and their effects weather conditions and
weather conditions and their effects on people based on videos, podcasts, on people based on videos, their effects on people
their effects on people (e.g., based on videos and and text-based resources podcasts, and text-based based on videos, podcasts,
people’s moods, ways of text-based resources using using calendars, maps, resources using calendars, and text-based resources
living) based on videos and calendars, maps, charts, charts, and graphs maps, charts, and graphs using calendars, maps,
text-based resources using and graphs charts, and graphs
calendars, maps, charts,
and graphs
LISTENING & READING

Name weather conditions Restate weather conditions Describe weather Discuss weather conditions Explain weather conditions
and their effects on people and their effects on people conditions and their effects and their effects on people and their effects on people
using calendars, maps, using calendars, maps, on people using calendars, using calendars, maps, using calendars, maps,
charts, and graphs charts, and graphs maps, charts, and graphs charts, and graphs charts, and graphs
SPEAKING & WRITING

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions across the content areas.
19
INTEGRATED STRANDS
20 INTEGRATED STRANDS
GRADES 6–12
This integrated strand is intended to capture the imagination of educators who domains of listening and reading showcase how students will gather information
have the opportunity to work in teams and construct interdisciplinary units of in earlier phases of the project, and the productive domains present differentiated
study. The ideas contained within the strand are only a fraction of the possibilities expectations for how students will develop (writing) and present (speaking) the
for learning that could take place in such a unit. The unit presented here will no final product. If referring to this strand to plan instruction, please keep in mind
doubt require some adaptation to fit local contexts, and students themselves may that students’ levels of language proficiency vary across the domains, so educators
have ideas for areas of exploration within their communities, making the content can best serve students if they differentiate and scaffold for that variety rather than
and language instruction around green architecture relevant, motivating, and using only the MPIs for each students’ overall proficiency level. For example, if a
memorable. 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,
As you review the model performance indicators for all four domains, consider make sure to look at the level corresponding to each domain and not just the
the direct language instruction and support required to allow ELLs at all levels of MPIs for level 4.
proficiency to take an active role in their group’s final project. Please note that the
ELD STANDARDS 1–5 EXAMPLE TOPIC: Green architecture
CONNECTIONS: Common Core College and Career Readiness Anchor Standards for Evaluate competing design solutions for developing, managing, and utilizing energy
Reading (# 7) and Writing (#1–2) for Literacy in History/Social Studies, Science, and and mineral resources based on cost-benefit ratios. Evaluate or refine a technological
Technical Subjects: Integrate and evaluate content presented in diverse formats and solution that reduces impacts of human activities on natural systems. Evaluate a
media, including visually and quantitatively, as well as in words. Write arguments to solution to a complex real-world problem based on prioritized criteria and trade-offs
support claims in an analysis of substantive topics or texts using valid reasoning and that account for a range of constraints, including cost, safety, reliability, and aesthetics
relevant and sufficient evidence. Write informative/explanatory texts to examine and as well as possible social, cultural, and environmental impacts.
convey complex ideas and information clearly and accurately through the effective
selection, organization, and analysis of content. Minnesota K–12 Academic Standards in Social Studies, Civics #1, Economics #1,
Geography #2 (Grades 6–12): Democratic government depends on informed and
Common Core State Standards for Mathematics, the Number System (Grades 6–8), engaged citizens who exhibit civic skills and values, practice civic discourse, vote
Number and Quantity, Modeling (Grades 9–12), Geometry, Statistics and Probability and participate in elections, apply inquiry and analysis skills, and take action to
(Grades 6–12) solve problems and shape public policy. People make informed economic choices by
identifying their goals, interpreting and applying data, considering the short- and long-
Next Generation Science Standards, Earth and Space Sciences; Engineering, Technology, run costs and benefits of alternative choices, and revising their goals based on their
and Applications of Science MS-ETS1-1, HS-ESS3-2, HS-ESS3-4, HS-ETS1-3: Define analysis. Geographic inquiry is a process in which people ask geographic questions and
the criteria and constraints of a design problem with sufficient precision to ensure a gather, organize, and analyze information to solve problems and plan for the future.
successful solution, taking into account relevant scientific principles and potential
impacts on people and the natural environment that may limit possible solutions.
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.

Select possible components Categorize information Compare and contrast Identify details that support Connect ideas and reasons
of green architectural plans on components of green possible components of selection of components of that support selection
from videos, interactive architectural plans green architectural plans green architectural plans of components of green
presentations (e.g., from from videos, interactive from videos, interactive from videos, interactive architectural plans
Internet), and guest presentations, and guest presentations, and guest presentations, and guest from videos, interactive
LISTENING
speakers speakers using graphic speakers using graphic speakers presentations, and guest
organizers organizers speakers
Present green architectural Describe features of green Explain the need to adopt Defend choices made Persuade stakeholders to
plans using multimedia architectural plans based green architectural plans in designing green adopt green architectural
with visuals and captions on research, original based on research, original architectural plans based plans based on research,
based on research, original blueprints, and business blueprints, and business on research, original original blueprints, and
SPEAKING
blueprints, and business plans in small groups plans in small groups blueprints, and business business plans
plans in small groups plans in small groups
Select possible components Find exemplars of different Classify information on Identify details that support Find research-based
of green architectural components of green components of green selection of components evidence supporting
plans (e.g., community architectural plans from architectural plans (e.g., of green architectural selection of components
gardens, high-tech building a variety of informational by usefulness, efficiency, plans from a variety of of green architectural
materials) from a variety texts and models using L1 cost) from a variety of informational texts and plans from a variety of
READING
of informational texts and or L2 informational texts and models in small groups informational texts and
models using L1 or L2 models in small groups models in small groups
Label and caption Compose bulleted text Describe green Summarize positions Produce and edit scripts for
materials for multimedia for slides or handouts for architectural plans for or approaches in green multimedia presentations
presentations on green multimedia presentations multimedia presentations architectural plans for on green architectural plans
architectural plans in small on green architectural plans in small groups multimedia presentations in small groups
WRITING
groups in small groups 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.
21
INTEGRATED STRANDS
22 EXPANDED STRANDS
KINDERGARTEN
SECTION 3: Expanded Strands
KINDERGARTEN
All kindergarten students are beginning their journey of learning the language Complexity row represents oral sentence starters introduced by the teacher. With
of school. ELLs in particular rely on modeling from teachers and peers as they support such as modeling, students at the higher levels of language proficiency
produce social and instructional oral English. In this expanded strand, students can independently produce sentences to tell about their daily classroom routines.
with level 1 English language proficiency begin by repeating and responding Many students will need time and practice to produce language like the examples
to repetitive chants about familiar topics. The italicized text in the Linguistic in the expanded strand below, but that repetitive practice is valuable not only
Complexity row for levels 1–3 represents the teacher’s voice, with the students’ linguistically, but in forming their identities as part of the learning community.
response in plain text. For levels 2–4, the underlined text in the Linguistic
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.

Repeat and respond to Produce simple Produce statements about Tell about working Elaborate on working
chants about working statements about working working collaboratively collaboratively in small collaboratively in small
collaboratively in small collaboratively in small in small groups or centers groups or centers using groups or centers using
SPEAKING
groups or centers (e.g., groups or centers using using oral sentence starters models models
call and response) using oral sentence starters and and models
gestures 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
Is this the yellow group? Yes, we are. I am in the yellow group. Cristina is in my This is the _____ center.
Is this the yellow group? Yes, we are. group. My friend is in the red group.
At this center, everyone ________.
Who is the leader? I am! I like to be the leader.
Linguistic We are working on ____. We work together.
Who is a helper? I am! I am!
Complexity I can help the teacher.
Discourse It is my turn ______ (to do lunch count/
What do you do? I help.
Level My job today is ____ (lunch count/calendar/ to be line leader/for share time/for show and
What do you do? I clean up.
weather). tell).
Yes, [I am/we are]. I am/Cristina is This is…

I am/We are. I like to… At…, I/we ____.
Language
I can help ____ working
Forms &
Conventions We are working on
Sentence
Level
yellow job center

green
I can work together
red
Vocabulary blue help everyone
Usage
group leader my turn
Word/Phrase
Level lunch count
help line leader
calendar
clean up share time/show and tell
weather
23
EXPANDED STRANDS
24 EXPANDED STRANDS
GRADE 1
In the expanded strand below, the instructions for completing a task are beginning students, so the instructions exemplified for levels 2–5 would need
differentiated according to students’ levels of language proficiency. It is assumed in to be supported in multiple ways for beginning level students. Sensory, graphic,
this strand that students at the upper levels of language proficiency would follow and interactive supports such as models, templates, and partners can be used in
and complete all the instructions shown from Level 1, Entering through Level scaffolding the linguistic complexity of the instructions for ELLs and support
5, Bridging. Educators should not give extensive or abstract oral instructions to 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.

Follow oral instructions to Follow oral instructions to Follow oral instructions to Follow oral instructions Follow multi-step oral
identify lengths of objects categorize objects according order objects according to to compare the lengths of instructions to compare the
following a model with a to their length following a their lengths following a objects using a template lengths of objects with a
partner model with a partner model with a partner with a partner partner
LISTENING
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
Let’s measure our books! I’m going to use a Look at your measurement tools. The paper Find the length of the desk using the best
ruler to measure my book (teacher shows ruler clip is short. The popsicle stick is longer than measurement tool. Remember, it’s easier
and book). My book is 14 inches long. Take the paper clip. The ruler is longest. Put them to measure a long object with a longer
Linguistic out your ruler. Now you measure your book! in order from shortest to longest. measurement tool (teacher models measuring
Complexity Show me how to measure your book. his/her desk with a popsicle stick, then a
The teacher desk is easier to measure with the
Discourse ruler). Then measure other things using the
Let’s measure our desks! I’m going to use a ruler. The student desk is easier to measure
Level same tool. Don’t forget to write down your
popsicle stick... with the popsicle stick.
measurements!
Let’s measure our bookshelf!
one inch short, shorter, shortest First,… then,…

two inches
long, longer, longest as long as
Language
easier
Forms &
Conventions
Sentence
Level
desk, book shorter than find the length of

paper clip longer than
Remember
popsicle stick
Put them in order Don’t forget
Vocabulary string
Usage ruler measure with measurements
Word/Phrase yard/meter stick
Level
short
long
25
EXPANDED STRANDS
26 EXPANDED STRANDS
GRADE 2
Through the use of informational texts, students analyze societal changes from connecting information presented in complex sentences. At the beginning levels,
past to present in this expanded strand. While the depth of their analysis in students might be introduced to count/non-count nouns while others at the higher
English may be greater at the higher levels of proficiency, all students are given the levels work on introductory and comparative clauses. The examples for language
opportunity to analyze rather than remember, understand, or apply. Linguistically, structures and vocabulary presented are only some possibilities that should be
students across the language development continuum are given opportunities to adapted to local curricular goals.
move from matching phrases and simple sentences to sorting, sequencing, and
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.

Match pictures with Identify important Sort information about Sequence information Connect information about
information about information about historical times and people about historical times and historical times and people
historical times and people historical times and people from illustrated texts using people from illustrated from illustrated texts using
from illustrated texts with from illustrated texts with graphic organizers in small texts using graphic graphic organizers (e.g.,
READING
a partner a partner groups organizers in small groups timelines)
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: historical times,
communication
Labels to match to pictures: Men rode horses to bring people letters. A long time ago, horses helped carry the mail
across the country. A short time later, the
the Pony Express Pilots fly planes to bring people their mail.
telegraph was invented. People used it to send
letters messages over wires. It was faster than the
Linguistic Pony Express.
Complexity telegraph
Discourse
Level air mail
email
Horses carried mail.
People send emails.
mail/letters People send emails to… A long time ago,

A short time later,
carry mail ➞ carried mail bring people their mail
Language
used it to
Forms & People send emails.
Conventions It was faster than
Sentence
Level
the Pony Express Pilots fly planes across the country

letters their mail
was invented
telegraph
Vocabulary air mail messages
Usage email
Word/Phrase wires
Level carry mail
send mail
27
EXPANDED STRANDS
28 EXPANDED STRANDS
GRADE 3
This expanded strand highlights how to support students in giving feedback to proficiency apply their language skills more independently. The examples in the
peers on their writing. In third grade, all students will be more comfortable in forms and conventions row draw attention to possible linguistic features that can
this role if their educator constructs specific awareness of the criteria on which be practiced, such as tenses, pluralization, pronouns, and others. Teachers should
they must evaluate their peers’ writing, and the language they can use to do so. take care to introduce similar language structures across the language domains so
By providing sentence frames and models to students in levels 1–3, educators can that when the focus is on writing, as in this strand, it reinforces development of
explicitly demonstrate how to use topic-related vocabulary in more linguistically students’ speaking skills for the next time they give oral feedback.
complex ways. Word banks and models help students at higher levels of language
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.

Supply words for sentences Compose phrases and Compose sentences about Suggest ideas for revising Provide detailed feedback
about revising from models simple sentences about revising from models using word banks for revising
revising from models
WRITING
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: revise, redo, improve
Model sentences Nice job. I liked your title, “Life with You were good at describing your dog
The best part of your story was…(the setting/ Summer.” I enjoyed it because dogs are cute. Summer. I really liked reading about your
the characters) Your dog Summer is big. Please write more dog’s size, color, and fur. The details helped
Linguistic stories about Summer. me know what she looks like. One thing you
I liked…
Complexity can improve is to write more about the place
Discourse Your story needs… (information, humor, where you and your dog like to play fetch.
Level details)
Tell me more about…
better, best “Life with Summer” describe ➞ describing,

read ➞ reading
your, my, his, hers because
Language really
is ➞ was story ➞ stories
Forms &
Conventions dog’s
like ➞ liked about
Sentence
Level
setting, characters enjoyed good at

looks like
needs more, less
improve
Vocabulary Tell me more write more
Usage
Word/Phrase
Level
29
EXPANDED STRANDS
30 EXPANDED STRANDS
GRADE 4
When addressing a whole class, it may not always be possible to adjust language supporting features shown next to Linguistic Complexity for levels 1–3. On the
to each student’s listening proficiency level. For example, students at all levels of other hand, if the class consists of primarily non-ELLs and some ELLs who are
language proficiency can learn from videos or other presentations when given nearing exit from language support programs, the levels 3–5 example is the most
adequate support, and this expanded strand models how a teacher might scaffold logical model to follow. Many classes will fall somewhere in the middle or consist of
the use of such audiovisual materials. In this expanded strand, it is assumed that a full range of proficiency levels. In such cases, the use of instructional assistants or
educators would select which level of language discourse to use based on the range co-teachers allows grouping of students so that they are given appropriate support.
of language proficiency profiles of students in the classroom. In other words, if Note how the content presented does not vary from level to level, but the support
the class has several beginning ELLs, the educator would follow the linguistic and 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.

Match processes or events Identify and sort the effect Categorize the effects of Distinguish between effects Interpret the effects of
with their effects on earth of processes or events on processes or events on earth of processes or events on processes or events on
materials based on oral earth materials based on materials based on oral earth materials based on earth materials using videos
LISTENING
descriptions using photos, oral descriptions using descriptions using photos, oral descriptions using based on grade-level oral
illustrations, or videos with photos, illustrations, or illustrations, or videos and photos, illustrations, discourse
a partner in L1 or L2 videos with a partner in L1 graphic organizers with a or videos and graphic
or L2 partner organizers
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
Look at this photo. It shows erosion. Did We watched a video about erosion. Erosion Did you notice examples of erosion in
you see erosion in the video? (teacher waits for is when wind, even tornadoes, or water from the video we just watched? Remember
students to respond). Yes? What examples did storms or floods removes earth materials. that erosion occurs when earth materials
you see in the video? (students provide examples How did you know it was erosion? (teacher are removed by natural phenomena like
like tornados or rain and the teacher repeats each paraphrases responses). Weathering is different. wind and water. What are some ways that
example while pointing at the corresponding It breaks rocks (shows broken rocks), but it wind and water cause erosion? (students
pictures). Erosion is when water—like rain does not move earth materials. Now, I will provide examples like tornados, storms, etc.,
(teacher shows picture of a storm)—or wind describe more pictures. Decide with your with prompting using pictures if necessary).
(shows picture of a tornado)—removes dirt partner if the picture is an example of erosion Good. Now remember, weathering is a
Linguistic and rock (touches realia or photos including (points to illustrated definition) or weathering bit different, isn’t it? Weathering is like
Complexity dirt and rock). Weathering also breaks rocks (points to illustrated definition) and if it is a erosion because it breaks down rocks, but
Discourse (breaks apart realia or shows broken rocks). We fast or slow process. You need to tell me why. weathering doesn’t move any materials. Now,
Level talked about weathering yesterday (points to I am going to describe a situation related
an illustrated poster about weathering). But it is to either weathering or erosion. Be ready to
different. See? Weathering does not move the explain what has happened and why, okay?
rocks; erosion moves the rocks (moves rocks). Remember to give reasons.
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.
Language Erosion removes materials. It breaks rocks, but it does not move earth Weathering is like erosion because it breaks
Forms & materials. up rocks, but...
Weathering does not move materials.
Conventions
Sentence
Level
Vocabulary rocks move wind earth materials natural phenomena

Usage dirt remove rain occurs
Word/Phrase tornado cause (verb)
Level storm
flood
31
EXPANDED STRANDS
32 EXPANDED STRANDS
GRADE 5
The expanded strand for fifth grade represents an opportunity for students to as the sophistication of their oral discourse, including vocabulary, forms, and
practice their oral skills while at the same time learning about the features of a clear, conventions, will vary across levels. The underlining in the forms and conventions
strong presentation. This includes strategies in support of language development row draws attention to some possibilities for linguistic features that could be
that are also good for all students, such as the use of sentence frames, templates, practiced, such as tenses, pluralization, adverbs, and others. Please remember, this
and visuals. The examples given suggest that while all students can be practicing is an example but the particular areas of focus and their order should be adjusted to
with the same content, the quantity of language they are able to produce as well 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.

State ratings of peers’ Describe ratings of peers’ Discuss ratings of peers’ Explain ratings of peers’ Justify ratings of peers’
presentations using simple presentations using presentations and suggest presentations with evidence presentations with evidence
illustrated sentence frames illustrated sentence frames improvements using and suggest improvements and suggest improvements
and word banks sentence frames using sentence frames using rubrics
SPEAKING
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
I learned about bears. Good job on your presentation. I liked Your presentation showed you know a lot
I can hear you. when you told us about the koala’s diet. Your about the topic. Your map about different
You talk fast. photos helped me understand. Don’t read food sources was interesting. You spoke with
Linguistic I liked your pictures. your notes so much. You speak in a clear a very clear voice but sometimes you spoke
Complexity voice. too quickly or too softly. I suggest you slow
Discourse down and talk a little louder. Next time, I
Level recommend you look up at your audience.
you ➞ your I liked when (what/how/that) very clear

too quickly
pictures
Language quickly
Forms & learn ➞ learned softly
Conventions like ➞ liked
Next time,
Sentence
Level
learned about presentation topic

hear notes I suggest you…
talk so much I recommend…
Vocabulary fast/slow speak audience
Usage pictures clear voice
Word/Phrase
Level
33
EXPANDED STRANDS
34 EXPANDED STRANDS
GRADE 6
This expanded strand showcases an opportunity for students to hone their writing students explicitly. ELLs can be more successful when provided linguistic supports.
skills within Standard 3, the Language of Mathematics. Students at all levels of In levels 1 and 2 of this strand, students are supported by the use of a template.
language proficiency are asked to evaluate, a demanding cognitive function, and In the row for Linguistic Complexity, students’ writing is underlined to show that
they must justify their decisions based on computation and reasoning. The example they have filled in blanks with words, phrases, and simple sentences, while the
topic of ratio and rate can be made relevant for students using a variety of real-life template provided by their teacher is shown in italicized text. At the higher levels of
applications, as shown in the example context for language use. Educators should language proficiency, students can draft all text independently using the support of
be mindful of some of the specific and technical language that can be present in graphic organizers that remind them of comparative and explanatory language.
such specialized topics as taxes, cars, and sports, and make a point to teach it to
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.

List choices based on rate Describe choices based on Compare choices based on Explain choices based on Elaborate on choices based
calculations in real-life rate calculations in real-life rate calculations in real-life rate calculations in real-life on rate calculations in real-
WRITING
situations using templates situations using templates situations using graphic situations using charts with life situations with partners
and word banks with a and word banks with a organizers with a partner partners
partner partner
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
Selection: We chose the computer. There are many phones. We selected the We had a choice of buying a tablet or a
smart phone. Some phones are cheaper, but smart phone. We looked for a good deal.
Price: It costs $750.
the smart phone can do more. The price was We selected the tablet because it was the
Linguistic Discount: Today it is 15%. $400 plus tax. It was on sale for 15% off. best value at the discounted rate. It had a
Complexity greater percentage off. The price of the tablet,
Discourse Reason: The price is cheap. including the 20% discount and sales tax,
Level was $495. The final price of the smart phone
was $340 after taking 10% off.
choose ➞ chose cheap ➞ cheaper The price of the tablet, including the 20%
expensive ➞ more expensive discount and sales tax, was $495.
cost ➞ costs
Language Some phones are cheaper, but… after taking
Forms &
Conventions on sale
Sentence 15% off
Level
costs plus tax a good deal

discount on sale best value
price discounted rate
Vocabulary cheap/expensive percentage off
Usage final price
Word/Phrase
Level
35
EXPANDED STRANDS
36 EXPANDED STRANDS
GRADE 7
In the expanded strand that follows, students engage in analytical reading of print their reading comprehension. In other words, we can’t see whether students have
or digital texts to support their interpretation and ultimately, creation of charts correctly identified language or drawn conclusions based on their reading unless
or maps about agriculture. In order for students at all levels to maintain the same they show their learning in other ways. This expanded strand suggests that students
cognitive function of analyzing, educators need to ensure that students are asked to would read text like that which appears next to Linguistic Complexity, but then
differentiate agricultural products from other resources such as mineral or human might indicate their understanding by creating a unique chart or map. The rows
resources. This example activity consists of many parts that are not all illustrated for Language Forms and Conventions and Vocabulary Usage suggest some possible
here, including the use of the other language domains of speaking, listening, language learning opportunities to introduce and practice with students at each
and/or writing. Language activities are almost always integrated across multiple level of language proficiency. Such practice will enhance and expand students’
domains in this way, and students are often asked to produce language to indicate 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.

Identify agricultural icons Locate resources or Distinguish among Find patterns associated Draw conclusions about
using visual or graphic agricultural products using resources or agricultural with resources or resources or agricultural
support (e.g., on maps or visual or graphic support products using visual or agricultural products using products on maps or
READING
graphs) graphic support visual or graphic support 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
Rice is an important crop. It grows in the wet Coffee grows in countries with high Orange trees require the moist, nutrient-rich
flat lands of China. mountains that are near the equator, while soil of tropical climates. In contrast, wheat
olives grow near warm seas. Therefore, prospers in cooler, arid climates with drier
Bananas grow in the tropics.
Linguistic coffee is a major agricultural product of soil. Notice how agricultural productivity
Complexity Ecuador while olives are important to the varies from region to region in Kenya.
Discourse Mediterranean region. One requirement of successful agricultural
Level production is selecting crops that are well-
suited to the climate and soil of the region.
rice, coffee, corn, v. olives, bananas, oranges Coffee grows… while olives grow… One requirement of successful agricultural
production is…
Rice grows… Therefore,…
Language Bananas grow…
Forms &
Conventions
Sentence
Level
rice near the equator or In contrast,

coffee near warm seas
agricultural
olives
major productivity/production
Vocabulary wheat
Usage orange trees therefore moist, tropical climates
Word/Phrase cooler, arid climates
important crop while
Level
well-suited
wet flat lands region
37
EXPANDED STRANDS
38 EXPANDED STRANDS
GRADE 8
The 8th grade expanded strand assumes that students will listen to classroom concepts. Students may recreate, select, or manipulate these illustrations to engage
discussions about literature and will connect common themes across multiple in a variety of activities. However, illustrations are just one way to support students’
genres, including myths, traditional stories, or religious works. ELLs from diverse listening. Other graphic, sensory, and interactive supports may be equally valuable.
backgrounds may offer tremendous richness to such discussions of universal themes, The complexity of sentences that students can process increases across three tiered
as they may know different traditional stories and have unique life experiences levels. Different forms, conventions, and vocabulary can be introduced through
to relate to the literary works. In the domain of listening, they may exhibit their different activities as part of the lesson on literature. Listening will serve as a scaffold
listening comprehension in a variety of ways, as suggested in the model performance for many students who can use it as a foundation for building their productive skills
indicators. Educators may rely on illustrations of common themes, events, or of speaking and writing.
character types across multiple units to increase students’ familiarity with these
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.

Select illustrations depicting Select illustrations Classify examples of Find patterns related to Predict the evolution
literary characters, depicting literary literary characters, themes, literary characters, themes, of literary characters,
themes, and plots based characters, themes, and plots based on oral and plots using graphic themes, and plots
LISTENING
on oral statements using and plots based on descriptions with a partner organizers with a partner
environmental print (e.g., oral descriptions using
posters about character environmental print

types and themes)
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
The main character, Loretta, is a heroine. In general, Loretta is a strong character. She Obviously, Loretta represents the heroine
She is not afraid of dragons. She is like the is both faithful and fearless. She never leaves of the tale. She not only defeats wicked
warrior from the other story we read. Sandra’s side. Additionally, Loretta challenges monsters throughout the story, but she also
Linguistic the dragon in the magical forest. This is proves herself as a loyal friend. Through
Complexity different from how the warrior abandons his overcoming numerous obstacles, she
Discourse horse in the scene of battle. conquers her fears and realizes her own
Level strength. What if Loretta met the warrior
from the ancient myth? Would she criticize
his actions? Could she offer him some advice?
The main character, Loretta, In general, Obviously,

both ____ and ____ not only…but also
she is v. she is not
For instance,…
Language Through overcoming numerous obstacles,
never
Forms & she…
Additionally,
Conventions
different from how What would…
Sentence
Could…
Level
main character strong character represents

hero/heroine faithful defeats
afraid fearless loyal friend
Vocabulary dragon ____’s side overcoming obstacles
Usage warrior challenges conquers
Word/Phrase other story magical realizes her own strength
Level abandons serve
scene of battle ancient myth
criticize
offer some advice
39
EXPANDED STRANDS
40 EXPANDED STRANDS
GRADES 9–10
The following expanded strand is focused on a productive domain (speaking). Five sentence frames provided and allow students ample time to practice with them prior
examples are given of how students will gain proficiency as they progress through the to giving a final report to the class. Graphic support such as a process map will also
levels. The progression starts at level 1 where students will combine new vocabulary support students’ ability to recount the experiment’s results orally. The passive voice,
with set phrases such as “stayed the same” to describe their experiment. At level 2, a hallmark of scientific language, can be rehearsed with all students, including ELLs
they might use repetitive sentence frames to tell about the different outcomes of at the upper levels of language proficiency. All students will benefit from enhanced
experimentation. At levels 3–5, teachers should gradually increase the complexity of 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, Chemical Reactions 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.

Describe the effects of Give examples of the effects Explain the effects of Discuss the effects of Report on the effects of
modifying a variable using of modifying a variable modifying a variable modifying a variable modifying a variable in
SPEAKING
illustrated word banks in using illustrated word using sentence frames and using sentence frames and small groups
small groups banks and sentence frames graphic organizers in small graphic organizers in small
in small groups groups 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
* As this book goes to press, a draft of the Next Generation Science Standards was just released for review. WIDA plans to update its Language of Science strands to correspond with these
standards as soon as they are final.
Illustrated word bank: The independent variable was carbon dioxide. In our experiment, varying the amounts of
independent variable We changed the amount of CO2 each time. carbon dioxide impacted the reaction. First,
dependent variable We saw the reaction slow down with less we dissolved sodium bicarbonate in water
Linguistic water carbon dioxide and it did not occur without to release CO2, our independent variable.
Complexity CO2 Carbon dioxide carbon dioxide. We knew how much CO2 to use in the
Discourse stayed the same experiment because we had the chemical
Level changed 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.
stayed the same We saw… with…and it… varying…

changed decreasing…
Language
removing…
Forms &
Conventions
Sentence
Level
stayed the same/changed changed impact

same/different reaction dissolve
release
Vocabulary slow/fast each time
Usage chemical equation
Word/Phrase without
Level photosynthesis
resulted in
41
EXPANDED STRANDS
42 EXPANDED STRANDS
GRADES 11–12
This expanded strand is focused on the receptive language domain of reading. typically associate with the beginning levels of language proficiency (levels 1 and 2).
Therefore, the language functions (sort, identify, categorize, make judgments, and However, this example shows how educators can select sections of those materials
draw conclusions) require students to do something to show their ability to process that are appropriate for students at each level and offer support (such as visuals and
the language they read. As you examine the example expectations associated with partner work) to allow them to access it. In this example, some of the language
the three criteria from the Performance Definitions, please note that the Linguistic functions such as identification via highlighting (level 2) and the use of category
Complexity section showcases the type of language students would be reading headings (level 3) are incorporated within the row for Linguistic Complexity. At the
from college or career marketing materials, not language that they themselves highest levels, students need to process all language shown in order to successfully
would produce. Since it is important for each student to work with authentic make judgments and draw conclusions. The vocabulary associated with this example
materials, the quantity of language each student will process is greater than what we 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.

Sort information on post- Identify important Categorize (e.g., best, Make judgments about Draw conclusions on post-
secondary options from information (e.g., by maybe, unlikely) post- post-secondary options secondary options from
multiple sources with visual highlighting) on post- secondary options from from multiple sources claims in multiple sources
READING
support with a partner secondary options from multiple sources using using illustrated graphic of information
multiple sources with visual illustrated graphic organizers (e.g., checklists

support with a partner organizers of types of evidence)
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
The University: Quick Facts Best, Close, Interesting: Mechanics

• Founded in 1910 The Creative Institutes Individuals who enjoy working with tools
• 27,000 students from 41 states and 60 This system of schools offers real-world and their hands may be interested in work
countries education in the areas of culinary arts, as a mechanic. Today, mechanics often use
• Located in Townville, U.S. fashion, film, graphic design, and more. With computer diagnostic equipment to find
• Named “Best Value U” by Ratings over 50 schools in 30 states, you can earn an and fix problems, so mechanics also need to
Magazine for 3 straight years associate degree or technical diploma in one keep up with changes in technology. Most
of these subjects at a campus near you! mechanics specialize in at least one area such
Residential Life
Maybe, Close, Affordable: as automotive, aircraft, small engine, or
First- and second-year students reside in
Convenient College industrial machinery. Mechanics generally
campus housing. Living opportunities
For over 15 years, Convenient College has have a love for machines, but many also
include 12 residence halls, 35 theme houses,
offered affordable student-centered, quality, like customer service and feel a sense of
and nine apartment complexes.
career-focused education. Our online accomplishment from helping people.
Scholarships and Financial Aid program offers associate’s and bachelor’s Pre-law
• More than $150 million in scholarships and degrees tailored to meet your personal needs Are you driven to earn top grades? Can you
financial aid each year at a pace that is right for you. Possessing
Linguistic picture yourself as an intern in a law office?
• Awarded for need, merit, and/or talent current experience in business, criminal
Complexity Are you committed to studying for the LSAT?
Discourse Majors justice, health care, and psychology, our Since pre-law is rarely offered as a major, a
Level Accounting, Anthropology, Art, faculty is here for you. At Convenient pre-law advising program will help you stay
College, you will find a warm, friendly on track as you prepare for law school. It
Biochemistry, Biology, Business…

community with small class sizes and staff helps to be a good communicator and you’ll
Visit Campus dedicated to your advancement. be more likely to succeed in law school if you
The best way to decide if the University is are an analytical thinker who enjoys problem
right for you is by visiting campus. Schedule Unlikely but interesting:
Teacher College solving. Though many pre-law students
your visit at university.edu/admission or call choose majors like English or political science,
1-800-I-VISIT-U. Our Early Childhood program combines
hands-on field work with academic you can major in anything at all!
coursework. Success depends on a caring Nursing Aides
attitude, flexibility, dependability, and strong Nursing aides’ responsibilities range from
communications skills. If this sounds like a fit taking patients’ temperatures to leading a
for you, the time is right to apply! 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.
43
EXPANDED STRANDS
44 EXPANDED STRANDS

founded in… With over 50 schools in 30 states, such as…

Language
located in… For over 15 years,
Forms & range from _____ to _____
named a…
Conventions tailored to
Sentence If…
Level combines ____ with ____
An RN
University real-world education keep up with

residence hall affordable specialize
financial aid student-centered picture yourself
major career-focused advising program
Vocabulary
campus meet your needs stay on track

Usage pace analytical thinker
Word/Phrase warm community problem solving
Level advancement anything at all
flexibility virtues
dependability
strong communication skills
the time is right
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
45
46 KINDERGARTEN
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.

Repeat and respond to Produce simple Produce statements about Tell about working Elaborate on working
chants about working statements about working working collaboratively collaboratively in small collaboratively in small
collaboratively in small collaboratively in small in small groups or centers groups or centers using groups or centers using
groups or centers (e.g., groups or centers using using oral sentence starters models models
call and response) using oral sentence starters and and models
SPEAKING
gestures 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. 22–23
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.
COGNITIVE FUNCTION: Students at all levels of English language proficiency REMEMBER features of print.

Identify features of print in Identify features of print Identify features of print in Identify features of print in Identify features of print
response to one-step oral in response to questions response to Wh- questions response to expanded Wh- in response to expanded
commands and following a involving a choice and by pointing and following questions by pointing and multi-step oral instructions
model (e.g., “Show me the following a model (e.g., “Is a model (e.g., “Who wrote following a model (e.g., and following a model
title.”) this the title or is this the this book? Show me the “Where do you find the (e.g., “Find the author’s
LISTENING
title? Show me the title.”) author.”) author’s name on the title first and last name and
page? Show me where you then show me the upper

find it.”) 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
47
KINDERGARTEN
48 KINDERGARTEN
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.

Indicate attributes of Describe attributes of Describe in detail attributes Compare attributes of Specify similarities and
objects (e.g., “big,” “small”) objects (e.g., “a small ball,” of objects (e.g., “the smaller objects (e.g., “This is the differences in attributes of
using gestures and words in “a big ball”) using gestures ball”) in small groups biggest ball.”) in small objects (e.g., “The chalk
small groups and words in small groups groups and the crayon are short.
The pencil is longer.”) in
SPEAKING
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
ELD STANDARD 4: The Language of Science EXAMPLE TOPIC: Body parts & senses
CONNECTION: National Science Education Standards C.1 Life Science: The Characteristics of Organisms (Grades K–4)*: Each plant or animal has different structures that serve
different functions in growth, survival, and reproduction. For example, humans have distinct body structures for walking, holding, seeing, and talking.
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.

Associate pictures with Find words or icons related Match labeled pictures Sort illustrated text about Locate language about
modeled language about to body parts and their with body parts and their body parts and their body parts and their
body parts and their functions in books with a functions with a partner functions using graphic functions in illustrated
functions with a partner partner organizers (e.g., T-charts) texts
with a partner
READING
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
49
KINDERGARTEN
50 KINDERGARTEN
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.

Draw and label family Draw and label family Draw and describe family Produce illustrated “stories” Produce illustrated “stories”
members using models and members using models and members using sentence about family members about family members
illustrated word cards (e.g., illustrated word cards (e.g., frames and illustrated word using multiple related
“grandma”) in L1 or L2 “This is ____.”) in L1 or cards (e.g., “This is ___. He sentence frames and
L2 is ____.”) illustrated word cards (e.g.,
WRITING
“This is ____. She is ____.
She ____ with me.”)
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
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.

Follow teacher-modeled Follow teacher-modeled Follow peer-modeled Follow directions of lyrics Follow directions of lyrics
rhythms and musical rhythms and musical rhythms and musical in songs with repeated in songs about rhythmic
patterns based on gestures patterns based on oral patterns based on oral patterns about rhythmic movement (e.g., “The
and simple oral commands commands with a partner commands with a partner movement with a partner Wheels on the Bus”)
with a partner
LISTENING
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
51
KINDERGARTEN
52 GRADE 1
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.

Identify icons from Identify labeled pictures Identify key words in Identify key phrases in Identify short sentences in
illustrated texts related to from illustrated texts illustrated texts related to illustrated texts related to illustrated texts related to
games or activities with a related to games or games or activities with a games or activities with a games or activities with a
partner activities with a partner partner partner partner
READING
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: illustration, photo, fair
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.

Draw icons or symbols to Produce labeled Provide details about ideas Connect ideas and text Compose stories
represent ideas and text illustrations to represent and text elements from elements from models (e.g., incorporating text elements
elements from models ideas and text elements models (e.g., “I like the “The dog plays in the park. (e.g., “First, the dog plays
from models (e.g., “I like funny cat.”) I like the big park.”) in the park. Then, he sees
the dog.”) the cat. The dog and cat are
WRITING
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
53
GRADE 1
54 GRADE 1
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.

Follow oral instructions to Follow oral instructions to Follow oral instructions to Follow oral instructions Follow multi-step oral
identify lengths of objects categorize objects according order objects according to to compare the lengths of instructions to compare the
following a model with a to their length following a their lengths following a objects using a template lengths of objects with a
partner model with a partner model with a partner with a partner partner
LISTENING
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
on pp. 24–25
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.

Construct models to test Construct models to test Construct models to test Construct models to test Construct models to test
force and motion based force and motion based force and motion based on force and motion based force and motion based
on simple oral commands on simple segmented a series of oral statements on oral discourse using on extended oral discourse
in small groups using L1 instructions in small groups using illustrations in small illustrations in small groups with a partner (e.g., “How
or L2 using L1 or L2 (e.g., “Get groups can we move this ball?
the blocks. [Pause] Get the Work together to design
LISTENING
ramp. [Pause] Put the ramp a ramp that will move the
on the blocks. [Pause] Put ball the length of three

the ramp higher to make it desks. Think about what
move faster.”) 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
55
GRADE 1
56 GRADE 1
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.

Name community workers State the work of Describe the work of Describe in detail the Discuss the work of
using word walls and realia community workers using community workers using work of community community workers using
that represent their roles in realia (e.g., “Firefighters realia (e.g., “Firefighters workers using realia (e.g., realia (e.g., “The firefighters
different settings put out fires.”) ride a truck and use a hose “Firefighters are brave and protect our community and
to fight fires.”) work as a team to put out save lives. For example…”)
SPEAKING
fires.”)
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: community, neighborhood,
safety
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.

Sort cultural artifacts Sort cultural artifacts Sort cultural artifacts Sort cultural artifacts Sort cultural artifacts
according to their use based according to their use based according to their use according to their use according to their use
on labeled illustrations on illustrated descriptive based on sentences from based on information from based on information from
from texts in small groups labels from texts in small illustrated texts using illustrated texts in small multiple sources (e.g.,
using L1 or L2 groups using L1 or L2 illustrated word walls in groups stories, Internet)
READING
small groups
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
57
GRADE 1
58 GRADE 2
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.

Find school areas on maps Place objects in school Match school areas Arrange school areas Distinguish among school
based on oral clues about areas on maps based on on maps to personnel on maps according to areas on maps based on
personnel or activities with oral clues about personnel and activities based on descriptive oral clues multi-step descriptive oral
a partner or activities with a partner descriptive oral clues with about personnel and clues about personnel or
(e.g., “There was a flag in a partner activities with a partner activities with a partner
LISTENING
the corner.”) (e.g., “Remember how we
could hear the musical

instruments next door
when we were in the
gym?”)
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
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.

Point to and tell about Describe parts of stories Retell stories including Tell detailed stories using Tell detailed stories with
events in stories using (e.g., characters, settings) main events, characters, photos, illustrations, or creative word choice and
photos, illustrations, or using photos, illustrations, and settings using photos, wordless picture books with expression using photos,
wordless picture books with or wordless picture books illustrations, or wordless a partner illustrations, or wordless
a partner (e.g., “ go to park, with a partner picture books with a picture books with a
SPEAKING
play with friends”) partner 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
59
GRADE 2
60 GRADE 2
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.

Match words and phrases Find words and phrases Sequence sentences to Locate clues for solving Categorize word problems
(e.g., “more than,” “less involving money and value decide how to solve word problems involving money (e.g., by addition or
than,” “take away”) from illustrated text using problems involving money and value from simplified subtraction) involving
involving money and value realia with a partner and value using realia with text (e.g., written in money and value using
to operations (e.g., +, -) a partner present tense with familiar realia
READING
using illustrated word cards contexts) using realia with
and realia with a partner a partner
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
ELD STANDARD 4: The Language of Science EXAMPLE TOPIC: Life cycles
CONNECTION: National Science Education Standards C.2 (Grades K–4)*: Plants and animals have life cycles that include being born, developing into adults, reproducing, and
eventually dying. The details of this life cycle are different for different organisms. Plants and animals closely resemble their parents.
EXAMPLE CONTEXT FOR LANGUAGE USE: Students learn about the stages within life cycles of different plants and animals in small groups to produce classroom posters.
COGNITIVE FUNCTION: Students at all levels of English language proficiency REMEMBER the changes in life cycles.

Label drawings about Produce simple sentences Describe the stages of life Describe in detail the Reproduce stories about
stages of life cycles using about the stages of life cycles using illustrated stages of life cycles using the stages of life cycles
illustrated word banks (e.g., cycles using illustrated word banks and graphic illustrations and graphic using illustrations
seed, sprout) and graphic word banks and graphic organizers organizers
organizers organizers
WRITING
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
61
GRADE 2
62 GRADE 2
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.

Match pictures with Identify important Sort information about Sequence information Connect information about
information about information about historical times and people about historical times and historical times and people
historical times and people historical times and people from illustrated texts using people from illustrated from illustrated texts using
from illustrated texts with from illustrated texts with graphic organizers in small texts using graphic graphic organizers (e.g.,
a partner a partner groups organizers in small groups timelines)
READING
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
on pp. 26–27
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.

Point to and name visual Categorize visual Describe variation in visual Discuss variation in visual Explain variation in visual
characteristics of models characteristics of models characteristics of models characteristics of models characteristics using
of art forms using graphic of art forms (e.g., shades of art forms using graphic of art forms using graphic graphic support with a
support (e.g., palette of of color) using graphic support with a partner support with a partner partner
colors) with a partner support with a partner
SPEAKING
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
63
GRADE 2
64 GRADE 3
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.

List ideas on research topics Organize ideas on research State ideas related to Elaborate ideas related to Connect ideas related
(e.g., sports and hobbies topics (e.g., popularity of research topics following research topics following to research topics using
for kids) using illustrated snow sports v. water sports) a model using graphic a model using graphic graphic organizers
graphic organizers in L1 using graphic organizers in organizers organizers
or L2 L1 or L2
WRITING
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: research topic, brainstorm
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.

Supply words for sentences Compose phrases and Compose sentences about Suggest ideas for revising Provide detailed feedback
about revising from models simple sentences about revising from models using word banks for revising
revising from models
WRITING
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
on pp. 28–29
65
GRADE 3
66 GRADE 3
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.

Follow simple oral Follow simple oral Follow oral directions Follow detailed oral Follow complex oral
commands to design area directions to design area to design area maps directions to design area specifications to design area
maps using manipulatives maps using manipulatives using manipulatives and maps using manipulatives maps using manipulatives
and illustrated examples and illustrated examples in illustrated examples in in small groups (e.g., “The in small groups (e.g., “The
(e.g., “Make a square like small groups small groups area for beans needs to be total area of the garden
LISTENING
this.”) in small groups less than 12 square units. is 50 square units. Each
Make the side less than 4 tomato plant requires 5

units long.”) 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
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.

State reasons for State reasons for Explain outcomes of Explain in detail Explain in detail
outcomes of experiments outcomes of experiments experiments on electricity outcomes of experiments outcomes of experiments
on electricity using on electricity using using illustrations and oral on electricity using on electricity using
illustrations or realia illustrations or realia, oral sentence frames illustrations or realia and illustrations or realia
and teacher guidance sentence starters, and word/phrase banks
SPEAKING
(e.g., “electricity goes”, teacher guidance (e.g., “The
“electricity stops” when bulb turned on because...”,

circuit is open or closed) “The balloons attracted/
repelled because…”)
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
67
GRADE 3
68 GRADE 9 GRADE 6 GRADE 3
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.

Match labels to photos, Match descriptions to Locate details related Distinguish among citizens’ Infer citizens’ rights and
pictures, or icons photos, pictures, or icons to citizens’ rights and rights and responsibilities responsibilities based on
representing citizens’ rights representing citizens’ rights responsibilities with a with a partner using texts
and responsibilities with a and responsibilities with a partner using graphic graphic organizers
partner in L1 or L2 partner in L1 or L2 organizers
READING
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
EXAMPLE TOPIC:
COMPLEMENTARY STRAND: The Language of Health & Physical Education 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.

Demonstrate or respond Match language associated Identify language associated Identify details related to Compare and contrast
non-verbally to language with healthy and unhealthy with healthy and unhealthy healthy and unhealthy healthy and unhealthy
associated with healthy choices to examples choices from oral discourse choices from oral discourse choices from oral discourse
and unhealthy choices from oral discourse using graphic organizers using graphic organizers using graphic organizers
from oral discourse using using illustrated graphic
LISTENING
pictures or gestures 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
69
GRADE 3
70 GRADE 4
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.

Tell about community Describe community Recount information about Recount detailed Recount and reflect
practices using photographs practices using photographs community practices using information about on information about
or realia and following a or realia and following a photographs or realia and community practices using community practices using
model with a partner model with a partner following a model photographs or realia photographs or realia
SPEAKING
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
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
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
71
GRADE 4
72 GRADE 4
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.

Label types of lines and Define types of lines and Describe types of lines and Compare and contrast Explain types of lines and
angles according to their angles according to their angles according to their types of lines or angles angles according to their
properties using realia and properties using realia properties using realia and according to their properties using realia (e.g.,
graphic support and graphic support (e.g., graphic support properties using realia and “My desk has four right
“Obtuse > 90 degrees”) graphic support angles on the top, which
WRITING
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
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.

Match processes or events Identify and sort the effect Categorize the effects of Distinguish between effects Interpret the effects of
with their effects on earth of processes or events on processes or events on earth of processes or events on processes or events on
materials based on oral earth materials based on materials based on oral earth materials based on earth materials using videos
descriptions using photos, oral descriptions using descriptions using photos, oral descriptions using based on grade-level oral
illustrations, or videos with photos, illustrations, or illustrations, or videos and photos, illustrations, or discourse
LISTENING
a partner in L1 or L2 videos with a partner in L1 graphic organizers with a videos
or L2 partner
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
on pp. 30–31
73
GRADE 4
74 GRADE 4
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.

Follow routes on maps Follow routes on maps Follow routes on maps Follow routes on maps Follow routes on maps
based on segmented simple based on simple oral based on oral descriptions based on detailed oral based on detailed oral
oral commands using descriptions using using illustrated word descriptions using visual discourse (e.g., “The
illustrated word banks and illustrated word banks and banks (e.g., “Florence supports (e.g., “Columbus starting point of the trade
manipulatives (e.g., “Go manipulatives (e.g., “Freed Nightingale traveled sailed southwest. His route was in modern-
LISTENING
north two, [pause] east slaves went north.”) southeast from London to first stop was the Canary day Ghana. From there,
one.”) Crimea.”) Islands. Then he continued traders set out for a city
west to San Salvador.”) 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
EXAMPLE TOPIC:
COMPLEMENTARY STRAND: The Language of Technology & Engineering 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.

Label images/illustrations/ List the steps for producing Describe the process for Detail the process for Elaborate the steps for
icons that show the steps multimedia presentations producing multimedia producing multimedia producing multimedia
for producing multimedia using graphic organizers presentations using graphic presentations using word presentations in small
presentations using and illustrated word banks organizers and word banks banks in small groups groups
illustrated word banks in in small groups in small groups
WRITING
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
75
GRADE 4
76 GRADE 5
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.

State ratings of peers’ Describe ratings of peers’ Discuss ratings of peers’ Explain ratings of peers’ Justify ratings of peers’
presentations using simple presentations using presentations and suggest presentations with evidence presentations with evidence
illustrated sentence frames illustrated sentence frames improvements using and suggest improvements and suggest improvements
and word banks sentence frames using sentence frames using rubrics
SPEAKING
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
on pp. 32–33
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.

Identify character traits Identify details related to Identify character traits Make predictions from Infer character traits based
based on evidence from character traits based on based on evidence from character traits based on on evidence from oral text
oral text, along with visual evidence from oral text, oral text using visual and evidence from oral text
cues, physical movement, along with visual cues and graphic support using visual and graphic
and tone of voice tone of voice (e.g., “Sam is support
LISTENING
adventurous because…”)
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
77
GRADE 5
78 GRADE 5
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.

Ask and answer yes/ Ask and answer simple Describe the relationships Describe real-world Explain real-world
no questions related to Wh- questions related to among points on applications of plotting applications of plotting
coordinate planes using coordinate planes using coordinate planes using points and navigating points and navigating
teacher modeling and word banks and visual word banks and visual distances between locations distances between locations
visual support (e.g., “Is the support (e.g., “Where is the support (e.g., “The new on coordinate planes using on coordinate planes
SPEAKING
house at (2,3)?” “Yes”) school?” “It is at (5,7)”) park will be one block visual support
from the school. It will be

located at (4,7).”)
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
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.

Identify words and phrases Sort words and phrases Categorize sentences Organize sentences Order paragraphs
associated with Earth’s associated with Earth’s associated with Earth’s associated with Earth’s associated with Earth’s
rotation from illustrated rotation from illustrated rotation from a variety of rotation from a variety of rotation from a variety of
texts using manipulatives texts (e.g., illustrated texts (e.g., books, media) texts (e.g., books, media, texts
with a partner books, media, posters) using graphic organizers encyclopedias) with a
READING
using graphic organizers with a partner partner
with a partner
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
79
GRADE 5
80 GRADE 5
ELD STANDARD 5: The Language of Social Studies EXAMPLE TOPIC: Exploration
CONNECTION: National Standards for World History: Social Studies Standards 1A-C, (Grade 5): Demonstrate understanding of the origins and consequences of European overseas
expansion in the 15th and 16th centuries; Demonstrate understanding of the encounters between Europeans and peoples of Sub-Saharan Africa, Asia, and the Americas in the
late 15th and early 16th centuries; Demonstrate understanding of the consequences of the worldwide exchange of flora, fauna, and pathogens.
EXAMPLE CONTEXT FOR LANGUAGE USE: Students examine the impacts of exploration on both the old and new worlds (e.g., pretend you are an explorer writing a letter
home or in your journal) after participating in a large group activity to map the spread of plants, animals, diseases, and riches in the age of exploration.
COGNITIVE FUNCTION: Students at all levels of English language proficiency EVALUATE effects of exploration on history.

List positive and negative State positive and negative Describe and give examples Explain and give specific Critique impacts of
impacts of exploration impacts of exploration of positive and negative examples of positive exploration and give
using graphic organizers using illustrated word impacts of exploration and negative impacts of detailed examples (e.g.,
(e.g., T-chart, concept banks in L1 or L2 using graphic organizers exploration using graphic new discoveries v. loss of
map) and illustrated word and word banks organizers native culture, freedom,
WRITING
banks in L1 or L2 life)
TOPIC-RELATED LANGUAGE: : Students at all levels of English language proficiency interact with grade-level words and expressions, such as: colonization, explorers/
exploration, discover/discovery, conqueror/conquest
COMPLEMENTARY STRAND: The Language of Music & Performing Arts EXAMPLE TOPIC: Song lyrics
CONNECTION: The National Standards for Arts Education #1, Understanding the Relationship Between Music, the Other Arts, and other Disciplines Outside the Arts #8 (Grades 5–8):
Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music (e.g., language arts: issues to be
considered in setting texts to music…).
EXAMPLE CONTEXT FOR LANGUAGE USE: Students in preparing to create their own song lyrics, examine composers’ writing styles and how they fit with their music.
COGNITIVE FUNCTION: Students at all levels of English language proficiency APPLY reading comprehension strategies to understanding lyrics.

Distinguish among features Identify repetitive words or Identify key words or Identify expressive words Interpret lyrical choices to
(e.g., chorus, verses) to phrases to determine gist phrases to determine songs’ and phrases that reflect determine songs’ message
determine gist of songs’ of songs’ message using message using graphic lyrical choices to determine (e.g., alliteration, rhyme)
message using graphic graphic organizers organizers songs’ message using
organizers graphic organizers
READING
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: repeated verses, chorus, song
lyrics
81
GRADE 5
82 GRADE 6
ELD STANDARD 1: Social & Instructional Language EXAMPLE TOPIC: Behavioral expectations
CONNECTION: Common Core State Standards for English Language Arts, Reading Standards for Informational Text, Key Ideas and Details #2 (Grade 6): Determine a central idea of
a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
EXAMPLE CONTEXT FOR LANGUAGE USE: Students refer to information on behavioral expectations (e.g., school handbook, school website, classroom rules or syllabus, etc.)
to create posters for their classroom/school community.
COGNITIVE FUNCTION: Students at all levels of English language proficiency UNDERSTAND behavioral expectations.

Identify settings for Classify settings for Locate main ideas about Locate details about Infer results of adhering or
behavioral expectations behavioral expectations behavioral expectations behavioral expectations not adhering to behavioral
(e.g., in the classroom, from visually supported from illustrated handbooks from handbooks and texts expectations from
lunchroom) from visually text in small groups and texts in small groups in small groups handbooks and texts
supported text
READING
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: posture, manners, polite
behavior
ELD STANDARD 2: The Language of Language Arts EXAMPLE TOPIC: Peer editing
CONNECTION: Common Core State Language Standards, Conventions of Standard English #1–2 (Grade 6): Demonstrate command of the conventions of standard English
grammar when writing or speaking; Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
EXAMPLE CONTEXT FOR LANGUAGE USE: Students provide written feedback to each other about their use of conventions and mechanics in original written texts as part of
the writing process.
COGNITIVE FUNCTION: Students at all levels of English language proficiency APPLY their knowledge of English conventions and mechanics.

Identify conventions and Identify language to be Suggest edits of peers’ Give reasons for editing Explain editing of peers’
mechanics in peers’ writing edited in peers’ writing writing using models and peers’ writing using models writing through detailed
(e.g., by highlighting) using using models and rubrics rubrics and rubrics feedback using models and
models and environmental rubrics
print
WRITING
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: edit, conventions, mechanics
83
GRADE 6
84 GRADE 6
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, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
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.

List choices based on rate Describe choices based on Compare choices based on Explain choices based on Elaborate on choices based
calculations in real-life rate calculations in real-life rate calculations in real-life rate calculations in real-life on rate calculations in real-
situations using templates situations using templates situations using graphic situations using charts with life situations with partners
and word banks with a and word banks with a organizers with a partner partners
partner partner
WRITING
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
See expanded
on pp. 34–35
ELD STANDARD 4: The Language of Science EXAMPLE TOPIC: Ecosystems
CONNECTION: Next Generation Science Standards, Life Sciences, Ecosystems: Interactions, Energy, and Dynamics LS2-1, 2-2, 2-3, 2-4 (Middle School): Analyze and interpret
data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns
of interactions among organisms across multiple ecosystems. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an
ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
EXAMPLE CONTEXT FOR LANGUAGE USE: Students listen to oral descriptions (e.g., video clips, lecture, peer groups) and recognize key functions of organisms within
ecosystems to prepare models to display in their classrooms.
COGNITIVE FUNCTION: Students at all levels of English language proficiency UNDERSTAND functions of organisms within ecosystems.

Identify functions Match functions to Match functions to Connect functions Categorize functions
of organisms within organisms within organisms within of organisms within of organisms within
ecosystems based on oral ecosystems based on oral ecosystems based on ecosystems based on ecosystems based on
statements using photos or language using photos or descriptive oral language extended oral discourse extended oral discourse
illustrations and graphic illustrations and graphic using graphic organizers using graphic organizers
LISTENING
organizers organizers
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: consumers/predators,
producers, decomposers, scavengers, function, species
85
GRADE 6
86 GRADE 6
ELD STANDARD 5: The Language of Social Studies EXAMPLE TOPIC: Forms & organization of government
CONNECTION: National Curriculum Standards for Social Studies, Standard 6: Power, Authority, and Governance (Middle Grades): Learners will understand: fundamental values of
constitutional democracy (e.g., the common good, liberty, justice, equality, and individual dignity); The ideologies and structures of political systems that differ from those of the
United States; The ways in which governments meet the needs and wants of citizens, manage conflict, and establish order and security.
EXAMPLE CONTEXT FOR LANGUAGE USE: Students exchange ideas about features of their own form and organization of government in preparation for giving a multimedia
presentation.
COGNITIVE FUNCTION: Students at all levels of English language proficiency CREATE model governments.

Suggest features of model Suggest detailed features of Discuss features of model Discuss reasons for Defend selection of features
governments using model governments using governments using a selection of features of of model governments
illustrated templates in illustrated templates in template in small groups model governments using a (e.g., through debate)
small groups in L1 or L2 small groups in L1 or L2 template in small groups
SPEAKING
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: forms of government, personal
rights, equality, the common good
COMPLEMENTARY STRAND: The Language of the Humanities EXAMPLE TOPIC: Interpretation of oral histories
CONNECTION: Alaska Cultural Standards for Students D (K–12): Culturally-knowledgeable students are able to engage effectively in learning activities that are based on
traditional ways of knowing and learning. 4. Gather oral and written history information from the local community and provide an appropriate interpretation of its cultural
meaning and significance
EXAMPLE CONTEXT FOR LANGUAGE USE: Students discuss the cultural significance of different community activities based on information from interviews with elders or
long-term residents of the local community to identify relevant information to include in student-created resources (e.g., websites, publications) about their community.
COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE traditional ways of knowing and interpreting information with events and
traditions of the local community.

Name events and traditions Describe events and Explain events and Discuss events and Interpret the significance
of the local community traditions of the local traditions of the local traditions of the local of events and traditions of
and their significance using community and their community and their community and their the local community using
illustrated environmental significance using significance using notes significance using notes notes from interviews and
print, graphic organizers, illustrated environmental from interviews and realia from interviews and realia realia
SPEAKING
and realia print, graphic organizers,
and realia
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: accumulated specific
knowledge, interpretation, local conventions, cultural significance
87
GRADE 6
88 GRADE 7
ELD STANDARD 1: Social & Instructional Language EXAMPLE TOPIC: Reflective listening
CONNECTION: Common Core State Standards for English Language Arts, Speaking and Listening, Presentation of Knowledge & Ideas #1 (Grade 7): Engage effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own
clearly… d. Acknowledge new information expressed by others and, when warranted, modify their own views.
EXAMPLE CONTEXT FOR LANGUAGE USE: Students listen to each other in a classroom discussion on a contemporary issue (e.g., poverty, new school rules) and reflect on
how their own views were influenced by others.
COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE diverse views on contemporary issues.

Identify points of view Classify points of view Compare points of view Compare points of view Interpret points of view in
from oral statements from oral statements from oral discussion using from oral discussion using expanded oral discourse
using illustrated graphic using illustrated graphic graphic organizers and word banks
organizers and word banks organizers and word banks word banks
LISTENING
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: active listening, reflection,
mutual respect, contemporary issue, points of view
ELD STANDARD 2: The Language of Language Arts EXAMPLE TOPIC: Main ideas
CONNECTION: Common Core State Speaking and Listening Standards, Comprehension and Collaboration #2 (Grade 7): Analyze the main ideas and supporting details presented in
diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
EXAMPLE CONTEXT FOR LANGUAGE USE: Students discuss main ideas of short stories, novels, and essays with partners or in small groups to clarify the theme, topic, or issue
under study.
COGNITIVE FUNCTION: Students at all levels of English language proficiency APPLY main ideas of short stories, novels, and essays.

Produce key words about Produce statements about Explain themes related to Discuss themes related to Discuss themes related
themes related to the main themes related to the the main idea using graphic the main idea using graphic to the main idea using
idea using visual support main idea using graphic organizers (e.g., story map, organizers extended discourse
(e.g., captioned illustrations organizers with a partner plot line) to a partner
of plot and main ideas)
SPEAKING
with a partner
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: supporting details, theme,
thesis
89
GRADE 7
90 GRADE 7
ELD STANDARD 3: The Language of Mathematics EXAMPLE TOPIC: Algebraic equations
CONNECTION: Common Core State Standards for Mathematics, Expressions and Equations #4 (Grade 7): Use variables to represent quantities in a real-world or mathematical
problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
EXAMPLE CONTEXT FOR LANGUAGE USE: Students read real-life problems and use manipulatives to construct algebraic equations and find their solutions in small groups.
COGNITIVE FUNCTION: Students at all levels of English language proficiency APPLY their algebraic knowledge.

Identify key language that Identify key language that Identify key language that Identify key language Identify key language
provides information to provides information to provides information to patterns to solve real-life patterns to solve real-life
solve real-life mathematical solve real-life mathematical solve real-life mathematical mathematical problems mathematical problems
problems using visual and problems using labeled problems using graphic using graphic supports
graphic supports with a visual and graphic supports supports (e.g., charts and
READING
partner with a partner tables)
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: inequality, linear equation,
non-linear, simplify the expression, ____ per ____
ELD STANDARD 4: The Language of Science EXAMPLE TOPIC: Scientific inquiry
CONNECTION: National Science Education Standards, Science as Inquiry, A, Understandings about Scientific Inquiry (Grades 5–8)*: Different kinds of questions suggest
different kinds of scientific investigations. Some investigations involve observing and describing objects, organisms, or events; some involve collecting specimens; some involve
experiments; some involve seeking more information; some involve discovery of new objects and phenomena; and some involve making models. Current scientific knowledge
and understanding guide scientific investigations. Different scientific domains employ different methods, core theories, and standards to advance scientific knowledge and
understanding… Scientific explanations emphasize evidence, have logically consistent arguments, and use scientific principles, models, and theories. The scientific community
accepts and uses such explanations until displaced by better scientific ones. When such displacement occurs, science advances.
EXAMPLE CONTEXT FOR LANGUAGE USE: Students report on the process and results of a science experiment to construct scientific knowledge.
COGNITIVE FUNCTION: Students at all levels of English language proficiency will UNDERSTAND how to interpret and represent the results of scientific inquiry.

Produce labeled Describe scientific Describe in detail scientific Organize language about Summarize scientific
illustrations of scientific questions and conclusions questions and conclusions scientific questions and questions and conclusions
questions and conclusions using graphic organizers using words banks and conclusions using graphic
using graphic organizers (e.g., cloze activity) using graphic organizers organizers (e.g., paragraph
with a partner word banks with a partner frames)
WRITING
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: scientific inquiry, hypothesis,
hypothesis testing, observations, results
91
GRADE 7
92 GRADE 7
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.

Identify agricultural icons Locate resources or Distinguish among Find patterns associated Draw conclusions about
using visual or graphic agricultural products using resources or agricultural with resources or resources or agricultural
support (e.g., on maps or visual or graphic support products using visual or agricultural products using products on maps or
graphs) graphic support visual or graphic support graphs from grade-level text
READING
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
See expanded
on pp. 36–37
COMPLEMENTARY STRAND: The Language of Visual Arts EXAMPLE TOPIC: Art media, techniques, & processes
CONNECTION: The National Standards for Arts Education #1, Understanding and Applying Media, Techniques, and Processes (Grades 5–8): Students select media, techniques, and
processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices. Students intentionally take advantage of
the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas.
EXAMPLE CONTEXT FOR LANGUAGE USE: Students listen to oral descriptions (e.g., teacher talk, video, podcast, etc.) to determine the effectiveness of media, techniques,
and processes in communicating artists’ ideas in preparation for defending their own artistic choices.
COGNITIVE FUNCTION: Students at all levels of English language proficiency UNDERSTAND the communicative effectiveness of different artistic media.

Identify oral statements Identify oral descriptions Categorize artistic qualities Distinguish among artistic Infer reasons for artists’
about artistic qualities about artistic qualities and characteristics used to qualities and characteristics selection of media,
and characteristics used to and characteristics used communicate ideas and used to communicate ideas techniques, and processes
communicate ideas and to communicate ideas experiences using graphic and experiences using
experiences using visual and experiences using organizers graphic organizers
LISTENING
and non-verbal cues and illustrated word walls
illustrated word walls
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: perspective, abstract, realistic,
dimension, form and function
93
GRADE 7
94 GRADE 8
ELD STANDARD 1: Social & Instructional Language EXAMPLE TOPIC: Peer Pressure
CONNECTION: Common Core State Standards for English Language Arts, Writing, Text Type and Purposes #2–3 (Grade 8): Write informative/explanatory texts to examine a topic
and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content… Write narratives to develop real or imagined experiences or
events using effective technique, relevant descriptive details, and well-structured event sequences.
EXAMPLE CONTEXT FOR LANGUAGE USE: Students work in groups to prepare a script for a presentation (e.g., skit, video, multimedia) for incoming students focusing on
peer pressure.
COGNITIVE FUNCTION: Students at all levels of English language proficiency CREATE a script.

Draw and label storyboards Compose dialogues for Compose dialogues for Compose scripts about Compose scripts about
about emotions and storyboards or scripts about scripts about emotions emotions and decisions emotions and decisions
decisions influenced emotions and decisions and decisions influenced influenced by peer pressure influenced by peer pressure
by peer pressure using influenced by peer pressure by peer pressure using using illustrations following
illustrated word banks using sentence frames illustrations and following models
WRITING
models
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: attitudes, behaviors, peer
pressure, belonging, membership, strength of character
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.

Select illustrations Select illustrations Classify examples of Find patterns related to Predict the evolution of
depicting literary depicting literary literary characters, themes, literary characters, themes, literary characters, themes,
characters, themes, characters, themes, and plots based on oral and plots using graphic and plots
and plots based on and plots based on descriptions with a partner organizers with a partner
oral statements using oral descriptions using
LISTENING
environmental print (e.g., environmental print
posters about character

types and themes)
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
See expanded
on pp. 38–39
95
GRADE 8
96 GRADE 8
ELD STANDARD 3: The Language of Mathematics EXAMPLE TOPIC: Transformation of two-dimensional figures
CONNECTION: Common Core State Standards for Mathematics, Geometry #4 (Grade 8): Understand that a two-dimensional figure is similar to another if the second can be
obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the
similarity between them.
EXAMPLE CONTEXT FOR LANGUAGE USE: Students manipulate two-dimensional figures based on oral instructions to determine the sequence of transformations of two-
dimensional figures in a coordinate plane.
COGNITIVE FUNCTION: Students at all levels of English language proficiency UNDERSTAND congruence of figures in different positions on the coordinate plane.

Adjust the position of Adjust the position of Adjust the position of Adjust the position of Adjust the position
figures based on simple oral figures based on oral figures based on detailed figures based on multi-step of figures based on
commands (e.g., “rotate,” descriptions (e.g., “reflect oral descriptions using oral instructions using information from complex
“reflect,” etc.) using visual over the y-axis”) using visual supports with a visual supports oral discourse
supports with a partner visual supports with a partner
LISTENING
partner
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: geometric transformation,
rotation, reflection, translation, dilation, scale factor, vector
ELD STANDARD 4: The Language of Science EXAMPLE TOPIC: Forms of energy
CONNECTION: Next Generation Science Standards, Physical Sciences, Energy PS3-2, PS3-3, PS3-4, PS3-5 (Middle School): Develop a model to describe that when the arrangement
of objects interacting at a distance changes, different amounts of potential energy are stored in the system. Apply scientific principles to design, construct, and test a device that
either minimizes or maximizes thermal energy transfer. Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the
change in the average kinetic energy of the particles as measured by the temperature of the sample. Construct, use, and present arguments to support the claim that when the
kinetic energy of an object changes, energy is transferred to or from the object.
EXAMPLE CONTEXT FOR LANGUAGE USE: Students decide with peers the types of energy transfers that occur in various situations from everyday life (e.g., glow sticks,
thunderstorms, simple engines) to demonstrate the conservation of energy.
COGNITIVE FUNCTION: Students at all levels of English language proficiency will ANALYZE energy transfer.

State how energy transfers Give examples of how Describe how energy Compare and contrast Discuss how energy
using visual supports (e.g., energy transfers using transfers using sentence how energy transfers using transfers using graphic
“heat,” “light,” “sound”) sentence frames and frames and graphic graphic supports supports
graphic supports supports
SPEAKING
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: energy transfer, conservation
of energy, sound wave, kinetic energy, potential energy, thermal energy
97
GRADE 8
98 GRADE 8
ELD STANDARD 5: The Language of Social Studies EXAMPLE TOPIC: Globalization
CONNECTION: Common Core State Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects, Text Type and Purposes #2 (Grades 6–8): Determine the
central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
EXAMPLE CONTEXT FOR LANGUAGE USE: Students read informational articles on globalization to consider its impact on their lives (e.g., Internet, mass media, food and
beverage distributors, retail stores).
COGNITIVE FUNCTION: Students at all levels of English language proficiency EVALUATE the effects of globalization around the world and in their local community.

Classify visually-supported Categorize language Organize language Compare the effects of Draw conclusions about
words or phrases related to related to the effects of related to the effects of globalization based on text the effects of globalization
the effects of globalization globalization using graphic globalization based on using graphic organizers in based on text in small
using graphic organizers organizers with a partner visually-supported text small groups groups
with a partner in L1 or L2 using graphic organizers
READING
with a partner
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: interdependence, worldwide,
network, transnational
EXAMPLE TOPIC:
COMPLEMENTARY STRAND: The Language of Health & Physical Education Personal health & fitness
CONNECTION: The National Physical Education and Health Standards #6, Setting Goals for Good Health (Grades 5–8): Students will demonstrate the ability to use goal-setting
and decision-making skills to enhance health—Demonstrate the ability to apply a decision-making process to health issues and problems individually and collaboratively.
Analyze how health-related decisions are influenced by individuals, family, and community values. Predict how decisions regarding health behaviors have consequences for self
and others. Apply strategies and skills needed to attain personal health goals. Describe how personal health goals are influenced by changing information, abilities, priorities, and
responsibilities. Develop a plan that addresses personal strengths, needs, and health risks.
EXAMPLE CONTEXT FOR LANGUAGE USE: Students develop personal health and fitness plans based on research-based recommendations for nutrition and physical activity.
Later, they record and reflect on their choices in a food and exercise diary to self-monitor their progress over time.
COGNITIVE FUNCTION: Students at all levels of English language proficiency APPLY knowledge about health and fitness to their personal goals.

List personal health goals State personal health goals Explain personal health Detail personal health goals Elaborate reasons for
using word banks and using word banks (e.g., goals using sentence starters using a model (e.g., “I personal health goals (e.g.,
graphic organizers in L1 “I want to eat balanced (e.g., “I chose ____ because would like to decrease my “I know that I need to
or L2 meals.”) ____.”) body mass index by….”) add more cardio instead of
just weight lifting because
WRITING
I don’t have the highest
metabolism...”)
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: nutritional content, body mass
index, calories, food pyramid, metabolism
99
GRADE 8
100 GRADES 9–10
ELD STANDARD 1: Social & Instructional Language EXAMPLE TOPIC: Collaborative discussion
CONNECTION: Common Core State Standards for English Language Arts, Speaking and Listening, Comprehension & Collaboration #1.c (Grade 9–10): Propel conversations by
posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or
challenge ideas and conclusions.
EXAMPLE CONTEXT FOR LANGUAGE USE: Students discuss and build consensus by role playing community members acting on current school or community issues.
COGNITIVE FUNCTION: Students at all levels of English language proficiency APPLY consensus-building procedures to group discussions.

Repeat set phrases (e.g., “I Make statements (e.g., “We Paraphrase statements (“We Pose and respond to Elaborate on responses
agree”, “I disagree”) and use can…”, “We must…”) to agree that…”) to propel questions (e.g., “I think to propel discussions
non-verbal communication propel discussions using discussions using sentence we could…”) to propel using sentence frames
to propel discussions using sentence frames, word frames and word banks discussions using sentence (e.g., “I’d like to add to
sentence frames, word banks, and visuals frames that...”, “Have you also
SPEAKING
banks, and visuals considered...?”)
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: delegate, compromise,
represent, motivate, inspire, set an example
ELD STANDARD 2: The Language of Language Arts EXAMPLE TOPIC: Bias
CONNECTION: Common Core State Standards, English Language Arts, Reading: Informational Text, Integration of Knowledge and Ideas #8 (Grades 9–10): Delineate and evaluate
the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
EXAMPLE CONTEXT FOR LANGUAGE USE: Students learn how to choose appropriate sources for a research project by examining texts (e.g., speech transcripts, websites,
editorials) to identify author’s bias.
COGNITIVE FUNCTION: Students at all levels of English language proficiency will EVALUATE author’s bias.

Locate language associated Locate language associated Locate language of opinion Sort language of bias from Infer author’s bias from
with fact and/or opinion with fact and opinion from and bias from excerpts of texts (e.g., by validity texts in small groups
from visually supported visually supported text with texts following a model of reasoning/evidence)
text with a partner using a partner using word banks in small groups (e.g., “We following a model in small
L1 or L2 and word banks (e.g., “70% of Latinos” v. as scientists agree…” v. groups
READING
(e.g., “I think”, “I believe” “almost all Latinos”) “Scientists everywhere
v. “data”, “fact”) agree…”)
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: bias, claim, argument, relevant
evidence, valid reasoning, stereotype
101
GRADES 9–10
102 GRADES 9–10 GRADE 6 GRADE 3 GRADE 1 KINDERGARTEN
ELD STANDARD 3: The Language of Mathematics EXAMPLE TOPIC: Right triangles
CONNECTION: Common Core State Standards for Mathematics, Geometry, Similarity, Right Triangles and Trigonometry #6–8 (High School): Understand that by similarity, side
ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles. Explain and use the relationship between the sine
and cosine of complementary angles. Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.
EXAMPLE CONTEXT FOR LANGUAGE USE: Students write word problems that can be solved by using right triangles (e.g., finding the height of a tree by using its shadow),
and trade with a classmate to solve each other’s problems.
COGNITIVE FUNCTION: Students at all levels of English language proficiency CREATE word problems requiring the use of trigonometric ratios and the Pythagorean
Theorem to solve.

Draw and label scenarios Draw and describe Reproduce right triangle Compose right triangle Compose detailed right
for right triangle word scenarios for right triangle word problems using word problems using triangle word problems
problems using illustrated word problems using sentence frames and phrase textbook models and using textbook models
phrase banks sentence frames and banks phrase banks
illustrated phrase banks
WRITING
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: sine, cosine, tangent
(trigonometric functions), hypotenuse, opposite, adjacent
ELD STANDARD 4: The Language of Science EXAMPLE TOPIC: Dependent & independent variables
CONNECTION: Next Generation Science Standards, Physical Sciences, Chemical Reactions 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.

Describe the effects of Give examples of the effects Explain the effects of Discuss the effects of Report on the effects of
modifying a variable using of modifying a variable modifying a variable modifying a variable modifying a variable in
illustrated word banks in using illustrated word using sentence frames and using sentence frames and small groups
small groups banks and sentence frames graphic organizers in small graphic organizers in small
in small groups groups groups
SPEAKING
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
See expanded
on pp. 40–41
103
GRADES 9–10
104 GRADES 9–10
ELD STANDARD 5: The Language of Social Studies EXAMPLE TOPIC: Supply & demand
CONNECTION: Minnesota Economics Standards VI. Economics, A. The Market Economy (Micro Economics) (Grades 9–12): The student will understand the basic characteristics
of markets and the role of prices in modern market economies. 1. Students will describe the determination of equilibrium market prices by applying principles of supply and
demand to markets for goods and services. 3. Students will identify several factors that lead to variation in market prices and quantities exchanged by changes in supply and/or
demand.
EXAMPLE CONTEXT FOR LANGUAGE USE: Students listen to a video (e.g., a news clip or CEO presentation to shareholders) or professional guest visitor about supply and
demand of a popular product to project its market value in coming months.
COGNITIVE FUNCTION: Students at all levels of English language proficiency will UNDERSTAND the concept of supply and demand.

Point to key terms related Select language related Organize information Identify examples of Infer reasons for changes
to supply and demand to supply and demand related to supply and changes in supply and in supply and demand in
using visuals and bilingual to complete graphic demand using graphic demand using graphic small groups
dictionaries with a partner organizers using word organizers in small groups organizers in small groups
banks with a partner
LISTENING
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: supply and demand,
consumption, market prices, market economies, goods and services, commodities
EXAMPLE TOPIC:
COMPLEMENTARY STRAND: The Language of Technology & Engineering Technology & ethics
CONNECTION: National Technology Standards #5, Digital Citizenship (Grades K–12): Students understand human, cultural, and societal issues related to technology and practice
legal and ethical behavior. Students: advocate and practice safe, legal, and responsible use of information and technology
EXAMPLE CONTEXT FOR LANGUAGE USE: Students investigate the social effects of new technologies through articles on contemporary topics (e.g., social media use in the
teenage population) to advocate for safe and responsible use of information and technology.
COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE the effects of new technologies in today’s society.

Classify statements from Organize information from Find text evidence of the Draw conclusions Infer relationships
visually supported texts visually supported texts effects of new technologies about the effects of new between the effects of new
about effects of new about the effects of new on behavior using graphic technologies on behavior technologies and behavior
technologies on behavior technologies on behavior organizers based on texts using
using L1 or L2 with a using graphic organizers graphic organizers
READING
partner (e.g., cause and effect
maps) and L1 or L2 with a

partner
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: cyber bullying, social media,
ethical behavior
105
GRADES 9–10
106 GRADES 11–12
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.

Sort information on post- Identify important Categorize (e.g., best, Make judgments about Draw conclusions on post-
secondary options from information (e.g., by maybe, unlikely) post- post-secondary options secondary options from
multiple sources with visual highlighting) on post- secondary options from from multiple sources claims in multiple sources
support with a partner secondary options from multiple sources using using illustrated graphic of information
multiple sources with visual illustrated graphic organizers (e.g., checklists
READING
support with a partner organizers of types of evidence)
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
See expanded
on pp. 42–43
ELD STANDARD 2: The Language of Language Arts EXAMPLE TOPIC: Satire
CONNECTION: Common Core State Standards, English Language Arts, Reading: Literature, Craft and Structure #6 (Grades 11–12): Analyze a case in which grasping a point of view
requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
Common Core State Standards, English Language Arts, Speaking and Listening, Comprehension and Collaboration #3 (Grades 11–12): Evaluate a speaker’s point of view, reasoning,
and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
EXAMPLE CONTEXT FOR LANGUAGE USE: Students are encouraged to draw on their own cultural experiences with satire and use observations about intonation patterns to
understand underlying meaning in performances of satirical literature.
COGNITIVE FUNCTION: Students at all levels of English language proficiency UNDERSTAND the characteristics and function of culturally-relevant satire.

Recognize satirical Identify literal meaning Identify literal meaning Compare the literal Infer the speaker’s purposes
expressions (e.g., and satirical meaning in and satirical meaning using meaning and satirical in satirical speech
exaggeration) in familiar familiar contexts using illustrated scripts meaning of visually
contexts using visual cues visual cues and illustrated supported speech
and storyboards scripts
LISTENING
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: satire, satirical humor, reading
between the lines, juxtaposition, ridicule
107
GRADES 11–12
108 GRADES 11–12 GRADE 6 GRADE 3 GRADE 1 KINDERGARTEN
ELD STANDARD 3: The Language of Mathematics EXAMPLE TOPIC: Mathematical relations & functions
CONNECTION: Common Core State Standards for Mathematics, Functions, Interpreting Functions #4–6 (Grades 11–12): For a function that models a relationship between two
quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features
include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.
EXAMPLE CONTEXT FOR LANGUAGE USE: Students use mathematical abstractions in equations and graphs to represent real-life situations (e.g., using functions and graphs
to analyze the lunar cycle, analyze motion graphs of a falling object or parabolic motion).
COGNITIVE FUNCTION: Students at all levels of English language proficiency UNDERSTAND properties of functions.

Name key properties of Give examples of key Describe how key Summarize representations Explain with details
functions using graphs and properties of functions properties of functions are of key properties of representations of key
equations in L1 or L2 with using labeled graphs and represented using labeled functions in small groups properties of functions in
a partner equations with a partner graphs and equations (e.g., think aloud) small groups
SPEAKING
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: periodicity, rate of change,
quadratic functions, parabola
ELD STANDARD 4: The Language of Science EXAMPLE TOPIC: Chemical reactions
CONNECTION: Next Generation Science Standards, Physical Sciences, Chemical Reactions PS1-2 (High School): Construct and revise an explanation for the outcome of a simple
chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
EXAMPLE CONTEXT FOR LANGUAGE USE: Students investigate the characteristics of substances through expository (e.g., technical descriptions of chemical reactions) and
narrative (e.g., feature story on chemists cleaning up chemicals in natural waterways) texts in preparation to identify unknown chemicals in reactions.
COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE the chemical properties of substances.

Identify variables (e.g., pH, Locate information about Distinguish among Categorize chemical Draw conclusions about
number of free electrons) chemical reactions using chemical reactions using reactions using graphic chemical reactions (e.g.,
affecting chemical reactions visuals in small groups graphic organizers in small organizers in small groups “This chemical would
using visuals with a partner groups cause problems in a natural
waterway.”)
READING
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: reactant, endothermic
exothermic, oxidation-reduction, catalyst, single/double replacement reaction
109
GRADES 11–12
110 GRADES 11–12
ELD STANDARD 5: The Language of Social Studies EXAMPLE TOPIC: Historical figures & times
CONNECTION: Common Core State Standards for English Language Arts, Writing, Research to Build & Present Knowledge #7–8 (Grade 11–12): Conduct short as well as more
sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple
sources on the subject, demonstrating understanding of the subject under investigation… Integrate information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and overreliance on any one source and following a standard format for citation.
EXAMPLE CONTEXT FOR LANGUAGE USE: Students write up the results of research on the impact of a historical figure or event on contemporary politics, economics, or
society (e.g., prohibition, women’s suffrage, eugenics).
COGNITIVE FUNCTION: Students at all levels of English language proficiency EVALUATE historical information.

Reproduce key words and Define impact of Describe impact of Discuss in detail impact of Critique impact of
phrases about impact of significant individuals or significant individuals or significant individuals or significant individuals or
significant individuals or events using photographs events using photographs events using models events
events using photographs and word banks or and models
and word banks or bilingual dictionaries
WRITING
bilingual dictionaries
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: ideology, social/political
movement, social construct, authority, social justice, equity
COMPLEMENTARY STRAND: The Language of Music and Performing Arts EXAMPLE TOPIC: Musical genres
CONNECTION: National Arts Standards for Music #9, Understanding Music in Relation to History and Culture (Grades 9–12): Students classify by genre or style and by historical
period or culture unfamiliar but representative aural examples of music and explain the reasoning behind their classifications. Students identify and explain the stylistic features of
a given musical work that serve to define its aesthetic tradition and its historical or cultural context. Students identify and describe music genres or styles that show the influence
of two or more cultural traditions, identify the cultural source of each influence, and trace the historical conditions that produced the synthesis of influences.
EXAMPLE CONTEXT FOR LANGUAGE USE: Students give presentations to the class using representative recordings and/or realia showing the relationships between social or
cultural changes in society and the evolution of musical genres (e.g., hip hop, blues, 1970s salsa, protest music).
COGNITIVE FUNCTION: Students at all levels of English language proficiency UNDERSTAND musical genres within their social or cultural context.

Name influences on Tell about the evolution Paraphrase the evolution Describe in detail the Explain the evolution of
musical genres using of musical genres using of musical genres using evolution of musical genres musical genres
visuals, graphic organizers, visuals, graphic organizers graphic organizers and using graphic organizers
and sentence frames (e.g., timelines), and following models and following models
(e.g., “I chose ___. It was sentence frames
SPEAKING
influenced by…”)
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: musical genre,
instrumentation, fusion, aesthetic tradition, chord structure, phrasing, crossover artist
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GRADES 11–12
Appendix A: Glossary of Terms and Expressions Related to
WIDA’s Standards
academic content standards: the skills and knowledge expected of students in the core content areas
for each grade level
academic language: the oral and written text required to succeed in school that entails deep
understanding and communication of the language of content within a classroom environment; revolves
around meaningful application of specific criteria related to Linguistic Complexity at the discourse level,
Language Forms and Conventions at the sentence level, and Vocabulary Usage at the word/phrase level
within the particular context in which communication occurs
amplified strands: a framework for representing the WIDA English Language Development Standards
that extends to include examples of the three performance criteria of academic language (Linguistic
Complexity, Language Forms and Conventions, Vocabulary Usage) across levels of language proficiency
cognitive functions: the mental processes involved in learning
cohesion: a feature of academic language at the discourse level involving the grammatical and lexical
elements within and across sentences that hold text together to give it meaning
collocations: words or phrases that naturally co-occur with each other, (e.g., “peanut butter and jelly,”
or “a strong resemblance”)
Common Core State Standards: the skills and knowledge expected of students in English language
arts, mathematics (Kindergarten–Grade 12), and literacy in history/social studies, science, and technical
subjects, (Grades 6–12); adopted by the vast majority of states in the U.S. in 2010
complementary strands: the use of the standards framework to represent critical areas of schooling
outside the five English language development standards, including music and performing arts, the
humanities, visual arts, health and physical education, technology, and engineering
complex sentence: one independent clause joined by one or more dependent clauses with a
subordinator such as because, since, after, although, or when or a relative pronoun such as that, who, or
which (e.g., “When school started, the students were excited.”)
compound sentence: two or more independent clauses joined by coordinating conjunctions (e.g., for,
and, nor, but, or, yet, so), semicolons, or a semicolon followed by a conjunctive adverb (e.g., “School
started today; the students were excited.”)
content stem: the element of model performance indicators, derived from state and national content
standards, including the Common Core State Standards and Next Generation of Science Standards, that
provides a standards-referenced example for contextualizing language development
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connections to academic content standards: examples of the association or correspondence of
content to language standards
discourse: extended oral or written language conveying multiple connected ideas; its language features
are shaped by the genre, text type, situation, and register
domains: see language domains
English language learners (ELLs): linguistically and culturally diverse students who have been
identified (by a WIDA screener and other placement criteria) as having levels of English language
proficiency that require language support to achieve grade-level content in English
example context for language use: element of the standards matrix situating the representation of
the English language development standards within a sociocultural setting that considers the register,
genre/text type, topic, and task
example topic: element of the standards matrix listing a theme or concept derived from state and
national content standards that provides a context for language development
expanded sentences: complete thoughts that contain descriptive language or two ideas that are
combined using connectors (and, but, or)
features of academic language: the performance criteria of oral and written communication that
include Linguistic Complexity at the discourse level, Language Forms and Conventions at the sentence
level, and Vocabulary Usage at the word/phrase level
formulaic expressions: a feature of academic language at the sentence level that represents a string of
words acquired as a single chunk, such (e.g., “How are you?”)
framework: see standards framework
general language: words or expressions not typically associated with a specific content area (e.g.,
describe or book)
genres: socially-defined ways in which language (e.g., oral and written) is used to participate in
particular contexts to serve specific purposes
instructional language: the language that typifies classroom discourse from teacher to teacher across
content areas, such as “Open your books to page ___.”
instructional supports: sensory, graphic, and interactive resources embedded in instruction and
assessment that assist students in constructing meaning from language and content
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integrated strands: a framework for representing the WIDA ELD Standards in which grade levels,
language domains, and standards are combined in different configurations
L1: the first language a student acquires; usually refers to a home language(s) other than English,
although for some English language learners, L2 (English) may be developing simultaneously alongside
L1
L2: the second language a student acquires; usually refers to English as an additional language
language development standards: language expectations for English language learners represented
within progressive levels of language proficiency
language domains: the modalities of language; listening, speaking, reading, and writing
language function: the purpose for which oral or written communication is being used; language
functions guide the choices in language use and structure as well as the social relationships being
established; first element of model performance indicators that indicates how English language learners
process or use language to demonstrate their language proficiency
language proficiency: a person’s competence in processing (through listening and reading) and
producing (through speaking and writing) language
Language Forms and Conventions: the grammatical structures, patterns, syntax, and mechanics
associated with sentence level meaning; one of three criteria that constitute the Performance Definitions
levels of language proficiency: the division of the second language acquisition continuum into stages
descriptive of the process of language development; the WIDA ELD Standards have six levels of language
proficiency: 1–Entering, 2–Emerging, 3–Developing, 4–Expanding, 5–Bridging, and 6–Reaching
Linguistic Complexity: the organization, cohesion, and relationship between ideas expressed in the
variety and kinds of sentences that make up different genres and text types in oral or written language at
the discourse level; one of three criteria that constitute the Performance Definitions
model performance indicator (MPI): a single cell within the standards matrix that is descriptive of a
specific level of English language development for a language domain within a grade or grade-level cluster
Next Generation Science Standards: the skills and knowledge expected of students in science and
engineering; draft released for states’ review in May 2012
Performance Definitions: the criteria that define the Linguistic Complexity, Language Forms and
Conventions, and Vocabulary Usage for receptive and productive language across the five levels of
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productive language: communicating meaning through the language domains of speaking and
writing
proficiency: see language proficiency
realia: real-life objects used as instructional supports for language and content learning
receptive language: the processing of language through listening and reading
register: features of language that vary according to the context, the groups of users and purpose of the
communication (e.g., the speech used when students talk to their peers versus their principal)
scaffolding: careful shaping of the supports (e.g., processes, environment, and materials) used to
build on students’ already acquired skills and knowledge to support their progress from level to level of
simple sentence: an independent clause with a subject and a predicate; can also have a compound
subject and/or predicate (e.g., “The students and teachers were excited.”)
social language: the everyday registers used in interactions outside and inside school
sociocultural context: the association of language with the culture and society in which it is used; in
reference to schooling, understandings of sociocultural context revolve around the interaction between
students and the classroom language environment, which includes both curriculum and those involved in
teaching and learning
specific language: words or expressions used across multiple academic content areas in school (e.g.,
chart, total, individual)
standards framework: the components representing WIDA’s five ELD Standards, including the
standards themselves, the Features of Academic Language, the Performance Definitions, and the strands
of model performance indicators (standards matrix)
standards matrix: the basic framework for representing the English language development standards
including a strand of model performance indicators, connection to state content standards, example
context for language use, cognitive function, and topic-related language
strands of model performance indicators (MPIs): the five sequential or scaffolded levels of English
language proficiency for a given topic and language domain within the standards matrix
supports: see instructional supports
technical language: the most precise words or expressions associated with topics within academic
content areas in school
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text types: categories of text that employ particular language features for specific purposes
topic-related language: grade-level words and expressions, including those with multiple meanings
and cognates, that are associated with the example topic within the standards matrix
visual support: accompanying the use of written or oral language with illustrations, photographs,
charts, tables, graphs, graphic organizers, etc. to give ELLs additional opportunities to access meaning
Vocabulary Usage: the specificity of words or phrases for a given topic and context; one of three
criteria that constitute the Performance Definitions
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Appendix B: Selected References
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August, D., & Shanahan, T. (Eds.). (2008). Developing reading and writing in second-language learners:
Lessons from the report of the National Literacy Panel on Language-Minority Children and Youth. New
York: Routledge.
Bailey, A. L., Butler, F. A., Stevens, R., & Lord, C. (2007). Further specifying the language demands of
school. In A. L. Bailey (Ed.), The language demands of school: Putting academic language to the test (pp.
103–156). New Haven, CT: Yale University Press.
Brown, D. H. (2007). Principles of language learning and teaching (5th ed.). White Plains,NY: Pearson.
Cloud, N., Genesee, F., & Hamayan, E. (2009). Literacy instruction for English language learners: A
teacher’s guide to research-based practices. Portsmouth, NH: Heinemann.
Commins, N. (2012). How do English language learners learn content area concepts through their
second language? In E. Hamayan & R. Freeman-Field (Eds.), English language learners at school: A
guide for administrators (pp. 44–46). Philadelphia, PA: Caslon Publishing.
Cook, H.G. & Zhao, Y. (2011). How English language proficiency assessments manifest growth: An
examination of language proficiency growth in a WIDA state. Paper presented at the American
Educational Research Association conference, New Orleans, LA.
Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Clevedon, England:
Multilingual Matters.
Echevarría, J., Short, D., & Powers, K. (2006). School reform and standards-based education: A model
for English-language learners. Journal of Educational Research, 99, 195–210.
Ellis, R. (1985). Teacher-pupil interaction in second language development. In S. M. Gass & C. G.

Madden (Eds.), Input in second language acquisition (pp. 69–85). Rowley, MA: Newbury House.
Escamilla, K., & Hopewell, S. (2010). Transitions to biliteracy: Creating positive academic trajectories for
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education: Policy, practice, controversy (pp. 69–94). Charlotte, NC: Information Age Publishing.
Fillmore, L. W., & Snow, C. E. (2002). What teachers need to know about language. In C. T. Adger, C.
E. Snow, & D. Christian (Eds.), What teachers need to know about language (pp. 7–53). Washington,
DC, and McHenry, IL: Center for Applied Linguistics and Delta Systems.
Francis, D. J., Lesaux, N., Kieffer, M., & Rivera, H. (2006). Practical guidelines for the education of
English language learners: Research-based recommendations for instruction and academic interventions.
Portsmouth, NH: RMC Corporation, Center on Instruction.
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García, O., & Kleifgen, J. (2010). Educating emergent bilinguals: Policies, programs, and practices for
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Teachers Association Press.
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to the research. Thousand Oaks, CA: Corwin Press.
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Stoynoff & B. O’Sullivan (Eds.), The Cambridge guide to second language assessment (pp. 74–81).
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Teachers College Press.
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Zwiers, J. (2008). Building academic language: Essential practices for content classrooms, grades 5–12. San
Francisco, CA: Jossey-Bass.
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Appendix C: Index of Strands by Grade Level
The tables below reference the language domains and example topics presented in WIDA’s 2012
Amplification of the English Language Development Standards. As this publication does not include a strand
for every domain within each of the five standards, we encourage educators to look for examples across
surrounding grade levels or refer to WIDA’s 2007 Edition (available at www.wida.us) for additional
examples of language development. We also invite educators to adapt, customize, and create new strands
of model performance indicators to meet the needs of their ELLs. A blank template for this purpose is
provided on p. 16.
Kindergarten
ELD Standard Example Topic Language Domain
1: Social & Instructional Language* Classroom collaboration Speaking
2: The Language of Language Arts Features of print Listening
3: The Language of Mathematics Attributes of objects Speaking
4: The Language of Science Body parts & senses Reading
5: The Language of Social Studies Self & family Writing
Complementary: The Language of Music & Rhythm Listening
Performing Arts
Grade 1
1: Social & Instructional Language Recreational classroom activities Reading
2: The Language of Language Arts Text elements Writing
3: The Language of Mathematics* Measurement of objects Listening
4: The Language of Science Force & motion Listening
5: The Language of Social Studies Neighborhoods/Communities Speaking
Complementary: The Language of the Humanities Multiculturalism Reading
Grade 2
1: Social & Instructional Language School areas, personnel, & activities Listening
2: The Language of Language Arts Storytelling/Experiential recounting Speaking
3: The Language of Mathematics Money Reading
4: The Language of Science Life cycles Writing
5: The Language of Social Studies* Historical times & people Reading
Complementary: The Language of Visual Arts Visual characteristics Speaking
*denotes expanded strand
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Grade 3

1: Social & Instructional Language Research interests Writing
2: The Language of Language Arts* Giving feedback for revision Writing
3: The Language of Mathematics Area Listening
4: The Language of Science Electricity & magnets Speaking
5: The Language of Social Studies Civic participation Reading
Complementary: The Language of Health & Healthy choices Listening

Physical Education
Grade 4

1: Social & Instructional Language Community practices Speaking
2: The Language of Language Arts Narration Reading
3: The Language of Mathematics Lines & angles Writing
4: The Language of Science* Earth history/materials Listening
5: The Language of Social Studies Maps & globes/Locations Listening
Complementary: The Language of Technology & Multimedia publishing Writing

Engineering
Grade 5

1: Social & Instructional Language* Peer assessment Speaking
2: The Language of Language Arts Text evidence Listening
3: The Language of Mathematics Coordinate plane Speaking
4: The Language of Science Solar system Reading
5: The Language of Social Studies Exploration Writing
Complementary: The Language of Music & Song lyrics Reading

Performing Arts
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Grade 6

1: Social & Instructional Language Behavioral expectations Reading
2: The Language of Language Arts Peer editing Writing
3: The Language of Mathematics* Ratio & rate Writing
4: The Language of Science Ecosystems Listening
5: The Language of Social Studies Forms & organization of Speaking

government
Complementary: The Language of the Humanities Interpretation of oral histories Speaking
Grade 7

1: Social & Instructional Language Reflective listening Listening
2: The Language of Language Arts Main ideas Speaking
3: The Language of Mathematics Algebraic equations Reading
4: The Language of Science Scientific inquiry Writing
5: The Language of Social Studies* Agriculture Reading
Complementary: The Language of Visual Arts Art media, techniques, & processes Listening
Grade 8

1: Social & Instructional Language Peer pressure Writing
2: The Language of Language Arts* Literature analysis Listening
3: The Language of Mathematics Transformation of two-dimensional Listening

figures
4: The Language of Science Forms of energy Speaking
5: The Language of Social Studies Globalization Reading
Complementary: The Language of Health & Personal health & fitness Writing
Physical Education
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Grades 9–10

1: Social & Instructional Language Collaborative discussion Speaking
2: The Language of Language Arts Bias Reading
3: The Language of Mathematics Right triangles Writing
4: The Language of Science* Dependent & independent variables Speaking
5: The Language of Social Studies Supply & demand Listening
Complementary: The Language of Technology & Technology & ethics Reading

Engineering
Grades 11–12

1: Social & Instructional Language* Informed decisions (college & Reading
career)
2: The Language of Language Arts Satire Listening
3: The Language of Mathematics Mathematical relations & functions Speaking
4: The Language of Science Chemical reactions Reading
5: The Language of Social Studies Historical figures & times Writing
Complementary: The Language of Music & Musical genres Speaking

Performing Arts
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Appendix D: Acknowledgements and Development
Process
WIDA would like to extend its appreciation to the many individuals who have inspired, supported, and
contributed to the development of this edition of the English language development standards. This
section outlines the formal process by which WIDA conceptualized, drafted, and reviewed this 2012
amplification of the WIDA standards and acknowledges those educators who were a part of that process,
with apologies to many others who contributed ideas via less formal interactions.
First, it is important to acknowledge the numerous educators who were involved in the development of
the 2004 and 2007 Editions of the WIDA English Language Proficiency Standards. In 2003–04, more
than 65 teachers, administrators, and researchers at the classroom, district, state, university, and national
levels provided input and feedback. The first major standards development meeting in May 2004
included representatives from eight states and involved close analysis of the national TESOL (1997) ESL
standards for preK–12 students, as well as individual states’ language and content standards. Performance
indicators from these standards were examined and expanded to highlight their language functions. After
intensive review and revisions by the WIDA standards development team and partner staff at the Center
for Applied Linguistics, the large-scale assessment framework emerged. Later that year, the classroom
framework was added and in 2004, both were published.
In 2006–07, stakeholder consensus about several new ideas for the standards called for action. First
among these was the need to separate PreK–Kindergarten standards from those for grades 1 and 2, along
with the desire to reformat for ease of use, the decision to add a sixth proficiency level and finally, the
need to incorporate example topics and genres from all member states’ content standards. Upon release
of the 2007 Edition, the Consortium included 15 states. The drafts of the 2007 Edition were approved
by a Standards Review Committee consisting of state and local educational agency representatives, as well
as WIDA staff and partners at the Center for Applied Linguistics. As with all of WIDA’s standards work,
the drafts were also vetted by the Consortium Board of member state representatives.
The 2012 amplification development process began with the goal of improving how WIDA illustrates
academic language within its standards framework, especially considering the wide impact of the
Common Core State Standards on curriculum, instruction, and assessment. WIDA presented ideas,
plans, and templates at focus groups, meetings, and professional learning workshops, as well as shared its
vision with Consortium member states, Board representatives, and its Standards National Advisory Panel.
Overall, the development of this edition involved hundreds of teachers, consultants, administrators,
university faculty, and test developers. The visionary leadership of Dr. Margo Gottlieb and Andrea
Cammilleri ensured that all voices were heard and the best interests of students and teachers were always
the main focus.
In February and March of 2010, WIDA held two initial feedback sessions. Consortium member state
educational agency representatives were invited to attend and/or nominate attendees, and several higher
education instructors and professional development facilitators were recruited. Participants in these
events were asked to share how the 2004 and 2007 Editions of the WIDA ELP Standards had been used
in their educational contexts and they rated 24 possible uses on their level of success to date. Next, they
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were invited to rank their interest in 15 proposed resources that could support greater understanding
and use of the WIDA ELP Standards. Later, they discussed and rated many proposed new features to the
standards matrix. Finally, they reviewed an early draft of the new standards matrix and responded to some
guiding questions.
Thanks to the following individuals for their important contributions at these events:
Feedback Session, February 23, 2010, Arlington Heights, IL
Maria Barreras, Madison Metropolitan School District, WI

Miguel Fernandez, Ph.D., Cicero Public School District 99, IL
Betzaida Gomez, Milwaukee Public Schools, WI
Lorena Gueny, Milwaukee Public Schools, WI
Harriette Herrera, Consultant, DePaul University, IL
John Hilliard, Illinois Resource Center, IL
Seon Hwa Eun, Illinois State Board of Education, IL
Tammy King, Illinois Resource Center, IL
Robin M. Lisboa, Illinois State Board of Education, IL
Alan Matan, Maine Township High School District 207, IL
Robin Rivas, Milwaukee Public Schools, WI
Gladys Rodriguez, Cicero Public School District 99, IL
Cristina Sanchez-Lopez, Illinois Resource Center, IL
Amaveli Ugaz, Madison Metropolitan School District, WI
Judy Yturriago, Ph.D., Northeastern Illinois University, IL
Diane Zendejas, Chicago Public School District 299, IL
Feedback Session, March 2, 2010, Washington, D.C.
Katarina Brito, District of Columbia Public Schools, DC

Nora Bustios, Oyster-Adams Bilingual School, DC
Curt Emmel, Manassas City Public Schools, VA
Matilde Rosa Jimenez, Manassas City Public Schools, VA
Carol Johnson, Georgia Department of Education, GA
Megan Moore, Manassas City Public Schools, VA
Bethany Nickerson, Ph.D., District of Columbia Office of the State Superintendent of Education, DC
Regina Postogna, Asbury Park School District, NJ
Mari Rasmussen, Ph.D., National Clearinghouse for English Language Acquisition (NCELA)
Sarah Rosenbaum, Manassas City Public Schools, VA
Mindi Teich, District of Columbia Public Schools, DC
Jon Valentine, Georgia Department of Education, GA
WIDA also convened a Standards National Advisory Panel Meeting consisting of experts and
representatives from our Consortium’s state-level leaders in March 2010. The group discussed the
vision for the future of WIDA’s standards-based system of offerings and brainstormed the first draft of
WIDA’s Guiding Principles of Language Development to serve as the theoretical foundation for the
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project. Participants discussed how to bring these principles to life within the standards matrices, the
Resource Guide, and through other complementary efforts such as professional development. Finally,
they brainstormed how to encourage buy-in from wider groups of stakeholders, address the needs of sub-
groups of ELLs, incorporate multicultural elements and perspectives into the standards and standards-
based resources, and address the Common Core State Standards.
Standards National Advisory Panel Meeting, March 16–17, 2010
Diane August, Ph.D., Center for Applied Linguistics

Alison Bailey, Ph.D., University of California, Los Angeles
Gisela Ernst-Slavit, Ph.D., Washington State University
John Hilliard, Illinois Resource Center
Anne Katz, Ph.D., Consultant
Robin M. Lisboa, Illinois State Board of Education
Joanne Marino, North Carolina Department of Public Instruction
Mary Lou McCloskey, Ph.D., Educo
Robert Measel, Rhode Island Department of Education
Mark Nigolian, Burlington School District, VT
Janet Orr, TEAL Services
Dely Roberts, Alabama State Department of Education
At WIDA’s June 2010 Consortium Board meeting in Richmond, VA, progress on the project was shared
along with preliminary drafts of a strand. Twenty WIDA member states sent representatives to this
meeting and together, they endorsed the plans of the standards development team.
Over the remaining months of 2010, WIDA finalized the Guiding Principles of Language Development,
drafted Performance Definitions, and convened another national group of experts known as the Madison
Academic Language Working Group. This group was charged with defining and elaborating the core
components of academic language to support student growth, and continues to think about how to
effectively disseminate this information to various stakeholders including teachers and administrators,
researchers, policy-makers, and others.
Concurrently, the WIDA standards development team worked to finalize a draft matrix, and shared it
with about 20 educators participating in WIDA’s institute. The draft matrix was brought to the Executive
Committee of the WIDA Consortium Board for discussion and approval in December 2010. The
Executive Committee consisted of state educational agency representatives from six WIDA states (each
representing a region) and one local educational agency representative.
In February and April of 2011, WIDA brought together groups of language educators to learn about
the updated standards matrix and begin drafting grade-level strands of model performance indicators.
The grade-level and linguistic expertise of the following educators generated creative ideas for the draft
strands. WIDA is grateful for their ongoing commitment to the project.
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Grades K–5 Strand-Writing Workshop, February 17–18, 2011, Madison, WI
Karen Alderson, CCSD#15, Palatine, IL

Donna DeVito, Cicero Public School District 99, IL
Pamela Dorn, Madison Metropolitan School District, WI
Rocio Fisher, West Chicago District 33, IL
Maritza Guilamo, West 40 Intermediate Service Center No. 2, IL
Mary Lattas, CCSD#15, Palatine, IL
Bonnie Nagel, District 300, Carpentersville, IL
Guadalupe Navarro, West Chicago District 33, IL
Carla O’Connor, CCSD#15, Palatine, IL
Ruth Reinl, Consultant
Leslie Sandeen, Madison Metropolitan School District, WI
Allison Yount, West Chicago District 33, IL
Grades 4–12 Strand-Writing Workshop, April 13–14, 2011, Arlington Heights, IL
Jorge Almodovar, District 300, Carpentersville, IL

Kelly Buczkiewicz, CCSD#15, Palatine, IL
Peg Christiansen, Township High School District 214, Arlington Heights, IL
Griselda Flores, Chicago Public School District 299, IL
Alma Giner-Garcia, Albuquerque Public Schools, NM
Maria Gregorio, CCSD#59, Arlington Heights, IL
Shelia Heck, Township High School District 214, Arlington Heights, IL
Greg Hansen, Albuquerque Public Schools, NM
Leticia Hernandez, Chicago Public School District 299, IL
Kari Jaeckel-Rodriguez, Evanston Township High School, IL
Tammy King, Illinois Resource Center, IL
Ben Kollasch, Middleton-Cross Plains Area School District, WI
Ruthann Lewis, Madison Metropolitan School District, WI
Hanna Martin, School District of Beloit, WI
Emily Miller, Madison Metropolitan School District, WI
Guadalupe Navarro, West Chicago District 33, IL
Kaitlin Parrett, CCSD#59, Arlington Heights, IL
Patricia Payne, Evanston Township High School, IL
Josh Thorison, School District of Beloit, WI
Magali Williams, IL
WIDA continued to review the strands created by educators, and in June 2011, presented an overview
of the development process and an example expanded standards matrix to the full WIDA Consortium
Board, which was met with enthusiasm by the 26 state educational agency representatives in attendance.
127
In late July 2011, the educators listed below were invited to WIDA’s office in Madison, WI to focus on
revising the example context for language use accompanying each strand.
Example Context for Language Use Event, July 27, 2011, Madison, WI
Pamela Dorn, Madison Metropolitan School District, WI

Ben Kollasch, Middleton-Cross Plains Area School District, WI
Maureen Kuhn-Rojas, Naperville School District #203, IL
Ruthann Lewis, Madison Metropolitan School District, WI
Hanna Martin, School District of Beloit, WI
Sarah Symes, Madison Metropolitan School District, WI
Josh Thorison, School District of Beloit, WI
WIDA shared drafts of the Features of Academic Language, Performance Definitions, and three grade
levels of strands with its Standards National Advisory Panel during August 2011. In response to guiding
questions, participants gave written feedback and shared their perspectives in an interactive webinar.
Their approval prompted WIDA to publish its full draft for public review.
Standards National Advisory Panel Interactive Webinar, August 30, 2011
Alison Bailey, Ph.D., University of California, Los Angeles

Gisela Ernst-Slavit, Ph.D., Washington State University
John Hilliard, Illinois Resource Center
Anne Katz, Ph.D., Consultant
Joanne Marino, North Carolina Department of Public Instruction
Mary Lou McCloskey, Ph.D., Educo
Mark Nigolian, Burlington School District, VT
Janet Orr, TEAL Services
In September 2011, WIDA released a draft of the Features of Academic Language, strands of model
performance indicators for each grade level, and supplemental materials, including a tutorial. Educators
across the country were invited to submit an anonymous web form with overall comments about the
draft and its usefulness for language teachers and general education teachers. Additionally, surveys were
made available for educators to consider the appropriateness of the specific elements of one strand of
model performance indicators at each grade level. After the close of the comment period in November,
this information was compiled and reviewed to inform edits and enhancements to the final version of this
edition. In all, over 675 grade-level surveys were submitted along with over 100 comments.
During the draft release period, the Center for Applied Linguistics also conducted a review of the
expanded matrices with a particular focus on improving the accuracy of linguistic features represented
at each proficiency level and grade level. The following WIDA project staff at CAL participated in the
review and/or the aforementioned events:
128
WIDA Project Staff at the Center for Applied Linguistics, Washington, D.C.
Dorry Kenyon, Ph.D. David MacGregor, Ph.D.

Abby Davis Jennifer Norton
Lakisha Dockett Abbe Spokane
Stephanie Gibson Anna Todorova
Daniel Ginsberg Kathryn Wolf
Michele Kawood
Following the draft review, many comments and insights from the field were incorporated, and some
features were revised or added. At the WIDA Consortium Board meeting in June 2012, state educational
agency representatives from thirty states received near-final draft copies and participated in discussions
about implementing the 2012 amplification. Upon release of the publication, additional efforts will take
place to ensure ongoing alignment to state and national standards and engage educators in professional
development around the standards framework.
The following WIDA staff members and consultants participated in events and/or shared their time and
expertise over the course of the project:
WIDA Staff Contributors
Meredith Alt Todd Lundberg, Ph.D.

Alissa Blair Rita MacDonald
Tim Boals, Ph.D. Lorena Mancilla
Don Bouchard Jesse Markow
Michelle Carson Daniella Molle, Ph.D.
H. Gary Cook, Ph.D. Connie North, Ph.D.
Margot Downs Melissa Paton
Emily Evans Fanaeian Nancy Rydberg
Leslie Grimm Amanda Spalter
Susana Ibarra Johnson Samantha Stevens
Maureen Keithley Pakou Vang
Bob Kohl Patricia Venegas
Naomi Lee, Ph.D. Carsten Wilmes, Ph.D.
This publication was made possible by the tireless efforts of the following WIDA staff
members:
WIDA ELD Standards Development Team

Margo Gottlieb, Ph.D., Lead Developer
Andrea Cammilleri, Assistant Director, Educator Resources & Technology
Mariana Castro, Director of Professional Development
M. Elizabeth Cranley, Ph.D., WIDA Associate Director
Janet Trembley, Graphic Design
Thank you, everyone, for your contributions!
129
©2012 Board of Regents of the University of Wisconsin System,
on behalf of the WIDA Consortium
www.wida.us
Vocabulary Structure Strategies Culture & Community Research
Appendix Appendix Appendix Description of Appendix Appendix Description of item

Page # Page # Page # item (Ex. List Page # Description of item (Ex. Table Page # (Ex. Table of topics
(Ex. V1, Description of item (Ex. (Ex. S1, Description of item (Ex. Table of (Ex. A1, of Clarifying (Ex. C1, of topics used in everyday (Ex. C1, used in everyday
V2, V3...) List of Root Words) S2, S3...) letter sounds) A2, A3...) Questions) C2, C3...) language) C2, C3...) language)
Root words and their Continuum of Phonemic Writing and Speaking Register
V1 meanings. S1 Awareness Development & Skills A1 To Do List C1 Questionarre R1 Wida standards
Affixes and their Guided Research-Based

V2 meanings. S2 44 Phonemes of American English A2 Questions C2 Beginner Country Comparison R2 Introductions by Unit
Thinking
V3 Tier 3 academic words S3 Sound/Letter Teaching Sequences A3 Stems C3 Social Language Topics (WIDA) R3 ELL Resources
Daily Exit
Ticket
V4 Tier 2 academic words S4 Difficult Sounds for ELLs A4 (Questions) C4 Phrases for Conversation
Signal words , Cognitive
Process, and Language Alphabetic Code Chart with Clarifying and Probing
V5 Function. S5 Pictures A5 Signal Words C5 Questions
Depth of Knowledge Alphabetic Code Quick-Reference Getting Started with English

V6 Words S6 Chart (with pictures) A6 Cognates C6 Language Learners
Spelling Patterns with Multiple Conversation and Body

V7 Tier 1 words-a S7 Phonemes (partial list) C7 Language Questions
Spelling Pattern Teaching Order
V7 Tier 1 words-b S8 (Optional) C8 Clarifying Activities
V8 220 Dolch Sight Words S9 Most Common Rimes C9 Ways to Interject Politely
Meaning of intended
question and appropriate
response expected for:-
Who, What, When,
V9 Where, Why, How S10 Decoding & Reading Strategies C10 Cultural Reflection Checklist
Frequently used phrases
beginning with these
words (What time is,
Where are you going, ELD Matrix of Grammatical Forms Cultural Competence and
V10 etc.) S11 (attn. p. 2) C11 Navigation Activities
Register and Degrees of
S12 5 steps to teaching grammar C12 Formality
Applying Everyday Language
S13 Grammar Activites C13 Facilitating Activities
Participating in Conversations
S14 Concepts of Print C14 Facilitating Activities
Interact with Peers and
Content Collaboratively
S15 Non-Fiction Text Features C15 Facilitating Activities
Non-Fiction Text Features Adjusting to a New Culture -

S15 Assessment C16 Navigation
S16 Mentor Sentences C17 Feelings Exploration
Cultural Learning Strategies
C18 Inventory -

K-12 ELL Curriculum

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of the City of St.

Grades K-12 English Language

Approved by the Board of Education

Curriculum Team Leader

Table of Contents ........................................................................................................................................... 3

K-12 ELL Curriculum

ELL Vocabulary Unit ..................................................................................................................................... 13

 High quality education for all students which includes:

 High quality staff by:

 Informed decisions that are:

 Access grade-level curricula

These are our goals.

Structure Vocabulary Strategies Culture and Community

Phonemic Awareness Academic Language Metacognition Social Language

ELL Concepts WIDA Standard Beginning Low Intermediate High Intermediate

ELL Concepts WIDA Standard Beginning Low Intermediate High Intermediate

Culture and Community

CONTENT AREA: ELL UNIT TITLE: Vocabulary

MATERIALS/INSTRUCTIONAL RESOURCES FOR THIS UNIT: BIG IDEA(S):

ENDURING UNDERSTANDINGS: ESSENTIAL QUESTIONS:

WIDA STANDARDS ● Standard 1: Social and Instructional Language

WHAT SHOULD STUDENTS...

UNDERSTAND? KNOW? BE ABLE TO DO?

FACILITATING ACTIVITIES - STRATEGIES AND METHODS FOR TEACHING AND LEARNING

WIDA STANDARDS ● Standard 1: Social and Instructional language

Applicable Students by Proficiency ● 5-Bridging

WHAT SHOULD STUDENTS...

UNDERSTAND? KNOW? BE ABLE TO DO?

Applicable Students by Proficiency ● 5-Bridging

WHAT SHOULD STUDENTS...

UNDERSTAND? KNOW? BE ABLE TO DO?

● Tier 3 academic words (Appendix V3) ● Understand domain specific language

WIDA STANDARDS ● Standard 2: The Language of Language Arts

Applicable Students by ● 5-Bridging

WHAT SHOULD STUDENTS...

UNDERSTAND? KNOW? BE ABLE TO DO?

FACILITATING ACTIVITIES - STRATEGIES AND METHODS FOR TEACHING AND LEARNING

REFERENCES/STANDARDS ● Standard 2: The Language of Language Arts

WHAT SHOULD STUDENTS...

UNDERSTAND? KNOW? BE ABLE TO DO?

FACILITATING ACTIVITIES - STRATEGIES AND METHODS FOR TEACHING AND LEARNING

WHAT SHOULD STUDENTS...

UNDERSTAND? KNOW? BE ABLE TO DO?

ASSESSMENT DESCRIPTION FORMATIVE OR WIDA Proficiency Levels

● WIDA MODEL Formative WIDA 1-5

Word/Phrase Dimension-Vocabulary Usage Word/Phrase Dimension-Vocabulary Usage

Level 5 • Technical and abstract content-area • Technical and abstract content-area

Level 3 • Specific content language, including •Specific content language, including

Level 1 • General content-related words •General content-related words

CONTENT AREA: ELL UNIT TITLE: Structure

MATERIALS/INSTRUCTIONAL RESOURCES FOR THIS UNIT: BIG IDEA(S):

ENDURING UNDERSTANDINGS: ESSENTIAL QUESTIONS:

WIDA STANDARDS Standard 2: The Language of Language Arts

Applicable Students by Proficiency Level ● 5-Bridging

WHAT SHOULD STUDENTS...

UNDERSTAND? KNOW? BE ABLE TO DO?

• Phoneme categorization: Identify the word with the

• Phoneme blending: Combine separate sounds to form a

• Phoneme segmentation: Break out the word into