The English Language Development Standards – WIDA

2012 AMPLIFICATION OF

The English Language Development StandardsKINDERGARTEN–GRADE 12

INCLUDING

• Features and examples of academic language

• Connections to state content standards, including the Common Core State Standards and Next Generation Science Standards

• Higher-order thinking at all levels of language proficiency

2012 AMPLIFICATION OF

The English Language Development StandardsKINDERGARTEN - GRADE 12

iv

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

AlabamaAlaskaColoradoDelawareDistrict of ColumbiaGeorgiaHawaiiIllinoisKentuckyMaineMaryland

MassachusettsMichigan MinnesotaMississippiMissouriMontanaNevadaNew HampshireNew JerseyNew MexicoNorth Carolina

North DakotaNorthern Mariana Islands OklahomaPennsylvaniaRhode IslandSouth DakotaUtah VermontVirginiaWisconsinWyoming

2013 Non-member States Formally Adopting the WIDA ELD Standards

Idaho South Carolina Tennessee

v

FOREWORD: WIDA’s Framework for Language Development Standards

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.

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.

Exemplifying WIDA's Can Do Philosophy

PerformanceDe�nitions

Standards & their Matrices

Guid

ing Principles of Language Development

Age-

Appropriate Academic Language

in Sociocultural Contexts Exemplifying WIDA's Can Do Philosophy

PerformanceDe�nitions

Standards & their Matrices

Guid

ing Principles of Language Development

Age-

Appropriate Academic Language

in Sociocultural Contexts

WIDA’s Framework for Language Development Standards

vi

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.

1

Table of Contents and List of Figures

Section 1: Understanding the WIDA Standards Framework .............................................................3The Five Standards ...............................................................................................................................3Grade Levels and Clusters ....................................................................................................................4Components of the Standards Framework ............................................................................................4Integrated, Expanded, and Complementary Strands ...........................................................................12College and Career Readiness for ELLs ..............................................................................................14Uses of WIDA’s Standards Framework: Collaborate and Advocate! .....................................................14Customizing Strands for Your Local Context ......................................................................................14

Strands of Model Performance Indicators Representing the WIDA English Language Development Standards

Section 2: Integrated Strands ...........................................................................................................18Kindergarten–Grade 5 ........................................................................................................................18Grades 6–12 .......................................................................................................................................20Section 3: Expanded Strands ............................................................................................................22Kindergarten ......................................................................................................................................22Grade 1 ..............................................................................................................................................24Grade 2 ..............................................................................................................................................26Grade 3 ..............................................................................................................................................28Grade 4 ..............................................................................................................................................30Grade 5 ..............................................................................................................................................32Grade 6 ..............................................................................................................................................34Grade 7 ..............................................................................................................................................36Grade 8 ..............................................................................................................................................38Grades 9–10 .......................................................................................................................................40Grades 11–12 .....................................................................................................................................42Section 4: Strands by Grade Level ....................................................................................................45Kindergarten ......................................................................................................................................46Grade 1 ..............................................................................................................................................52Grade 2 ..............................................................................................................................................58Grade 3 ..............................................................................................................................................64Grade 4 ..............................................................................................................................................70Grade 5 ..............................................................................................................................................76Grade 6 ..............................................................................................................................................82Grade 7 ..............................................................................................................................................88Grade 8 ..............................................................................................................................................94Grades 9–10 .....................................................................................................................................100Grades 11–12 ...................................................................................................................................106

2

Appendices

Appendix A: Glossary of Terms and Expressions Related to WIDA’s Standards ................................112Appendix B: Selected References ......................................................................................................117Appendix 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 .....................................................................3Figure B: Standard, Grade Level, Example Topic, and Connection .......................................................4Figure C: Example Context for Language Use ......................................................................................5Figure D: Cognitive Function ..............................................................................................................5Figure E: Domain and Levels ...............................................................................................................6Figure F: The Features of Academic Language in WIDA’s Standards .....................................................7Figure G: WIDA Performance Definitions Listening and Reading, Grades K–12 .................................8Figure H: WIDA Performance Definitions Speaking and Writing, Grades K–12 ..................................9Figure I: Model Performance Indicator (MPI) ....................................................................................10Figure J: Excerpt of Performance Definitions for Listening and Reading at Level 4.............................10Figure K: Examples of Sensory, Graphic, and Interactive Supports .....................................................11Figure L: Strand of Model Performance Indicators .............................................................................12Figure M: Topic-related Language ......................................................................................................12Figure N: Excerpt of an Expanded Strand ..........................................................................................13Figure O: Guiding Questions for Drafting Strands of MPIs ...............................................................15Figure P: A Blank Template for Drafting Strands of MPIs ..................................................................16

OV

ERV

IEW

3

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 Development Standard 1

English language learners communicate for Social and Instructional purposes within the school setting

Social and Instructional language


English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts

The language of Language Arts


English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics

The language of Mathematics


English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science

The language of Science


English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies

The language of Social Studies

Standard 1 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

SECTION 1: Understanding the WIDA Standards Framework

OV

ERV

IEW

4

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

This example addresses the Common Core Reading Standard for Literature, Craft and Structure #6 for fourth grade. Since this standard is broad, a topic was chosen among many that relate to the content standard. In the example above, the example topic is “Narration.” For a complete list of example topics appearing in this publication, please see Appendix C on pp. 120–123.

WIDA recognizes that language learning is maximized in authentic and relevant contexts. In the standards framework, the EXAMPLE CONTEXT FOR LANGUAGE USE includes the task or situation in which communication occurs, for example, when students engage in group work or conduct

GRADE 4

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.

COGNITIVE FUNCTION:

REA

DIN

G

Level 1Entering

Level 2Emerging

Level 3Developing

Level 4Expanding

Level 5Bridging Level 6 – Reaching

Identify language that indicates narrative points of view (e.g., “I” v. “he/she”) from illustrated text using word/phrase banks with a partner

Identify language that indicates narrative points of view (e.g., “he felt scared”) from illustrated text using word/phrase banks with a partner

Categorize passages based on narrative points of view from illustrated text using word/phrase banks with a partner

Compare narrative points of view in extended texts using graphic organizerswith a partner

Compare and contrast narrative points of view in extended texts

: person, third person

ELP STANDARD 2: The Language of Language Arts EXAMPLE TOPIC: Narration

OV

ERV

IEW

5

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, genre, and text types that students and educators will need to try out or explore.

Figure C: Example Context for Language Use

The curriculum of Language Arts shares some language features with other subject areas, while also possessing some unique features of its own. The example context above describes multiple parts of a Language Arts lesson including whole group collaborative learning as well as student exploration that could take place individually, in partners, or in small groups. While the genre for this topic is set as narrative, the crafting of the context is left open for educators to incorporate their own ideas and resources. Students may encounter a variety of text types within the narrative genre, such as recounts, descriptions, opinions, or 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 evaluate are all examples of cognitive functions. WIDA has adopted the language used by Bloom’s revised taxonomy (Anderson & Krathwohl, 2001*) to represent a uniform cognitive demand across all levels of language proficiency.

Figure D: Cognitive Function

*Anderson, L.W. & D.R. Krathwohl (eds.) (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman.

GRADE 4



COGNITIVE FUNCTION:

REA

DIN

G

Level 1Entering

Level 2Emerging

Level 3Developing

Level 4Expanding









GRADE 4



COGNITIVE FUNCTION:

REA

DIN

G

Level 1Entering

Level 2Emerging

Level 3Developing

Level 4Expanding









OV

ERV

IEW

6

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, to show processing or comprehension of language, students need to produce language either orally, in writing, or using semiotics (signs or symbols). Section 2: Integrated Strands on pp. 18–21 showcases how the language domains are realistically integrated within units of instruction. 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

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.

GRADE 4



COGNITIVE FUNCTION:

REA

DIN

G

Level 1Entering

Level 2Emerging

Level 3Developing

Level 4Expanding



ELP STANDARD 2: Language of Language Arts EXAMPLE TOPIC: Narration

OV

ERV

IEW

7

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 Level

Linguistic Complexity

(Quantity and variety of oral and written text)

Amount of speech/written textStructure of speech/written textDensity of speech/written text Organization and cohesion of ideas Variety of sentence types

Sentence Level

Language Forms andConventions

(Types, array, and use of language structures)

Types and variety of grammatical structuresConventions, mechanics, and fluencyMatch of language forms to purpose/perspective

Word/Phrase Level

Vocabulary Usage

(Specificity of word or phrase choice)

General, specific, and technical languageMultiple meanings of words and phrasesFormulaic and idiomatic expressions Nuances and shades of meaningCollocations

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.

OV

ERV

IEW

8

Figu

re G

: WID

A P

erfo

rman

ce D

efini

tion

s Li

sten

ing

and

Read

ing,

Gra

des

K–12

At e

ach

grad

e, to

war

d th

e en

d of

a g

iven

leve

l of E

nglis

h la

ngua

ge p

rofic

ienc

y, an

d w

ith in

struc

tiona

l sup

port

, Eng

lish

lang

uage

lear

ners

will

pro

cess

…

Dis

cour

se L

evel

Sent

ence

Lev

elW

ord/

Phra

se L

evel

Ling

uist

ic C

ompl

exit

yLa

ngua

ge F

orm

s an

d Co

nven

tion

sVo

cabu

lary

Usa

ge

Leve

l 6 –

Rea

chin

g La

ngua

ge th

at m

eets

all c

riter

ia th

roug

h Le

vel 5

, Brid

ging

Leve

l 5Br

idgi

ng

• R

ich

desc

riptiv

e di

scou

rse

with

com

plex

se

nten

ces

• C

ohes

ive

and

orga

nize

d re

late

d id

eas

• C

ompo

und,

com

plex

gra

mm

atic

al

cons

truc

tions

(e.g

., m

ultip

le p

hras

es a

nd

clau

ses)

• A

broa

d ra

nge

of se

nten

ce p

atte

rns

char

acte

ristic

of p

artic

ular

con

tent

are

as

• Te

chni

cal a

nd a

bstr

act c

onte

nt-a

rea

lang

uage

• W

ords

and

exp

ress

ions

with

shad

es o

f m

eani

ng fo

r eac

h co

nten

t are

a

Leve

l 4Ex

pand

ing

• C

onne

cted

disc

ours

e w

ith a

var

iety

of

sent

ence

s•

Expa

nded

rela

ted

idea

s

• A

varie

ty o

f com

plex

gra

mm

atic

al

cons

truc

tions

• Se

nten

ce p

atte

rns c

hara

cter

istic

of

part

icul

ar c

onte

nt a

reas

• Sp

ecifi

c an

d so

me

tech

nica

l con

tent

-are

a la

ngua

ge•

Wor

ds a

nd e

xpre

ssio

ns w

ith m

ultip

le

mea

ning

s or c

ollo

catio

ns a

nd id

iom

s for

ea

ch c

onte

nt a

rea

Leve

l 3D

evel

opin

g

• D

iscou

rse

with

a se

ries o

f ext

ende

d se

nten

ces

• Re

late

d id

eas

• C

ompo

und

and

som

e co

mpl

ex (e

.g.,

noun

ph

rase

, ver

b ph

rase

, pre

posit

iona

l phr

ase)

gr

amm

atic

al c

onstr

uctio

ns

• Se

nten

ce p

atte

rns a

cros

s con

tent

are

as

• Sp

ecifi

c co

nten

t wor

ds a

nd e

xpre

ssio

ns•

Wor

ds o

r exp

ress

ions

rela

ted

to c

onte

nt

area

with

com

mon

col

loca

tions

and

idio

ms

acro

ss c

onte

nt a

reas

Leve

l 2Em

ergi

ng

• M

ultip

le re

late

d sim

ple

sent

ence

s •

An id

ea w

ith d

etai

ls•

Com

poun

d gr

amm

atic

al c

onstr

uctio

ns•

Repe

titiv

e ph

rasa

l and

sent

ence

pat

tern

s ac

ross

con

tent

are

as

• G

ener

al a

nd so

me

spec

ific

cont

ent w

ords

an

d ex

pres

sions

(inc

ludi

ng c

ogna

tes)

• So

cial

and

instr

uctio

nal w

ords

and

ex

pres

sions

acr

oss c

onte

nt a

reas

Leve

l 1En

teri

ng

• Si

ngle

stat

emen

ts or

que

stion

s•

An id

ea w

ithin

wor

ds, p

hras

es, o

r chu

nks

of la

ngua

ge

• Si

mpl

e gr

amm

atic

al c

onstr

uctio

ns (e

.g.,

com

man

ds, W

h- q

uesti

ons,

decl

arat

ives

) •

Com

mon

soci

al a

nd in

struc

tiona

l for

ms

and

patte

rns

• G

ener

al c

onte

nt-r

elat

ed w

ords

• Ev

eryd

ay so

cial

and

instr

uctio

nal w

ords

an

d ex

pres

sions

…w

ithin

soci

ocul

tura

l con

text

s for

lang

uage

use

.

OV

ERV

IEW

9

Figu

re H

: WID

A P

erfo

rman

ce D

efini

tion

s Sp

eaki

ng a

nd W

riti

ng, G

rade

s K–

12

At e

ach

grad

e, to

war

d th

e en

d of

a g

iven

leve

l of E

nglis

h la

ngua

ge p

rofic

ienc

y, an

d w

ith in

struc

tiona

l sup

port

, Eng

lish

lang

uage

lear

ners

will

pro

duce

…

Dis

cour

se L

evel

Sent

ence

Lev

elW

ord/

Phra

se L

evel

Ling

uist

ic C

ompl

exit

yLa

ngua

ge F

orm

s an

d Co

nven

tion

sVo

cabu

lary

Usa

ge

Leve

l 6 –

Rea

chin

g La

ngua

ge th

at m

eets

all c

riter

ia th

roug

h Le

vel 5

, Brid

ging

Leve

l 5Br

idgi

ng

• M

ultip

le, c

ompl

ex se

nten

ces

• O

rgan

ized,

coh

esiv

e, a

nd c

oher

ent

expr

essio

n of

idea

s

• A

varie

ty o

f gra

mm

atic

al st

ruct

ures

m

atch

ed to

pur

pose

and

nea

rly c

onsis

tent

us

e of

con

vent

ions

, inc

ludi

ng fo

r effe

ct

• A

broa

d ra

nge

of se

nten

ce p

atte

rns

char

acte

ristic

of p

artic

ular

con

tent

are

as

• Te

chni

cal a

nd a

bstr

act c

onte

nt-a

rea

lang

uage

• W

ords

and

exp

ress

ions

with

pre

cise

mea

ning

re

late

d to

con

tent

are

a to

pics

Leve

l 4Ex

pand

ing

• Sh

ort,

expa

nded

, and

som

e co

mpl

ex

sent

ence

s•

Org

anize

d ex

pres

sion

of id

eas w

ith

emer

ging

coh

esio

n

• A

varie

ty o

f gra

mm

atic

al st

ruct

ures

and

ge

nera

lly c

onsis

tent

use

of c

onve

ntio

ns

• Se

nten

ce p

atte

rns c

hara

cter

istic

of

part

icul

ar c

onte

nt a

reas

• Sp

ecifi

c an

d so

me

tech

nica

l con

tent

-are

a la

ngua

ge•

Wor

ds a

nd e

xpre

ssio

ns w

ith m

ultip

le

mea

ning

s or c

omm

on c

ollo

catio

ns a

nd

idio

ms a

cros

s con

tent

are

as

Leve

l 3D

evel

opin

g

• Sh

ort a

nd so

me

expa

nded

sent

ence

s with

em

ergi

ng c

ompl

exity

• Ex

pand

ed e

xpre

ssio

n of

one

idea

or

emer

ging

exp

ress

ion

of m

ultip

le re

late

d id

eas

• Re

petit

ive

gram

mat

ical

stru

ctur

es w

ith

occa

siona

l var

iatio

n an

d em

ergi

ng u

se o

f co

nven

tions

•

Sent

ence

pat

tern

s acr

oss c

onte

nt a

reas

• Sp

ecifi

c co

nten

t wor

ds a

nd e

xpre

ssio

ns

(incl

udin

g co

nten

t-spe

cific

cog

nate

s)•

Wor

ds o

r exp

ress

ions

rela

ted

to c

onte

nt a

reas

Leve

l 2Em

ergi

ng

• Ph

rase

s or s

hort

sent

ence

s•

Emer

ging

exp

ress

ion

of id

eas

• Fo

rmul

aic

gram

mat

ical

stru

ctur

es a

nd

varia

ble

use

of c

onve

ntio

ns

• Re

petit

ive

phra

sal a

nd se

nten

ce p

atte

rns

acro

ss c

onte

nt a

reas

• G

ener

al c

onte

nt w

ords

and

exp

ress

ions

(in

clud

ing

com

mon

cog

nate

s)•

Soci

al a

nd in

struc

tiona

l wor

ds a

nd

expr

essio

ns a

cros

s con

tent

are

as

Leve

l 1En

teri

ng

• W

ords

, phr

ases

, or c

hunk

s of l

angu

age

• Si

ngle

wor

ds u

sed

to re

pres

ent i

deas

• Si

mpl

e gr

amm

atic

al c

onstr

uctio

ns (e

.g.,

com

man

ds, W

h- q

uesti

ons,

decl

arat

ives

) •

Phra

sal p

atte

rns a

ssoc

iate

d w

ith c

omm

on

soci

al a

nd in

struc

tiona

l situ

atio

ns

• G

ener

al c

onte

nt-r

elat

ed w

ords

• Ev

eryd

ay so

cial

and

instr

uctio

nal w

ords

and

fa

mili

ar e

xpre

ssio

ns

…w

ithin

soci

ocul

tura

l con

text

s for

lang

uage

use

.

OV

ERV

IEW

10

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.

WIDA’s standards framework shows examples of how language is processed or produced within a particular context through MODEL PERFORMANCE INDICATORS (MPIs). MPIs are meant to be examples and not fixed guidelines of the language with which students may engage during instruction and assessment.

Figure I: Model Performance Indicator (MPI)

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

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.

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 4Expanding

• Connecteddiscoursewithavarietyofsentences

• Expandedrelatedideas

• Avarietyofcomplexgrammaticalconstructions

• Sentencepatternscharacteristicofparticularcontent areas

• Specificandsometechnicalcontent-arealanguage

• Wordsorexpressionswithmultiplemeaningsacrosscontentareas

GRADE 4



COGNITIVE FUNCTION:

REA

DIN

G

Level 1Entering

Level 2Emerging

Level 3Developing

Level 4Expanding









OV

ERV

IEW

11

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)

Manipulatives

Pictures & photographs

Illustrations, diagrams, & drawings

Magazines & newspapers

Physical activities

Videos & films

Broadcasts

Models & figures

Charts

Graphic organizers

Tables

Graphs

Timelines

Number lines

In pairs or partners

In triads or small groups

In a whole group

Using cooperative groupstructures

With the Internet (websites) or software programs

In the native language (L1)

With mentors

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.

OV

ERV

IEW

12

Figure L: Strand of Model Performance Indicators

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.

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, regardless of their language proficiency. Although students may be at different points in their language development trajectory, when learning particular content, certain specific and technical language is essential for engaging in learning the ideas and concepts presented. Therefore, through the use of scaffolding and supports, students should have the opportunity to interact with that language. In the example below, the topic-related language includes: narrate, narration, first person, and third person.

Figure M: Topic-related Language

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.

GRADE 4



COGNITIVE FUNCTION:

REA

DIN

G

Level 1Entering

Level 2Emerging

Level 3Developing

Level 4Expanding









GRADE 4



COGNITIVE FUNCTION:

REA

DIN

G

Level 1Entering

Level 2Emerging

Level 3Developing

Level 4Expanding









OV

ERV

IEW

13

In the example in Figure N, students’ language performance for Linguistic Complexity might exhibit multiple related simple and compound sentences with emerging cohesion. Students use of Language Forms and Conventions might include the use of comparatives, conjunctions in compound sentences, and prepositions in idiomatic expressions. Lastly, students at this level would use specific words and expressions of the content area, such as “plus tax” and “on sale.” The distinction between the three performance criteria is not fixed, but fluid; in other words, some language features relate to more than one of the performance criteria. In this example, the use of compound sentences could be seen through different perspectives. First, students might use them to connect related ideas and organize extended discourse as part of Linguistic Complexity. Compound sentences are 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

Figure N: Excerpt of an Expanded Strand

Levels 2–4

Linguistic Complexity Discourse Level

There are many phones. We selected the smart phone. Some phones are cheaper, but the smart phone can do more. The price was $400 plus tax. It was on sale for 15% off.

Language Forms & Conventions Sentence Level

cheap ➞ cheaperexpensive ➞ more expensive

Some phones are cheaper, but…

on sale15% off

Vocabulary Usage Word/Phrase Level

plus taxon sale

OV

ERV

IEW

14

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.

CON

NEC

TIO

N: W

hich

stat

e co

nten

t sta

ndar

ds, i

nclu

ding

the

Com

mon

Cor

e, fo

rm th

e ba

sis o

f rel

ated

less

ons o

r a u

nit o

f stu

dy? W

hat a

re th

e es

sent

ial c

once

pts a

nd sk

ills

embe

dded

in th

e co

nten

t sta

ndar

ds? W

hat i

s the

lang

uage

ass

ocia

ted

with

thes

e gr

ade-

leve

l con

cept

s and

skill

s?

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: W

hat i

s the

pur

pose

of t

he c

onte

nt w

ork,

task

, or p

rodu

ct? W

hat r

oles

or i

dent

ities

do

the

stude

nts a

ssum

e? W

hat r

egist

er is

re

quire

d of

the

task

? Wha

t are

the

genr

es o

f tex

t typ

es w

ith w

hich

the

stude

nts a

re in

tera

ctin

g?

COG

NIT

IVE

FUN

CTIO

N: W

hat i

s the

leve

l of c

ogni

tive e

ngag

emen

t for

the g

iven

task

? Doe

s the

leve

l of c

ogni

tive e

ngag

emen

t mat

ch o

r exc

eed

that

of t

he c

onte

nt st

anda

rds?

Language Domain(s): How will learners process and use language?

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging

Level 6 – Reaching

A S

tran

d of

Mod

el P

erfo

rman

ce In

dica

tors

:

Wha

t lan

guag

e ar

e th

e stu

dent

s exp

ecte

d to

pro

cess

or p

rodu

ce a

t eac

h le

vel o

f pro

ficie

ncy?

Whi

ch la

ngua

ge fu

nctio

ns re

flect

the

cogn

itive

func

tion

at e

ach

leve

l of p

rofic

ienc

y?

Whi

ch in

struc

tiona

l sup

port

s (se

nsor

y, gr

aphi

c, a

nd in

tera

ctiv

e) a

re n

eces

sary

for s

tude

nts t

o ac

cess

con

tent

?

TOPI

C-RE

LATE

D L

AN

GU

AG

E: W

ith w

hich

gra

de-le

vel w

ords

and

exp

ress

ions

will

all

stude

nts i

nter

act?

15

OV

ERV

IEW

ELD

STA

ND

ARD

: ___

____

____

____

____

____

____

_ EX

AM

PLE

TOPI

C:

Wha

t is o

ne o

f the

topi

cs ad

dres

sed

in th

e sel

ecte

d co

nten

t sta

ndar

d(s)

?

GR

AD

E:__

__Fi

gure

O: G

uidi

ng Q

uest

ions

for D

raft

ing

Stra

nds

of M

PIs

16

GR

AD

E: _

____

__

CON

NEC

TIO

N:

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE:

COG

NIT

IVE

FUN

CTIO

N:

DOMAIN:_________________________

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


TOPI

C-RE

LATE

D L

AN

GU

AG

E:

ELD

STA

ND

ARD

: ___

____

____

____

____

____

____

____

__

EXA

MPL

E TO

PIC:

___

____

____

____

____

____

____

____

_

Figu

re P

: A B

lank

Tem

plat

e fo

r Dra

ftin

g St

rand

s of

MPI

s

17

The

stra

nds

in s

ectio

ns 2

–3 a

re n

ew to

the

2012

sta

ndar

ds fr

amew

ork.

Lik

e th

e

grad

e-le

vel s

tran

ds fo

und

in S

ectio

n 4,

they

illu

stra

te h

ow s

tude

nts

proc

ess

and

prod

uce

lang

uage

acr

oss

the

leve

ls o

f lan

guag

e pr

ofici

ency

. Add

ition

ally

,

they

are

uni

quel

y fo

rmat

ted

to h

ighl

ight

cer

tain

asp

ects

of l

angu

age

deve

lopm

ent s

uch

as th

e do

mai

ns a

nd fe

atur

es o

f aca

dem

ic la

ngua

ge.

SEC

TIO

N 2

:

Int

egra

ted

Stra

nds

Two

stran

ds (f

or K

inde

rgar

ten–

Gra

de 5

and

Gra

des 6

–12)

add

ress

the

use

of

mul

tiple

lang

uage

dom

ains

and

stan

dard

s in

cros

s-cu

rric

ular

uni

ts of

stud

y

SEC

TIO

N 3

:

Exp

ande

d St

rand

s

One

stra

nd fo

r eac

h gr

ade

leve

l pro

vide

s con

cret

e ex

ampl

es o

f lan

guag

e fe

atur

es a

t the

disc

ours

e, se

nten

ce, a

nd w

ord/

phra

se le

vels

Stra

nds

of M

odel

Per

form

ance

In

dica

tors

Rep

rese

ntin

g th

e W

IDA

En

glis

h La

ngua

ge D

evel

opm

ent

Stan

dard

s

INTE

GR

ATED

STR

AN

DS

18

CON

NEC

TIO

NS:

Com

mon

Cor

e Col

lege a

nd C

aree

r Rea

dine

ss An

chor

Sta

ndar

ds fo

r Re

adin

g #1

0, W

ritin

g #1

0, a

nd S

peak

ing

and

Liste

ning

#1

(Gra

des K

–5):

10. R

ead

and

com

preh

end

com

plex

lite

rary

and

info

rmat

iona

l tex

ts in

depe

nden

tly a

nd p

rofic

ient

ly.

10. W

rite

rout

inel

y ov

er e

xten

ded

time

fram

es (t

ime

for r

esea

rch,

refle

ctio

n, a

nd

revi

sion)

and

shor

ter t

ime

fram

es (a

sing

le si

tting

or a

day

or t

wo)

for a

rang

e of

ta

sks,

purp

oses

, and

aud

ienc

es. 1

. Pre

pare

for a

nd p

artic

ipat

e eff

ectiv

ely

in a

rang

e of

co

nver

satio

ns a

nd c

olla

bora

tions

with

div

erse

par

tner

s, bu

ildin

g on

oth

ers’

idea

s and

ex

pres

sing

thei

r ow

n cl

early

and

per

suas

ivel

y.

Com

mon

Cor

e Sta

te S

tand

ards

for M

athe

mat

ics, M

easu

rem

ent a

nd D

ata.

Nex

t Gen

erat

ion

Scien

ce S

tand

ards

, Ear

th a

nd S

pace

Scie

nces

K-ES

S2-1

, 3-E

SS2-

1,

4-ES

S3-2

: Use

and

shar

e ob

serv

atio

ns o

f loc

al w

eath

er c

ondi

tions

to d

escr

ibe

patte

rns

over

tim

e. R

epre

sent

dat

a in

tabl

es a

nd g

raph

ical

disp

lays

to d

escr

ibe

typi

cal w

eath

er

cond

ition

s exp

ecte

d du

ring

a pa

rtic

ular

seas

on. G

ener

ate

and

com

pare

mul

tiple

so

lutio

ns to

redu

ce th

e im

pact

s of n

atur

al E

arth

pro

cess

es o

n hu

man

s.

Hist

ory a

nd S

ocia

l Scie

nce S

tand

ards

of L

earn

ing

for V

irgin

ia P

ublic

Sch

ools

1.6

(Gra

de 1

), 1

(Virg

inia

Stu

dies)

: The

stude

nt w

ill d

escr

ibe

how

the

loca

tion

of h

is/he

r com

mun

ity, c

limat

e, a

nd p

hysic

al su

rrou

ndin

gs a

ffect

the

way

peo

ple

live,

in

clud

ing

thei

r foo

d, c

loth

ing,

shel

ter,

tran

spor

tatio

n, a

nd re

crea

tion.

The

stude

nt w

ill

dem

onstr

ate

skill

s for

hist

oric

al a

nd g

eogr

aphi

cal a

naly

sis a

nd re

spon

sible

citi

zens

hip,

in

clud

ing

the

abili

ty to

i) a

naly

ze a

nd in

terp

ret m

aps t

o ex

plai

n re

latio

nshi

ps a

mon

g la

ndfo

rms,

wat

er fe

atur

es, c

limat

ic c

hara

cter

istic

s, an

d hi

storic

al e

vent

s.

This

inte

grat

ed st

rand

invi

tes e

duca

tors

to c

onsid

er h

ow th

ey m

ight

pre

pare

uni

ts in

corp

orat

ing

mul

tiple

lang

uage

dom

ains

and

subj

ect a

reas

so th

at st

uden

ts ca

n m

ake

impo

rtan

t lea

rnin

g co

nnec

tions

acr

oss d

iscip

lines

. For

exa

mpl

e, a

s stu

dent

s ga

in fa

mili

arity

with

idea

s and

con

cept

s abo

ut w

eath

er, e

duca

tors

hav

e a

grea

t op

port

unity

to fo

cus o

n in

struc

ting

them

in th

e un

ique

feat

ures

of l

angu

age

used

to

com

mun

icat

e ab

out w

eath

er in

eac

h co

nten

t are

a. In

this

inte

grat

ed st

rand

, the

m

odel

per

form

ance

indi

cato

rs fo

r rec

eptiv

e an

d pr

oduc

tive

dom

ains

are

com

bine

d.

Ther

efor

e, st

uden

ts ca

n us

e th

eir s

trong

er d

omai

n sk

ills (

e.g.

, in

spea

king

) to

scaff

old

thei

r dev

elop

men

t in

the

othe

r pro

duct

ive

dom

ain

(e.g

., w

ritin

g).

Like

wise

, rea

ding

mig

ht a

ct a

s a sc

affol

d fo

r stu

dent

s’ lis

teni

ng, o

r vic

e ve

rsa.

Som

e po

ssib

ilitie

s for

wha

t thi

s sca

ffold

ing

mig

ht lo

ok li

ke in

clud

e ta

king

turn

s list

enin

g

to e

ach

othe

r rea

d a

text

, suc

h as

an

Inte

rnet

-bas

ed n

ews a

rtic

le, a

nd th

en li

steni

ng

to a

reco

rdin

g of

it to

incr

ease

com

preh

ensio

n. F

or th

e pr

oduc

tive

dom

ains

, stu

dent

s mig

ht th

ink

alou

d w

ith th

eir c

lass

mat

es o

rally

then

writ

e, o

r eve

n di

ctat

e to

an

adul

t to

see

wha

t the

ir id

eas l

ook

like

in w

ritin

g. F

or st

uden

ts w

ith st

rong

er

writ

ing

skill

s, th

ey m

ight

take

tim

e to

pre

pare

thei

r tho

ught

s ind

epen

dent

ly o

n pa

per,

then

use

thei

r writ

ing

as a

supp

ort f

or a

spea

king

act

ivity

. Thes

e ac

tiviti

es

wou

ld a

ll re

quire

diff

eren

tiate

d su

ppor

t dep

endi

ng o

n stu

dent

s’ la

ngua

ge

profi

cien

cy le

vels,

and

it is

impo

rtan

t to

mak

e su

re th

roug

hout

the

unit

that

all

stude

nts c

an e

ngag

e in

hig

her-

orde

r thi

nkin

g to

app

ly th

eir b

ackg

roun

d kn

owle

dge

of w

eath

er to

eac

h of

the

cont

ent a

reas

.

ELD

STA

ND

ARD

S 1–

5 EX

AM

PLE

TOPI

C: W

eath

er

KIN

DER

GA

RTEN

–GR

AD

E 5

SEC

TIO

N 2

:In

tegr

ated

Str

ands

INTE

GR

ATED

STR

AN

DS

19

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE: S

tude

nts i

nves

tigat

e, c

olle

ct d

ata,

and

repo

rt o

n th

e im

pact

of w

eath

er c

ondi

tions

on

peop

le in

diff

eren

t com

mun

ities

, reg

ions

, an

d na

tions

aro

und

the

wor

ld.

COG

NIT

IVE

FUN

CTI

ON

: Stu

dent

s at a

ll le

vels

of E

nglis

h la

ngua

ge p

rofic

ienc

y AP

PLY

know

ledg

e of

wea

ther

con

ditio

ns a

cros

s the

con

tent

are

as.

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging

Level 6 – ReachingLISTENING & READING

Mat

ch ic

ons o

r num

bers

w

ith p

hoto

grap

hs to

den

ote

wea

ther

con

ditio

ns a

nd

thei

r effe

cts o

n pe

ople

(e.g

., pe

ople’

s moo

ds, w

ays o

f liv

ing)

bas

ed o

n vi

deos

and

te

xt-b

ased

reso

urce

s usin

g ca

lend

ars,

map

s, ch

arts,

an

d gr

aphs

Sele

ct in

form

atio

n re

late

d to

wea

ther

con

ditio

ns a

nd

thei

r effe

cts o

n pe

ople

ba

sed

on v

ideo

s and

te

xt-b

ased

reso

urce

s usin

g ca

lend

ars,

map

s, ch

arts,

an

d gr

aphs

Rela

te w

eath

er c

ondi

tions

to

thei

r effe

cts o

n pe

ople

ba

sed

on v

ideo

s, po

dcas

ts,

and

text

-bas

ed re

sour

ces

usin

g ca

lend

ars,

map

s, ch

arts,

and

gra

phs

Com

pare

wea

ther

co

nditi

ons a

nd th

eir e

ffect

s on

peo

ple

base

d on

vid

eos,

podc

asts,

and

text

-bas

ed

reso

urce

s usin

g ca

lend

ars,

map

s, ch

arts,

and

gra

phs

Dra

w c

oncl

usio

ns a

bout

w

eath

er c

ondi

tions

and

th

eir e

ffect

s on

peop

le

base

d on

vid

eos,

podc

asts,

an

d te

xt-b

ased

reso

urce

s us

ing

cale

ndar

s, m

aps,

char

ts, a

nd g

raph

s

SPEAKING & WRITING

Nam

e w

eath

er c

ondi

tions

an

d th

eir e

ffect

s on

peop

le

usin

g ca

lend

ars,

map

s, ch

arts,

and

gra

phs

Resta

te w

eath

er c

ondi

tions

an

d th

eir e

ffect

s on

peop

le

usin

g ca

lend

ars,

map

s, ch

arts,

and

gra

phs

Des

crib

e w

eath

er

cond

ition

s and

thei

r effe

cts

on p

eopl

e us

ing

cale

ndar

s, m

aps,

char

ts, a

nd g

raph

s

Disc

uss w

eath

er c

ondi

tions

an

d th

eir e

ffect

s on

peop

le

usin

g ca

lend

ars,

map

s, ch

arts,

and

gra

phs

Expl

ain

wea

ther

con

ditio

ns

and

thei

r effe

cts o

n pe

ople

us

ing

cale

ndar

s, m

aps,

char

ts, a

nd g

raph

s

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

acr

oss t

he c

onte

nt a

reas

.

INTE

GR

ATED

STR

AN

DS

20

CON

NEC

TIO

NS:

Com

mon

Cor

e Col

lege a

nd C

aree

r Rea

dine

ss An

chor

Sta

ndar

ds fo

r Re

adin

g (#

7) a

nd W

ritin

g (#

1–2)

for L

itera

cy in

Hist

ory/S

ocia

l Stu

dies,

Scie

nce,

and

Tech

nica

l Sub

jects:

Inte

grat

e an

d ev

alua

te c

onte

nt p

rese

nted

in d

iver

se fo

rmat

s and

m

edia

, inc

ludi

ng v

isual

ly a

nd q

uant

itativ

ely,

as w

ell a

s in

wor

ds. W

rite

argu

men

ts to

su

ppor

t cla

ims i

n an

ana

lysis

of s

ubsta

ntiv

e to

pics

or t

exts

usin

g va

lid re

ason

ing

and

rele

vant

and

suffi

cien

t evi

denc

e. W

rite

info

rmat

ive/

expl

anat

ory

text

s to

exam

ine

and

conv

ey c

ompl

ex id

eas a

nd in

form

atio

n cl

early

and

acc

urat

ely

thro

ugh

the

effec

tive

sele

ctio

n, o

rgan

izatio

n, a

nd a

naly

sis o

f con

tent

.

Com

mon

Cor

e Sta

te S

tand

ards

for M

athe

mat

ics, t

he N

umbe

r Sys

tem

(Gra

des 6

–8),

Num

ber a

nd Q

uant

ity, M

odeli

ng (G

rade

s 9–1

2), G

eom

etry

, Sta

tistic

s and

Pro

babi

lity

(Gra

des 6

–12)

Nex

t Gen

erat

ion

Scien

ce S

tand

ards

, Ear

th a

nd S

pace

Scie

nces;

Eng

inee

ring,

Tec

hnol

ogy,

and

Appl

icatio

ns o

f Scie

nce M

S-ET

S1-1

, HS-

ESS3

-2, H

S-ES

S3-4

, HS-

ETS1

-3: D

efine

th

e cr

iteria

and

con

strai

nts o

f a d

esig

n pr

oble

m w

ith su

ffici

ent p

reci

sion

to e

nsur

e a

succ

essfu

l sol

utio

n, ta

king

into

acc

ount

rele

vant

scie

ntifi

c pr

inci

ples

and

pot

entia

l im

pact

s on

peop

le a

nd th

e na

tura

l env

ironm

ent t

hat m

ay li

mit

poss

ible

solu

tions

.

Eval

uate

com

petin

g de

sign

solu

tions

for d

evel

opin

g, m

anag

ing,

and

util

izing

ene

rgy

and

min

eral

reso

urce

s bas

ed o

n co

st-be

nefit

ratio

s. Ev

alua

te o

r refi

ne a

tech

nolo

gica

l so

lutio

n th

at re

duce

s im

pact

s of h

uman

act

iviti

es o

n na

tura

l sys

tem

s. Ev

alua

te a

so

lutio

n to

a c

ompl

ex re

al-w

orld

pro

blem

bas

ed o

n pr

iorit

ized

crite

ria a

nd tr

ade-

offs

that

acc

ount

for a

rang

e of

con

strai

nts,

incl

udin

g co

st, sa

fety

, rel

iabi

lity,

and

aesth

etic

s as

wel

l as p

ossib

le so

cial

, cul

tura

l, an

d en

viro

nmen

tal i

mpa

cts.

Min

neso

ta K

–12

Acad

emic

Stan

dard

s in

Socia

l Stu

dies,

Civ

ics #

1, E

cono

mics

#1,

G

eogr

aphy

#2

(Gra

des 6

–12)

: Dem

ocra

tic g

over

nmen

t dep

ends

on

info

rmed

and

en

gage

d ci

tizen

s who

exh

ibit

civi

c sk

ills a

nd v

alue

s, pr

actic

e ci

vic

disc

ours

e, v

ote

and

part

icip

ate

in e

lect

ions

, app

ly in

quiry

and

ana

lysis

skill

s, an

d ta

ke a

ctio

n to

so

lve

prob

lem

s and

shap

e pu

blic

pol

icy.

Peop

le m

ake

info

rmed

eco

nom

ic c

hoic

es b

y id

entif

ying

thei

r goa

ls, in

terp

retin

g an

d ap

plyi

ng d

ata,

con

sider

ing

the

shor

t- an

d lo

ng-

run

costs

and

ben

efits

of a

ltern

ativ

e ch

oice

s, an

d re

visin

g th

eir g

oals

base

d on

thei

r an

alys

is. G

eogr

aphi

c in

quiry

is a

pro

cess

in w

hich

peo

ple

ask

geog

raph

ic q

uesti

ons a

nd

gath

er, o

rgan

ize, a

nd a

naly

ze in

form

atio

n to

solv

e pr

oble

ms a

nd p

lan

for t

he fu

ture

.

ELD

STA

ND

ARD

S 1–

5 EX

AM

PLE

TOPI

C: G

reen

arc

hite

ctur

e

GR

AD

ES 6

–12

This

inte

grat

ed st

rand

is in

tend

ed to

cap

ture

the

imag

inat

ion

of e

duca

tors

who

ha

ve th

e op

port

unity

to w

ork

in te

ams a

nd c

onstr

uct i

nter

disc

iplin

ary

units

of

study

. The

idea

s con

tain

ed w

ithin

the

stran

d ar

e on

ly a

frac

tion

of th

e po

ssib

ilitie

s fo

r lea

rnin

g th

at c

ould

take

pla

ce in

such

a u

nit.

The

unit

pres

ente

d he

re w

ill n

o do

ubt r

equi

re so

me

adap

tatio

n to

fit l

ocal

con

text

s, an

d stu

dent

s the

mse

lves

may

ha

ve id

eas f

or a

reas

of e

xplo

ratio

n w

ithin

thei

r com

mun

ities

, mak

ing

the

cont

ent

and

lang

uage

instr

uctio

n ar

ound

gre

en a

rchi

tect

ure

rele

vant

, mot

ivat

ing,

and

m

emor

able

.

As y

ou re

view

the

mod

el p

erfo

rman

ce in

dica

tors

for a

ll fo

ur d

omai

ns, c

onsid

er

the

dire

ct la

ngua

ge in

struc

tion

and

supp

ort r

equi

red

to a

llow

ELL

s at a

ll le

vels

of

profi

cien

cy to

take

an

activ

e ro

le in

thei

r gro

up’s

final

pro

ject

. Ple

ase

note

that

the

dom

ains

of l

isten

ing

and

read

ing

show

case

how

stud

ents

will

gat

her i

nfor

mat

ion

in e

arlie

r pha

ses o

f the

pro

ject

, and

the

prod

uctiv

e do

mai

ns p

rese

nt d

iffer

entia

ted

expe

ctat

ions

for h

ow st

uden

ts w

ill d

evel

op (w

ritin

g) a

nd p

rese

nt (s

peak

ing)

the

final

pro

duct

. If r

efer

ring

to th

is str

and

to p

lan

instr

uctio

n, p

leas

e ke

ep in

min

d th

at st

uden

ts’ le

vels

of la

ngua

ge p

rofic

ienc

y va

ry a

cros

s the

dom

ains

, so

educ

ator

s ca

n be

st se

rve

stude

nts i

f the

y di

ffere

ntia

te a

nd sc

affol

d fo

r tha

t var

iety

rath

er th

an

usin

g on

ly th

e M

PIs f

or e

ach

stude

nts’

over

all p

rofic

ienc

y le

vel.

For e

xam

ple,

if a

stu

dent

in y

our c

lass

has

an

over

all p

rofic

ienc

y le

vel o

f 4, b

ut p

erfo

rms c

onsis

tent

ly

at le

vel 2

in w

ritin

g, le

vel 3

in re

adin

g, le

vel 4

in sp

eaki

ng, a

nd le

vel 5

in li

steni

ng,

mak

e su

re to

look

at t

he le

vel c

orre

spon

ding

to e

ach

dom

ain

and

not j

ust t

he

MPI

s for

leve

l 4.

INTE

GR

ATED

STR

AN

DS

21

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE: S

tude

nts w

orki

ng in

het

erog

eneo

us g

roup

s dra

ft an

d pr

esen

t pla

ns to

loca

l gov

ernm

ent a

nd c

omm

unity

mem

bers

for g

reen

ar

chite

ctur

al d

evel

opm

ent f

or th

eir c

omm

unity

incl

udin

g, fo

r ins

tanc

e, so

cial

act

ion

effor

ts, sc

ient

ific

need

s ass

essm

ents,

bud

gets,

and

des

ign

and

cons

truc

tion

blue

prin

ts.

COG

NIT

IVE

FUN

CTI

ON

: Stu

dent

s at a

ll le

vels

of E

nglis

h la

ngua

ge p

rofic

ienc

y EV

ALU

ATE

info

rmat

ion

and

CR

EAT

E a

gree

n ar

chite

ctur

al p

lan.

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging

Level 6 – ReachingLISTENING

Sele

ct p

ossib

le c

ompo

nent

s of

gre

en a

rchi

tect

ural

pla

ns

from

vid

eos,

inte

ract

ive

pres

enta

tions

(e.g

., fro

m

Inte

rnet

), an

d gu

est

spea

kers

Cat

egor

ize in

form

atio

n on

com

pone

nts o

f gre

en

arch

itect

ural

pla

ns

from

vid

eos,

inte

ract

ive

pres

enta

tions

, and

gue

st sp

eake

rs u

sing

grap

hic

orga

nize

rs

Com

pare

and

con

tras

t po

ssib

le c

ompo

nent

s of

gree

n ar

chite

ctur

al p

lans

fro

m v

ideo

s, in

tera

ctiv

e pr

esen

tatio

ns, a

nd g

uest

spea

kers

usin

g gr

aphi

c or

gani

zers

Iden

tify

deta

ils th

at su

ppor

t se

lect

ion

of c

ompo

nent

s of

gree

n ar

chite

ctur

al p

lans

fro

m v

ideo

s, in

tera

ctiv

e pr

esen

tatio

ns, a

nd g

uest

spea

kers

Con

nect

idea

s and

reas

ons

that

supp

ort s

elec

tion

of c

ompo

nent

s of g

reen

ar

chite

ctur

al p

lans

fro

m v

ideo

s, in

tera

ctiv

e pr

esen

tatio

ns, a

nd g

uest

spea

kers

SPEAKING

Pres

ent g

reen

arc

hite

ctur

al

plan

s usin

g m

ultim

edia

w

ith v

isual

s and

cap

tions

ba

sed

on re

sear

ch, o

rigin

al

blue

prin

ts, a

nd b

usin

ess

plan

s in

smal

l gro

ups

Des

crib

e fe

atur

es o

f gre

en

arch

itect

ural

pla

ns b

ased

on

rese

arch

, orig

inal

bl

uepr

ints,

and

bus

ines

s pl

ans i

n sm

all g

roup

s

Expl

ain

the

need

to a

dopt

gr

een

arch

itect

ural

pla

ns

base

d on

rese

arch

, orig

inal

bl

uepr

ints,

and

bus

ines

s pl

ans i

n sm

all g

roup

s

Def

end

choi

ces m

ade

in d

esig

ning

gre

en

arch

itect

ural

pla

ns b

ased

on

rese

arch

, orig

inal

bl

uepr

ints,

and

bus

ines

s pl

ans i

n sm

all g

roup

s

Pers

uade

stak

ehol

ders

to

adop

t gre

en a

rchi

tect

ural

pl

ans b

ased

on

rese

arch

, or

igin

al b

luep

rints,

and

bu

sines

s pla

ns

READING

Sele

ct p

ossib

le c

ompo

nent

s of

gre

en a

rchi

tect

ural

pl

ans (

e.g.

, com

mun

ity

gard

ens,

high

-tech

bui

ldin

g m

ater

ials)

from

a v

arie

ty

of in

form

atio

nal t

exts

and

mod

els u

sing

L1 o

r L2

Find

exe

mpl

ars o

f diff

eren

t co

mpo

nent

s of g

reen

ar

chite

ctur

al p

lans

from

a

varie

ty o

f inf

orm

atio

nal

text

s and

mod

els u

sing

L1

or L

2

Cla

ssify

info

rmat

ion

on

com

pone

nts o

f gre

en

arch

itect

ural

pla

ns (e

.g.,

by u

sefu

lnes

s, effi

cien

cy,

cost)

from

a v

arie

ty o

f in

form

atio

nal t

exts

and

mod

els i

n sm

all g

roup

s

Iden

tify

deta

ils th

at su

ppor

t se

lect

ion

of c

ompo

nent

s of

gre

en a

rchi

tect

ural

pl

ans f

rom

a v

arie

ty o

f in

form

atio

nal t

exts

and

mod

els i

n sm

all g

roup

s

Find

rese

arch

-bas

ed

evid

ence

supp

ortin

g se

lect

ion

of c

ompo

nent

s of

gre

en a

rchi

tect

ural

pl

ans f

rom

a v

arie

ty o

f in

form

atio

nal t

exts

and

mod

els i

n sm

all g

roup

s

WRITING

Labe

l and

cap

tion

mat

eria

ls fo

r mul

timed

ia

pres

enta

tions

on

gree

n ar

chite

ctur

al p

lans

in sm

all

grou

ps

Com

pose

bul

lete

d te

xt

for s

lides

or h

ando

uts f

or

mul

timed

ia p

rese

ntat

ions

on

gre

en a

rchi

tect

ural

pla

ns

in sm

all g

roup

s

Des

crib

e gr

een

arch

itect

ural

pla

ns fo

r m

ultim

edia

pre

sent

atio

ns

in sm

all g

roup

s

Sum

mar

ize p

ositi

ons

or a

ppro

ache

s in

gree

n ar

chite

ctur

al p

lans

for

mul

timed

ia p

rese

ntat

ions

in

smal

l gro

ups

Prod

uce

and

edit

scrip

ts fo

r m

ultim

edia

pre

sent

atio

ns

on g

reen

arc

hite

ctur

al p

lans

in

smal

l gro

ups

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

acr

oss t

he c

onte

nt a

reas

.

EXPA

ND

ED S

TRA

ND

S22

KIN

DER

GA

RTEN

KIN

DER

GA

RTEN

CON

NEC

TIO

N: C

omm

on C

ore S

peak

ing

and

Liste

ning

Sta

ndar

ds #

3 (K

inde

rgar

ten)

: Par

ticip

ate

in c

olla

bora

tive

conv

ersa

tions

with

div

erse

par

tner

s abo

ut K

inde

rgar

ten

topi

cs a

nd

text

s with

pee

rs a

nd a

dults

in sm

all a

nd la

rger

gro

ups.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts g

ive

visit

ors (

e.g.

, fam

ily m

embe

rs) a

cla

ssro

om to

ur a

nd te

ll ho

w st

uden

ts w

ork

colla

bora

tivel

y in

gro

ups o

r cen

ters

.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

REM

EMBE

R h

ow to

wor

k co

llabo

rativ

ely

with

thei

r pee

rs.

SPEAKING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Repe

at a

nd re

spon

d to

ch

ants

abou

t wor

king

co

llabo

rativ

ely

in sm

all

grou

ps o

r cen

ters

(e.g

., ca

ll an

d re

spon

se) u

sing

gestu

res

Prod

uce

simpl

e sta

tem

ents

abou

t wor

king

co

llabo

rativ

ely

in sm

all

grou

ps o

r cen

ters

usin

g or

al se

nten

ce st

arte

rs a

nd

mod

els

Prod

uce

state

men

ts ab

out

wor

king

col

labo

rativ

ely

in sm

all g

roup

s or c

ente

rs

usin

g or

al se

nten

ce st

arte

rs

and

mod

els

Tell

abou

t wor

king

co

llabo

rativ

ely

in sm

all

grou

ps o

r cen

ters

usin

g m

odel

s

Elab

orat

e on

wor

king

co

llabo

rativ

ely

in sm

all

grou

ps o

r cen

ters

usin

g m

odel

s

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: tak

ing

turn

s, co

oper

atio

n, jo

b,

toda

y, to

mor

row

ELD

STA

ND

ARD

1: S

ocia

l & In

stru

ctio

nal L

angu

age

EXA

MPL

E TO

PIC:

Cla

ssro

om c

olla

bora

tion

All k

inde

rgar

ten

stude

nts a

re b

egin

ning

thei

r jou

rney

of l

earn

ing

the

lang

uage

of

scho

ol. E

LLs i

n pa

rtic

ular

rely

on

mod

elin

g fro

m te

ache

rs a

nd p

eers

as t

hey

prod

uce

soci

al a

nd in

struc

tiona

l ora

l Eng

lish.

In th

is ex

pand

ed st

rand

, stu

dent

s w

ith le

vel 1

Eng

lish

lang

uage

pro

ficie

ncy

begi

n by

repe

atin

g an

d re

spon

ding

to

repe

titiv

e ch

ants

abou

t fam

iliar

topi

cs. Th

e ita

licize

d te

xt in

the

Ling

uisti

c C

ompl

exity

row

for l

evel

s 1–3

repr

esen

ts th

e te

ache

r’s v

oice

, with

the

stude

nts’

resp

onse

in p

lain

text

. For

leve

ls 2–

4, th

e un

derli

ned

text

in th

e Li

ngui

stic

Com

plex

ity ro

w re

pres

ents

oral

sent

ence

star

ters

intro

duce

d by

the

teac

her.

With

su

ppor

t suc

h as

mod

elin

g, st

uden

ts at

the

high

er le

vels

of la

ngua

ge p

rofic

ienc

y ca

n in

depe

nden

tly p

rodu

ce se

nten

ces t

o te

ll ab

out t

heir

daily

cla

ssro

om ro

utin

es.

Man

y stu

dent

s will

nee

d tim

e an

d pr

actic

e to

pro

duce

lang

uage

like

the

exam

ples

in

the

expa

nded

stra

nd b

elow

, but

that

repe

titiv

e pr

actic

e is

valu

able

not

onl

y lin

guist

ical

ly, b

ut in

form

ing

thei

r ide

ntiti

es a

s par

t of t

he le

arni

ng c

omm

unity

.

SEC

TIO

N 3

:Ex

pand

ed S

tran

ds

EXPA

ND

ED S

TRA

ND

S23

Exam

ple

Lang

uage

Fea

ture

s

Leve

ls 1

–3Le

vels

2–4

Leve

ls 3

–5


Ling

uist

ic

Com

plex

ity

Dis

cour

se

Leve

l

Is th

is th

e yell

ow g

roup

? Yes

, we

are.

Is th

is th

e yell

ow g

roup

? Yes

, we

are.

Who

is th

e lea

der?

I am

! W

ho is

a h

elper

? I a

m! I

am

!

Wha

t do

you

do? I

hel

p.W

hat d

o yo

u do

? I c

lean

up.

I am

in th

e ye

llow

gro

up. C

ristin

a is

in m

y gr

oup.

My

frien

d is

in th

e re

d gr

oup.

I lik

e to

be

the

lead

er.

I can

hel

p th

e te

ache

r.

My

job

toda

y is

____

(lun

ch c

ount

/cal

enda

r/

wea

ther

).

This

is th

e __

___

cent

er.

At th

is ce

nter

, eve

ryon

e __

____

__.

We

are

wor

king

on

____

. We

wor

k to

geth

er.

It is

my

turn

___

___

(to d

o lu

nch

coun

t/to

be

line

lead

er/fo

r sha

re ti

me/

for s

how

and

te

ll).

Lang

uage

Fo

rms

&

Conv

enti

ons

Sent

ence

Le

vel

Yes,

[I a

m/w

e ar

e].

I am

/We

are.

I am

/Cris

tina

is

I lik

e to

…

I can

hel

p __

__

This

is…

At…

, I/w

e __

__.

wor

king

We

are

wor

king

on

Voca

bula

ry

Usa

ge

Wor

d/Ph

rase

Le

vel

yello

w

gree

n re

d bl

ue

grou

p

help

clea

n up

job

I can

help

lead

erlu

nch

coun

tca

lend

arw

eath

er

cent

er

wor

k to

geth

er

ever

yone

my

turn

line

lead

ersh

are

time/

show

and

tell

CON

NEC

TIO

N: C

omm

on C

ore S

peak

ing

and

Liste

ning

Sta

ndar

ds #

3 (K

inde

rgar

ten)

: Par

ticip

ate

in c

olla

bora

tive

conv

ersa

tions

with

div

erse

par

tner

s abo

ut K

inde

rgar

ten

topi

cs a

nd

text

s with

pee

rs a

nd a

dults

in sm

all a

nd la

rger

gro

ups.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts g

ive

visit

ors (

e.g.

, fam

ily m

embe

rs) a

cla

ssro

om to

ur a

nd te

ll ho

w st

uden

ts w

ork

colla

bora

tivel

y in

gro

ups o

r cen

ters

.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

REM

EMBE

R h

ow to

wor

k co

llabo

rativ

ely

with

thei

r pee

rs.

SPEAKING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Repe

at a

nd re

spon

d to

ch

ants

abou

t wor

king

co

llabo

rativ

ely

in sm

all

grou

ps o

r cen

ters

(e.g

., ca

ll an

d re

spon

se) u

sing

gestu

res

Prod

uce

simpl

e sta

tem

ents

abou

t wor

king

co

llabo

rativ

ely

in sm

all

grou

ps o

r cen

ters

usin

g or

al se

nten

ce st

arte

rs a

nd

mod

els

Prod

uce

state

men

ts ab

out

wor

king

col

labo

rativ

ely

in sm

all g

roup

s or c

ente

rs

usin

g or

al se

nten

ce st

arte

rs

and

mod

els

Tell

abou

t wor

king

co

llabo

rativ

ely

in sm

all

grou

ps o

r cen

ters

usin

g m

odel

s

Elab

orat

e on

wor

king

co

llabo

rativ

ely

in sm

all

grou

ps o

r cen

ters

usin

g m

odel

s

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: tak

ing

turn

s, co

oper

atio

n, jo

b,

toda

y, to

mor

row

EXPA

ND

ED S

TRA

ND

S24

GR

AD

E 1

CON

NEC

TIO

N: C

omm

on C

ore S

tand

ards

for M

athe

mat

ics, M

easu

rem

ent a

nd D

ata

#1 (G

rade

1):

Ord

er th

ree

obje

cts b

y le

ngth

; com

pare

the

leng

ths o

f tw

o ob

ject

s ind

irect

ly b

y us

ing

a th

ird o

bjec

t.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts w

ork

inde

pend

ently

or w

ith a

par

tner

to c

reat

e ch

arts

abou

t the

leng

th o

f obj

ects

usin

g sta

ndar

d an

d no

n-sta

ndar

d m

easu

rem

ent t

ools

(e.g

., pa

per c

lips,

pops

icle

stic

ks, s

trin

g, ru

lers

, yar

d/m

eter

stic

ks).

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

ANAL

YZE

the

rela

tive

leng

th o

f obj

ects.

LISTENING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Follo

w o

ral i

nstr

uctio

ns to

id

entif

y le

ngth

s of o

bjec

ts fo

llow

ing

a m

odel

with

a

part

ner

Follo

w o

ral i

nstr

uctio

ns to

ca

tego

rize

obje

cts a

ccor

ding

to

thei

r len

gth

follo

win

g a

mod

el w

ith a

par

tner

Follo

w o

ral i

nstr

uctio

ns to

or

der o

bjec

ts ac

cord

ing

to

thei

r len

gths

follo

win

g a

mod

el w

ith a

par

tner

Follo

w o

ral i

nstr

uctio

ns

to c

ompa

re th

e le

ngth

s of

obje

cts u

sing

a te

mpl

ate

with

a p

artn

er

Follo

w m

ulti-

step

oral

in

struc

tions

to c

ompa

re th

e le

ngth

s of o

bjec

ts w

ith a

pa

rtne

r

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: inc

hes/

cent

imet

ers,

foot

, yar

d/m

eter

, len

gth,

cha

rt, s

tand

ard,

non

-sta

ndar

d

ELD

STA

ND

ARD

3: T

he L

angu

age

of M

athe

mat

ics

EXA

MPL

E TO

PIC:

Mea

sure

men

t of o

bjec

ts

In th

e ex

pand

ed st

rand

bel

ow, t

he in

struc

tions

for c

ompl

etin

g a

task

are

di

ffere

ntia

ted

acco

rdin

g to

stud

ents’

leve

ls of

lang

uage

pro

ficie

ncy.

It is

assu

med

in

this

stran

d th

at st

uden

ts at

the

uppe

r lev

els o

f lan

guag

e pr

ofici

ency

wou

ld fo

llow

an

d co

mpl

ete

all t

he in

struc

tions

show

n fro

m L

evel

1, E

nter

ing

thro

ugh

Leve

l 5,

Brid

ging

. Edu

cato

rs sh

ould

not

giv

e ex

tens

ive

or a

bstr

act o

ral i

nstr

uctio

ns to

begi

nnin

g stu

dent

s, so

the

instr

uctio

ns e

xem

plifi

ed fo

r lev

els 2

–5 w

ould

nee

d to

be

supp

orte

d in

mul

tiple

way

s for

beg

inni

ng le

vel s

tude

nts.

Sens

ory,

grap

hic,

an

d in

tera

ctiv

e su

ppor

ts su

ch a

s mod

els,

tem

plat

es, a

nd p

artn

ers c

an b

e us

ed in

sc

affol

ding

the

lingu

istic

com

plex

ity o

f the

instr

uctio

ns fo

r ELL

s and

supp

ort

mul

tiple

lear

ning

styl

es.

EXPA

ND

ED S

TRA

ND

S25

Exam

ple

Lang

uage

Fea

ture

s

Leve

ls 1

–3Le

vels

2–4

Leve

ls 3

–5


Ling

uist

ic

Com

plex

ity

Dis

cour

se

Leve

l

Let’s

mea

sure

our

boo

ks! I

’m g

oing

to u

se a

ru

ler t

o m

easu

re m

y bo

ok (t

each

er sh

ows r

uler

an

d bo

ok).

My

book

is 1

4 in

ches

long

. Tak

e ou

t you

r rul

er. N

ow yo

u m

easu

re yo

ur b

ook!

Sh

ow m

e ho

w to

mea

sure

you

r boo

k.

Let’s

mea

sure

our

des

ks! I

’m g

oing

to u

se a

po

psic

le st

ick.

..

Let’s

mea

sure

our

boo

kshe

lf!

Look

at y

our m

easu

rem

ent t

ools.

The

pape

r cl

ip is

shor

t. Th

e po

psic

le st

ick

is lo

nger

than

th

e pa

per c

lip. Th

e ru

ler i

s lon

gest.

Put

them

in

ord

er fr

om sh

orte

st to

long

est.

The

teac

her d

esk

is ea

sier t

o m

easu

re w

ith th

e ru

ler.

The

stude

nt d

esk

is ea

sier t

o m

easu

re

with

the

pops

icle

stic

k.

Find

the

leng

th o

f the

des

k us

ing

the

best

mea

sure

men

t too

l. Re

mem

ber,

it’s e

asie

r to

mea

sure

a lo

ng o

bjec

t with

a lo

nger

m

easu

rem

ent t

ool (

teac

her m

odels

mea

surin

g hi

s/her

desk

with

a p

opsic

le sti

ck, t

hen

a ru

ler).

Then

mea

sure

oth

er th

ings

usin

g th

e sa

me

tool

. Don

’t fo

rget

to w

rite

dow

n yo

ur

mea

sure

men

ts!

Lang

uage

Fo

rms

&

Conv

enti

ons

Sent

ence

Le

vel

one

inch

tw

o in

ches

shor

t, sh

orte

r, sh

orte

st

long

, lon

ger,

long

est

easie

r

Firs

t,… th

en,…

as lo

ng a

s

Voca

bula

ry

Usa

ge

Wor

d/Ph

rase

Le

vel

desk

, boo

kpa

per c

lippo

psic

le st

ick

strin

gru

ler

yard

/met

er st

ick

shor

tlo

ng

shor

ter t

han

long

er th

an

Put t

hem

in o

rder

mea

sure

with

find

the

leng

th o

f

Rem

embe

rD

on’t

forg

et

mea

sure

men

ts

EXPA

ND

ED S

TRA

ND

S26

GR

AD

E 2

CON

NEC

TIO

N: C

omm

on C

ore R

eadi

ng S

tand

ards

for I

nfor

mat

iona

l Tex

t, Ke

y Ide

as a

nd D

etai

ls #2

(Gra

de 2

): Id

entif

y th

e m

ain

topi

c of

a m

ulti-

para

grap

h te

xt a

s wel

l as t

he fo

cus

of sp

ecifi

c pa

ragr

aphs

with

in th

e te

xt. 2

. Des

crib

e th

e co

nnec

tion

betw

een

a se

ries o

f hist

oric

al e

vent

s, sc

ient

ific

idea

s or c

once

pts,

or st

eps.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts r

esea

rch

histo

rical

tim

es a

nd p

eopl

e us

ing

info

rmat

iona

l tex

ts in

pre

para

tion

for c

reat

ing

a tim

elin

e po

ster.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

ANAL

YZE

the

conn

ectio

ns b

etw

een

diffe

rent

hist

oric

al ti

mes

and

peo

ple.

READING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Mat

ch p

ictu

res w

ith

info

rmat

ion

abou

t hi

storic

al ti

mes

and

peo

ple

from

illu

strat

ed te

xts w

ith

a pa

rtne

r

Iden

tify

impo

rtan

t in

form

atio

n ab

out

histo

rical

tim

es a

nd p

eopl

e fro

m il

lustr

ated

text

s with

a

part

ner

Sort

info

rmat

ion

abou

t hi

storic

al ti

mes

and

peo

ple

from

illu

strat

ed te

xts u

sing

grap

hic

orga

nize

rs in

smal

l gr

oups

Sequ

ence

info

rmat

ion

abou

t hist

oric

al ti

mes

and

pe

ople

from

illu

strat

ed

text

s usin

g gr

aphi

c or

gani

zers

in sm

all g

roup

s

Con

nect

info

rmat

ion

abou

t hi

storic

al ti

mes

and

peo

ple

from

illu

strat

ed te

xts u

sing

grap

hic

orga

nize

rs (e

.g.,

timel

ines

)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: hist

oric

al ti

mes

, co

mm

unic

atio

n

ELD

STA

ND

ARD

5: T

HE

Lang

uage

of S

ocia

l Stu

dies

EX

AM

PLE

TOPI

C: H

isto

rica

l tim

es a

nd p

eopl

e

Thro

ugh

the

use

of in

form

atio

nal t

exts,

stud

ents

anal

yze

soci

etal

cha

nges

from

pa

st to

pre

sent

in th

is ex

pand

ed st

rand

. Whi

le th

e de

pth

of th

eir a

naly

sis in

En

glish

may

be

grea

ter a

t the

hig

her l

evel

s of p

rofic

ienc

y, al

l stu

dent

s are

giv

en th

e op

port

unity

to a

naly

ze ra

ther

than

rem

embe

r, un

ders

tand

, or a

pply.

Lin

guist

ical

ly,

stude

nts a

cros

s the

lang

uage

dev

elop

men

t con

tinuu

m a

re g

iven

opp

ortu

nitie

s to

mov

e fro

m m

atch

ing

phra

ses a

nd si

mpl

e se

nten

ces t

o so

rtin

g, se

quen

cing

, and

conn

ectin

g in

form

atio

n pr

esen

ted

in c

ompl

ex se

nten

ces.

At th

e be

ginn

ing

leve

ls,

stude

nts m

ight

be

intro

duce

d to

cou

nt/n

on-c

ount

nou

ns w

hile

oth

ers a

t the

hig

her

leve

ls w

ork

on in

trodu

ctor

y an

d co

mpa

rativ

e cl

ause

s. Th

e ex

ampl

es fo

r lan

guag

e str

uctu

res a

nd v

ocab

ular

y pr

esen

ted

are

only

som

e po

ssib

ilitie

s tha

t sho

uld

be

adap

ted

to lo

cal c

urric

ular

goa

ls.

EXPA

ND

ED S

TRA

ND

S27

Exam

ple

Lang

uage

Fea

ture

s

Leve

ls 1

–3Le

vels

2–4

Leve

ls 3

–5


Ling

uist

ic

Com

plex

ity

Dis

cour

se

Leve

l

Labe

ls to

mat

ch to

pic

ture

s:

the

Pony

Exp

ress

lette

rs

tele

grap

h

air m

ail

emai

l

Hor

ses c

arrie

d m

ail.

Peop

le se

nd e

mai

ls.

Men

rode

hor

ses t

o br

ing

peop

le le

tters

.

Pilo

ts fly

pla

nes t

o br

ing

peop

le th

eir m

ail.

A lo

ng ti

me

ago,

hor

ses h

elpe

d ca

rry

the

mai

l ac

ross

the

coun

try.

A sh

ort t

ime

late

r, th

e te

legr

aph

was

inve

nted

. Peo

ple

used

it to

send

m

essa

ges o

ver w

ires.

It w

as fa

ster t

han

the

Pony

Exp

ress

.

Lang

uage

Fo

rms

&

Conv

enti

ons

Sent

ence

Le

vel

mai

l/let

ters

carr

y m

ail ➞

car

ried

mai

l

Peop

le se

nd e

mai

ls.

Peop

le se

nd e

mai

ls to

…

brin

g pe

ople

thei

r mai

l

A lo

ng ti

me

ago,

A

shor

t tim

e la

ter,

used

it to

It w

as fa

ster t

han

Voca

bula

ry

Usa

ge

Wor

d/Ph

rase

Le

vel

the

Pony

Exp

ress

lette

rste

legr

aph

air m

ail

emai

l

carr

y m

ail

send

mai

l

Pilo

ts fly

pla

nes

thei

r mai

lac

ross

the

coun

try

was

inve

nted

mes

sage

s

wire

s

EXPA

ND

ED S

TRA

ND

S28

GR

AD

E 3

CON

NEC

TIO

N: C

omm

on C

ore S

tand

ards

for W

ritin

g #5

(Gra

de 3

): W

ith g

uida

nce

and

supp

ort f

rom

pee

rs a

nd a

dults

, dev

elop

and

stre

ngth

en w

ritin

g as

nee

ded

by p

lann

ing,

re

visin

g, a

nd e

ditin

g.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts p

rovi

de fe

edba

ck to

pee

rs in

writ

ing

conf

eren

ces t

o re

cogn

ize k

ey e

lem

ents

in st

reng

then

ing

narr

ativ

es.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

EVAL

UAT

E w

ritin

g.

WRITING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Supp

ly w

ords

for s

ente

nces

ab

out r

evisi

ng fr

om m

odel

sC

ompo

se p

hras

es a

nd

simpl

e se

nten

ces a

bout

re

visin

g fro

m m

odel

s

Com

pose

sent

ence

s abo

ut

revi

sing

from

mod

els

Sugg

est i

deas

for r

evisi

ng

usin

g w

ord

bank

sPr

ovid

e de

taile

d fe

edba

ck

for r

evisi

ng

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: rev

ise, r

edo,

impr

ove

ELD

STA

ND

ARD

2: T

he L

angu

age

of L

angu

age

Art

s EX

AM

PLE

TOPI

C: G

ivin

g fe

edba

ck fo

r rev

isio

n

This

expa

nded

stra

nd h

ighl

ight

s how

to su

ppor

t stu

dent

s in

givi

ng fe

edba

ck to

pe

ers o

n th

eir w

ritin

g. In

third

gra

de, a

ll stu

dent

s will

be

mor

e co

mfo

rtab

le in

th

is ro

le if

thei

r edu

cato

r con

struc

ts sp

ecifi

c aw

aren

ess o

f the

crit

eria

on

whi

ch

they

mus

t eva

luat

e th

eir p

eers’

writ

ing,

and

the

lang

uage

they

can

use

to d

o so

. By

pro

vidi

ng se

nten

ce fr

ames

and

mod

els t

o stu

dent

s in

leve

ls 1–

3, e

duca

tors

can

ex

plic

itly

dem

onstr

ate

how

to u

se to

pic-

rela

ted

voca

bula

ry in

mor

e lin

guist

ical

ly

com

plex

way

s. W

ord

bank

s and

mod

els h

elp

stude

nts a

t hig

her l

evel

s of l

angu

age

profi

cien

cy a

pply

thei

r lan

guag

e sk

ills m

ore

inde

pend

ently

. The

exam

ples

in th

e fo

rms a

nd c

onve

ntio

ns ro

w d

raw

atte

ntio

n to

pos

sible

ling

uisti

c fe

atur

es th

at c

an

be p

ract

iced

, suc

h as

tens

es, p

lura

lizat

ion,

pro

noun

s, an

d ot

hers

. Tea

cher

s sho

uld

take

car

e to

intro

duce

sim

ilar l

angu

age

struc

ture

s acr

oss t

he la

ngua

ge d

omai

ns so

th

at w

hen

the

focu

s is o

n w

ritin

g, a

s in

this

stran

d, it

rein

forc

es d

evel

opm

ent o

f stu

dent

s’ sp

eaki

ng sk

ills f

or th

e ne

xt ti

me

they

giv

e or

al fe

edba

ck.

EXPA

ND

ED S

TRA

ND

S29

Exam

ple

Lang

uage

Fea

ture

s

Leve

ls 1

–3Le

vels

2–4

Leve

ls 3

–5


Ling

uist

ic

Com

plex

ity

Dis

cour

se

Leve

l

Mod

el se

nten

ces

The

best

part

of y

our s

tory

was

…(th

e se

tting

/th

e ch

arac

ters

)

I lik

ed…

Your

stor

y ne

eds…

(inf

orm

atio

n, h

umor

, de

tails

)

Tell

me

mor

e ab

out…

Nic

e jo

b. I

liked

you

r titl

e, “

Life

with

Su

mm

er.”

I enj

oyed

it b

ecau

se d

ogs a

re c

ute.

Yo

ur d

og S

umm

er is

big

. Ple

ase

writ

e m

ore

storie

s abo

ut S

umm

er.

You

wer

e go

od a

t des

crib

ing

your

dog

Su

mm

er. I

real

ly li

ked

read

ing

abou

t you

r do

g’s si

ze, c

olor

, and

fur.

The

deta

ils h

elpe

d m

e kn

ow w

hat s

he lo

oks l

ike.

One

thin

g yo

u ca

n im

prov

e is

to w

rite

mor

e ab

out t

he p

lace

w

here

you

and

you

r dog

like

to p

lay

fetc

h.

Lang

uage

Fo

rms

&

Conv

enti

ons

Sent

ence

Le

vel

bette

r, be

st

your

, my,

his,

hers

is ➞

was

like

➞ li

ked

“Life

with

Sum

mer

”

beca

use

story

➞ st

orie

s

abou

t

desc

ribe

➞ d

escr

ibin

g,

read

➞ re

adin

g

real

ly

dog’s

Voca

bula

ry

Usa

ge

Wor

d/Ph

rase

Le

vel

setti

ng, c

hara

cter

s

need

s

Tell

me

mor

e

enjo

yed

mor

e, le

ss

good

at

look

s lik

eim

prov

ew

rite

mor

e

EXPA

ND

ED S

TRA

ND

S30

GR

AD

E 4

CON

NEC

TIO

N: N

ext G

ener

atio

n Sc

ience

Sta

ndar

ds, E

arth

and

Spa

ce S

cienc

es, E

arth

’s Sy

stem

s: Pr

ocess

es th

at S

hape

the E

arth

ESS

1-1,

ESS

2-1

(Gra

de 4

): Id

entif

y ev

iden

ce fr

om

patte

rns i

n ro

ck fo

rmat

ions

and

foss

ils in

rock

laye

rs fo

r cha

nges

in a

land

scap

e ov

er ti

me

to su

ppor

t an

expl

anat

ion

for c

hang

es in

a la

ndsc

ape

over

tim

e. M

ake

obse

rvat

ions

and

/or

mea

sure

men

ts to

pro

vide

evi

denc

e of

the

effec

ts of

wea

ther

ing

or th

e ra

te o

f ero

sion

by w

ater

, ice

, win

d, o

r veg

etat

ion.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts g

athe

r inf

orm

atio

n ab

out s

cien

tific

proc

esse

s (e.

g., f

rom

teac

her d

emon

strat

ions

, com

pute

r pro

gram

s, or

vid

eos)

and

de

mon

strat

e ho

w th

e su

rface

of t

he e

arth

has

cha

nged

ove

r tim

e as

par

t of a

long

-term

pro

ject

on

eart

h hi

story

.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

ANAL

YZE

the

resu

lts o

f cha

nge

over

tim

e du

e to

pro

cess

es a

ffect

ing

eart

h m

ater

ials.

LISTENING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Mat

ch p

roce

sses

or e

vent

s w

ith th

eir e

ffect

s on

eart

h m

ater

ials

base

d on

ora

l de

scrip

tions

usin

g ph

otos

, ill

ustr

atio

ns, o

r vid

eos w

ith

a pa

rtne

r in

L1 o

r L2

Iden

tify

and

sort

the

effec

t of

pro

cess

es o

r eve

nts o

n ea

rth

mat

eria

ls ba

sed

on

oral

des

crip

tions

usin

g ph

otos

, illu

strat

ions

, or

vide

os w

ith a

par

tner

in L

1 or

L2

Cat

egor

ize th

e eff

ects

of

proc

esse

s or e

vent

s on

eart

h m

ater

ials

base

d on

ora

l de

scrip

tions

usin

g ph

otos

, ill

ustr

atio

ns, o

r vid

eos a

nd

grap

hic

orga

nize

rs w

ith a

pa

rtne

r

Dist

ingu

ish b

etw

een

effec

ts of

pro

cess

es o

r eve

nts o

n ea

rth

mat

eria

ls ba

sed

on

oral

des

crip

tions

usin

g ph

otos

, illu

strat

ions

, or

vid

eos a

nd g

raph

ic

orga

nize

rs

Inte

rpre

t the

effe

cts o

f pr

oces

ses o

r eve

nts o

n ea

rth

mat

eria

ls us

ing

vide

os

base

d on

gra

de-le

vel o

ral

disc

ours

e

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: wea

ther

v. w

eath

erin

g, e

rosio

n,

brea

ks d

own

rock

s

ELD

STA

ND

ARD

4: T

he L

angu

age

of S

cien

ce

EXA

MPL

E TO

PIC:

Ear

th h

isto

ry/m

ater

ials

Whe

n ad

dres

sing

a w

hole

cla

ss, i

t may

not

alw

ays b

e po

ssib

le to

adj

ust l

angu

age

to e

ach

stude

nt’s

liste

ning

pro

ficie

ncy

leve

l. Fo

r exa

mpl

e, st

uden

ts at

all

leve

ls of

la

ngua

ge p

rofic

ienc

y ca

n le

arn

from

vid

eos o

r oth

er p

rese

ntat

ions

whe

n gi

ven

adeq

uate

supp

ort,

and

this

expa

nded

stra

nd m

odel

s how

a te

ache

r mig

ht sc

affol

d th

e us

e of

such

aud

iovi

sual

mat

eria

ls. In

this

expa

nded

stra

nd, i

t is a

ssum

ed th

at

educ

ator

s wou

ld se

lect

whi

ch le

vel o

f lan

guag

e di

scou

rse

to u

se b

ased

on

the

rang

e of

lang

uage

pro

ficie

ncy

profi

les o

f stu

dent

s in

the

clas

sroo

m. I

n ot

her w

ords

, if

the

clas

s has

seve

ral b

egin

ning

ELL

s, th

e ed

ucat

or w

ould

follo

w th

e lin

guist

ic a

nd

supp

ortin

g fe

atur

es sh

own

next

to L

ingu

istic

Com

plex

ity fo

r lev

els 1

–3. O

n th

e ot

her h

and,

if th

e cl

ass c

onsis

ts of

prim

arily

non

-ELL

s and

som

e EL

Ls w

ho a

re

near

ing

exit

from

lang

uage

supp

ort p

rogr

ams,

the

leve

ls 3–

5 ex

ampl

e is

the

mos

t lo

gica

l mod

el to

follo

w. M

any

clas

ses w

ill fa

ll so

mew

here

in th

e m

iddl

e or

con

sist o

f a

full

rang

e of

pro

ficie

ncy

leve

ls. In

such

cas

es, t

he u

se o

f ins

truc

tiona

l ass

istan

ts or

co

-teac

hers

allo

ws g

roup

ing

of st

uden

ts so

that

they

are

giv

en a

ppro

pria

te su

ppor

t. N

ote

how

the

cont

ent p

rese

nted

doe

s not

var

y fro

m le

vel t

o le

vel,

but t

he su

ppor

t an

d la

ngua

ge in

put d

oes.

EXPA

ND

ED S

TRA

ND

S31

Exam

ple

Lang

uage

Fea

ture

s

Leve

ls 1

–3Le

vels

2–4

Leve

ls 3

–5


Ling

uist

ic

Com

plex

ity

Dis

cour

se

Leve

l

Look

at t

his p

hoto

. It s

how

s ero

sion.

Did

yo

u se

e er

osio

n in

the

vide

o? (t

each

er w

aits

for

stude

nts t

o re

spon

d). Y

es? W

hat e

xam

ples

did

yo

u se

e in

the

vide

o? (s

tude

nts p

rovi

de ex

ampl

es lik

e tor

nado

s or r

ain

and

the t

each

er re

peat

s eac

h ex

ampl

e whi

le po

intin

g at t

he co

rresp

ondi

ng

pictu

res).

Ero

sion

is w

hen

wat

er—

like

rain

(te

ache

r sho

ws p

ictur

e of a

stor

m)—

or w

ind

(show

s pict

ure o

f a to

rnad

o)—

rem

oves

dirt

an

d ro

ck (t

ouch

es re

alia

or p

hoto

s inc

ludi

ng

dirt

and

rock

). W

eath

erin

g al

so b

reak

s roc

ks

(bre

aks a

part

real

ia o

r sho

ws b

roke

n ro

cks).

We

talk

ed a

bout

wea

ther

ing

yeste

rday

(poi

nts t

o an

illu

strat

ed p

oster

abo

ut w

eath

erin

g). B

ut it

is

diffe

rent

. See

? Wea

ther

ing

does

not

mov

e th

e ro

cks;

eros

ion

mov

es th

e ro

cks (

mov

es ro

cks).

Lo

ok a

t thi

s (in

dica

tes gr

aphi

c org

aniz

er).

Whe

n I t

alk

abou

t a p

ictu

re, d

ecid

e w

ith y

our

part

ner i

f the

pic

ture

show

s ero

sion

(poi

nts t

o ill

ustra

ted d

efini

tion)

or w

eath

erin

g (p

oint

s to

illus

trated

defi

nitio

n). T

ell m

e w

hy. Y

ou c

an

use

Engl

ish o

r you

r hom

e la

ngua

ge.

We

wat

ched

a v

ideo

abo

ut e

rosio

n. E

rosio

n is

whe

n w

ind,

eve

n to

rnad

oes,

or w

ater

from

sto

rms o

r floo

ds re

mov

es e

arth

mat

eria

ls.

How

did

you

kno

w it

was

ero

sion?

(tea

cher

pa

raph

rases

resp

onses

). W

eath

erin

g is

diffe

rent

. It

brea

ks ro

cks (

show

s bro

ken

rock

s), b

ut it

do

es n

ot m

ove

eart

h m

ater

ials.

Now

, I w

ill

desc

ribe

mor

e pi

ctur

es. D

ecid

e w

ith y

our

part

ner i

f the

pic

ture

is a

n ex

ampl

e of

ero

sion

(poi

nts t

o ill

ustra

ted

defin

ition

) or w

eath

erin

g (p

oint

s to

illus

trate

d de

finiti

on) a

nd if

it is

a

fast

or sl

ow p

roce

ss. Y

ou n

eed

to te

ll m

e w

hy.

Did

you

not

ice

exam

ples

of e

rosio

n in

th

e vi

deo

we

just

wat

ched

? Rem

embe

r th

at e

rosio

n oc

curs

whe

n ea

rth

mat

eria

ls ar

e re

mov

ed b

y na

tura

l phe

nom

ena

like

win

d an

d w

ater

. Wha

t are

som

e w

ays t

hat

win

d an

d w

ater

cau

se e

rosio

n? (s

tude

nts

prov

ide e

xam

ples

like t

orna

dos,

storm

s, et

c.,

with

pro

mpt

ing

usin

g pi

cture

s if n

ecess

ary)

.G

ood.

Now

rem

embe

r, w

eath

erin

g is

a bi

t diff

eren

t, isn

’t it?

Wea

ther

ing

is lik

e er

osio

n be

caus

e it

brea

ks d

own

rock

s, bu

t w

eath

erin

g do

esn’t

mov

e an

y m

ater

ials.

Now

, I a

m g

oing

to d

escr

ibe

a sit

uatio

n re

late

d to

eith

er w

eath

erin

g or

ero

sion.

Be

read

y to

ex

plai

n w

hat h

as h

appe

ned

and

why

, oka

y?

Rem

embe

r to

give

reas

ons.

Lang

uage

Fo

rms

&

Conv

enti

ons

Sent

ence

Le

vel

Eros

ion

rem

oves

mat

eria

ls.

Wea

ther

ing

does

not

mov

e m

ater

ials.

It br

eaks

rock

s, bu

t it d

oes n

ot m

ove

eart

h m

ater

ials.

Wea

ther

ing

is lik

e er

osio

n be

caus

e it

brea

ks

up ro

cks,

but..

.

Voca

bula

ry

Usa

ge

Wor

d/Ph

rase

Le

vel

rock

s

mov

e

win

ddi

rt

re

mov

e

rain

eart

h m

ater

ials

torn

ado

storm

flood

natu

ral p

heno

men

aoc

curs

caus

e (v

erb)

CON

NEC

TIO

N: N

ext G

ener

atio

n Sc

ience

Sta

ndar

ds, E

arth

and

Spa

ce S

cienc

es, E

arth

’s Sy

stem

s: Pr

ocess

es th

at S

hape

the E

arth

ESS

1-1,

ESS

2-1

(Gra

de 4

): Id

entif

y ev

iden

ce fr

om

patte

rns i

n ro

ck fo

rmat

ions

and

foss

ils in

rock

laye

rs fo

r cha

nges

in a

land

scap

e ov

er ti

me

to su

ppor

t an

expl

anat

ion

for c

hang

es in

a la

ndsc

ape

over

tim

e. M

ake

obse

rvat

ions

and

/or

mea

sure

men

ts to

pro

vide

evi

denc

e of

the

effec

ts of

wea

ther

ing

or th

e ra

te o

f ero

sion

by w

ater

, ice

, win

d, o

r veg

etat

ion.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts g

athe

r inf

orm

atio

n ab

out s

cien

tific

proc

esse

s (e.

g., f

rom

teac

her d

emon

strat

ions

, com

pute

r pro

gram

s, or

vid

eos)

and

de

mon

strat

e ho

w th

e su

rface

of t

he e

arth

has

cha

nged

ove

r tim

e as

par

t of a

long

-term

pro

ject

on

eart

h hi

story

.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

ANAL

YZE

the

resu

lts o

f cha

nge

over

tim

e du

e to

pro

cess

es a

ffect

ing

eart

h m

ater

ials.

LISTENING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Mat

ch p

roce

sses

or e

vent

s w

ith th

eir e

ffect

s on

eart

h m

ater

ials

base

d on

ora

l de

scrip

tions

usin

g ph

otos

, ill

ustr

atio

ns, o

r vid

eos w

ith

a pa

rtne

r in

L1 o

r L2

Iden

tify

and

sort

the

effec

t of

pro

cess

es o

r eve

nts o

n ea

rth

mat

eria

ls ba

sed

on

oral

des

crip

tions

usin

g ph

otos

, illu

strat

ions

, or

vide

os w

ith a

par

tner

in L

1 or

L2

Cat

egor

ize th

e eff

ects

of

proc

esse

s or e

vent

s on

eart

h m

ater

ials

base

d on

ora

l de

scrip

tions

usin

g ph

otos

, ill

ustr

atio

ns, o

r vid

eos a

nd

grap

hic

orga

nize

rs w

ith a

pa

rtne

r

Dist

ingu

ish b

etw

een

effec

ts of

pro

cess

es o

r eve

nts o

n ea

rth

mat

eria

ls ba

sed

on

oral

des

crip

tions

usin

g ph

otos

, illu

strat

ions

, or

vid

eos a

nd g

raph

ic

orga

nize

rs

Inte

rpre

t the

effe

cts o

f pr

oces

ses o

r eve

nts o

n ea

rth

mat

eria

ls us

ing

vide

os

base

d on

gra

de-le

vel o

ral

disc

ours

e

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: wea

ther

v. w

eath

erin

g, e

rosio

n,

brea

ks d

own

rock

s

EXPA

ND

ED S

TRA

ND

S32

GR

AD

E 5

CON

NEC

TIO

N: C

omm

on C

ore S

tate

Sta

ndar

ds fo

r Eng

lish

Lang

uage

Art

s, Sp

eaki

ng a

nd L

isten

ing,

Pre

senta

tion

of K

now

ledge

& Id

eas #

4–5

(Gra

de 5

): Re

port

on

a to

pic

or te

xt,

tell

a sto

ry, o

r rec

ount

an

expe

rienc

e in

an

orga

nize

d m

anne

r, us

ing

appr

opria

te fa

cts a

nd re

leva

nt, d

escr

iptiv

e de

tails

to su

ppor

t mai

n id

eas o

r the

mes

; spe

ak c

lear

ly a

t an

unde

rsta

ndab

le p

ace;

Add

aud

io re

cord

ings

and

visu

al d

ispla

ys to

pre

sent

atio

ns w

hen

appr

opria

te to

enh

ance

the

deve

lopm

ent o

f mai

n id

eas o

r the

mes

.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts c

olla

bora

te in

pro

vidi

ng c

oach

ing

or fe

edba

ck to

pee

rs o

n th

eir o

ral p

rese

ntat

ions

usin

g cl

ass-

crea

ted

rubr

ics.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

EVAL

UAT

E th

eir c

lass

mat

es’ p

rese

ntat

ions

and

giv

e or

al fe

edba

ck.

SPEAKING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Stat

e ra

tings

of p

eers’

pr

esen

tatio

ns u

sing

simpl

e ill

ustr

ated

sent

ence

fram

es

and

wor

d ba

nks

Des

crib

e ra

tings

of p

eers’

pr

esen

tatio

ns u

sing

illus

trat

ed se

nten

ce fr

ames

Disc

uss r

atin

gs o

f pee

rs’

pres

enta

tions

and

sugg

est

impr

ovem

ents

usin

g se

nten

ce fr

ames

Expl

ain

ratin

gs o

f pee

rs’

pres

enta

tions

with

evi

denc

e an

d su

gges

t im

prov

emen

ts us

ing

sent

ence

fram

es

Justi

fy ra

tings

of p

eers’

pr

esen

tatio

ns w

ith e

vide

nce

and

sugg

est i

mpr

ovem

ents

usin

g ru

bric

s

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: rub

ric, u

se o

f voi

ce, p

ace,

vi

sual

aid

s, m

essa

ge

ELD

STA

ND

ARD

1: S

ocia

l & In

stru

ctio

nal L

angu

age

EXA

MPL

E TO

PIC:

Pee

r ass

essm

ent

The

expa

nded

stra

nd fo

r fifth

gra

de re

pres

ents

an o

ppor

tuni

ty fo

r stu

dent

s to

prac

tice

thei

r ora

l ski

lls w

hile

at t

he sa

me

time

lear

ning

abo

ut th

e fe

atur

es o

f a c

lear

, str

ong

pres

enta

tion.

This

incl

udes

stra

tegi

es in

supp

ort o

f lan

guag

e de

velo

pmen

t th

at a

re a

lso g

ood

for a

ll stu

dent

s, su

ch a

s the

use

of s

ente

nce

fram

es, t

empl

ates

, an

d vi

sual

s. Th

e ex

ampl

es g

iven

sugg

est t

hat w

hile

all

stude

nts c

an b

e pr

actic

ing

with

the

sam

e co

nten

t, th

e qu

antit

y of

lang

uage

they

are

abl

e to

pro

duce

as w

ell

as th

e so

phist

icat

ion

of th

eir o

ral d

iscou

rse,

incl

udin

g vo

cabu

lary

, for

ms,

and

conv

entio

ns, w

ill v

ary

acro

ss le

vels.

The

unde

rlini

ng in

the

form

s and

con

vent

ions

ro

w d

raw

s atte

ntio

n to

som

e po

ssib

ilitie

s for

ling

uisti

c fe

atur

es th

at c

ould

be

prac

ticed

, suc

h as

tens

es, p

lura

lizat

ion,

adv

erbs

, and

oth

ers.

Plea

se re

mem

ber,

this

is an

exa

mpl

e bu

t the

par

ticul

ar a

reas

of f

ocus

and

thei

r ord

er sh

ould

be

adju

sted

to

mee

t stu

dent

s’ ne

eds a

nd c

orre

spon

d w

ith y

our c

urric

ular

goa

ls.

EXPA

ND

ED S

TRA

ND

S33

Exam

ple

Lang

uage

Fea

ture

s

Leve

ls 1

–3Le

vels

2–4

Leve

ls 3

–5


Ling

uist

ic

Com

plex

ity

Dis

cour

se

Leve

l

I lea

rned

abo

ut b

ears

. I c

an h

ear y

ou.

You

talk

fast.

I lik

ed y

our p

ictu

res.

Goo

d jo

b on

you

r pre

sent

atio

n. I

liked

w

hen

you

told

us a

bout

the

koal

a’s d

iet.

Your

ph

otos

hel

ped

me

unde

rsta

nd. D

on’t

read

yo

ur n

otes

so m

uch.

You

spea

k in

a c

lear

vo

ice.

Your

pre

sent

atio

n sh

owed

you

kno

w a

lot

abou

t the

topi

c. Y

our m

ap a

bout

diff

eren

t fo

od so

urce

s was

inte

resti

ng. Y

ou sp

oke

with

a

very

cle

ar v

oice

but

som

etim

es y

ou sp

oke

too

quic

kly

or to

o so

ftly.

I sug

gest

you

slow

do

wn

and

talk

a li

ttle

loud

er. N

ext t

ime,

I re

com

men

d yo

u lo

ok u

p at

you

r aud

ienc

e.

Lang

uage

Fo

rms

&

Conv

enti

ons

Sent

ence

Le

vel

you

➞ y

our

pict

ures

lear

n ➞

lear

ned

like

➞ li

ked

I lik

ed w

hen

(wha

t/how

/that

)ve

ry c

lear

to

o qu

ickl

y

quic

kly

softl

y

Nex

t tim

e,

Voca

bula

ry

Usa

ge

Wor

d/Ph

rase

Le

vel

lear

ned

abou

the

arta

lkfa

st/slo

wpi

ctur

es

pres

enta

tion

note

sso

muc

h sp

eak

clea

r voi

ce

topi

cI s

ugge

st yo

u…I r

ecom

men

d…au

dien

ce

EXPA

ND

ED S

TRA

ND

S34

GR

AD

E 6

CON

NEC

TIO

N: C

omm

on C

ore S

tate

Sta

ndar

ds fo

r Mat

hem

atics

, Rat

ios a

nd P

ropo

rtio

nal R

elatio

nshi

ps #

3 (G

rade

6):

Use

ratio

and

rate

reas

onin

g to

solv

e re

al-w

orld

and

m

athe

mat

ical

pro

blem

s… b

. Sol

ve u

nit r

ate

prob

lem

s inc

ludi

ng th

ose

invo

lvin

g un

it pr

icin

g an

d co

nsta

nt sp

eed…

c. F

ind

a pe

rcen

t of a

qua

ntity

as a

rate

per

100

(e.g

., 30

%

of a

qua

ntity

mea

ns 3

0/10

0 tim

es th

e qu

antit

y); s

olve

pro

blem

s inv

olvi

ng fi

ndin

g th

e w

hole

, giv

en a

par

t and

the

perc

ent.

d. U

se ra

tio re

ason

ing

to c

onve

rt m

easu

rem

ent u

nits;

m

anip

ulat

e an

d tr

ansfo

rm u

nits

appr

opria

tely

whe

n m

ultip

lyin

g or

div

idin

g qu

antit

ies.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts j

ustif

y th

eir d

ecisi

ons i

n re

al-li

fe sc

enar

ios (

e.g.

, cho

osin

g ite

ms t

o bu

y ba

sed

on d

iscou

nts a

nd lo

cal t

ax, d

eter

min

ing

mile

s per

gal

lon

for d

iffer

ent m

odel

s of c

ars,

or se

lect

ing

play

ers f

or a

fant

asy

team

bas

ed o

n sp

orts

aver

age)

.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

EVAL

UAT

E th

eir o

ptio

ns a

nd m

ake

choi

ces.

WRITING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


List

choi

ces b

ased

on

rate

ca

lcul

atio

ns in

real

-life

sit

uatio

ns u

sing

tem

plat

es

and

wor

d ba

nks w

ith a

pa

rtne

r

Des

crib

e ch

oice

s bas

ed o

n ra

te c

alcu

latio

ns in

real

-life

sit

uatio

ns u

sing

tem

plat

es

and

wor

d ba

nks w

ith a

pa

rtne

r

Com

pare

cho

ices

bas

ed o

n ra

te c

alcu

latio

ns in

real

-life

sit

uatio

ns u

sing

grap

hic

orga

nize

rs w

ith a

par

tner

Expl

ain

choi

ces b

ased

on

rate

cal

cula

tions

in re

al-li

fe

situa

tions

usin

g ch

arts

with

pa

rtne

rs

Elab

orat

e on

cho

ices

bas

ed

on ra

te c

alcu

latio

ns in

real

-lif

e sit

uatio

ns w

ith p

artn

ers

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: sal

es ta

x, d

iscou

nt, p

erce

ntag

e,

ratio

, pro

port

ion

ELD

STA

ND

ARD

3: T

he L

angu

age

of M

athe

mat

ics

EXA

MPL

E TO

PIC:

Rat

io &

rate

This

expa

nded

stra

nd sh

owca

ses a

n op

port

unity

for s

tude

nts t

o ho

ne th

eir w

ritin

g sk

ills w

ithin

Sta

ndar

d 3,

the

Lang

uage

of M

athe

mat

ics.

Stud

ents

at a

ll le

vels

of

lang

uage

pro

ficie

ncy

are

aske

d to

eva

luat

e, a

dem

andi

ng c

ogni

tive

func

tion,

and

th

ey m

ust j

ustif

y th

eir d

ecisi

ons b

ased

on

com

puta

tion

and

reas

onin

g. Th

e ex

ampl

e to

pic

of ra

tio a

nd ra

te c

an b

e m

ade

rele

vant

for s

tude

nts u

sing

a va

riety

of r

eal-l

ife

appl

icat

ions

, as s

how

n in

the

exam

ple

cont

ext f

or la

ngua

ge u

se. E

duca

tors

shou

ld

be m

indf

ul o

f som

e of

the

spec

ific

and

tech

nica

l lan

guag

e th

at c

an b

e pr

esen

t in

such

spec

ializ

ed to

pics

as t

axes

, car

s, an

d sp

orts,

and

mak

e a

poin

t to

teac

h it

to

stude

nts e

xplic

itly.

ELLs

can

be

mor

e su

cces

sful w

hen

prov

ided

ling

uisti

c su

ppor

ts.

In le

vels

1 an

d 2

of th

is str

and,

stud

ents

are

supp

orte

d by

the

use

of a

tem

plat

e.

In th

e ro

w fo

r Lin

guist

ic C

ompl

exity

, stu

dent

s’ w

ritin

g is

unde

rline

d to

show

that

th

ey h

ave

fille

d in

bla

nks w

ith w

ords

, phr

ases

, and

sim

ple

sent

ence

s, w

hile

the

tem

plat

e pr

ovid

ed b

y th

eir t

each

er is

show

n in

ital

icize

d te

xt. A

t the

hig

her l

evel

s of

lang

uage

pro

ficie

ncy,

stude

nts c

an d

raft

all t

ext i

ndep

ende

ntly

usin

g th

e su

ppor

t of

grap

hic

orga

nize

rs th

at re

min

d th

em o

f com

para

tive

and

expl

anat

ory

lang

uage

.

EXPA

ND

ED S

TRA

ND

S35

Exam

ple

Lang

uage

Fea

ture

s

Leve

ls 1

–3Le

vels

2–4

Leve

ls 3

–5


Ling

uist

ic

Com

plex

ity

Dis

cour

se

Leve

l

Selec

tion:

We c

hose

the

com

pute

r.

Price

: It c

osts

$750

.

Disc

ount

: Tod

ay it

is 1

5%.

Reas

on: Th

e pr

ice

is ch

eap.

Ther

e ar

e m

any

phon

es. W

e se

lect

ed th

e sm

art p

hone

. Som

e ph

ones

are

che

aper

, but

th

e sm

art p

hone

can

do

mor

e. Th

e pr

ice

was

$4

00 p

lus t

ax. I

t was

on

sale

for 1

5% o

ff.

We

had

a ch

oice

of b

uyin

g a

tabl

et o

r a

smar

t pho

ne. W

e lo

oked

for a

goo

d de

al.

We

sele

cted

the

tabl

et b

ecau

se it

was

the

best

valu

e at

the

disc

ount

ed ra

te. I

t had

a

grea

ter p

erce

ntag

e off

. The

pric

e of

the

tabl

et,

incl

udin

g th

e 20

% d

iscou

nt a

nd sa

les t

ax,

was

$49

5. Th

e fin

al p

rice

of th

e sm

art p

hone

w

as $

340

afte

r tak

ing

10%

off.

Lang

uage

Fo

rms

&

Conv

enti

ons

Sent

ence

Le

vel

choo

se ➞

cho

se

cost

➞ c

osts

chea

p ➞

che

aper

ex

pens

ive

➞ m

ore

expe

nsiv

e

Som

e ph

ones

are

che

aper

, but

…

on sa

le

15%

off

The

pric

e of

the

tabl

et, i

nclu

ding

the

20%

di

scou

nt a

nd sa

les t

ax, w

as $

495.

afte

r tak

ing

Voca

bula

ry

Usa

ge

Wor

d/Ph

rase

Le

vel

costs

disc

ount

pric

ech

eap/

expe

nsiv

e

plus

tax

on sa

lea

good

dea

lbe

st va

lue

disc

ount

ed ra

tepe

rcen

tage

off

final

pric

e

CON

NEC

TIO

N: C

omm

on C

ore S

tate

Sta

ndar

ds fo

r Mat

hem

atics

, Rat

ios a

nd P

ropo

rtio

nal R

elatio

nshi

ps #

3 (G

rade

6):

Use

ratio

and

rate

reas

onin

g to

solv

e re

al-w

orld

and

m

athe

mat

ical

pro

blem

s… b

. Sol

ve u

nit r

ate

prob

lem

s inc

ludi

ng th

ose

invo

lvin

g un

it pr

icin

g an

d co

nsta

nt sp

eed…

c. F

ind

a pe

rcen

t of a

qua

ntity

as a

rate

per

100

(e.g

., 30

%

of a

qua

ntity

mea

ns 3

0/10

0 tim

es th

e qu

antit

y); s

olve

pro

blem

s inv

olvi

ng fi

ndin

g th

e w

hole

, giv

en a

par

t and

the

perc

ent.

d. U

se ra

tio re

ason

ing

to c

onve

rt m

easu

rem

ent u

nits;

m

anip

ulat

e an

d tr

ansfo

rm u

nits

appr

opria

tely

whe

n m

ultip

lyin

g or

div

idin

g qu

antit

ies.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts j

ustif

y th

eir d

ecisi

ons i

n re

al-li

fe sc

enar

ios (

e.g.

, cho

osin

g ite

ms t

o bu

y ba

sed

on d

iscou

nts a

nd lo

cal t

ax, d

eter

min

ing

mile

s per

gal

lon

for d

iffer

ent m

odel

s of c

ars,

or se

lect

ing

play

ers f

or a

fant

asy

team

bas

ed o

n sp

orts

aver

age)

.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

EVAL

UAT

E th

eir o

ptio

ns a

nd m

ake

choi

ces.

WRITING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


List

choi

ces b

ased

on

rate

ca

lcul

atio

ns in

real

-life

sit

uatio

ns u

sing

tem

plat

es

and

wor

d ba

nks w

ith a

pa

rtne

r

Des

crib

e ch

oice

s bas

ed o

n ra

te c

alcu

latio

ns in

real

-life

sit

uatio

ns u

sing

tem

plat

es

and

wor

d ba

nks w

ith a

pa

rtne

r

Com

pare

cho

ices

bas

ed o

n ra

te c

alcu

latio

ns in

real

-life

sit

uatio

ns u

sing

grap

hic

orga

nize

rs w

ith a

par

tner

Expl

ain

choi

ces b

ased

on

rate

cal

cula

tions

in re

al-li

fe

situa

tions

usin

g ch

arts

with

pa

rtne

rs

Elab

orat

e on

cho

ices

bas

ed

on ra

te c

alcu

latio

ns in

real

-lif

e sit

uatio

ns w

ith p

artn

ers

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: sal

es ta

x, d

iscou

nt, p

erce

ntag

e,

ratio

, pro

port

ion

EXPA

ND

ED S

TRA

ND

S36

GR

AD

E 7

CON

NEC

TIO

N: C

omm

on C

ore R

eadi

ng S

tand

ards

for L

itera

cy in

Hist

ory/S

ocia

l Stu

dies,

Inte

grat

ion

of K

now

ledge

& Id

eas #

7: In

tegr

ate

visu

al in

form

atio

n (e

.g.,

in c

hart

s, gr

aphs

, ph

otog

raph

s, vi

deos

, or m

aps)

with

oth

er in

form

atio

n in

prin

t and

dig

ital t

exts.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts r

ead

info

rmat

iona

l tex

ts an

d re

late

d w

ebsit

es a

bout

cro

ps o

r agr

icul

tura

l pro

duct

s to

inte

rpre

t map

s or c

reat

e ch

arts.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

ANAL

YZE

the

impo

rtan

ce o

f agr

icul

tura

l res

ourc

es to

regi

onal

eco

nom

ies.

READING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Iden

tify

agric

ultu

ral i

cons

us

ing

visu

al o

r gra

phic

su

ppor

t (e.

g., o

n m

aps o

r gr

aphs

)

Loca

te re

sour

ces o

r ag

ricul

tura

l pro

duct

s usin

g vi

sual

or g

raph

ic su

ppor

t

Dist

ingu

ish a

mon

g re

sour

ces o

r agr

icul

tura

l pr

oduc

ts us

ing

visu

al o

r gr

aphi

c su

ppor

t

Find

pat

tern

s ass

ocia

ted

with

reso

urce

s or

agric

ultu

ral p

rodu

cts u

sing

visu

al o

r gra

phic

supp

ort

Dra

w c

oncl

usio

ns a

bout

re

sour

ces o

r agr

icul

tura

l pr

oduc

ts on

map

s or

grap

hs fr

om g

rade

-leve

l tex

t

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: ren

ewab

le, n

on-r

enew

able

, re

sour

ce a

lloca

tion

ELD

STA

ND

ARD

5: T

he L

angu

age

of S

ocia

l Stu

dies

EX

AM

PLE

TOPI

C: A

gric

ultu

re

In th

e ex

pand

ed st

rand

that

follo

ws,

stude

nts e

ngag

e in

ana

lytic

al re

adin

g of

prin

t or

dig

ital t

exts

to su

ppor

t the

ir in

terp

reta

tion

and

ultim

atel

y, cr

eatio

n of

cha

rts

or m

aps a

bout

agr

icul

ture

. In

orde

r for

stud

ents

at a

ll le

vels

to m

aint

ain

the

sam

e co

gniti

ve fu

nctio

n of

ana

lyzin

g, e

duca

tors

nee

d to

ens

ure

that

stud

ents

are

aske

d to

di

ffere

ntia

te a

gric

ultu

ral p

rodu

cts f

rom

oth

er re

sour

ces s

uch

as m

iner

al o

r hum

an

reso

urce

s. Th

is ex

ampl

e ac

tivity

con

sists

of m

any

part

s tha

t are

not

all

illus

trat

ed

here

, inc

ludi

ng th

e us

e of

the

othe

r lan

guag

e do

mai

ns o

f spe

akin

g, li

steni

ng,

and/

or w

ritin

g. L

angu

age

activ

ities

are

alm

ost a

lway

s int

egra

ted

acro

ss m

ultip

le

dom

ains

in th

is w

ay, a

nd st

uden

ts ar

e of

ten

aske

d to

pro

duce

lang

uage

to in

dica

te

thei

r rea

ding

com

preh

ensio

n. In

oth

er w

ords

, we

can’t

see

whe

ther

stud

ents

have

co

rrec

tly id

entifi

ed la

ngua

ge o

r dra

wn

conc

lusio

ns b

ased

on

thei

r rea

ding

unl

ess

they

show

thei

r lea

rnin

g in

oth

er w

ays.

This

expa

nded

stra

nd su

gges

ts th

at st

uden

ts w

ould

read

text

like

that

whi

ch a

ppea

rs n

ext t

o Li

ngui

stic

Com

plex

ity, b

ut th

en

mig

ht in

dica

te th

eir u

nder

stand

ing

by c

reat

ing

a un

ique

cha

rt o

r map

. The

row

s fo

r Lan

guag

e Fo

rms a

nd C

onve

ntio

ns a

nd V

ocab

ular

y U

sage

sugg

est s

ome

poss

ible

la

ngua

ge le

arni

ng o

ppor

tuni

ties t

o in

trodu

ce a

nd p

ract

ice

with

stud

ents

at e

ach

leve

l of l

angu

age

profi

cien

cy. S

uch

prac

tice

will

enh

ance

and

exp

and

stude

nts’

abili

ties t

o ac

cess

con

tent

pre

sent

ed th

roug

h w

ritte

n te

xt.

EXPA

ND

ED S

TRA

ND

S37

Exam

ple

Lang

uage

Fea

ture

s

Leve

ls 1

–3Le

vels

2–4

Leve

ls 3

–5


Ling

uist

ic

Com

plex

ity

Dis

cour

se

Leve

l

Ric

e is

an im

port

ant c

rop.

It g

row

s in

the

wet

fla

t lan

ds o

f Chi

na.

Bana

nas g

row

in th

e tro

pics

.

Coff

ee g

row

s in

coun

trie

s with

hig

h m

ount

ains

that

are

nea

r the

equ

ator

, whi

le

oliv

es g

row

nea

r war

m se

as. Th

eref

ore,

co

ffee

is a

maj

or a

gric

ultu

ral p

rodu

ct o

f Ec

uado

r whi

le o

lives

are

impo

rtan

t to

the

Med

iterr

anea

n re

gion

.

Ora

nge

trees

requ

ire th

e m

oist,

nut

rient

-ric

h so

il of

trop

ical

clim

ates

. In

cont

rast,

whe

at

pros

pers

in c

oole

r, ar

id c

limat

es w

ith d

rier

soil.

Not

ice

how

agr

icul

tura

l pro

duct

ivity

va

ries f

rom

regi

on to

regi

on in

Ken

ya.

One

requ

irem

ent o

f suc

cess

ful a

gric

ultu

ral

prod

uctio

n is

sele

ctin

g cr

ops t

hat a

re w

ell-

suite

d to

the

clim

ate

and

soil

of th

e re

gion

.

Lang

uage

Fo

rms

&

Conv

enti

ons

Sent

ence

Le

vel

rice,

coff

ee, c

orn,

v. o

lives

, ban

anas

, ora

nges

Ric

e gr

ows…

Ba

nana

s gro

w…

Coff

ee g

row

s… w

hile

oliv

es g

row

…

Ther

efor

e,…

One

requ

irem

ent o

f suc

cess

ful a

gric

ultu

ral

prod

uctio

n is…

Voca

bula

ry

Usa

ge

Wor

d/Ph

rase

Le

vel

rice

coff

ee o

lives

w

heat

ora

nge

trees

impo

rtan

t cro

p

wet

flat

land

s

near

the

equa

tor o

r

near

war

m se

as

maj

or

ther

efor

e

whi

le

regi

on

In c

ontr

ast,

agric

ultu

ral

pr

oduc

tivity

/pro

duct

ion

moi

st, tr

opic

al c

limat

es

cool

er, a

rid c

limat

es

wel

l-sui

ted

CON

NEC

TIO

N: C

omm

on C

ore R

eadi

ng S

tand

ards

for L

itera

cy in

Hist

ory/S

ocia

l Stu

dies,

Inte

grat

ion

of K

now

ledge

& Id

eas #

7: In

tegr

ate

visu

al in

form

atio

n (e

.g.,

in c

hart

s, gr

aphs

, ph

otog

raph

s, vi

deos

, or m

aps)

with

oth

er in

form

atio

n in

prin

t and

dig

ital t

exts.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts r

ead

info

rmat

iona

l tex

ts an

d re

late

d w

ebsit

es a

bout

cro

ps o

r agr

icul

tura

l pro

duct

s to

inte

rpre

t map

s or c

reat

e ch

arts.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

ANAL

YZE

the

impo

rtan

ce o

f agr

icul

tura

l res

ourc

es to

regi

onal

eco

nom

ies.

READING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Iden

tify

agric

ultu

ral i

cons

us

ing

visu

al o

r gra

phic

su

ppor

t (e.

g., o

n m

aps o

r gr

aphs

)

Loca

te re

sour

ces o

r ag

ricul

tura

l pro

duct

s usin

g vi

sual

or g

raph

ic su

ppor

t

Dist

ingu

ish a

mon

g re

sour

ces o

r agr

icul

tura

l pr

oduc

ts us

ing

visu

al o

r gr

aphi

c su

ppor

t

Find

pat

tern

s ass

ocia

ted

with

reso

urce

s or

agric

ultu

ral p

rodu

cts u

sing

visu

al o

r gra

phic

supp

ort

Dra

w c

oncl

usio

ns a

bout

re

sour

ces o

r agr

icul

tura

l pr

oduc

ts on

map

s or

grap

hs fr

om g

rade

-leve

l tex

t

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: ren

ewab

le, n

on-r

enew

able

, re

sour

ce a

lloca

tion

EXPA

ND

ED S

TRA

ND

S38

GR

AD

E 8

CON

NEC

TIO

N: C

omm

on C

ore R

eadi

ng S

tand

ards

for L

itera

ture

, Int

egra

tion

of K

now

ledge

and

Idea

s #9

(Gra

de 8

): An

alyz

e ho

w a

mod

ern

wor

k of

fict

ion

draw

s on

them

es, p

atte

rns

of e

vent

s, or

cha

ract

er ty

pes f

rom

myt

hs, t

radi

tiona

l sto

ries,

or re

ligio

us w

orks

such

as t

he B

ible

, inc

ludi

ng d

escr

ibin

g ho

w th

e m

ater

ial i

s ren

dere

d ne

w.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts l

isten

to c

lass

disc

ussio

ns a

bout

them

es, p

atte

rns o

f eve

nts,

or c

hara

cter

type

s in

a w

ork

of li

tera

ture

to m

ake

conn

ectio

ns

to th

eir o

wn

lives

and

/or f

amili

ar st

orie

s or m

yths

from

thei

r ow

n cu

lture

s.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

ANAL

YZE

univ

ersa

l the

mes

of l

itera

ture

.

LISTENING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Sele

ct il

lustr

atio

ns d

epic

ting

liter

ary

char

acte

rs,

them

es, a

nd p

lots

base

d on

ora

l sta

tem

ents

usin

g en

viro

nmen

tal p

rint (

e.g.

, po

sters

abo

ut c

hara

cter

ty

pes a

nd th

emes

)

Sele

ct il

lustr

atio

ns

depi

ctin

g lit

erar

y ch

arac

ters

, the

mes

, an

d pl

ots b

ased

on

oral

des

crip

tions

usin

g en

viro

nmen

tal p

rint

Cla

ssify

exa

mpl

es o

f lit

erar

y ch

arac

ters

, the

mes

, an

d pl

ots b

ased

on

oral

de

scrip

tions

with

a p

artn

er

Find

pat

tern

s rel

ated

to

liter

ary

char

acte

rs, t

hem

es,

and

plot

s usin

g gr

aphi

c or

gani

zers

with

a p

artn

er

Pred

ict t

he e

volu

tion

of li

tera

ry c

hara

cter

s, th

emes

, and

plo

ts

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: uni

vers

al th

eme,

cha

ract

er

type

, alle

gory

, myt

holo

gy, p

rota

goni

st

ELD

STA

ND

ARD

2: T

he L

angu

age

of L

angu

age

Art

s EX

AM

PLE

TOPI

C: L

iter

atur

e an

alys

is

The

8th

grad

e ex

pand

ed st

rand

ass

umes

that

stud

ents

will

liste

n to

cla

ssro

om

disc

ussio

ns a

bout

lite

ratu

re a

nd w

ill c

onne

ct c

omm

on th

emes

acr

oss m

ultip

le

genr

es, i

nclu

ding

myt

hs, t

radi

tiona

l sto

ries,

or re

ligio

us w

orks

. ELL

s fro

m d

iver

se

back

grou

nds m

ay o

ffer t

rem

endo

us ri

chne

ss to

such

disc

ussio

ns o

f uni

vers

al th

emes

, as

they

may

kno

w d

iffer

ent t

radi

tiona

l sto

ries a

nd h

ave

uniq

ue li

fe e

xper

ienc

es

to re

late

to th

e lit

erar

y w

orks

. In

the

dom

ain

of li

steni

ng, t

hey

may

exh

ibit

thei

r lis

teni

ng c

ompr

ehen

sion

in a

var

iety

of w

ays,

as su

gges

ted

in th

e m

odel

per

form

ance

in

dica

tors

. Edu

cato

rs m

ay re

ly o

n ill

ustr

atio

ns o

f com

mon

them

es, e

vent

s, or

ch

arac

ter t

ypes

acr

oss m

ultip

le u

nits

to in

crea

se st

uden

ts’ fa

mili

arity

with

thes

e

conc

epts.

Stu

dent

s may

recr

eate

, sel

ect,

or m

anip

ulat

e th

ese

illus

trat

ions

to e

ngag

e in

a v

arie

ty o

f act

iviti

es. H

owev

er, i

llustr

atio

ns a

re ju

st on

e w

ay to

supp

ort s

tude

nts’

liste

ning

. Oth

er g

raph

ic, s

enso

ry, a

nd in

tera

ctiv

e su

ppor

ts m

ay b

e eq

ually

val

uabl

e.

The

com

plex

ity o

f sen

tenc

es th

at st

uden

ts ca

n pr

oces

s inc

reas

es a

cros

s thr

ee ti

ered

le

vels.

Diff

eren

t for

ms,

conv

entio

ns, a

nd v

ocab

ular

y ca

n be

intro

duce

d th

roug

h di

ffere

nt a

ctiv

ities

as p

art o

f the

less

on o

n lit

erat

ure.

List

enin

g w

ill se

rve

as a

scaff

old

for m

any

stude

nts w

ho c

an u

se it

as a

foun

datio

n fo

r bui

ldin

g th

eir p

rodu

ctiv

e sk

ills

of sp

eaki

ng a

nd w

ritin

g.

EXPA

ND

ED S

TRA

ND

S39

Exam

ple

Lang

uage

Fea

ture

s

Leve

ls 1

–3Le

vels

2–4

Leve

ls 3

–5


Ling

uist

ic

Com

plex

ity

Dis

cour

se

Leve

l

The

mai

n ch

arac

ter,

Lore

tta, i

s a h

eroi

ne.

She

is no

t afra

id o

f dra

gons

. She

is li

ke th

e w

arrio

r fro

m th

e ot

her s

tory

we

read

.

In g

ener

al, L

oret

ta is

a st

rong

cha

ract

er. S

he

is bo

th fa

ithfu

l and

fear

less

. She

nev

er le

aves

Sa

ndra

’s sid

e. A

dditi

onal

ly, L

oret

ta c

halle

nges

th

e dr

agon

in th

e m

agic

al fo

rest.

This

is di

ffere

nt fr

om h

ow th

e w

arrio

r aba

ndon

s his

hors

e in

the

scen

e of

bat

tle.

Obv

ious

ly, L

oret

ta re

pres

ents

the

hero

ine

of th

e ta

le. S

he n

ot o

nly

defe

ats w

icke

d m

onste

rs th

roug

hout

the

story

, but

she

also

pr

oves

her

self

as a

loya

l frie

nd. Th

roug

h ov

erco

min

g nu

mer

ous o

bsta

cles

, she

co

nque

rs h

er fe

ars a

nd re

alize

s her

ow

n str

engt

h. W

hat i

f Lor

etta

met

the

war

rior

from

the

anci

ent m

yth?

Wou

ld sh

e cr

itici

ze

his a

ctio

ns? C

ould

she

offer

him

som

e ad

vice

?

Lang

uage

Fo

rms

&

Conv

enti

ons

Sent

ence

Le

vel

The

mai

n ch

arac

ter,

Lore

tta,

she

is v.

she

is no

t

In g

ener

al,

both

___

_ an

d __

__Fo

r ins

tanc

e,…

neve

rAd

ditio

nally

,di

ffere

nt fr

om h

ow

Obv

ious

ly,

not o

nly…

but a

lso

Thro

ugh

over

com

ing

num

erou

s obs

tacl

es,

she…

Wha

t wou

ld…

C

ould

…

Voca

bula

ry

Usa

ge

Wor

d/Ph

rase

Le

vel

mai

n ch

arac

ter

hero

/her

oine

afra

iddr

agon

war

rior

othe

r sto

ry

stron

g ch

arac

ter

faith

ful

fear

less

____

’s sid

ech

alle

nges

mag

ical

aban

dons

scen

e of

bat

tle

repr

esen

tsde

feat

slo

yal f

riend

over

com

ing

obsta

cles

co

nque

rsre

alize

s her

ow

n str

engt

hse

rve

anci

ent m

yth

criti

cize

offer

som

e ad

vice

CON

NEC

TIO

N: C

omm

on C

ore R

eadi

ng S

tand

ards

for L

itera

ture

, Int

egra

tion

of K

now

ledge

and

Idea

s #9

(Gra

de 8

): An

alyz

e ho

w a

mod

ern

wor

k of

fict

ion

draw

s on

them

es, p

atte

rns

of e

vent

s, or

cha

ract

er ty

pes f

rom

myt

hs, t

radi

tiona

l sto

ries,

or re

ligio

us w

orks

such

as t

he B

ible

, inc

ludi

ng d

escr

ibin

g ho

w th

e m

ater

ial i

s ren

dere

d ne

w.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts l

isten

to c

lass

disc

ussio

ns a

bout

them

es, p

atte

rns o

f eve

nts,

or c

hara

cter

type

s in

a w

ork

of li

tera

ture

to m

ake

conn

ectio

ns

to th

eir o

wn

lives

and

/or f

amili

ar st

orie

s or m

yths

from

thei

r ow

n cu

lture

s.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

ANAL

YZE

univ

ersa

l the

mes

of l

itera

ture

.

LISTENING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Sele

ct il

lustr

atio

ns d

epic

ting

liter

ary

char

acte

rs,

them

es, a

nd p

lots

base

d on

ora

l sta

tem

ents

usin

g en

viro

nmen

tal p

rint (

e.g.

, po

sters

abo

ut c

hara

cter

ty

pes a

nd th

emes

)

Sele

ct il

lustr

atio

ns

depi

ctin

g lit

erar

y ch

arac

ters

, the

mes

, an

d pl

ots b

ased

on

oral

des

crip

tions

usin

g en

viro

nmen

tal p

rint

Cla

ssify

exa

mpl

es o

f lit

erar

y ch

arac

ters

, the

mes

, an

d pl

ots b

ased

on

oral

de

scrip

tions

with

a p

artn

er

Find

pat

tern

s rel

ated

to

liter

ary

char

acte

rs, t

hem

es,

and

plot

s usin

g gr

aphi

c or

gani

zers

with

a p

artn

er

Pred

ict t

he e

volu

tion

of li

tera

ry c

hara

cter

s, th

emes

, and

plo

ts

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: uni

vers

al th

eme,

cha

ract

er

type

, alle

gory

, myt

holo

gy, p

rota

goni

st

EXPA

ND

ED S

TRA

ND

S40

GR

AD

ES 9

–10

CON

NEC

TIO

N: N

ext G

ener

atio

n Sc

ience

Sta

ndar

ds, P

hysic

al S

cienc

es, C

hem

ical R

eacti

ons P

S1-5

(Hig

h Sc

hool

): Ap

ply

scie

ntifi

c pr

inci

ples

and

evi

denc

e to

pro

vide

an

expl

anat

ion

abou

t the

effe

cts o

f cha

ngin

g th

e te

mpe

ratu

re o

r con

cent

ratio

n of

the

reac

ting

part

icle

s on

the

rate

at w

hich

a re

actio

n oc

curs

.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts w

ill d

iscus

s the

des

ign

of a

n ex

perim

ent (

e.g.

, rea

ctio

n ra

te o

f pho

tosy

nthe

sis) t

o te

st th

e eff

ect o

f mod

ifyin

g a

varia

ble.

G

roup

s will

per

form

the

expe

rimen

t and

disc

uss t

heir

obse

rvat

ions

on

the

impa

ct o

f the

spec

ific

varia

ble.

Fin

ally,

they

will

giv

e a

form

al p

rese

ntat

ion

on th

e re

sults

.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

ANAL

YZE

the

effec

t of m

odify

ing

a va

riabl

e in

an

expe

rimen

t.

SPEAKING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Des

crib

e th

e eff

ects

of

mod

ifyin

g a

varia

ble

usin

g ill

ustr

ated

wor

d ba

nks i

n sm

all g

roup

s

Giv

e ex

ampl

es o

f the

effe

cts

of m

odify

ing

a va

riabl

e us

ing

illus

trat

ed w

ord

bank

s and

sent

ence

fram

es

in sm

all g

roup

s

Expl

ain

the

effec

ts of

m

odify

ing

a va

riabl

e us

ing

sent

ence

fram

es a

nd

grap

hic

orga

nize

rs in

smal

l gr

oups

Disc

uss t

he e

ffect

s of

mod

ifyin

g a

varia

ble

usin

g se

nten

ce fr

ames

and

gr

aphi

c or

gani

zers

in sm

all

grou

ps

Repo

rt o

n th

e eff

ects

of

mod

ifyin

g a

varia

ble

in

smal

l gro

ups

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: dep

ende

nt a

nd in

depe

nden

t va

riabl

es, c

ontro

l and

exp

erim

enta

l gro

ups,

quan

titat

ive

and

qual

itativ

e da

ta

* As

this

book

goe

s to

press

, a d

raft

of th

e Nex

t Gen

erat

ion

Scien

ce S

tand

ards

was

just

relea

sed fo

r rev

iew. W

IDA

plan

s to

upda

te it

s Lan

guag

e of S

cienc

e stra

nds t

o co

rresp

ond

with

these

sta

ndar

ds a

s soo

n as

they

are

fina

l.

ELD

STA

ND

ARD

4: T

he L

angu

age

of S

cien

ce

EXA

MPL

E TO

PIC:

Dep

ende

nt &

inde

pend

ent v

aria

bles

The f

ollo

win

g ex

pand

ed st

rand

is fo

cuse

d on

a p

rodu

ctiv

e dom

ain

(spea

king

). Fi

ve

exam

ples

are

giv

en o

f how

stud

ents

will

gai

n pr

ofici

ency

as t

hey

prog

ress

thro

ugh

the

levels

. The p

rogr

essio

n sta

rts a

t lev

el 1

whe

re st

uden

ts w

ill c

ombi

ne n

ew v

ocab

ular

y w

ith se

t phr

ases

such

as “

staye

d th

e sam

e” to

des

crib

e the

ir ex

perim

ent.

At le

vel 2

, th

ey m

ight

use

repe

titiv

e sen

tenc

e fra

mes

to te

ll ab

out t

he d

iffer

ent o

utco

mes

of

expe

rimen

tatio

n. A

t lev

els 3

–5, t

each

ers s

houl

d gr

adua

lly in

crea

se th

e com

plex

ity o

f

sent

ence

fram

es p

rovi

ded

and

allo

w st

uden

ts am

ple t

ime t

o pr

actic

e with

them

prio

r to

giv

ing

a fin

al re

port

to th

e cla

ss. G

raph

ic su

ppor

t suc

h as

a p

roce

ss m

ap w

ill a

lso

supp

ort s

tude

nts’

abili

ty to

reco

unt t

he ex

perim

ent’s

resu

lts o

rally

. The p

assiv

e voi

ce,

a ha

llmar

k of

scie

ntifi

c la

ngua

ge, c

an b

e reh

ears

ed w

ith a

ll stu

dent

s, in

cludi

ng E

LLs

at th

e upp

er le

vels

of la

ngua

ge p

rofic

ienc

y. Al

l stu

dent

s will

ben

efit f

rom

enha

nced

aw

aren

ess o

f the

mos

t com

mon

feat

ures

of l

angu

age p

erta

inin

g to

scie

nce.

EXPA

ND

ED S

TRA

ND

S41

Exam

ple

Lang

uage

Fea

ture

s

Leve

ls 1

–3Le

vels

2–4

Leve

ls 3

–5


Ling

uist

ic

Com

plex

ity

Dis

cour

se

Leve

l

Illus

trat

ed w

ord

bank

:in

depe

nden

t var

iabl

ede

pend

ent v

aria

ble

wat

erC

O2

Car

bon

diox

ide

staye

d th

e sa

me

chan

ged

The

inde

pend

ent v

aria

ble

was

car

bon

diox

ide.

W

e ch

ange

d th

e am

ount

of C

O2

each

tim

e.

We

saw

the

reac

tion

slow

dow

n w

ith le

ss

carb

on d

ioxi

de a

nd it

did

not

occ

ur w

ithou

t ca

rbon

dio

xide

.

In o

ur e

xper

imen

t, va

ryin

g th

e am

ount

s of

carb

on d

ioxi

de im

pact

ed th

e re

actio

n. F

irst,

we

diss

olve

d so

dium

bic

arbo

nate

in w

ater

to

rele

ase

CO

2, o

ur in

depe

nden

t var

iabl

e.

We

knew

how

muc

h C

O2

to u

se in

the

expe

rimen

t bec

ause

we

had

the

chem

ical

eq

uatio

n fo

r pho

tosy

nthe

sis. D

ecre

asin

g th

e am

ount

of C

O2

in th

e ex

perim

enta

l gro

ups

slow

ed d

own

the

reac

tion

rate

. Rem

ovin

g th

e ca

rbon

dio

xide

resu

lted

in n

o re

actio

n.

Lang

uage

Fo

rms

&

Conv

enti

ons

Sent

ence

Le

vel

staye

d th

e sa

me

chan

ged

We

saw

… w

ith…

and

it…va

ryin

g…

decr

easin

g…

rem

ovin

g…

Voca

bula

ry

Usa

ge

Wor

d/Ph

rase

Le

vel

staye

d th

e sa

me/

chan

ged

sam

e/di

ffere

nt

slow

/fast

chan

ged

reac

tion

each

tim

e

with

out

impa

ct

diss

olve

re

leas

e

chem

ical

equ

atio

n

phot

osyn

thes

is

resu

lted

in

EXPA

ND

ED S

TRA

ND

S42

GR

AD

ES 1

1–12

CON

NEC

TIO

N: C

omm

on C

ore R

eadi

ng S

tand

ards

for I

nfor

mat

iona

l Tex

ts, In

tegr

atio

n of

Kno

wled

ge &

Idea

s #7:

Inte

grat

e an

d ev

alua

te m

ultip

le so

urce

s of i

nfor

mat

ion

pres

ente

d in

di

ffere

nt m

edia

or f

orm

ats (

e.g.

, visu

ally,

qua

ntita

tivel

y) a

s wel

l as i

n w

ords

in o

rder

to a

ddre

ss a

que

stion

or s

olve

a p

robl

em.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts r

evie

w c

olle

ge o

r car

eer m

arke

ting

mat

eria

ls (e

.g.,

prin

t or o

nlin

e) a

ccor

ding

to p

erso

nal p

refe

renc

es (e

.g.,

affor

dabi

lity,

loca

tion,

tim

e co

mm

itmen

t, re

quire

men

ts, in

tere

st) to

mak

e in

form

ed d

ecisi

ons o

n po

st-se

cond

ary

optio

ns.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

EVAL

UAT

E po

st-se

cond

ary

optio

ns.

READING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Sort

info

rmat

ion

on p

ost-

seco

ndar

y op

tions

from

m

ultip

le so

urce

s with

visu

al

supp

ort w

ith a

par

tner

Iden

tify

impo

rtan

t in

form

atio

n (e

.g.,

by

high

light

ing)

on

post-

seco

ndar

y op

tions

from

m

ultip

le so

urce

s with

visu

al

supp

ort w

ith a

par

tner

Cat

egor

ize (e

.g.,

best,

m

aybe

, unl

ikel

y) p

ost-

seco

ndar

y op

tions

from

m

ultip

le so

urce

s usin

g ill

ustr

ated

gra

phic

or

gani

zers

Mak

e ju

dgm

ents

abou

t po

st-se

cond

ary

optio

ns

from

mul

tiple

sour

ces

usin

g ill

ustr

ated

gra

phic

or

gani

zers

(e.g

., ch

eckl

ists

of ty

pes o

f evi

denc

e)

Dra

w c

oncl

usio

ns o

n po

st-se

cond

ary

optio

ns fr

om

clai

ms i

n m

ultip

le so

urce

s of

info

rmat

ion

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: prio

ritie

s, vo

catio

n/tr

ade,

m

erit

scho

lars

hip,

cos

t of l

ivin

g, ro

om a

nd b

oard

, pro

fess

iona

l ref

eren

ce, r

ésum

é-bu

ildin

g

ELD

STA

ND

ARD

1: S

ocia

l & In

stru

ctio

nal L

angu

age

EXA

MPL

E TO

PIC:

Info

rmed

dec

isio

ns (c

olle

ge &

car

eer)

This

expa

nded

stra

nd is

focu

sed

on th

e re

cept

ive

lang

uage

dom

ain

of re

adin

g.

Ther

efor

e, th

e la

ngua

ge fu

nctio

ns (s

ort,

iden

tify,

cate

goriz

e, m

ake

judg

men

ts, a

nd

draw

con

clus

ions

) req

uire

stud

ents

to d

o so

met

hing

to sh

ow th

eir a

bilit

y to

pro

cess

th

e la

ngua

ge th

ey re

ad. A

s you

exa

min

e th

e ex

ampl

e ex

pect

atio

ns a

ssoc

iate

d w

ith

the

thre

e cr

iteria

from

the

Perfo

rman

ce D

efini

tions

, ple

ase

note

that

the

Ling

uisti

c C

ompl

exity

sect

ion

show

case

s the

type

of l

angu

age

stude

nts w

ould

be

read

ing

from

col

lege

or c

aree

r mar

ketin

g m

ater

ials,

not

lang

uage

that

they

them

selv

es

wou

ld p

rodu

ce. S

ince

it is

impo

rtan

t for

eac

h stu

dent

to w

ork

with

aut

hent

ic

mat

eria

ls, th

e qu

antit

y of

lang

uage

eac

h stu

dent

will

pro

cess

is g

reat

er th

an w

hat w

e

typi

cally

ass

ocia

te w

ith th

e be

ginn

ing

leve

ls of

lang

uage

pro

ficie

ncy

(leve

ls 1

and

2).

How

ever

, thi

s exa

mpl

e sh

ows h

ow e

duca

tors

can

sele

ct se

ctio

ns o

f tho

se m

ater

ials

that

are

app

ropr

iate

for s

tude

nts a

t eac

h le

vel a

nd o

ffer s

uppo

rt (s

uch

as v

isual

s and

pa

rtne

r wor

k) to

allo

w th

em to

acc

ess i

t. In

this

exam

ple,

som

e of

the

lang

uage

fu

nctio

ns su

ch a

s ide

ntifi

catio

n vi

a hi

ghlig

htin

g (le

vel 2

) and

the

use

of c

ateg

ory

head

ings

(lev

el 3

) are

inco

rpor

ated

with

in th

e ro

w fo

r Lin

guist

ic C

ompl

exity

. At t

he

high

est l

evel

s, stu

dent

s nee

d to

pro

cess

all

lang

uage

show

n in

ord

er to

succ

essfu

lly

mak

e ju

dgm

ents

and

draw

con

clus

ions

. The

voca

bula

ry a

ssoc

iate

d w

ith th

is ex

ampl

e to

pic

is re

leva

nt to

stud

ents’

live

s in

scho

ol a

nd b

eyon

d.

EXPA

ND

ED S

TRA

ND

S43

Exam

ple

Lang

uage

Fea

ture

s

Leve

ls 1

–3Le

vels

2–4

Leve

ls 3

–5


Ling

uist

ic

Com

plex

ity

Dis

cour

se

Leve

l

Mec

hani

cs

Indi

vidu

als w

ho e

njoy

wor

king

with

tool

s an

d th

eir h

ands

may

be

inte

reste

d in

wor

k as

a m

echa

nic.

Tod

ay, m

echa

nics

ofte

n us

e co

mpu

ter d

iagn

ostic

equ

ipm

ent t

o fin

d an

d fix

pro

blem

s, so

mec

hani

cs a

lso n

eed

to

keep

up

with

cha

nges

in te

chno

logy

. Mos

t m

echa

nics

spec

ializ

e in

at l

east

one

area

such

as

aut

omot

ive,

airc

raft,

smal

l eng

ine,

or

indu

stria

l mac

hine

ry. M

echa

nics

gen

eral

ly

have

a lo

ve fo

r mac

hine

s, bu

t man

y al

so

like

custo

mer

serv

ice

and

feel

a se

nse

of

acco

mpl

ishm

ent f

rom

hel

ping

peo

ple.

Pre-

law

Ar

e yo

u dr

iven

to e

arn

top

grad

es? C

an y

ou

pict

ure

your

self

as a

n in

tern

in a

law

offi

ce?

Are

you

com

mitt

ed to

stud

ying

for t

he L

SAT

? Si

nce

pre-

law

is ra

rely

offe

red

as a

maj

or, a

pr

e-la

w a

dvisi

ng p

rogr

am w

ill h

elp

you

stay

on tr

ack

as y

ou p

repa

re fo

r law

scho

ol. I

t he

lps t

o be

a g

ood

com

mun

icat

or a

nd y

ou’ll

be

mor

e lik

ely

to su

ccee

d in

law

scho

ol if

you

ar

e an

ana

lytic

al th

inke

r who

enj

oys p

robl

em

solv

ing.

Thou

gh m

any

pre-

law

stud

ents

choo

se m

ajor

s lik

e En

glish

or p

oliti

cal s

cien

ce,

you

can

maj

or in

any

thin

g at

all!

Nur

sing

Aide

s N

ursin

g ai

des’

resp

onsib

ilitie

s ran

ge fr

om

taki

ng p

atie

nts’

tem

pera

ture

s to

lead

ing

a gr

oup

card

gam

e. If

you

are

attr

acte

d to

the

virt

ues o

f nur

sing

but n

ot th

e tim

e it

take

s to

beco

me

an R

N, a

nur

sing

aide

pos

ition

may

be

righ

t for

you

. Aid

es c

an w

ork

days

, nig

hts,

and/

or w

eeke

nds,

and

som

e jo

bs re

quire

use

of

you

r ow

n tra

nspo

rtat

ion.

CON

NEC

TIO

N: C

omm

on C

ore R

eadi

ng S

tand

ards

for I

nfor

mat

iona

l Tex

ts, In

tegr

atio

n of

Kno

wled

ge &

Idea

s #7:

Inte

grat

e an

d ev

alua

te m

ultip

le so

urce

s of i

nfor

mat

ion

pres

ente

d in

di

ffere

nt m

edia

or f

orm

ats (

e.g.

, visu

ally,

qua

ntita

tivel

y) a

s wel

l as i

n w

ords

in o

rder

to a

ddre

ss a

que

stion

or s

olve

a p

robl

em.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts r

evie

w c

olle

ge o

r car

eer m

arke

ting

mat

eria

ls (e

.g.,

prin

t or o

nlin

e) a

ccor

ding

to p

erso

nal p

refe

renc

es (e

.g.,

affor

dabi

lity,

loca

tion,

tim

e co

mm

itmen

t, re

quire

men

ts, in

tere

st) to

mak

e in

form

ed d

ecisi

ons o

n po

st-se

cond

ary

optio

ns.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

EVAL

UAT

E po

st-se

cond

ary

optio

ns.

READING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Sort

info

rmat

ion

on p

ost-

seco

ndar

y op

tions

from

m

ultip

le so

urce

s with

visu

al

supp

ort w

ith a

par

tner

Iden

tify

impo

rtan

t in

form

atio

n (e

.g.,

by

high

light

ing)

on

post-

seco

ndar

y op

tions

from

m

ultip

le so

urce

s with

visu

al

supp

ort w

ith a

par

tner

Cat

egor

ize (e

.g.,

best,

m

aybe

, unl

ikel

y) p

ost-

seco

ndar

y op

tions

from

m

ultip

le so

urce

s usin

g ill

ustr

ated

gra

phic

or

gani

zers

Mak

e ju

dgm

ents

abou

t po

st-se

cond

ary

optio

ns

from

mul

tiple

sour

ces

usin

g ill

ustr

ated

gra

phic

or

gani

zers

(e.g

., ch

eckl

ists

of ty

pes o

f evi

denc

e)

Dra

w c

oncl

usio

ns o

n po

st-se

cond

ary

optio

ns fr

om

clai

ms i

n m

ultip

le so

urce

s of

info

rmat

ion

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: prio

ritie

s, vo

catio

n/tr

ade,

m

erit

scho

lars

hip,

cos

t of l

ivin

g, ro

om a

nd b

oard

, pro

fess

iona

l ref

eren

ce, r

ésum

é-bu

ildin

g

The

Uni

vers

ity: Q

uick

Fac

ts•

Foun

ded

in 1

910

• 27

,000

stud

ents

from

41

state

s and

60

coun

trie

s•

Loca

ted

in T

ownv

ille,

U.S

. •

Nam

ed “

Best

Valu

e U

” by

Rat

ings

M

agaz

ine

for 3

stra

ight

yea

rs

Resid

entia

l Life

Firs

t- an

d se

cond

-yea

r stu

dent

s res

ide

in

cam

pus h

ousin

g. L

ivin

g op

port

uniti

es

incl

ude

12 re

siden

ce h

alls,

35

them

e ho

uses

, an

d ni

ne a

part

men

t com

plex

es.

Scho

lars

hips

and

Fin

anci

al A

id•

Mor

e th

an $

150

mill

ion

in sc

hola

rshi

ps a

nd

finan

cial

aid

eac

h ye

ar•

Awar

ded

for n

eed,

mer

it, a

nd/o

r tal

ent

Maj

ors

Acco

untin

g, A

nthr

opol

ogy,

Art,

Bioc

hem

istry

, Bio

logy

, Bus

ines

s…

Visi

t Cam

pus

The

best

way

to d

ecid

e if

the

Uni

vers

ity is

rig

ht fo

r you

is b

y vi

sitin

g ca

mpu

s. Sc

hedu

le

your

visi

t at u

nive

rsity

.edu

/adm

issio

n or

cal

l 1-

800-

I-V

ISIT

-U.

Best,

Clo

se, In

tere

sting

: Th

e C

reat

ive

Insti

tute

s Th

is sy

stem

of s

choo

ls off

ers r

eal-w

orld

ed

ucat

ion

in th

e ar

eas o

f cul

inar

y ar

ts,

fash

ion,

film

, gra

phic

des

ign,

and

mor

e. W

ith

over

50

scho

ols i

n 30

stat

es, y

ou c

an e

arn

an

asso

ciat

e de

gree

or t

echn

ical

dip

lom

a in

one

of

thes

e su

bjec

ts at

a c

ampu

s nea

r you

!

May

be, C

lose,

Affo

rdab

le:

Con

veni

ent C

olle

ge

For o

ver 1

5 ye

ars,

Con

veni

ent C

olle

ge h

as

offer

ed a

fford

able

stud

ent-c

ente

red,

qua

lity,

care

er-fo

cuse

d ed

ucat

ion.

Our

onl

ine

prog

ram

offe

rs a

ssoc

iate

’s an

d ba

chel

or’s

degr

ees t

ailo

red

to m

eet y

our p

erso

nal n

eeds

at

a p

ace

that

is ri

ght f

or y

ou. P

osse

ssin

g cu

rren

t exp

erie

nce

in b

usin

ess,

crim

inal

ju

stice

, hea

lth c

are,

and

psy

chol

ogy,

our

facu

lty is

her

e fo

r you

. At C

onve

nien

t C

olle

ge, y

ou w

ill fi

nd a

war

m, f

riend

ly

com

mun

ity w

ith sm

all c

lass

size

s and

staff

de

dica

ted

to y

our a

dvan

cem

ent.

Unl

ikely

but

inte

resti

ng:

Teac

her C

olle

ge

Our

Ear

ly C

hild

hood

pro

gram

com

bine

s ha

nds-

on fi

eld

wor

k w

ith a

cade

mic

co

urse

wor

k. S

ucce

ss d

epen

ds o

n a

carin

g at

titud

e, fl

exib

ility

, dep

enda

bilit

y, an

d str

ong

com

mun

icat

ions

skill

s. If

this

soun

ds li

ke a

fit

for y

ou, t

he ti

me

is rig

ht to

app

ly!

44EX

PAN

DED

STR

AN

DS

Exam

ple

Lang

uage

Fea

ture

s

Leve

ls 1

–3Le

vels

2–4

Leve

ls 3

–5


Lang

uage

Fo

rms

&

Conv

enti

ons

Sent

ence

Le

vel

foun

ded

in…

loca

ted

in…

nam

ed a

…

With

ove

r 50

scho

ols i

n 30

stat

es,

For o

ver 1

5 ye

ars,

tailo

red

to

com

bine

s ___

_ w

ith _

___

such

as…

rang

e fro

m _

____

to _

____

If… An R

N

Voca

bula

ry

Usa

ge

Wor

d/Ph

rase

Le

vel

Uni

vers

ityre

siden

ce h

all

finan

cial

aid

maj

orca

mpu

s

real

-wor

ld e

duca

tion

affor

dabl

estu

dent

-cen

tere

dca

reer

-focu

sed

mee

t you

r nee

dspa

cew

arm

com

mun

ityad

vanc

emen

tfle

xibi

lity

depe

ndab

ility

str

ong

com

mun

icat

ion

skill

sth

e tim

e is

right

keep

up

with

spec

ializ

epi

ctur

e yo

urse

lfad

visin

g pr

ogra

msta

y on

trac

kan

alyt

ical

thin

ker

prob

lem

solv

ing

anyt

hing

at a

llvi

rtue

s

45

Exam

ple

Lang

uage

Fea

ture

s

Leve

ls 1

–3Le

vels

2–4

Leve

ls 3

–5


Lang

uage

Fo

rms

&

Conv

enti

ons

Sent

ence

Le

vel

foun

ded

in…

loca

ted

in…

nam

ed a

…

With

ove

r 50

scho

ols i

n 30

stat

es,

For o

ver 1

5 ye

ars,

tailo

red

to

com

bine

s ___

_ w

ith _

___

such

as…

rang

e fro

m _

____

to _

____

If… An R

N

Voca

bula

ry

Usa

ge

Wor

d/Ph

rase

Le

vel

Uni

vers

ityre

siden

ce h

all

finan

cial

aid

maj

orca

mpu

s

real

-wor

ld e

duca

tion

affor

dabl

estu

dent

-cen

tere

dca

reer

-focu

sed

mee

t you

r nee

dspa

cew

arm

com

mun

ityad

vanc

emen

tfle

xibi

lity

depe

ndab

ility

str

ong

com

mun

icat

ion

skill

sth

e tim

e is

right

keep

up

with

spec

ializ

epi

ctur

e yo

urse

lfad

visin

g pr

ogra

msta

y on

trac

kan

alyt

ical

thin

ker

prob

lem

solv

ing

anyt

hing

at a

llvi

rtue

s

The

stra

nds

in S

ectio

n 4

do n

ot re

plac

e th

e st

rand

s pr

esen

ted

in th

e 20

07

Editi

on o

f WID

A’s

stan

dard

s bu

t ins

tead

incl

udes

an

addi

tiona

l res

ourc

e fo

r

educ

ator

s w

orki

ng w

ith E

nglis

h la

ngua

ge le

arne

rs in

a v

arie

ty o

f con

text

s.

The

curr

ent f

ram

ewor

k in

clud

es s

tran

ds fo

r ind

ivid

ual g

rade

leve

ls s

o th

at

the

stra

nds

can

be c

onne

cted

to g

rade

-leve

l con

tent

sta

ndar

ds. H

owev

er,

educ

ator

s ar

e en

cour

aged

to re

view

str

ands

acr

oss

mul

tiple

gra

de

leve

ls to

gai

n a

fulle

r pic

ture

of t

he v

ario

us p

athw

ays

to la

ngua

ge

deve

lopm

ent f

or th

eir s

tude

nts.

SEC

TIO

N 4

:

Str

ands

by

Gra

de L

evel

Six

stran

ds p

er g

rade

leve

l illu

strat

e la

ngua

ge d

evel

opm

ent w

ithin

eac

h of

the

five W

IDA

ELD

Sta

ndar

ds a

nd a

cros

s all

lang

uage

dom

ains

, pl

us a

com

plem

enta

ry st

rand

supp

orts

lang

uage

lear

ning

with

in m

usic

ed

ucat

ion,

per

form

ing

arts,

the

hum

aniti

es, v

isual

art

s, he

alth

, phy

sical

ed

ucat

ion,

tech

nolo

gy, a

nd e

ngin

eerin

g

Stra

nds

of M

odel

Per

form

ance

In

dica

tors

Rep

rese

ntin

g th

e W

IDA

En

glis

h La

ngua

ge D

evel

opm

ent

Stan

dard

s

KIN

DER

GA

RTEN

46

CON

NEC

TIO

N: C

omm

on C

ore S

peak

ing

and

Liste

ning

Sta

ndar

ds #

3 (K

inde

rgar

ten)

: Par

ticip

ate

in c

olla

bora

tive

conv

ersa

tions

with

div

erse

par

tner

s abo

ut K

inde

rgar

ten

topi

cs a

nd

text

s with

pee

rs a

nd a

dults

in sm

all a

nd la

rger

gro

ups.

EXA

MPL

E CO

NTE

XT

FOR

LAN

GU

AG

E U

SE: S

tude

nts g

ive

visit

ors (

e.g.

, fam

ily m

embe

rs) a

cla

ssro

om to

ur a

nd te

ll ho

w st

uden

ts w

ork

colla

bora

tivel

y in

gro

ups o

r cen

ters

.

COG

NIT

IVE

FUN

CTI

ON

: Stu

dent

s at a

ll le

vels

of E

nglis

h la

ngua

ge p

rofic

ienc

y R

EMEM

BER

how

to w

ork

colla

bora

tivel

y w

ith th

eir p

eers

.

SPEAKING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Repe

at a

nd re

spon

d to

ch

ants

abou

t wor

king

co

llabo

rativ

ely

in sm

all

grou

ps o

r cen

ters

(e.g

., ca

ll an

d re

spon

se) u

sing

gestu

res

Prod

uce

simpl

e sta

tem

ents

abou

t wor

king

co

llabo

rativ

ely

in sm

all

grou

ps o

r cen

ters

usin

g or

al se

nten

ce st

arte

rs a

nd

mod

els

Prod

uce

state

men

ts ab

out

wor

king

col

labo

rativ

ely

in sm

all g

roup

s or c

ente

rs

usin

g or

al se

nten

ce st

arte

rs

and

mod

els

Tell

abou

t wor

king

co

llabo

rativ

ely

in sm

all

grou

ps o

r cen

ters

usin

g m

odel

s

Elab

orat

e on

wor

king

co

llabo

rativ

ely

in sm

all

grou

ps o

r cen

ters

usin

g m

odel

s

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: tak

ing

turn

s, co

oper

atio

n,

job,

toda

y, to

mor

row

ELD

STA

ND

ARD

1: S

ocia

l & In

stru

ctio

nal L

angu

age

EXA

MPL

E TO

PIC:

Cla

ssro

om c

olla

bora

tion

See

expa

nded

ve

rsio

n of

this

str

and

on p

p. 2

2–23

KIN

DER

GA

RTEN

47

ELD

STA

ND

ARD

2: T

he L

angu

age

of L

angu

age

Art

s EX

AM

PLE

TOPI

C: F

eatu

res

of p

rint

CON

NEC

TIO

N: C

omm

on C

ore R

eadi

ng S

tand

ards

: Fou

ndat

iona

l Ski

lls #

1 (K

inde

rgar

ten)

: Dem

onstr

ate

unde

rsta

ndin

g of

the

orga

niza

tion

and

basic

feat

ures

of p

rint;

a. F

ollo

w

wor

ds fr

om le

ft to

righ

t, to

p to

bot

tom

, and

pag

e by

pag

e, b

. Rec

ogni

ze th

at sp

oken

wor

ds a

re re

pres

ente

d in

writ

ten

lang

uage

by

spec

ific

sequ

ence

s of l

ette

rs, c

. Und

ersta

nd th

at

wor

ds a

re se

para

ted

by sp

aces

in p

rint.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts e

xplo

re fe

atur

es o

f prin

t in

a va

riety

of b

ooks

with

uni

que

topi

cs, f

orm

attin

g, a

nd st

yles

.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

REM

EMBE

R fe

atur

es o

f prin

t.

LISTENING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Iden

tify

feat

ures

of p

rint i

n re

spon

se to

one

-ste

p or

al

com

man

ds a

nd fo

llow

ing

a m

odel

(e.g

., “S

how

me

the

title

.”)

Iden

tify

feat

ures

of p

rint

in re

spon

se to

que

stion

s in

volv

ing

a ch

oice

and

fo

llow

ing

a m

odel

(e.g

., “I

s th

is th

e tit

le o

r is t

his t

he

title

? Sho

w m

e th

e tit

le.”)

Iden

tify

feat

ures

of p

rint i

n re

spon

se to

Wh-

que

stion

s by

poi

ntin

g an

d fo

llow

ing

a m

odel

(e.g

., “W

ho w

rote

th

is bo

ok? S

how

me

the

auth

or.”)

Iden

tify

feat

ures

of p

rint i

n re

spon

se to

exp

ande

d W

h-qu

estio

ns b

y po

intin

g an

d fo

llow

ing

a m

odel

(e.g

., “W

here

do

you

find

the

auth

or’s

nam

e on

the

title

pa

ge? S

how

me

whe

re y

ou

find

it.”)

Iden

tify

feat

ures

of p

rint

in re

spon

se to

exp

ande

d m

ulti-

step

oral

instr

uctio

ns

and

follo

win

g a

mod

el

(e.g

., “F

ind

the

auth

or’s

first

and

last

nam

e an

d th

en sh

ow m

e th

e up

per

case

lette

rs.”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: titl

e, tu

rn th

e pa

ge, f

ront

/bac

k co

ver,

left

to ri

ght,

auth

or, i

llustr

ator

, firs

t nam

e, la

st na

me,

spac

es, l

ower

/upp

er c

ase

lette

rs

KIN

DER

GA

RTEN

48

CON

NEC

TIO

N: C

omm

on C

ore S

tand

ards

for M

athe

mat

ics, M

easu

rem

ent a

nd D

ata

#1–2

(Kin

derg

arte

n): D

escr

ibe

mea

sura

ble

attr

ibut

es o

f obj

ects,

such

as l

engt

h or

wei

ght.

Des

crib

e se

vera

l mea

sura

ble

attr

ibut

es o

f a si

ngle

obj

ect.;

Dire

ctly

com

pare

two

obje

cts w

ith a

mea

sura

ble

attr

ibut

e in

com

mon

, to

see

whi

ch o

bjec

t has

“mor

e of

”/“l

ess o

f” th

e at

trib

ute,

and

des

crib

e th

e di

ffere

nce.

For

exa

mpl

e, d

irect

ly c

ompa

re th

e he

ight

s of t

wo

child

ren

and

desc

ribe

one

child

as t

alle

r/sh

orte

r.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts t

alk

with

cla

ssm

ates

abo

ut re

al o

bjec

ts at

a m

ath

cent

er a

nd so

rt th

em a

ccor

ding

to a

ttrib

utes

.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

ANAL

YZE

the

attr

ibut

es o

f obj

ects.

SPEAKING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Indi

cate

attr

ibut

es o

f ob

ject

s (e.

g., “

big,

” “s

mal

l”)

usin

g ge

sture

s and

wor

ds in

sm

all g

roup

s

Des

crib

e at

trib

utes

of

obje

cts (

e.g.

, “a

smal

l bal

l,”

“a b

ig b

all”

) usin

g ge

sture

s an

d w

ords

in sm

all g

roup

s

Des

crib

e in

det

ail a

ttrib

utes

of

obj

ects

(e.g

., “t

he sm

alle

r ba

ll”) i

n sm

all g

roup

s

Com

pare

attr

ibut

es o

f ob

ject

s (e.

g., “

This

is th

e bi

gges

t bal

l.”) i

n sm

all

grou

ps

Spec

ify si

mila

ritie

s and

di

ffere

nces

in a

ttrib

utes

of

obje

cts (

e.g.

, “Th

e ch

alk

and

the

cray

on a

re sh

ort.

The

penc

il is

long

er.”)

in

smal

l gro

ups

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: big

ger,

smal

ler,

heav

ier,

light

er,

long

er/ta

ller,

shor

ter

ELD

STA

ND

ARD

3: T

he L

angu

age

of M

athe

mat

ics

EXA

MPL

E TO

PIC:

Att

ribu

tes

of o

bjec

ts

KIN

DER

GA

RTEN

49

CON

NEC

TIO

N: N

atio

nal S

cienc

e Edu

catio

n St

anda

rds C

.1 L

ife S

cienc

e: Th

e Cha

racte

ristic

s of O

rgan

isms (

Gra

des K

–4)*

: Eac

h pl

ant o

r ani

mal

has

diff

eren

t str

uctu

res t

hat s

erve

di

ffere

nt fu

nctio

ns in

gro

wth

, sur

viva

l, an

d re

prod

uctio

n. F

or e

xam

ple,

hum

ans h

ave

disti

nct b

ody

struc

ture

s for

wal

king

, hol

ding

, see

ing,

and

talk

ing.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: F

ollo

win

g an

inte

ract

ive/

shar

ed re

adin

g ex

perie

nce

on a

n in

form

atio

nal b

ook

abou

t bod

y pa

rts a

nd th

eir f

unct

ions

, stu

dent

s will

ex

amin

e th

e bo

ok w

ith a

par

tner

.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

UN

DER

STAN

D th

e fu

nctio

ns o

f bod

y pa

rts a

nd se

nses

.

READING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Asso

ciat

e pi

ctur

es w

ith

mod

eled

lang

uage

abo

ut

body

par

ts an

d th

eir

func

tions

with

a p

artn

er

Find

wor

ds o

r ico

ns re

late

d to

bod

y pa

rts a

nd th

eir

func

tions

in b

ooks

with

a

part

ner

Mat

ch la

bele

d pi

ctur

es

with

bod

y pa

rts a

nd th

eir

func

tions

with

a p

artn

er

Sort

illu

strat

ed te

xt a

bout

bo

dy p

arts

and

thei

r fu

nctio

ns u

sing

grap

hic

orga

nize

rs (e

.g.,

T-ch

arts)

w

ith a

par

tner

Loca

te la

ngua

ge a

bout

bo

dy p

arts

and

thei

r fu

nctio

ns in

illu

strat

ed

text

s

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: sen

ses,

see,

smel

l, ta

ste, t

ouch

, he

ar, h

uman

bod

y, bo

dy p

art

* As

this

book

goe

s to

press

, a d

raft

of th

e Nex

t Gen

erat

ion

Scien

ce S

tand

ards

was

just

relea

sed fo

r rev

iew. W

IDA

plan

s to

upda

te it

s Lan

guag

e of S

cienc

e stra

nds t

o co

rresp

ond

with

these

sta

ndar

ds a

s soo

n as

they

are

fina

l.

ELD

STA

ND

ARD

4: T

he L

angu

age

of S

cien

ce

EXA

MPL

E TO

PIC:

Bod

y pa

rts

& s

ense

s

KIN

DER

GA

RTEN

50

CON

NEC

TIO

N: A

lask

a: C

ultu

ral S

tand

ards

A: C

ultu

rally

-kno

wle

dgea

ble

stude

nts a

re w

ell g

roun

ded

in th

e cu

ltura

l her

itage

and

trad

ition

s of t

heir

com

mun

ity. 2

) Rec

ount

thei

r ow

n ge

neal

ogy

and

fam

ily h

istor

y.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts p

artic

ipat

e in

a sh

ared

writ

ing

and

then

inde

pend

ently

con

trib

ute

to a

cla

ssro

om m

ural

with

“sto

ries”

abo

ut im

port

ant

peop

le in

thei

r liv

es w

ho th

ey c

onsid

er p

art o

f the

ir fa

mily

.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

UN

DER

STAN

D th

e str

uctu

re o

f the

ir fa

mily

.

WRITING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Dra

w a

nd la

bel f

amily

m

embe

rs u

sing

mod

els a

nd

illus

trat

ed w

ord

card

s (e.

g.,

“gra

ndm

a”) i

n L1

or L

2

Dra

w a

nd la

bel f

amily

m

embe

rs u

sing

mod

els a

nd

illus

trat

ed w

ord

card

s (e.

g.,

“This

is __

__.”)

in L

1 or

L2

Dra

w a

nd d

escr

ibe

fam

ily

mem

bers

usin

g se

nten

ce

fram

es a

nd il

lustr

ated

wor

d ca

rds (

e.g.

, “Th

is is

___.

He

is __

__.”)

Prod

uce

illus

trat

ed “s

torie

s”

abou

t fam

ily m

embe

rs

usin

g m

ultip

le re

late

d se

nten

ce fr

ames

and

ill

ustr

ated

wor

d ca

rds (

e.g.

, “Th

is is

____

. She

is _

___.

Sh

e __

__ w

ith m

e.”)

Prod

uce

illus

trat

ed “s

torie

s”

abou

t fam

ily m

embe

rs

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: fam

ily, f

amily

tree

, fam

ily

mem

bers

ELD

STA

ND

ARD

5: T

he L

angu

age

of S

ocia

l Stu

dies

EX

AM

PLE

TOPI

C: S

elf &

fam

ily

KIN

DER

GA

RTEN

51

CON

NEC

TIO

N: N

atio

nal S

tand

ards

for M

usic

Educ

atio

n #2

(K–4

): Pe

rform

ing

on in

strum

ents,

alo

ne a

nd w

ith o

ther

s, a

varie

d re

pert

oire

of m

usic

: Stu

dent

s ech

o sh

ort r

hyth

ms

and

mel

odic

pat

tern

s.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts f

ollo

w d

irect

ions

from

the

teac

her o

n ho

w to

mov

e th

eir b

ody

to re

-cre

ate

rhyt

hms a

nd m

usic

al p

atte

rns a

nd fo

rm a

ba

nd u

sing

ever

yday

cla

ssro

om o

bjec

ts.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

UN

DER

STAN

D rh

ythm

.

LISTENING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Follo

w te

ache

r-m

odel

ed

rhyt

hms a

nd m

usic

al

patte

rns b

ased

on

gestu

res

and

simpl

e or

al c

omm

ands

w

ith a

par

tner

Follo

w te

ache

r-m

odel

ed

rhyt

hms a

nd m

usic

al

patte

rns b

ased

on

oral

co

mm

ands

with

a p

artn

er

Follo

w p

eer-

mod

eled

rh

ythm

s and

mus

ical

pa

ttern

s bas

ed o

n or

al

com

man

ds w

ith a

par

tner

Follo

w d

irect

ions

of l

yric

s in

song

s with

repe

ated

pa

ttern

s abo

ut rh

ythm

ic

mov

emen

t with

a p

artn

er

Follo

w d

irect

ions

of l

yric

s in

song

s abo

ut rh

ythm

ic

mov

emen

t (e.

g., “

The

Whe

els o

n th

e Bu

s”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: tap

, cla

p, st

omp,

bea

t, re

st

COM

PLEM

ENTA

RY S

TRA

ND

: The

Lan

guag

e of

Mus

ic &

Per

form

ing

Art

s EX

AM

PLE

TOPI

C: R

hyth

m

GR

AD

E 1

52

CON

NEC

TIO

N: C

omm

on C

ore S

tand

ards

for E

nglis

h La

ngua

ge A

rts,

Read

ing

Stan

dard

s for

Info

rmat

iona

l Tex

t, C

raft

and

Stru

cture

, Int

egra

tion

of K

now

ledge

and

Idea

s #6–

7 (G

rade

1)

: Dist

ingu

ish b

etw

een

info

rmat

ion

prov

ided

by

pict

ures

or o

ther

illu

strat

ions

and

info

rmat

ion

prov

ided

by

the

wor

ds in

a te

xt. U

se th

e ill

ustr

atio

ns a

nd d

etai

ls in

a te

xt to

de

scrib

e its

key

idea

s.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts g

athe

r inf

orm

atio

n fro

m a

var

iety

of i

llustr

ated

text

s abo

ut re

crea

tiona

l act

iviti

es to

shar

e w

ith p

eers

.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

UN

DER

STAN

D m

eani

ng in

text

.

READING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Iden

tify

icon

s fro

m

illus

trat

ed te

xts r

elat

ed to

ga

mes

or a

ctiv

ities

with

a

part

ner

Iden

tify

labe

led

pict

ures

fro

m il

lustr

ated

text

s re

late

d to

gam

es o

r ac

tiviti

es w

ith a

par

tner

Iden

tify

key

wor

ds in

ill

ustr

ated

text

s rel

ated

to

gam

es o

r act

iviti

es w

ith a

pa

rtne

r

Iden

tify

key

phra

ses i

n ill

ustr

ated

text

s rel

ated

to

gam

es o

r act

iviti

es w

ith a

pa

rtne

r

Iden

tify

shor

t sen

tenc

es in

ill

ustr

ated

text

s rel

ated

to

gam

es o

r act

iviti

es w

ith a

pa

rtne

r

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: illu

strat

ion,

pho

to, f

air

ELD

STA

ND

ARD

1: S

ocia

l & In

stru

ctio

nal L

angu

age

EXA

MPL

E TO

PIC:

Rec

reat

iona

l cla

ssro

om a

ctiv

itie

s

GR

AD

E 1

53

CON

NEC

TIO

N: C

omm

on C

ore W

ritin

g St

anda

rds #

1–3

(Gra

de 1

): W

rite

opin

ion

piec

es in

whi

ch th

ey in

trodu

ce th

e to

pic

or n

ame

the

book

they

are

writ

ing

abou

t, sta

te a

n op

inio

n, su

pply

a re

ason

for t

he o

pini

on, a

nd p

rovi

de so

me

sens

e of

clo

sure

. Writ

e in

form

ativ

e/ex

plan

ator

y te

xts i

n w

hich

they

nam

e a

topi

c, su

pply

som

e fa

cts a

bout

the

topi

c,

and

prov

ide

som

e se

nse

of c

losu

re. W

rite

narr

ativ

es in

whi

ch th

ey re

coun

t tw

o or

mor

e ap

prop

riate

ly se

quen

ced

even

ts, in

clud

e so

me

deta

ils re

gard

ing

wha

t hap

pene

d, u

se

tem

pora

l wor

ds to

sign

al e

vent

ord

er, a

nd p

rovi

de so

me

sens

e of

clo

sure

.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nt a

utho

rs p

rodu

ce il

lustr

ated

text

s inc

orpo

ratin

g el

emen

ts of

diff

eren

t tex

t typ

es b

ased

on

prom

pts (

e.g.

, for

opi

nion

s, “M

y fa

vorit

e bo

ok is

…”)

to c

reat

e di

spla

ys fo

r cla

ssro

om o

r sch

ool e

vent

s.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

CR

EAT

E or

igin

al te

xts.

WRITING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Dra

w ic

ons o

r sym

bols

to

repr

esen

t ide

as a

nd te

xt

elem

ents

from

mod

els

Prod

uce

labe

led

illus

trat

ions

to re

pres

ent

idea

s and

text

ele

men

ts fro

m m

odel

s (e.

g., “

I lik

e th

e do

g.”)

Prov

ide

deta

ils a

bout

idea

s an

d te

xt e

lem

ents

from

m

odel

s (e.

g., “

I lik

e th

e fu

nny

cat.”

)

Con

nect

idea

s and

text

el

emen

ts fro

m m

odel

s (e.

g.,

“The

dog

play

s in

the

park

. I l

ike

the

big

park

.”)

Com

pose

stor

ies

inco

rpor

atin

g te

xt e

lem

ents

(e.g

., “F

irst,

the

dog

play

s in

the

park

. Then

, he

sees

th

e ca

t. Th

e do

g an

d ca

t are

fri

ends

.”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: fav

orite

, boo

k re

port

, titl

e

ELD

STA

ND

ARD

2: T

he L

angu

age

of L

angu

age

Art

s EX

AM

PLE

TOPI

C: T

ext e

lem

ents

54G

RA

DE

1

CON

NEC

TIO

N: C

omm

on C

ore S

tand

ards

for M

athe

mat

ics, M

easu

rem

ent a

nd D

ata

#1 (G

rade

1):

Ord

er th

ree

obje

cts b

y le

ngth

; com

pare

the

leng

ths o

f tw

o ob

ject

s ind

irect

ly b

y us

ing

a th

ird o

bjec

t.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts w

ork

inde

pend

ently

or w

ith a

par

tner

to c

reat

e ch

arts

abou

t the

leng

th o

f obj

ects

usin

g sta

ndar

d an

d no

n-sta

ndar

d m

easu

rem

ent t

ools

(e.g

., pa

per c

lips,

pops

icle

stic

ks, s

trin

g, ru

lers

, yar

d/m

eter

stic

ks).

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

ANAL

YZE

the

rela

tive

leng

th o

f obj

ects.

LISTENING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Follo

w o

ral i

nstr

uctio

ns to

id

entif

y le

ngth

s of o

bjec

ts fo

llow

ing

a m

odel

with

a

part

ner

Follo

w o

ral i

nstr

uctio

ns to

ca

tego

rize

obje

cts a

ccor

ding

to

thei

r len

gth

follo

win

g a

mod

el w

ith a

par

tner

Follo

w o

ral i

nstr

uctio

ns to

or

der o

bjec

ts ac

cord

ing

to

thei

r len

gths

follo

win

g a

mod

el w

ith a

par

tner

Follo

w o

ral i

nstr

uctio

ns

to c

ompa

re th

e le

ngth

s of

obje

cts u

sing

a te

mpl

ate

with

a p

artn

er

Follo

w m

ulti-

step

oral

in

struc

tions

to c

ompa

re th

e le

ngth

s of o

bjec

ts w

ith a

pa

rtne

r

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: inc

hes/

cent

imet

ers,

foot

, yar

d/m

eter

, len

gth,

cha

rt, s

tand

ard,

non

-sta

ndar

d

ELD

STA

ND

ARD

3: T

he L

angu

age

of M

athe

mat

ics

EXA

MPL

E TO

PIC:

Mea

sure

men

t of o

bjec

ts

See

expa

nded

ve

rsio

n of

this

str

and

on p

p. 2

4–25

55G

RA

DE

1

CON

NEC

TIO

N: N

atio

nal S

cienc

e Edu

catio

n St

anda

rds,

Phys

ical S

cienc

e Sta

ndar

ds #

B2 (G

rade

s K–4

)*: A

n ob

ject

’s m

otio

n ca

n be

des

crib

ed b

y tr

acin

g an

d m

easu

ring

its p

ositi

on

over

tim

e. Th

e po

sitio

n an

d m

otio

n of

obj

ects

can

be c

hang

ed b

y pu

shin

g or

pul

ling.

The

size

of th

e ch

ange

is re

late

d to

the

stren

gth

of th

e pu

sh o

r pul

l.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: B

ased

on

oral

disc

ours

e, st

uden

ts us

e re

alia

to d

esig

n m

odel

s for

exp

erim

ents

on fo

rce

and

mot

ion

and

disc

uss t

heir

plan

s in

smal

l gr

oups

.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

CR

EAT

E ex

perim

ents

on fo

rce

and

mot

ion.

LISTENING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Con

struc

t mod

els t

o te

st fo

rce

and

mot

ion

base

d on

sim

ple

oral

com

man

ds

in sm

all g

roup

s usin

g L1

or

L2

Con

struc

t mod

els t

o te

st fo

rce

and

mot

ion

base

d on

sim

ple

segm

ente

d in

struc

tions

in sm

all g

roup

s us

ing

L1 o

r L2

(e.g

., “G

et

the

bloc

ks. [

Paus

e] G

et th

e ra

mp.

[Pau

se] P

ut th

e ra

mp

on th

e bl

ocks

. [Pa

use]

Put

th

e ra

mp

high

er to

mak

e it

mov

e fa

ster.”

)

Con

struc

t mod

els t

o te

st fo

rce

and

mot

ion

base

d on

a

serie

s of o

ral s

tate

men

ts us

ing

illus

trat

ions

in sm

all

grou

ps

Con

struc

t mod

els t

o te

st fo

rce

and

mot

ion

base

d on

ora

l disc

ours

e us

ing

illus

trat

ions

in sm

all g

roup

s

Con

struc

t mod

els t

o te

st fo

rce

and

mot

ion

base

d on

ext

ende

d or

al d

iscou

rse

with

a p

artn

er (e

.g.,

“How

ca

n w

e m

ove

this

ball?

W

ork

toge

ther

to d

esig

n a

ram

p th

at w

ill m

ove

the

ball

the

leng

th o

f thr

ee

desk

s. Th

ink

abou

t wha

t m

ater

ials

you

will

nee

d an

d ho

w y

ou w

ill p

ut th

em

toge

ther

.”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

such

as:

push

, pul

l, fo

rce,

mot

ion,

ch

ange

* As

this

book

goe

s to

press

, a d

raft

of th

e Nex

t Gen

erat

ion

Scien

ce S

tand

ards

was

just

relea

sed fo

r rev

iew. W

IDA

plan

s to

upda

te it

s Lan

guag

e of S

cienc

e stra

nds t

o co

rresp

ond

with

these

sta

ndar

ds a

s soo

n as

they

are

fina

l.

ELD

STA

ND

ARD

4: T

he L

angu

age

of S

cien

ce

EXA

MPL

E TO

PIC:

For

ce &

mot

ion

56G

RA

DE

1

CON

NEC

TIO

N: C

omm

on C

ore S

tand

ards

Spe

akin

g an

d Li

steni

ng S

tand

ards

K–5

Com

preh

ensio

n an

d C

olla

bora

tion

#4 (G

rade

1):

Des

crib

e pe

ople

, pla

ces,

thin

gs, a

nd e

vent

s with

re

leva

nt d

etai

ls, e

xpre

ssin

g id

eas a

nd fe

elin

gs c

lear

ly.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts p

artic

ipat

e in

role

-pla

y ac

tiviti

es (e

.g.,

with

cos

tum

es/p

uppe

ts) in

volv

ing

diffe

rent

mem

bers

of t

heir

com

mun

ity u

sing

info

rmat

ion

from

cla

ssro

om g

uest

spea

kers

, fiel

d tr

ips,

vide

os, s

torie

s, or

pos

ters

.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

UN

DER

STAN

D th

e ro

les o

f com

mun

ity m

embe

rs/w

orke

rs.

SPEAKING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Nam

e co

mm

unity

wor

kers

us

ing

wor

d w

alls

and

real

ia

that

repr

esen

t the

ir ro

les i

n di

ffere

nt se

tting

s

Stat

e th

e w

ork

of

com

mun

ity w

orke

rs u

sing

real

ia (e

.g.,

“Fire

fight

ers

put o

ut fi

res.”

)

Des

crib

e th

e w

ork

of

com

mun

ity w

orke

rs u

sing

real

ia (e

.g.,

“Fire

fight

ers

ride

a tr

uck

and

use

a ho

se

to fi

ght fi

res.”

)

Des

crib

e in

det

ail t

he

wor

k of

com

mun

ity

wor

kers

usin

g re

alia

(e.g

., “F

irefig

hter

s are

bra

ve a

nd

wor

k as

a te

am to

put

out

fir

es.”)

Disc

uss t

he w

ork

of

com

mun

ity w

orke

rs u

sing

real

ia (e

.g.,

“The

firefi

ghte

rs

prot

ect o

ur c

omm

unity

and

sa

ve li

ves.

For e

xam

ple…

”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: com

mun

ity, n

eigh

borh

ood,

sa

fety

ELD

STA

ND

ARD

5: T

he L

angu

age

of S

ocia

l Stu

dies

EX

AM

PLE

TOPI

C: N

eigh

borh

oods

/Com

mun

itie

s

57G

RA

DE

1

CON

NEC

TIO

N: A

lask

a St

anda

rds f

or C

ultu

rally

Resp

onsiv

e Stu

dent

s, B1

, E4:

Acq

uire

insig

hts f

rom

oth

er c

ultu

res w

ithou

t dim

inish

ing

the

inte

grity

of t

heir

own.

Det

erm

ine

how

id

eas a

nd c

once

pts f

rom

one

kno

wle

dge

syste

m re

late

to th

ose

deriv

ed fr

om o

ther

kno

wle

dge

syste

ms.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts i

nter

act w

ith a

var

iety

of n

arra

tive

and

expo

sitor

y te

xts t

o se

lect

art

ifact

s to

incl

ude

in e

xhib

its re

pres

entin

g m

ultic

ultu

ralis

m (e

.g.,

herit

age,

lang

uage

, fam

ily c

usto

ms,

relig

ion)

.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

ANAL

YZE

the

feat

ures

of c

ultu

ral a

rtifa

cts.

READING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Sort

cul

tura

l art

ifact

s ac

cord

ing

to th

eir u

se b

ased

on

labe

led

illus

trat

ions

fro

m te

xts i

n sm

all g

roup

s us

ing

L1 o

r L2

Sort

cul

tura

l art

ifact

s ac

cord

ing

to th

eir u

se b

ased

on

illu

strat

ed d

escr

iptiv

e la

bels

from

text

s in

smal

l gr

oups

usin

g L1

or L

2

Sort

cul

tura

l art

ifact

s ac

cord

ing

to th

eir u

se

base

d on

sent

ence

s fro

m

illus

trat

ed te

xts u

sing

illus

trat

ed w

ord

wal

ls in

sm

all g

roup

s

Sort

cul

tura

l art

ifact

s ac

cord

ing

to th

eir u

se

base

d on

info

rmat

ion

from

ill

ustr

ated

text

s in

smal

l gr

oups

Sort

cul

tura

l art

ifact

s ac

cord

ing

to th

eir u

se

base

d on

info

rmat

ion

from

m

ultip

le so

urce

s (e.

g.,

storie

s, In

tern

et)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: tra

ditio

n, c

ultu

re, s

ame,

di

ffere

nt, r

espe

ct

COM

PLEM

ENTA

RY S

TRA

ND

: The

Lan

guag

e of

the

Hum

anit

ies

EXA

MPL

E TO

PIC:

Mul

ticu

ltur

alis

m

58G

RA

DE

2

CON

NEC

TIO

N: C

omm

on C

ore S

peak

ing

and

Liste

ning

Sta

ndar

ds #

2 (G

rade

2):

Reco

unt o

r des

crib

e ke

y id

eas o

r det

ails

from

a te

xt re

ad a

loud

or i

nfor

mat

ion

pres

ente

d or

ally

or

thro

ugh

othe

r med

ia.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts t

ake

phot

os o

n a

tour

of t

he sc

hool

and

cre

ate

map

s inc

orpo

ratin

g sc

hool

are

as, p

erso

nnel

, and

act

iviti

es b

ased

on

oral

de

scrip

tions

or t

ext r

ead

alou

d.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

ANAL

YZE

oral

dire

ctio

ns.

LISTENING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Find

scho

ol a

reas

on

map

s ba

sed

on o

ral c

lues

abo

ut

pers

onne

l or a

ctiv

ities

with

a

part

ner

Plac

e ob

ject

s in

scho

ol

area

s on

map

s bas

ed o

n or

al c

lues

abo

ut p

erso

nnel

or

act

iviti

es w

ith a

par

tner

(e

.g.,

“Ther

e w

as a

flag

in

the

corn

er.”)

Mat

ch sc

hool

are

as

on m

aps t

o pe

rson

nel

and

activ

ities

bas

ed o

n de

scrip

tive

oral

clu

es w

ith

a pa

rtne

r

Arra

nge

scho

ol a

reas

on

map

s acc

ordi

ng to

de

scrip

tive

oral

clu

es

abou

t per

sonn

el a

nd

activ

ities

with

a p

artn

er

(e.g

., “R

emem

ber h

ow w

e co

uld

hear

the

mus

ical

in

strum

ents

next

doo

r w

hen

we

wer

e in

the

gym

?”)

Dist

ingu

ish a

mon

g sc

hool

ar

eas o

n m

aps b

ased

on

mul

ti-ste

p de

scrip

tive

oral

cl

ues a

bout

per

sonn

el o

r ac

tiviti

es w

ith a

par

tner

TOPI

C-RE

LATE

D L

AN

GU

AG

E: :

Stud

ents

at a

ll le

vels

of E

nglis

h la

ngua

ge p

rofic

ienc

y in

tera

ct w

ith g

rade

-leve

l wor

ds a

nd e

xpre

ssio

ns, s

uch

as: a

cros

s fro

m, d

own

the

hall,

in

the

corn

er, u

psta

irs, c

usto

dian

, sec

ond

grad

e te

ache

r, co

mpu

ter l

ab

ELD

STA

ND

ARD

1: S

ocia

l & In

stru

ctio

nal L

angu

age

EXA

MPL

E TO

PIC:

Sch

ool a

reas

, per

sonn

el, &

act

ivit

ies

59G

RA

DE

2

CON

NEC

TIO

N: C

omm

on C

ore S

peak

ing

and

Liste

ning

Sta

ndar

ds #

4 (G

rade

2):

Tell

a sto

ry o

r rec

ount

an

expe

rienc

e w

ith a

ppro

pria

te fa

cts a

nd re

leva

nt, d

escr

iptiv

e de

tails

, sp

eaki

ng a

udib

ly in

coh

eren

t sen

tenc

es.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts d

raw

or m

ake

colla

ges a

nd th

en o

rally

shar

e sto

ries w

ith a

beg

inni

ng, m

iddl

e, a

nd e

nd a

bout

eve

nts w

ith th

eir p

eers

.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

APPL

Y el

emen

ts of

stor

ies t

o or

igin

al st

oryt

ellin

g or

exp

erie

ntia

l rec

ount

ing.

SPEAKING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Poin

t to

and

tell

abou

t ev

ents

in st

orie

s usin

g ph

otos

, illu

strat

ions

, or

wor

dles

s pic

ture

boo

ks w

ith

a pa

rtne

r (e.

g., “

go

to p

ark,

pl

ay w

ith fr

iend

s”)

Des

crib

e pa

rts o

f sto

ries

(e.g

., ch

arac

ters

, set

tings

) us

ing

phot

os, i

llustr

atio

ns,

or w

ordl

ess p

ictu

re b

ooks

w

ith a

par

tner

Rete

ll sto

ries i

nclu

ding

m

ain

even

ts, c

hara

cter

s, an

d se

tting

s usin

g ph

otos

, ill

ustr

atio

ns, o

r wor

dles

s pi

ctur

e bo

oks w

ith a

pa

rtne

r

Tell

deta

iled

storie

s usin

g ph

otos

, illu

strat

ions

, or

wor

dles

s pic

ture

boo

ks w

ith

a pa

rtne

r

Tell

deta

iled

storie

s with

cr

eativ

e w

ord

choi

ce a

nd

expr

essio

n us

ing

phot

os,

illus

trat

ions

, or w

ordl

ess

pict

ure

book

s with

a

part

ner

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: ord

er, d

etai

ls, w

ord

choi

ce

ELD

STA

ND

ARD

2: T

he L

angu

age

of L

angu

age

Art

s EX

AM

PLE

TOPI

C: S

tory

telli

ng/E

xper

ient

ial r

ecou

ntin

g

60G

RA

DE

2

CON

NEC

TIO

N: C

omm

on C

ore S

tand

ards

for M

athe

mat

ics, M

easu

rem

ent a

nd D

ata

#8 (G

rade

2):

Solv

e w

ord

prob

lem

s inv

olvi

ng d

olla

r bill

s, qu

arte

rs, d

imes

, nic

kels,

and

pen

nies

, us

ing

$ an

d ¢

sym

bols

appr

opria

tely.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts a

ct o

ut re

al-li

fe m

athe

mat

ics s

cena

rios r

elat

ed to

mon

ey (e

.g.,

to m

ake

purc

hase

s in

a cl

assr

oom

stor

e).

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

will

AN

ALYZ

E te

xt o

f wor

d pr

oble

ms.

READING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Mat

ch w

ords

and

phr

ases

(e

.g.,

“mor

e th

an,”

“les

s th

an,”

“tak

e aw

ay”)

in

volv

ing

mon

ey a

nd v

alue

to

ope

ratio

ns (e

.g.,

+, -)

us

ing

illus

trat

ed w

ord

card

s an

d re

alia

with

a p

artn

er

Find

wor

ds a

nd p

hras

es

invo

lvin

g m

oney

and

val

ue

from

illu

strat

ed te

xt u

sing

real

ia w

ith a

par

tner

Sequ

ence

sent

ence

s to

deci

de h

ow to

solv

e w

ord

prob

lem

s inv

olvi

ng m

oney

an

d va

lue

usin

g re

alia

with

a

part

ner

Loca

te c

lues

for s

olvi

ng

prob

lem

s inv

olvi

ng m

oney

an

d va

lue

from

sim

plifi

ed

text

(e.g

., w

ritte

n in

pr

esen

t ten

se w

ith fa

mili

ar

cont

exts)

usin

g re

alia

with

a

part

ner

Cat

egor

ize w

ord

prob

lem

s (e

.g.,

by a

dditi

on o

r su

btra

ctio

n) in

volv

ing

mon

ey a

nd v

alue

usin

g re

alia

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: tot

al, e

noug

h, c

ost,

chan

ge,

left

over

, sol

ve

ELD

STA

ND

ARD

3: T

he L

angu

age

of M

athe

mat

ics

EXA

MPL

E TO

PIC:

Mon

ey

61G

RA

DE

2

CON

NEC

TIO

N: N

atio

nal S

cienc

e Edu

catio

n St

anda

rds C

.2 (G

rade

s K–4

)*: P

lant

s and

ani

mal

s hav

e lif

e cy

cles

that

incl

ude

bein

g bo

rn, d

evel

opin

g in

to a

dults

, rep

rodu

cing

, and

ev

entu

ally

dyi

ng. Th

e de

tails

of t

his l

ife c

ycle

are

diff

eren

t for

diff

eren

t org

anism

s. Pl

ants

and

anim

als c

lose

ly re

sem

ble

thei

r par

ents.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts l

earn

abo

ut th

e sta

ges w

ithin

life

cyc

les o

f diff

eren

t pla

nts a

nd a

nim

als i

n sm

all g

roup

s to

prod

uce

clas

sroo

m p

oste

rs.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

REM

EMBE

R th

e ch

ange

s in

life

cycl

es.

WRITING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Labe

l dra

win

gs a

bout

sta

ges o

f life

cyc

les u

sing

illus

trat

ed w

ord

bank

s (e.

g.,

seed

, spr

out)

and

grap

hic

orga

nize

rs

Prod

uce

simpl

e se

nten

ces

abou

t the

stag

es o

f life

cy

cles

usin

g ill

ustr

ated

w

ord

bank

s and

gra

phic

or

gani

zers

Des

crib

e th

e sta

ges o

f life

cy

cles

usin

g ill

ustr

ated

w

ord

bank

s and

gra

phic

or

gani

zers

Des

crib

e in

det

ail t

hesta

ges o

f life

cyc

les u

sing

illus

trat

ions

and

gra

phic

orga

nize

rs

Repr

oduc

e sto

ries a

bout

th

e sta

ges o

f life

cyc

les

usin

g ill

ustr

atio

ns

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: life

cyc

le, c

hang

e in

to, s

tage

s

* As

this

book

goe

s to

press

, a d

raft

of th

e Nex

t Gen

erat

ion

Scien

ce S

tand

ards

was

just

relea

sed fo

r rev

iew. W

IDA

plan

s to

upda

te it

s Lan

guag

e of S

cienc

e stra

nds t

o co

rresp

ond

with

these

sta

ndar

ds a

s soo

n as

they

are

fina

l.

ELD

STA

ND

ARD

4: T

he L

angu

age

of S

cien

ce

EXA

MPL

E TO

PIC:

Life

cyc

les

62G

RA

DE

2

CON

NEC

TIO

N: C

omm

on C

ore R

eadi

ng S

tand

ards

for I

nfor

mat

iona

l Tex

t, Ke

y Ide

as a

nd D

etai

ls #2

(Gra

de 2

): Id

entif

y th

e m

ain

topi

c of

a m

ulti-

para

grap

h te

xt a

s wel

l as t

he fo

cus

of sp

ecifi

c pa

ragr

aphs

with

in th

e te

xt. 2

. Des

crib

e th

e co

nnec

tion

betw

een

a se

ries o

f hist

oric

al e

vent

s, sc

ient

ific

idea

s or c

once

pts,

or st

eps.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts r

esea

rch

histo

rical

tim

es a

nd p

eopl

e us

ing

info

rmat

iona

l tex

ts in

pre

para

tion

for c

reat

ing

a tim

elin

e po

ster.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

ANAL

YZE

the

conn

ectio

ns b

etw

een

diffe

rent

hist

oric

al ti

mes

and

peo

ple.

READING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Mat

ch p

ictu

res w

ith

info

rmat

ion

abou

t hi

storic

al ti

mes

and

peo

ple

from

illu

strat

ed te

xts w

ith

a pa

rtne

r

Iden

tify

impo

rtan

t in

form

atio

n ab

out

histo

rical

tim

es a

nd p

eopl

e fro

m il

lustr

ated

text

s with

a

part

ner

Sort

info

rmat

ion

abou

t hi

storic

al ti

mes

and

peo

ple

from

illu

strat

ed te

xts u

sing

grap

hic

orga

nize

rs in

smal

l gr

oups

Sequ

ence

info

rmat

ion

abou

t hist

oric

al ti

mes

and

pe

ople

from

illu

strat

ed

text

s usin

g gr

aphi

c or

gani

zers

in sm

all g

roup

s

Con

nect

info

rmat

ion

abou

t hi

storic

al ti

mes

and

peo

ple

from

illu

strat

ed te

xts u

sing

grap

hic

orga

nize

rs (e

.g.,

timel

ines

)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: hist

oric

al ti

mes

, co

mm

unic

atio

n

ELD

STA

ND

ARD

5: T

he L

angu

age

of S

ocia

l Stu

dies

EX

AM

PLE

TOPI

C: H

isto

rica

l tim

es &

peo

ple

See

expa

nded

ve

rsio

n of

this

str

and

on p

p. 2

6–27

63G

RA

DE

2

CON

NEC

TIO

N: N

atio

nal V

isual

Art

s Sta

ndar

d 2

(Gra

des K

–4):

Stud

ents

know

the

diffe

renc

es a

mon

g vi

sual

cha

ract

erist

ics a

nd p

urpo

ses o

f art

in o

rder

to c

onve

y id

eas.

Stud

ents

desc

ribe

how

diff

eren

t exp

ress

ive

feat

ures

and

org

aniza

tiona

l prin

cipl

es c

ause

diff

eren

t res

pons

es.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts,

iden

tifyi

ng th

emse

lves

as a

rtist

s, re

late

the

visu

al c

hara

cter

istic

s of t

heir

art w

ork

to p

eers

and

com

mun

icat

e ho

w th

e vi

sual

attr

ibut

es le

nd th

emse

lves

to d

iffer

ent i

deas

.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

ANAL

YZE

visu

al c

hara

cter

istic

s of a

rt fo

rms.

SPEAKING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Poin

t to

and

nam

e vi

sual

ch

arac

teris

tics o

f mod

els

of a

rt fo

rms u

sing

grap

hic

supp

ort (

e.g.

, pal

ette

of

colo

rs) w

ith a

par

tner

Cat

egor

ize v

isual

ch

arac

teris

tics o

f mod

els

of a

rt fo

rms (

e.g.

, sha

des

of c

olor

) usin

g gr

aphi

c su

ppor

t with

a p

artn

er

Des

crib

e va

riatio

n in

visu

al

char

acte

ristic

s of m

odel

s of

art

form

s usin

g gr

aphi

c su

ppor

t with

a p

artn

er

Disc

uss v

aria

tion

in v

isual

ch

arac

teris

tics o

f mod

els

of a

rt fo

rms u

sing

grap

hic

supp

ort w

ith a

par

tner

Expl

ain

varia

tion

in v

isual

ch

arac

teris

tics u

sing

grap

hic

supp

ort w

ith a

pa

rtne

r

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: sha

des o

f col

or, m

ood,

styl

e

COM

PLEM

ENTA

RY S

TRA

ND

: The

Lan

guag

e of

Vis

ual A

rts

EXA

MPL

E TO

PIC:

Vis

ual c

hara

cter

isti

cs

64G

RA

DE

3

CON

NEC

TIO

N: C

omm

on C

ore S

tand

ards

for W

ritin

g #8

(Gra

de 3

): Re

call

info

rmat

ion

from

exp

erie

nces

or g

athe

r inf

orm

atio

n fro

m p

rint a

nd d

igita

l sou

rces

; tak

e br

ief n

otes

on

sour

ces a

nd so

rt e

vide

nce

into

pro

vide

d ca

tego

ries.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: P

rior t

o co

nduc

ting

rese

arch

, stu

dent

s bra

insto

rm/fr

ee w

rite

abou

t top

ics o

r que

stion

s the

y w

ant t

o in

vesti

gate

.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

REM

EMBE

R p

erso

nal a

nd sc

hool

exp

erie

nces

in se

lect

ing

rese

arch

topi

cs.

WRITING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


List

idea

s on

rese

arch

topi

cs

(e.g

., sp

orts

and

hobb

ies

for k

ids)

usin

g ill

ustr

ated

gr

aphi

c or

gani

zers

in L

1 or

L2

Org

anize

idea

s on

rese

arch

to

pics

(e.g

., po

pula

rity

of

snow

spor

ts v.

wat

er sp

orts)

us

ing

grap

hic

orga

nize

rs in

L1

or L

2

Stat

e id

eas r

elat

ed to

re

sear

ch to

pics

follo

win

g a

mod

el u

sing

grap

hic

orga

nize

rs

Elab

orat

e id

eas r

elat

ed to

re

sear

ch to

pics

follo

win

g a

mod

el u

sing

grap

hic

orga

nize

rs

Con

nect

idea

s rel

ated

to

rese

arch

topi

cs u

sing

grap

hic

orga

nize

rs

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: res

earc

h to

pic,

bra

insto

rm

ELD

STA

ND

ARD

1: S

ocia

l & In

stru

ctio

nal L

angu

age

EXA

MPL

E TO

PIC:

Res

earc

h in

tere

sts

65G

RA

DE

3

CON

NEC

TIO

N: C

omm

on C

ore S

tand

ards

for W

ritin

g #5

(Gra

de 3

): W

ith g

uida

nce

and

supp

ort f

rom

pee

rs a

nd a

dults

, dev

elop

and

stre

ngth

en w

ritin

g as

nee

ded

by p

lann

ing,

re

visin

g, a

nd e

ditin

g.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts p

rovi

de fe

edba

ck to

pee

rs in

writ

ing

conf

eren

ces t

o re

cogn

ize k

ey e

lem

ents

in st

reng

then

ing

narr

ativ

es.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

EVAL

UAT

E w

ritin

g.

WRITING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Supp

ly w

ords

for s

ente

nces

ab

out r

evisi

ng fr

om m

odel

sC

ompo

se p

hras

es a

nd

simpl

e se

nten

ces a

bout

re

visin

g fro

m m

odel

s

Com

pose

sent

ence

s abo

ut

revi

sing

from

mod

els

Sugg

est i

deas

for r

evisi

ng

usin

g w

ord

bank

sPr

ovid

e de

taile

d fe

edba

ck

for r

evisi

ng

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: rev

ise, r

edo,

impr

ove

ELD

STA

ND

ARD

2: T

he L

angu

age

of L

angu

age

Art

s EX

AM

PLE

TOPI

C: G

ivin

g fe

edba

ck fo

r rev

isio

n

See

expa

nded

ve

rsio

n of

this

str

and

on p

p. 2

8–29

66G

RA

DE

3

CON

NEC

TIO

N: C

omm

on C

ore S

tand

ards

for M

athe

mat

ics, M

easu

rem

ent a

nd D

ata

#5–6

(Gra

de 3

): Re

cogn

ize a

rea

as a

n at

trib

ute

of p

lane

figu

res a

nd u

nder

stand

con

cept

s of a

rea

mea

sure

men

t... M

easu

re a

reas

by

coun

ting

unit

squa

res (

squa

re c

m, s

quar

e m

, squ

are

in, s

quar

e ft,

and

impr

ovise

d un

its).

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts f

ollo

w d

irect

ions

to a

rran

ge m

anip

ulat

ives

into

shap

es re

pres

entin

g sp

ecifi

ed a

reas

(e.g

., to

cre

ate

build

ing

floor

pla

ns o

r pl

an a

com

mun

ity g

arde

n).

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

CR

EAT

E flo

or p

lans

or m

odel

s.

LISTENING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Follo

w si

mpl

e or

al

com

man

ds to

des

ign

area

m

aps u

sing

man

ipul

ativ

es

and

illus

trat

ed e

xam

ples

(e

.g.,

“Mak

e a

squa

re li

ke

this.

”) in

smal

l gro

ups

Follo

w si

mpl

e or

al

dire

ctio

ns to

des

ign

area

m

aps u

sing

man

ipul

ativ

es

and

illus

trat

ed e

xam

ples

in

smal

l gro

ups

Follo

w o

ral d

irect

ions

to

des

ign

area

map

s us

ing

man

ipul

ativ

es a

nd

illus

trat

ed e

xam

ples

in

smal

l gro

ups

Follo

w d

etai

led

oral

di

rect

ions

to d

esig

n ar

ea

map

s usin

g m

anip

ulat

ives

in

smal

l gro

ups (

e.g.

, “Th

e ar

ea fo

r bea

ns n

eeds

to b

e le

ss th

an 1

2 sq

uare

uni

ts.

Mak

e th

e sid

e le

ss th

an 4

un

its lo

ng.”)

Follo

w c

ompl

ex o

ral

spec

ifica

tions

to d

esig

n ar

ea

map

s usin

g m

anip

ulat

ives

in

smal

l gro

ups (

e.g.

, “Th

e to

tal a

rea

of th

e ga

rden

is

50 sq

uare

uni

ts. E

ach

tom

ato

plan

t req

uire

s 5

squa

re u

nits.

Dra

w a

n ar

ea

for t

he to

mat

oes.”

)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: squ

are

unit,

uni

t squ

ares

, le

ngth

, wid

th, a

rea

ELD

STA

ND

ARD

3: T

he L

angu

age

of M

athe

mat

ics

EXA

MPL

E TO

PIC:

Are

a

67G

RA

DE

3

CON

NEC

TIO

N: N

ext G

ener

atio

n Sc

ience

Sta

ndar

ds, P

hysic

al S

cienc

es, F

orce

s and

Inte

racti

ons P

S2-3

, PS2

-4 (G

rade

3):

Ask

ques

tions

to d

eter

min

e ca

use

and

effec

t rel

atio

nshi

ps

of e

lect

ric o

r mag

netic

inte

ract

ions

bet

wee

n tw

o ob

ject

s not

in c

onta

ct w

ith e

ach

othe

r. D

efine

a si

mpl

e de

sign

prob

lem

that

can

be

solv

ed b

y ap

plyi

ng sc

ient

ific

idea

s abo

ut

mag

nets.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts d

iscus

s the

ir ob

serv

atio

ns a

nd d

raw

con

clus

ions

abo

ut th

e ou

tcom

es o

f ele

ctric

ity a

nd m

agne

tism

exp

erim

ents

in sm

all

grou

ps to

pra

ctic

e de

signi

ng th

eir o

wn

expe

rimen

ts.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

ANAL

YZE

expe

rimen

tal o

bser

vatio

ns.

SPEAKING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Stat

e re

ason

s for

ou

tcom

es o

f exp

erim

ents

on e

lect

ricity

usin

g ill

ustr

atio

ns o

r rea

lia

and

teac

her g

uida

nce

(e.g

., “e

lect

ricity

goe

s”,

“ele

ctric

ity st

ops”

whe

n ci

rcui

t is o

pen

or c

lose

d)

Stat

e re

ason

s for

ou

tcom

es o

f exp

erim

ents

on e

lect

ricity

usin

g ill

ustr

atio

ns o

r rea

lia, o

ral

sent

ence

star

ters

, and

te

ache

r gui

danc

e (e

.g.,

“The

bulb

turn

ed o

n be

caus

e...”

, “Th

e ba

lloon

s attr

acte

d/

repe

lled

beca

use…

”)

Expl

ain

outc

omes

of

expe

rimen

ts on

ele

ctric

ity

usin

g ill

ustr

atio

ns a

nd o

ral

sent

ence

fram

es

Expl

ain

in d

etai

l ou

tcom

es o

f exp

erim

ents

on e

lect

ricity

usin

g ill

ustr

atio

ns o

r rea

lia a

nd

wor

d/ph

rase

ban

ks

Expl

ain

in d

etai

l ou

tcom

es o

f exp

erim

ents

on e

lect

ricity

usin

g ill

ustr

atio

ns o

r rea

lia

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: tur

n on

, tur

n off

, sta

tic

elec

tric

ity, c

harg

e, a

ttrac

t, re

pel,

open

/clo

sed

circ

uit

ELD

STA

ND

ARD

4: T

he L

angu

age

of S

cien

ce

EXA

MPL

E TO

PIC:

Ele

ctri

city

& m

agne

ts

68G

RA

DE

3G

RA

DE

6G

RA

DE

9

CON

NEC

TIO

N: N

atio

nal S

tand

ards

for C

ivics

and

Gov

ernm

ent C

–D (G

rade

s K–4

): St

uden

ts sh

ould

be

able

to e

xpla

in w

hy c

erta

in ri

ghts

are

impo

rtan

t to

the

indi

vidu

al a

nd to

a

dem

ocra

tic so

ciet

y, su

ch a

s per

sona

l, po

litic

al, a

nd e

cono

mic

righ

ts. S

tude

nts s

houl

d be

abl

e to

exp

lain

why

cer

tain

resp

onsib

ilitie

s are

impo

rtan

t to

them

selv

es a

nd th

eir f

amily

, co

mm

unity

, sta

te, a

nd n

atio

n, su

ch a

s per

sona

l and

civ

ic re

spon

sibili

ties.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts r

ead

info

rmat

iona

l tex

ts ab

out t

he ri

ghts

and

resp

onsib

ilitie

s of c

itize

ns, c

reat

e vi

sual

repr

esen

tatio

ns o

f the

m, a

nd

prac

tice

iden

tifyi

ng th

em.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

UN

DER

STAN

D c

itize

ns’ r

ight

s and

resp

onsib

ilitie

s.

READING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Mat

ch la

bels

to p

hoto

s, pi

ctur

es, o

r ico

ns

repr

esen

ting

citiz

ens’

right

s an

d re

spon

sibili

ties w

ith a

pa

rtne

r in

L1 o

r L2

Mat

ch d

escr

iptio

ns to

ph

otos

, pic

ture

s, or

icon

s re

pres

entin

g ci

tizen

s’ rig

hts

and

resp

onsib

ilitie

s with

a

part

ner i

n L1

or L

2

Loca

te d

etai

ls re

late

d to

citi

zens

’ rig

hts a

nd

resp

onsib

ilitie

s with

a

part

ner u

sing

grap

hic

orga

nize

rs

Dist

ingu

ish a

mon

g ci

tizen

s’ rig

hts a

nd re

spon

sibili

ties

with

a p

artn

er u

sing

grap

hic

orga

nize

rs

Infe

r citi

zens

’ rig

hts a

nd

resp

onsib

ilitie

s bas

ed o

n te

xts

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: citi

zens

hip,

indi

vidu

al ri

ghts

and

resp

onsib

ilitie

s, du

ty, l

aw a

nd o

rder

ELD

STA

ND

ARD

5: T

he L

angu

age

of S

ocia

l Stu

dies

EX

AM

PLE

TOPI

C: C

ivic

par

tici

pati

on

69G

RA

DE

3

CON

NEC

TIO

N: N

atio

nal H

ealth

Edu

catio

n St

anda

rds #

1, H

ealth

Pro

mot

ion

and

Dise

ase P

reve

ntio

n (G

rade

s K–4

): St

uden

ts w

ill c

ompr

ehen

d co

ncep

ts re

late

d to

hea

lth p

rom

otio

n an

d di

seas

e pr

even

tion.

Des

crib

e re

latio

nshi

ps b

etw

een

pers

onal

hea

lth b

ehav

iors

and

indi

vidu

al w

ell b

eing

. Ide

ntify

indi

cato

rs o

f men

tal,

emot

iona

l, so

cial

, and

phy

sical

hea

lth

durin

g ch

ildho

od…

Des

crib

e ho

w th

e fa

mily

influ

ence

s per

sona

l hea

lth. D

escr

ibe

how

phy

sical

, soc

ial,

and

emot

iona

l env

ironm

ents

influ

ence

per

sona

l hea

lth.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts w

eigh

opt

ions

dep

icte

d in

role

pla

ys (e

.g.,

vide

os, p

erfo

rman

ces,

or te

xt re

ad a

loud

) in

orde

r to

mak

e he

alth

y ch

oice

s.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

EVAL

UAT

E di

ffere

nt h

abits

to d

ecid

e if

they

are

hea

lthy

or n

ot.

LISTENING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Dem

onstr

ate

or re

spon

d no

n-ve

rbal

ly to

lang

uage

as

soci

ated

with

hea

lthy

and

unhe

alth

y ch

oice

s fro

m o

ral d

iscou

rse

usin

g pi

ctur

es o

r ges

ture

s

Mat

ch la

ngua

ge a

ssoc

iate

d w

ith h

ealth

y an

d un

heal

thy

choi

ces t

o ex

ampl

es

from

ora

l disc

ours

e us

ing

illus

trat

ed g

raph

ic

orga

nize

rs

Iden

tify

lang

uage

ass

ocia

ted

with

hea

lthy

and

unhe

alth

y ch

oice

s fro

m o

ral d

iscou

rse

usin

g gr

aphi

c or

gani

zers

Iden

tify

deta

ils re

late

d to

he

alth

y an

d un

heal

thy

choi

ces f

rom

ora

l disc

ours

e us

ing

grap

hic

orga

nize

rs

Com

pare

and

con

tras

t he

alth

y an

d un

heal

thy

choi

ces f

rom

ora

l disc

ours

e us

ing

grap

hic

orga

nize

rs

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: hea

lthy/

unhe

alth

y ch

oice

s, be

havi

or, c

onse

quen

ces

COM

PLEM

ENTA

RY S

TRA

ND

: The

Lan

guag

e of

Hea

lth

& P

hysi

cal E

duca

tion

EX

AM

PLE

TOPI

C:

Hea

lthy

cho

ices

70G

RA

DE

4

CON

NEC

TIO

N: C

omm

on C

ore S

tate

Sta

ndar

ds fo

r Eng

lish

Lang

uage

Art

s, Sp

eaki

ng a

nd L

isten

ing,

Com

preh

ensio

n &

Col

labo

ratio

n #1

(Gra

de 4

): En

gage

effe

ctiv

ely

in a

rang

e of

co

llabo

rativ

e di

scus

sions

(one

-on-

one,

in g

roup

s, an

d te

ache

r-le

d) w

ith d

iver

se p

artn

ers o

n gr

ade

4 to

pics

and

text

s, bu

ildin

g on

oth

ers’

idea

s and

exp

ress

ing

thei

r ow

n cl

early

.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts r

epor

t inf

orm

atio

n fro

m in

terv

iew

s con

duct

ed in

thei

r com

mun

ity to

cla

ss a

nd sh

are

storie

s abo

ut lo

cal p

ract

ices

(e.g

., or

al h

istor

ies o

r com

mun

ity/fa

mily

net

wor

ks).

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

UN

DER

STAN

D c

omm

unity

pra

ctic

es.

SPEAKING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Tell

abou

t com

mun

ity

prac

tices

usin

g ph

otog

raph

s or

real

ia a

nd fo

llow

ing

a m

odel

with

a p

artn

er

Des

crib

e co

mm

unity

pr

actic

es u

sing

phot

ogra

phs

or re

alia

and

follo

win

g a

mod

el w

ith a

par

tner

Reco

unt i

nfor

mat

ion

abou

t co

mm

unity

pra

ctic

es u

sing

phot

ogra

phs o

r rea

lia a

nd

follo

win

g a

mod

el

Reco

unt d

etai

led

info

rmat

ion

abou

t co

mm

unity

pra

ctic

es u

sing

phot

ogra

phs o

r rea

lia

Reco

unt a

nd re

flect

on

info

rmat

ion

abou

t co

mm

unity

pra

ctic

es u

sing

phot

ogra

phs o

r rea

lia

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: com

mun

ity p

ract

ices

, in

terv

iew,

per

sona

l exp

erie

nces

ELD

STA

ND

ARD

1: S

ocia

l & In

stru

ctio

nal L

angu

age

EXA

MPL

E TO

PIC:

Com

mun

ity

prac

tice

s

71G

RA

DE

4

CON

NEC

TIO

N: C

omm

on C

ore S

tate

Rea

ding

Sta

ndar

ds fo

r Lite

ratu

re, C

raft

and

Stru

cture

#6

(Gra

de 4

): C

ompa

re a

nd c

ontr

ast t

he p

oint

of v

iew

from

whi

ch d

iffer

ent s

torie

s are

na

rrat

ed, i

nclu

ding

the

diffe

renc

e be

twee

n fir

st- a

nd th

ird-p

erso

n na

rrat

ions

.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: A

fter a

who

le g

roup

disc

over

y ac

tivity

exp

lorin

g na

rrat

ive

poin

ts of

vie

w, st

uden

ts re

view

exa

mpl

e na

rrat

ive

text

s to

disc

over

how

fir

st- a

nd th

ird-p

erso

n na

rrat

ions

con

vey

diffe

rent

per

spec

tives

.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

ANAL

YZE

text

feat

ures

rela

ted

to n

arra

tive

poin

ts of

vie

w.

READING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Iden

tify

lang

uage

that

in

dica

tes n

arra

tive

poin

ts of

vi

ew (e

.g.,

“I”

v. “h

e/sh

e”)

from

illu

strat

ed te

xt u

sing

wor

d/ph

rase

ban

ks w

ith a

pa

rtne

r

Iden

tify

lang

uage

that

in

dica

tes n

arra

tive

poin

ts of

vi

ew (e

.g.,

“he

felt

scar

ed”)

fro

m il

lustr

ated

text

usin

g w

ord/

phra

se b

anks

with

a

part

ner

Cat

egor

ize p

assa

ges b

ased

on

nar

rativ

e po

ints

of v

iew

fro

m il

lustr

ated

text

usin

g w

ord/

phra

se b

anks

with

a

part

ner

Com

pare

nar

rativ

e po

ints

of v

iew

in e

xten

ded

text

s us

ing

grap

hic

orga

nize

rs

with

a p

artn

er

Com

pare

and

con

tras

t na

rrat

ive

poin

ts of

vie

w in

ex

tend

ed te

xts

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: nar

rate

, nar

ratio

n, fi

rst p

erso

n,

third

per

son

ELD

STA

ND

ARD

2: T

he L

angu

age

of L

angu

age

Art

s EX

AM

PLE

TOPI

C: N

arra

tion

72G

RA

DE

4

CON

NEC

TIO

N: C

omm

on C

ore S

tand

ards

for M

athe

mat

ics, G

eom

etry

#1–

2 (G

rade

4):

Dra

w p

oint

s, lin

es, l

ine

segm

ents,

rays

, ang

les (

right

, acu

te, o

btus

e), a

nd p

erpe

ndic

ular

and

pa

ralle

l lin

es. I

dent

ify th

ese

in tw

o-di

men

siona

l figu

res.

Cla

ssify

two-

dim

ensio

nal fi

gure

s bas

ed o

n th

e pr

esen

ce o

r abs

ence

of p

aral

lel o

r per

pend

icul

ar li

nes,

or th

e pr

esen

ce o

r ab

senc

e of

ang

les o

f a sp

ecifi

ed si

ze. R

ecog

nize

righ

t tria

ngle

s as a

cat

egor

y, an

d id

entif

y rig

ht tr

iang

les.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts b

uild

mod

els o

r pos

ters

with

pho

to d

ispla

ys sp

ecify

ing

the

lines

and

ang

les t

hey

find

in th

eir s

choo

l, ho

me,

or

com

mun

ity.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

APPL

Y th

eir u

nder

stand

ing

of li

nes a

nd a

ngle

s to

ever

yday

situ

atio

ns.

WRITING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Labe

l typ

es o

f lin

es a

nd

angl

es a

ccor

ding

to th

eir

prop

ertie

s usin

g re

alia

and

gr

aphi

c su

ppor

t

Defi

ne ty

pes o

f lin

es a

nd

angl

es a

ccor

ding

to th

eir

prop

ertie

s usin

g re

alia

an

d gr

aphi

c su

ppor

t (e.

g.,

“Obt

use

> 90

deg

rees

”)

Des

crib

e ty

pes o

f lin

es a

nd

angl

es a

ccor

ding

to th

eir

prop

ertie

s usin

g re

alia

and

gr

aphi

c su

ppor

t

Com

pare

and

con

tras

t ty

pes o

f lin

es o

r ang

les

acco

rdin

g to

thei

r pr

oper

ties u

sing

real

ia a

nd

grap

hic

supp

ort

Expl

ain

type

s of l

ines

and

an

gles

acc

ordi

ng to

thei

r pr

oper

ties u

sing

real

ia (e

.g.,

“My

desk

has

four

righ

t an

gles

on

the

top,

whi

ch

are

90 d

egre

es. E

ach

leg

of th

e de

sk h

as tw

o ac

ute

angl

es o

f 55

degr

ees a

nd

two

obtu

se a

ngle

s of 1

25

degr

ees.”

)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: obt

use,

acu

te, r

ight

or

90-d

egre

e an

gle,

par

alle

l and

per

pend

icul

ar li

nes,

end

poin

ts, ra

ys, v

erte

x, li

ne se

gmen

t

ELD

STA

ND

ARD

3: T

he L

angu

age

of M

athe

mat

ics

EXA

MPL

E TO

PIC:

Lin

es &

ang

les

73G

RA

DE

4

CON

NEC

TIO

N: N

ext G

ener

atio

n Sc

ience

Sta

ndar

ds, E

arth

and

Spa

ce S

cienc

es, E

arth

’s Sy

stem

s: Pr

ocess

es th

at S

hape

the E

arth

ESS

1-1,

ESS

2-1

(Gra

de 4

): Id

entif

y ev

iden

ce fr

om

patte

rns i

n ro

ck fo

rmat

ions

and

foss

ils in

rock

laye

rs fo

r cha

nges

in a

land

scap

e ov

er ti

me

to su

ppor

t an

expl

anat

ion

for c

hang

es in

a la

ndsc

ape

over

tim

e. M

ake

obse

rvat

ions

and

/or

mea

sure

men

ts to

pro

vide

evi

denc

e of

the

effec

ts of

wea

ther

ing

or th

e ra

te o

f ero

sion

by w

ater

, ice

, win

d, o

r veg

etat

ion.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts g

athe

r inf

orm

atio

n ab

out s

cien

tific

proc

esse

s (e.

g., f

rom

teac

her d

emon

strat

ions

, com

pute

r pro

gram

s, or

vid

eos)

and

de

mon

strat

e ho

w th

e su

rface

of t

he e

arth

has

cha

nged

ove

r tim

e as

par

t of a

long

-term

pro

ject

on

eart

h hi

story

.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

ANAL

YZE

the

resu

lts o

f cha

nge

over

tim

e du

e to

pro

cess

es a

ffect

ing

eart

h m

ater

ials.

LISTENING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Mat

ch p

roce

sses

or e

vent

s w

ith th

eir e

ffect

s on

eart

h m

ater

ials

base

d on

ora

l de

scrip

tions

usin

g ph

otos

, ill

ustr

atio

ns, o

r vid

eos w

ith

a pa

rtne

r in

L1 o

r L2

Iden

tify

and

sort

the

effec

t of

pro

cess

es o

r eve

nts o

n ea

rth

mat

eria

ls ba

sed

on

oral

des

crip

tions

usin

g ph

otos

, illu

strat

ions

, or

vide

os w

ith a

par

tner

in L

1 or

L2

Cat

egor

ize th

e eff

ects

of

proc

esse

s or e

vent

s on

eart

h m

ater

ials

base

d on

ora

l de

scrip

tions

usin

g ph

otos

, ill

ustr

atio

ns, o

r vid

eos a

nd

grap

hic

orga

nize

rs w

ith a

pa

rtne

r

Dist

ingu

ish b

etw

een

effec

ts of

pro

cess

es o

r eve

nts o

n ea

rth

mat

eria

ls ba

sed

on

oral

des

crip

tions

usin

g ph

otos

, illu

strat

ions

, or

vide

os

Inte

rpre

t the

effe

cts o

f pr

oces

ses o

r eve

nts o

n ea

rth

mat

eria

ls us

ing

vide

os

base

d on

gra

de-le

vel o

ral

disc

ours

e

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: wea

ther

v. w

eath

erin

g, e

rosio

n,

brea

ks d

own

rock

s

ELD

STA

ND

ARD

4: T

he L

angu

age

of S

cien

ce

EXA

MPL

E TO

PIC:

Ear

th h

isto

ry/m

ater

ials

See

expa

nded

ve

rsio

n of

this

str

and

on p

p. 3

0–31

74G

RA

DE

4

CON

NEC

TIO

N: N

atio

nal C

urric

ulum

Sta

ndar

ds fo

r Soc

ial S

tudi

es, S

tand

ard

3: P

eopl

e, Pl

aces,

and

Env

ironm

ents

#3a-

d (E

arly

Gra

des):

Con

struc

t and

use

men

tal m

aps o

f loc

ales

, re

gion

s, an

d th

e w

orld

that

dem

onstr

ate

unde

rsta

ndin

g of

rela

tive

loca

tion,

dire

ctio

n, si

ze, a

nd sh

ape;

inte

rpre

t, us

e, a

nd d

istin

guish

var

ious

repr

esen

tatio

ns o

f the

ear

th, s

uch

as m

aps,

glob

es, a

nd p

hoto

grap

hs; u

se a

ppro

pria

te re

sour

ces,

data

sour

ces,

and

geog

raph

ic to

ols s

uch

as a

tlase

s, da

ta b

ases

, grid

syste

ms,

char

ts, g

raph

s, an

d m

aps t

o ge

nera

te,

man

ipul

ate,

and

inte

rpre

t inf

orm

atio

n; e

stim

ate

dista

nces

and

cal

cula

te sc

ale.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts i

dent

ify lo

catio

ns o

n a

varie

ty o

f map

s (e.

g., p

oliti

cal m

aps,

phys

ical

map

s, tim

e zo

ne m

aps)

by

liste

ning

to a

par

tner

’s de

scrip

tions

to p

repa

re fo

r pro

duci

ng a

hist

oric

al tr

avel

ogue

from

the

poin

t of v

iew

of a

n ex

plor

er, t

rade

r, or

lead

er.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

APPL

Y un

ders

tand

ing

of m

ap c

once

pts a

nd sk

ills.

LISTENING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Follo

w ro

utes

on

map

s ba

sed

on se

gmen

ted

simpl

e or

al c

omm

ands

usin

g ill

ustr

ated

wor

d ba

nks a

nd

man

ipul

ativ

es (e

.g.,

“Go

nort

h tw

o, [p

ause

] eas

t on

e.”)

Follo

w ro

utes

on

map

s ba

sed

on si

mpl

e or

al

desc

riptio

ns u

sing

illus

trat

ed w

ord

bank

s and

m

anip

ulat

ives

(e.g

., “F

reed

sla

ves w

ent n

orth

.”)

Follo

w ro

utes

on

map

s ba

sed

on o

ral d

escr

iptio

ns

usin

g ill

ustr

ated

wor

d ba

nks (

e.g.

, “Fl

oren

ce

Nig

htin

gale

trav

eled

so

uthe

ast f

rom

Lon

don

to

Crim

ea.”)

Follo

w ro

utes

on

map

s ba

sed

on d

etai

led

oral

de

scrip

tions

usin

g vi

sual

su

ppor

ts (e

.g.,

“Col

umbu

s sa

iled

sout

hwes

t. H

is fir

st sto

p w

as th

e C

anar

y Is

land

s. Th

en h

e co

ntin

ued

wes

t to

San

Salv

ador

.”)

Follo

w ro

utes

on

map

s ba

sed

on d

etai

led

oral

di

scou

rse

(e.g

., “Th

e sta

rtin

g po

int o

f the

trad

e ro

ute

was

in m

oder

n-da

y G

hana

. Fro

m th

ere,

tr

ader

s set

out

for a

city

lo

cate

d at

30

degr

ees n

orth

la

titud

e an

d 30

deg

rees

eas

t lo

ngitu

de. W

hich

city

is

it?”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: map

key

, com

pass

rose

, ca

rdin

al d

irect

ions

, int

erm

edia

te d

irect

ions

, map

scal

e, e

quat

or, h

emisp

here

, con

tinen

t

ELD

STA

ND

ARD

5: T

he L

angu

age

of S

ocia

l Stu

dies

EX

AM

PLE

TOPI

C: M

aps

& g

lobe

s/Lo

cati

ons

75G

RA

DE

4

CON

NEC

TIO

N: I

nter

natio

nal S

ociet

y for

Tec

hnol

ogy i

n Ed

ucat

ion

Nat

iona

l Edu

catio

nal T

echn

olog

y Sta

ndar

ds fo

r Stu

dent

s, #4

(Tec

hnol

ogy C

omm

unica

tion

Tool

s): S

tude

nts u

se

tele

com

mun

icat

ions

to c

olla

bora

te, p

ublis

h, a

nd in

tera

ct w

ith p

eers

, exp

erts,

and

oth

er a

udie

nces

. Stu

dent

s use

a v

arie

ty o

f med

ia a

nd fo

rmat

s to

com

mun

icat

e in

form

atio

n an

d id

eas e

ffect

ivel

y to

mul

tiple

aud

ienc

es.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts s

imul

ate

the

wor

k of

softw

are

engi

neer

s by

desig

ning

illu

strat

ed m

anua

ls or

bro

chur

es d

escr

ibin

g th

e pr

oced

ures

for

crea

ting

mul

timed

ia p

rese

ntat

ions

as p

art o

f a c

olla

bora

tive

proj

ect.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

CR

EAT

E pr

oced

ural

dire

ctio

ns.

WRITING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Labe

l im

ages

/illu

strat

ions

/ic

ons t

hat s

how

the

steps

fo

r pro

duci

ng m

ultim

edia

pr

esen

tatio

ns u

sing

illus

trat

ed w

ord

bank

s in

smal

l gro

ups

List

the

steps

for p

rodu

cing

m

ultim

edia

pre

sent

atio

ns

usin

g gr

aphi

c or

gani

zers

an

d ill

ustr

ated

wor

d ba

nks

in sm

all g

roup

s

Des

crib

e th

e pr

oces

s for

pr

oduc

ing

mul

timed

ia

pres

enta

tions

usin

g gr

aphi

c or

gani

zers

and

wor

d ba

nks

in sm

all g

roup

s

Det

ail t

he p

roce

ss fo

r pr

oduc

ing

mul

timed

ia

pres

enta

tions

usin

g w

ord

bank

s in

smal

l gro

ups

Elab

orat

e th

e ste

ps fo

r pr

oduc

ing

mul

timed

ia

pres

enta

tions

in sm

all

grou

ps

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: sof

twar

e pr

ogra

m, fi

le n

ame,

to

ol b

ar, i

cons

, for

mat

ting,

imag

e, c

lip a

rt, s

lides

, mul

timed

ia p

rese

ntat

ion

COM

PLEM

ENTA

RY S

TRA

ND

: The

Lan

guag

e of

Tec

hnol

ogy

& E

ngin

eeri

ng

EXA

MPL

E TO

PIC:

M

ulti

med

ia p

ublis

hing

76G

RA

DE

5

CON

NEC

TIO

N: C

omm

on C

ore S

tate

Sta

ndar

ds fo

r Eng

lish

Lang

uage

Art

s, Sp

eaki

ng a

nd L

isten

ing,

Pre

senta

tion

of K

now

ledge

& Id

eas #

4–5

(Gra

de 5

): Re

port

on

a to

pic

or te

xt,

tell

a sto

ry, o

r rec

ount

an

expe

rienc

e in

an

orga

nize

d m

anne

r, us

ing

appr

opria

te fa

cts a

nd re

leva

nt, d

escr

iptiv

e de

tails

to su

ppor

t mai

n id

eas o

r the

mes

; spe

ak c

lear

ly a

t an

unde

rsta

ndab

le p

ace.

Rep

ort o

n a

topi

c or

text

or p

rese

nt a

n op

inio

n, se

quen

cing

idea

s log

ical

ly a

nd u

sing

appr

opria

te fa

cts a

nd re

leva

nt, d

escr

iptiv

e de

tails

to su

ppor

t mai

n id

eas

or th

emes

; spe

ak c

lear

ly a

t an

unde

rsta

ndab

le p

ace.

Incl

ude

mul

timed

ia c

ompo

nent

s (e.

g., g

raph

ics,

soun

d) a

nd v

isual

disp

lays

in p

rese

ntat

ions

whe

n ap

prop

riate

to e

nhan

ce th

e de

velo

pmen

t of m

ain

idea

s or t

hem

es.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts c

olla

bora

te in

pro

vidi

ng c

oach

ing

or fe

edba

ck to

pee

rs’ o

n th

eir o

ral p

rese

ntat

ions

usin

g cl

ass-

crea

ted

rubr

ics.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

EVAL

UAT

E th

eir c

lass

mat

es’ p

rese

ntat

ions

and

giv

e or

al fe

edba

ck.

SPEAKING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Stat

e ra

tings

of p

eers’

pr

esen

tatio

ns u

sing

simpl

e ill

ustr

ated

sent

ence

fram

es

and

wor

d ba

nks

Des

crib

e ra

tings

of p

eers’

pr

esen

tatio

ns u

sing

illus

trat

ed se

nten

ce fr

ames

Disc

uss r

atin

gs o

f pee

rs’

pres

enta

tions

and

sugg

est

impr

ovem

ents

usin

g se

nten

ce fr

ames

Expl

ain

ratin

gs o

f pee

rs’

pres

enta

tions

with

evi

denc

e an

d su

gges

t im

prov

emen

ts us

ing

sent

ence

fram

es

Justi

fy ra

tings

of p

eers’

pr

esen

tatio

ns w

ith e

vide

nce

and

sugg

est i

mpr

ovem

ents

usin

g ru

bric

s

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: rub

ric, u

se o

f voi

ce, p

ace,

vi

sual

aid

s, m

essa

ge

ELD

STA

ND

ARD

1: S

ocia

l & In

stru

ctio

nal L

angu

age

EXA

MPL

E TO

PIC:

Pee

r ass

essm

ent

See

expa

nded

ve

rsio

n of

this

str

and

on p

p. 3

2–33

77G

RA

DE

5

CON

NEC

TIO

N: C

omm

on C

ore S

tate

Rea

ding

Sta

ndar

ds fo

r Lite

ratu

re &

Info

rmat

iona

l Tex

t, Ke

y Ide

as a

nd D

etai

ls #1

(Gra

de 5

): Q

uote

acc

urat

ely

from

a te

xt w

hen

expl

aini

ng w

hat

the

text

says

exp

licitl

y an

d w

hen

draw

ing

infe

renc

es fr

om th

e te

xt.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts p

artic

ipat

e in

teac

her-

guid

ed o

r med

ia-b

ased

read

-alo

uds a

nd re

late

cha

ract

er tr

aits

quot

ed fr

om th

e or

al te

xt w

ith a

pa

rtne

r.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

ANAL

YZE

info

rmat

ion

abou

t cha

ract

ers i

n or

al te

xt.

LISTENING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Iden

tify

char

acte

r tra

its

base

d on

evi

denc

e fro

m

oral

text

, alo

ng w

ith v

isual

cu

es, p

hysic

al m

ovem

ent,

and

tone

of v

oice

Iden

tify

deta

ils re

late

d to

ch

arac

ter t

raits

bas

ed o

n ev

iden

ce fr

om o

ral t

ext,

alon

g w

ith v

isual

cue

s and

to

ne o

f voi

ce (e

.g.,

“Sam

is

adve

ntur

ous b

ecau

se…

”)

Iden

tify

char

acte

r tra

its

base

d on

evi

denc

e fro

m

oral

text

usin

g vi

sual

and

gr

aphi

c su

ppor

t

Mak

e pr

edic

tions

from

ch

arac

ter t

raits

bas

ed o

n ev

iden

ce fr

om o

ral t

ext

usin

g vi

sual

and

gra

phic

su

ppor

t

Infe

r cha

ract

er tr

aits

base

d on

evi

denc

e fro

m o

ral t

ext

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: cha

ract

er tr

aits,

pro

vide

ev

iden

ce, d

irect

quo

tatio

ns

ELD

STA

ND

ARD

2: T

he L

angu

age

of L

angu

age

Art

s EX

AM

PLE

TOPI

C: T

ext e

vide

nce

78G

RA

DE

5

CON

NEC

TIO

N: C

omm

on C

ore S

tate

Sta

ndar

ds fo

r Mat

hem

atics

, Geo

met

ry #

1–2

(Gra

de 5

): U

se a

pai

r of p

erpe

ndic

ular

num

ber l

ines

, cal

led

axes

, to

defin

e a

coor

dina

te sy

stem

…Re

pres

ent r

eal w

orld

and

mat

hem

atic

al p

robl

ems b

y gr

aphi

ng p

oint

s in

the

first

quad

rant

of t

he c

oord

inat

e pl

ane,

and

inte

rpre

t coo

rdin

ate

valu

es o

f poi

nts i

n th

e co

ntex

t of t

he

situa

tion.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts p

ract

ice

refe

rrin

g to

axe

s and

coo

rdin

ates

in re

al-w

orld

situ

atio

ns w

ith a

par

tner

.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

UN

DER

STAN

D h

ow to

plo

t poi

nts o

n a

coor

dina

te p

lane

.

SPEAKING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Ask

and

answ

er y

es/

no q

uesti

ons r

elat

ed to

co

ordi

nate

pla

nes u

sing

teac

her m

odel

ing

and

visu

al su

ppor

t (e.

g., “

Is th

e ho

use

at (2

,3)?

” “Y

es”)

Ask

and

answ

er si

mpl

e W

h- q

uesti

ons r

elat

ed to

co

ordi

nate

pla

nes u

sing

wor

d ba

nks a

nd v

isual

su

ppor

t (e.

g., “

Whe

re is

the

scho

ol?”

“It

is at

(5,7

)”)

Des

crib

e th

e re

latio

nshi

ps

amon

g po

ints

on

coor

dina

te p

lane

s usin

g w

ord

bank

s and

visu

al

supp

ort (

e.g.

, “Th

e ne

w

park

will

be

one

bloc

k fro

m th

e sc

hool

. It w

ill b

e lo

cate

d at

(4,7

).”)

Des

crib

e re

al-w

orld

ap

plic

atio

ns o

f plo

tting

po

ints

and

navi

gatin

g di

stanc

es b

etw

een

loca

tions

on

coo

rdin

ate

plan

es u

sing

visu

al su

ppor

t

Expl

ain

real

-wor

ld

appl

icat

ions

of p

lotti

ng

poin

ts an

d na

viga

ting

dista

nces

bet

wee

n lo

catio

ns

on c

oord

inat

e pl

anes

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: hor

izont

al a

nd v

ertic

al a

xes,

coor

dina

tes,

coor

dina

te p

lane

, ord

ered

pai

r

ELD

STA

ND

ARD

3: T

he L

angu

age

of M

athe

mat

ics

EXA

MPL

E TO

PIC:

Coo

rdin

ate

plan

e

79G

RA

DE

5

CON

NEC

TIO

N: N

ext G

ener

atio

n Sc

ience

Sta

ndar

ds, E

arth

and

Spa

ce S

cienc

es, S

pace

Sys

tem

s: St

ars a

nd th

e Sol

ar S

yste

m E

SS1-

1, E

SS1-

2 (G

rade

5):

Supp

ort a

n ar

gum

ent t

hat

diffe

renc

es in

the

appa

rent

brig

htne

ss o

f the

sun

com

pare

d to

oth

er st

ars i

s due

to th

eir r

elat

ive

dista

nces

from

the

Eart

h. R

epre

sent

dat

a in

gra

phic

al d

ispla

ys to

reve

al p

atte

rns o

f da

ily c

hang

es in

leng

th a

nd d

irect

ion

of sh

adow

s, da

y an

d ni

ght,

and

the

seas

onal

app

eara

nce

of so

me

stars

in th

e ni

ght s

ky.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts e

xplo

re a

var

iety

of i

nfor

mat

iona

l tex

ts an

d m

edia

to d

iscov

er h

ow E

arth

’s ro

tatio

n ar

ound

the

sun

affec

ts sh

adow

s, da

y an

d ni

ght,

and

the

phas

es o

f the

moo

n an

d ex

trac

t per

tinen

t inf

orm

atio

n to

cre

ate

a cl

ass b

ook

to sh

are

with

firs

t gra

de re

adin

g bu

ddie

s who

are

also

exp

lorin

g da

y an

d ni

ght i

n sc

ienc

e.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

ANAL

YZE

the

effec

ts of

Ear

th’s

rota

tion.

READING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Iden

tify

wor

ds a

nd p

hras

es

asso

ciat

ed w

ith E

arth

’s ro

tatio

n fro

m il

lustr

ated

te

xts u

sing

man

ipul

ativ

es

with

a p

artn

er

Sort

wor

ds a

nd p

hras

es

asso

ciat

ed w

ith E

arth

’s ro

tatio

n fro

m il

lustr

ated

te

xts (

e.g.

, illu

strat

ed

book

s, m

edia

, pos

ters

) us

ing

grap

hic

orga

nize

rs

with

a p

artn

er

Cat

egor

ize se

nten

ces

asso

ciat

ed w

ith E

arth

’s ro

tatio

n fro

m a

var

iety

of

text

s (e.

g., b

ooks

, med

ia)

usin

g gr

aphi

c or

gani

zers

w

ith a

par

tner

Org

anize

sent

ence

s as

soci

ated

with

Ear

th’s

rota

tion

from

a v

arie

ty o

f te

xts (

e.g.

, boo

ks, m

edia

, en

cycl

oped

ias)

with

a

part

ner

Ord

er p

arag

raph

s as

soci

ated

with

Ear

th’s

rota

tion

from

a v

arie

ty o

f te

xts

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: Ear

th’s

rota

tion,

pha

ses o

f the

m

oon

ELD

STA

ND

ARD

4: T

he L

angu

age

of S

cien

ce

EXA

MPL

E TO

PIC:

Sol

ar s

yste

m

80G

RA

DE

5

CON

NEC

TIO

N: N

atio

nal S

tand

ards

for W

orld

Hist

ory:

Socia

l Stu

dies

Stan

dard

s 1A-

C, (

Gra

de 5

): D

emon

strat

e un

ders

tand

ing

of th

e or

igin

s and

con

sequ

ence

s of E

urop

ean

over

seas

ex

pans

ion

in th

e 15

th a

nd 1

6th

cent

urie

s; D

emon

strat

e un

ders

tand

ing

of th

e en

coun

ters

bet

wee

n Eu

rope

ans a

nd p

eopl

es o

f Sub

-Sah

aran

Afri

ca, A

sia, a

nd th

e Am

eric

as in

the

late

15t

h an

d ea

rly 1

6th

cent

urie

s; D

emon

strat

e un

ders

tand

ing

of th

e co

nseq

uenc

es o

f the

wor

ldw

ide

exch

ange

of fl

ora,

faun

a, a

nd p

atho

gens

.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts e

xam

ine

the

impa

cts o

f exp

lora

tion

on b

oth

the

old

and

new

wor

lds (

e.g.

, pre

tend

you

are

an

expl

orer

writ

ing

a le

tter

hom

e or

in y

our j

ourn

al) a

fter p

artic

ipat

ing

in a

larg

e gr

oup

activ

ity to

map

the

spre

ad o

f pla

nts,

anim

als,

dise

ases

, and

rich

es in

the

age

of e

xplo

ratio

n.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

EVAL

UAT

E eff

ects

of e

xplo

ratio

n on

hist

ory.

WRITING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


List

posit

ive

and

nega

tive

impa

cts o

f exp

lora

tion

usin

g gr

aphi

c or

gani

zers

(e

.g.,

T-ch

art,

conc

ept

map

) and

illu

strat

ed w

ord

bank

s in

L1 o

r L2

Stat

e po

sitiv

e an

d ne

gativ

e im

pact

s of e

xplo

ratio

n us

ing

illus

trat

ed w

ord

bank

s in

L1 o

r L2

Des

crib

e an

d gi

ve e

xam

ples

of

pos

itive

and

neg

ativ

e im

pact

s of e

xplo

ratio

n us

ing

grap

hic

orga

nize

rs

and

wor

d ba

nks

Expl

ain

and

give

spec

ific

exam

ples

of p

ositi

ve

and

nega

tive

impa

cts o

f ex

plor

atio

n us

ing

grap

hic

orga

nize

rs

Crit

ique

impa

cts o

f ex

plor

atio

n an

d gi

ve

deta

iled

exam

ples

(e.g

., ne

w d

iscov

erie

s v. l

oss o

f na

tive

cultu

re, f

reed

om,

life)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: :

Stud

ents

at a

ll le

vels

of E

nglis

h la

ngua

ge p

rofic

ienc

y in

tera

ct w

ith g

rade

-leve

l wor

ds a

nd e

xpre

ssio

ns, s

uch

as: c

olon

izatio

n, e

xplo

rers

/ ex

plor

atio

n, d

iscov

er/d

iscov

ery,

conq

uero

r/co

nque

st

ELD

STA

ND

ARD

5: T

he L

angu

age

of S

ocia

l Stu

dies

EX

AM

PLE

TOPI

C: E

xplo

rati

on

81G

RA

DE

5

CON

NEC

TIO

N: Th

e Nat

iona

l Sta

ndar

ds fo

r Art

s Edu

catio

n #1

, Und

ersta

ndin

g th

e Rela

tions

hip

Betw

een

Mus

ic, th

e Oth

er A

rts,

and

othe

r Disc

iplin

es O

utsid

e the

Art

s #8

(Gra

des 5

–8):

Stud

ents

desc

ribe

way

s in

whi

ch th

e pr

inci

ples

and

subj

ect m

atte

r of o

ther

disc

iplin

es ta

ught

in th

e sc

hool

are

inte

rrel

ated

with

thos

e of

mus

ic (e

.g.,

lang

uage

art

s: iss

ues t

o be

co

nsid

ered

in se

tting

text

s to

mus

ic…

).

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts i

n pr

epar

ing

to c

reat

e th

eir o

wn

song

lyric

s, ex

amin

e co

mpo

sers’

writ

ing

style

s and

how

they

fit w

ith th

eir m

usic

.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

APPL

Y re

adin

g co

mpr

ehen

sion

strat

egie

s to

unde

rsta

ndin

g ly

rics.

READING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Dist

ingu

ish a

mon

g fe

atur

es

(e.g

., ch

orus

, ver

ses)

to

dete

rmin

e gi

st of

song

s’ m

essa

ge u

sing

grap

hic

orga

nize

rs

Iden

tify

repe

titiv

e w

ords

or

phra

ses t

o de

term

ine

gist

of so

ngs’

mes

sage

usin

g gr

aphi

c or

gani

zers

Iden

tify

key

wor

ds o

r ph

rase

s to

dete

rmin

e so

ngs’

mes

sage

usin

g gr

aphi

c or

gani

zers

Iden

tify

expr

essiv

e w

ords

an

d ph

rase

s tha

t refl

ect

lyric

al c

hoic

es to

det

erm

ine

song

s’ m

essa

ge u

sing

grap

hic

orga

nize

rs

Inte

rpre

t lyr

ical

cho

ices

to

dete

rmin

e so

ngs’

mes

sage

(e

.g.,

allit

erat

ion,

rhym

e)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: rep

eate

d ve

rses

, cho

rus,

song

ly

rics

COM

PLEM

ENTA

RY S

TRA

ND

: The

Lan

guag

e of

Mus

ic &

Per

form

ing

Art

s EX

AM

PLE

TOPI

C: S

ong

lyri

cs

82G

RA

DE

6

CON

NEC

TIO

N: C

omm

on C

ore S

tate

Sta

ndar

ds fo

r Eng

lish

Lang

uage

Art

s, Re

adin

g St

anda

rds f

or In

form

atio

nal T

ext,

Key I

deas

and

Det

ails

#2 (G

rade

6):

Det

erm

ine

a ce

ntra

l ide

a of

a

text

and

how

it is

con

veye

d th

roug

h pa

rtic

ular

det

ails;

pro

vide

a su

mm

ary

of th

e te

xt d

istin

ct fr

om p

erso

nal o

pini

ons o

r jud

gmen

ts.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts r

efer

to in

form

atio

n on

beh

avio

ral e

xpec

tatio

ns (e

.g.,

scho

ol h

andb

ook,

scho

ol w

ebsit

e, c

lass

room

rule

s or s

ylla

bus,

etc.

) to

cre

ate

poste

rs fo

r the

ir cl

assr

oom

/sch

ool c

omm

unity

.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

UN

DER

STAN

D b

ehav

iora

l exp

ecta

tions

.

READING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Iden

tify

setti

ngs f

or

beha

vior

al e

xpec

tatio

ns

(e.g

., in

the

clas

sroo

m,

lunc

hroo

m) f

rom

visu

ally

su

ppor

ted

text

Cla

ssify

setti

ngs f

or

beha

vior

al e

xpec

tatio

ns

from

visu

ally

supp

orte

d te

xt in

smal

l gro

ups

Loca

te m

ain

idea

s abo

ut

beha

vior

al e

xpec

tatio

ns

from

illu

strat

ed h

andb

ooks

an

d te

xts i

n sm

all g

roup

s

Loca

te d

etai

ls ab

out

beha

vior

al e

xpec

tatio

ns

from

han

dboo

ks a

nd te

xts

in sm

all g

roup

s

Infe

r res

ults

of a

dher

ing

or

not a

dher

ing

to b

ehav

iora

l ex

pect

atio

ns fr

om

hand

book

s and

text

s

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: pos

ture

, man

ners

, pol

ite

beha

vior

ELD

STA

ND

ARD

1: S

ocia

l & In

stru

ctio

nal L

angu

age

EXA

MPL

E TO

PIC:

Beh

avio

ral e

xpec

tati

ons

83G

RA

DE

6

CON

NEC

TIO

N: C

omm

on C

ore S

tate

Lan

guag

e Sta

ndar

ds, C

onve

ntio

ns o

f Sta

ndar

d En

glish

#1–

2 (G

rade

6):

Dem

onstr

ate

com

man

d of

the

conv

entio

ns o

f sta

ndar

d En

glish

gr

amm

ar w

hen

writ

ing

or sp

eaki

ng; D

emon

strat

e co

mm

and

of th

e co

nven

tions

of s

tand

ard

Engl

ish c

apita

lizat

ion,

pun

ctua

tion,

and

spel

ling

whe

n w

ritin

g.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts p

rovi

de w

ritte

n fe

edba

ck to

eac

h ot

her a

bout

thei

r use

of c

onve

ntio

ns a

nd m

echa

nics

in o

rigin

al w

ritte

n te

xts a

s par

t of

the

writ

ing

proc

ess.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

APPL

Y th

eir k

now

ledg

e of

Eng

lish

conv

entio

ns a

nd m

echa

nics

.

WRITING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Iden

tify

conv

entio

ns a

nd

mec

hani

cs in

pee

rs’ w

ritin

g (e

.g.,

by h

ighl

ight

ing)

usin

g m

odel

s and

env

ironm

enta

l pr

int

Iden

tify

lang

uage

to b

e ed

ited

in p

eers’

writ

ing

usin

g m

odel

s and

rubr

ics

Sugg

est e

dits

of p

eers’

w

ritin

g us

ing

mod

els a

nd

rubr

ics

Giv

e re

ason

s for

edi

ting

peer

s’ w

ritin

g us

ing

mod

els

and

rubr

ics

Expl

ain

editi

ng o

f pee

rs’

writ

ing

thro

ugh

deta

iled

feed

back

usin

g m

odel

s and

ru

bric

s

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: edi

t, co

nven

tions

, mec

hani

cs

ELD

STA

ND

ARD

2: T

he L

angu

age

of L

angu

age

Art

s EX

AM

PLE

TOPI

C: P

eer e

diti

ng

84G

RA

DE

6

CON

NEC

TIO

N: C

omm

on C

ore S

tate

Sta

ndar

ds fo

r Mat

hem

atics

, Rat

ios a

nd P

ropo

rtio

nal R

elatio

nshi

ps #

3 (G

rade

6):

Use

ratio

and

rate

reas

onin

g to

solv

e re

al-w

orld

and

m

athe

mat

ical

pro

blem

s, e.

g., b

y re

ason

ing

abou

t tab

les o

f equ

ival

ent r

atio

s, ta

pe d

iagr

ams,

doub

le n

umbe

r lin

e di

agra

ms,

or e

quat

ions

.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts j

ustif

y th

eir d

ecisi

ons i

n re

al-li

fe sc

enar

ios (

e.g.

, cho

osin

g ite

ms t

o bu

y ba

sed

on d

iscou

nts a

nd lo

cal t

ax, d

eter

min

ing

mile

s per

gal

lon

for d

iffer

ent m

odel

s of c

ars,

or se

lect

ing

play

ers f

or a

fant

asy

team

bas

ed o

n sp

orts

aver

age)

.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

EVAL

UAT

E th

eir o

ptio

ns a

nd m

ake

choi

ces.

WRITING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


List

choi

ces b

ased

on

rate

ca

lcul

atio

ns in

real

-life

sit

uatio

ns u

sing

tem

plat

es

and

wor

d ba

nks w

ith a

pa

rtne

r

Des

crib

e ch

oice

s bas

ed o

n ra

te c

alcu

latio

ns in

real

-life

sit

uatio

ns u

sing

tem

plat

es

and

wor

d ba

nks w

ith a

pa

rtne

r

Com

pare

cho

ices

bas

ed o

n ra

te c

alcu

latio

ns in

real

-life

sit

uatio

ns u

sing

grap

hic

orga

nize

rs w

ith a

par

tner

Expl

ain

choi

ces b

ased

on

rate

cal

cula

tions

in re

al-li

fe

situa

tions

usin

g ch

arts

with

pa

rtne

rs

Elab

orat

e on

cho

ices

bas

ed

on ra

te c

alcu

latio

ns in

real

-lif

e sit

uatio

ns w

ith p

artn

ers

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: sal

es ta

x, d

iscou

nt, p

erce

ntag

e,

ratio

, pro

port

ion

ELD

STA

ND

ARD

3: T

he L

angu

age

of M

athe

mat

ics

EXA

MPL

E TO

PIC:

Rat

io &

rate

See

expa

nded

ve

rsio

n of

this

str

and

on p

p. 3

4–35

85G

RA

DE

6

CON

NEC

TIO

N: N

ext G

ener

atio

n Sc

ience

Sta

ndar

ds, L

ife S

cienc

es, E

cosy

stem

s: In

tera

ction

s, En

ergy

, and

Dyn

amics

LS2

-1, 2

-2, 2

-3, 2

-4 (M

iddl

e Sch

ool):

Ana

lyze

and

inte

rpre

t da

ta to

pro

vide

evi

denc

e fo

r the

effe

cts o

f res

ourc

e av

aila

bilit

y on

org

anism

s and

pop

ulat

ions

of o

rgan

isms i

n an

eco

syste

m. C

onstr

uct a

n ex

plan

atio

n th

at p

redi

cts p

atte

rns

of in

tera

ctio

ns a

mon

g or

gani

sms a

cros

s mul

tiple

eco

syste

ms.

Dev

elop

a m

odel

to d

escr

ibe

the

cycl

ing

of m

atte

r and

flow

of e

nerg

y am

ong

livin

g an

d no

nliv

ing

part

s of a

n ec

osys

tem

. Con

struc

t an

argu

men

t sup

port

ed b

y em

piric

al e

vide

nce

that

cha

nges

to p

hysic

al o

r bio

logi

cal c

ompo

nent

s of a

n ec

osys

tem

affe

ct p

opul

atio

ns.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts l

isten

to o

ral d

escr

iptio

ns (e

.g.,

vide

o cl

ips,

lect

ure,

pee

r gro

ups)

and

reco

gnize

key

func

tions

of o

rgan

isms w

ithin

ec

osys

tem

s to

prep

are

mod

els t

o di

spla

y in

thei

r cla

ssro

oms.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

UN

DER

STAN

D fu

nctio

ns o

f org

anism

s with

in e

cosy

stem

s.

LISTENING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Iden

tify

func

tions

of

org

anism

s with

in

ecos

yste

ms b

ased

on

oral

sta

tem

ents

usin

g ph

otos

or

illus

trat

ions

and

gra

phic

or

gani

zers

Mat

ch fu

nctio

ns to

or

gani

sms w

ithin

ec

osys

tem

s bas

ed o

n or

al

lang

uage

usin

g ph

otos

or

illus

trat

ions

and

gra

phic

or

gani

zers

Mat

ch fu

nctio

ns to

or

gani

sms w

ithin

ec

osys

tem

s bas

ed o

n de

scrip

tive

oral

lang

uage

us

ing

grap

hic

orga

nize

rs

Con

nect

func

tions

of

org

anism

s with

in

ecos

yste

ms b

ased

on

exte

nded

ora

l disc

ours

e us

ing

grap

hic

orga

nize

rs

Cat

egor

ize fu

nctio

ns

of o

rgan

isms w

ithin

ec

osys

tem

s bas

ed o

n ex

tend

ed o

ral d

iscou

rse

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: con

sum

ers/

pred

ator

s, pr

oduc

ers,

deco

mpo

sers

, sca

veng

ers,

func

tion,

spec

ies

ELD

STA

ND

ARD

4: T

he L

angu

age

of S

cien

ce

EXA

MPL

E TO

PIC:

Eco

syst

ems

86G

RA

DE

6

CON

NEC

TIO

N: N

atio

nal C

urric

ulum

Sta

ndar

ds fo

r Soc

ial S

tudi

es, S

tand

ard

6: P

ower,

Aut

horit

y, an

d G

over

nanc

e (M

iddl

e Gra

des):

Lea

rner

s will

und

ersta

nd: f

unda

men

tal v

alue

s of

cons

titut

iona

l dem

ocra

cy (e

.g.,

the

com

mon

goo

d, li

bert

y, ju

stice

, equ

ality

, and

indi

vidu

al d

igni

ty);

The

ideo

logi

es a

nd st

ruct

ures

of p

oliti

cal s

yste

ms t

hat d

iffer

from

thos

e of

the

Uni

ted

Stat

es; Th

e w

ays i

n w

hich

gov

ernm

ents

mee

t the

nee

ds a

nd w

ants

of c

itize

ns, m

anag

e co

nflic

t, an

d es

tabl

ish o

rder

and

secu

rity.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts e

xcha

nge

idea

s abo

ut fe

atur

es o

f the

ir ow

n fo

rm a

nd o

rgan

izatio

n of

gov

ernm

ent i

n pr

epar

atio

n fo

r giv

ing

a m

ultim

edia

pr

esen

tatio

n.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

CR

EAT

E m

odel

gov

ernm

ents.

SPEAKING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Sugg

est f

eatu

res o

f mod

el

gove

rnm

ents

usin

g ill

ustr

ated

tem

plat

es in

sm

all g

roup

s in

L1 o

r L2

Sugg

est d

etai

led

feat

ures

of

mod

el g

over

nmen

ts us

ing

illus

trat

ed te

mpl

ates

in

smal

l gro

ups i

n L1

or L

2

Disc

uss f

eatu

res o

f mod

el

gove

rnm

ents

usin

g a

tem

plat

e in

smal

l gro

ups

Disc

uss r

easo

ns fo

r se

lect

ion

of fe

atur

es o

f m

odel

gov

ernm

ents

usin

g a

tem

plat

e in

smal

l gro

ups

Def

end

sele

ctio

n of

feat

ures

of

mod

el g

over

nmen

ts (e

.g.,

thro

ugh

deba

te)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: for

ms o

f gov

ernm

ent,

pers

onal

rig

hts,

equa

lity,

the

com

mon

goo

d

ELD

STA

ND

ARD

5: T

he L

angu

age

of S

ocia

l Stu

dies

EX

AM

PLE

TOPI

C: F

orm

s &

org

aniz

atio

n of

gov

ernm

ent

87G

RA

DE

6

CON

NEC

TIO

N: A

lask

a C

ultu

ral S

tand

ards

for S

tude

nts D

(K–1

2): C

ultu

rally

-kno

wle

dgea

ble

stude

nts a

re a

ble

to e

ngag

e eff

ectiv

ely

in le

arni

ng a

ctiv

ities

that

are

bas

ed o

n tr

aditi

onal

way

s of k

now

ing

and

lear

ning

. 4. G

athe

r ora

l and

writ

ten

histo

ry in

form

atio

n fro

m th

e lo

cal c

omm

unity

and

pro

vide

an

appr

opria

te in

terp

reta

tion

of it

s cul

tura

l m

eani

ng a

nd si

gnifi

canc

e

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts d

iscus

s the

cul

tura

l sig

nific

ance

of d

iffer

ent c

omm

unity

act

iviti

es b

ased

on

info

rmat

ion

from

inte

rvie

ws w

ith e

lder

s or

long

-term

resid

ents

of th

e lo

cal c

omm

unity

to id

entif

y re

leva

nt in

form

atio

n to

incl

ude

in st

uden

t-cre

ated

reso

urce

s (e.

g., w

ebsit

es, p

ublic

atio

ns) a

bout

thei

r com

mun

ity.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

ANAL

YZE

trad

ition

al w

ays o

f kno

win

g an

d in

terp

retin

g in

form

atio

n w

ith e

vent

s and

tr

aditi

ons o

f the

loca

l com

mun

ity.

SPEAKING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Nam

e ev

ents

and

trad

ition

s of

the

loca

l com

mun

ity

and

thei

r sig

nific

ance

usin

g ill

ustr

ated

env

ironm

enta

l pr

int,

grap

hic

orga

nize

rs,

and

real

ia

Des

crib

e ev

ents

and

trad

ition

s of t

he lo

cal

com

mun

ity a

nd th

eir

signi

fican

ce u

sing

illus

trat

ed e

nviro

nmen

tal

prin

t, gr

aphi

c or

gani

zers

, an

d re

alia

Expl

ain

even

ts an

d tr

aditi

ons o

f the

loca

l co

mm

unity

and

thei

r sig

nific

ance

usin

g no

tes

from

inte

rvie

ws a

nd re

alia

Disc

uss e

vent

s and

tr

aditi

ons o

f the

loca

l co

mm

unity

and

thei

r sig

nific

ance

usin

g no

tes

from

inte

rvie

ws a

nd re

alia

Inte

rpre

t the

sign

ifica

nce

of e

vent

s and

trad

ition

s of

the

loca

l com

mun

ity u

sing

note

s fro

m in

terv

iew

s and

re

alia

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: acc

umul

ated

spec

ific

know

ledg

e, in

terp

reta

tion,

loca

l con

vent

ions

, cul

tura

l sig

nific

ance

COM

PLEM

ENTA

RY S

TRA

ND

: The

Lan

guag

e of

the

Hum

anit

ies

EXA

MPL

E TO

PIC:

Inte

rpre

tati

on o

f ora

l his

tori

es

88G

RA

DE

7

CON

NEC

TIO

N: C

omm

on C

ore S

tate

Sta

ndar

ds fo

r Eng

lish

Lang

uage

Art

s, Sp

eaki

ng a

nd L

isten

ing,

Pre

senta

tion

of K

now

ledge

& Id

eas #

1 (G

rade

7):

Enga

ge e

ffect

ivel

y in

a ra

nge

of

colla

bora

tive

disc

ussio

ns (o

ne-o

n-on

e, in

gro

ups,

and

teac

her-

led)

with

div

erse

par

tner

s on

grad

e 7

topi

cs, t

exts,

and

issu

es, b

uild

ing

on o

ther

s’ id

eas a

nd e

xpre

ssin

g th

eir o

wn

clea

rly…

d. A

ckno

wle

dge

new

info

rmat

ion

expr

esse

d by

oth

ers a

nd, w

hen

war

rant

ed, m

odify

thei

r ow

n vi

ews.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts l

isten

to e

ach

othe

r in

a cl

assr

oom

disc

ussio

n on

a c

onte

mpo

rary

issu

e (e

.g.,

pove

rty,

new

scho

ol ru

les)

and

refle

ct o

n ho

w th

eir o

wn

view

s wer

e in

fluen

ced

by o

ther

s.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

ANAL

YZE

dive

rse

view

s on

cont

empo

rary

issu

es.

LISTENING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Iden

tify

poin

ts of

vie

w

from

ora

l sta

tem

ents

usin

g ill

ustr

ated

gra

phic

or

gani

zers

and

wor

d ba

nks

Cla

ssify

poi

nts o

f vie

w

from

ora

l sta

tem

ents

usin

g ill

ustr

ated

gra

phic

or

gani

zers

and

wor

d ba

nks

Com

pare

poi

nts o

f vie

w

from

ora

l disc

ussio

n us

ing

grap

hic

orga

nize

rs a

nd

wor

d ba

nks

Com

pare

poi

nts o

f vie

w

from

ora

l disc

ussio

n us

ing

wor

d ba

nks

Inte

rpre

t poi

nts o

f vie

w in

ex

pand

ed o

ral d

iscou

rse

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: act

ive

liste

ning

, refl

ectio

n,

mut

ual r

espe

ct, c

onte

mpo

rary

issu

e, p

oint

s of v

iew

ELD

STA

ND

ARD

1: S

ocia

l & In

stru

ctio

nal L

angu

age

EXA

MPL

E TO

PIC:

Refl

ecti

ve li

sten

ing

89G

RA

DE

7

CON

NEC

TIO

N: C

omm

on C

ore S

tate

Spe

akin

g an

d Li

steni

ng S

tand

ards

, Com

preh

ensio

n an

d C

olla

bora

tion

#2 (G

rade

7):

Anal

yze

the

mai

n id

eas a

nd su

ppor

ting

deta

ils p

rese

nted

in

dive

rse

med

ia a

nd fo

rmat

s (e.

g., v

isual

ly, q

uant

itativ

ely,

oral

ly) a

nd e

xpla

in h

ow th

e id

eas c

larif

y a

topi

c, te

xt, o

r iss

ue u

nder

stud

y.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts d

iscus

s mai

n id

eas o

f sho

rt st

orie

s, no

vels,

and

ess

ays w

ith p

artn

ers o

r in

smal

l gro

ups t

o cl

arify

the

them

e, to

pic,

or i

ssue

un

der s

tudy

.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

APPL

Y m

ain

idea

s of s

hort

stor

ies,

nove

ls, a

nd e

ssay

s.

SPEAKING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Prod

uce

key

wor

ds a

bout

th

emes

rela

ted

to th

e m

ain

idea

usin

g vi

sual

supp

ort

(e.g

., ca

ptio

ned

illus

trat

ions

of

plo

t and

mai

n id

eas)

w

ith a

par

tner

Prod

uce

state

men

ts ab

out

them

es re

late

d to

the

mai

n id

ea u

sing

grap

hic

orga

nize

rs w

ith a

par

tner

Expl

ain

them

es re

late

d to

th

e m

ain

idea

usin

g gr

aphi

c or

gani

zers

(e.g

., sto

ry m

ap,

plot

line

) to

a pa

rtne

r

Disc

uss t

hem

es re

late

d to

th

e m

ain

idea

usin

g gr

aphi

c or

gani

zers

Disc

uss t

hem

es re

late

d to

the

mai

n id

ea u

sing

exte

nded

disc

ours

e

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: sup

port

ing

deta

ils, t

hem

e,

thes

is

ELD

STA

ND

ARD

2: T

he L

angu

age

of L

angu

age

Art

s EX

AM

PLE

TOPI

C: M

ain

idea

s

90G

RA

DE

7

CON

NEC

TIO

N: C

omm

on C

ore S

tate

Sta

ndar

ds fo

r Mat

hem

atics

, Exp

ressi

ons a

nd E

quat

ions

#4

(Gra

de 7

): U

se v

aria

bles

to re

pres

ent q

uant

ities

in a

real

-wor

ld o

r mat

hem

atic

al

prob

lem

, and

con

struc

t sim

ple

equa

tions

and

ineq

ualit

ies t

o so

lve

prob

lem

s by

reas

onin

g ab

out t

he q

uant

ities

.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts r

ead

real

-life

pro

blem

s and

use

man

ipul

ativ

es to

con

struc

t alg

ebra

ic e

quat

ions

and

find

thei

r sol

utio

ns in

smal

l gro

ups.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

APPL

Y th

eir a

lgeb

raic

kno

wle

dge.

READING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Iden

tify

key

lang

uage

that

pr

ovid

es in

form

atio

n to

so

lve

real

-life

mat

hem

atic

al

prob

lem

s usin

g vi

sual

and

gr

aphi

c su

ppor

ts w

ith a

pa

rtne

r

Iden

tify

key

lang

uage

that

pr

ovid

es in

form

atio

n to

so

lve

real

-life

mat

hem

atic

al

prob

lem

s usin

g la

bele

d vi

sual

and

gra

phic

supp

orts

with

a p

artn

er

Iden

tify

key

lang

uage

that

pr

ovid

es in

form

atio

n to

so

lve

real

-life

mat

hem

atic

al

prob

lem

s usin

g gr

aphi

c su

ppor

ts (e

.g.,

char

ts an

d ta

bles

)

Iden

tify

key

lang

uage

pa

ttern

s to

solv

e re

al-li

fe

mat

hem

atic

al p

robl

ems

usin

g gr

aphi

c su

ppor

ts

Iden

tify

key

lang

uage

pa

ttern

s to

solv

e re

al-li

fe

mat

hem

atic

al p

robl

ems

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: ine

qual

ity, l

inea

r equ

atio

n,

non-

linea

r, sim

plify

the

expr

essio

n, _

___

per _

___

ELD

STA

ND

ARD

3: T

he L

angu

age

of M

athe

mat

ics

EXA

MPL

E TO

PIC:

Alg

ebra

ic e

quat

ions

91G

RA

DE

7

CON

NEC

TIO

N: N

atio

nal S

cienc

e Edu

catio

n St

anda

rds,

Scien

ce a

s Inq

uiry

, A, U

nder

stand

ings

abo

ut S

cient

ific I

nqui

ry (G

rade

s 5–8

)*: D

iffer

ent k

inds

of q

uesti

ons s

ugge

st di

ffere

nt k

inds

of s

cien

tific

inve

stiga

tions

. Som

e in

vesti

gatio

ns in

volv

e ob

serv

ing

and

desc

ribin

g ob

ject

s, or

gani

sms,

or e

vent

s; so

me

invo

lve

colle

ctin

g sp

ecim

ens;

som

e in

volv

e ex

perim

ents;

som

e in

volv

e se

ekin

g m

ore

info

rmat

ion;

som

e in

volv

e di

scov

ery

of n

ew o

bjec

ts an

d ph

enom

ena;

and

som

e in

volv

e m

akin

g m

odel

s. C

urre

nt sc

ient

ific

know

ledg

e an

d un

ders

tand

ing

guid

e sc

ient

ific

inve

stiga

tions

. Diff

eren

t sci

entifi

c do

mai

ns e

mpl

oy d

iffer

ent m

etho

ds, c

ore

theo

ries,

and

stand

ards

to a

dvan

ce sc

ient

ific

know

ledg

e an

d un

ders

tand

ing…

Sci

entifi

c ex

plan

atio

ns e

mph

asize

evi

denc

e, h

ave

logi

cally

con

siste

nt a

rgum

ents,

and

use

scie

ntifi

c pr

inci

ples

, mod

els,

and

theo

ries.

The

scie

ntifi

c co

mm

unity

ac

cept

s and

use

s suc

h ex

plan

atio

ns u

ntil

disp

lace

d by

bet

ter s

cien

tific

ones

. Whe

n su

ch d

ispla

cem

ent o

ccur

s, sc

ienc

e ad

vanc

es.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts r

epor

t on

the

proc

ess a

nd re

sults

of a

scie

nce

expe

rimen

t to

cons

truc

t sci

entifi

c kn

owle

dge.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

will

UN

DER

STAN

D h

ow to

inte

rpre

t and

repr

esen

t the

resu

lts o

f sci

entifi

c in

quiry

.

WRITING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Prod

uce

labe

led

illus

trat

ions

of s

cien

tific

ques

tions

and

con

clus

ions

us

ing

grap

hic

orga

nize

rs

with

a p

artn

er

Des

crib

e sc

ient

ific

ques

tions

and

con

clus

ions

us

ing

grap

hic

orga

nize

rs

(e.g

., cl

oze

activ

ity) u

sing

wor

d ba

nks w

ith a

par

tner

Des

crib

e in

det

ail s

cien

tific

ques

tions

and

con

clus

ions

us

ing

wor

ds b

anks

and

gr

aphi

c or

gani

zers

Org

anize

lang

uage

abo

ut

scie

ntifi

c qu

estio

ns a

nd

conc

lusio

ns u

sing

grap

hic

orga

nize

rs (e

.g.,

para

grap

h fra

mes

)

Sum

mar

ize sc

ient

ific

ques

tions

and

con

clus

ions

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: sci

entifi

c in

quiry

, hyp

othe

sis,

hypo

thes

is te

sting

, obs

erva

tions

, res

ults

* As

this

book

goe

s to

press

, a d

raft

of th

e Nex

t Gen

erat

ion

Scien

ce S

tand

ards

was

just

relea

sed fo

r rev

iew. W

IDA

plan

s to

upda

te it

s Lan

guag

e of S

cienc

e stra

nds t

o co

rresp

ond

with

these

sta

ndar

ds a

s soo

n as

they

are

fina

l.

ELD

STA

ND

ARD

4: T

he L

angu

age

of S

cien

ce

EXA

MPL

E TO

PIC:

Sci

enti

fic in

quir

y

92G

RA

DE

7

CON

NEC

TIO

N: C

omm

on C

ore R

eadi

ng S

tand

ards

for L

itera

cy in

Hist

ory/S

ocia

l Stu

dies,

Inte

grat

ion

of K

now

ledge

& Id

eas #

7: In

tegr

ate

visu

al in

form

atio

n (e

.g.,

in c

hart

s, gr

aphs

, ph

otog

raph

s, vi

deos

, or m

aps)

with

oth

er in

form

atio

n in

prin

t and

dig

ital t

exts.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts r

ead

info

rmat

iona

l tex

ts an

d re

late

d w

ebsit

es a

bout

cro

ps o

r agr

icul

tura

l pro

duct

s to

inte

rpre

t map

s or c

reat

e ch

arts.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

ANAL

YZE

the

impo

rtan

ce o

f agr

icul

tura

l res

ourc

es to

regi

onal

eco

nom

ies.

READING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Iden

tify

agric

ultu

ral i

cons

us

ing

visu

al o

r gra

phic

su

ppor

t (e.

g., o

n m

aps o

r gr

aphs

)

Loca

te re

sour

ces o

r ag

ricul

tura

l pro

duct

s usin

g vi

sual

or g

raph

ic su

ppor

t

Dist

ingu

ish a

mon

g re

sour

ces o

r agr

icul

tura

l pr

oduc

ts us

ing

visu

al o

r gr

aphi

c su

ppor

t

Find

pat

tern

s ass

ocia

ted

with

reso

urce

s or

agric

ultu

ral p

rodu

cts u

sing

visu

al o

r gra

phic

supp

ort

Dra

w c

oncl

usio

ns a

bout

re

sour

ces o

r agr

icul

tura

l pr

oduc

ts on

map

s or

grap

hs fr

om g

rade

-leve

l tex

t

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: ren

ewab

le, n

on-r

enew

able

, re

sour

ce a

lloca

tion

ELD

STA

ND

ARD

5: T

he L

angu

age

of S

ocia

l Stu

dies

EX

AM

PLE

TOPI

C: A

gric

ultu

re

See

expa

nded

ve

rsio

n of

this

str

and

on p

p. 3

6–37

93G

RA

DE

7

CON

NEC

TIO

N: Th

e Nat

iona

l Sta

ndar

ds fo

r Art

s Edu

catio

n #1

, Und

ersta

ndin

g an

d Ap

plyi

ng M

edia

, Tec

hniq

ues,

and

Proc

esses

(Gra

des 5

–8):

Stud

ents

sele

ct m

edia

, tec

hniq

ues,

and

proc

esse

s; an

alyz

e w

hat m

akes

them

effe

ctiv

e or

not

effe

ctiv

e in

com

mun

icat

ing

idea

s; an

d re

flect

upo

n th

e eff

ectiv

enes

s of t

heir

choi

ces.

Stud

ents

inte

ntio

nally

take

adv

anta

ge o

f th

e qu

aliti

es a

nd c

hara

cter

istic

s of a

rt m

edia

, tec

hniq

ues,

and

proc

esse

s to

enha

nce

com

mun

icat

ion

of th

eir e

xper

ienc

es a

nd id

eas.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts l

isten

to o

ral d

escr

iptio

ns (e

.g.,

teac

her t

alk,

vid

eo, p

odca

st, e

tc.)

to d

eter

min

e th

e eff

ectiv

enes

s of m

edia

, tec

hniq

ues,

and

proc

esse

s in

com

mun

icat

ing

artis

ts’ id

eas i

n pr

epar

atio

n fo

r def

endi

ng th

eir o

wn

artis

tic c

hoic

es.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

UN

DER

STAN

D th

e co

mm

unic

ativ

e eff

ectiv

enes

s of d

iffer

ent a

rtist

ic m

edia

.

LISTENING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Iden

tify

oral

stat

emen

ts ab

out a

rtist

ic q

ualit

ies

and

char

acte

ristic

s use

d to

co

mm

unic

ate

idea

s and

ex

perie

nces

usin

g vi

sual

an

d no

n-ve

rbal

cue

s and

ill

ustr

ated

wor

d w

alls

Iden

tify

oral

des

crip

tions

ab

out a

rtist

ic q

ualit

ies

and

char

acte

ristic

s use

d to

com

mun

icat

e id

eas

and

expe

rienc

es u

sing

illus

trat

ed w

ord

wal

ls

Cat

egor

ize a

rtist

ic q

ualit

ies

and

char

acte

ristic

s use

d to

co

mm

unic

ate

idea

s and

ex

perie

nces

usin

g gr

aphi

c or

gani

zers

Dist

ingu

ish a

mon

g ar

tistic

qu

aliti

es a

nd c

hara

cter

istic

s us

ed to

com

mun

icat

e id

eas

and

expe

rienc

es u

sing

grap

hic

orga

nize

rs

Infe

r rea

sons

for a

rtist

s’ se

lect

ion

of m

edia

, te

chni

ques

, and

pro

cess

es

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: per

spec

tive,

abs

trac

t, re

alist

ic,

dim

ensio

n, fo

rm a

nd fu

nctio

n

COM

PLEM

ENTA

RY S

TRA

ND

: The

Lan

guag

e of

Vis

ual A

rts

E

XAM

PLE

TOPI

C: A

rt m

edia

, tec

hniq

ues,

& p

roce

sses

94G

RA

DE

8

CON

NEC

TIO

N: C

omm

on C

ore S

tate

Sta

ndar

ds fo

r Eng

lish

Lang

uage

Art

s, W

ritin

g, T

ext T

ype a

nd P

urpo

ses #

2–3

(Gra

de 8

): W

rite

info

rmat

ive/

expl

anat

ory

text

s to

exam

ine

a to

pic

and

conv

ey id

eas,

conc

epts,

and

info

rmat

ion

thro

ugh

the

sele

ctio

n, o

rgan

izatio

n, a

nd a

naly

sis o

f rel

evan

t con

tent

… W

rite

narr

ativ

es to

dev

elop

real

or i

mag

ined

exp

erie

nces

or

even

ts us

ing

effec

tive

tech

niqu

e, re

leva

nt d

escr

iptiv

e de

tails

, and

wel

l-str

uctu

red

even

t seq

uenc

es.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts w

ork

in g

roup

s to

prep

are

a sc

ript f

or a

pre

sent

atio

n (e

.g.,

skit,

vid

eo, m

ultim

edia

) for

inco

min

g stu

dent

s foc

usin

g on

pe

er p

ress

ure.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

CR

EAT

E a

scrip

t.

WRITING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Dra

w a

nd la

bel s

tory

boar

ds

abou

t em

otio

ns a

nd

deci

sions

influ

ence

d by

pee

r pre

ssur

e us

ing

illus

trat

ed w

ord

bank

s

Com

pose

dia

logu

es fo

r sto

rybo

ards

or s

crip

ts ab

out

emot

ions

and

dec

ision

s in

fluen

ced

by p

eer p

ress

ure

usin

g se

nten

ce fr

ames

Com

pose

dia

logu

es fo

r sc

ripts

abou

t em

otio

ns

and

deci

sions

influ

ence

d by

pee

r pre

ssur

e us

ing

illus

trat

ions

and

follo

win

g m

odel

s

Com

pose

scrip

ts ab

out

emot

ions

and

dec

ision

s in

fluen

ced

by p

eer p

ress

ure

usin

g ill

ustr

atio

ns fo

llow

ing

mod

els

Com

pose

scrip

ts ab

out

emot

ions

and

dec

ision

s in

fluen

ced

by p

eer p

ress

ure

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: atti

tude

s, be

havi

ors,

peer

pr

essu

re, b

elon

ging

, mem

bers

hip,

stre

ngth

of c

hara

cter

ELD

STA

ND

ARD

1: S

ocia

l & In

stru

ctio

nal L

angu

age

EXA

MPL

E TO

PIC:

Pee

r Pre

ssur

e

95G

RA

DE

8

CON

NEC

TIO

N: C

omm

on C

ore R

eadi

ng S

tand

ards

for L

itera

ture

, Int

egra

tion

of K

now

ledge

and

Idea

s #9

(Gra

de 8

): An

alyz

e ho

w a

mod

ern

wor

k of

fict

ion

draw

s on

them

es, p

atte

rns

of e

vent

s, or

cha

ract

er ty

pes f

rom

myt

hs, t

radi

tiona

l sto

ries,

or re

ligio

us w

orks

such

as t

he B

ible

, inc

ludi

ng d

escr

ibin

g ho

w th

e m

ater

ial i

s ren

dere

d ne

w.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts l

isten

to c

lass

disc

ussio

ns a

bout

them

es, p

atte

rns o

f eve

nts,

or c

hara

cter

type

s in

a w

ork

of li

tera

ture

to m

ake

conn

ectio

ns

to th

eir o

wn

lives

and

/or f

amili

ar st

orie

s or m

yths

from

thei

r ow

n cu

lture

s.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

ANAL

YZE

univ

ersa

l the

mes

of l

itera

ture

.

LISTENING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Sele

ct il

lustr

atio

ns

depi

ctin

g lit

erar

y ch

arac

ters

, the

mes

, an

d pl

ots b

ased

on

oral

stat

emen

ts us

ing

envi

ronm

enta

l prin

t (e.

g.,

poste

rs a

bout

cha

ract

er

type

s and

them

es)

Sele

ct il

lustr

atio

ns

depi

ctin

g lit

erar

y ch

arac

ters

, the

mes

, an

d pl

ots b

ased

on

oral

des

crip

tions

usin

g en

viro

nmen

tal p

rint

Cla

ssify

exa

mpl

es o

f lit

erar

y ch

arac

ters

, the

mes

, an

d pl

ots b

ased

on

oral

de

scrip

tions

with

a p

artn

er

Find

pat

tern

s rel

ated

to

liter

ary

char

acte

rs, t

hem

es,

and

plot

s usin

g gr

aphi

c or

gani

zers

with

a p

artn

er

Pred

ict t

he e

volu

tion

of

liter

ary

char

acte

rs, t

hem

es,

and

plot

s

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: uni

vers

al th

eme,

cha

ract

er

type

, alle

gory

, myt

holo

gy, p

rota

goni

st

ELD

STA

ND

ARD

2: T

he L

angu

age

of L

angu

age

Art

s EX

AM

PLE

TOPI

C: L

iter

atur

e an

alys

is

See

expa

nded

ve

rsio

n of

this

str

and

on p

p. 3

8–39

96G

RA

DE

8

CON

NEC

TIO

N: C

omm

on C

ore S

tate

Sta

ndar

ds fo

r Mat

hem

atics

, Geo

met

ry #

4 (G

rade

8):

Und

ersta

nd th

at a

two-

dim

ensio

nal fi

gure

is si

mila

r to

anot

her i

f the

seco

nd c

an b

e ob

tain

ed fr

om th

e fir

st by

a se

quen

ce o

f rot

atio

ns, r

eflec

tions

, tra

nsla

tions

, and

dila

tions

; giv

en tw

o sim

ilar t

wo-

dim

ensio

nal fi

gure

s, de

scrib

e a

sequ

ence

that

exh

ibits

the

simila

rity

betw

een

them

.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts m

anip

ulat

e tw

o-di

men

siona

l figu

res b

ased

on

oral

instr

uctio

ns to

det

erm

ine

the

sequ

ence

of t

rans

form

atio

ns o

f tw

o-di

men

siona

l figu

res i

n a

coor

dina

te p

lane

.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

UN

DER

STAN

D c

ongr

uenc

e of

figu

res i

n di

ffere

nt p

ositi

ons o

n th

e co

ordi

nate

pla

ne.

LISTENING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Adju

st th

e po

sitio

n of

fig

ures

bas

ed o

n sim

ple

oral

co

mm

ands

(e.g

., “r

otat

e,”

“refl

ect,”

etc

.) us

ing

visu

al

supp

orts

with

a p

artn

er

Adju

st th

e po

sitio

n of

fig

ures

bas

ed o

n or

al

desc

riptio

ns (e

.g.,

“refl

ect

over

the

y-ax

is”) u

sing

visu

al su

ppor

ts w

ith a

pa

rtne

r

Adju

st th

e po

sitio

n of

fig

ures

bas

ed o

n de

taile

d or

al d

escr

iptio

ns u

sing

visu

al su

ppor

ts w

ith a

pa

rtne

r

Adju

st th

e po

sitio

n of

fig

ures

bas

ed o

n m

ulti-

step

oral

instr

uctio

ns u

sing

visu

al su

ppor

ts

Adju

st th

e po

sitio

n of

figu

res b

ased

on

info

rmat

ion

from

com

plex

or

al d

iscou

rse

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: geo

met

ric tr

ansfo

rmat

ion,

ro

tatio

n, re

flect

ion,

tran

slatio

n, d

ilatio

n, sc

ale

fact

or, v

ecto

r

ELD

STA

ND

ARD

3: T

he L

angu

age

of M

athe

mat

ics

EXA

MPL

E TO

PIC:

Tra

nsfo

rmat

ion

of tw

o-di

men

sion

al fi

gure

s

97G

RA

DE

8

CON

NEC

TIO

N: N

ext G

ener

atio

n Sc

ience

Sta

ndar

ds, P

hysic

al S

cienc

es, E

nerg

y PS3

-2, P

S3-3

, PS3

-4, P

S3-5

(Mid

dle S

choo

l): D

evel

op a

mod

el to

des

crib

e th

at w

hen

the

arra

ngem

ent

of o

bjec

ts in

tera

ctin

g at

a d

istan

ce c

hang

es, d

iffer

ent a

mou

nts o

f pot

entia

l ene

rgy

are

store

d in

the

syste

m. A

pply

scie

ntifi

c pr

inci

ples

to d

esig

n, c

onstr

uct,

and

test

a de

vice

that

ei

ther

min

imize

s or m

axim

izes t

herm

al e

nerg

y tr

ansfe

r. Pl

an a

n in

vesti

gatio

n to

det

erm

ine

the

rela

tions

hips

am

ong

the

ener

gy tr

ansfe

rred

, the

type

of m

atte

r, th

e m

ass,

and

the

chan

ge in

the

aver

age

kine

tic e

nerg

y of

the

part

icle

s as m

easu

red

by th

e te

mpe

ratu

re o

f the

sam

ple.

Con

struc

t, us

e, a

nd p

rese

nt a

rgum

ents

to su

ppor

t the

cla

im th

at w

hen

the

kine

tic e

nerg

y of

an

obje

ct c

hang

es, e

nerg

y is

tran

sferr

ed to

or f

rom

the

obje

ct.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts d

ecid

e w

ith p

eers

the

type

s of e

nerg

y tr

ansfe

rs th

at o

ccur

in v

ario

us si

tuat

ions

from

eve

ryda

y lif

e (e

.g.,

glow

stic

ks,

thun

ders

torm

s, sim

ple

engi

nes)

to d

emon

strat

e th

e co

nser

vatio

n of

ene

rgy.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

will

AN

ALYZ

E en

ergy

tran

sfer.

SPEAKING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Stat

e ho

w e

nerg

y tr

ansfe

rs

usin

g vi

sual

supp

orts

(e.g

., “h

eat,”

“lig

ht,”

“sou

nd”)

Giv

e ex

ampl

es o

f how

en

ergy

tran

sfers

usin

g se

nten

ce fr

ames

and

gr

aphi

c su

ppor

ts

Des

crib

e ho

w e

nerg

y tr

ansfe

rs u

sing

sent

ence

fra

mes

and

gra

phic

su

ppor

ts

Com

pare

and

con

tras

t ho

w e

nerg

y tr

ansfe

rs u

sing

grap

hic

supp

orts

Disc

uss h

ow e

nerg

y tr

ansfe

rs u

sing

grap

hic

supp

orts

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: ene

rgy

tran

sfer,

cons

erva

tion

of e

nerg

y, so

und

wav

e, k

inet

ic e

nerg

y, po

tent

ial e

nerg

y, th

erm

al e

nerg

y

ELD

STA

ND

ARD

4: T

he L

angu

age

of S

cien

ce

EXA

MPL

E TO

PIC:

For

ms

of e

nerg

y

98G

RA

DE

8

CON

NEC

TIO

N: C

omm

on C

ore S

tate

Writ

ing

Stan

dard

s for

Lite

racy

in H

istor

y/Soc

ial S

tudi

es, S

cienc

e, an

d Te

chni

cal S

ubjec

ts, T

ext T

ype a

nd P

urpo

ses #

2 (G

rade

s 6–8

): D

eter

min

e th

e ce

ntra

l ide

as o

r inf

orm

atio

n of

a p

rimar

y or

seco

ndar

y so

urce

; pro

vide

an

accu

rate

sum

mar

y of

the

sour

ce d

istin

ct fr

om p

rior k

now

ledg

e or

opi

nion

s.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts r

ead

info

rmat

iona

l art

icle

s on

glob

aliza

tion

to c

onsid

er it

s im

pact

on

thei

r liv

es (e

.g.,

Inte

rnet

, mas

s med

ia, f

ood

and

beve

rage

dist

ribut

ors,

reta

il sto

res)

.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

EVAL

UAT

E th

e eff

ects

of g

loba

lizat

ion

arou

nd th

e w

orld

and

in th

eir l

ocal

com

mun

ity.

READING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Cla

ssify

visu

ally

-sup

port

ed

wor

ds o

r phr

ases

rela

ted

to

the

effec

ts of

glo

baliz

atio

n us

ing

grap

hic

orga

nize

rs

with

a p

artn

er in

L1

or L

2

Cat

egor

ize la

ngua

ge

rela

ted

to th

e eff

ects

of

glob

aliza

tion

usin

g gr

aphi

c or

gani

zers

with

a p

artn

er

Org

anize

lang

uage

re

late

d to

the

effec

ts of

gl

obal

izatio

n ba

sed

on

visu

ally

-sup

port

ed te

xt

usin

g gr

aphi

c or

gani

zers

w

ith a

par

tner

Com

pare

the

effec

ts of

gl

obal

izatio

n ba

sed

on te

xt

usin

g gr

aphi

c or

gani

zers

in

smal

l gro

ups

Dra

w c

oncl

usio

ns a

bout

th

e eff

ects

of g

loba

lizat

ion

base

d on

text

in sm

all

grou

ps

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: int

erde

pend

ence

, wor

ldw

ide,

ne

twor

k, tr

ansn

atio

nal

ELD

STA

ND

ARD

5: T

he L

angu

age

of S

ocia

l Stu

dies

EX

AM

PLE

TOPI

C: G

loba

lizat

ion

99G

RA

DE

8

CON

NEC

TIO

N: Th

e Nat

iona

l Phy

sical

Edu

catio

n an

d H

ealth

Sta

ndar

ds #

6, S

ettin

g G

oals

for G

ood

Hea

lth (G

rade

s 5–8

): St

uden

ts w

ill d

emon

strat

e th

e ab

ility

to u

se g

oal-s

ettin

g an

d de

cisio

n-m

akin

g sk

ills t

o en

hanc

e he

alth

—D

emon

strat

e th

e ab

ility

to a

pply

a d

ecisi

on-m

akin

g pr

oces

s to

heal

th is

sues

and

pro

blem

s ind

ivid

ually

and

col

labo

rativ

ely.

Anal

yze

how

hea

lth-r

elat

ed d

ecisi

ons a

re in

fluen

ced

by in

divi

dual

s, fa

mily

, and

com

mun

ity v

alue

s. Pr

edic

t how

dec

ision

s reg

ardi

ng h

ealth

beh

avio

rs h

ave

cons

eque

nces

for s

elf

and

othe

rs. A

pply

stra

tegi

es a

nd sk

ills n

eede

d to

atta

in p

erso

nal h

ealth

goa

ls. D

escr

ibe

how

per

sona

l hea

lth g

oals

are

influ

ence

d by

cha

ngin

g in

form

atio

n, a

bilit

ies,

prio

ritie

s, an

d re

spon

sibili

ties.

Dev

elop

a p

lan

that

add

ress

es p

erso

nal s

treng

ths,

need

s, an

d he

alth

risk

s.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts d

evel

op p

erso

nal h

ealth

and

fitn

ess p

lans

bas

ed o

n re

sear

ch-b

ased

reco

mm

enda

tions

for n

utrit

ion

and

phys

ical

act

ivity

. La

ter,

they

reco

rd a

nd re

flect

on

thei

r cho

ices

in a

food

and

exe

rcise

dia

ry to

self-

mon

itor t

heir

prog

ress

ove

r tim

e.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

APPL

Y kn

owle

dge

abou

t hea

lth a

nd fi

tnes

s to

thei

r per

sona

l goa

ls.

WRITING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


List

pers

onal

hea

lth g

oals

usin

g w

ord

bank

s and

gr

aphi

c or

gani

zers

in L

1 or

L2

Stat

e pe

rson

al h

ealth

goa

ls us

ing

wor

d ba

nks (

e.g.

, “I

wan

t to

eat b

alan

ced

mea

ls.”)

Expl

ain

pers

onal

hea

lth

goal

s usin

g se

nten

ce st

arte

rs

(e.g

., “I

cho

se _

___

beca

use

____

.”)

Det

ail p

erso

nal h

ealth

goa

ls us

ing

a m

odel

(e.g

., “I

w

ould

like

to d

ecre

ase

my

body

mas

s ind

ex b

y….”)

Elab

orat

e re

ason

s for

pe

rson

al h

ealth

goa

ls (e

.g.,

“I k

now

that

I ne

ed to

ad

d m

ore

card

io in

stead

of

just

wei

ght l

iftin

g be

caus

e I d

on’t

have

the

high

est

met

abol

ism...

”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: nut

ritio

nal c

onte

nt, b

ody

mas

s in

dex,

cal

orie

s, fo

od p

yram

id, m

etab

olism

COM

PLEM

ENTA

RY S

TRA

ND

: The

Lan

guag

e of

Hea

lth

& P

hysi

cal E

duca

tion

EX

AM

PLE

TOPI

C:

Pers

onal

hea

lth

& fi

tnes

s

100

GR

AD

ES 9

–10

CON

NEC

TIO

N: C

omm

on C

ore S

tate

Sta

ndar

ds fo

r Eng

lish

Lang

uage

Art

s, Sp

eaki

ng a

nd L

isten

ing,

Com

preh

ensio

n &

Col

labo

ratio

n #1

.c (G

rade

9–1

0): P

rope

l con

vers

atio

ns b

y po

sing

and

resp

ondi

ng to

que

stion

s tha

t rel

ate

the

curr

ent d

iscus

sion

to b

road

er th

emes

or l

arge

r ide

as; a

ctiv

ely

inco

rpor

ate

othe

rs in

to th

e di

scus

sion;

and

cla

rify,

verif

y, or

ch

alle

nge

idea

s and

con

clus

ions

.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts d

iscus

s and

bui

ld c

onse

nsus

by

role

pla

ying

com

mun

ity m

embe

rs a

ctin

g on

cur

rent

scho

ol o

r com

mun

ity is

sues

.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

APPL

Y co

nsen

sus-

build

ing

proc

edur

es to

gro

up d

iscus

sions

.

SPEAKING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Repe

at se

t phr

ases

(e.g

., “I

ag

ree”

, “I d

isagr

ee”)

and

use

no

n-ve

rbal

com

mun

icat

ion

to p

rope

l disc

ussio

ns u

sing

sent

ence

fram

es, w

ord

bank

s, an

d vi

sual

s

Mak

e sta

tem

ents

(e.g

., “W

e ca

n…”,

“W

e m

ust…

”) to

pr

opel

disc

ussio

ns u

sing

sent

ence

fram

es, w

ord

bank

s, an

d vi

sual

s

Para

phra

se st

atem

ents

(“W

e ag

ree

that

…”)

to p

rope

l di

scus

sions

usin

g se

nten

ce

fram

es a

nd w

ord

bank

s

Pose

and

resp

ond

to

ques

tions

(e.g

., “I

thin

k w

e co

uld…

”) to

pro

pel

disc

ussio

ns u

sing

sent

ence

fra

mes

Elab

orat

e on

resp

onse

s to

pro

pel d

iscus

sions

us

ing

sent

ence

fram

es

(e.g

., “I

’d li

ke to

add

to

that

...”,

“H

ave

you

also

co

nsid

ered

...?”

)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: del

egat

e, c

ompr

omise

, re

pres

ent,

mot

ivat

e, in

spire

, set

an

exam

ple

ELD

STA

ND

ARD

1: S

ocia

l & In

stru

ctio

nal L

angu

age

EXA

MPL

E TO

PIC:

Col

labo

rati

ve d

iscu

ssio

n

101

GR

AD

ES 9

–10

CON

NEC

TIO

N: C

omm

on C

ore S

tate

Sta

ndar

ds, E

nglis

h La

ngua

ge A

rts,

Read

ing:

Info

rmat

iona

l Tex

t, In

tegr

atio

n of

Kno

wled

ge a

nd Id

eas #

8 (G

rade

s 9–1

0): D

elin

eate

and

eva

luat

e th

e ar

gum

ent a

nd sp

ecifi

c cl

aim

s in

a te

xt, a

sses

sing

whe

ther

the

reas

onin

g is

valid

and

the

evid

ence

is re

leva

nt a

nd su

ffici

ent;

iden

tify

false

stat

emen

ts an

d fa

llaci

ous r

easo

ning

.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts l

earn

how

to c

hoos

e ap

prop

riate

sour

ces f

or a

rese

arch

pro

ject

by

exam

inin

g te

xts (

e.g.

, spe

ech

tran

scrip

ts, w

ebsit

es,

edito

rials)

to id

entif

y au

thor

’s bi

as.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

will

EVA

LUAT

E au

thor

’s bi

as.

READING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Loca

te la

ngua

ge a

ssoc

iate

d w

ith fa

ct a

nd/o

r opi

nion

fro

m v

isual

ly su

ppor

ted

text

with

a p

artn

er u

sing

L1 o

r L2

and

wor

d ba

nks

(e.g

., “I

thin

k”, “

I bel

ieve

” v.

“dat

a”, “

fact

”)

Loca

te la

ngua

ge a

ssoc

iate

d w

ith fa

ct a

nd o

pini

on fr

om

visu

ally

supp

orte

d te

xt w

ith

a pa

rtne

r usin

g w

ord

bank

s (e

.g.,

“70%

of L

atin

os”

v. “a

lmos

t all

Latin

os”)

Loca

te la

ngua

ge o

f opi

nion

an

d bi

as fr

om e

xcer

pts o

f te

xts f

ollo

win

g a

mod

el

in sm

all g

roup

s (e.

g., “

We

as sc

ient

ists a

gree

…”

v. “S

cien

tists

ever

ywhe

re

agre

e…”)

Sort

lang

uage

of b

ias f

rom

te

xts (

e.g.

, by

valid

ity

of re

ason

ing/

evid

ence

) fo

llow

ing

a m

odel

in sm

all

grou

ps

Infe

r aut

hor’s

bia

s fro

m

text

s in

smal

l gro

ups

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: bia

s, cl

aim

, arg

umen

t, re

leva

nt

evid

ence

, val

id re

ason

ing,

ster

eoty

pe

ELD

STA

ND

ARD

2: T

he L

angu

age

of L

angu

age

Art

s EX

AM

PLE

TOPI

C: B

ias

102

KIN

DER

GA

RTEN

GR

AD

E 1

GR

AD

E 3

GR

AD

E 6

GR

AD

ES 9

–10

CON

NEC

TIO

N: C

omm

on C

ore S

tate

Sta

ndar

ds fo

r Mat

hem

atics

, Geo

met

ry, S

imila

rity,

Righ

t Tria

ngles

and

Trig

onom

etry

#6–

8 (H

igh

Scho

ol):

Und

ersta

nd th

at b

y sim

ilarit

y, sid

e ra

tios i

n rig

ht tr

iang

les a

re p

rope

rtie

s of t

he a

ngle

s in

the

tria

ngle

, lea

ding

to d

efini

tions

of t

rigon

omet

ric ra

tios f

or a

cute

ang

les.

Expl

ain

and

use

the

rela

tions

hip

betw

een

the

sine

and

cosin

e of

com

plem

enta

ry a

ngle

s. U

se tr

igon

omet

ric ra

tios a

nd th

e Py

thag

orea

n Th

eore

m to

solv

e rig

ht tr

iang

les i

n ap

plie

d pr

oble

ms.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts w

rite

wor

d pr

oble

ms t

hat c

an b

e so

lved

by

usin

g rig

ht tr

iang

les (

e.g.

, find

ing

the

heig

ht o

f a tr

ee b

y us

ing

its sh

adow

), an

d tr

ade

with

a c

lass

mat

e to

solv

e ea

ch o

ther

’s pr

oble

ms.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

CR

EAT

E w

ord

prob

lem

s req

uirin

g th

e us

e of

trig

onom

etric

ratio

s and

the

Pyth

agor

ean

Theo

rem

to so

lve.

WRITING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Dra

w a

nd la

bel s

cena

rios

for r

ight

tria

ngle

wor

d pr

oble

ms u

sing

illus

trat

ed

phra

se b

anks

Dra

w a

nd d

escr

ibe

scen

ario

s for

righ

t tria

ngle

w

ord

prob

lem

s usin

g se

nten

ce fr

ames

and

ill

ustr

ated

phr

ase

bank

s

Repr

oduc

e rig

ht tr

iang

le

wor

d pr

oble

ms u

sing

sent

ence

fram

es a

nd p

hras

e ba

nks

Com

pose

righ

t tria

ngle

w

ord

prob

lem

s usin

g te

xtbo

ok m

odel

s and

ph

rase

ban

ks

Com

pose

det

aile

d rig

ht

tria

ngle

wor

d pr

oble

ms

usin

g te

xtbo

ok m

odel

s

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: sin

e, c

osin

e, ta

ngen

t (tr

igon

omet

ric fu

nctio

ns),

hypo

tenu

se, o

ppos

ite, a

djac

ent

ELD

STA

ND

ARD

3: T

he L

angu

age

of M

athe

mat

ics

EXA

MPL

E TO

PIC:

Rig

ht tr

iang

les

103

GR

AD

ES 9

–10

CON

NEC

TIO

N: N

ext G

ener

atio

n Sc

ience

Sta

ndar

ds, P

hysic

al S

cienc

es, C

hem

ical R

eacti

ons P

S1-5

(Hig

h Sc

hool

): Ap

ply

scie

ntifi

c pr

inci

ples

and

evi

denc

e to

pro

vide

an

expl

anat

ion

abou

t the

effe

cts o

f cha

ngin

g th

e te

mpe

ratu

re o

r con

cent

ratio

n of

the

reac

ting

part

icle

s on

the

rate

at w

hich

a re

actio

n oc

curs

.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts w

ill d

iscus

s the

des

ign

of a

n ex

perim

ent (

e.g.

, rea

ctio

n ra

te o

f pho

tosy

nthe

sis) t

o te

st th

e eff

ect o

f mod

ifyin

g a

varia

ble.

G

roup

s will

per

form

the

expe

rimen

t and

disc

uss t

heir

obse

rvat

ions

on

the

impa

ct o

f the

spec

ific

varia

ble.

Fin

ally,

they

will

giv

e a

form

al p

rese

ntat

ion

on th

e re

sults

.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

ANAL

YZE

the

effec

t of m

odify

ing

a va

riabl

e in

an

expe

rimen

t.

SPEAKING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Des

crib

e th

e eff

ects

of

mod

ifyin

g a

varia

ble

usin

g ill

ustr

ated

wor

d ba

nks i

n sm

all g

roup

s

Giv

e ex

ampl

es o

f the

effe

cts

of m

odify

ing

a va

riabl

e us

ing

illus

trat

ed w

ord

bank

s and

sent

ence

fram

es

in sm

all g

roup

s

Expl

ain

the

effec

ts of

m

odify

ing

a va

riabl

e us

ing

sent

ence

fram

es a

nd

grap

hic

orga

nize

rs in

smal

l gr

oups

Disc

uss t

he e

ffect

s of

mod

ifyin

g a

varia

ble

usin

g se

nten

ce fr

ames

and

gr

aphi

c or

gani

zers

in sm

all

grou

ps

Repo

rt o

n th

e eff

ects

of

mod

ifyin

g a

varia

ble

in

smal

l gro

ups

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: dep

ende

nt a

nd in

depe

nden

t va

riabl

es, c

ontro

l and

exp

erim

enta

l gro

ups,

quan

titat

ive

and

qual

itativ

e da

ta

* As

this

book

goe

s to

press

, a d

raft

of th

e Nex

t Gen

erat

ion

Scien

ce S

tand

ards

was

just

relea

sed fo

r rev

iew. W

IDA

plan

s to

upda

te it

s Lan

guag

e of S

cienc

e stra

nds t

o co

rresp

ond

with

these

sta

ndar

ds a

s soo

n as

they

are

fina

l.

ELD

STA

ND

ARD

4: T

he L

angu

age

of S

cien

ce

EXA

MPL

E TO

PIC:

Dep

ende

nt &

inde

pend

ent v

aria

bles

See

expa

nded

ve

rsio

n of

this

str

and

on p

p. 4

0–41

104

GR

AD

ES 9

–10

CON

NEC

TIO

N: M

inne

sota

Eco

nom

ics S

tand

ards

VI.

Econ

omics

, A. Th

e Mar

ket E

cono

my (

Micr

o Ec

onom

ics) (

Gra

des 9

–12)

: The

stude

nt w

ill u

nder

stand

the

basic

cha

ract

erist

ics

of m

arke

ts an

d th

e ro

le o

f pric

es in

mod

ern

mar

ket e

cono

mie

s. 1.

Stu

dent

s will

des

crib

e th

e de

term

inat

ion

of e

quili

briu

m m

arke

t pric

es b

y ap

plyi

ng p

rinci

ples

of s

uppl

y an

d de

man

d to

mar

kets

for g

oods

and

serv

ices

. 3. S

tude

nts w

ill id

entif

y se

vera

l fac

tors

that

lead

to v

aria

tion

in m

arke

t pric

es a

nd q

uant

ities

exc

hang

ed b

y ch

ange

s in

supp

ly a

nd/o

r de

man

d.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts l

isten

to a

vid

eo (e

.g.,

a ne

ws c

lip o

r CEO

pre

sent

atio

n to

shar

ehol

ders

) or p

rofe

ssio

nal g

uest

visit

or a

bout

supp

ly a

nd

dem

and

of a

pop

ular

pro

duct

to p

roje

ct it

s mar

ket v

alue

in c

omin

g m

onth

s.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

will

UN

DER

STAN

D th

e co

ncep

t of s

uppl

y an

d de

man

d.

LISTENING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Poin

t to

key

term

s rel

ated

to

supp

ly a

nd d

eman

d us

ing

visu

als a

nd b

iling

ual

dict

iona

ries w

ith a

par

tner

Sele

ct la

ngua

ge re

late

d to

supp

ly a

nd d

eman

d to

com

plet

e gr

aphi

c or

gani

zers

usin

g w

ord

bank

s with

a p

artn

er

Org

anize

info

rmat

ion

rela

ted

to su

pply

and

de

man

d us

ing

grap

hic

orga

nize

rs in

smal

l gro

ups

Iden

tify

exam

ples

of

chan

ges i

n su

pply

and

de

man

d us

ing

grap

hic

orga

nize

rs in

smal

l gro

ups

Infe

r rea

sons

for c

hang

es

in su

pply

and

dem

and

in

smal

l gro

ups

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: sup

ply

and

dem

and,

co

nsum

ptio

n, m

arke

t pric

es, m

arke

t eco

nom

ies,

good

s and

serv

ices

, com

mod

ities

ELD

STA

ND

ARD

5: T

he L

angu

age

of S

ocia

l Stu

dies

EX

AM

PLE

TOPI

C: S

uppl

y &

dem

and

105

GR

AD

ES 9

–10

CON

NEC

TIO

N: N

atio

nal T

echn

olog

y Sta

ndar

ds #

5, D

igita

l Citi

zens

hip

(Gra

des K

–12)

: Stu

dent

s und

ersta

nd h

uman

, cul

tura

l, an

d so

ciet

al is

sues

rela

ted

to te

chno

logy

and

pra

ctic

e le

gal a

nd e

thic

al b

ehav

ior.

Stud

ents:

adv

ocat

e an

d pr

actic

e sa

fe, l

egal

, and

resp

onsib

le u

se o

f inf

orm

atio

n an

d te

chno

logy

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts i

nves

tigat

e th

e so

cial

effe

cts o

f new

tech

nolo

gies

thro

ugh

artic

les o

n co

ntem

pora

ry to

pics

(e.g

., so

cial

med

ia u

se in

the

teen

age

popu

latio

n) to

adv

ocat

e fo

r saf

e an

d re

spon

sible

use

of i

nfor

mat

ion

and

tech

nolo

gy.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

ANAL

YZE

the

effec

ts of

new

tech

nolo

gies

in to

day’s

soci

ety.

READING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Cla

ssify

stat

emen

ts fro

m

visu

ally

supp

orte

d te

xts

abou

t effe

cts o

f new

te

chno

logi

es o

n be

havi

or

usin

g L1

or L

2 w

ith a

pa

rtne

r

Org

anize

info

rmat

ion

from

vi

sual

ly su

ppor

ted

text

s ab

out t

he e

ffect

s of n

ew

tech

nolo

gies

on

beha

vior

us

ing

grap

hic

orga

nize

rs

(e.g

., ca

use

and

effec

t m

aps)

and

L1

or L

2 w

ith a

pa

rtne

r

Find

text

evi

denc

e of

the

effec

ts of

new

tech

nolo

gies

on

beh

avio

r usin

g gr

aphi

c or

gani

zers

Dra

w c

oncl

usio

ns

abou

t the

effe

cts o

f new

te

chno

logi

es o

n be

havi

or

base

d on

text

s usin

g gr

aphi

c or

gani

zers

Infe

r rel

atio

nshi

ps

betw

een

the

effec

ts of

new

te

chno

logi

es a

nd b

ehav

ior

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: cyb

er b

ully

ing,

soci

al m

edia

, et

hica

l beh

avio

r

COM

PLEM

ENTA

RY S

TRA

ND

: The

Lan

guag

e of

Tech

nolo

gy &

Eng

inee

ring

E

XAM

PLE

TOPI

C:

Tech

nolo

gy &

eth

ics

106

GR

AD

ES 1

1–12

CON

NEC

TIO

N: C

omm

on C

ore R

eadi

ng S

tand

ards

for I

nfor

mat

iona

l Tex

ts, In

tegr

atio

n of

Kno

wled

ge &

Idea

s #7:

Inte

grat

e an

d ev

alua

te m

ultip

le so

urce

s of i

nfor

mat

ion

pres

ente

d in

di

ffere

nt m

edia

or f

orm

ats (

e.g.

, visu

ally,

qua

ntita

tivel

y) a

s wel

l as i

n w

ords

in o

rder

to a

ddre

ss a

que

stion

or s

olve

a p

robl

em.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts r

evie

w c

olle

ge o

r car

eer m

arke

ting

mat

eria

ls (e

.g.,

prin

t or o

nlin

e) a

ccor

ding

to p

erso

nal p

refe

renc

es (e

.g.,

affor

dabi

lity,

loca

tion,

tim

e co

mm

itmen

t, re

quire

men

ts, in

tere

st) to

mak

e in

form

ed d

ecisi

ons o

n po

st-se

cond

ary

optio

ns.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

EVAL

UAT

E po

st-se

cond

ary

optio

ns.

READING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Sort

info

rmat

ion

on p

ost-

seco

ndar

y op

tions

from

m

ultip

le so

urce

s with

visu

al

supp

ort w

ith a

par

tner

Iden

tify

impo

rtan

t in

form

atio

n (e

.g.,

by

high

light

ing)

on

post-

seco

ndar

y op

tions

from

m

ultip

le so

urce

s with

visu

al

supp

ort w

ith a

par

tner

Cat

egor

ize (e

.g.,

best,

m

aybe

, unl

ikel

y) p

ost-

seco

ndar

y op

tions

from

m

ultip

le so

urce

s usin

g ill

ustr

ated

gra

phic

or

gani

zers

Mak

e ju

dgm

ents

abou

t po

st-se

cond

ary

optio

ns

from

mul

tiple

sour

ces

usin

g ill

ustr

ated

gra

phic

or

gani

zers

(e.g

., ch

eckl

ists

of ty

pes o

f evi

denc

e)

Dra

w c

oncl

usio

ns o

n po

st-se

cond

ary

optio

ns fr

om

clai

ms i

n m

ultip

le so

urce

s of

info

rmat

ion

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: prio

ritie

s, vo

catio

n/tr

ade,

m

erit

scho

lars

hip,

cos

t of l

ivin

g, ro

om a

nd b

oard

, pro

fess

iona

l ref

eren

ce, r

ésum

é-bu

ildin

g

ELD

STA

ND

ARD

1: S

ocia

l & In

stru

ctio

nal L

angu

age

EXA

MPL

E TO

PIC:

Info

rmed

dec

isio

ns (C

olle

ge &

car

eer)

See

expa

nded

ve

rsio

n of

this

str

and

on p

p. 4

2–43

107

GR

AD

ES 1

1–12

CON

NEC

TIO

N: C

omm

on C

ore S

tate

Sta

ndar

ds, E

nglis

h La

ngua

ge A

rts,

Read

ing:

Lite

ratu

re, C

raft

and

Stru

cture

#6

(Gra

des 1

1–12

): An

alyz

e a

case

in w

hich

gra

spin

g a

poin

t of v

iew

re

quire

s dist

ingu

ishin

g w

hat i

s dire

ctly

stat

ed in

a te

xt fr

om w

hat i

s rea

lly m

eant

(e.g

., sa

tire,

sarc

asm

, iro

ny, o

r und

ersta

tem

ent).

Com

mon

Cor

e Sta

te S

tand

ards

, Eng

lish

Lang

uage

Art

s, Sp

eaki

ng a

nd L

isten

ing,

Com

preh

ensio

n an

d C

olla

bora

tion

#3 (G

rade

s 11–

12):

Eval

uate

a sp

eake

r’s p

oint

of v

iew,

reas

onin

g,

and

use

of e

vide

nce

and

rhet

oric

, ass

essin

g th

e sta

nce,

pre

mise

s, lin

ks a

mon

g id

eas,

wor

d ch

oice

, poi

nts o

f em

phas

is, a

nd to

ne u

sed.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts a

re e

ncou

rage

d to

dra

w o

n th

eir o

wn

cultu

ral e

xper

ienc

es w

ith sa

tire

and

use

obse

rvat

ions

abo

ut in

tona

tion

patte

rns t

o un

ders

tand

und

erly

ing

mea

ning

in p

erfo

rman

ces o

f sat

irica

l lite

ratu

re.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

UN

DER

STAN

D th

e ch

arac

teris

tics a

nd fu

nctio

n of

cul

tura

lly-r

elev

ant s

atire

.

LISTENING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Reco

gnize

satir

ical

ex

pres

sions

(e.g

., ex

agge

ratio

n) in

fam

iliar

co

ntex

ts us

ing

visu

al c

ues

and

story

boar

ds

Iden

tify

liter

al m

eani

ng

and

satir

ical

mea

ning

in

fam

iliar

con

text

s usin

g vi

sual

cue

s and

illu

strat

ed

scrip

ts

Iden

tify

liter

al m

eani

ng

and

satir

ical

mea

ning

usin

g ill

ustr

ated

scrip

ts

Com

pare

the

liter

al

mea

ning

and

satir

ical

m

eani

ng o

f visu

ally

su

ppor

ted

spee

ch

Infe

r the

spea

ker’s

pur

pose

s in

satir

ical

spee

ch

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: sat

ire, s

atiri

cal h

umor

, rea

ding

be

twee

n th

e lin

es, j

uxta

posit

ion,

ridi

cule

ELD

STA

ND

ARD

2: T

he L

angu

age

of L

angu

age

Art

s EX

AM

PLE

TOPI

C: S

atir

e

108

KIN

DER

GA

RTEN

GR

AD

E 1

GR

AD

E 3

GR

AD

E 6

GR

AD

ES 1

1–12

CON

NEC

TIO

N: C

omm

on C

ore S

tate

Sta

ndar

ds fo

r Mat

hem

atics

, Fun

ction

s, In

terp

retin

g Fu

nctio

ns #

4–6

(Gra

des 1

1–12

): Fo

r a fu

nctio

n th

at m

odel

s a re

latio

nshi

p be

twee

n tw

o qu

antit

ies,

inte

rpre

t key

feat

ures

of g

raph

s and

tabl

es in

term

s of t

he q

uant

ities

, and

sket

ch g

raph

s sho

win

g ke

y fe

atur

es g

iven

a v

erba

l des

crip

tion

of th

e re

latio

nshi

p. K

ey fe

atur

es in

clude

: int

erce

pts;

inte

rval

s whe

re th

e fun

ction

is in

crea

sing,

dec

reas

ing,

pos

itive

, or n

egat

ive;

rela

tive m

axim

ums a

nd m

inim

ums;

sym

met

ries;

end

beha

vior

; and

per

iodi

city.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts u

se m

athe

mat

ical

abs

trac

tions

in e

quat

ions

and

gra

phs t

o re

pres

ent r

eal-l

ife si

tuat

ions

(e.g

., us

ing

func

tions

and

gra

phs

to a

naly

ze th

e lu

nar c

ycle

, ana

lyze

mot

ion

grap

hs o

f a fa

lling

obj

ect o

r par

abol

ic m

otio

n).

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

UN

DER

STAN

D p

rope

rtie

s of f

unct

ions

.

SPEAKING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Nam

e ke

y pr

oper

ties o

f fu

nctio

ns u

sing

grap

hs a

nd

equa

tions

in L

1 or

L2

with

a

part

ner

Giv

e ex

ampl

es o

f key

pr

oper

ties o

f fun

ctio

ns

usin

g la

bele

d gr

aphs

and

eq

uatio

ns w

ith a

par

tner

Des

crib

e ho

w k

ey

prop

ertie

s of f

unct

ions

are

re

pres

ente

d us

ing

labe

led

grap

hs a

nd e

quat

ions

Sum

mar

ize re

pres

enta

tions

of

key

pro

pert

ies o

f fu

nctio

ns in

smal

l gro

ups

(e.g

., th

ink

alou

d)

Expl

ain

with

det

ails

repr

esen

tatio

ns o

f key

pr

oper

ties o

f fun

ctio

ns in

sm

all g

roup

s

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: per

iodi

city

, rat

e of

cha

nge,

qu

adra

tic fu

nctio

ns, p

arab

ola

ELD

STA

ND

ARD

3: T

he L

angu

age

of M

athe

mat

ics

EXA

MPL

E TO

PIC:

Mat

hem

atic

al re

lati

ons

& fu

ncti

ons

109

GR

AD

ES 1

1–12

CON

NEC

TIO

N: N

ext G

ener

atio

n Sc

ience

Sta

ndar

ds, P

hysic

al S

cienc

es, C

hem

ical R

eacti

ons P

S1-2

(Hig

h Sc

hool

): C

onstr

uct a

nd re

vise

an

expl

anat

ion

for t

he o

utco

me

of a

sim

ple

chem

ical

reac

tion

base

d on

the

oute

rmos

t ele

ctro

n sta

tes o

f ato

ms,

trend

s in

the

perio

dic

tabl

e, a

nd k

now

ledg

e of

the

patte

rns o

f che

mic

al p

rope

rtie

s.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts i

nves

tigat

e th

e ch

arac

teris

tics o

f sub

stanc

es th

roug

h ex

posit

ory

(e.g

., te

chni

cal d

escr

iptio

ns o

f che

mic

al re

actio

ns) a

nd

narr

ativ

e (e

.g.,

feat

ure

story

on

chem

ists c

lean

ing

up c

hem

ical

s in

natu

ral w

ater

way

s) te

xts i

n pr

epar

atio

n to

iden

tify

unkn

own

chem

ical

s in

reac

tions

.

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

ANAL

YZE

the

chem

ical

pro

pert

ies o

f sub

stanc

es.

READING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Iden

tify

varia

bles

(e.g

., pH

, nu

mbe

r of f

ree

elec

trons

) aff

ectin

g ch

emic

al re

actio

ns

usin

g vi

sual

s with

a p

artn

er

Loca

te in

form

atio

n ab

out

chem

ical

reac

tions

usin

g vi

sual

s in

smal

l gro

ups

Dist

ingu

ish a

mon

g ch

emic

al re

actio

ns u

sing

grap

hic

orga

nize

rs in

smal

l gr

oups

Cat

egor

ize c

hem

ical

re

actio

ns u

sing

grap

hic

orga

nize

rs in

smal

l gro

ups

Dra

w c

oncl

usio

ns a

bout

ch

emic

al re

actio

ns (e

.g.,

“This

chem

ical

wou

ld

caus

e pr

oble

ms i

n a

natu

ral

wat

erw

ay.”)

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: rea

ctan

t, en

doth

erm

ic

exot

herm

ic, o

xida

tion-

redu

ctio

n, c

atal

yst,

singl

e/do

uble

repl

acem

ent r

eact

ion

ELD

STA

ND

ARD

4: T

he L

angu

age

of S

cien

ce

EXA

MPL

E TO

PIC:

Che

mic

al re

acti

ons

110

GR

AD

ES 1

1–12

CON

NEC

TIO

N: C

omm

on C

ore S

tate

Sta

ndar

ds fo

r Eng

lish

Lang

uage

Art

s, W

ritin

g, R

esear

ch to

Bui

ld &

Pre

sent K

now

ledge

#7–

8 (G

rade

11–

12):

Con

duct

shor

t as w

ell a

s mor

e su

stain

ed re

sear

ch p

roje

cts t

o an

swer

a q

uesti

on (i

nclu

ding

a se

lf-ge

nera

ted

ques

tion)

or s

olve

a p

robl

em; n

arro

w o

r bro

aden

the

inqu

iry w

hen

appr

opria

te; s

ynth

esize

mul

tiple

so

urce

s on

the

subj

ect,

dem

onstr

atin

g un

ders

tand

ing

of th

e su

bjec

t und

er in

vesti

gatio

n… In

tegr

ate

info

rmat

ion

into

the

text

sele

ctiv

ely

to m

aint

ain

the

flow

of i

deas

, avo

idin

g pl

agia

rism

and

ove

rrel

ianc

e on

any

one

sour

ce a

nd fo

llow

ing

a sta

ndar

d fo

rmat

for c

itatio

n.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts w

rite

up th

e re

sults

of r

esea

rch

on th

e im

pact

of a

hist

oric

al fi

gure

or e

vent

on

cont

empo

rary

pol

itics

, eco

nom

ics,

or

soci

ety

(e.g

., pr

ohib

ition

, wom

en’s

suffr

age,

eug

enic

s).

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

EVAL

UAT

E hi

storic

al in

form

atio

n.

WRITING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Repr

oduc

e ke

y w

ords

and

ph

rase

s abo

ut im

pact

of

signi

fican

t ind

ivid

uals

or

even

ts us

ing

phot

ogra

phs

and

wor

d ba

nks o

r bi

lingu

al d

ictio

narie

s

Defi

ne im

pact

of

signi

fican

t ind

ivid

uals

or

even

ts us

ing

phot

ogra

phs

and

wor

d ba

nks o

r bi

lingu

al d

ictio

narie

s

Des

crib

e im

pact

of

signi

fican

t ind

ivid

uals

or

even

ts us

ing

phot

ogra

phs

and

mod

els

Disc

uss i

n de

tail

impa

ct o

f sig

nific

ant i

ndiv

idua

ls or

ev

ents

usin

g m

odel

s

Crit

ique

impa

ct o

f sig

nific

ant i

ndiv

idua

ls or

ev

ents

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: ide

olog

y, so

cial

/pol

itica

l m

ovem

ent,

soci

al c

onstr

uct,

auth

ority

, soc

ial j

ustic

e, e

quity

ELD

STA

ND

ARD

5: T

he L

angu

age

of S

ocia

l Stu

dies

EX

AM

PLE

TOPI

C: H

isto

rica

l figu

res

& ti

mes

111

GR

AD

ES 1

1–12

CON

NEC

TIO

N: N

atio

nal A

rts S

tand

ards

for M

usic

#9, U

nder

stand

ing

Mus

ic in

Rela

tion

to H

istor

y and

Cul

ture

(Gra

des 9

–12)

: Stu

dent

s cla

ssify

by

genr

e or

styl

e an

d by

hist

oric

al

perio

d or

cul

ture

unf

amili

ar b

ut re

pres

enta

tive

aura

l exa

mpl

es o

f mus

ic a

nd e

xpla

in th

e re

ason

ing

behi

nd th

eir c

lass

ifica

tions

. Stu

dent

s ide

ntify

and

exp

lain

the

stylis

tic fe

atur

es o

f a

give

n m

usic

al w

ork

that

serv

e to

defi

ne it

s aes

thet

ic tr

aditi

on a

nd it

s hist

oric

al o

r cul

tura

l con

text

. Stu

dent

s ide

ntify

and

des

crib

e m

usic

gen

res o

r sty

les t

hat s

how

the

influ

ence

of

two

or m

ore

cultu

ral t

radi

tions

, ide

ntify

the

cultu

ral s

ourc

e of

eac

h in

fluen

ce, a

nd tr

ace

the

histo

rical

con

ditio

ns th

at p

rodu

ced

the

synt

hesis

of i

nflue

nces

.

EXA

MPL

E CO

NTE

XT F

OR

LAN

GU

AG

E U

SE: S

tude

nts g

ive

pres

enta

tions

to th

e cl

ass u

sing

repr

esen

tativ

e re

cord

ings

and

/or r

ealia

show

ing

the

rela

tions

hips

bet

wee

n so

cial

or

cultu

ral c

hang

es in

soci

ety

and

the

evol

utio

n of

mus

ical

gen

res (

e.g.

, hip

hop

, blu

es, 1

970s

salsa

, pro

test

mus

ic).

COG

NIT

IVE

FUN

CTIO

N: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

UN

DER

STAN

D m

usic

al g

enre

s with

in th

eir s

ocia

l or c

ultu

ral c

onte

xt.

SPEAKING

Leve

l 1En

teri

ngLe

vel 2

Emer

ging

Leve

l 3D

evel

opin

gLe

vel 4

Expa

ndin

gLe

vel 5

Brid

ging


Nam

e in

fluen

ces o

n m

usic

al g

enre

s usin

g vi

sual

s, gr

aphi

c or

gani

zers

, an

d se

nten

ce fr

ames

(e

.g.,

“I c

hose

___

. It w

as

influ

ence

d by

…”)

Tell

abou

t the

evo

lutio

n of

mus

ical

gen

res u

sing

visu

als,

grap

hic

orga

nize

rs

(e.g

., tim

elin

es),

and

sent

ence

fram

es

Para

phra

se th

e ev

olut

ion

of m

usic

al g

enre

s usin

g gr

aphi

c or

gani

zers

and

fo

llow

ing

mod

els

Des

crib

e in

det

ail t

he

evol

utio

n of

mus

ical

gen

res

usin

g gr

aphi

c or

gani

zers

an

d fo

llow

ing

mod

els

Expl

ain

the

evol

utio

n of

m

usic

al g

enre

s

TOPI

C-RE

LATE

D L

AN

GU

AG

E: S

tude

nts a

t all

leve

ls of

Eng

lish

lang

uage

pro

ficie

ncy

inte

ract

with

gra

de-le

vel w

ords

and

exp

ress

ions

, suc

h as

: mus

ical

gen

re,

instr

umen

tatio

n, fu

sion,

aes

thet

ic tr

aditi

on, c

hord

stru

ctur

e, p

hras

ing,

cro

ssov

er a

rtist

COM

PLEM

ENTA

RY S

TRA

ND

: The

Lan

guag

e of

Mus

ic a

nd P

erfo

rmin

g A

rts

EXA

MPL

E TO

PIC:

Mus

ical

gen

res

112

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

113

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

114

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 language proficiency

115

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 language proficiency

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

116

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

117

Appendix B: Selected ReferencesAnstrom, K., DiCerbo, P., Butler, F., Katz, A., Millet, J., & Rivera, C. (2010). A review of the literature

on academic English: Implications for K–12 English language learners. Arlington, VA: The George Washington University Center for Equity and Excellence in Education.

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 emerging bilinguals in the United States. In J. E. Petrovic (Ed.), International perspectives on bilingual 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.

118

García, O., & Kleifgen, J. (2010). Educating emergent bilinguals: Policies, programs, and practices for English language learners. New York, NY: Teachers College Press.

Gee, J. P. (2008). What is academic language? In A. S. Rosebery & B. Warren (Eds.), Teaching science to English language learners: Building on students’ strengths (pp. 57–70). Arlington, VA: National Science Teachers Association Press.

Gibbons, P. (2008). English learners academic literacy and thinking: Learning in the challenge zone. Portsmouth, NH: Heinemann.

Goldenberg, C. & Coleman, R. (2010). Promoting academic achievement among English learners: A guide to the research. Thousand Oaks, CA: Corwin Press.

González, N., Moll, L., & Amanti, C. (2005). Funds of knowledge: Theorizing practices in households, communities and classrooms. Mahwah, NJ: Erlbaum.

Gottlieb, M. (2012). An overview of language education standards. In C. Coombe, P. Davidson, S. Stoynoff & B. O’Sullivan (Eds.), The Cambridge guide to second language assessment (pp. 74–81). Cambridge, England: Cambridge University Press.

Hakuta, K., Goto Butler, Y., & Witt, D. (2000). How long does it take English learners to attain proficiency? (Policy Report No. 2001-1). Santa Barbara: UC Linguistic Minority Research Institute.

Halliday, M. A. K., & Hasan, R. (1989). Language, context, and text: Aspects of language in a social-semiotic perspective. F. Christie (Ed.), Essex, England: Pearson Education Limited.

Hornberger, N. H. (2003). Introduction. In N. H. Hornberger (Ed.), Continua of biliteracy: An ecological framework for educational policy, research, and practice in multilingual settings (xii–xxii). Clevedon, England: Multilingual Matters.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, England: Cambridge University Press.

Lemke, J. L. (1990). Talking science: Language, learning and values. Norwood, NJ: Ablex Publishing Corporation.

Mohan, B. (1986). Language and content (Vol. 5288). Reading, MA: Addison-Wesley.

Pérez, B. (Ed.). (2004). Sociocultural contexts of language and literacy (2nd ed.). Mahwah, NJ: Erlbaum.

Scarcella, R. (2003). Academic English: A conceptual framework (Tech. Rep. No. 2003-1). Santa Barbara, CA: UC Linguistic Minority Research Institute.

Schleppegrell, M. (2004). The language of schooling: A functional linguistics perspective. Mahwah, NJ: Erlbaum.

Short, D. J., Echevarría, J., & Richards-Tutor, C. (2011). Research on academic literacy development in sheltered instruction classrooms. Language Teaching Research, 15, 363–380.

119

Snow, C. E., & Uccelli, P. (2009). The challenge of academic language. In D. R. Olson & N. Torrance (Eds.), The Cambridge handbook of literacy (pp. 112–133). New York, NY: Cambridge University Press.

Thomas, W.P., & Collier, V.P. (2002). A national study of school effectiveness for language minority students’ long-term academic achievement. Santa Cruz, CA: Center for Research on Education, Diversity & Excellence, University of California–Santa Cruz.

Ulibarri, D. M., Spencer, M. L., & Rivas, G. A. (1981). Language proficiency and academic achievement: A study of language proficiency tests and their relationship to school ratings as predictors of academic achievement. NABE Journal, 5, 47–79.

Valdés, G. (2001). Learning and not learning English: Latino students in American schools. New York, NY: Teachers College Press.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Walqui, A. (2003). Conceptual framework: Scaffolding for English learners. San Francisco, CA: WestEd.

Zwiers, J. (2008). Building academic language: Essential practices for content classrooms, grades 5–12. San Francisco, CA: Jossey-Bass.

120

Appendix C: Index of Strands by Grade LevelThe 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 & Performing Arts

Rhythm Listening

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

121

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 & Physical Education

Healthy choices Listening

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 & Engineering

Multimedia publishing Writing

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


Song lyrics Reading

*denotes expanded strand

122

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 government

Speaking

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 figures

Listening

4: The Language of Science Forms of energy Speaking

5: The Language of Social Studies Globalization Reading

Complementary: The Language of Health & Physical Education

Personal health & fitness Writing


123

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 & Engineering

Technology & ethics Reading

Grades 11–12


1: Social & Instructional Language* Informed decisions (college & career)

Reading

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


Musical genres Speaking


124

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

125

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, WIMiguel Fernandez, Ph.D., Cicero Public School District 99, ILBetzaida Gomez, Milwaukee Public Schools, WILorena Gueny, Milwaukee Public Schools, WIHarriette Herrera, Consultant, DePaul University, ILJohn Hilliard, Illinois Resource Center, ILSeon Hwa Eun, Illinois State Board of Education, ILTammy King, Illinois Resource Center, ILRobin M. Lisboa, Illinois State Board of Education, ILAlan Matan, Maine Township High School District 207, IL Robin Rivas, Milwaukee Public Schools, WIGladys Rodriguez, Cicero Public School District 99, ILCristina Sanchez-Lopez, Illinois Resource Center, ILAmaveli Ugaz, Madison Metropolitan School District, WIJudy Yturriago, Ph.D., Northeastern Illinois University, ILDiane Zendejas, Chicago Public School District 299, IL

Feedback Session, March 2, 2010, Washington, D.C.

Katarina Brito, District of Columbia Public Schools, DCNora Bustios, Oyster-Adams Bilingual School, DCCurt Emmel, Manassas City Public Schools, VAMatilde Rosa Jimenez, Manassas City Public Schools, VACarol Johnson, Georgia Department of Education, GAMegan Moore, Manassas City Public Schools, VABethany Nickerson, Ph.D., District of Columbia Office of the State Superintendent of Education, DCRegina Postogna, Asbury Park School District, NJMari Rasmussen, Ph.D., National Clearinghouse for English Language Acquisition (NCELA) Sarah Rosenbaum, Manassas City Public Schools, VAMindi Teich, District of Columbia Public Schools, DCJon 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

126

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 LinguisticsAlison Bailey, Ph.D., University of California, Los AngelesGisela Ernst-Slavit, Ph.D., Washington State UniversityJohn Hilliard, Illinois Resource CenterAnne Katz, Ph.D., ConsultantRobin M. Lisboa, Illinois State Board of EducationJoanne Marino, North Carolina Department of Public InstructionMary Lou McCloskey, Ph.D., EducoRobert Measel, Rhode Island Department of EducationMark Nigolian, Burlington School District, VTJanet Orr, TEAL ServicesRobin Rivas, Milwaukee Public Schools, WIDely 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.

127

Grades K–5 Strand-Writing Workshop, February 17–18, 2011, Madison, WI

Karen Alderson, CCSD#15, Palatine, ILDonna DeVito, Cicero Public School District 99, ILPamela Dorn, Madison Metropolitan School District, WI Rocio Fisher, West Chicago District 33, IL Maritza Guilamo, West 40 Intermediate Service Center No. 2, ILMary Lattas, CCSD#15, Palatine, ILBonnie Nagel, District 300, Carpentersville, ILGuadalupe Navarro, West Chicago District 33, ILCarla O’Connor, CCSD#15, Palatine, ILRuth Reinl, ConsultantRobin Rivas, Milwaukee Public Schools, WILeslie Sandeen, Madison Metropolitan School District, WIAllison Yount, West Chicago District 33, IL

Grades 4–12 Strand-Writing Workshop, April 13–14, 2011, Arlington Heights, IL

Jorge Almodovar, District 300, Carpentersville, ILKelly Buczkiewicz, CCSD#15, Palatine, ILPeg Christiansen, Township High School District 214, Arlington Heights, IL Griselda Flores, Chicago Public School District 299, ILAlma Giner-Garcia, Albuquerque Public Schools, NMMaria Gregorio, CCSD#59, Arlington Heights, ILShelia Heck, Township High School District 214, Arlington Heights, ILGreg Hansen, Albuquerque Public Schools, NMLeticia Hernandez, Chicago Public School District 299, ILKari Jaeckel-Rodriguez, Evanston Township High School, IL Tammy King, Illinois Resource Center, ILBen Kollasch, Middleton-Cross Plains Area School District, WIRuthann Lewis, Madison Metropolitan School District, WIHanna Martin, School District of Beloit, WIEmily Miller, Madison Metropolitan School District, WIGuadalupe Navarro, West Chicago District 33, ILKaitlin Parrett, CCSD#59, Arlington Heights, ILPatricia Payne, Evanston Township High School, ILJosh Thorison, School District of Beloit, WIMagali 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.

128

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, WIMaureen Kuhn-Rojas, Naperville School District #203, ILRuthann Lewis, Madison Metropolitan School District, WIHanna Martin, School District of Beloit, WISarah Symes, Madison Metropolitan School District, WIJosh 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 AngelesGisela Ernst-Slavit, Ph.D., Washington State UniversityJohn Hilliard, Illinois Resource CenterAnne Katz, Ph.D., ConsultantJoanne Marino, North Carolina Department of Public InstructionMary Lou McCloskey, Ph.D., EducoMark Nigolian, Burlington School District, VTJanet Orr, TEAL ServicesRobin Rivas, Milwaukee Public Schools, WI

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:

129

WIDA Project Staff at the Center for Applied Linguistics, Washington, D.C.

Dorry Kenyon, Ph.D.Abby DavisLakisha DockettStephanie Gibson Daniel Ginsberg Michele Kawood

David MacGregor, Ph.D.Jennifer NortonAbbe SpokaneAnna TodorovaKathryn Wolf

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 AltAlissa BlairTim Boals, Ph.D.Don BouchardMichelle CarsonH. Gary Cook, Ph.D.Margot DownsEmily Evans FanaeianLeslie GrimmSusana Ibarra JohnsonMaureen KeithleyBob KohlNaomi Lee, Ph.D.

Todd Lundberg, Ph.D.Rita MacDonaldLorena MancillaJesse MarkowDaniella Molle, Ph.D. Connie North, Ph.D.Melissa PatonNancy RydbergAmanda SpalterSamantha StevensPakou VangPatricia VenegasCarsten Wilmes, Ph.D.

This publication was made possible by the tireless efforts of the following WIDA staff members:

WIDA ELD Standards Development TeamMargo Gottlieb, Ph.D., Lead DeveloperAndrea Cammilleri, Assistant Director, Educator Resources & TechnologyMariana Castro, Director of Professional DevelopmentM. Elizabeth Cranley, Ph.D., WIDA Associate Director Janet Trembley, Graphic Design

Thank you, everyone, for your contributions!

©2012 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium

www.wida.us

Documents

The English Language Development Standards – WIDA