WIDA English Language Proficiency Standards

WORLD-CLASS INSTRUCTIONAL DESIGN AND ASSESSMENT

English Language Proﬁ ciency Standards PreKindergarten through Grade 5

2007 Edition THIRD PRINTING

ALABAMA, DELAWARE, THE DISTRICT OF COLUMBIA, GEORGIA, HAWAII, ILLINOIS, KENTUCKY, MAINE, MISSISSIPPI, NEW HAMPSHIRE, NEW JERSEY, NEW MEXICO, NORTH CAROLINA, NORTH DAKOTA, PENNSYLVANIA, OKLAHOMA, RHODE ISLAND, SOUTH DAKOTA, VERMONT, VIRGINIA, WISCONSIN AND WYOMING Copyright Notice

Th e WIDA English Language Proﬁ ciency Standards, 2007 Edition, PreKindergarten through Grade 12 (“WIDA ELP Standards”) are owned by the Board of Regents of the University of Wisconsin System on behalf of the WIDA Consortium. Th e WIDA ELP Standards are protected by United States copyright laws and may not be reproduced, modiﬁ ed, or distributed without the prior written permission of WCER and the Board of Regents of the University of Wisconsin System. Th e WIDA ELP 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 ELP Standards includes reproduction for the purpose of teaching (including multiple copies for lesson planning). If you are not sure whether your use of this booklet and the WIDA ELP Standards falls within fair use or if you want permission to use the copyrighted WIDA ELP Standards for purposes other than personal or fair use, please contact the WIDA Consortium intellectual property manager, Jim Lyne, at [email protected] or (608) 265-2262.

Second printing, 2008

Third printing, 2009 About the WIDA English Language Proﬁ ciency development. Overall, the standards center on the language Standards needed and used by ELLs to succeed in school.

WIDA’s English Language Profi ciency Standards for English Each standard is organized by grade level cluster (PreK-K, grades Language Learners in Pre-Kindergarten through Grade 12: 1-2, grades 3-5, grades 6-8, and grades 9-12) and by language Frameworks for Formative and Summative Assessment and domain (listening, speaking, reading, and writing). Within each Instruction, 2007 edition, is a key component of the World-Class grade cluster and domain, there are fi ve model performance Instructional Design and Assessment (WIDA) Consortium’s indicators (MPIs), one for each language profi ciency level from 1, assessment system. WIDA’s vision of language profi ciency Entering, to 5, Bridging. All fi ve MPIs focus on the same example encompasses both social and academic contexts tied to schooling, topic from a content area refl ected in the standard, forming a particularly to standards, curriculum, and instruction. By “strand” that illustrates the language development continuum. developing these English language profi ciency (ELP) standards, Each MPI contains three elements: a language function (e.g., fi rst published in 2004, the WIDA Consortium has responded describe, justify), an example topic (e.g., weather, human to this emergent vision to link language learning with populations), and a form of support through level 4 (e.g., pictures academic content. Furthermore, these ELP standards guide the or illustrations, working in small groups). Th e components of development of test blueprints, task specifi cations, and ELP the ELP standards, from frameworks down to the elements measures, primarily WIDA’s ACCESS for ELLs® test. of an MPI, work together to form the standards document, a critical tool for educators of ELLs for curriculum development, Originally developed by consortium members with funding from instruction and assessment. a U.S. Department of Education Enhanced Assessment Grant, the standards are designed for the many audiences in the fi eld of The WIDA English Language Profi ciency Standards education who are impacted by English language learners (ELLs). Th is second edition refl ects an evolving understanding of the • English Language Profi ciency Standard 1: English language learners needs of ELLs and their educators in the use of the ELP standards communicate for Social and Instructional purposes within the school setting. as an instructional and assessment tool. • English Language Profi ciency Standard 2: English language learners communicate information, ideas, and concepts necessary for Organization of the Standards academic success in the content area of Language Arts. Th ere are fi ve WIDA ELP Standards, which appear in two • English Language Profi ciency Standard 3: English language learners communicate information, ideas, and concepts necessary for frameworks: Summative (the outcomes of learning) and academic success in the content area of Mathematics. Formative (the processes of learning). Th e standards, identical for • English Language Profi ciency Standard 4: English language learners both frameworks, refl ect the social and academic dimensions of communicate information, ideas, and concepts necessary for acquiring a second language that are expected of ELLs in grade academic success in the content area of Science. levels PreK-12 attending schools in the United States. Each • English Language Profi ciency Standard 5: English language learners ELP standard addresses a specifi c context for English language communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies.

Introduction i Introduction ii

Th e ELP standards are often abbreviated as Social and function “describe” for a level 2 student may mean producing Instructional language, the language of Language Arts, the or comprehending phrases or short sentences using common language of Mathematics, the language of Science, and the adjectives and modifi ers, whereas a level 4 student may be language of Social Studies. expected to process or use extended discourse incorporating relative clauses, similes or metaphors. Th is example illustrates how The Language Profi ciency Levels and Performance the Performance Defi nitions are an essential companion to the Defi nitions strands of MPIs. Th e fi ve language profi ciency levels outline the progression of language development implied in the acquisition of English as an additional language, from 1, Entering the process, to 6, Reaching the attainment of English language profi ciency. Th e language profi ciency levels delineate expected performance and describe what ELLs can do within each domain of the standards. Th e Performance Defi nitions defi ne the expectations of students at each profi ciency level. Th e defi nitions encompass three criteria: linguistic complexity—the amount and quality of speech or writing for a given situation; vocabulary usage—the specifi city of words or phrases for a given context; and language control—the comprehensibility of the communication based on the amount and types of errors.

Th e Performance Defi nitions (see page 3) are a key component of the standards documents, and the use of the standards and corresponding MPIs must be in conjunction with the Performance Defi nitions. Th e MPIs, delineated by language profi ciency level, give expectations for what students should be able to process and produce at a given profi ciency level. Th e Performance Defi nitions describe how well the student can or should be expected to do so. For example, the language function “describe” appears in MPIs at levels 1-4. What language does a student at language profi ciency level 2 need to produce in order to “describe”? What can he or she reasonably be expected to process to understand a description? How does this compare with a student at language profi ciency level 4? Th e language Performance Defi nitions for the levels of English language profi ciency At the given level of English language profi ciency, English language learners will process, understand, produce, or use:

• specialized or technical language refl ective of the content area at grade level 6 • a variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specifi ed Reaching grade level • oral or written communication in English comparable to profi cient English peers

• the technical language of the content areas; • a variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays, 5 or reports; Bridging • oral or written language approaching comparability to that of English proﬁ cient peers when presented with grade level material

• speciﬁ c and some technical language of the content areas; 4 • a variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related paragraphs; Expanding • oral or written language with minimal phonological, syntactic, or semantic errors that do not impede the overall meaning of the communication when presented with oral or written connected discourse with occasional visual and graphic support

• general and some speciﬁ c language of the content areas; • expanded sentences in oral interaction or written paragraphs; 3 Developing • oral or written language with phonological, syntactic, or semantic errors that may impede the communication but retain much of its meaning when presented with oral or written, narrative or expository descriptions with occasional visual and graphic support

• general language related to the content areas; 2 • phrases or short sentences; Beginning • oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of the communication when presented with one to multiple-step commands, directions, questions, or a series of statements with visual and graphic support

• pictorial or graphic representation of the language of the content areas; 1 Entering • words, phrases, or chunks of language when presented with one-step commands, directions, WH-questions, or statements with visual and graphic support

Introduction iii Example Topics and Genres: Content Related to WIDA’s English Language Proficiency Standards

These examples, representative of state academic content standards, provide context for the English language development described in the strands of Model Performance Indicators.

Standard 1: Standard 2: Standard 3: Standard 4: Standard 5: Social and The language of The language of The language of The language of Instructional language Language Arts Mathematics Science Social Studies

Example Topics Example Genres & Topics Example Topics Example Topics Example Topics • Classrooms • Chants & songs • Attributes • Air • Change from past to • Colors • Concepts about print • Equivalency • Animals present • Classroom/School • Feelings • Environmental print • Geometric shapes • Body parts • Clothing • Games • Fairy tales • Measurement of time • Change in self & environment • Community workers • Hygiene & safety • Forms of print • Non-standard • Colors • Families measurement tools • Music & movement • Make-believe • Forces in nature • Food • Number sense • Recreational objects & • Nursery rhymes • Living & non-living • Friends activities • Numbers & operations • Picture books things • Historical stories & • Routines • Rhyme • Patterns • Night/Day legends • School • Same & different • Quantity • Rocks • Homes in a community/ Habitats • Self & family • Sounds & symbols • Size • Safety practices • • Social behavior (Phonemic awareness) • Spatial relations • Scientific process Location of objects & places • Spatial relations • Story elements • Temperature • Seasons • Neighborhood • Senses • Weight • Seasons • Water • Shelter • Weather • Symbols & holidays • Transportation

PreK - K 1 PreK - K 2

ELP Standard 1: Social and Instructional Language, Formative Framework

Example Level 1 Level 2 Level 3 Level 4 Level 5 Topics Entering Beginning Developing Expanding Bridging

Music & Mimic musical beats or Respond to chants based Respond to songs based Interpret songs, (e.g., Follow lyrics of songs movement movements modeled on illustrations using on illustrations using melodies from diverse and respond accordingly by teachers in a whole gestures, movement or gestures, movement or cultures) based on in small groups or group (e.g., hop, hop, instruments modeled instruments modeled illustrations through whole class (e.g., “Put jump; one clap, two by teachers in a whole by teachers in a whole movement or playing your right foot in…”) claps) group group of instruments in small LISTENING groups or whole class

Spatial Repeat answers to Answer questions Relate position or Indicate contrasting Describe position or relations questions about position or commands about location of real-life or opposite position location of real-life or location of real-life position or location objects or persons using or location of real- objects or persons using

objects or persons (e.g., of real-life objects or phrases (e.g., “under the life objects or persons sentences Level 6- Reaching “Where’s Maria? Here.”) persons using relational table,” “on the floor,” using phrases or short words (e.g., “Where’s “in the corner”) sentences (e.g., “The SPEAKING the bunny? Over there.”) ball goes up. The ball comes down.”)

Hygiene & Identify environmental Find real-life objects Identify icons, symbols Connect environmental Share “oral reading” of safety print related to hygiene or pictures related to and words related to print or pictures related illustrated books related or safety around hygiene or safety that hygiene or safety found to hygiene or safety to hygiene or safety with classroom or school match environmental in environmental print to teacher reading of a partner (e.g., washrooms, fire print around classroom or pictures around illustrated books in extinguisher) in or school (e.g., labels for classroom or school in L1 or L2 READING L1 or L2 soap, sink) in L1 or L2 L1 or L2

Games Produce drawings of Describe familiar Tell how to play familiar Depict stories about Create class books about familiar games from games from home or games from home or familiar games from games from home or home or school based school based on class school based on class home or school with school using language on class models using models using language models using language the class using language experience in L1 or L2 language experience in experience in L1 or L2 experience in L1 or L2 experience in L1 or L2 L1 or L2 WRITING Example Level 1 Level 2 Level 3 Level 4 Level 5 Topics Entering Beginning Developing Expanding Bridging

Recreational Identify recreational Follow one-step oral Follow two-step oral Indicate use of Simulate playing objects & objects (e.g., balls, directions from pictures directions pertaining recreational objects in activities according to activities swings) from pictures of recreational objects to use of recreational activities from pictures pictures and sequential (e.g., of school, used in activities and objects in activities and complex oral oral descriptions (e.g., playground or park oral statements from pictures and oral directions (e.g., “Show “Make two rows. scenes) as directed orally descriptions (e.g., “Pick me how to pass the ball Choose a friend. Have LISTENING up the ball. Then give it from person to person.”) the friend go between to a friend.”) the rows.”)

Social Repeat polite words Make polite requests Use polite language in Give compliments, Adapt polite language behavior or expressions when from models or gestures conversations (e.g., role offer apologies or to social situations modeled (e.g., “Please” (e.g., “Please sit down.”) play, telephone talk) express gratitude within appropriate to audience

and “Thank you”) in conversations Level 6- Reaching short dialogues SPEAKING

Classroom Pair shapes of words Match labeled pictures Associate initial sounds Distinguish letters, Identify words related to illustrated of familiar objects to or letters of illustrated words and sentences in or phrases within classroom objects with those in illustrated classroom objects with illustrated classroom illustrated classroom print versions classroom scenes (e.g., words in print scenes scenes “Here is a picture with a word inside. Find the READING same word.”)

Routines Trace, copy or depict Reproduce initial letters Label pictures of daily Describe daily routines Compose notes about daily routines in associated with daily routines from illustrated from illustrated models daily routines using drawings routines from labeled models using words using words and phrases phrases or short drawings or illustrated with invented spellings with invented spellings sentences with invented models spellings WRITING

ELP Standard 1: Social and Instructional Language, Summative Framework

PreK - K 3 PreK - K 4

ELP Standard 2: The Language of Language Arts, Formative Framework

Example Level 1 Level 2 Level 3 Level 4 Level 5 Topics Entering Beginning Developing Expanding Bridging

Concepts about Point to features of big Show directionality of Identify features of Sort features of text Match illustrations to print books in a large group print in various sources text in context with a with a partner (e.g., oral reading of related (e.g., “cover,” “title,” in a large group (e.g., partner (e.g., spaces lower/upper case letters, sentences or short “author,” “illustrator”) left to right, beginning/ between words, periods/question marks) stories according to oral ending of pages, top/ sentences) according to according to oral commands bottom) according to oral directions directions LISTENING oral commands

Nursery rhymes Repeat key words in Chant phrases or short Rehearse short rhymes Complete short rhymes Recite rhymes using rhymes from picture sentences in rhymes using gestures from using gestures from gestures from memory cues in a whole group using gestures from picture cues in whole or picture cues in whole or in whole or small

picture cues in a whole small groups small groups groups Level 6- Reaching group SPEAKING

Same & Match pictures and Sort pictures and icons Classify illustrated Identify letters in Point out features of different icons with those that are that are the same or words that are the same illustrated words that words that are the same the same with a partner different with a partner or different with a are the same or different and different with a partner with a partner partner (e.g., capital v. lower case letters) READING

Sounds & Experiment making Reproduce symbols Trace symbols or letters Copy symbols or letters Produce letters of symbols symbols or letters from or letters from models associated with pictures of beginning sounds beginning sounds from models using realia using realia (e.g., straws) or realia from labeled pictures in pictures in context (e.g., in the sand, from context play dough) WRITING Example Level 1 Level 2 Level 3 Level 4 Level 5 Topics Entering Beginning Developing Expanding Bridging

Make-believe Identify pictures of Match make-believe Place pictures of make- Arrange pictures of Organize pictures to make-believe animals pictures of animals believe animals or make-believe animals create make-believe or persons as modeled or persons to oral persons according to or persons in logical stories (e.g., beginning, orally (e.g., “Here is statements (e.g., “This oral directions (e.g., order according to oral middle, end) according a make believe horse. make-believe horse has a “First is the girl; she is directions to descriptive oral Find another one.”) horn. Find one without the princess. The prince discourse LISTENING a horn.”) is next to her.”)

Rhyme Repeat words or phrases Complete phrases from Describe persons Discuss what happens Paraphrase rhymes from rhymes supported rhymes supported by or events in rhymes (plot or events) in supported by by illustrations illustrated models supported by rhymes supported by illustrations

illustrations illustrations Level 6- Reaching SPEAKING

Forms of print Distinguish between Match illustrated Match functions of Identify elements of Find elements of print illustrated examples of examples of the same different forms of print (e.g., letters, in different forms print and non-print form of print (e.g., two print with illustrated words, sentences) (e.g., the same word in signs, two magazines) examples (e.g., notes, represented in different fonts) lists, menus) illustrated forms READING

Environmental Draw or trace examples Copy examples of Produce names of List examples of Use examples of print of environmental print environmental print objects or icons environmental print in environmental print (e.g., from foods or from labeled icons or represented in illustrated scenes using in illustrated scenes to clothes) objects environmental print icons, words or phrases produce phrases or short using invented spellings with invented spellings sentences with invented (e.g., ☼ = sun) spellings WRITING

ELP Standard 2: The Language of Language Arts, Summative Framework

PreK - K 5 PreK - K 6

ELP Standard 3: The Language of Mathematics, Formative Framework

Example Level 1 Level 2 Level 3 Level 4 Level 5 Topics Entering Beginning Developing Expanding Bridging

Non-standard Associate size of real- Sort real-life objects Determine size of real- Estimate size of Rank size of objects measurement life objects (e.g., “big,” by size (e.g., “short,” life objects using non- objects from pictures described according tools “little”) with non- “long”) using non- standard measurement using non-standard to non-standard standard measurement standard measurement tools (e.g., three hands measurement tools with measurement tools with tools with a partner as tools with a partner as long) with a partner as a partner as directed a partner as directed modeled orally modeled orally modeled orally orally orally LISTENING

Quantity Participate in and Complete phrases Repeat verses and chants Provide sentences Initiate and lead songs supply quantity words in songs and chants involving quantity in a or lines from songs and chants involving in songs and chants in a involving quantity in a whole group and chants involving quantity in a whole

whole group (e.g., “One, whole group (e.g., “One quantity in a whole group Level 6- Reaching two, button my shoe.”) potato, two potato, group ______.”) SPEAKING

Attributes Identify icons or Classify icons or Identify icons or Sort labeled icons Arrange labeled icons pictures of real-life pictures of real-life pictures of real-life or pictures of real- or pictures of real- objects with a single objects with a single objects with two life objects with two life objects with two attribute as modeled attribute that belong attributes that belong attributes into groups as attributes by group (e.g., “This is a toy. Find and don’t belong to a to a group as modeled modeled membership as modeled the picture of a toy.”) group as modeled (e.g., “Find the big, (e.g., small animals with READING yellow ones.”) four legs)

Equivalency Draw or trace matched Connect 1:1 matched Trace numerals that Make or reproduce Supply numerals and pairs of real-life objects sets of real-life objects correspond to matched numerals up to number words that as modeled and directed or pictures as modeled sets of real-life objects number ten with correspond to matched orally (e.g., two hands, and directed orally (e.g., or pictures as modeled various materials that sets of pictures from two feet) three pencils with three and directed orally correspond to matched word walls or word pencils) sets of pictures from banks WRITING word walls or word banks as modeled Example Level 1 Level 2 Level 3 Level 4 Level 5 Topics Entering Beginning Developing Expanding Bridging

Patterns Imitate pattern sounds Select “What comes Sort patterns from non- Identify patterns from Form patterns from with physical movement first, next or last?” in patterns in pictures pictures (e.g., “girl, boy, pictures (e.g., “the tall from modeling (e.g., illustrated patterns from oral directions girl, boy”) from oral girl, the short girl, clap, snap, stomp) according to oral directions the tall boy, the short directions boy”) from detailed oral directions LISTENING

Size Indicate size of objects Specify size of objects in Compare the size of Make statements about Make up related in pictures (e.g., “small,” pictures (e.g., “a small two objects in pictures size from pictures or sentences or “stories” “big”) using gestures ball,” “a big ball”) using phrases (e.g., “the illustrated scenes (e.g., about differences in

and words smaller ball”) “This is the biggest.”) size using comparative Level 6- Reaching language from illustrated scenes SPEAKING

Geometric Match pictures of Classify pictures of real- Sort diagrams of Find pairs of matching Identify words for shapes real-life objects (e.g., life objects according to geometric shapes words and diagrams of geometric shapes from books or windows) with geometric shapes (e.g., according to their first geometric shapes labeled diagrams figures of geometric circles or squares) letter (e.g., “c” or “r”) shapes READING

Time Draw, trace or copy Depict times of day Express times of day Complete “story” Produce “stories” about pictures from models to (e.g., day or night) (e.g., morning, noon or starters related to times times of day related express times of day from illustrated scenes night) from illustrated of day from illustrated to events or actions and models using scenes and models using scenes and models using using phrases or short icons, letters or scribble words with invented words or phrases with sentences with invented writings spellings invented spellings spellings WRITING

ELP Standard 3: The Language of Mathematics, Summative Framework

PreK - K 7 PreK - K 8

ELP Standard 4: The Language of Science, Formative Framework

Example Level 1 Level 2 Level 3 Level 4 Level 5 Topics Entering Beginning Developing Expanding Bridging

Change in self Indicate change in Match pictures or Identify stages of Sort illustrated Sequence illustrated & environment self through gestures photographs of development in pictures activities by stages of activities that denote or environment from offspring with adults of self or organisms development of self change in self or pictures, according to following oral models in the environment or organisms in the environment (e.g., oral commands (e.g., from seeds to following oral models as environment following life cycle of plants) as plants, from kittens examples of change oral models as examples directed orally LISTENING to cats) as examples of of change change

Senses Associate senses with Give examples of uses Describe everyday Explain why senses are Predict how senses are physical actions with a of senses with a partner activities that involve useful or important to a affected by change (e.g., partner in L1 or L2 in L1 or L2 (e.g., “I senses with a partner in partner in L1 or L2 injury, temperature)

see…”) L1 or L2 Level 6- Reaching SPEAKING

Animals Match outlines of Match pictures of Sort pictures of animals Find animal words Classify pictures of animals to pictures or animals with labels to with labels by first letter in picture books and animals with labels objects (e.g., fitting animal icons with a (e.g., cat, cow) with a classrooms (e.g., on according to picture puzzle pieces) with a partner partner word walls, bulletin books (e.g., at the farm) partner boards) with or without a partner READING

Colors Create “messages” in L1 Practice making letters Produce letters and Reproduce words or Compose “stories” or L2 by experimenting or scribble writings words with invented phrases with invented about colors (e.g., with or mixing colors from models in L1 or spellings in L1 or L2 spellings in L1 or L2 rainbows) using (e.g., paints) L2 using a variety of based on model picture found in picture books drawings and words, colors and media books or experiments or experiments about phrases or short about colors colors sentences with invented WRITING spellings in L1 or L2 Example Level 1 Level 2 Level 3 Level 4 Level 5 Topics Entering Beginning Developing Expanding Bridging

Living & non– Classify living or non- Match oral descriptions Identify living or non- Match features (e.g., Organize pictures living things living things from oral of living or non-living living things from WH- feathers/birds, fur/dogs, with labels or other statements and pictures things with pictures questions and pictures skin/people) of living graphic representations (e.g., “It lives in water. (e.g., “Which animal or non-living things of features of living It swims.”) has no legs?”) according to pictures or non-living things and oral directions described orally LISTENING

Weather Name familiar objects Describe weather Predict weather Compare/contrast Express likes, dislikes in photographs or conditions from conditions from weather conditions in or preferences, with illustrations associated photographs or illustrated scenes (e.g., illustrated scenes reasons, related to

with weather conditions illustrations (e.g., “It’s going to rain.”) weather conditions from Level 6- Reaching (e.g., “cloud”) “windy”) illustrated scenes SPEAKING

Body parts Apply concepts of print Pair labeled pictures Associate labeled Find labeled pictures Match pictures of body to books about body of body parts with pictures of body parts of body parts with the parts with words parts (e.g., “The book matching icons with initial consonants same initial consonant is about eyes. Show me (e.g., nose-n) (e.g., fingers-feet) the title of the book.”) READING

Scientific Produce drawings of Copy names of Reproduce lists of Describe materials used Relate experiences inquiry materials needed for materials needed for materials needed for in scientific inquiry from use of materials scientific inquiry from scientific inquiry from scientific inquiry (e.g., using words or phrases in scientific inquiry labeled pictures labeled pictures bean, water, soil) from with invented spellings using phrases or short labeled pictures using sentences with invented words with invented spellings WRITING spellings

ELP Standard 4: The Language of Science, Summative Framework

PreK - K 9 PreK - K 10

ELP Standard 5: The Language of Social Studies, Formative Framework

Example Level 1 Level 2 Level 3 Level 4 Level 5 Topics Entering Beginning Developing Expanding Bridging

Symbols & Point to or locate Show symbols of Match symbols of Identify symbols Find symbols of holidays symbols or holiday holidays from pictures holidays with illustrated of holidays within holidays based on oral scenes in classrooms, or objects based on scenes based on oral illustrated scenes based descriptions or oral pictures or objects oral commands (e.g., a directions on oral directions reading named orally (e.g., flags) pumpkin with a face) LISTENING

Clothing Repeat names of and Brainstorm names of Describe clothing on Describe, with details, Give reasons for wearing identify clothing on self articles of clothing (e.g., self to peers in phrases clothing worn by peers different kinds of or peers when modeled “shorts,” “pants”) with or short sentences or by characters in clothing

in L1 or L2 peers in L1 or L2 picture books (e.g., Level 6- Reaching “He has a red and blue sweater.”) SPEAKING

Seasons Categorize pictures Find labeled illustrations Match labeled Compare labeled Identify words according to names or photographs modeled illustrations or illustrations of seasons associated with seasons of seasons in a whole on word walls or photographs of seasons in various trade books in illustrated expository group displays of seasons in to those in trade books in small groups text in small groups small groups in small groups READING

Self & family Draw self-portrait and Draw family portrait Draw family members Draw and describe Produce illustrated copy or trace name from models or from models or family members using “stories” about self and photographs and photographs and label words or phrases with family using phrases or identify people by people and pets invented spellings short sentences with initials invented spellings WRITING Example Level 1 Level 2 Level 3 Level 4 Level 5 Topics Entering Beginning Developing Expanding Bridging

Transportation Associate sounds of Identify modes of Match pictures of Pair modes of Differentiate modes of different modes of transportation from modes of transportation transportation with transportation from the transportation with visually supported with descriptive their environment (e.g., past or present based pictures (e.g., “Which rhymes or chants (e.g., statements (e.g., “Jets fly in the air.”) on pictures and oral goes choo choo?”) “The Wheels on the “Airplanes go fast.”) based on pictures and descriptions Bus”) oral directions LISTENING

Homes in a Repeat names of Match homes or Describe different types Compare/contrast Provide detailed community/ different types of homes habitats to animals in of homes or habitats different types of information about Habitats or habitats from models illustrated scenes using from illustrated scenes homes or habitats from homes or habitats (e.g.,

and illustrations (e.g., phrases or chunks of using phrases or short illustrated scenes using personal address or Level 6- Reaching “house,” “nest”) language (e.g., “bee sentences related sentences “Birds live in nests in hive,” “in a pond”) trees.”) SPEAKING

Food Recognize food-related Match labeled pictures Find labeled pictures of Sort pictures of food Identify food words in symbols or icons in with words about food food by initial sounds by initial sounds or illustrated phrases or illustrations from various sources or consonants (e.g., consonants (e.g., “Find short sentences (e.g., labels on cans or “pineapple,” “peas”) foods that start with the cartons) letter B.”) READING

School Draw personal responses Represent people, places Label people, places or Make lists of people, Create “stories” about to people, places or or objects in school objects in school from places or objects in people, places or objects objects in school from from pictures and pictures and models school from pictures in school from pictures pictures or models models using letters or using words with and models using words using phrases or short scribble writings invented spellings or phrases with invented sentences with invented spellings spellings WRITING

ELP Standard 5: The Language of Social Studies, Summative Framework

PreK - K 11 12 Example Topics and Genres: Content Related to WIDA’s English Language Proficiency Standards

These examples, representative of state academic content standards, provide context for the English language development described in the strands of Model Performance Indicators.

Example Topics Example Genres Example Topics Example Topics Example Topics • Classroom & school • Fiction (literary text) • Basic operations • Animals • Artifacts of the past rules • Folktales (addition & subtraction) • Astronomy • Celebrations/Customs • Everyday objects • Non-fiction (expository • Capacity • Body parts • Citizenship • Estimation • Feelings & emotions text) • Change • Community workers • Pattern books/ • Graphs • • Following directions • Chemical & physical Cultural heritage Predictable books • Interpretation of data attributes • Families & responsibilities • Interests, opinions & • Poetry • Money • • Historical figures & leaders preferences Earth & sky Example Topics • Number sense • Force & motion • Homes & habitats • Leisure activities • Compound words • Patterns • Gravity • Indigenous peoples & cultures • Likes, dislikes & needs • Elements of story • Place value • Life cycles • Jobs & careers • Personal correspondence • Quantity • Homophones • Light • Land forms/Bodies of water • Shapes • Personal information • Phonemic awareness • Living & non-living things • Money & banking • Size • School areas, personnel • Phonics • Magnetism • Neighborhoods & communities & activities • Standard & metric • Products in the marketplace • Rhyming words measurement tools • Natural resources • Sharing/Cooperation • Role play • Organisms & environment • Representations of the earth • Symmetry (maps & globes) • Sequence of story • Plants • Time (digital & analog) • Seasons • Spatial relations • Renewable & non- • Two- and three- • Time & chronology • Story elements dimensional shapes renewable resources • Use of resources & land • Story telling • Weight • Senses • Word families • Whole numbers • Sound • Water cycle • Weather • Weathering & erosion

Grades 1-2 13 Grades 1-2 14

ELP Standard 1: Social and Instructional Language, Formative Framework

Example Level 1 Level 2 Level 3 Level 4 Level 5 Topics Entering Beginning Developing Expanding Bridging

Following Follow oral directions Follow oral directions Follow oral directions Follow oral directions Follow a series of oral directions according to simple according to complex by comparing them without visual or directions without commands using commands using with visual cues, nonverbal support and support (e.g., “Put your manipulatives or real- manipulatives or real- nonverbal cues or check with a peer (e.g., name on the left-hand life objects (e.g., “Show life objects (e.g., “Put modeling (e.g., “Fold “Put your name on the side of the paper. Then me your paper.”) the cubes in a row the paper in half. Then top line of the paper.”) put the date on the LISTENING across the paper.”) place it on your table right-hand side.”) the long way.”)

Likes, dislikes Answer yes/no or choice Share likes, dislikes or Paraphrase or combine Give reasons for likes, Convince a partner to & needs questions about likes or needs with a partner in likes, dislikes or needs dislikes or needs with share your likes, dislikes dislikes with a partner L1 or L2 with a partner (e.g., a partner (e.g., “I like or needs in L1 or L2

in L1 or L2 (e.g., “Do “She likes cake and ice ______because...”) in Level 6- Reaching you like school?”) cream.”) in L1 or L2 L1 or L2 SPEAKING

Leisure Match icons or pictures Place labeled pictures Respond to words or Carry out directions Follow grade-level activities to same on board games with corresponding phrases on board games according to a series written directions for or other leisure activities pictures on board games or other leisure activities of sentences for board board games or other with a partner or other leisure activities by carrying out actions games or other leisure leisure activities with a partner with a partner activities with a partner READING

Feelings & Draw or orally dictate Label personal Produce phrases Maintain diaries or Compose illustrated emotions personal experiences experiences involving or sentences about journals of related stories based on involving feelings and feelings and emotions in personal experiences sentences about personal experiences emotions in L1 or L1 or L2 using pictures involving feelings and personal experiences involving feelings and L2 from pictures or or photographs emotions in L1 or L2 involving feelings and emotions photographs emotions in L1 or L2 WRITING Example Level 1 Level 2 Level 3 Level 4 Level 5 Topics Entering Beginning Developing Expanding Bridging

School areas, Identify symbols, Locate school areas, Relate school areas, Sort school areas, Match oral descriptions personnel & objects or people personnel or activities personnel or activities personnel or activities of school areas, activities associated with from pictures and oral described orally in a from non-school areas, personnel or activities classrooms or school descriptive phrases (e.g., series of sentences to personnel or activities with individual needs or areas, personnel or “corner of the room,” illustrated school or according to oral situations (e.g., “If…, activities from pictures “washroom down the classroom scenes descriptions with visual then…,” “Suppose…”) and oral statements hall”) support (e.g., “Which LISTENING (e.g., “Office” or “Exit”) person works outside the school?”)

Everyday Name everyday objects Tell primary function or Relate multiple Compare/contrast uses Evaluate and give objects depicted visually in use of everyday objects functions or uses of everyday objects reasons for usefulness of

real-life contexts (e.g. depicted visually (e.g., of everyday objects depicted visually (e.g., everyday objects (e.g., Level 6- Reaching "paper" in a classroom “You write on it.”) depicted visually (e.g., “I wash myself with “Pencils are better than scene) “I do homework on the soap. I dry myself with a crayons for writing. You table and eat dinner towel.”) can write neater with SPEAKING there.”) pencils.”)

Sharing/ Match illustrated words Identify illustrated Find examples of Select illustrated pairs Identify titles or main Cooperation with a word bank about phrases reflective of cooperation or sharing of sentences reflective of ideas illustrative of cooperation or sharing cooperation or sharing in illustrated sentences cooperation or sharing cooperation or sharing (e.g., “I help.”) (e.g., “I give her my (e.g., “I give her my based on grade-level text book.”) book. She gives me

READING hers.”)

Personal Trace, copy or produce Make lists for varying Relate personal facts Produce personal Compose personal correspondence words about self using personal purposes using (e.g., to pen pals) using messages for friends or stories from pictures or models and pictures models and pictures models and pictures family using models and illustrated scenes (e.g., school supplies) (e.g., “I play soccer.”) pictures WRITING

ELP Standard 1: Social and Instructional Language, Summative Framework

Grades 1-2 15 Grades 1-2 16

ELP Standard 2: The Language of Language Arts, Formative Framework

Level 1 Level 2 Level 3 Level 4 Level 5 Entering Beginning Developing Expanding Bridging

Example Genre Identify characters, Match visuals of Compare/contrast Interpret visual Draw conclusions about places or objects from characters, places visuals of characters, connections between characters, places or Pattern books/ visuals and oral phrases or objects with oral places or objects from a characters, places or objects from pattern or Predictable in illustrated pattern or statements from series of oral sentences objects in pages read predictable books read books predictable books after illustrated pattern or from illustrated aloud from illustrated aloud numerous recitations predictable books after pattern or predictable pattern or predictable numerous recitations books after numerous books recitations

Example Topic Follow along with Role play familiar, Role play characters Reenact scenes in plays, Dramatize grade-level

LISTENING classmates in role play everyday activities in plays, videos or videos or illustrated stories that are read by Role play activities modeled and modeled in illustrated illustrated stories read stories read by teachers teachers or viewed

described orally (e.g., books read by teachers by teachers in small in small groups Level 6- Reaching gestures for songs, in small groups groups chants or poems)

Example Genre Name people (e.g., Describe people or Predict ideas in Make up the beginning Connect storylines to “boy,” “man”) or objects objects in titles and storylines based on titles of storylines based on personal experiences Fiction (literary depicted on illustrated illustrated covers of and illustrated covers titles and illustrated based on titles and text) covers of fictional stories fictional stories with a of fictional stories and covers of fictional stories illustrated covers of with a partner in partner in L1 or L2 share with a partner and share with a partner fictional stories L1 or L2

Example Topic Repeat new language Describe people or State actions of Tell stories from Create original stories related to story pictures places depicted in story characters or describe pictures or wordless from a series of pictures, SPEAKING Story telling or wordless picture pictures or wordless events depicted in story picture books in small wordless picture books books modeled by picture books in small pictures or wordless groups or pairs or personal experiences teachers groups or pairs picture books in small groups or pairs Level 1 Level 2 Level 3 Level 4 Level 5 Entering Beginning Developing Expanding Bridging

Example Genre Pair illustrated features Connect illustrated Compare/contrast Categorize illustrated Summarize features of or photographs of places features or photographs illustrated features of features of places or places or objects from Non-fiction or objects with icons of places or objects with places or objects using objects using graphic multiple compound (expository in non-fiction books in descriptive words or graphic organizers organizers and sentences sentences in non-fiction text) small groups phrases in non-fiction and phrases or short in non-fiction books in books books in small groups sentences in non-fiction small groups books in small groups

Example Topic Demonstrate awareness Match voice to print by Cross-check pictures Use phonics clues to Predict words or phrases of unique sounds by pointing to icons, letters with phonics clues with sound out illustrated based on context cues in Phonics pointing or through or illustrated words a partner words in context grade-level text READING gestures Level 6- Reaching

Sequence of Sequence a series of Match a series of Select titles that Sequence a series of Sequence short story pictures to tell stories pictures that tell stories correspond to a sentences to related paragraphs to tell stories with sequence words sequence of pictures pictures (e.g., “first,” “then,” “last”)

Example Genre Copy words related to Describe settings or Compare/contrast two Relate sequence of Connect events, settings or characters in characters in illustrated characters, settings or events to characters and characters or morals in Folktales illustrated folktales from folktales from phrase events in illustrated settings in illustrated illustrated folktales to word walls or big books walls or big books folktales using graphic folktales using graphic self organizers with a organizers with a partner partner

Example Topic Reproduce symbols, Pair rhyming words Produce and organize Use rhyming words Create original stories

WRITING letters or pictures of from illustrated charts rhyming words from in phrases or short or poems using rhyming Rhyming words rhyming pairs from or displays with a pictures on charts, sentences from words in sentences from illustrated charts or partner displays or graphic illustrated charts or charts or displays displays with a partner organizers with a displays with a partner partner

ELP Standard 2: The Language of Language Arts, Formative Framework

Grades 1-2 17 Grades 1-2 18

ELP Standard 2: The Language of Language Arts, Summative Framework

Level 1 Level 2 Level 3 Level 4 Level 5 Entering Beginning Developing Expanding Bridging

Example Genre Identify characters, Match visuals of Compare/contrast Interpret visual Draw conclusions about places or objects from characters, places visuals of characters, connections between main ideas from pattern Pattern books/ visuals and oral phrases or objects with oral places or objects from a characters, places or or predictable books Predictable in illustrated pattern or statements from series of oral sentences objects in paragraphs or read aloud books predictable books illustrated pattern or from illustrated pattern pages read aloud from predictable books or predictable books illustrated pattern or predictable books

Example Topic Match pictures to Order pictures of related Sequence pictures of Match story sequence Select logical outcomes sentences read aloud sentences read aloud stories read aloud by read aloud to a series or endings to stories LISTENING Sequence of that use sequential beginning, middle and of pictures (e.g., “Once read aloud story language (e.g., first, end upon a time...and Level 6- Reaching second, last; first, then, they lived happily ever next) after.”)

Example Genre Name people (e.g., Describe people or Predict ideas in Make up the beginning Relate storylines to “boy,” “man”) or objects objects in titles and storylines based on titles of storylines based on personal experiences Fiction (literary depicted in illustrated illustrated covers of and illustrated covers of titles and illustrated based on titles and text) covers of fictional stories fictional stories fictional stories covers of fictional stories illustrated covers of fictional stories

Example Topic Name persons Describe characters or State main ideas or Narrate main events of Re/tell stories using (characters) or settings settings of stories from themes of stories, plot sequences in given story elements from SPEAKING Story elements of stories from picture picture books including characters or time frames of picture picture books or short books settings, from picture books or illustrated stories books or illustrated short stories short stories Level 1 Level 2 Level 3 Level 4 Level 5 Entering Beginning Developing Expanding Bridging

Example Genre Pair illustrated features Connect illustrated Compare/contrast Categorize illustrated Summarize features of or photographs of places features or photographs illustrated features of features of places or places or objects from Non-fiction or objects with icons in of places or objects with places or objects using objects using graphic multiple compound (expository non-fiction books (e.g., descriptive words or graphic organizers organizers and sentences sentences in non-fiction text) ☺ and a person’s face) phrases in non-fiction and phrases or short in non-fiction books books books sentences in non-fiction books

Example Topic Recognize sounds Blend sounds together Remove or add sounds Segment illustrated Identify spell/sound READING in spoken words to make words, shown to existing words to sentences into words or correspondence in Phonemic with accompanying visually make new words, shown phrases grade-level text awareness illustrations visually (e.g., “Cover up Level 6- Reaching the t in cart. What do you have now?”)

Example Genre Select and copy words Describe settings or Compare/contrast two Describe sequence Connect events, related to settings or characters in illustrated characters, settings or of events related to characters or morals in Folktales characters in illustrated folktales from phrase events in illustrated characters and settings illustrated folktales to folktales from word banks folktales using graphic in illustrated folktales self banks organizers using graphic organizers

Example Topic Reproduce illustrated Generate lists of word Make statements Describe illustrated Create stories about

WRITING word pairs by families families from illustrated or questions about word families using word families Word families (e.g., cat, hat) models illustrated word families related sentences

ELP Standard 2: The Language of Language Arts, Summative Framework

Grades 1-2 19 Grades 1-2 20

ELP Standard 3: The Language of Mathematics, Formative Framework

Example Level 1 Level 2 Level 3 Level 4 Level 5 Topics Entering Beginning Developing Expanding Bridging

Graphs Shade or color graphs Identify data in graphs Locate information on Display comparative Interpret data on graphs according to oral from oral commands or graphs based on oral data on graphs from oral descriptions Interpretation commands modeled by questions modeled by statements or questions according to oral (e.g., “Which graph of data a teacher (e.g., “Here is a teacher (e.g., “Which (e.g., “Which bar shows commands (e.g., “Fill in says, ‘Most children a graph. Color this bar bar shows the most?”) that most people like ice the graph to say there are wearing red, some red.”) cream?”) and check with are more girls than are wearing blue and LISTENING a partner boys.”) and check with a the fewest are wearing partner green?’”)

Number sense Provide identifying Give examples of Exchange examples of Explain how to play Tell or make up stories information that things with real-world how or when to use games or activities that or events that involve involves real-world numbers (e.g., room numbers outside of involve numbers (e.g., numbers

numbers (e.g., age, numbers, bus numbers school with a partner sports, board games, Level 6- Reaching address or telephone or calendars) to a (e.g., shopping) hopscotch) to a partner number) to a partner partner SPEAKING

Standard Use diagrams to guide Use labeled diagrams Identify key phrases Follow illustrated Follow illustrated & metric use of standard or from texts to guide use in illustrated text to directions from text directions from text to measurement metric measurement of standard or metric use standard or metric to compare tools for use standard or metric tools tools with a partner measurement tools with measurement tools with standard or metric measurement tools a partner a partner measurement with a partner READING

Quantity Produce pictures with Take dictation or make Provide examples of Describe uses of Explain importance of numerals or reproduce notes of examples of quantities in context quantities in everyday everyday math using words associated with phrases associated with (e.g. “a bunch of math with illustrated quantities in real-life quantities from models quantities in everyday grapes”) using phrases examples using situations (e.g., when (e.g., from newspapers situations (e.g., “a little or short sentences sentences shopping or cooking) or magazines) of,” “a lot of”) using a series of related WRITING sentences Example Level 1 Level 2 Level 3 Level 4 Level 5 Topics Entering Beginning Developing Expanding Bridging

Two- & three- Identify two- or three- Match attributes of two- Identify objects Construct two- or Change attributes dimensional dimensional shapes or three-dimensional composed of multiple three-dimensional of two- or three- shapes depicted in illustrations shapes described orally two- or three- figures described orally dimensional shapes to described orally (e.g., to objects dimensional shapes (e.g., “Put two lines up make others based on “Find a shape like the described orally (e.g., and down and two lines oral discourse (e.g., sun.”) “Put a sphere or ball on across. What shape do “Take one side away either side of a cylinder. you have?”) from a square. Then

LISTENING What do you see?”) move the three line segments to make a shape. What do you have?”)

Basic Recite math-related Restate or paraphrase Describe representations Compare/contrast Explain basic operations operations words or phrases related basic operations of basic operations language of basic involved in problem Level 6- Reaching to basic operations from from oral statements, from pictures of operations from pictures solving using pictures pictures of everyday referring to pictures of everyday objects and and oral descriptions and grade-level oral objects and oral everyday objects (e.g., oral descriptions (e.g., (e.g., “Tell me different descriptions

SPEAKING statements “Ten pencils and ten “There are seven dogs ways to say this math more are twenty.”) altogether.”) sentence…”)

Estimation Match labeled pictures Match words or phrases Identify language Distinguish between Order illustrated with general words related to estimation associated with language of estimation sentences involving the Money related to estimation (e.g., “about 20 cents”) estimation in illustrated (e.g., “I have almost one language of estimation (e.g., “a lot,” “a little”) to illustrated word phrases or sentences dollar.”) and language of used to solve grade-level to pictures of varying banks of varying (e.g., “I see close to 100 precision (“I have one problems

READING quantities quantities nickels.”) dollar.”) in illustrated sentences

Whole Find and reproduce Distinguish number Group numbers Compare numbers in Describe illustrated numbers number words (e.g., words from other math presented in graphs or graphs or visuals using scenes or events using from 1-100) from an words using graphic or visuals using phrases or sentences (e.g., “85 is numbers in a series of assortment of labeled visual support and word short sentences (e.g., greater than 75. It goes related sentences visuals banks “This group has more up higher in the table.”)

WRITING than 40.”)

ELP Standard 3: The Language of Mathematics, Summative Framework

Grades 1-2 21 Grades 1-2 22

ELP Standard 4: The Language of Science, Formative Framework

Example Level 1 Level 2 Level 3 Level 4 Level 5 Topics Entering Beginning Developing Expanding Bridging

Force & Explore movement Move real-life objects Compare movement Predict movement of Role play effects of motion of real-life objects by following multi- of objects based on objects by pointing force on motion by following oral step oral directions oral statements by to pictures or through gestures or commands and (e.g., “The car goes pointing to pictures or demonstrating based demonstration based on modeling (e.g., “Push backwards. The car then demonstrating using on oral statements (e.g., oral scenarios the ball. Watch it move. goes forwards. Finally, it real-life objects (e.g., “Show what happens

LISTENING Make it stop.”) stops.”) “Show me which goes when you let go of fastest: bikes, buses or balloons.”) airplanes.”)

Earth & sky Name objects of Describe objects State relationships Discuss and show Report, with details, on the earth or sky of the earth or sky between objects of earth changes in the earth topics about the earth

from observation, from observation, or sky using diagrams, and sky using diagrams, and sky (e.g., the Big Level 6- Reaching photographs or models photographs or models photographs or models photographs or models Dipper) using diagrams, (e.g., “The sun is big (e.g., “Mercury is closest (e.g., seasons, day/night) photographs or models

SPEAKING and yellow.”) to the sun.”)

Natural Select labeled natural Search for words and Identify illustrated Classify illustrated Sequence sentences to resources resources (e.g., sources pictures in big books or phrases associated sentences associated show the use of natural of water) to make illustrated trade books with the use of natural with the use/non-use resources in activities posters from magazine associated with natural resources in activities of natural resources in (e.g., washing clothes) pictures with a partner resources (e.g., rain or (e.g., “go swimming”) activities with a partner

READING ice) with a partner with a partner

Renewable & Label objects that List examples of Distinguish between Describe goods made Evaluate usefulness non-renewable represent renewable renewable and non- renewable and non- from renewable or non- of goods made from resources and non-renewable renewable materials renewable resources renewable resources renewable and non- materials from real-life from illustrated word/ from pictures or from pictures or real- renewable resources or illustrated examples phrase banks using real-life materials life materials using using a series of related (e.g., paper, cotton or graphic organizers (e.g., (e.g. using phrases or sentences sentences

WRITING wool) in L1 or L2 T chart) in L1 or L2 short sentences with opposites) in L1 or L2 Example Level 1 Level 2 Level 3 Level 4 Level 5 Topics Entering Beginning Developing Expanding Bridging

Chemical Identify objects Match objects according Group objects according Rank or compare Identify chemical or & physical according to chemical to chemical or physical to chemical or physical objects according to physical change in attributes or physical properties properties from pictures properties from pictures chemical or physical properties of objects from pictures and oral and oral descriptions and oral statements properties from pictures based on oral scenarios statements (e.g., “Water and and oral descriptions milk are liquids. You (e.g., “Which one is the

LISTENING can pour them. Find coldest?”) something else to pour.”)

Weather Use words or phrases Make statements about Compare/contrast Forecast weather and Validate weather related to weather from weather from pictures or weather conditions from provide reasons from forecasts against pictures or photographs photographs (e.g. “It’s pictures, photographs or pictures, photographs or pictures, photographs or (e.g., “clouds in sky”) raining.”) graphs graphs graphs Level 6- Reaching SPEAKING

Living Identify living Sort living organisms Transfer information Compare living Interpret graphs or organisms organisms from labeled according to on living organisms and organisms according to charts related to living diagrams, pictures in descriptions of their their attributes using their attributes using organisms and their graphs or charts attributes using pictures pictures and sentences illustrated graphs or attributes using explicit and phrases with to complete graphs or charts and text grade-level text graphic organizers (e.g., charts READING T charts)

Change Note difference or Identify change Describe change in Compare/contrast Explain the process of change by labeling according to stages of processes or cycles change depicted in change in visuals using drawings or copying processes or cycles (e.g., depicted in visuals visuals using a series of connected sentences words from word banks from seeds to plants using phrases and short sentences (e.g., baby to man) or from caterpillars to sentences butterflies) using words WRITING or phrases

ELP Standard 4: The Language of Science, Summative Framework

Grades 1-2 23 Grades 1-2 24

ELP Standard 5: The Language of Social Studies, Formative Framework

Example Level 1 Level 2 Level 3 Level 4 Level 5 Topics Entering Beginning Developing Expanding Bridging

Neighborhoods/ Match signs around Identify signs or places Locate places in relation Find specific locations Construct or complete Communities neighborhoods with in communities from to other places or signs on neighborhood or neighborhood or actions based on oral oral statements and in neighborhoods or community maps community maps with commands and pictures, pictures, realia or field communities from based on detailed oral places and signs based realia or field trips (e.g., trips (e.g., “Firefighters pictures, maps or field statements (e.g., “The on a series of oral “Stop, look, listen” at work here.”) with a trips and oral statements school is at the corner of directions

LISTENING railroad crossings) with partner (e.g., “The house is next First and Oak.”) with a a partner to the park.”) with a partner partner

Families & State what families Share personal Compare responsibilities Propose changes to Discuss or rate responsibilities do based on gestures responsibilities within a of family members personal or family importance of personal or modeling in small family based on pictures (e.g., younger and responsibilities based on or family responsibilities groups or role playing (e.g., “I older siblings) based on role playing or personal in small groups Level 6- Reaching feed the dog.”) in small pictures, role playing or experiences in small groups personal experiences in groups SPEAKING small groups

Money & Use phonetic clues to Associate words Match simple sentences Sequence illustrated Select titles for grade- banking sort or match real or or phrases related about familiar sentences about familiar level stories about visuals of currencies to currencies with experiences with uses experiences with uses money and banking from around the world, illustrated word/phrase of currency shown in of currency to make a (e.g., peso, penny) walls or picture books illustrations story READING

Homes & Draw and label pictures Identify different types Describe different types Compare different Produce stories about habitats of different types of of homes or habitats of homes or habitats types of homes or different types of homes homes or habitats from from pictures or models from pictures using habitats from illustrated or habitats using grade- models (e.g., on bulletin using general vocabulary some specific vocabulary scenes using specific level vocabulary boards) (e.g., “Birds here.”) (e.g., “Birds live in vocabulary (e.g., hives v. nests.”) caves) WRITING Example Level 1 Level 2 Level 3 Level 4 Level 5 Topics Entering Beginning Developing Expanding Bridging

Land forms/ Match land forms or Identify characteristics Classify or group Locate land forms or Differentiate land forms Bodies of water bodies of water with of land forms or bodies land forms or bodies bodies of water based or bodies of water based illustrated scenes based of water from oral of water by common on specific language, on specific language on oral questions or descriptions and visuals characteristics described descriptive oral and oral scenarios (e.g., directions (e.g., “You see many orally with visuals (e.g., discourse and visuals mountains, hills or hills. This one is the oceans, rivers, streams) plateaus) LISTENING highest.”)

Community Name community State roles of Describe encounters Explain importance Predict impact of workers workers shown doing community workers in or interactions with or contributions of community workers in their jobs in pictures or pictures or illustrated community workers in community workers in emergencies or unusual

illustrated scenes scenes illustrated scenes illustrated scenes situations Level 6- Reaching SPEAKING

Artifacts of the Match labeled pictures Sort types of artifacts Compare/contrast Summarize information Interpret explicit past with illustrated artifacts of the past (e.g., information about about artifacts of the information about of the past transportation v. artifacts of the past from past from illustrated text artifacts of the past from communication) illustrated text illustrated text described in illustrated phrases READING

Products in the Reproduce or label Describe products in Compare attributes State uses of products Evaluate usefulness marketplace pictures of products in the marketplace from of two products in in the marketplace from of products in the the marketplace from illustrated examples the marketplace from illustrated examples marketplace and give illustrated word banks illustrated examples reasons for choices or decisions WRITING

ELP Standard 5: The Language of Social Studies, Summative Framework

Grades 1-2 25 26 Example Topics and Genres: Content Related to WIDA’s English Language Proficiency Standards

These examples, representative of state academic content standards, provide context for the English language development described in the strands of Model Performance Indicators.

Example Topics Example Genres Example Topics Example Topics Example Topics • Assignments • Biographies & autobiographies • Angles • Body systems • Ancient civilizations • Classroom supplies/ • Fables • Area • Cells & organisms • Branches of government Resources • Fairy tales • Attributes of two- and three- • Earth history/Materials • Colonization • Following directions • Fantasies dimensional shapes • Ecology & conservation • Communities • Health & safety • Folklore • Basic operations (multiplication • Ecosystems • Cross-cultural experiences & division) • Information gathering • Informational texts • Electricity • Explorers • Legends • Cost/Money • Leisure activities • Energy sources • Goods & services • Mysteries • Data analysis • Opinions • Foods & nutrition • Historical events, figures • Myths • Personal experiences • Decimals • Forces of nature & leaders • Narratives • Personal information • Descriptive statistics • Fossils • Immigration/Migration • Prose • Rules & procedures • Fractions • Geological forms • Legends & scales • Science fiction • Large whole numbers • Heat • Maps & globes/Locations • Tall tales • Metric system • Living systems • Needs of groups, societies Example Topics • Patterns & relationships • Magnetism & cultures • Affixes & root words • Percent • Natural resources • Neighbors North & South • Comprehension strategies • Perimeter • Nature • Prehistoric animals • Conventions & mechanics • Place value • Reproduction & heredity • Resources & products • Editing & revising • Polygons • Scientific inquiry • Times long ago • Explicit & inferential information • Scale • Simple machines • Tools & artifacts • Fact or opinion • Sets • Solar system • Topography: rivers, coasts, • Fluency strategies mountains, deserts, plains • • Strategies for problem solving • States of matter Hyperbole • Trade routes • Main ideas/Details • Weather patterns • U.S. documents • Organization of texts • U.S. regions • Phonemes/Phonology • Points of view • Story elements & types of genres • Story grammar • Text structure & organization

Grades 3-5 27 Grades 3-5 28

ELP Standard 1: Social and Instructional Language, Formative Framework

Example Level 1 Level 2 Level 3 Level 4 Level 5 Topics Entering Beginning Developing Expanding Bridging

Classroom Identify materials Select materials or Match materials or Sequence use of Evaluate use of materials supplies/ needed to complete resources needed to resources needed to materials or resources or resources needed to Resources tasks from realia and complete tasks based on complete tasks with needed to complete complete tasks based on oral commands and realia and compound their uses based on tasks based on realia oral discourse (e.g., “I check with a partner sentences and check realia and oral directions and oral directions and may need to change my (e.g., “Take out a with a partner (e.g., and check with a check with a partner answer. Which kind of LISTENING number 2 pencil.”) “You need your activity partner writing tool would be sheet and math book.”) best?”)

Information Seek assistance from Respond to questions Ask questions to obtain Clarify information by Offer specific gathering peers or teachers to from peers or teachers information to share restating or rephrasing information that gather information (e.g., about information with peers in L1 or L2 ideas to peers in supports ideas with

for assignments) in gathering (e.g., finding L1 or L2 peers Level 6- Reaching L1 or L2 meaning of words) in L1 or L2 SPEAKING

Personal Identify words or Make predictions from Confirm predictions Compare/contrast Evaluate validity of experiences phrases related to self illustrated text using based on prior personal experiences information in grade- or personal experiences prior knowledge or knowledge or personal with those in illustrated level text based on from illustrated text or personal experiences experiences from text personal experiences word/phrase walls illustrated text READING

Health & safety Draw, label or list Describe health or safety Sequence health or Provide examples Create pieces substances or objects practices around school, safety procedures or and strategies for (e.g., brochures or around school, home home or community practices at school, maintaining health or newsletters) about or community related from visuals (e.g., home or community safety at school, home safety or health issues to health or safety from pedestrian safety) in from visuals (e.g., fire or or community from with classroom, school, visuals in L1 or L2 L1 or L2 disaster drills, accidents visuals in L1 or L2 home or community

WRITING on the playground) in examples L1 or L2 Example Level 1 Level 2 Level 3 Level 4 Level 5 Topics Entering Beginning Developing Expanding Bridging

Following Follow one-step oral Follow two-step oral Follow multi-step oral Follow a series of oral Follow multiple directions commands supported commands supported commands supported directions supported linguistically complex visually or modeled visually that involve visually that incorporate visually that involve oral directions that language of request language of request language of request involve language of (e.g., “Please open your (e.g., “I’m asking you to (e.g., “First, I would like request (e.g., “Before book and point to a close your book, put it you to… Then, please… you wash your hands,

LISTENING picture.”) in your desk and get in Finally,…”) please be so kind as to line.”) clean up the mess under your desk.”)

Personal Produce words in Produce phrases or short Use sentences to provide Express connected Provide extended information/ response to WH- sentences in response to information about self ideas to relate personal discourse with Opinions questions about self personal, open-ended or opinions in response information or opinions justification in regard to from picture prompts questions from picture to picture prompts using picture prompts personal information or Level 6- Reaching and models prompts opinions SPEAKING

Leisure Select general themes Locate information in Identify overall message Compare information Infer information on activities related to leisure visually or graphically from visually or from visually or leisure activities from activities from pictures supported text on graphically supported graphically supported text (e.g., soccer team’s and words or phrases leisure activities (e.g., examples of leisure text on leisure activities travel schedule) (e.g., “Play ball.”) soccer schedule) activities (e.g., soccer schedule for September and READING October)

Rules or Produce words/phrases List dos and don’ts Give examples of school Explain the usefulness Discuss or propose procedures associated with school regarding school rules rules or procedures from or importance of school modifications to rules or procedures from or procedures from illustrated scenes for rules or procedures from or consequences of illustrated scenes and illustrated scenes (e.g., specific situations (e.g., illustrated scenes of breaking school rules or models “Don’t run in the fire drills, lunchroom) specific situations procedures halls.”) WRITING

ELP Standard 1: Social and Instructional Language, Summative Framework

Grades 3-5 29 Grades 3-5 30

ELP Standard 2: The Language of Language Arts, Formative Framework

Level 1 Level 2 Level 3 Level 4 Level 5 Entering Beginning Developing Expanding Bridging

Example Genre Match pictures to Identify pictures Make predictions based Sequence pictures of Apply analogies of individual clues based associated with solutions on pictures of clues/ clues/pieces of evidence events or characters in Mysteries on oral statements with to short mysteries read pieces of evidence from mysteries read mysteries read aloud to a partner aloud with a partner from mysteries and aloud in cooperative students’ lives oral descriptions in groups cooperative groups

Example Topic Point to letter Gesture during shared Follow directions (e.g., Respond non-verbally Connect information

LISTENING combinations, words, reading of illustrated create word families or to teachers or peers from oral reading of Comprehension parts of books or stories or trade books word walls) in response (e.g., during guided grade-level material strategies

illustrations in response (e.g., giving thumbs-up/ to group reading of reading) to demonstrate to demonstrate Level 6- Reaching to teachers’ reading thumbs-down signals) illustrated stories or comprehension comprehension of illustrated books to to show comprehension trade books to show strategies strategies (e.g., “Show show comprehension comprehension me two sentences that go together.”)

Example Genre Answer WH- or choice Describe pictures of Provide details of Develop and enact Make up fantasies questions about pictures imaginary people, pictures of imaginary scenarios from pictures about imaginary people, Fantasies of imaginary people, objects or situations to people, objects or of imaginary people, objects or situations and objects or situations peers in L1 or L2 situations to peers objects or situations share with peers from peers in L1 or L2 with peers

Example Topic Describe self with Compare self with Compare self with Compare self with Explain differences

SPEAKING words and gestures familiar persons characters in literary motives or points of between self-motives or Points of view (e.g., features, likes and (e.g., friends, family works using graphic view of characters in points of view and those dislikes) members, movie stars) organizers or technology literary works using of characters in literary using photographs, graphic organizers or works using graphic pictures or graphic technology organizers or technology organizers Level 1 Level 2 Level 3 Level 4 Level 5 Entering Beginning Developing Expanding Bridging

Example Genre Find identifying Sequence events in Sort relevant from Compare/contrast Synthesize biographical information on biographical sketches in irrelevant biographical biographical information of two Biographies & biographies from words illustrated books using information in information of two persons from grade- autobiographies or phrases in illustrated graphic organizers or illustrated books using persons in illustrated level material to form books or word/phrase physical activity graphic organizers or books using graphic opinions on people walls using physical physical activity organizers or physical activity activity

Example Topic Match labels or identify Identify language Sort language associated Differentiate between Identify authors’ facts from illustrations associated with fact in with fact or opinion in statements of fact purpose associated Fact or opinion and phrases (e.g., “I fiction or non-fiction fiction or non-fiction and opinion found with fact or opinion in see…,” “There is…”) illustrated paragraphs illustrated text (e.g., in various illustrated fiction or non-fiction READING

(e.g., “I know that…,” “I think that...,” “We reading selections from grade-level text Level 6- Reaching “It is true that…”) believe that…,” “It could be...”)

Fluency Use cues for sounding Match visually Show how to use Identify self-monitoring Apply strategies strategies out unfamiliar words supported context cues punctuation cues to and self-correcting to adjust pace and with accompanying with statements to find facilitate expression and strategies to increase expression while reading visuals meaning and facilitate fluency with visually fluency with visually orally fluency supported text supported text

Example Genre Respond to illustrated List illustrated events Describe a series of Narrate a series of Produce grade-level events using words or using phrases or short illustrated events using illustrated events using narrative stories or Narratives phrases based on models sentences based on related sentences in paragraph transitions in reports using process in round tables with models in round tables narrative form based on narrative form based on writing peers with peers models in round tables models and peer edits with peers

Example Topic Produce personal word/ Create phrases/short Edit and revise Edit and revise writing Self-assess to edit WRITING phrase lists from labeled sentences from models guided writing (e.g., (e.g., using word and revise writing to Editing & pictures and check with and check with a for conventions and processing or rubrics) produce final drafts revising a partner for edits and partner for edits and structures) based on based on class or peer revision revision teacher feedback reviews

ELP Standard 2: The Language of Language Arts, Formative Framework

Grades 3-5 31 Grades 3-5 32

ELP Standard 2: The Language of Language Arts, Summative Framework

Level 1 Level 2 Level 3 Level 4 Level 5 Entering Beginning Developing Expanding Bridging

Example Genre Match pictures to Identify pictures Make predictions based Sequence pictures of Apply analogies of individual clues based associated with solutions on pictures of clues/ clues/pieces of evidence events or characters in Mysteries on oral statements to short mysteries read pieces of evidence from from mysteries read mysteries read aloud to aloud mysteries and oral aloud students’ lives descriptions

Example Topic Match oral statements Determine literal Project next in Identify cause/effect Make connections and from narrative or meanings of oral a sequence from in oral discourse from draw conclusions from LISTENING Explicit & expository material passages from oral discourse on narrative or expository oral discourse using inferential to their illustrated narrative or expository narrative or expository material supported by grade-level materials Level 6- Reaching information representations material and match to material supported by illustrations illustrations illustrations

Example Genre Answer WH- questions Describe pictures of Provide details of Complete scenarios Make up fantasies to distinguish between imaginary people, pictures of imaginary from pictures of about imaginary people, Fantasies pictures of real and objects or situations people, objects or imaginary people, objects or situations imaginary people, situations objects or situations objects or situations

Example Topic Name story elements Describe story Summarize story Discuss relationships Propose options or of various genres (e.g., elements of various lines, issues or among ideas or solutions to issues in SPEAKING Story elements non-fiction works, fairy genres supported by conflicts in various offer opinions on various genres and & types of tales, myths, fables illustrations genres supported by issues in various support responses with genres or legends) depicted illustrations genres supported by details visually illustrations Level 1 Level 2 Level 3 Level 4 Level 5 Entering Beginning Developing Expanding Bridging

Example Genre Find identifying Sequence events in Sort relevant from Compare/contrast Synthesize biographical information on biographical sketches irrelevant biographical biographical information of two Biographies & biographies from using illustrations and information using information of persons from grade- autobiographies illustrations, words or graphic organizers (e.g., illustrations and graphic two persons using level material to form phrases time lines) organizers illustrations and graphic opinions on people organizers

Example Topic Find identifying Sort main ideas and Match main ideas Interpret text to Form or infer main READING information illustrative details from sentences with their details from identify main ideas and ideas from details using Main ideas & of main ideas from using visual support and paragraphs using visual details from multiple grade-level materials details illustrations, words or graphic organizers support and graphic paragraphs using visual Level 6- Reaching phrases organizers or graphic support

Example Genre Respond to illustrated List illustrated events Depict a series of Sequence a series of Produce grade-level events using words or using phrases or short illustrated events using illustrated events using narrative stories or Narratives phrases based on models sentences based on related sentences in paragraph transitions in reports models narrative form based on narrative form based on models models

Example Topic Identify basic Differentiate uses Relate when to Revise illustrated Provide examples

WRITING conventions or of conventions or use conventions or paragraphs according and reasons for use of Conventions & mechanics in text (e.g., mechanics in illustrated mechanics in illustrated to use of specified specified conventions or mechanics use of capital letters) sentences (e.g., those passages (e.g., commas conventions or mechanics (e.g., “Why that end in periods or to indicate a series) mechanics (e.g., do we need commas?”) question marks) combine sentences to make appositives)

ELP Standard 2: The Language of Language Arts, Summative Framework

Grades 3-5 33 Grades 3-5 34

ELP Standard 3: The Language of Mathematics, Formative Framework

Example Level 1 Level 2 Level 3 Level 4 Level 5 Topics Entering Beginning Developing Expanding Bridging

Cost/Money Match prices to Compare prices of Analyze prices of Predict prices of goods Make conditional goods using visually goods using visually goods using visually using visually supported purchases of goods from supported materials supported materials supported materials materials and oral oral questions (e.g., “If (e.g., newspapers or and oral questions (e.g., and oral questions (e.g., questions (e.g., “Which you had $1,000, which magazines) and oral “Which one costs more, “Which one is the most one do you think costs items would you buy?”) questions (e.g., “Which X or Y?”) with a partner expensive?”) with a under $1,000?”) with a LISTENING one costs a lot?”) with a partner partner partner

Basic Repeat information Paraphrase information Connect new Explain or discuss uses Integrate or synthesize operations about math operations about math operations information about math of information about information about math using realia or using realia or operations to previous math operations using operations to create own

manipulatives and manipulatives and experiences using realia realia or manipulatives problems Level 6- Reaching teacher models (e.g., teacher models in or manipulatives “Here are 3 groups of L1 or L2 SPEAKING 4.”) in L1 or L2

Scale Recreate drawings from Create scale drawings Construct scale Reproduce scale models Build models to scale diagrams and written from diagrams or drawings from everyday from diagrams and based on diagrams and directions in a small models and written experiences, diagrams or written sets of directions written instructions group (e.g., “Make a car directions in a small models and written sets in a small group (e.g., three-dimensional like this.”) group of directions in a small puzzles) group READING

Fractions Label fractional parts of Describe what the Give step-by-step Describe strategies Create original diagrams or realia from fractional parts mean process of how to solve or tips for solving problems involving number word banks from diagrams or realia problems involving problems involving fractions embedded in in phrases or short fractions from diagrams fractions from diagrams scenarios or situations sentences using a series of related in paragraph form sentences WRITING Example Level 1 Level 2 Level 3 Level 4 Level 5 Topics Entering Beginning Developing Expanding Bridging

Descriptive Mark position/ Identify comparative Match general and Discriminate between Apply technical statistics location of numbers quantities of numbers some specific language different meanings of language related to or illustrated objects or illustrated objects associated with language associated with descriptive statistics from oral commands from oral commands or descriptive statistics to descriptive statistics to grade-level oral (e.g., “top,” “bottom,” questions (e.g., “most,” illustrated oral examples from illustrated oral scenarios (e.g., “mean,” “middle”) “least”) discourse “mode,” “median,”

LISTENING “range”)

Strategies State words in figures Use general vocabulary Relate multiple uses Paraphrase illustrated Explain different ways for problem or formulas from in math sentences from of specific vocabulary math sentences using of problem solving solving illustrated examples illustrated examples in illustrated math specific or technical grade-level examples (e.g., X in 3 X 5 says (e.g., “You times three by sentences (e.g., “How vocabulary (e.g., using specific or Level 6- Reaching “times”) five.”) many are left when you “‘How many are left?’ technical vocabulary

SPEAKING take away?,” “Which means, ‘What is the number is to the left?”) remainder?’”)

Large whole Identify large whole Identify large whole Sort examples of large Compare examples of Match situations to use numbers numbers from pictures numbers from pictures whole numbers from large whole numbers of large whole numbers and models (e.g., “This or models and phrases pictures or models and presented in pictures from grade-level text number has 7 places.”) or short sentences text (e.g., those more and text than and less than one thousand) READING

Three- Reproduce names of Make lists of real-world Describe attributes Compare/contrast Incorporate descriptions dimensional three-dimensional examples of three- of three-dimensional attributes of three- of three-dimensional shapes shapes from labeled dimensional shapes shapes from labeled dimensional shapes shapes into real-world models (e.g., cones, from labeled models models from labeled models or situations cylinders or prisms) charts (e.g., “A __ is like a __ because __.”) WRITING

ELP Standard 3: The Language of Mathematics, Summative Framework

Grades 3-5 35 Grades 3-5 36

ELP Standard 4: The Language of Science, Formative Framework

Example Level 1 Level 2 Level 3 Level 4 Level 5 Topics Entering Beginning Developing Expanding Bridging

Foods & Choose foods from Classify foods from Compare choices of Evaluate choices of Design meals by nutrition realia, magazines or realia, magazines or foods by following oral foods by following making choices of foods newspapers following newspapers following directions with visual oral descriptions (e.g., following a series of oral oral directions oral directions support “Choose the most descriptions nutritious food in this group.”) LISTENING

Nature Organize and identify Describe natural Categorize natural Compare features of Discuss and explain natural phenomena phenomena from real- phenomena from natural phenomena physical relationships from real-life examples life examples using real-life examples from real-life examples among natural (e.g., “leaves,” “insects,” general vocabulary and give reasons for using specific and some phenomena from real-

“rocks”) in small groups (e.g., “This leaf has five categorization scheme technical vocabulary life examples using Level 6- Reaching points.”) in small groups using general and some (e.g., “This leaf has five technical vocabulary specific vocabulary in veins while this one has SPEAKING small groups two.”) in small groups

Ecology & Sort real-life objects Identify ways to Sequence descriptive Find solutions to Research better or new conservation according to labels conserve from pictures sentences and pictures conservation issues ways to conserve using (e.g., recyclable and not and written text to illustrate forms of presented in illustrated grade-level materials recyclable) conservation (e.g., texts or Web sites recycling process) READING

Earth’s history Label features of Classify features of Describe features of the Differentiate features Compose fictional and the Earth based on the Earth, past or Earth, past or present, of the Earth in past, non-fictional multi- diagrams or models present, from diagrams from diagrams or present or future from paragraph pieces about (e.g., its layers) or graphic organizers graphic organizers using diagrams or graphic the Earth’s features using phrases or short related sentences organizers using sentences paragraphs WRITING Example Level 1 Level 2 Level 3 Level 4 Level 5 Topics Entering Beginning Developing Expanding Bridging

States of matter Identify examples of Distinguish among Identify series of Hypothesize change in Determine relationships states of matter from examples of states changes in states of states of matter based between states of matter oral statements with of matter from oral matter based on oral on oral descriptions and from oral discourse visual support statements and visual descriptions and visual visual support (e.g. “I support support (e.g., from take ice cubes out of liquid to steam, back to the freezer. I put them LISTENING liquid) in the sun. What will happen?”)

Body or living Answer questions Classify or give Describe functions of Discuss importance or Imagine how change systems that name basic parts examples of parts systems or their parts usefulness of systems or affects systems or their of systems depicted of systems depicted using visual support their parts using visual parts (e.g., “How might

visually and modeled visually (e.g., “Heart support breaking an arm change Level 6- Reaching (e.g., “Your arm is a and blood go together.”) your daily life?”) bone. What is another SPEAKING bone?” )

Earth materials Match labeled Sort descriptive phrases Differentiate among Interpret information Apply information on pictures representing according to pictures of earth materials using on earth materials from earth materials to new earth materials with earth materials charts, tables or graphic charts, tables or graphic contexts using grade- vocabulary (e.g., organizers organizers level text “Which one is a rock?”) READING

Solar system Copy names of Describe features of Compare/contrast Discuss relationships Evaluate potential astronomical objects astronomical objects astronomical objects between astronomical usefulness of associated with the from labeled diagrams from diagrams or graphs objects from diagrams astronomical objects solar system from (e.g., size, distance from or graphs (e.g., life on the moon, labeled diagrams (e.g., sun) solar power) “planets,” “stars”) WRITING

ELP Standard 4: The Language of Science, Summative Framework

Grades 3-5 37 Grades 3-5 38

ELP Standard 5: The Language of Social Studies, Formative Framework

Example Level 1 Level 2 Level 3 Level 4 Level 5 Topics Entering Beginning Developing Expanding Bridging

Tools & Identify tools or artifacts Identify uses of tools or Match pictures of Re-enact the past Interpret work of artifacts of the past (e.g., from artifacts of the past from tools or artifacts of involving the creation or paleontologists and indigenous cultures) pictures and detailed the past within their use of tools or artifacts anthropologists through Time long ago from pictures and oral oral descriptions in environments with based on illustrated role play based on oral statements in small small groups illustrated oral scenarios oral readings, videos or readings, videos or groups in small groups movies in small groups movies LISTENING

Maps & globes/ Locate and show places Define locations of Detail locations of Give directions from Give explanations for Locations on maps or globes (e.g., places on maps or globes places on maps or one place/location places/locations on “Here is Delaware.”) in (e.g., using relational globes (e.g., using to another on maps maps or globes (e.g., L1 or L2 with a partner language—“Wisconsin descriptive language) or globes (e.g., using “I know this city is the is between Minnesota with a partner sequential language) to capital because there is Level 6- Reaching and Michigan.”) in L1 a partner a star.”) SPEAKING or L2 with a partner

Immigration/ Trace immigration/ Match immigration/ Organize information Compare information Identify reasons or Migration migration routes on migration routes on on immigration/ on immigration/ explanations for globes or maps with a globes or maps to text migration based on migration based on immigration/migration partner and share with a partner investigation using investigation (e.g. in based on investigation graphic or visual Web sites, newspapers using grade-level support with a partner or libraries) using multicultural texts READING graphic or visual support with a partner

Historical Reproduce historical Create phrases or short Make entries of related Produce reports Compose historical events highlights from labeled sentences from timelines sentences (e.g., in by summarizing documentaries from timelines or visually or visually supported journals or logs) based information (e.g., using multiple sources (e.g., supported headlines headlines on timelines or visually first person) using third person) supported text WRITING Example Level 1 Level 2 Level 3 Level 4 Level 5 Topics Entering Beginning Developing Expanding Bridging

Trade routes Identify information on Arrange information on Order or sequence Interpret information Draw conclusions trade routes from oral trade routes from oral information on trade on trade routes from from information on statements supported directions supported routes from oral oral descriptions trade routes from oral graphically or visually visually or graphically directions supported supported visually or discourse supported (e.g., points on (e.g., timelines, graphs, visually or graphically graphically visually or graphically timelines or icons on charts, maps)

LISTENING maps)

Explorers Provide information Give examples of what State reasons for Compare/contrast Explain, with details, about explorers depicted explorers do or did from exploration from maps, accomplishments of contributions of in illustrated scenes illustrated scenes charts or timelines explorers from maps, explorers to history

charts or timelines Level 6- Reaching SPEAKING

Historical Match examples of Identify features, people Compare/contrast Interpret effects of Detect trends based events, figures, historical events with or historical events different time periods historical events on on historical events or & leaders illustrations and labels depicted in illustrations or people using graphic people’s lives during people’s actions using and phrases organizers and sentences different time periods grade-level text using graphic organizers and text READING

Communities Label features of Describe communities Compare/contrast Discuss relationships Analyze resources & regions communities or regions or regions depicted in different aspects between communities of communities or depicted in pictures or pictures or maps of communities or or regions depicted in regions and discuss maps regions depicted in pictures or maps accomplishments or pictures or maps (e.g., needs location, people, places, WRITING resources)

ELP Standard 5: The Language of Social Studies, Summative Framework

Grades 3-5 39