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Transcript of WIDA Standards
2012 AMPLIFICATION OF
The English Language Development StandardsKINDERGARTEN–GRADE 12
INCLUDING
• Features and examples of academic language
• Connections to state content standards, including the Common Core State Standards and Next Generation Science Standards
• Higher-order thinking at all levels of language proficiency
2012 AMPLIFICATION OF
The English Language Development StandardsKINDERGARTEN - GRADE 12
iv
Copyright Notice
WIDA’s 2012 Amplification of the English Language Development Standards, Kindergarten–Grade 12 (“WIDA ELD Standards”) is owned by the Board of Regents of the University of Wisconsin System on behalf of the WIDA Consortium. The WIDA ELD Standards are protected by United States copyright laws and may not be reproduced, modified, or distributed, including posting, without the prior written permission of the Wisconsin Center for Education Research (WCER) and the Board of Regents of the University of Wisconsin System. The WIDA ELD Standards are for your personal, noncommercial use only. You may not alter or remove any trademark, copyright, or other notice from copies of this booklet.
Fair use of the WIDA ELD Standards includes reproduction for the purpose of teaching (including multiple copies). If you are not sure whether your use of this booklet and the WIDA ELD Standards falls within fair use or if you want permission to use the copyrighted WIDA ELD Standards for purposes other than personal or fair use, please contact the WIDA Help Desk at [email protected] or 1-866-276-7735.
© 2012 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium—www.wida.us.
Third printing, 2013
2013 WIDA Consortium Members
AlabamaAlaskaColoradoDelawareDistrict of ColumbiaGeorgiaHawaiiIllinoisKentuckyMaineMaryland
MassachusettsMichigan MinnesotaMississippiMissouriMontanaNevadaNew HampshireNew JerseyNew MexicoNorth Carolina
North DakotaNorthern Mariana Islands OklahomaPennsylvaniaRhode IslandSouth DakotaUtah VermontVirginiaWisconsinWyoming
2013 Non-member States Formally Adopting the WIDA ELD Standards
Idaho South Carolina Tennessee
v
FOREWORD: WIDA’s Framework for Language Development Standards
WIDA’s Framework for Language Development Standards, depicted below, consists of a set of interactive and interdependent components that exemplify WIDA’s vision for academic language development. This framework is the foundation for WIDA’s work on the creation of language development standards.
The conceptualization of academic language and what language development looks like in academic contexts has been and continues to be upheld by WIDA’s Can Do Philosophy and Guiding Principles of Language Development. WIDA’s Can Do Philosophy is based on the belief that all students bring to their learning cultural and linguistic practices, skills, and ways of knowing from their homes and communities. WIDA believes that as educators, our role is to craft instruction that capitalizes on and builds upon these assets. This belief is based on a synthesis of the literature related to working with culturally and linguistically diverse students. Using this work as a frame, WIDA drafted its Guiding Principles from a synthesis of literature and research related to language development and effective instructional practices for language learners. These Guiding Principles represent WIDA’s core beliefs about language development.
Using the Can Do Philosophy and Guiding Principles of Language Development as a foundation, WIDA identified prominent Features of Academic Language. Academic language, in this framework, is viewed as a vehicle for communicating and learning within Sociocultural Contexts; in other words, the interactions between different people for specific purposes and across different learning environments influence how language is used.
At the core of WIDA’s Framework are the Performance Definitions along with the Language Development Standards and their representative Matrices. The Performance Definitions delineate what the various levels of language proficiency look like, informed by the Features of Academic Language.
Exemplifying WIDA's Can Do Philosophy
PerformanceDe�nitions
Standards & their Matrices
Guid
ing Principles of Language Development
Age-
Appropriate Academic Language
in Sociocultural Contexts Exemplifying WIDA's Can Do Philosophy
PerformanceDe�nitions
Standards & their Matrices
Guid
ing Principles of Language Development
Age-
Appropriate Academic Language
in Sociocultural Contexts
WIDA’s Framework for Language Development Standards
vi
The Standards Matrices help educators envision what language development might look like in PreK–12 classrooms scaffolded across levels of language proficiency within the five standards. These matrices are used in conjunction with the Performance Definitions to describe possible student trajectories for academic language development.
The components of WIDA’s Framework interact and influence each other in the design of curricula, language instruction, and assessment of language learners. Teachers and school leaders are encouraged to emphasize specific elements of the Framework in their language instruction to fit the specific needs of individual students and contexts. In doing so, all stakeholders can participate in shaping the education of our increasingly diverse population.
1
Table of Contents and List of Figures
Section 1: Understanding the WIDA Standards Framework .............................................................3The Five Standards ...............................................................................................................................3Grade Levels and Clusters ....................................................................................................................4Components of the Standards Framework ............................................................................................4Integrated, Expanded, and Complementary Strands ...........................................................................12College and Career Readiness for ELLs ..............................................................................................14Uses of WIDA’s Standards Framework: Collaborate and Advocate! .....................................................14Customizing Strands for Your Local Context ......................................................................................14
Strands of Model Performance Indicators Representing the WIDA English Language Development Standards
Section 2: Integrated Strands ...........................................................................................................18Kindergarten–Grade 5 ........................................................................................................................18Grades 6–12 .......................................................................................................................................20Section 3: Expanded Strands ............................................................................................................22Kindergarten ......................................................................................................................................22Grade 1 ..............................................................................................................................................24Grade 2 ..............................................................................................................................................26Grade 3 ..............................................................................................................................................28Grade 4 ..............................................................................................................................................30Grade 5 ..............................................................................................................................................32Grade 6 ..............................................................................................................................................34Grade 7 ..............................................................................................................................................36Grade 8 ..............................................................................................................................................38Grades 9–10 .......................................................................................................................................40Grades 11–12 .....................................................................................................................................42Section 4: Strands by Grade Level ....................................................................................................45Kindergarten ......................................................................................................................................46Grade 1 ..............................................................................................................................................52Grade 2 ..............................................................................................................................................58Grade 3 ..............................................................................................................................................64Grade 4 ..............................................................................................................................................70Grade 5 ..............................................................................................................................................76Grade 6 ..............................................................................................................................................82Grade 7 ..............................................................................................................................................88Grade 8 ..............................................................................................................................................94Grades 9–10 .....................................................................................................................................100Grades 11–12 ...................................................................................................................................106
2
Appendices
Appendix A: Glossary of Terms and Expressions Related to WIDA’s Standards ................................112Appendix B: Selected References ......................................................................................................117Appendix C: Index of Strands by Grade Level ..................................................................................120 Appendix D: Acknowledgements and Development Process .............................................................124
List of Figures
Figure A: The English Language Development Standards .....................................................................3Figure B: Standard, Grade Level, Example Topic, and Connection .......................................................4Figure C: Example Context for Language Use ......................................................................................5Figure D: Cognitive Function ..............................................................................................................5Figure E: Domain and Levels ...............................................................................................................6Figure F: The Features of Academic Language in WIDA’s Standards .....................................................7Figure G: WIDA Performance Definitions Listening and Reading, Grades K–12 .................................8Figure H: WIDA Performance Definitions Speaking and Writing, Grades K–12 ..................................9Figure I: Model Performance Indicator (MPI) ....................................................................................10Figure J: Excerpt of Performance Definitions for Listening and Reading at Level 4.............................10Figure K: Examples of Sensory, Graphic, and Interactive Supports .....................................................11Figure L: Strand of Model Performance Indicators .............................................................................12Figure M: Topic-related Language ......................................................................................................12Figure N: Excerpt of an Expanded Strand ..........................................................................................13Figure O: Guiding Questions for Drafting Strands of MPIs ...............................................................15Figure P: A Blank Template for Drafting Strands of MPIs ..................................................................16
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WIDA’s focus has always been on advancing academic language development and academic achievement for English language learners (ELLs). We continue to tirelessly promote our belief that ELLs enrich our school communities with their many contributions and strengths. However, the WIDA standards framework has evolved since its introduction in 2004. With the release of this publication in 2012, our goal is to make the framework more meaningful to those who work to support the success of this diverse group of students. This introduction will orient you to the components of the current framework.
The Five Standards
The WIDA English Language Development (ELD) Standards represent the social, instructional, and academic language that students need to engage with peers, educators, and the curriculum in schools.
Figure A: The English Language Development Standards
Standard Abbreviation
English Language Development Standard 1
English language learners communicate for Social and Instructional purposes within the school setting
Social and Instructional language
English Language Development Standard 2
English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts
The language of Language Arts
English Language Development Standard 3
English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics
The language of Mathematics
English Language Development Standard 4
English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science
The language of Science
English Language Development Standard 5
English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies
The language of Social Studies
Standard 1 recognizes the importance of social language in student interaction with peers and teachers in school and the language students encounter across instructional settings. Standards 2–5 address the language of the content-driven classroom and of textbooks, which typically is characterized by a
SECTION 1: Understanding the WIDA Standards Framework
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more formal register and a specific way of communicating (e.g., academic vocabulary, specific syntactic structures, and characteristic organizational patterns and conventions).
Grade Levels and Clusters
WIDA recognizes that English language development occurs over multiple years, is variable, and depends on many factors (e.g., age, maturation, classroom experiences, programming, motivation, and attitudes), which makes it difficult to establish fixed language expectations for any grade level or age. With this in mind, WIDA has organized the ELD standards around grade-level clusters (see 2007 Edition). In the current framework, we provide examples for individual grade levels from Kindergarten through 8th grade and for grade-level clusters 9–10 and 11–12. The purpose for having examples at the individual grade levels is so that educators recognize content topics pertaining to their grade level and, most importantly, as a reminder that instruction for ELLs must be age and developmentally appropriate. However, as language development is a multi-year process, we encourage educators to look at examples of language development across a cluster of grade levels to get a fuller picture of what language development might look like for their students. WIDA plans to develop and release a separate publication containing standards for PreKindergarteners (3-5-year-olds) in the future, as language development for this age group is unique and merits additional research.
Components of the Standards Framework
An important feature in the WIDA standards framework is an explicit CONNECTION to state content standards. The connection displays the content standard referenced in the example topic or example context for language use. The standards that appear in this section are drawn from the Common Core State Standards (CCSS), the Next Generation Science Standards (NGSS), and content standards from other states, like Alaska, Minnesota, and Virginia, who chose not to adopt the CCSS or the NGSS but maintain their rigor.
Figure B: Standard, Grade Level, Example Topic, and Connection
This example addresses the Common Core Reading Standard for Literature, Craft and Structure #6 for fourth grade. Since this standard is broad, a topic was chosen among many that relate to the content standard. In the example above, the example topic is “Narration.” For a complete list of example topics appearing in this publication, please see Appendix C on pp. 120–123.
WIDA recognizes that language learning is maximized in authentic and relevant contexts. In the standards framework, the EXAMPLE CONTEXT FOR LANGUAGE USE includes the task or situation in which communication occurs, for example, when students engage in group work or conduct
GRADE 4
CONNECTION: Common Core Reading Standards for Literature, Craft and Structure #6 (Grade 4):
EXAMPLE CONTEXT FOR LANGUAGE USE: Students explore features of print in a variety of books with unique topics, formatting, and styles.
COGNITIVE FUNCTION:
REA
DIN
G
Level 1Entering
Level 2Emerging
Level 3Developing
Level 4Expanding
Level 5Bridging Level 6 – Reaching
Identify language that indicates narrative points of view (e.g., “I” v. “he/she”) from illustrated text using word/phrase banks with a partner
Identify language that indicates narrative points of view (e.g., “he felt scared”) from illustrated text using word/phrase banks with a partner
Categorize passages based on narrative points of view from illustrated text using word/phrase banks with a partner
Compare narrative points of view in extended texts using graphic organizerswith a partner
Compare and contrast narrative points of view in extended texts
: person, third person
ELP STANDARD 2: The Language of Language Arts EXAMPLE TOPIC: Narration
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research online. It also includes who participates in the communication, the intended audience, and the types of roles the different participants enact. In the example related to group work, the students may have roles assigned to them, such as facilitator or note taker, and the language expected for each of these roles is different. Likewise, if all participants in the group are peers, that also has an impact on the language used. The curriculum is also part of the context, since it impacts the register, genre, and text types that students and educators will need to try out or explore.
Figure C: Example Context for Language Use
The curriculum of Language Arts shares some language features with other subject areas, while also possessing some unique features of its own. The example context above describes multiple parts of a Language Arts lesson including whole group collaborative learning as well as student exploration that could take place individually, in partners, or in small groups. While the genre for this topic is set as narrative, the crafting of the context is left open for educators to incorporate their own ideas and resources. Students may encounter a variety of text types within the narrative genre, such as recounts, descriptions, opinions, or dialogue. Further, narratives can vary in the way they are organized (e.g., sequential or not, shifts in points of view) and how forms and conventions are used to create effects (e.g., process or action verbs, tenses, simple, compound, and complex sentences). When educators make strategic decisions about the texts or oral language students will process or produce and how they will approach a given task, they can shape the example context for language use to guide students’ language and content learning.
Learning through participation in tasks within and outside the classroom requires particular levels of cognitive demand. WIDA expresses this cognitive demand in our standards framework through the COGNITIVE FUNCTION. For example, students need to understand language in the instructions to conduct an experiment. After the students perform the experiment, they need to analyze their observations and evaluate their original hypotheses. Understand, analyze, and evaluate are all examples of cognitive functions. WIDA has adopted the language used by Bloom’s revised taxonomy (Anderson & Krathwohl, 2001*) to represent a uniform cognitive demand across all levels of language proficiency.
Figure D: Cognitive Function
*Anderson, L.W. & D.R. Krathwohl (eds.) (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman.
GRADE 4
CONNECTION: Common Core Reading Standards for Literature, Craft and Structure #6 (Grade 4):
EXAMPLE CONTEXT FOR LANGUAGE USE: Students explore features of print in a variety of books with unique topics, formatting, and styles.
COGNITIVE FUNCTION:
REA
DIN
G
Level 1Entering
Level 2Emerging
Level 3Developing
Level 4Expanding
Level 5Bridging Level 6 – Reaching
Identify language that indicates narrative points of view (e.g., “I” v. “he/she”) from illustrated text using word/phrase banks with a partner
Identify language that indicates narrative points of view (e.g., “he felt scared”) from illustrated text using word/phrase banks with a partner
Categorize passages based on narrative points of view from illustrated text using word/phrase banks with a partner
Compare narrative points of view in extended texts using graphic organizerswith a partner
Compare and contrast narrative points of view in extended texts
: person, third person
ELP STANDARD 2: The Language of Language Arts EXAMPLE TOPIC: Narration
GRADE 4
CONNECTION: Common Core Reading Standards for Literature, Craft and Structure #6 (Grade 4):
EXAMPLE CONTEXT FOR LANGUAGE USE: Students explore features of print in a variety of books with unique topics, formatting, and styles.
COGNITIVE FUNCTION:
REA
DIN
G
Level 1Entering
Level 2Emerging
Level 3Developing
Level 4Expanding
Level 5Bridging Level 6 – Reaching
Identify language that indicates narrative points of view (e.g., “I” v. “he/she”) from illustrated text using word/phrase banks with a partner
Identify language that indicates narrative points of view (e.g., “he felt scared”) from illustrated text using word/phrase banks with a partner
Categorize passages based on narrative points of view from illustrated text using word/phrase banks with a partner
Compare narrative points of view in extended texts using graphic organizerswith a partner
Compare and contrast narrative points of view in extended texts
: person, third person
ELP STANDARD 2: The Language of Language Arts EXAMPLE TOPIC: Narration
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In Figure D, the cognitive function runs along the different levels of language proficiency to emphasize that the process of analysis applies to all students, regardless of their level of language proficiency. Educators need to maintain the cognitive demand of a task as they differentiate the language of instruction and assessment to ensure educational equity for all students. In the example, students have to compare and contrast different points of view in a narrative. The mental process involved in doing so is analysis. At an entering level of language proficiency, although students can analyze, they do not yet have the language necessary to process extended texts. They can, however, locate familiar words and phrases in context and then analyze whether they indicate a point of view.
ELLs need to construct meaning from oral and written language as well as to express complex ideas and information. To achieve this goal, students must practice using language in different DOMAINS. WIDA’s standards framework addresses four language domains: listening, speaking, reading, and writing. This organization helps educators plan balanced opportunities for language learning and take advantage of stronger English language skills in one domain to support their development in the other domains. This format does not imply, however, that language domains are used, taught, or learned in isolation. The nature of language necessitates the integration of language domains; for example, during classroom interactions, students have to listen and speak to carry on a conversation. In general, to show processing or comprehension of language, students need to produce language either orally, in writing, or using semiotics (signs or symbols). Section 2: Integrated Strands on pp. 18–21 showcases how the language domains are realistically integrated within units of instruction. The rest of the examples of language performance, as shown below, portray language used within a single domain, in this case, reading.
Figure E: Domain and Levels
Language develops across different LEVELS OF LANGUAGE PROFICIENCY. WIDA’s standards framework distinguishes five levels of language proficiency, defined by specific criteria. Level 6, Reaching, represents the end of the continuum rather than another level of language proficiency. In other words, level 6 represents language performance that meets all the criteria for level 5.
WIDA organizes social, instructional, and academic language into three levels: discourse level, sentence level, and word/phrase level. The FEATURES OF ACADEMIC LANGUAGE in Figure F delineate academic language at each of these levels, which correspond to the criteria of Linguistic Complexity, Language Forms and Conventions, and Vocabulary Usage. These three criteria represent WIDA’s view of the language of school. Notice that the criteria are framed within the sociocultural context that highlights the purpose of the communication and, most importantly, the participants and their experiences.
GRADE 4
CONNECTION: Common Core Reading Standards for Literature, Craft and Structure #6 (Grade 4):
EXAMPLE CONTEXT FOR LANGUAGE USE: Students explore features of print in a variety of books with unique topics, formatting, and styles.
COGNITIVE FUNCTION:
REA
DIN
G
Level 1Entering
Level 2Emerging
Level 3Developing
Level 4Expanding
Level 5Bridging Level 6 – Reaching
: person, third person
ELP STANDARD 2: Language of Language Arts EXAMPLE TOPIC: Narration
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Figure F: The Features of Academic Language in WIDA’s Standards
The Features of Academic Language operate within sociocultural contexts for language use.
Performance Criteria Features
Discourse Level
Linguistic Complexity
(Quantity and variety of oral and written text)
Amount of speech/written textStructure of speech/written textDensity of speech/written text Organization and cohesion of ideas Variety of sentence types
Sentence Level
Language Forms andConventions
(Types, array, and use of language structures)
Types and variety of grammatical structuresConventions, mechanics, and fluencyMatch of language forms to purpose/perspective
Word/Phrase Level
Vocabulary Usage
(Specificity of word or phrase choice)
General, specific, and technical languageMultiple meanings of words and phrasesFormulaic and idiomatic expressions Nuances and shades of meaningCollocations
The sociocultural contexts for language use involve the interaction between the student and the language environment, encompassing the…
• Register• Genre/Text type• Topic• Task/Situation• Participants’ identities and social roles
The three criteria used to define each level of language proficiency are displayed in two sets of PERFORMANCE DEFINITIONS. One set of Performance Definitions (see Figure G) is for receptive language and represents how ELLs process language to comprehend information, ideas, or concepts in either oral or written communication. The other set of Performance Definitions (see Figure H) is for productive language and shows how students use language to express information, ideas, or concepts in either oral or written communication.
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Figu
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Figu
re H
: WID
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ce D
efini
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s Sp
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rade
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, and
som
e co
mpl
ex
sent
ence
s•
Org
anize
d ex
pres
sion
of id
eas w
ith
emer
ging
coh
esio
n
• A
varie
ty o
f gra
mm
atic
al st
ruct
ures
and
ge
nera
lly c
onsis
tent
use
of c
onve
ntio
ns
• Se
nten
ce p
atte
rns c
hara
cter
istic
of
part
icul
ar c
onte
nt a
reas
• Sp
ecifi
c an
d so
me
tech
nica
l con
tent
-are
a la
ngua
ge•
Wor
ds a
nd e
xpre
ssio
ns w
ith m
ultip
le
mea
ning
s or c
omm
on c
ollo
catio
ns a
nd
idio
ms a
cros
s con
tent
are
as
Leve
l 3D
evel
opin
g
• Sh
ort a
nd so
me
expa
nded
sent
ence
s with
em
ergi
ng c
ompl
exity
• Ex
pand
ed e
xpre
ssio
n of
one
idea
or
emer
ging
exp
ress
ion
of m
ultip
le re
late
d id
eas
• Re
petit
ive
gram
mat
ical
stru
ctur
es w
ith
occa
siona
l var
iatio
n an
d em
ergi
ng u
se o
f co
nven
tions
•
Sent
ence
pat
tern
s acr
oss c
onte
nt a
reas
• Sp
ecifi
c co
nten
t wor
ds a
nd e
xpre
ssio
ns
(incl
udin
g co
nten
t-spe
cific
cog
nate
s)•
Wor
ds o
r exp
ress
ions
rela
ted
to c
onte
nt a
reas
Leve
l 2Em
ergi
ng
• Ph
rase
s or s
hort
sent
ence
s•
Emer
ging
exp
ress
ion
of id
eas
• Fo
rmul
aic
gram
mat
ical
stru
ctur
es a
nd
varia
ble
use
of c
onve
ntio
ns
• Re
petit
ive
phra
sal a
nd se
nten
ce p
atte
rns
acro
ss c
onte
nt a
reas
• G
ener
al c
onte
nt w
ords
and
exp
ress
ions
(in
clud
ing
com
mon
cog
nate
s)•
Soci
al a
nd in
struc
tiona
l wor
ds a
nd
expr
essio
ns a
cros
s con
tent
are
as
Leve
l 1En
teri
ng
• W
ords
, phr
ases
, or c
hunk
s of l
angu
age
• Si
ngle
wor
ds u
sed
to re
pres
ent i
deas
• Si
mpl
e gr
amm
atic
al c
onstr
uctio
ns (e
.g.,
com
man
ds, W
h- q
uesti
ons,
decl
arat
ives
) •
Phra
sal p
atte
rns a
ssoc
iate
d w
ith c
omm
on
soci
al a
nd in
struc
tiona
l situ
atio
ns
• G
ener
al c
onte
nt-r
elat
ed w
ords
• Ev
eryd
ay so
cial
and
instr
uctio
nal w
ords
and
fa
mili
ar e
xpre
ssio
ns
…w
ithin
soci
ocul
tura
l con
text
s for
lang
uage
use
.
OV
ERV
IEW
10
Students do not follow one common process for language development. As a matter of fact, language development is dependent on many factors (e.g., student personality, language exposure, program design, service delivery, scaffolding, models for language). Therefore, the Performance Definitions outline many possible pathways to students’ language development.
WIDA’s standards framework shows examples of how language is processed or produced within a particular context through MODEL PERFORMANCE INDICATORS (MPIs). MPIs are meant to be examples and not fixed guidelines of the language with which students may engage during instruction and assessment.
Figure I: Model Performance Indicator (MPI)
The MPI above represents how language might be processed in the context presented by students with English language proficiency at Level 4, Expanding, in reading. In this example, students compare narrative points of view in extended texts with a partner. WIDA’s MPIs are composed of three main parts: the language function, the content stem, and supports.
LANGUAGE FUNCTIONS are the linguistic processes used in receiving or conveying a message. This first part of the MPI describes how ELLs process or produce language. In this example, ELLs identify language related to narrative points of view and derive meaning from it by comparing. MPIs need to be used in conjunction with the Performance Definitions to provide a better picture of the language in the example MPI. Recall that the Performance Definitions illustrate the language that students are able to process or produce at the different levels of language proficiency. The performance definition for level 4 for receptive language is presented in Figure J below.
Figure J: Excerpt of Performance Definitions for Listening and Reading at Level 4
Educators can use this information to better understand the type of language that students will have to process in the text as they compare narrative points of view with a partner.
At each grade, toward the end of a given level of English language proficiency, and with instructional support, English language learners will process…
Discourse Level Sentence Level Word/Phrase Level
Linguistic Complexity Language Forms and Conventions Vocabulary Usage
Level 4Expanding
• Connecteddiscoursewithavarietyofsentences
• Expandedrelatedideas
• Avarietyofcomplexgrammaticalconstructions
• Sentencepatternscharacteristicofparticularcontent areas
• Specificandsometechnicalcontent-arealanguage
• Wordsorexpressionswithmultiplemeaningsacrosscontentareas
GRADE 4
CONNECTION: Common Core Reading Standards for Literature, Craft and Structure #6 (Grade 4):
EXAMPLE CONTEXT FOR LANGUAGE USE: Students explore features of print in a variety of books with unique topics, formatting, and styles.
COGNITIVE FUNCTION:
REA
DIN
G
Level 1Entering
Level 2Emerging
Level 3Developing
Level 4Expanding
Level 5Bridging Level 6 – Reaching
Identify language that indicates narrative points of view (e.g., “I” v. “he/she”) from illustrated text using word/phrase banks with a partner
Identify language that indicates narrative points of view (e.g., “he felt scared”) from illustrated text using word/phrase banks with a partner
Categorize passages based on narrative points of view from illustrated text using word/phrase banks with a partner
Compare narrative points of view in extended texts using graphic organizerswith a partner
Compare and contrast narrative points of view in extended texts
: person, third person
ELP STANDARD 2: The Language of Language Arts EXAMPLE TOPIC: Narration
OV
ERV
IEW
11
The second element of the MPI is the CONTENT STEM. The content stem is derived from state and national content standards, including the Common Core and Next Generation Science Standards. The content stem denotes WIDA’s view that language development should be integrated with content instruction and assessment through meaningful and authentic contexts.
The third element of the MPI is the instructional SUPPORT. It is always listed at the end of the MPI and illustrates the importance of scaffolding language development for ELLs, at least through level 4. In the example in Figure I, the support is “using graphic organizers with a partner.” Working with a partner is an interactive support because it allows for increased interaction and engagement of students. However, working with a partner is not always enough to scaffold language development. Educators need to organize their instruction and assessment with intention, especially considering students’ roles in partner and group work, to ensure the efficacy of any support. In this example, level 4 students might also refer to graphic organizers as they read to remind them of key language related to each narrative point of view. WIDA categorizes supports as sensory, graphic, or interactive, with some examples of each below.
Figure K: Examples of Sensory, Graphic, and Interactive Supports
Sensory Supports Graphic Supports Interactive Supports
Real-life objects (realia)
Manipulatives
Pictures & photographs
Illustrations, diagrams, & drawings
Magazines & newspapers
Physical activities
Videos & films
Broadcasts
Models & figures
Charts
Graphic organizers
Tables
Graphs
Timelines
Number lines
In pairs or partners
In triads or small groups
In a whole group
Using cooperative groupstructures
With the Internet (websites) or software programs
In the native language (L1)
With mentors
For each domain represented in this document, we present MPIs for language proficiency levels 1–5. We call this a STRAND of MPIs and this arrangement helps students and their teachers envision how language may look as a progression from one level of language proficiency to the next. As discussed before, a strand of MPIs represents one of many possible pathways in language development within a particular context. Students and educators can modify or transform existing strands of MPIs to make them more relevant to their local curriculum or classroom instruction. Educators can then use strands to a) match students’ performance to levels of language development, b) create language targets and objectives that go beyond students’ independent level of language proficiency, and/or c) differentiate the language of the content to match the level of students’ language proficiency.
OV
ERV
IEW
12
Figure L: Strand of Model Performance Indicators
In the example above, a student with language proficiency at level 4 for reading is able to compare narrative points of view in extended texts using graphic organizers with a partner. “Compare and contrast narrative points of view in extended texts” could be the language target for the unit.
Another important feature in the standards framework is the TOPIC-RELATED LANGUAGE. These are example content-related words and expressions to which all students of that grade level should be exposed, regardless of their language proficiency. Although students may be at different points in their language development trajectory, when learning particular content, certain specific and technical language is essential for engaging in learning the ideas and concepts presented. Therefore, through the use of scaffolding and supports, students should have the opportunity to interact with that language. In the example below, the topic-related language includes: narrate, narration, first person, and third person.
Figure M: Topic-related Language
Integrated, Expanded, and Complementary Strands
As part of the 2012 standards framework, WIDA decided to include several special strands. Two “integrated” strands are presented on pp. 18–21 that show how extensive units of instruction integrate the use of all four language domains.
The “expanded” strand for each grade level (see pp. 22–44) shows examples of the features of academic language and could be used in collaboration between language and content area educators. The purpose of these strands is to a) show how the MPIs are connected to the Performance Definitions, b) provide concrete examples of language at discourse, sentence, and word/phrase levels, and c) inform teachers’ planning and instruction as they identify language that might be appropriate for their students. You will notice that for these types of strands, the levels are presented in overlapping tiers. Figure N on the next page shows examples of the features of academic language associated with levels 2–4. Each expanded strand offers language features for levels 1–3 and 3–5 as well.
GRADE 4
CONNECTION: Common Core Reading Standards for Literature, Craft and Structure #6 (Grade 4):
EXAMPLE CONTEXT FOR LANGUAGE USE: Students explore features of print in a variety of books with unique topics, formatting, and styles.
COGNITIVE FUNCTION:
REA
DIN
G
Level 1Entering
Level 2Emerging
Level 3Developing
Level 4Expanding
Level 5Bridging Level 6 – Reaching
Identify language that indicates narrative points of view (e.g., “I” v. “he/she”) from illustrated text using word/phrase banks with a partner
Identify language that indicates narrative points of view (e.g., “he felt scared”) from illustrated text using word/phrase banks with a partner
Categorize passages based on narrative points of view from illustrated text using word/phrase banks with a partner
Compare narrative points of view in extended texts using graphic organizerswith a partner
Compare and contrast narrative points of view in extended texts
: person, third person
ELP STANDARD 2: The Language of Language Arts EXAMPLE TOPIC: Narration
GRADE 4
CONNECTION: Common Core Reading Standards for Literature, Craft and Structure #6 (Grade 4):
EXAMPLE CONTEXT FOR LANGUAGE USE: Students explore features of print in a variety of books with unique topics, formatting, and styles.
COGNITIVE FUNCTION:
REA
DIN
G
Level 1Entering
Level 2Emerging
Level 3Developing
Level 4Expanding
Level 5Bridging Level 6 – Reaching
Identify language that indicates narrative points of view (e.g., “I” v. “he/she”) from illustrated text using word/phrase banks with a partner
Identify language that indicates narrative points of view (e.g., “he felt scared”) from illustrated text using word/phrase banks with a partner
Categorize passages based on narrative points of view from illustrated text using word/phrase banks with a partner
Compare narrative points of view in extended texts using graphic organizerswith a partner
Compare and contrast narrative points of view in extended texts
: person, third person
ELP STANDARD 2: The Language of Language Arts EXAMPLE TOPIC: Narration
OV
ERV
IEW
13
In the example in Figure N, students’ language performance for Linguistic Complexity might exhibit multiple related simple and compound sentences with emerging cohesion. Students use of Language Forms and Conventions might include the use of comparatives, conjunctions in compound sentences, and prepositions in idiomatic expressions. Lastly, students at this level would use specific words and expressions of the content area, such as “plus tax” and “on sale.” The distinction between the three performance criteria is not fixed, but fluid; in other words, some language features relate to more than one of the performance criteria. In this example, the use of compound sentences could be seen through different perspectives. First, students might use them to connect related ideas and organize extended discourse as part of Linguistic Complexity. Compound sentences are also a sentence structure pertaining to Language Forms and Conventions. At the word/phrase level, students need particular vocabulary such as conjunctions to produce these sentences. All three criteria include language that addresses the language function of “compare and contrast.” A great variety of language features may be introduced to achieve that goal, depending on students’ individual strengths and needs.
It is important to remember that these strands are examples and not guidelines. Knowing your students and your curriculum as well as engaging in ongoing formative assessment will inform your understanding of what your individual students can do and possible next steps in their language instruction. Because multiple pathways to language proficiency exist and because each student brings unique experiences and knowledge to the classroom, individual students may or may not already know the language shown in the examples. Therefore, we recommend that these strands be used to trigger a focus on language, but not to prescribe curriculum or suggest a specific trajectory towards language proficiency.
In addition to strands for each of WIDA’s five ELD standards, the framework includes one “complementary” strand per grade level to reach out to all educators who work with ELLs. These strands represent our belief that language learning occurs throughout the school day and in formal and informal settings. We wish to recognize that academic language permeates schooling and that all teachers are in fact language teachers.
WIDA’s complementary strands cover:• The Language of Music and Performing Arts• The Language of the Humanities• The Language of Visual Arts• The Language of Health and Physical Education• The Language of Technology and Engineering
Figure N: Excerpt of an Expanded Strand
Levels 2–4
Linguistic Complexity Discourse Level
There are many phones. We selected the smart phone. Some phones are cheaper, but the smart phone can do more. The price was $400 plus tax. It was on sale for 15% off.
Language Forms & Conventions Sentence Level
cheap ➞ cheaperexpensive ➞ more expensive
Some phones are cheaper, but…
on sale15% off
Vocabulary Usage Word/Phrase Level
plus taxon sale
OV
ERV
IEW
14
College and Career Readiness for ELLs
Together, the components of the WIDA standards framework support the instruction and assessment of ELLs. The language represented in this framework should work alongside the content expectations in the classroom. Currently, college and career readiness standards, including the Common Core State Standards and Next Generation Science Standards, guide many states in setting their curricular goals. These new content standards exemplify many of the language features of WIDA’s original standards framework, namely:
• a focus on oral language development• literacy across the content areas• attention to genre, text type, register, and language forms and conventions• use of instructional supports
As part of the amplification process, WIDA has reviewed the college and career readiness standards to enhance their representation within its current framework. We have intentionally addressed the language demands presented in these content standards in numerous ways, from selecting particular instructional supports emphasized in the content standards, to ensuring that students at all levels of language proficiency have opportunities to engage in the cognitive challenges represented in those content standards.
In addition to the core knowledge and skills represented in content standards, students need to develop social language and cross-cultural competencies to be successful in school and beyond. ELLs will benefit tremendously from direct instruction in these aspects of language development, represented particularly in ELD Standard 1, as well as across the other four ELD standards. Finally, WIDA encourages educators to recognize and maximize the language, knowledge, and skills that students bring from their homes and communities, empowering them to explore their own unique pathways to college and career success.
Uses of WIDA’s Standards Framework: Collaborate and Advocate!
WIDA’s mission of advancing the academic language development and academic achievement of ELLs starts with our standards. The standards framework exemplifies our belief in the assets, contributions, and potential of ELLs. We encourage educators to work collaboratively, to use the framework to make the standards suitable to local contexts, and to connect them to other resources available in the school community. We hope this framework serves as a starting point to help students, families, teachers, and administrators in their advocacy efforts promoting ELLs’ access to grade-level, standards-based content curriculum as well as extra-curricular opportunities. Through careful attention to language development and scaffolded support that builds on students’ particular strengths, all learners in the educational community will benefit. For ELLs in particular, this is an essential start for their journey to academic achievement.
Customizing Strands for Your Local Context
WIDA’s strands of MPIs are only examples that illustrate differentiated language expectations related to content-area instruction within one language domain. We invite teachers to look back at our 2007 Edition for additional examples and to create, innovate, transform, and customize the standards matrices to best meet the needs of their ELLs and language education programs. Figure O shows the questions educators should ask themselves when planning instruction for ELLs or when drafting additional strands of MPIs. Figure P contains a blank template that can be copied and reused for this purpose.
CON
NEC
TIO
N: W
hich
stat
e co
nten
t sta
ndar
ds, i
nclu
ding
the
Com
mon
Cor
e, fo
rm th
e ba
sis o
f rel
ated
less
ons o
r a u
nit o
f stu
dy? W
hat a
re th
e es
sent
ial c
once
pts a
nd sk
ills
embe
dded
in th
e co
nten
t sta
ndar
ds? W
hat i
s the
lang
uage
ass
ocia
ted
with
thes
e gr
ade-
leve
l con
cept
s and
skill
s?
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: W
hat i
s the
pur
pose
of t
he c
onte
nt w
ork,
task
, or p
rodu
ct? W
hat r
oles
or i
dent
ities
do
the
stude
nts a
ssum
e? W
hat r
egist
er is
re
quire
d of
the
task
? Wha
t are
the
genr
es o
f tex
t typ
es w
ith w
hich
the
stude
nts a
re in
tera
ctin
g?
COG
NIT
IVE
FUN
CTIO
N: W
hat i
s the
leve
l of c
ogni
tive e
ngag
emen
t for
the g
iven
task
? Doe
s the
leve
l of c
ogni
tive e
ngag
emen
t mat
ch o
r exc
eed
that
of t
he c
onte
nt st
anda
rds?
Language Domain(s): How will learners process and use language?
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
A S
tran
d of
Mod
el P
erfo
rman
ce In
dica
tors
:
Wha
t lan
guag
e ar
e th
e stu
dent
s exp
ecte
d to
pro
cess
or p
rodu
ce a
t eac
h le
vel o
f pro
ficie
ncy?
Whi
ch la
ngua
ge fu
nctio
ns re
flect
the
cogn
itive
func
tion
at e
ach
leve
l of p
rofic
ienc
y?
Whi
ch in
struc
tiona
l sup
port
s (se
nsor
y, gr
aphi
c, a
nd in
tera
ctiv
e) a
re n
eces
sary
for s
tude
nts t
o ac
cess
con
tent
?
TOPI
C-RE
LATE
D L
AN
GU
AG
E: W
ith w
hich
gra
de-le
vel w
ords
and
exp
ress
ions
will
all
stude
nts i
nter
act?
15
OV
ERV
IEW
ELD
STA
ND
ARD
: ___
____
____
____
____
____
____
_ EX
AM
PLE
TOPI
C:
Wha
t is o
ne o
f the
topi
cs ad
dres
sed
in th
e sel
ecte
d co
nten
t sta
ndar
d(s)
?
GR
AD
E:__
__Fi
gure
O: G
uidi
ng Q
uest
ions
for D
raft
ing
Stra
nds
of M
PIs
16
GR
AD
E: _
____
__
CON
NEC
TIO
N:
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE:
COG
NIT
IVE
FUN
CTIO
N:
DOMAIN:_________________________
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
TOPI
C-RE
LATE
D L
AN
GU
AG
E:
ELD
STA
ND
ARD
: ___
____
____
____
____
____
____
____
__
EXA
MPL
E TO
PIC:
___
____
____
____
____
____
____
____
_
Figu
re P
: A B
lank
Tem
plat
e fo
r Dra
ftin
g St
rand
s of
MPI
s
17
The
stra
nds
in s
ectio
ns 2
–3 a
re n
ew to
the
2012
sta
ndar
ds fr
amew
ork.
Lik
e th
e
grad
e-le
vel s
tran
ds fo
und
in S
ectio
n 4,
they
illu
stra
te h
ow s
tude
nts
proc
ess
and
prod
uce
lang
uage
acr
oss
the
leve
ls o
f lan
guag
e pr
ofici
ency
. Add
ition
ally
,
they
are
uni
quel
y fo
rmat
ted
to h
ighl
ight
cer
tain
asp
ects
of l
angu
age
deve
lopm
ent s
uch
as th
e do
mai
ns a
nd fe
atur
es o
f aca
dem
ic la
ngua
ge.
SEC
TIO
N 2
:
Int
egra
ted
Stra
nds
Two
stran
ds (f
or K
inde
rgar
ten–
Gra
de 5
and
Gra
des 6
–12)
add
ress
the
use
of
mul
tiple
lang
uage
dom
ains
and
stan
dard
s in
cros
s-cu
rric
ular
uni
ts of
stud
y
SEC
TIO
N 3
:
Exp
ande
d St
rand
s
One
stra
nd fo
r eac
h gr
ade
leve
l pro
vide
s con
cret
e ex
ampl
es o
f lan
guag
e fe
atur
es a
t the
disc
ours
e, se
nten
ce, a
nd w
ord/
phra
se le
vels
Stra
nds
of M
odel
Per
form
ance
In
dica
tors
Rep
rese
ntin
g th
e W
IDA
En
glis
h La
ngua
ge D
evel
opm
ent
Stan
dard
s
INTE
GR
ATED
STR
AN
DS
18
CON
NEC
TIO
NS:
Com
mon
Cor
e Col
lege a
nd C
aree
r Rea
dine
ss An
chor
Sta
ndar
ds fo
r Re
adin
g #1
0, W
ritin
g #1
0, a
nd S
peak
ing
and
Liste
ning
#1
(Gra
des K
–5):
10. R
ead
and
com
preh
end
com
plex
lite
rary
and
info
rmat
iona
l tex
ts in
depe
nden
tly a
nd p
rofic
ient
ly.
10. W
rite
rout
inel
y ov
er e
xten
ded
time
fram
es (t
ime
for r
esea
rch,
refle
ctio
n, a
nd
revi
sion)
and
shor
ter t
ime
fram
es (a
sing
le si
tting
or a
day
or t
wo)
for a
rang
e of
ta
sks,
purp
oses
, and
aud
ienc
es. 1
. Pre
pare
for a
nd p
artic
ipat
e eff
ectiv
ely
in a
rang
e of
co
nver
satio
ns a
nd c
olla
bora
tions
with
div
erse
par
tner
s, bu
ildin
g on
oth
ers’
idea
s and
ex
pres
sing
thei
r ow
n cl
early
and
per
suas
ivel
y.
Com
mon
Cor
e Sta
te S
tand
ards
for M
athe
mat
ics, M
easu
rem
ent a
nd D
ata.
Nex
t Gen
erat
ion
Scien
ce S
tand
ards
, Ear
th a
nd S
pace
Scie
nces
K-ES
S2-1
, 3-E
SS2-
1,
4-ES
S3-2
: Use
and
shar
e ob
serv
atio
ns o
f loc
al w
eath
er c
ondi
tions
to d
escr
ibe
patte
rns
over
tim
e. R
epre
sent
dat
a in
tabl
es a
nd g
raph
ical
disp
lays
to d
escr
ibe
typi
cal w
eath
er
cond
ition
s exp
ecte
d du
ring
a pa
rtic
ular
seas
on. G
ener
ate
and
com
pare
mul
tiple
so
lutio
ns to
redu
ce th
e im
pact
s of n
atur
al E
arth
pro
cess
es o
n hu
man
s.
Hist
ory a
nd S
ocia
l Scie
nce S
tand
ards
of L
earn
ing
for V
irgin
ia P
ublic
Sch
ools
1.6
(Gra
de 1
), 1
(Virg
inia
Stu
dies)
: The
stude
nt w
ill d
escr
ibe
how
the
loca
tion
of h
is/he
r com
mun
ity, c
limat
e, a
nd p
hysic
al su
rrou
ndin
gs a
ffect
the
way
peo
ple
live,
in
clud
ing
thei
r foo
d, c
loth
ing,
shel
ter,
tran
spor
tatio
n, a
nd re
crea
tion.
The
stude
nt w
ill
dem
onstr
ate
skill
s for
hist
oric
al a
nd g
eogr
aphi
cal a
naly
sis a
nd re
spon
sible
citi
zens
hip,
in
clud
ing
the
abili
ty to
i) a
naly
ze a
nd in
terp
ret m
aps t
o ex
plai
n re
latio
nshi
ps a
mon
g la
ndfo
rms,
wat
er fe
atur
es, c
limat
ic c
hara
cter
istic
s, an
d hi
storic
al e
vent
s.
This
inte
grat
ed st
rand
invi
tes e
duca
tors
to c
onsid
er h
ow th
ey m
ight
pre
pare
uni
ts in
corp
orat
ing
mul
tiple
lang
uage
dom
ains
and
subj
ect a
reas
so th
at st
uden
ts ca
n m
ake
impo
rtan
t lea
rnin
g co
nnec
tions
acr
oss d
iscip
lines
. For
exa
mpl
e, a
s stu
dent
s ga
in fa
mili
arity
with
idea
s and
con
cept
s abo
ut w
eath
er, e
duca
tors
hav
e a
grea
t op
port
unity
to fo
cus o
n in
struc
ting
them
in th
e un
ique
feat
ures
of l
angu
age
used
to
com
mun
icat
e ab
out w
eath
er in
eac
h co
nten
t are
a. In
this
inte
grat
ed st
rand
, the
m
odel
per
form
ance
indi
cato
rs fo
r rec
eptiv
e an
d pr
oduc
tive
dom
ains
are
com
bine
d.
Ther
efor
e, st
uden
ts ca
n us
e th
eir s
trong
er d
omai
n sk
ills (
e.g.
, in
spea
king
) to
scaff
old
thei
r dev
elop
men
t in
the
othe
r pro
duct
ive
dom
ain
(e.g
., w
ritin
g).
Like
wise
, rea
ding
mig
ht a
ct a
s a sc
affol
d fo
r stu
dent
s’ lis
teni
ng, o
r vic
e ve
rsa.
Som
e po
ssib
ilitie
s for
wha
t thi
s sca
ffold
ing
mig
ht lo
ok li
ke in
clud
e ta
king
turn
s list
enin
g
to e
ach
othe
r rea
d a
text
, suc
h as
an
Inte
rnet
-bas
ed n
ews a
rtic
le, a
nd th
en li
steni
ng
to a
reco
rdin
g of
it to
incr
ease
com
preh
ensio
n. F
or th
e pr
oduc
tive
dom
ains
, stu
dent
s mig
ht th
ink
alou
d w
ith th
eir c
lass
mat
es o
rally
then
writ
e, o
r eve
n di
ctat
e to
an
adul
t to
see
wha
t the
ir id
eas l
ook
like
in w
ritin
g. F
or st
uden
ts w
ith st
rong
er
writ
ing
skill
s, th
ey m
ight
take
tim
e to
pre
pare
thei
r tho
ught
s ind
epen
dent
ly o
n pa
per,
then
use
thei
r writ
ing
as a
supp
ort f
or a
spea
king
act
ivity
. Thes
e ac
tiviti
es
wou
ld a
ll re
quire
diff
eren
tiate
d su
ppor
t dep
endi
ng o
n stu
dent
s’ la
ngua
ge
profi
cien
cy le
vels,
and
it is
impo
rtan
t to
mak
e su
re th
roug
hout
the
unit
that
all
stude
nts c
an e
ngag
e in
hig
her-
orde
r thi
nkin
g to
app
ly th
eir b
ackg
roun
d kn
owle
dge
of w
eath
er to
eac
h of
the
cont
ent a
reas
.
ELD
STA
ND
ARD
S 1–
5 EX
AM
PLE
TOPI
C: W
eath
er
KIN
DER
GA
RTEN
–GR
AD
E 5
SEC
TIO
N 2
:In
tegr
ated
Str
ands
INTE
GR
ATED
STR
AN
DS
19
EXA
MPL
E CO
NTE
XT
FOR
LAN
GU
AG
E U
SE: S
tude
nts i
nves
tigat
e, c
olle
ct d
ata,
and
repo
rt o
n th
e im
pact
of w
eath
er c
ondi
tions
on
peop
le in
diff
eren
t com
mun
ities
, reg
ions
, an
d na
tions
aro
und
the
wor
ld.
COG
NIT
IVE
FUN
CTI
ON
: Stu
dent
s at a
ll le
vels
of E
nglis
h la
ngua
ge p
rofic
ienc
y AP
PLY
know
ledg
e of
wea
ther
con
ditio
ns a
cros
s the
con
tent
are
as.
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – ReachingLISTENING & READING
Mat
ch ic
ons o
r num
bers
w
ith p
hoto
grap
hs to
den
ote
wea
ther
con
ditio
ns a
nd
thei
r effe
cts o
n pe
ople
(e.g
., pe
ople’
s moo
ds, w
ays o
f liv
ing)
bas
ed o
n vi
deos
and
te
xt-b
ased
reso
urce
s usin
g ca
lend
ars,
map
s, ch
arts,
an
d gr
aphs
Sele
ct in
form
atio
n re
late
d to
wea
ther
con
ditio
ns a
nd
thei
r effe
cts o
n pe
ople
ba
sed
on v
ideo
s and
te
xt-b
ased
reso
urce
s usin
g ca
lend
ars,
map
s, ch
arts,
an
d gr
aphs
Rela
te w
eath
er c
ondi
tions
to
thei
r effe
cts o
n pe
ople
ba
sed
on v
ideo
s, po
dcas
ts,
and
text
-bas
ed re
sour
ces
usin
g ca
lend
ars,
map
s, ch
arts,
and
gra
phs
Com
pare
wea
ther
co
nditi
ons a
nd th
eir e
ffect
s on
peo
ple
base
d on
vid
eos,
podc
asts,
and
text
-bas
ed
reso
urce
s usin
g ca
lend
ars,
map
s, ch
arts,
and
gra
phs
Dra
w c
oncl
usio
ns a
bout
w
eath
er c
ondi
tions
and
th
eir e
ffect
s on
peop
le
base
d on
vid
eos,
podc
asts,
an
d te
xt-b
ased
reso
urce
s us
ing
cale
ndar
s, m
aps,
char
ts, a
nd g
raph
s
SPEAKING & WRITING
Nam
e w
eath
er c
ondi
tions
an
d th
eir e
ffect
s on
peop
le
usin
g ca
lend
ars,
map
s, ch
arts,
and
gra
phs
Resta
te w
eath
er c
ondi
tions
an
d th
eir e
ffect
s on
peop
le
usin
g ca
lend
ars,
map
s, ch
arts,
and
gra
phs
Des
crib
e w
eath
er
cond
ition
s and
thei
r effe
cts
on p
eopl
e us
ing
cale
ndar
s, m
aps,
char
ts, a
nd g
raph
s
Disc
uss w
eath
er c
ondi
tions
an
d th
eir e
ffect
s on
peop
le
usin
g ca
lend
ars,
map
s, ch
arts,
and
gra
phs
Expl
ain
wea
ther
con
ditio
ns
and
thei
r effe
cts o
n pe
ople
us
ing
cale
ndar
s, m
aps,
char
ts, a
nd g
raph
s
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
acr
oss t
he c
onte
nt a
reas
.
INTE
GR
ATED
STR
AN
DS
20
CON
NEC
TIO
NS:
Com
mon
Cor
e Col
lege a
nd C
aree
r Rea
dine
ss An
chor
Sta
ndar
ds fo
r Re
adin
g (#
7) a
nd W
ritin
g (#
1–2)
for L
itera
cy in
Hist
ory/S
ocia
l Stu
dies,
Scie
nce,
and
Tech
nica
l Sub
jects:
Inte
grat
e an
d ev
alua
te c
onte
nt p
rese
nted
in d
iver
se fo
rmat
s and
m
edia
, inc
ludi
ng v
isual
ly a
nd q
uant
itativ
ely,
as w
ell a
s in
wor
ds. W
rite
argu
men
ts to
su
ppor
t cla
ims i
n an
ana
lysis
of s
ubsta
ntiv
e to
pics
or t
exts
usin
g va
lid re
ason
ing
and
rele
vant
and
suffi
cien
t evi
denc
e. W
rite
info
rmat
ive/
expl
anat
ory
text
s to
exam
ine
and
conv
ey c
ompl
ex id
eas a
nd in
form
atio
n cl
early
and
acc
urat
ely
thro
ugh
the
effec
tive
sele
ctio
n, o
rgan
izatio
n, a
nd a
naly
sis o
f con
tent
.
Com
mon
Cor
e Sta
te S
tand
ards
for M
athe
mat
ics, t
he N
umbe
r Sys
tem
(Gra
des 6
–8),
Num
ber a
nd Q
uant
ity, M
odeli
ng (G
rade
s 9–1
2), G
eom
etry
, Sta
tistic
s and
Pro
babi
lity
(Gra
des 6
–12)
Nex
t Gen
erat
ion
Scien
ce S
tand
ards
, Ear
th a
nd S
pace
Scie
nces;
Eng
inee
ring,
Tec
hnol
ogy,
and
Appl
icatio
ns o
f Scie
nce M
S-ET
S1-1
, HS-
ESS3
-2, H
S-ES
S3-4
, HS-
ETS1
-3: D
efine
th
e cr
iteria
and
con
strai
nts o
f a d
esig
n pr
oble
m w
ith su
ffici
ent p
reci
sion
to e
nsur
e a
succ
essfu
l sol
utio
n, ta
king
into
acc
ount
rele
vant
scie
ntifi
c pr
inci
ples
and
pot
entia
l im
pact
s on
peop
le a
nd th
e na
tura
l env
ironm
ent t
hat m
ay li
mit
poss
ible
solu
tions
.
Eval
uate
com
petin
g de
sign
solu
tions
for d
evel
opin
g, m
anag
ing,
and
util
izing
ene
rgy
and
min
eral
reso
urce
s bas
ed o
n co
st-be
nefit
ratio
s. Ev
alua
te o
r refi
ne a
tech
nolo
gica
l so
lutio
n th
at re
duce
s im
pact
s of h
uman
act
iviti
es o
n na
tura
l sys
tem
s. Ev
alua
te a
so
lutio
n to
a c
ompl
ex re
al-w
orld
pro
blem
bas
ed o
n pr
iorit
ized
crite
ria a
nd tr
ade-
offs
that
acc
ount
for a
rang
e of
con
strai
nts,
incl
udin
g co
st, sa
fety
, rel
iabi
lity,
and
aesth
etic
s as
wel
l as p
ossib
le so
cial
, cul
tura
l, an
d en
viro
nmen
tal i
mpa
cts.
Min
neso
ta K
–12
Acad
emic
Stan
dard
s in
Socia
l Stu
dies,
Civ
ics #
1, E
cono
mics
#1,
G
eogr
aphy
#2
(Gra
des 6
–12)
: Dem
ocra
tic g
over
nmen
t dep
ends
on
info
rmed
and
en
gage
d ci
tizen
s who
exh
ibit
civi
c sk
ills a
nd v
alue
s, pr
actic
e ci
vic
disc
ours
e, v
ote
and
part
icip
ate
in e
lect
ions
, app
ly in
quiry
and
ana
lysis
skill
s, an
d ta
ke a
ctio
n to
so
lve
prob
lem
s and
shap
e pu
blic
pol
icy.
Peop
le m
ake
info
rmed
eco
nom
ic c
hoic
es b
y id
entif
ying
thei
r goa
ls, in
terp
retin
g an
d ap
plyi
ng d
ata,
con
sider
ing
the
shor
t- an
d lo
ng-
run
costs
and
ben
efits
of a
ltern
ativ
e ch
oice
s, an
d re
visin
g th
eir g
oals
base
d on
thei
r an
alys
is. G
eogr
aphi
c in
quiry
is a
pro
cess
in w
hich
peo
ple
ask
geog
raph
ic q
uesti
ons a
nd
gath
er, o
rgan
ize, a
nd a
naly
ze in
form
atio
n to
solv
e pr
oble
ms a
nd p
lan
for t
he fu
ture
.
ELD
STA
ND
ARD
S 1–
5 EX
AM
PLE
TOPI
C: G
reen
arc
hite
ctur
e
GR
AD
ES 6
–12
This
inte
grat
ed st
rand
is in
tend
ed to
cap
ture
the
imag
inat
ion
of e
duca
tors
who
ha
ve th
e op
port
unity
to w
ork
in te
ams a
nd c
onstr
uct i
nter
disc
iplin
ary
units
of
study
. The
idea
s con
tain
ed w
ithin
the
stran
d ar
e on
ly a
frac
tion
of th
e po
ssib
ilitie
s fo
r lea
rnin
g th
at c
ould
take
pla
ce in
such
a u
nit.
The
unit
pres
ente
d he
re w
ill n
o do
ubt r
equi
re so
me
adap
tatio
n to
fit l
ocal
con
text
s, an
d stu
dent
s the
mse
lves
may
ha
ve id
eas f
or a
reas
of e
xplo
ratio
n w
ithin
thei
r com
mun
ities
, mak
ing
the
cont
ent
and
lang
uage
instr
uctio
n ar
ound
gre
en a
rchi
tect
ure
rele
vant
, mot
ivat
ing,
and
m
emor
able
.
As y
ou re
view
the
mod
el p
erfo
rman
ce in
dica
tors
for a
ll fo
ur d
omai
ns, c
onsid
er
the
dire
ct la
ngua
ge in
struc
tion
and
supp
ort r
equi
red
to a
llow
ELL
s at a
ll le
vels
of
profi
cien
cy to
take
an
activ
e ro
le in
thei
r gro
up’s
final
pro
ject
. Ple
ase
note
that
the
dom
ains
of l
isten
ing
and
read
ing
show
case
how
stud
ents
will
gat
her i
nfor
mat
ion
in e
arlie
r pha
ses o
f the
pro
ject
, and
the
prod
uctiv
e do
mai
ns p
rese
nt d
iffer
entia
ted
expe
ctat
ions
for h
ow st
uden
ts w
ill d
evel
op (w
ritin
g) a
nd p
rese
nt (s
peak
ing)
the
final
pro
duct
. If r
efer
ring
to th
is str
and
to p
lan
instr
uctio
n, p
leas
e ke
ep in
min
d th
at st
uden
ts’ le
vels
of la
ngua
ge p
rofic
ienc
y va
ry a
cros
s the
dom
ains
, so
educ
ator
s ca
n be
st se
rve
stude
nts i
f the
y di
ffere
ntia
te a
nd sc
affol
d fo
r tha
t var
iety
rath
er th
an
usin
g on
ly th
e M
PIs f
or e
ach
stude
nts’
over
all p
rofic
ienc
y le
vel.
For e
xam
ple,
if a
stu
dent
in y
our c
lass
has
an
over
all p
rofic
ienc
y le
vel o
f 4, b
ut p
erfo
rms c
onsis
tent
ly
at le
vel 2
in w
ritin
g, le
vel 3
in re
adin
g, le
vel 4
in sp
eaki
ng, a
nd le
vel 5
in li
steni
ng,
mak
e su
re to
look
at t
he le
vel c
orre
spon
ding
to e
ach
dom
ain
and
not j
ust t
he
MPI
s for
leve
l 4.
INTE
GR
ATED
STR
AN
DS
21
EXA
MPL
E CO
NTE
XT
FOR
LAN
GU
AG
E U
SE: S
tude
nts w
orki
ng in
het
erog
eneo
us g
roup
s dra
ft an
d pr
esen
t pla
ns to
loca
l gov
ernm
ent a
nd c
omm
unity
mem
bers
for g
reen
ar
chite
ctur
al d
evel
opm
ent f
or th
eir c
omm
unity
incl
udin
g, fo
r ins
tanc
e, so
cial
act
ion
effor
ts, sc
ient
ific
need
s ass
essm
ents,
bud
gets,
and
des
ign
and
cons
truc
tion
blue
prin
ts.
COG
NIT
IVE
FUN
CTI
ON
: Stu
dent
s at a
ll le
vels
of E
nglis
h la
ngua
ge p
rofic
ienc
y EV
ALU
ATE
info
rmat
ion
and
CR
EAT
E a
gree
n ar
chite
ctur
al p
lan.
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – ReachingLISTENING
Sele
ct p
ossib
le c
ompo
nent
s of
gre
en a
rchi
tect
ural
pla
ns
from
vid
eos,
inte
ract
ive
pres
enta
tions
(e.g
., fro
m
Inte
rnet
), an
d gu
est
spea
kers
Cat
egor
ize in
form
atio
n on
com
pone
nts o
f gre
en
arch
itect
ural
pla
ns
from
vid
eos,
inte
ract
ive
pres
enta
tions
, and
gue
st sp
eake
rs u
sing
grap
hic
orga
nize
rs
Com
pare
and
con
tras
t po
ssib
le c
ompo
nent
s of
gree
n ar
chite
ctur
al p
lans
fro
m v
ideo
s, in
tera
ctiv
e pr
esen
tatio
ns, a
nd g
uest
spea
kers
usin
g gr
aphi
c or
gani
zers
Iden
tify
deta
ils th
at su
ppor
t se
lect
ion
of c
ompo
nent
s of
gree
n ar
chite
ctur
al p
lans
fro
m v
ideo
s, in
tera
ctiv
e pr
esen
tatio
ns, a
nd g
uest
spea
kers
Con
nect
idea
s and
reas
ons
that
supp
ort s
elec
tion
of c
ompo
nent
s of g
reen
ar
chite
ctur
al p
lans
fro
m v
ideo
s, in
tera
ctiv
e pr
esen
tatio
ns, a
nd g
uest
spea
kers
SPEAKING
Pres
ent g
reen
arc
hite
ctur
al
plan
s usin
g m
ultim
edia
w
ith v
isual
s and
cap
tions
ba
sed
on re
sear
ch, o
rigin
al
blue
prin
ts, a
nd b
usin
ess
plan
s in
smal
l gro
ups
Des
crib
e fe
atur
es o
f gre
en
arch
itect
ural
pla
ns b
ased
on
rese
arch
, orig
inal
bl
uepr
ints,
and
bus
ines
s pl
ans i
n sm
all g
roup
s
Expl
ain
the
need
to a
dopt
gr
een
arch
itect
ural
pla
ns
base
d on
rese
arch
, orig
inal
bl
uepr
ints,
and
bus
ines
s pl
ans i
n sm
all g
roup
s
Def
end
choi
ces m
ade
in d
esig
ning
gre
en
arch
itect
ural
pla
ns b
ased
on
rese
arch
, orig
inal
bl
uepr
ints,
and
bus
ines
s pl
ans i
n sm
all g
roup
s
Pers
uade
stak
ehol
ders
to
adop
t gre
en a
rchi
tect
ural
pl
ans b
ased
on
rese
arch
, or
igin
al b
luep
rints,
and
bu
sines
s pla
ns
READING
Sele
ct p
ossib
le c
ompo
nent
s of
gre
en a
rchi
tect
ural
pl
ans (
e.g.
, com
mun
ity
gard
ens,
high
-tech
bui
ldin
g m
ater
ials)
from
a v
arie
ty
of in
form
atio
nal t
exts
and
mod
els u
sing
L1 o
r L2
Find
exe
mpl
ars o
f diff
eren
t co
mpo
nent
s of g
reen
ar
chite
ctur
al p
lans
from
a
varie
ty o
f inf
orm
atio
nal
text
s and
mod
els u
sing
L1
or L
2
Cla
ssify
info
rmat
ion
on
com
pone
nts o
f gre
en
arch
itect
ural
pla
ns (e
.g.,
by u
sefu
lnes
s, effi
cien
cy,
cost)
from
a v
arie
ty o
f in
form
atio
nal t
exts
and
mod
els i
n sm
all g
roup
s
Iden
tify
deta
ils th
at su
ppor
t se
lect
ion
of c
ompo
nent
s of
gre
en a
rchi
tect
ural
pl
ans f
rom
a v
arie
ty o
f in
form
atio
nal t
exts
and
mod
els i
n sm
all g
roup
s
Find
rese
arch
-bas
ed
evid
ence
supp
ortin
g se
lect
ion
of c
ompo
nent
s of
gre
en a
rchi
tect
ural
pl
ans f
rom
a v
arie
ty o
f in
form
atio
nal t
exts
and
mod
els i
n sm
all g
roup
s
WRITING
Labe
l and
cap
tion
mat
eria
ls fo
r mul
timed
ia
pres
enta
tions
on
gree
n ar
chite
ctur
al p
lans
in sm
all
grou
ps
Com
pose
bul
lete
d te
xt
for s
lides
or h
ando
uts f
or
mul
timed
ia p
rese
ntat
ions
on
gre
en a
rchi
tect
ural
pla
ns
in sm
all g
roup
s
Des
crib
e gr
een
arch
itect
ural
pla
ns fo
r m
ultim
edia
pre
sent
atio
ns
in sm
all g
roup
s
Sum
mar
ize p
ositi
ons
or a
ppro
ache
s in
gree
n ar
chite
ctur
al p
lans
for
mul
timed
ia p
rese
ntat
ions
in
smal
l gro
ups
Prod
uce
and
edit
scrip
ts fo
r m
ultim
edia
pre
sent
atio
ns
on g
reen
arc
hite
ctur
al p
lans
in
smal
l gro
ups
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
acr
oss t
he c
onte
nt a
reas
.
EXPA
ND
ED S
TRA
ND
S22
KIN
DER
GA
RTEN
KIN
DER
GA
RTEN
CON
NEC
TIO
N: C
omm
on C
ore S
peak
ing
and
Liste
ning
Sta
ndar
ds #
3 (K
inde
rgar
ten)
: Par
ticip
ate
in c
olla
bora
tive
conv
ersa
tions
with
div
erse
par
tner
s abo
ut K
inde
rgar
ten
topi
cs a
nd
text
s with
pee
rs a
nd a
dults
in sm
all a
nd la
rger
gro
ups.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts g
ive
visit
ors (
e.g.
, fam
ily m
embe
rs) a
cla
ssro
om to
ur a
nd te
ll ho
w st
uden
ts w
ork
colla
bora
tivel
y in
gro
ups o
r cen
ters
.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
REM
EMBE
R h
ow to
wor
k co
llabo
rativ
ely
with
thei
r pee
rs.
SPEAKING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Repe
at a
nd re
spon
d to
ch
ants
abou
t wor
king
co
llabo
rativ
ely
in sm
all
grou
ps o
r cen
ters
(e.g
., ca
ll an
d re
spon
se) u
sing
gestu
res
Prod
uce
simpl
e sta
tem
ents
abou
t wor
king
co
llabo
rativ
ely
in sm
all
grou
ps o
r cen
ters
usin
g or
al se
nten
ce st
arte
rs a
nd
mod
els
Prod
uce
state
men
ts ab
out
wor
king
col
labo
rativ
ely
in sm
all g
roup
s or c
ente
rs
usin
g or
al se
nten
ce st
arte
rs
and
mod
els
Tell
abou
t wor
king
co
llabo
rativ
ely
in sm
all
grou
ps o
r cen
ters
usin
g m
odel
s
Elab
orat
e on
wor
king
co
llabo
rativ
ely
in sm
all
grou
ps o
r cen
ters
usin
g m
odel
s
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: tak
ing
turn
s, co
oper
atio
n, jo
b,
toda
y, to
mor
row
ELD
STA
ND
ARD
1: S
ocia
l & In
stru
ctio
nal L
angu
age
EXA
MPL
E TO
PIC:
Cla
ssro
om c
olla
bora
tion
All k
inde
rgar
ten
stude
nts a
re b
egin
ning
thei
r jou
rney
of l
earn
ing
the
lang
uage
of
scho
ol. E
LLs i
n pa
rtic
ular
rely
on
mod
elin
g fro
m te
ache
rs a
nd p
eers
as t
hey
prod
uce
soci
al a
nd in
struc
tiona
l ora
l Eng
lish.
In th
is ex
pand
ed st
rand
, stu
dent
s w
ith le
vel 1
Eng
lish
lang
uage
pro
ficie
ncy
begi
n by
repe
atin
g an
d re
spon
ding
to
repe
titiv
e ch
ants
abou
t fam
iliar
topi
cs. Th
e ita
licize
d te
xt in
the
Ling
uisti
c C
ompl
exity
row
for l
evel
s 1–3
repr
esen
ts th
e te
ache
r’s v
oice
, with
the
stude
nts’
resp
onse
in p
lain
text
. For
leve
ls 2–
4, th
e un
derli
ned
text
in th
e Li
ngui
stic
Com
plex
ity ro
w re
pres
ents
oral
sent
ence
star
ters
intro
duce
d by
the
teac
her.
With
su
ppor
t suc
h as
mod
elin
g, st
uden
ts at
the
high
er le
vels
of la
ngua
ge p
rofic
ienc
y ca
n in
depe
nden
tly p
rodu
ce se
nten
ces t
o te
ll ab
out t
heir
daily
cla
ssro
om ro
utin
es.
Man
y stu
dent
s will
nee
d tim
e an
d pr
actic
e to
pro
duce
lang
uage
like
the
exam
ples
in
the
expa
nded
stra
nd b
elow
, but
that
repe
titiv
e pr
actic
e is
valu
able
not
onl
y lin
guist
ical
ly, b
ut in
form
ing
thei
r ide
ntiti
es a
s par
t of t
he le
arni
ng c
omm
unity
.
SEC
TIO
N 3
:Ex
pand
ed S
tran
ds
EXPA
ND
ED S
TRA
ND
S23
Exam
ple
Lang
uage
Fea
ture
s
Leve
ls 1
–3Le
vels
2–4
Leve
ls 3
–5
Level 6 – Reaching
Ling
uist
ic
Com
plex
ity
Dis
cour
se
Leve
l
Is th
is th
e yell
ow g
roup
? Yes
, we
are.
Is th
is th
e yell
ow g
roup
? Yes
, we
are.
Who
is th
e lea
der?
I am
! W
ho is
a h
elper
? I a
m! I
am
!
Wha
t do
you
do? I
hel
p.W
hat d
o yo
u do
? I c
lean
up.
I am
in th
e ye
llow
gro
up. C
ristin
a is
in m
y gr
oup.
My
frien
d is
in th
e re
d gr
oup.
I lik
e to
be
the
lead
er.
I can
hel
p th
e te
ache
r.
My
job
toda
y is
____
(lun
ch c
ount
/cal
enda
r/
wea
ther
).
This
is th
e __
___
cent
er.
At th
is ce
nter
, eve
ryon
e __
____
__.
We
are
wor
king
on
____
. We
wor
k to
geth
er.
It is
my
turn
___
___
(to d
o lu
nch
coun
t/to
be
line
lead
er/fo
r sha
re ti
me/
for s
how
and
te
ll).
Lang
uage
Fo
rms
&
Conv
enti
ons
Sent
ence
Le
vel
Yes,
[I a
m/w
e ar
e].
I am
/We
are.
I am
/Cris
tina
is
I lik
e to
…
I can
hel
p __
__
This
is…
At…
, I/w
e __
__.
wor
king
We
are
wor
king
on
Voca
bula
ry
Usa
ge
Wor
d/Ph
rase
Le
vel
yello
w
gree
n re
d bl
ue
grou
p
help
clea
n up
job
I can
help
lead
erlu
nch
coun
tca
lend
arw
eath
er
cent
er
wor
k to
geth
er
ever
yone
my
turn
line
lead
ersh
are
time/
show
and
tell
CON
NEC
TIO
N: C
omm
on C
ore S
peak
ing
and
Liste
ning
Sta
ndar
ds #
3 (K
inde
rgar
ten)
: Par
ticip
ate
in c
olla
bora
tive
conv
ersa
tions
with
div
erse
par
tner
s abo
ut K
inde
rgar
ten
topi
cs a
nd
text
s with
pee
rs a
nd a
dults
in sm
all a
nd la
rger
gro
ups.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts g
ive
visit
ors (
e.g.
, fam
ily m
embe
rs) a
cla
ssro
om to
ur a
nd te
ll ho
w st
uden
ts w
ork
colla
bora
tivel
y in
gro
ups o
r cen
ters
.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
REM
EMBE
R h
ow to
wor
k co
llabo
rativ
ely
with
thei
r pee
rs.
SPEAKING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Repe
at a
nd re
spon
d to
ch
ants
abou
t wor
king
co
llabo
rativ
ely
in sm
all
grou
ps o
r cen
ters
(e.g
., ca
ll an
d re
spon
se) u
sing
gestu
res
Prod
uce
simpl
e sta
tem
ents
abou
t wor
king
co
llabo
rativ
ely
in sm
all
grou
ps o
r cen
ters
usin
g or
al se
nten
ce st
arte
rs a
nd
mod
els
Prod
uce
state
men
ts ab
out
wor
king
col
labo
rativ
ely
in sm
all g
roup
s or c
ente
rs
usin
g or
al se
nten
ce st
arte
rs
and
mod
els
Tell
abou
t wor
king
co
llabo
rativ
ely
in sm
all
grou
ps o
r cen
ters
usin
g m
odel
s
Elab
orat
e on
wor
king
co
llabo
rativ
ely
in sm
all
grou
ps o
r cen
ters
usin
g m
odel
s
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: tak
ing
turn
s, co
oper
atio
n, jo
b,
toda
y, to
mor
row
EXPA
ND
ED S
TRA
ND
S24
GR
AD
E 1
CON
NEC
TIO
N: C
omm
on C
ore S
tand
ards
for M
athe
mat
ics, M
easu
rem
ent a
nd D
ata
#1 (G
rade
1):
Ord
er th
ree
obje
cts b
y le
ngth
; com
pare
the
leng
ths o
f tw
o ob
ject
s ind
irect
ly b
y us
ing
a th
ird o
bjec
t.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts w
ork
inde
pend
ently
or w
ith a
par
tner
to c
reat
e ch
arts
abou
t the
leng
th o
f obj
ects
usin
g sta
ndar
d an
d no
n-sta
ndar
d m
easu
rem
ent t
ools
(e.g
., pa
per c
lips,
pops
icle
stic
ks, s
trin
g, ru
lers
, yar
d/m
eter
stic
ks).
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
ANAL
YZE
the
rela
tive
leng
th o
f obj
ects.
LISTENING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Follo
w o
ral i
nstr
uctio
ns to
id
entif
y le
ngth
s of o
bjec
ts fo
llow
ing
a m
odel
with
a
part
ner
Follo
w o
ral i
nstr
uctio
ns to
ca
tego
rize
obje
cts a
ccor
ding
to
thei
r len
gth
follo
win
g a
mod
el w
ith a
par
tner
Follo
w o
ral i
nstr
uctio
ns to
or
der o
bjec
ts ac
cord
ing
to
thei
r len
gths
follo
win
g a
mod
el w
ith a
par
tner
Follo
w o
ral i
nstr
uctio
ns
to c
ompa
re th
e le
ngth
s of
obje
cts u
sing
a te
mpl
ate
with
a p
artn
er
Follo
w m
ulti-
step
oral
in
struc
tions
to c
ompa
re th
e le
ngth
s of o
bjec
ts w
ith a
pa
rtne
r
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: inc
hes/
cent
imet
ers,
foot
, yar
d/m
eter
, len
gth,
cha
rt, s
tand
ard,
non
-sta
ndar
d
ELD
STA
ND
ARD
3: T
he L
angu
age
of M
athe
mat
ics
EXA
MPL
E TO
PIC:
Mea
sure
men
t of o
bjec
ts
In th
e ex
pand
ed st
rand
bel
ow, t
he in
struc
tions
for c
ompl
etin
g a
task
are
di
ffere
ntia
ted
acco
rdin
g to
stud
ents’
leve
ls of
lang
uage
pro
ficie
ncy.
It is
assu
med
in
this
stran
d th
at st
uden
ts at
the
uppe
r lev
els o
f lan
guag
e pr
ofici
ency
wou
ld fo
llow
an
d co
mpl
ete
all t
he in
struc
tions
show
n fro
m L
evel
1, E
nter
ing
thro
ugh
Leve
l 5,
Brid
ging
. Edu
cato
rs sh
ould
not
giv
e ex
tens
ive
or a
bstr
act o
ral i
nstr
uctio
ns to
begi
nnin
g stu
dent
s, so
the
instr
uctio
ns e
xem
plifi
ed fo
r lev
els 2
–5 w
ould
nee
d to
be
supp
orte
d in
mul
tiple
way
s for
beg
inni
ng le
vel s
tude
nts.
Sens
ory,
grap
hic,
an
d in
tera
ctiv
e su
ppor
ts su
ch a
s mod
els,
tem
plat
es, a
nd p
artn
ers c
an b
e us
ed in
sc
affol
ding
the
lingu
istic
com
plex
ity o
f the
instr
uctio
ns fo
r ELL
s and
supp
ort
mul
tiple
lear
ning
styl
es.
EXPA
ND
ED S
TRA
ND
S25
Exam
ple
Lang
uage
Fea
ture
s
Leve
ls 1
–3Le
vels
2–4
Leve
ls 3
–5
Level 6 – Reaching
Ling
uist
ic
Com
plex
ity
Dis
cour
se
Leve
l
Let’s
mea
sure
our
boo
ks! I
’m g
oing
to u
se a
ru
ler t
o m
easu
re m
y bo
ok (t
each
er sh
ows r
uler
an
d bo
ok).
My
book
is 1
4 in
ches
long
. Tak
e ou
t you
r rul
er. N
ow yo
u m
easu
re yo
ur b
ook!
Sh
ow m
e ho
w to
mea
sure
you
r boo
k.
Let’s
mea
sure
our
des
ks! I
’m g
oing
to u
se a
po
psic
le st
ick.
..
Let’s
mea
sure
our
boo
kshe
lf!
Look
at y
our m
easu
rem
ent t
ools.
The
pape
r cl
ip is
shor
t. Th
e po
psic
le st
ick
is lo
nger
than
th
e pa
per c
lip. Th
e ru
ler i
s lon
gest.
Put
them
in
ord
er fr
om sh
orte
st to
long
est.
The
teac
her d
esk
is ea
sier t
o m
easu
re w
ith th
e ru
ler.
The
stude
nt d
esk
is ea
sier t
o m
easu
re
with
the
pops
icle
stic
k.
Find
the
leng
th o
f the
des
k us
ing
the
best
mea
sure
men
t too
l. Re
mem
ber,
it’s e
asie
r to
mea
sure
a lo
ng o
bjec
t with
a lo
nger
m
easu
rem
ent t
ool (
teac
her m
odels
mea
surin
g hi
s/her
desk
with
a p
opsic
le sti
ck, t
hen
a ru
ler).
Then
mea
sure
oth
er th
ings
usin
g th
e sa
me
tool
. Don
’t fo
rget
to w
rite
dow
n yo
ur
mea
sure
men
ts!
Lang
uage
Fo
rms
&
Conv
enti
ons
Sent
ence
Le
vel
one
inch
tw
o in
ches
shor
t, sh
orte
r, sh
orte
st
long
, lon
ger,
long
est
easie
r
Firs
t,… th
en,…
as lo
ng a
s
Voca
bula
ry
Usa
ge
Wor
d/Ph
rase
Le
vel
desk
, boo
kpa
per c
lippo
psic
le st
ick
strin
gru
ler
yard
/met
er st
ick
shor
tlo
ng
shor
ter t
han
long
er th
an
Put t
hem
in o
rder
mea
sure
with
find
the
leng
th o
f
Rem
embe
rD
on’t
forg
et
mea
sure
men
ts
EXPA
ND
ED S
TRA
ND
S26
GR
AD
E 2
CON
NEC
TIO
N: C
omm
on C
ore R
eadi
ng S
tand
ards
for I
nfor
mat
iona
l Tex
t, Ke
y Ide
as a
nd D
etai
ls #2
(Gra
de 2
): Id
entif
y th
e m
ain
topi
c of
a m
ulti-
para
grap
h te
xt a
s wel
l as t
he fo
cus
of sp
ecifi
c pa
ragr
aphs
with
in th
e te
xt. 2
. Des
crib
e th
e co
nnec
tion
betw
een
a se
ries o
f hist
oric
al e
vent
s, sc
ient
ific
idea
s or c
once
pts,
or st
eps.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts r
esea
rch
histo
rical
tim
es a
nd p
eopl
e us
ing
info
rmat
iona
l tex
ts in
pre
para
tion
for c
reat
ing
a tim
elin
e po
ster.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
ANAL
YZE
the
conn
ectio
ns b
etw
een
diffe
rent
hist
oric
al ti
mes
and
peo
ple.
READING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Mat
ch p
ictu
res w
ith
info
rmat
ion
abou
t hi
storic
al ti
mes
and
peo
ple
from
illu
strat
ed te
xts w
ith
a pa
rtne
r
Iden
tify
impo
rtan
t in
form
atio
n ab
out
histo
rical
tim
es a
nd p
eopl
e fro
m il
lustr
ated
text
s with
a
part
ner
Sort
info
rmat
ion
abou
t hi
storic
al ti
mes
and
peo
ple
from
illu
strat
ed te
xts u
sing
grap
hic
orga
nize
rs in
smal
l gr
oups
Sequ
ence
info
rmat
ion
abou
t hist
oric
al ti
mes
and
pe
ople
from
illu
strat
ed
text
s usin
g gr
aphi
c or
gani
zers
in sm
all g
roup
s
Con
nect
info
rmat
ion
abou
t hi
storic
al ti
mes
and
peo
ple
from
illu
strat
ed te
xts u
sing
grap
hic
orga
nize
rs (e
.g.,
timel
ines
)
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: hist
oric
al ti
mes
, co
mm
unic
atio
n
ELD
STA
ND
ARD
5: T
HE
Lang
uage
of S
ocia
l Stu
dies
EX
AM
PLE
TOPI
C: H
isto
rica
l tim
es a
nd p
eopl
e
Thro
ugh
the
use
of in
form
atio
nal t
exts,
stud
ents
anal
yze
soci
etal
cha
nges
from
pa
st to
pre
sent
in th
is ex
pand
ed st
rand
. Whi
le th
e de
pth
of th
eir a
naly
sis in
En
glish
may
be
grea
ter a
t the
hig
her l
evel
s of p
rofic
ienc
y, al
l stu
dent
s are
giv
en th
e op
port
unity
to a
naly
ze ra
ther
than
rem
embe
r, un
ders
tand
, or a
pply.
Lin
guist
ical
ly,
stude
nts a
cros
s the
lang
uage
dev
elop
men
t con
tinuu
m a
re g
iven
opp
ortu
nitie
s to
mov
e fro
m m
atch
ing
phra
ses a
nd si
mpl
e se
nten
ces t
o so
rtin
g, se
quen
cing
, and
conn
ectin
g in
form
atio
n pr
esen
ted
in c
ompl
ex se
nten
ces.
At th
e be
ginn
ing
leve
ls,
stude
nts m
ight
be
intro
duce
d to
cou
nt/n
on-c
ount
nou
ns w
hile
oth
ers a
t the
hig
her
leve
ls w
ork
on in
trodu
ctor
y an
d co
mpa
rativ
e cl
ause
s. Th
e ex
ampl
es fo
r lan
guag
e str
uctu
res a
nd v
ocab
ular
y pr
esen
ted
are
only
som
e po
ssib
ilitie
s tha
t sho
uld
be
adap
ted
to lo
cal c
urric
ular
goa
ls.
EXPA
ND
ED S
TRA
ND
S27
Exam
ple
Lang
uage
Fea
ture
s
Leve
ls 1
–3Le
vels
2–4
Leve
ls 3
–5
Level 6 – Reaching
Ling
uist
ic
Com
plex
ity
Dis
cour
se
Leve
l
Labe
ls to
mat
ch to
pic
ture
s:
the
Pony
Exp
ress
lette
rs
tele
grap
h
air m
ail
emai
l
Hor
ses c
arrie
d m
ail.
Peop
le se
nd e
mai
ls.
Men
rode
hor
ses t
o br
ing
peop
le le
tters
.
Pilo
ts fly
pla
nes t
o br
ing
peop
le th
eir m
ail.
A lo
ng ti
me
ago,
hor
ses h
elpe
d ca
rry
the
mai
l ac
ross
the
coun
try.
A sh
ort t
ime
late
r, th
e te
legr
aph
was
inve
nted
. Peo
ple
used
it to
send
m
essa
ges o
ver w
ires.
It w
as fa
ster t
han
the
Pony
Exp
ress
.
Lang
uage
Fo
rms
&
Conv
enti
ons
Sent
ence
Le
vel
mai
l/let
ters
carr
y m
ail ➞
car
ried
mai
l
Peop
le se
nd e
mai
ls.
Peop
le se
nd e
mai
ls to
…
brin
g pe
ople
thei
r mai
l
A lo
ng ti
me
ago,
A
shor
t tim
e la
ter,
used
it to
It w
as fa
ster t
han
Voca
bula
ry
Usa
ge
Wor
d/Ph
rase
Le
vel
the
Pony
Exp
ress
lette
rste
legr
aph
air m
ail
emai
l
carr
y m
ail
send
mai
l
Pilo
ts fly
pla
nes
thei
r mai
lac
ross
the
coun
try
was
inve
nted
mes
sage
s
wire
s
EXPA
ND
ED S
TRA
ND
S28
GR
AD
E 3
CON
NEC
TIO
N: C
omm
on C
ore S
tand
ards
for W
ritin
g #5
(Gra
de 3
): W
ith g
uida
nce
and
supp
ort f
rom
pee
rs a
nd a
dults
, dev
elop
and
stre
ngth
en w
ritin
g as
nee
ded
by p
lann
ing,
re
visin
g, a
nd e
ditin
g.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts p
rovi
de fe
edba
ck to
pee
rs in
writ
ing
conf
eren
ces t
o re
cogn
ize k
ey e
lem
ents
in st
reng
then
ing
narr
ativ
es.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
EVAL
UAT
E w
ritin
g.
WRITING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Supp
ly w
ords
for s
ente
nces
ab
out r
evisi
ng fr
om m
odel
sC
ompo
se p
hras
es a
nd
simpl
e se
nten
ces a
bout
re
visin
g fro
m m
odel
s
Com
pose
sent
ence
s abo
ut
revi
sing
from
mod
els
Sugg
est i
deas
for r
evisi
ng
usin
g w
ord
bank
sPr
ovid
e de
taile
d fe
edba
ck
for r
evisi
ng
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: rev
ise, r
edo,
impr
ove
ELD
STA
ND
ARD
2: T
he L
angu
age
of L
angu
age
Art
s EX
AM
PLE
TOPI
C: G
ivin
g fe
edba
ck fo
r rev
isio
n
This
expa
nded
stra
nd h
ighl
ight
s how
to su
ppor
t stu
dent
s in
givi
ng fe
edba
ck to
pe
ers o
n th
eir w
ritin
g. In
third
gra
de, a
ll stu
dent
s will
be
mor
e co
mfo
rtab
le in
th
is ro
le if
thei
r edu
cato
r con
struc
ts sp
ecifi
c aw
aren
ess o
f the
crit
eria
on
whi
ch
they
mus
t eva
luat
e th
eir p
eers’
writ
ing,
and
the
lang
uage
they
can
use
to d
o so
. By
pro
vidi
ng se
nten
ce fr
ames
and
mod
els t
o stu
dent
s in
leve
ls 1–
3, e
duca
tors
can
ex
plic
itly
dem
onstr
ate
how
to u
se to
pic-
rela
ted
voca
bula
ry in
mor
e lin
guist
ical
ly
com
plex
way
s. W
ord
bank
s and
mod
els h
elp
stude
nts a
t hig
her l
evel
s of l
angu
age
profi
cien
cy a
pply
thei
r lan
guag
e sk
ills m
ore
inde
pend
ently
. The
exam
ples
in th
e fo
rms a
nd c
onve
ntio
ns ro
w d
raw
atte
ntio
n to
pos
sible
ling
uisti
c fe
atur
es th
at c
an
be p
ract
iced
, suc
h as
tens
es, p
lura
lizat
ion,
pro
noun
s, an
d ot
hers
. Tea
cher
s sho
uld
take
car
e to
intro
duce
sim
ilar l
angu
age
struc
ture
s acr
oss t
he la
ngua
ge d
omai
ns so
th
at w
hen
the
focu
s is o
n w
ritin
g, a
s in
this
stran
d, it
rein
forc
es d
evel
opm
ent o
f stu
dent
s’ sp
eaki
ng sk
ills f
or th
e ne
xt ti
me
they
giv
e or
al fe
edba
ck.
EXPA
ND
ED S
TRA
ND
S29
Exam
ple
Lang
uage
Fea
ture
s
Leve
ls 1
–3Le
vels
2–4
Leve
ls 3
–5
Level 6 – Reaching
Ling
uist
ic
Com
plex
ity
Dis
cour
se
Leve
l
Mod
el se
nten
ces
The
best
part
of y
our s
tory
was
…(th
e se
tting
/th
e ch
arac
ters
)
I lik
ed…
Your
stor
y ne
eds…
(inf
orm
atio
n, h
umor
, de
tails
)
Tell
me
mor
e ab
out…
Nic
e jo
b. I
liked
you
r titl
e, “
Life
with
Su
mm
er.”
I enj
oyed
it b
ecau
se d
ogs a
re c
ute.
Yo
ur d
og S
umm
er is
big
. Ple
ase
writ
e m
ore
storie
s abo
ut S
umm
er.
You
wer
e go
od a
t des
crib
ing
your
dog
Su
mm
er. I
real
ly li
ked
read
ing
abou
t you
r do
g’s si
ze, c
olor
, and
fur.
The
deta
ils h
elpe
d m
e kn
ow w
hat s
he lo
oks l
ike.
One
thin
g yo
u ca
n im
prov
e is
to w
rite
mor
e ab
out t
he p
lace
w
here
you
and
you
r dog
like
to p
lay
fetc
h.
Lang
uage
Fo
rms
&
Conv
enti
ons
Sent
ence
Le
vel
bette
r, be
st
your
, my,
his,
hers
is ➞
was
like
➞ li
ked
“Life
with
Sum
mer
”
beca
use
story
➞ st
orie
s
abou
t
desc
ribe
➞ d
escr
ibin
g,
read
➞ re
adin
g
real
ly
dog’s
Voca
bula
ry
Usa
ge
Wor
d/Ph
rase
Le
vel
setti
ng, c
hara
cter
s
need
s
Tell
me
mor
e
enjo
yed
mor
e, le
ss
good
at
look
s lik
eim
prov
ew
rite
mor
e
EXPA
ND
ED S
TRA
ND
S30
GR
AD
E 4
CON
NEC
TIO
N: N
ext G
ener
atio
n Sc
ience
Sta
ndar
ds, E
arth
and
Spa
ce S
cienc
es, E
arth
’s Sy
stem
s: Pr
ocess
es th
at S
hape
the E
arth
ESS
1-1,
ESS
2-1
(Gra
de 4
): Id
entif
y ev
iden
ce fr
om
patte
rns i
n ro
ck fo
rmat
ions
and
foss
ils in
rock
laye
rs fo
r cha
nges
in a
land
scap
e ov
er ti
me
to su
ppor
t an
expl
anat
ion
for c
hang
es in
a la
ndsc
ape
over
tim
e. M
ake
obse
rvat
ions
and
/or
mea
sure
men
ts to
pro
vide
evi
denc
e of
the
effec
ts of
wea
ther
ing
or th
e ra
te o
f ero
sion
by w
ater
, ice
, win
d, o
r veg
etat
ion.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts g
athe
r inf
orm
atio
n ab
out s
cien
tific
proc
esse
s (e.
g., f
rom
teac
her d
emon
strat
ions
, com
pute
r pro
gram
s, or
vid
eos)
and
de
mon
strat
e ho
w th
e su
rface
of t
he e
arth
has
cha
nged
ove
r tim
e as
par
t of a
long
-term
pro
ject
on
eart
h hi
story
.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
ANAL
YZE
the
resu
lts o
f cha
nge
over
tim
e du
e to
pro
cess
es a
ffect
ing
eart
h m
ater
ials.
LISTENING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Mat
ch p
roce
sses
or e
vent
s w
ith th
eir e
ffect
s on
eart
h m
ater
ials
base
d on
ora
l de
scrip
tions
usin
g ph
otos
, ill
ustr
atio
ns, o
r vid
eos w
ith
a pa
rtne
r in
L1 o
r L2
Iden
tify
and
sort
the
effec
t of
pro
cess
es o
r eve
nts o
n ea
rth
mat
eria
ls ba
sed
on
oral
des
crip
tions
usin
g ph
otos
, illu
strat
ions
, or
vide
os w
ith a
par
tner
in L
1 or
L2
Cat
egor
ize th
e eff
ects
of
proc
esse
s or e
vent
s on
eart
h m
ater
ials
base
d on
ora
l de
scrip
tions
usin
g ph
otos
, ill
ustr
atio
ns, o
r vid
eos a
nd
grap
hic
orga
nize
rs w
ith a
pa
rtne
r
Dist
ingu
ish b
etw
een
effec
ts of
pro
cess
es o
r eve
nts o
n ea
rth
mat
eria
ls ba
sed
on
oral
des
crip
tions
usin
g ph
otos
, illu
strat
ions
, or
vid
eos a
nd g
raph
ic
orga
nize
rs
Inte
rpre
t the
effe
cts o
f pr
oces
ses o
r eve
nts o
n ea
rth
mat
eria
ls us
ing
vide
os
base
d on
gra
de-le
vel o
ral
disc
ours
e
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: wea
ther
v. w
eath
erin
g, e
rosio
n,
brea
ks d
own
rock
s
ELD
STA
ND
ARD
4: T
he L
angu
age
of S
cien
ce
EXA
MPL
E TO
PIC:
Ear
th h
isto
ry/m
ater
ials
Whe
n ad
dres
sing
a w
hole
cla
ss, i
t may
not
alw
ays b
e po
ssib
le to
adj
ust l
angu
age
to e
ach
stude
nt’s
liste
ning
pro
ficie
ncy
leve
l. Fo
r exa
mpl
e, st
uden
ts at
all
leve
ls of
la
ngua
ge p
rofic
ienc
y ca
n le
arn
from
vid
eos o
r oth
er p
rese
ntat
ions
whe
n gi
ven
adeq
uate
supp
ort,
and
this
expa
nded
stra
nd m
odel
s how
a te
ache
r mig
ht sc
affol
d th
e us
e of
such
aud
iovi
sual
mat
eria
ls. In
this
expa
nded
stra
nd, i
t is a
ssum
ed th
at
educ
ator
s wou
ld se
lect
whi
ch le
vel o
f lan
guag
e di
scou
rse
to u
se b
ased
on
the
rang
e of
lang
uage
pro
ficie
ncy
profi
les o
f stu
dent
s in
the
clas
sroo
m. I
n ot
her w
ords
, if
the
clas
s has
seve
ral b
egin
ning
ELL
s, th
e ed
ucat
or w
ould
follo
w th
e lin
guist
ic a
nd
supp
ortin
g fe
atur
es sh
own
next
to L
ingu
istic
Com
plex
ity fo
r lev
els 1
–3. O
n th
e ot
her h
and,
if th
e cl
ass c
onsis
ts of
prim
arily
non
-ELL
s and
som
e EL
Ls w
ho a
re
near
ing
exit
from
lang
uage
supp
ort p
rogr
ams,
the
leve
ls 3–
5 ex
ampl
e is
the
mos
t lo
gica
l mod
el to
follo
w. M
any
clas
ses w
ill fa
ll so
mew
here
in th
e m
iddl
e or
con
sist o
f a
full
rang
e of
pro
ficie
ncy
leve
ls. In
such
cas
es, t
he u
se o
f ins
truc
tiona
l ass
istan
ts or
co
-teac
hers
allo
ws g
roup
ing
of st
uden
ts so
that
they
are
giv
en a
ppro
pria
te su
ppor
t. N
ote
how
the
cont
ent p
rese
nted
doe
s not
var
y fro
m le
vel t
o le
vel,
but t
he su
ppor
t an
d la
ngua
ge in
put d
oes.
EXPA
ND
ED S
TRA
ND
S31
Exam
ple
Lang
uage
Fea
ture
s
Leve
ls 1
–3Le
vels
2–4
Leve
ls 3
–5
Level 6 – Reaching
Ling
uist
ic
Com
plex
ity
Dis
cour
se
Leve
l
Look
at t
his p
hoto
. It s
how
s ero
sion.
Did
yo
u se
e er
osio
n in
the
vide
o? (t
each
er w
aits
for
stude
nts t
o re
spon
d). Y
es? W
hat e
xam
ples
did
yo
u se
e in
the
vide
o? (s
tude
nts p
rovi
de ex
ampl
es lik
e tor
nado
s or r
ain
and
the t
each
er re
peat
s eac
h ex
ampl
e whi
le po
intin
g at t
he co
rresp
ondi
ng
pictu
res).
Ero
sion
is w
hen
wat
er—
like
rain
(te
ache
r sho
ws p
ictur
e of a
stor
m)—
or w
ind
(show
s pict
ure o
f a to
rnad
o)—
rem
oves
dirt
an
d ro
ck (t
ouch
es re
alia
or p
hoto
s inc
ludi
ng
dirt
and
rock
). W
eath
erin
g al
so b
reak
s roc
ks
(bre
aks a
part
real
ia o
r sho
ws b
roke
n ro
cks).
We
talk
ed a
bout
wea
ther
ing
yeste
rday
(poi
nts t
o an
illu
strat
ed p
oster
abo
ut w
eath
erin
g). B
ut it
is
diffe
rent
. See
? Wea
ther
ing
does
not
mov
e th
e ro
cks;
eros
ion
mov
es th
e ro
cks (
mov
es ro
cks).
Lo
ok a
t thi
s (in
dica
tes gr
aphi
c org
aniz
er).
Whe
n I t
alk
abou
t a p
ictu
re, d
ecid
e w
ith y
our
part
ner i
f the
pic
ture
show
s ero
sion
(poi
nts t
o ill
ustra
ted d
efini
tion)
or w
eath
erin
g (p
oint
s to
illus
trated
defi
nitio
n). T
ell m
e w
hy. Y
ou c
an
use
Engl
ish o
r you
r hom
e la
ngua
ge.
We
wat
ched
a v
ideo
abo
ut e
rosio
n. E
rosio
n is
whe
n w
ind,
eve
n to
rnad
oes,
or w
ater
from
sto
rms o
r floo
ds re
mov
es e
arth
mat
eria
ls.
How
did
you
kno
w it
was
ero
sion?
(tea
cher
pa
raph
rases
resp
onses
). W
eath
erin
g is
diffe
rent
. It
brea
ks ro
cks (
show
s bro
ken
rock
s), b
ut it
do
es n
ot m
ove
eart
h m
ater
ials.
Now
, I w
ill
desc
ribe
mor
e pi
ctur
es. D
ecid
e w
ith y
our
part
ner i
f the
pic
ture
is a
n ex
ampl
e of
ero
sion
(poi
nts t
o ill
ustra
ted
defin
ition
) or w
eath
erin
g (p
oint
s to
illus
trate
d de
finiti
on) a
nd if
it is
a
fast
or sl
ow p
roce
ss. Y
ou n
eed
to te
ll m
e w
hy.
Did
you
not
ice
exam
ples
of e
rosio
n in
th
e vi
deo
we
just
wat
ched
? Rem
embe
r th
at e
rosio
n oc
curs
whe
n ea
rth
mat
eria
ls ar
e re
mov
ed b
y na
tura
l phe
nom
ena
like
win
d an
d w
ater
. Wha
t are
som
e w
ays t
hat
win
d an
d w
ater
cau
se e
rosio
n? (s
tude
nts
prov
ide e
xam
ples
like t
orna
dos,
storm
s, et
c.,
with
pro
mpt
ing
usin
g pi
cture
s if n
ecess
ary)
.G
ood.
Now
rem
embe
r, w
eath
erin
g is
a bi
t diff
eren
t, isn
’t it?
Wea
ther
ing
is lik
e er
osio
n be
caus
e it
brea
ks d
own
rock
s, bu
t w
eath
erin
g do
esn’t
mov
e an
y m
ater
ials.
Now
, I a
m g
oing
to d
escr
ibe
a sit
uatio
n re
late
d to
eith
er w
eath
erin
g or
ero
sion.
Be
read
y to
ex
plai
n w
hat h
as h
appe
ned
and
why
, oka
y?
Rem
embe
r to
give
reas
ons.
Lang
uage
Fo
rms
&
Conv
enti
ons
Sent
ence
Le
vel
Eros
ion
rem
oves
mat
eria
ls.
Wea
ther
ing
does
not
mov
e m
ater
ials.
It br
eaks
rock
s, bu
t it d
oes n
ot m
ove
eart
h m
ater
ials.
Wea
ther
ing
is lik
e er
osio
n be
caus
e it
brea
ks
up ro
cks,
but..
.
Voca
bula
ry
Usa
ge
Wor
d/Ph
rase
Le
vel
rock
s
mov
e
win
ddi
rt
re
mov
e
rain
eart
h m
ater
ials
torn
ado
storm
flood
natu
ral p
heno
men
aoc
curs
caus
e (v
erb)
CON
NEC
TIO
N: N
ext G
ener
atio
n Sc
ience
Sta
ndar
ds, E
arth
and
Spa
ce S
cienc
es, E
arth
’s Sy
stem
s: Pr
ocess
es th
at S
hape
the E
arth
ESS
1-1,
ESS
2-1
(Gra
de 4
): Id
entif
y ev
iden
ce fr
om
patte
rns i
n ro
ck fo
rmat
ions
and
foss
ils in
rock
laye
rs fo
r cha
nges
in a
land
scap
e ov
er ti
me
to su
ppor
t an
expl
anat
ion
for c
hang
es in
a la
ndsc
ape
over
tim
e. M
ake
obse
rvat
ions
and
/or
mea
sure
men
ts to
pro
vide
evi
denc
e of
the
effec
ts of
wea
ther
ing
or th
e ra
te o
f ero
sion
by w
ater
, ice
, win
d, o
r veg
etat
ion.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts g
athe
r inf
orm
atio
n ab
out s
cien
tific
proc
esse
s (e.
g., f
rom
teac
her d
emon
strat
ions
, com
pute
r pro
gram
s, or
vid
eos)
and
de
mon
strat
e ho
w th
e su
rface
of t
he e
arth
has
cha
nged
ove
r tim
e as
par
t of a
long
-term
pro
ject
on
eart
h hi
story
.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
ANAL
YZE
the
resu
lts o
f cha
nge
over
tim
e du
e to
pro
cess
es a
ffect
ing
eart
h m
ater
ials.
LISTENING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Mat
ch p
roce
sses
or e
vent
s w
ith th
eir e
ffect
s on
eart
h m
ater
ials
base
d on
ora
l de
scrip
tions
usin
g ph
otos
, ill
ustr
atio
ns, o
r vid
eos w
ith
a pa
rtne
r in
L1 o
r L2
Iden
tify
and
sort
the
effec
t of
pro
cess
es o
r eve
nts o
n ea
rth
mat
eria
ls ba
sed
on
oral
des
crip
tions
usin
g ph
otos
, illu
strat
ions
, or
vide
os w
ith a
par
tner
in L
1 or
L2
Cat
egor
ize th
e eff
ects
of
proc
esse
s or e
vent
s on
eart
h m
ater
ials
base
d on
ora
l de
scrip
tions
usin
g ph
otos
, ill
ustr
atio
ns, o
r vid
eos a
nd
grap
hic
orga
nize
rs w
ith a
pa
rtne
r
Dist
ingu
ish b
etw
een
effec
ts of
pro
cess
es o
r eve
nts o
n ea
rth
mat
eria
ls ba
sed
on
oral
des
crip
tions
usin
g ph
otos
, illu
strat
ions
, or
vid
eos a
nd g
raph
ic
orga
nize
rs
Inte
rpre
t the
effe
cts o
f pr
oces
ses o
r eve
nts o
n ea
rth
mat
eria
ls us
ing
vide
os
base
d on
gra
de-le
vel o
ral
disc
ours
e
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: wea
ther
v. w
eath
erin
g, e
rosio
n,
brea
ks d
own
rock
s
EXPA
ND
ED S
TRA
ND
S32
GR
AD
E 5
CON
NEC
TIO
N: C
omm
on C
ore S
tate
Sta
ndar
ds fo
r Eng
lish
Lang
uage
Art
s, Sp
eaki
ng a
nd L
isten
ing,
Pre
senta
tion
of K
now
ledge
& Id
eas #
4–5
(Gra
de 5
): Re
port
on
a to
pic
or te
xt,
tell
a sto
ry, o
r rec
ount
an
expe
rienc
e in
an
orga
nize
d m
anne
r, us
ing
appr
opria
te fa
cts a
nd re
leva
nt, d
escr
iptiv
e de
tails
to su
ppor
t mai
n id
eas o
r the
mes
; spe
ak c
lear
ly a
t an
unde
rsta
ndab
le p
ace;
Add
aud
io re
cord
ings
and
visu
al d
ispla
ys to
pre
sent
atio
ns w
hen
appr
opria
te to
enh
ance
the
deve
lopm
ent o
f mai
n id
eas o
r the
mes
.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts c
olla
bora
te in
pro
vidi
ng c
oach
ing
or fe
edba
ck to
pee
rs o
n th
eir o
ral p
rese
ntat
ions
usin
g cl
ass-
crea
ted
rubr
ics.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
EVAL
UAT
E th
eir c
lass
mat
es’ p
rese
ntat
ions
and
giv
e or
al fe
edba
ck.
SPEAKING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Stat
e ra
tings
of p
eers’
pr
esen
tatio
ns u
sing
simpl
e ill
ustr
ated
sent
ence
fram
es
and
wor
d ba
nks
Des
crib
e ra
tings
of p
eers’
pr
esen
tatio
ns u
sing
illus
trat
ed se
nten
ce fr
ames
Disc
uss r
atin
gs o
f pee
rs’
pres
enta
tions
and
sugg
est
impr
ovem
ents
usin
g se
nten
ce fr
ames
Expl
ain
ratin
gs o
f pee
rs’
pres
enta
tions
with
evi
denc
e an
d su
gges
t im
prov
emen
ts us
ing
sent
ence
fram
es
Justi
fy ra
tings
of p
eers’
pr
esen
tatio
ns w
ith e
vide
nce
and
sugg
est i
mpr
ovem
ents
usin
g ru
bric
s
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: rub
ric, u
se o
f voi
ce, p
ace,
vi
sual
aid
s, m
essa
ge
ELD
STA
ND
ARD
1: S
ocia
l & In
stru
ctio
nal L
angu
age
EXA
MPL
E TO
PIC:
Pee
r ass
essm
ent
The
expa
nded
stra
nd fo
r fifth
gra
de re
pres
ents
an o
ppor
tuni
ty fo
r stu
dent
s to
prac
tice
thei
r ora
l ski
lls w
hile
at t
he sa
me
time
lear
ning
abo
ut th
e fe
atur
es o
f a c
lear
, str
ong
pres
enta
tion.
This
incl
udes
stra
tegi
es in
supp
ort o
f lan
guag
e de
velo
pmen
t th
at a
re a
lso g
ood
for a
ll stu
dent
s, su
ch a
s the
use
of s
ente
nce
fram
es, t
empl
ates
, an
d vi
sual
s. Th
e ex
ampl
es g
iven
sugg
est t
hat w
hile
all
stude
nts c
an b
e pr
actic
ing
with
the
sam
e co
nten
t, th
e qu
antit
y of
lang
uage
they
are
abl
e to
pro
duce
as w
ell
as th
e so
phist
icat
ion
of th
eir o
ral d
iscou
rse,
incl
udin
g vo
cabu
lary
, for
ms,
and
conv
entio
ns, w
ill v
ary
acro
ss le
vels.
The
unde
rlini
ng in
the
form
s and
con
vent
ions
ro
w d
raw
s atte
ntio
n to
som
e po
ssib
ilitie
s for
ling
uisti
c fe
atur
es th
at c
ould
be
prac
ticed
, suc
h as
tens
es, p
lura
lizat
ion,
adv
erbs
, and
oth
ers.
Plea
se re
mem
ber,
this
is an
exa
mpl
e bu
t the
par
ticul
ar a
reas
of f
ocus
and
thei
r ord
er sh
ould
be
adju
sted
to
mee
t stu
dent
s’ ne
eds a
nd c
orre
spon
d w
ith y
our c
urric
ular
goa
ls.
EXPA
ND
ED S
TRA
ND
S33
Exam
ple
Lang
uage
Fea
ture
s
Leve
ls 1
–3Le
vels
2–4
Leve
ls 3
–5
Level 6 – Reaching
Ling
uist
ic
Com
plex
ity
Dis
cour
se
Leve
l
I lea
rned
abo
ut b
ears
. I c
an h
ear y
ou.
You
talk
fast.
I lik
ed y
our p
ictu
res.
Goo
d jo
b on
you
r pre
sent
atio
n. I
liked
w
hen
you
told
us a
bout
the
koal
a’s d
iet.
Your
ph
otos
hel
ped
me
unde
rsta
nd. D
on’t
read
yo
ur n
otes
so m
uch.
You
spea
k in
a c
lear
vo
ice.
Your
pre
sent
atio
n sh
owed
you
kno
w a
lot
abou
t the
topi
c. Y
our m
ap a
bout
diff
eren
t fo
od so
urce
s was
inte
resti
ng. Y
ou sp
oke
with
a
very
cle
ar v
oice
but
som
etim
es y
ou sp
oke
too
quic
kly
or to
o so
ftly.
I sug
gest
you
slow
do
wn
and
talk
a li
ttle
loud
er. N
ext t
ime,
I re
com
men
d yo
u lo
ok u
p at
you
r aud
ienc
e.
Lang
uage
Fo
rms
&
Conv
enti
ons
Sent
ence
Le
vel
you
➞ y
our
pict
ures
lear
n ➞
lear
ned
like
➞ li
ked
I lik
ed w
hen
(wha
t/how
/that
)ve
ry c
lear
to
o qu
ickl
y
quic
kly
softl
y
Nex
t tim
e,
Voca
bula
ry
Usa
ge
Wor
d/Ph
rase
Le
vel
lear
ned
abou
the
arta
lkfa
st/slo
wpi
ctur
es
pres
enta
tion
note
sso
muc
h sp
eak
clea
r voi
ce
topi
cI s
ugge
st yo
u…I r
ecom
men
d…au
dien
ce
EXPA
ND
ED S
TRA
ND
S34
GR
AD
E 6
CON
NEC
TIO
N: C
omm
on C
ore S
tate
Sta
ndar
ds fo
r Mat
hem
atics
, Rat
ios a
nd P
ropo
rtio
nal R
elatio
nshi
ps #
3 (G
rade
6):
Use
ratio
and
rate
reas
onin
g to
solv
e re
al-w
orld
and
m
athe
mat
ical
pro
blem
s… b
. Sol
ve u
nit r
ate
prob
lem
s inc
ludi
ng th
ose
invo
lvin
g un
it pr
icin
g an
d co
nsta
nt sp
eed…
c. F
ind
a pe
rcen
t of a
qua
ntity
as a
rate
per
100
(e.g
., 30
%
of a
qua
ntity
mea
ns 3
0/10
0 tim
es th
e qu
antit
y); s
olve
pro
blem
s inv
olvi
ng fi
ndin
g th
e w
hole
, giv
en a
par
t and
the
perc
ent.
d. U
se ra
tio re
ason
ing
to c
onve
rt m
easu
rem
ent u
nits;
m
anip
ulat
e an
d tr
ansfo
rm u
nits
appr
opria
tely
whe
n m
ultip
lyin
g or
div
idin
g qu
antit
ies.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts j
ustif
y th
eir d
ecisi
ons i
n re
al-li
fe sc
enar
ios (
e.g.
, cho
osin
g ite
ms t
o bu
y ba
sed
on d
iscou
nts a
nd lo
cal t
ax, d
eter
min
ing
mile
s per
gal
lon
for d
iffer
ent m
odel
s of c
ars,
or se
lect
ing
play
ers f
or a
fant
asy
team
bas
ed o
n sp
orts
aver
age)
.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
EVAL
UAT
E th
eir o
ptio
ns a
nd m
ake
choi
ces.
WRITING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
List
choi
ces b
ased
on
rate
ca
lcul
atio
ns in
real
-life
sit
uatio
ns u
sing
tem
plat
es
and
wor
d ba
nks w
ith a
pa
rtne
r
Des
crib
e ch
oice
s bas
ed o
n ra
te c
alcu
latio
ns in
real
-life
sit
uatio
ns u
sing
tem
plat
es
and
wor
d ba
nks w
ith a
pa
rtne
r
Com
pare
cho
ices
bas
ed o
n ra
te c
alcu
latio
ns in
real
-life
sit
uatio
ns u
sing
grap
hic
orga
nize
rs w
ith a
par
tner
Expl
ain
choi
ces b
ased
on
rate
cal
cula
tions
in re
al-li
fe
situa
tions
usin
g ch
arts
with
pa
rtne
rs
Elab
orat
e on
cho
ices
bas
ed
on ra
te c
alcu
latio
ns in
real
-lif
e sit
uatio
ns w
ith p
artn
ers
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: sal
es ta
x, d
iscou
nt, p
erce
ntag
e,
ratio
, pro
port
ion
ELD
STA
ND
ARD
3: T
he L
angu
age
of M
athe
mat
ics
EXA
MPL
E TO
PIC:
Rat
io &
rate
This
expa
nded
stra
nd sh
owca
ses a
n op
port
unity
for s
tude
nts t
o ho
ne th
eir w
ritin
g sk
ills w
ithin
Sta
ndar
d 3,
the
Lang
uage
of M
athe
mat
ics.
Stud
ents
at a
ll le
vels
of
lang
uage
pro
ficie
ncy
are
aske
d to
eva
luat
e, a
dem
andi
ng c
ogni
tive
func
tion,
and
th
ey m
ust j
ustif
y th
eir d
ecisi
ons b
ased
on
com
puta
tion
and
reas
onin
g. Th
e ex
ampl
e to
pic
of ra
tio a
nd ra
te c
an b
e m
ade
rele
vant
for s
tude
nts u
sing
a va
riety
of r
eal-l
ife
appl
icat
ions
, as s
how
n in
the
exam
ple
cont
ext f
or la
ngua
ge u
se. E
duca
tors
shou
ld
be m
indf
ul o
f som
e of
the
spec
ific
and
tech
nica
l lan
guag
e th
at c
an b
e pr
esen
t in
such
spec
ializ
ed to
pics
as t
axes
, car
s, an
d sp
orts,
and
mak
e a
poin
t to
teac
h it
to
stude
nts e
xplic
itly.
ELLs
can
be
mor
e su
cces
sful w
hen
prov
ided
ling
uisti
c su
ppor
ts.
In le
vels
1 an
d 2
of th
is str
and,
stud
ents
are
supp
orte
d by
the
use
of a
tem
plat
e.
In th
e ro
w fo
r Lin
guist
ic C
ompl
exity
, stu
dent
s’ w
ritin
g is
unde
rline
d to
show
that
th
ey h
ave
fille
d in
bla
nks w
ith w
ords
, phr
ases
, and
sim
ple
sent
ence
s, w
hile
the
tem
plat
e pr
ovid
ed b
y th
eir t
each
er is
show
n in
ital
icize
d te
xt. A
t the
hig
her l
evel
s of
lang
uage
pro
ficie
ncy,
stude
nts c
an d
raft
all t
ext i
ndep
ende
ntly
usin
g th
e su
ppor
t of
grap
hic
orga
nize
rs th
at re
min
d th
em o
f com
para
tive
and
expl
anat
ory
lang
uage
.
EXPA
ND
ED S
TRA
ND
S35
Exam
ple
Lang
uage
Fea
ture
s
Leve
ls 1
–3Le
vels
2–4
Leve
ls 3
–5
Level 6 – Reaching
Ling
uist
ic
Com
plex
ity
Dis
cour
se
Leve
l
Selec
tion:
We c
hose
the
com
pute
r.
Price
: It c
osts
$750
.
Disc
ount
: Tod
ay it
is 1
5%.
Reas
on: Th
e pr
ice
is ch
eap.
Ther
e ar
e m
any
phon
es. W
e se
lect
ed th
e sm
art p
hone
. Som
e ph
ones
are
che
aper
, but
th
e sm
art p
hone
can
do
mor
e. Th
e pr
ice
was
$4
00 p
lus t
ax. I
t was
on
sale
for 1
5% o
ff.
We
had
a ch
oice
of b
uyin
g a
tabl
et o
r a
smar
t pho
ne. W
e lo
oked
for a
goo
d de
al.
We
sele
cted
the
tabl
et b
ecau
se it
was
the
best
valu
e at
the
disc
ount
ed ra
te. I
t had
a
grea
ter p
erce
ntag
e off
. The
pric
e of
the
tabl
et,
incl
udin
g th
e 20
% d
iscou
nt a
nd sa
les t
ax,
was
$49
5. Th
e fin
al p
rice
of th
e sm
art p
hone
w
as $
340
afte
r tak
ing
10%
off.
Lang
uage
Fo
rms
&
Conv
enti
ons
Sent
ence
Le
vel
choo
se ➞
cho
se
cost
➞ c
osts
chea
p ➞
che
aper
ex
pens
ive
➞ m
ore
expe
nsiv
e
Som
e ph
ones
are
che
aper
, but
…
on sa
le
15%
off
The
pric
e of
the
tabl
et, i
nclu
ding
the
20%
di
scou
nt a
nd sa
les t
ax, w
as $
495.
afte
r tak
ing
Voca
bula
ry
Usa
ge
Wor
d/Ph
rase
Le
vel
costs
disc
ount
pric
ech
eap/
expe
nsiv
e
plus
tax
on sa
lea
good
dea
lbe
st va
lue
disc
ount
ed ra
tepe
rcen
tage
off
final
pric
e
CON
NEC
TIO
N: C
omm
on C
ore S
tate
Sta
ndar
ds fo
r Mat
hem
atics
, Rat
ios a
nd P
ropo
rtio
nal R
elatio
nshi
ps #
3 (G
rade
6):
Use
ratio
and
rate
reas
onin
g to
solv
e re
al-w
orld
and
m
athe
mat
ical
pro
blem
s… b
. Sol
ve u
nit r
ate
prob
lem
s inc
ludi
ng th
ose
invo
lvin
g un
it pr
icin
g an
d co
nsta
nt sp
eed…
c. F
ind
a pe
rcen
t of a
qua
ntity
as a
rate
per
100
(e.g
., 30
%
of a
qua
ntity
mea
ns 3
0/10
0 tim
es th
e qu
antit
y); s
olve
pro
blem
s inv
olvi
ng fi
ndin
g th
e w
hole
, giv
en a
par
t and
the
perc
ent.
d. U
se ra
tio re
ason
ing
to c
onve
rt m
easu
rem
ent u
nits;
m
anip
ulat
e an
d tr
ansfo
rm u
nits
appr
opria
tely
whe
n m
ultip
lyin
g or
div
idin
g qu
antit
ies.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts j
ustif
y th
eir d
ecisi
ons i
n re
al-li
fe sc
enar
ios (
e.g.
, cho
osin
g ite
ms t
o bu
y ba
sed
on d
iscou
nts a
nd lo
cal t
ax, d
eter
min
ing
mile
s per
gal
lon
for d
iffer
ent m
odel
s of c
ars,
or se
lect
ing
play
ers f
or a
fant
asy
team
bas
ed o
n sp
orts
aver
age)
.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
EVAL
UAT
E th
eir o
ptio
ns a
nd m
ake
choi
ces.
WRITING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
List
choi
ces b
ased
on
rate
ca
lcul
atio
ns in
real
-life
sit
uatio
ns u
sing
tem
plat
es
and
wor
d ba
nks w
ith a
pa
rtne
r
Des
crib
e ch
oice
s bas
ed o
n ra
te c
alcu
latio
ns in
real
-life
sit
uatio
ns u
sing
tem
plat
es
and
wor
d ba
nks w
ith a
pa
rtne
r
Com
pare
cho
ices
bas
ed o
n ra
te c
alcu
latio
ns in
real
-life
sit
uatio
ns u
sing
grap
hic
orga
nize
rs w
ith a
par
tner
Expl
ain
choi
ces b
ased
on
rate
cal
cula
tions
in re
al-li
fe
situa
tions
usin
g ch
arts
with
pa
rtne
rs
Elab
orat
e on
cho
ices
bas
ed
on ra
te c
alcu
latio
ns in
real
-lif
e sit
uatio
ns w
ith p
artn
ers
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: sal
es ta
x, d
iscou
nt, p
erce
ntag
e,
ratio
, pro
port
ion
EXPA
ND
ED S
TRA
ND
S36
GR
AD
E 7
CON
NEC
TIO
N: C
omm
on C
ore R
eadi
ng S
tand
ards
for L
itera
cy in
Hist
ory/S
ocia
l Stu
dies,
Inte
grat
ion
of K
now
ledge
& Id
eas #
7: In
tegr
ate
visu
al in
form
atio
n (e
.g.,
in c
hart
s, gr
aphs
, ph
otog
raph
s, vi
deos
, or m
aps)
with
oth
er in
form
atio
n in
prin
t and
dig
ital t
exts.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts r
ead
info
rmat
iona
l tex
ts an
d re
late
d w
ebsit
es a
bout
cro
ps o
r agr
icul
tura
l pro
duct
s to
inte
rpre
t map
s or c
reat
e ch
arts.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
ANAL
YZE
the
impo
rtan
ce o
f agr
icul
tura
l res
ourc
es to
regi
onal
eco
nom
ies.
READING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Iden
tify
agric
ultu
ral i
cons
us
ing
visu
al o
r gra
phic
su
ppor
t (e.
g., o
n m
aps o
r gr
aphs
)
Loca
te re
sour
ces o
r ag
ricul
tura
l pro
duct
s usin
g vi
sual
or g
raph
ic su
ppor
t
Dist
ingu
ish a
mon
g re
sour
ces o
r agr
icul
tura
l pr
oduc
ts us
ing
visu
al o
r gr
aphi
c su
ppor
t
Find
pat
tern
s ass
ocia
ted
with
reso
urce
s or
agric
ultu
ral p
rodu
cts u
sing
visu
al o
r gra
phic
supp
ort
Dra
w c
oncl
usio
ns a
bout
re
sour
ces o
r agr
icul
tura
l pr
oduc
ts on
map
s or
grap
hs fr
om g
rade
-leve
l tex
t
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: ren
ewab
le, n
on-r
enew
able
, re
sour
ce a
lloca
tion
ELD
STA
ND
ARD
5: T
he L
angu
age
of S
ocia
l Stu
dies
EX
AM
PLE
TOPI
C: A
gric
ultu
re
In th
e ex
pand
ed st
rand
that
follo
ws,
stude
nts e
ngag
e in
ana
lytic
al re
adin
g of
prin
t or
dig
ital t
exts
to su
ppor
t the
ir in
terp
reta
tion
and
ultim
atel
y, cr
eatio
n of
cha
rts
or m
aps a
bout
agr
icul
ture
. In
orde
r for
stud
ents
at a
ll le
vels
to m
aint
ain
the
sam
e co
gniti
ve fu
nctio
n of
ana
lyzin
g, e
duca
tors
nee
d to
ens
ure
that
stud
ents
are
aske
d to
di
ffere
ntia
te a
gric
ultu
ral p
rodu
cts f
rom
oth
er re
sour
ces s
uch
as m
iner
al o
r hum
an
reso
urce
s. Th
is ex
ampl
e ac
tivity
con
sists
of m
any
part
s tha
t are
not
all
illus
trat
ed
here
, inc
ludi
ng th
e us
e of
the
othe
r lan
guag
e do
mai
ns o
f spe
akin
g, li
steni
ng,
and/
or w
ritin
g. L
angu
age
activ
ities
are
alm
ost a
lway
s int
egra
ted
acro
ss m
ultip
le
dom
ains
in th
is w
ay, a
nd st
uden
ts ar
e of
ten
aske
d to
pro
duce
lang
uage
to in
dica
te
thei
r rea
ding
com
preh
ensio
n. In
oth
er w
ords
, we
can’t
see
whe
ther
stud
ents
have
co
rrec
tly id
entifi
ed la
ngua
ge o
r dra
wn
conc
lusio
ns b
ased
on
thei
r rea
ding
unl
ess
they
show
thei
r lea
rnin
g in
oth
er w
ays.
This
expa
nded
stra
nd su
gges
ts th
at st
uden
ts w
ould
read
text
like
that
whi
ch a
ppea
rs n
ext t
o Li
ngui
stic
Com
plex
ity, b
ut th
en
mig
ht in
dica
te th
eir u
nder
stand
ing
by c
reat
ing
a un
ique
cha
rt o
r map
. The
row
s fo
r Lan
guag
e Fo
rms a
nd C
onve
ntio
ns a
nd V
ocab
ular
y U
sage
sugg
est s
ome
poss
ible
la
ngua
ge le
arni
ng o
ppor
tuni
ties t
o in
trodu
ce a
nd p
ract
ice
with
stud
ents
at e
ach
leve
l of l
angu
age
profi
cien
cy. S
uch
prac
tice
will
enh
ance
and
exp
and
stude
nts’
abili
ties t
o ac
cess
con
tent
pre
sent
ed th
roug
h w
ritte
n te
xt.
EXPA
ND
ED S
TRA
ND
S37
Exam
ple
Lang
uage
Fea
ture
s
Leve
ls 1
–3Le
vels
2–4
Leve
ls 3
–5
Level 6 – Reaching
Ling
uist
ic
Com
plex
ity
Dis
cour
se
Leve
l
Ric
e is
an im
port
ant c
rop.
It g
row
s in
the
wet
fla
t lan
ds o
f Chi
na.
Bana
nas g
row
in th
e tro
pics
.
Coff
ee g
row
s in
coun
trie
s with
hig
h m
ount
ains
that
are
nea
r the
equ
ator
, whi
le
oliv
es g
row
nea
r war
m se
as. Th
eref
ore,
co
ffee
is a
maj
or a
gric
ultu
ral p
rodu
ct o
f Ec
uado
r whi
le o
lives
are
impo
rtan
t to
the
Med
iterr
anea
n re
gion
.
Ora
nge
trees
requ
ire th
e m
oist,
nut
rient
-ric
h so
il of
trop
ical
clim
ates
. In
cont
rast,
whe
at
pros
pers
in c
oole
r, ar
id c
limat
es w
ith d
rier
soil.
Not
ice
how
agr
icul
tura
l pro
duct
ivity
va
ries f
rom
regi
on to
regi
on in
Ken
ya.
One
requ
irem
ent o
f suc
cess
ful a
gric
ultu
ral
prod
uctio
n is
sele
ctin
g cr
ops t
hat a
re w
ell-
suite
d to
the
clim
ate
and
soil
of th
e re
gion
.
Lang
uage
Fo
rms
&
Conv
enti
ons
Sent
ence
Le
vel
rice,
coff
ee, c
orn,
v. o
lives
, ban
anas
, ora
nges
Ric
e gr
ows…
Ba
nana
s gro
w…
Coff
ee g
row
s… w
hile
oliv
es g
row
…
Ther
efor
e,…
One
requ
irem
ent o
f suc
cess
ful a
gric
ultu
ral
prod
uctio
n is…
Voca
bula
ry
Usa
ge
Wor
d/Ph
rase
Le
vel
rice
coff
ee o
lives
w
heat
ora
nge
trees
impo
rtan
t cro
p
wet
flat
land
s
near
the
equa
tor o
r
near
war
m se
as
maj
or
ther
efor
e
whi
le
regi
on
In c
ontr
ast,
agric
ultu
ral
pr
oduc
tivity
/pro
duct
ion
moi
st, tr
opic
al c
limat
es
cool
er, a
rid c
limat
es
wel
l-sui
ted
CON
NEC
TIO
N: C
omm
on C
ore R
eadi
ng S
tand
ards
for L
itera
cy in
Hist
ory/S
ocia
l Stu
dies,
Inte
grat
ion
of K
now
ledge
& Id
eas #
7: In
tegr
ate
visu
al in
form
atio
n (e
.g.,
in c
hart
s, gr
aphs
, ph
otog
raph
s, vi
deos
, or m
aps)
with
oth
er in
form
atio
n in
prin
t and
dig
ital t
exts.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts r
ead
info
rmat
iona
l tex
ts an
d re
late
d w
ebsit
es a
bout
cro
ps o
r agr
icul
tura
l pro
duct
s to
inte
rpre
t map
s or c
reat
e ch
arts.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
ANAL
YZE
the
impo
rtan
ce o
f agr
icul
tura
l res
ourc
es to
regi
onal
eco
nom
ies.
READING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Iden
tify
agric
ultu
ral i
cons
us
ing
visu
al o
r gra
phic
su
ppor
t (e.
g., o
n m
aps o
r gr
aphs
)
Loca
te re
sour
ces o
r ag
ricul
tura
l pro
duct
s usin
g vi
sual
or g
raph
ic su
ppor
t
Dist
ingu
ish a
mon
g re
sour
ces o
r agr
icul
tura
l pr
oduc
ts us
ing
visu
al o
r gr
aphi
c su
ppor
t
Find
pat
tern
s ass
ocia
ted
with
reso
urce
s or
agric
ultu
ral p
rodu
cts u
sing
visu
al o
r gra
phic
supp
ort
Dra
w c
oncl
usio
ns a
bout
re
sour
ces o
r agr
icul
tura
l pr
oduc
ts on
map
s or
grap
hs fr
om g
rade
-leve
l tex
t
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: ren
ewab
le, n
on-r
enew
able
, re
sour
ce a
lloca
tion
EXPA
ND
ED S
TRA
ND
S38
GR
AD
E 8
CON
NEC
TIO
N: C
omm
on C
ore R
eadi
ng S
tand
ards
for L
itera
ture
, Int
egra
tion
of K
now
ledge
and
Idea
s #9
(Gra
de 8
): An
alyz
e ho
w a
mod
ern
wor
k of
fict
ion
draw
s on
them
es, p
atte
rns
of e
vent
s, or
cha
ract
er ty
pes f
rom
myt
hs, t
radi
tiona
l sto
ries,
or re
ligio
us w
orks
such
as t
he B
ible
, inc
ludi
ng d
escr
ibin
g ho
w th
e m
ater
ial i
s ren
dere
d ne
w.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts l
isten
to c
lass
disc
ussio
ns a
bout
them
es, p
atte
rns o
f eve
nts,
or c
hara
cter
type
s in
a w
ork
of li
tera
ture
to m
ake
conn
ectio
ns
to th
eir o
wn
lives
and
/or f
amili
ar st
orie
s or m
yths
from
thei
r ow
n cu
lture
s.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
ANAL
YZE
univ
ersa
l the
mes
of l
itera
ture
.
LISTENING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Sele
ct il
lustr
atio
ns d
epic
ting
liter
ary
char
acte
rs,
them
es, a
nd p
lots
base
d on
ora
l sta
tem
ents
usin
g en
viro
nmen
tal p
rint (
e.g.
, po
sters
abo
ut c
hara
cter
ty
pes a
nd th
emes
)
Sele
ct il
lustr
atio
ns
depi
ctin
g lit
erar
y ch
arac
ters
, the
mes
, an
d pl
ots b
ased
on
oral
des
crip
tions
usin
g en
viro
nmen
tal p
rint
Cla
ssify
exa
mpl
es o
f lit
erar
y ch
arac
ters
, the
mes
, an
d pl
ots b
ased
on
oral
de
scrip
tions
with
a p
artn
er
Find
pat
tern
s rel
ated
to
liter
ary
char
acte
rs, t
hem
es,
and
plot
s usin
g gr
aphi
c or
gani
zers
with
a p
artn
er
Pred
ict t
he e
volu
tion
of li
tera
ry c
hara
cter
s, th
emes
, and
plo
ts
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: uni
vers
al th
eme,
cha
ract
er
type
, alle
gory
, myt
holo
gy, p
rota
goni
st
ELD
STA
ND
ARD
2: T
he L
angu
age
of L
angu
age
Art
s EX
AM
PLE
TOPI
C: L
iter
atur
e an
alys
is
The
8th
grad
e ex
pand
ed st
rand
ass
umes
that
stud
ents
will
liste
n to
cla
ssro
om
disc
ussio
ns a
bout
lite
ratu
re a
nd w
ill c
onne
ct c
omm
on th
emes
acr
oss m
ultip
le
genr
es, i
nclu
ding
myt
hs, t
radi
tiona
l sto
ries,
or re
ligio
us w
orks
. ELL
s fro
m d
iver
se
back
grou
nds m
ay o
ffer t
rem
endo
us ri
chne
ss to
such
disc
ussio
ns o
f uni
vers
al th
emes
, as
they
may
kno
w d
iffer
ent t
radi
tiona
l sto
ries a
nd h
ave
uniq
ue li
fe e
xper
ienc
es
to re
late
to th
e lit
erar
y w
orks
. In
the
dom
ain
of li
steni
ng, t
hey
may
exh
ibit
thei
r lis
teni
ng c
ompr
ehen
sion
in a
var
iety
of w
ays,
as su
gges
ted
in th
e m
odel
per
form
ance
in
dica
tors
. Edu
cato
rs m
ay re
ly o
n ill
ustr
atio
ns o
f com
mon
them
es, e
vent
s, or
ch
arac
ter t
ypes
acr
oss m
ultip
le u
nits
to in
crea
se st
uden
ts’ fa
mili
arity
with
thes
e
conc
epts.
Stu
dent
s may
recr
eate
, sel
ect,
or m
anip
ulat
e th
ese
illus
trat
ions
to e
ngag
e in
a v
arie
ty o
f act
iviti
es. H
owev
er, i
llustr
atio
ns a
re ju
st on
e w
ay to
supp
ort s
tude
nts’
liste
ning
. Oth
er g
raph
ic, s
enso
ry, a
nd in
tera
ctiv
e su
ppor
ts m
ay b
e eq
ually
val
uabl
e.
The
com
plex
ity o
f sen
tenc
es th
at st
uden
ts ca
n pr
oces
s inc
reas
es a
cros
s thr
ee ti
ered
le
vels.
Diff
eren
t for
ms,
conv
entio
ns, a
nd v
ocab
ular
y ca
n be
intro
duce
d th
roug
h di
ffere
nt a
ctiv
ities
as p
art o
f the
less
on o
n lit
erat
ure.
List
enin
g w
ill se
rve
as a
scaff
old
for m
any
stude
nts w
ho c
an u
se it
as a
foun
datio
n fo
r bui
ldin
g th
eir p
rodu
ctiv
e sk
ills
of sp
eaki
ng a
nd w
ritin
g.
EXPA
ND
ED S
TRA
ND
S39
Exam
ple
Lang
uage
Fea
ture
s
Leve
ls 1
–3Le
vels
2–4
Leve
ls 3
–5
Level 6 – Reaching
Ling
uist
ic
Com
plex
ity
Dis
cour
se
Leve
l
The
mai
n ch
arac
ter,
Lore
tta, i
s a h
eroi
ne.
She
is no
t afra
id o
f dra
gons
. She
is li
ke th
e w
arrio
r fro
m th
e ot
her s
tory
we
read
.
In g
ener
al, L
oret
ta is
a st
rong
cha
ract
er. S
he
is bo
th fa
ithfu
l and
fear
less
. She
nev
er le
aves
Sa
ndra
’s sid
e. A
dditi
onal
ly, L
oret
ta c
halle
nges
th
e dr
agon
in th
e m
agic
al fo
rest.
This
is di
ffere
nt fr
om h
ow th
e w
arrio
r aba
ndon
s his
hors
e in
the
scen
e of
bat
tle.
Obv
ious
ly, L
oret
ta re
pres
ents
the
hero
ine
of th
e ta
le. S
he n
ot o
nly
defe
ats w
icke
d m
onste
rs th
roug
hout
the
story
, but
she
also
pr
oves
her
self
as a
loya
l frie
nd. Th
roug
h ov
erco
min
g nu
mer
ous o
bsta
cles
, she
co
nque
rs h
er fe
ars a
nd re
alize
s her
ow
n str
engt
h. W
hat i
f Lor
etta
met
the
war
rior
from
the
anci
ent m
yth?
Wou
ld sh
e cr
itici
ze
his a
ctio
ns? C
ould
she
offer
him
som
e ad
vice
?
Lang
uage
Fo
rms
&
Conv
enti
ons
Sent
ence
Le
vel
The
mai
n ch
arac
ter,
Lore
tta,
she
is v.
she
is no
t
In g
ener
al,
both
___
_ an
d __
__Fo
r ins
tanc
e,…
neve
rAd
ditio
nally
,di
ffere
nt fr
om h
ow
Obv
ious
ly,
not o
nly…
but a
lso
Thro
ugh
over
com
ing
num
erou
s obs
tacl
es,
she…
Wha
t wou
ld…
C
ould
…
Voca
bula
ry
Usa
ge
Wor
d/Ph
rase
Le
vel
mai
n ch
arac
ter
hero
/her
oine
afra
iddr
agon
war
rior
othe
r sto
ry
stron
g ch
arac
ter
faith
ful
fear
less
____
’s sid
ech
alle
nges
mag
ical
aban
dons
scen
e of
bat
tle
repr
esen
tsde
feat
slo
yal f
riend
over
com
ing
obsta
cles
co
nque
rsre
alize
s her
ow
n str
engt
hse
rve
anci
ent m
yth
criti
cize
offer
som
e ad
vice
CON
NEC
TIO
N: C
omm
on C
ore R
eadi
ng S
tand
ards
for L
itera
ture
, Int
egra
tion
of K
now
ledge
and
Idea
s #9
(Gra
de 8
): An
alyz
e ho
w a
mod
ern
wor
k of
fict
ion
draw
s on
them
es, p
atte
rns
of e
vent
s, or
cha
ract
er ty
pes f
rom
myt
hs, t
radi
tiona
l sto
ries,
or re
ligio
us w
orks
such
as t
he B
ible
, inc
ludi
ng d
escr
ibin
g ho
w th
e m
ater
ial i
s ren
dere
d ne
w.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts l
isten
to c
lass
disc
ussio
ns a
bout
them
es, p
atte
rns o
f eve
nts,
or c
hara
cter
type
s in
a w
ork
of li
tera
ture
to m
ake
conn
ectio
ns
to th
eir o
wn
lives
and
/or f
amili
ar st
orie
s or m
yths
from
thei
r ow
n cu
lture
s.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
ANAL
YZE
univ
ersa
l the
mes
of l
itera
ture
.
LISTENING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Sele
ct il
lustr
atio
ns d
epic
ting
liter
ary
char
acte
rs,
them
es, a
nd p
lots
base
d on
ora
l sta
tem
ents
usin
g en
viro
nmen
tal p
rint (
e.g.
, po
sters
abo
ut c
hara
cter
ty
pes a
nd th
emes
)
Sele
ct il
lustr
atio
ns
depi
ctin
g lit
erar
y ch
arac
ters
, the
mes
, an
d pl
ots b
ased
on
oral
des
crip
tions
usin
g en
viro
nmen
tal p
rint
Cla
ssify
exa
mpl
es o
f lit
erar
y ch
arac
ters
, the
mes
, an
d pl
ots b
ased
on
oral
de
scrip
tions
with
a p
artn
er
Find
pat
tern
s rel
ated
to
liter
ary
char
acte
rs, t
hem
es,
and
plot
s usin
g gr
aphi
c or
gani
zers
with
a p
artn
er
Pred
ict t
he e
volu
tion
of li
tera
ry c
hara
cter
s, th
emes
, and
plo
ts
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: uni
vers
al th
eme,
cha
ract
er
type
, alle
gory
, myt
holo
gy, p
rota
goni
st
EXPA
ND
ED S
TRA
ND
S40
GR
AD
ES 9
–10
CON
NEC
TIO
N: N
ext G
ener
atio
n Sc
ience
Sta
ndar
ds, P
hysic
al S
cienc
es, C
hem
ical R
eacti
ons P
S1-5
(Hig
h Sc
hool
): Ap
ply
scie
ntifi
c pr
inci
ples
and
evi
denc
e to
pro
vide
an
expl
anat
ion
abou
t the
effe
cts o
f cha
ngin
g th
e te
mpe
ratu
re o
r con
cent
ratio
n of
the
reac
ting
part
icle
s on
the
rate
at w
hich
a re
actio
n oc
curs
.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts w
ill d
iscus
s the
des
ign
of a
n ex
perim
ent (
e.g.
, rea
ctio
n ra
te o
f pho
tosy
nthe
sis) t
o te
st th
e eff
ect o
f mod
ifyin
g a
varia
ble.
G
roup
s will
per
form
the
expe
rimen
t and
disc
uss t
heir
obse
rvat
ions
on
the
impa
ct o
f the
spec
ific
varia
ble.
Fin
ally,
they
will
giv
e a
form
al p
rese
ntat
ion
on th
e re
sults
.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
ANAL
YZE
the
effec
t of m
odify
ing
a va
riabl
e in
an
expe
rimen
t.
SPEAKING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Des
crib
e th
e eff
ects
of
mod
ifyin
g a
varia
ble
usin
g ill
ustr
ated
wor
d ba
nks i
n sm
all g
roup
s
Giv
e ex
ampl
es o
f the
effe
cts
of m
odify
ing
a va
riabl
e us
ing
illus
trat
ed w
ord
bank
s and
sent
ence
fram
es
in sm
all g
roup
s
Expl
ain
the
effec
ts of
m
odify
ing
a va
riabl
e us
ing
sent
ence
fram
es a
nd
grap
hic
orga
nize
rs in
smal
l gr
oups
Disc
uss t
he e
ffect
s of
mod
ifyin
g a
varia
ble
usin
g se
nten
ce fr
ames
and
gr
aphi
c or
gani
zers
in sm
all
grou
ps
Repo
rt o
n th
e eff
ects
of
mod
ifyin
g a
varia
ble
in
smal
l gro
ups
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: dep
ende
nt a
nd in
depe
nden
t va
riabl
es, c
ontro
l and
exp
erim
enta
l gro
ups,
quan
titat
ive
and
qual
itativ
e da
ta
* As
this
book
goe
s to
press
, a d
raft
of th
e Nex
t Gen
erat
ion
Scien
ce S
tand
ards
was
just
relea
sed fo
r rev
iew. W
IDA
plan
s to
upda
te it
s Lan
guag
e of S
cienc
e stra
nds t
o co
rresp
ond
with
these
sta
ndar
ds a
s soo
n as
they
are
fina
l.
ELD
STA
ND
ARD
4: T
he L
angu
age
of S
cien
ce
EXA
MPL
E TO
PIC:
Dep
ende
nt &
inde
pend
ent v
aria
bles
The f
ollo
win
g ex
pand
ed st
rand
is fo
cuse
d on
a p
rodu
ctiv
e dom
ain
(spea
king
). Fi
ve
exam
ples
are
giv
en o
f how
stud
ents
will
gai
n pr
ofici
ency
as t
hey
prog
ress
thro
ugh
the
levels
. The p
rogr
essio
n sta
rts a
t lev
el 1
whe
re st
uden
ts w
ill c
ombi
ne n
ew v
ocab
ular
y w
ith se
t phr
ases
such
as “
staye
d th
e sam
e” to
des
crib
e the
ir ex
perim
ent.
At le
vel 2
, th
ey m
ight
use
repe
titiv
e sen
tenc
e fra
mes
to te
ll ab
out t
he d
iffer
ent o
utco
mes
of
expe
rimen
tatio
n. A
t lev
els 3
–5, t
each
ers s
houl
d gr
adua
lly in
crea
se th
e com
plex
ity o
f
sent
ence
fram
es p
rovi
ded
and
allo
w st
uden
ts am
ple t
ime t
o pr
actic
e with
them
prio
r to
giv
ing
a fin
al re
port
to th
e cla
ss. G
raph
ic su
ppor
t suc
h as
a p
roce
ss m
ap w
ill a
lso
supp
ort s
tude
nts’
abili
ty to
reco
unt t
he ex
perim
ent’s
resu
lts o
rally
. The p
assiv
e voi
ce,
a ha
llmar
k of
scie
ntifi
c la
ngua
ge, c
an b
e reh
ears
ed w
ith a
ll stu
dent
s, in
cludi
ng E
LLs
at th
e upp
er le
vels
of la
ngua
ge p
rofic
ienc
y. Al
l stu
dent
s will
ben
efit f
rom
enha
nced
aw
aren
ess o
f the
mos
t com
mon
feat
ures
of l
angu
age p
erta
inin
g to
scie
nce.
EXPA
ND
ED S
TRA
ND
S41
Exam
ple
Lang
uage
Fea
ture
s
Leve
ls 1
–3Le
vels
2–4
Leve
ls 3
–5
Level 6 – Reaching
Ling
uist
ic
Com
plex
ity
Dis
cour
se
Leve
l
Illus
trat
ed w
ord
bank
:in
depe
nden
t var
iabl
ede
pend
ent v
aria
ble
wat
erC
O2
Car
bon
diox
ide
staye
d th
e sa
me
chan
ged
The
inde
pend
ent v
aria
ble
was
car
bon
diox
ide.
W
e ch
ange
d th
e am
ount
of C
O2
each
tim
e.
We
saw
the
reac
tion
slow
dow
n w
ith le
ss
carb
on d
ioxi
de a
nd it
did
not
occ
ur w
ithou
t ca
rbon
dio
xide
.
In o
ur e
xper
imen
t, va
ryin
g th
e am
ount
s of
carb
on d
ioxi
de im
pact
ed th
e re
actio
n. F
irst,
we
diss
olve
d so
dium
bic
arbo
nate
in w
ater
to
rele
ase
CO
2, o
ur in
depe
nden
t var
iabl
e.
We
knew
how
muc
h C
O2
to u
se in
the
expe
rimen
t bec
ause
we
had
the
chem
ical
eq
uatio
n fo
r pho
tosy
nthe
sis. D
ecre
asin
g th
e am
ount
of C
O2
in th
e ex
perim
enta
l gro
ups
slow
ed d
own
the
reac
tion
rate
. Rem
ovin
g th
e ca
rbon
dio
xide
resu
lted
in n
o re
actio
n.
Lang
uage
Fo
rms
&
Conv
enti
ons
Sent
ence
Le
vel
staye
d th
e sa
me
chan
ged
We
saw
… w
ith…
and
it…va
ryin
g…
decr
easin
g…
rem
ovin
g…
Voca
bula
ry
Usa
ge
Wor
d/Ph
rase
Le
vel
staye
d th
e sa
me/
chan
ged
sam
e/di
ffere
nt
slow
/fast
chan
ged
reac
tion
each
tim
e
with
out
impa
ct
diss
olve
re
leas
e
chem
ical
equ
atio
n
phot
osyn
thes
is
resu
lted
in
EXPA
ND
ED S
TRA
ND
S42
GR
AD
ES 1
1–12
CON
NEC
TIO
N: C
omm
on C
ore R
eadi
ng S
tand
ards
for I
nfor
mat
iona
l Tex
ts, In
tegr
atio
n of
Kno
wled
ge &
Idea
s #7:
Inte
grat
e an
d ev
alua
te m
ultip
le so
urce
s of i
nfor
mat
ion
pres
ente
d in
di
ffere
nt m
edia
or f
orm
ats (
e.g.
, visu
ally,
qua
ntita
tivel
y) a
s wel
l as i
n w
ords
in o
rder
to a
ddre
ss a
que
stion
or s
olve
a p
robl
em.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts r
evie
w c
olle
ge o
r car
eer m
arke
ting
mat
eria
ls (e
.g.,
prin
t or o
nlin
e) a
ccor
ding
to p
erso
nal p
refe
renc
es (e
.g.,
affor
dabi
lity,
loca
tion,
tim
e co
mm
itmen
t, re
quire
men
ts, in
tere
st) to
mak
e in
form
ed d
ecisi
ons o
n po
st-se
cond
ary
optio
ns.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
EVAL
UAT
E po
st-se
cond
ary
optio
ns.
READING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Sort
info
rmat
ion
on p
ost-
seco
ndar
y op
tions
from
m
ultip
le so
urce
s with
visu
al
supp
ort w
ith a
par
tner
Iden
tify
impo
rtan
t in
form
atio
n (e
.g.,
by
high
light
ing)
on
post-
seco
ndar
y op
tions
from
m
ultip
le so
urce
s with
visu
al
supp
ort w
ith a
par
tner
Cat
egor
ize (e
.g.,
best,
m
aybe
, unl
ikel
y) p
ost-
seco
ndar
y op
tions
from
m
ultip
le so
urce
s usin
g ill
ustr
ated
gra
phic
or
gani
zers
Mak
e ju
dgm
ents
abou
t po
st-se
cond
ary
optio
ns
from
mul
tiple
sour
ces
usin
g ill
ustr
ated
gra
phic
or
gani
zers
(e.g
., ch
eckl
ists
of ty
pes o
f evi
denc
e)
Dra
w c
oncl
usio
ns o
n po
st-se
cond
ary
optio
ns fr
om
clai
ms i
n m
ultip
le so
urce
s of
info
rmat
ion
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: prio
ritie
s, vo
catio
n/tr
ade,
m
erit
scho
lars
hip,
cos
t of l
ivin
g, ro
om a
nd b
oard
, pro
fess
iona
l ref
eren
ce, r
ésum
é-bu
ildin
g
ELD
STA
ND
ARD
1: S
ocia
l & In
stru
ctio
nal L
angu
age
EXA
MPL
E TO
PIC:
Info
rmed
dec
isio
ns (c
olle
ge &
car
eer)
This
expa
nded
stra
nd is
focu
sed
on th
e re
cept
ive
lang
uage
dom
ain
of re
adin
g.
Ther
efor
e, th
e la
ngua
ge fu
nctio
ns (s
ort,
iden
tify,
cate
goriz
e, m
ake
judg
men
ts, a
nd
draw
con
clus
ions
) req
uire
stud
ents
to d
o so
met
hing
to sh
ow th
eir a
bilit
y to
pro
cess
th
e la
ngua
ge th
ey re
ad. A
s you
exa
min
e th
e ex
ampl
e ex
pect
atio
ns a
ssoc
iate
d w
ith
the
thre
e cr
iteria
from
the
Perfo
rman
ce D
efini
tions
, ple
ase
note
that
the
Ling
uisti
c C
ompl
exity
sect
ion
show
case
s the
type
of l
angu
age
stude
nts w
ould
be
read
ing
from
col
lege
or c
aree
r mar
ketin
g m
ater
ials,
not
lang
uage
that
they
them
selv
es
wou
ld p
rodu
ce. S
ince
it is
impo
rtan
t for
eac
h stu
dent
to w
ork
with
aut
hent
ic
mat
eria
ls, th
e qu
antit
y of
lang
uage
eac
h stu
dent
will
pro
cess
is g
reat
er th
an w
hat w
e
typi
cally
ass
ocia
te w
ith th
e be
ginn
ing
leve
ls of
lang
uage
pro
ficie
ncy
(leve
ls 1
and
2).
How
ever
, thi
s exa
mpl
e sh
ows h
ow e
duca
tors
can
sele
ct se
ctio
ns o
f tho
se m
ater
ials
that
are
app
ropr
iate
for s
tude
nts a
t eac
h le
vel a
nd o
ffer s
uppo
rt (s
uch
as v
isual
s and
pa
rtne
r wor
k) to
allo
w th
em to
acc
ess i
t. In
this
exam
ple,
som
e of
the
lang
uage
fu
nctio
ns su
ch a
s ide
ntifi
catio
n vi
a hi
ghlig
htin
g (le
vel 2
) and
the
use
of c
ateg
ory
head
ings
(lev
el 3
) are
inco
rpor
ated
with
in th
e ro
w fo
r Lin
guist
ic C
ompl
exity
. At t
he
high
est l
evel
s, stu
dent
s nee
d to
pro
cess
all
lang
uage
show
n in
ord
er to
succ
essfu
lly
mak
e ju
dgm
ents
and
draw
con
clus
ions
. The
voca
bula
ry a
ssoc
iate
d w
ith th
is ex
ampl
e to
pic
is re
leva
nt to
stud
ents’
live
s in
scho
ol a
nd b
eyon
d.
EXPA
ND
ED S
TRA
ND
S43
Exam
ple
Lang
uage
Fea
ture
s
Leve
ls 1
–3Le
vels
2–4
Leve
ls 3
–5
Level 6 – Reaching
Ling
uist
ic
Com
plex
ity
Dis
cour
se
Leve
l
Mec
hani
cs
Indi
vidu
als w
ho e
njoy
wor
king
with
tool
s an
d th
eir h
ands
may
be
inte
reste
d in
wor
k as
a m
echa
nic.
Tod
ay, m
echa
nics
ofte
n us
e co
mpu
ter d
iagn
ostic
equ
ipm
ent t
o fin
d an
d fix
pro
blem
s, so
mec
hani
cs a
lso n
eed
to
keep
up
with
cha
nges
in te
chno
logy
. Mos
t m
echa
nics
spec
ializ
e in
at l
east
one
area
such
as
aut
omot
ive,
airc
raft,
smal
l eng
ine,
or
indu
stria
l mac
hine
ry. M
echa
nics
gen
eral
ly
have
a lo
ve fo
r mac
hine
s, bu
t man
y al
so
like
custo
mer
serv
ice
and
feel
a se
nse
of
acco
mpl
ishm
ent f
rom
hel
ping
peo
ple.
Pre-
law
Ar
e yo
u dr
iven
to e
arn
top
grad
es? C
an y
ou
pict
ure
your
self
as a
n in
tern
in a
law
offi
ce?
Are
you
com
mitt
ed to
stud
ying
for t
he L
SAT
? Si
nce
pre-
law
is ra
rely
offe
red
as a
maj
or, a
pr
e-la
w a
dvisi
ng p
rogr
am w
ill h
elp
you
stay
on tr
ack
as y
ou p
repa
re fo
r law
scho
ol. I
t he
lps t
o be
a g
ood
com
mun
icat
or a
nd y
ou’ll
be
mor
e lik
ely
to su
ccee
d in
law
scho
ol if
you
ar
e an
ana
lytic
al th
inke
r who
enj
oys p
robl
em
solv
ing.
Thou
gh m
any
pre-
law
stud
ents
choo
se m
ajor
s lik
e En
glish
or p
oliti
cal s
cien
ce,
you
can
maj
or in
any
thin
g at
all!
Nur
sing
Aide
s N
ursin
g ai
des’
resp
onsib
ilitie
s ran
ge fr
om
taki
ng p
atie
nts’
tem
pera
ture
s to
lead
ing
a gr
oup
card
gam
e. If
you
are
attr
acte
d to
the
virt
ues o
f nur
sing
but n
ot th
e tim
e it
take
s to
beco
me
an R
N, a
nur
sing
aide
pos
ition
may
be
righ
t for
you
. Aid
es c
an w
ork
days
, nig
hts,
and/
or w
eeke
nds,
and
som
e jo
bs re
quire
use
of
you
r ow
n tra
nspo
rtat
ion.
CON
NEC
TIO
N: C
omm
on C
ore R
eadi
ng S
tand
ards
for I
nfor
mat
iona
l Tex
ts, In
tegr
atio
n of
Kno
wled
ge &
Idea
s #7:
Inte
grat
e an
d ev
alua
te m
ultip
le so
urce
s of i
nfor
mat
ion
pres
ente
d in
di
ffere
nt m
edia
or f
orm
ats (
e.g.
, visu
ally,
qua
ntita
tivel
y) a
s wel
l as i
n w
ords
in o
rder
to a
ddre
ss a
que
stion
or s
olve
a p
robl
em.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts r
evie
w c
olle
ge o
r car
eer m
arke
ting
mat
eria
ls (e
.g.,
prin
t or o
nlin
e) a
ccor
ding
to p
erso
nal p
refe
renc
es (e
.g.,
affor
dabi
lity,
loca
tion,
tim
e co
mm
itmen
t, re
quire
men
ts, in
tere
st) to
mak
e in
form
ed d
ecisi
ons o
n po
st-se
cond
ary
optio
ns.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
EVAL
UAT
E po
st-se
cond
ary
optio
ns.
READING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Sort
info
rmat
ion
on p
ost-
seco
ndar
y op
tions
from
m
ultip
le so
urce
s with
visu
al
supp
ort w
ith a
par
tner
Iden
tify
impo
rtan
t in
form
atio
n (e
.g.,
by
high
light
ing)
on
post-
seco
ndar
y op
tions
from
m
ultip
le so
urce
s with
visu
al
supp
ort w
ith a
par
tner
Cat
egor
ize (e
.g.,
best,
m
aybe
, unl
ikel
y) p
ost-
seco
ndar
y op
tions
from
m
ultip
le so
urce
s usin
g ill
ustr
ated
gra
phic
or
gani
zers
Mak
e ju
dgm
ents
abou
t po
st-se
cond
ary
optio
ns
from
mul
tiple
sour
ces
usin
g ill
ustr
ated
gra
phic
or
gani
zers
(e.g
., ch
eckl
ists
of ty
pes o
f evi
denc
e)
Dra
w c
oncl
usio
ns o
n po
st-se
cond
ary
optio
ns fr
om
clai
ms i
n m
ultip
le so
urce
s of
info
rmat
ion
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: prio
ritie
s, vo
catio
n/tr
ade,
m
erit
scho
lars
hip,
cos
t of l
ivin
g, ro
om a
nd b
oard
, pro
fess
iona
l ref
eren
ce, r
ésum
é-bu
ildin
g
The
Uni
vers
ity: Q
uick
Fac
ts•
Foun
ded
in 1
910
• 27
,000
stud
ents
from
41
state
s and
60
coun
trie
s•
Loca
ted
in T
ownv
ille,
U.S
. •
Nam
ed “
Best
Valu
e U
” by
Rat
ings
M
agaz
ine
for 3
stra
ight
yea
rs
Resid
entia
l Life
Firs
t- an
d se
cond
-yea
r stu
dent
s res
ide
in
cam
pus h
ousin
g. L
ivin
g op
port
uniti
es
incl
ude
12 re
siden
ce h
alls,
35
them
e ho
uses
, an
d ni
ne a
part
men
t com
plex
es.
Scho
lars
hips
and
Fin
anci
al A
id•
Mor
e th
an $
150
mill
ion
in sc
hola
rshi
ps a
nd
finan
cial
aid
eac
h ye
ar•
Awar
ded
for n
eed,
mer
it, a
nd/o
r tal
ent
Maj
ors
Acco
untin
g, A
nthr
opol
ogy,
Art,
Bioc
hem
istry
, Bio
logy
, Bus
ines
s…
Visi
t Cam
pus
The
best
way
to d
ecid
e if
the
Uni
vers
ity is
rig
ht fo
r you
is b
y vi
sitin
g ca
mpu
s. Sc
hedu
le
your
visi
t at u
nive
rsity
.edu
/adm
issio
n or
cal
l 1-
800-
I-V
ISIT
-U.
Best,
Clo
se, In
tere
sting
: Th
e C
reat
ive
Insti
tute
s Th
is sy
stem
of s
choo
ls off
ers r
eal-w
orld
ed
ucat
ion
in th
e ar
eas o
f cul
inar
y ar
ts,
fash
ion,
film
, gra
phic
des
ign,
and
mor
e. W
ith
over
50
scho
ols i
n 30
stat
es, y
ou c
an e
arn
an
asso
ciat
e de
gree
or t
echn
ical
dip
lom
a in
one
of
thes
e su
bjec
ts at
a c
ampu
s nea
r you
!
May
be, C
lose,
Affo
rdab
le:
Con
veni
ent C
olle
ge
For o
ver 1
5 ye
ars,
Con
veni
ent C
olle
ge h
as
offer
ed a
fford
able
stud
ent-c
ente
red,
qua
lity,
care
er-fo
cuse
d ed
ucat
ion.
Our
onl
ine
prog
ram
offe
rs a
ssoc
iate
’s an
d ba
chel
or’s
degr
ees t
ailo
red
to m
eet y
our p
erso
nal n
eeds
at
a p
ace
that
is ri
ght f
or y
ou. P
osse
ssin
g cu
rren
t exp
erie
nce
in b
usin
ess,
crim
inal
ju
stice
, hea
lth c
are,
and
psy
chol
ogy,
our
facu
lty is
her
e fo
r you
. At C
onve
nien
t C
olle
ge, y
ou w
ill fi
nd a
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m, f
riend
ly
com
mun
ity w
ith sm
all c
lass
size
s and
staff
de
dica
ted
to y
our a
dvan
cem
ent.
Unl
ikely
but
inte
resti
ng:
Teac
her C
olle
ge
Our
Ear
ly C
hild
hood
pro
gram
com
bine
s ha
nds-
on fi
eld
wor
k w
ith a
cade
mic
co
urse
wor
k. S
ucce
ss d
epen
ds o
n a
carin
g at
titud
e, fl
exib
ility
, dep
enda
bilit
y, an
d str
ong
com
mun
icat
ions
skill
s. If
this
soun
ds li
ke a
fit
for y
ou, t
he ti
me
is rig
ht to
app
ly!
44EX
PAN
DED
STR
AN
DS
Exam
ple
Lang
uage
Fea
ture
s
Leve
ls 1
–3Le
vels
2–4
Leve
ls 3
–5
Level 6 – Reaching
Lang
uage
Fo
rms
&
Conv
enti
ons
Sent
ence
Le
vel
foun
ded
in…
loca
ted
in…
nam
ed a
…
With
ove
r 50
scho
ols i
n 30
stat
es,
For o
ver 1
5 ye
ars,
tailo
red
to
com
bine
s ___
_ w
ith _
___
such
as…
rang
e fro
m _
____
to _
____
If… An R
N
Voca
bula
ry
Usa
ge
Wor
d/Ph
rase
Le
vel
Uni
vers
ityre
siden
ce h
all
finan
cial
aid
maj
orca
mpu
s
real
-wor
ld e
duca
tion
affor
dabl
estu
dent
-cen
tere
dca
reer
-focu
sed
mee
t you
r nee
dspa
cew
arm
com
mun
ityad
vanc
emen
tfle
xibi
lity
depe
ndab
ility
str
ong
com
mun
icat
ion
skill
sth
e tim
e is
right
keep
up
with
spec
ializ
epi
ctur
e yo
urse
lfad
visin
g pr
ogra
msta
y on
trac
kan
alyt
ical
thin
ker
prob
lem
solv
ing
anyt
hing
at a
llvi
rtue
s
45
Exam
ple
Lang
uage
Fea
ture
s
Leve
ls 1
–3Le
vels
2–4
Leve
ls 3
–5
Level 6 – Reaching
Lang
uage
Fo
rms
&
Conv
enti
ons
Sent
ence
Le
vel
foun
ded
in…
loca
ted
in…
nam
ed a
…
With
ove
r 50
scho
ols i
n 30
stat
es,
For o
ver 1
5 ye
ars,
tailo
red
to
com
bine
s ___
_ w
ith _
___
such
as…
rang
e fro
m _
____
to _
____
If… An R
N
Voca
bula
ry
Usa
ge
Wor
d/Ph
rase
Le
vel
Uni
vers
ityre
siden
ce h
all
finan
cial
aid
maj
orca
mpu
s
real
-wor
ld e
duca
tion
affor
dabl
estu
dent
-cen
tere
dca
reer
-focu
sed
mee
t you
r nee
dspa
cew
arm
com
mun
ityad
vanc
emen
tfle
xibi
lity
depe
ndab
ility
str
ong
com
mun
icat
ion
skill
sth
e tim
e is
right
keep
up
with
spec
ializ
epi
ctur
e yo
urse
lfad
visin
g pr
ogra
msta
y on
trac
kan
alyt
ical
thin
ker
prob
lem
solv
ing
anyt
hing
at a
llvi
rtue
s
The
stra
nds
in S
ectio
n 4
do n
ot re
plac
e th
e st
rand
s pr
esen
ted
in th
e 20
07
Editi
on o
f WID
A’s
stan
dard
s bu
t ins
tead
incl
udes
an
addi
tiona
l res
ourc
e fo
r
educ
ator
s w
orki
ng w
ith E
nglis
h la
ngua
ge le
arne
rs in
a v
arie
ty o
f con
text
s.
The
curr
ent f
ram
ewor
k in
clud
es s
tran
ds fo
r ind
ivid
ual g
rade
leve
ls s
o th
at
the
stra
nds
can
be c
onne
cted
to g
rade
-leve
l con
tent
sta
ndar
ds. H
owev
er,
educ
ator
s ar
e en
cour
aged
to re
view
str
ands
acr
oss
mul
tiple
gra
de
leve
ls to
gai
n a
fulle
r pic
ture
of t
he v
ario
us p
athw
ays
to la
ngua
ge
deve
lopm
ent f
or th
eir s
tude
nts.
SEC
TIO
N 4
:
Str
ands
by
Gra
de L
evel
Six
stran
ds p
er g
rade
leve
l illu
strat
e la
ngua
ge d
evel
opm
ent w
ithin
eac
h of
the
five W
IDA
ELD
Sta
ndar
ds a
nd a
cros
s all
lang
uage
dom
ains
, pl
us a
com
plem
enta
ry st
rand
supp
orts
lang
uage
lear
ning
with
in m
usic
ed
ucat
ion,
per
form
ing
arts,
the
hum
aniti
es, v
isual
art
s, he
alth
, phy
sical
ed
ucat
ion,
tech
nolo
gy, a
nd e
ngin
eerin
g
Stra
nds
of M
odel
Per
form
ance
In
dica
tors
Rep
rese
ntin
g th
e W
IDA
En
glis
h La
ngua
ge D
evel
opm
ent
Stan
dard
s
KIN
DER
GA
RTEN
46
CON
NEC
TIO
N: C
omm
on C
ore S
peak
ing
and
Liste
ning
Sta
ndar
ds #
3 (K
inde
rgar
ten)
: Par
ticip
ate
in c
olla
bora
tive
conv
ersa
tions
with
div
erse
par
tner
s abo
ut K
inde
rgar
ten
topi
cs a
nd
text
s with
pee
rs a
nd a
dults
in sm
all a
nd la
rger
gro
ups.
EXA
MPL
E CO
NTE
XT
FOR
LAN
GU
AG
E U
SE: S
tude
nts g
ive
visit
ors (
e.g.
, fam
ily m
embe
rs) a
cla
ssro
om to
ur a
nd te
ll ho
w st
uden
ts w
ork
colla
bora
tivel
y in
gro
ups o
r cen
ters
.
COG
NIT
IVE
FUN
CTI
ON
: Stu
dent
s at a
ll le
vels
of E
nglis
h la
ngua
ge p
rofic
ienc
y R
EMEM
BER
how
to w
ork
colla
bora
tivel
y w
ith th
eir p
eers
.
SPEAKING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Repe
at a
nd re
spon
d to
ch
ants
abou
t wor
king
co
llabo
rativ
ely
in sm
all
grou
ps o
r cen
ters
(e.g
., ca
ll an
d re
spon
se) u
sing
gestu
res
Prod
uce
simpl
e sta
tem
ents
abou
t wor
king
co
llabo
rativ
ely
in sm
all
grou
ps o
r cen
ters
usin
g or
al se
nten
ce st
arte
rs a
nd
mod
els
Prod
uce
state
men
ts ab
out
wor
king
col
labo
rativ
ely
in sm
all g
roup
s or c
ente
rs
usin
g or
al se
nten
ce st
arte
rs
and
mod
els
Tell
abou
t wor
king
co
llabo
rativ
ely
in sm
all
grou
ps o
r cen
ters
usin
g m
odel
s
Elab
orat
e on
wor
king
co
llabo
rativ
ely
in sm
all
grou
ps o
r cen
ters
usin
g m
odel
s
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: tak
ing
turn
s, co
oper
atio
n,
job,
toda
y, to
mor
row
ELD
STA
ND
ARD
1: S
ocia
l & In
stru
ctio
nal L
angu
age
EXA
MPL
E TO
PIC:
Cla
ssro
om c
olla
bora
tion
See
expa
nded
ve
rsio
n of
this
str
and
on p
p. 2
2–23
KIN
DER
GA
RTEN
47
ELD
STA
ND
ARD
2: T
he L
angu
age
of L
angu
age
Art
s EX
AM
PLE
TOPI
C: F
eatu
res
of p
rint
CON
NEC
TIO
N: C
omm
on C
ore R
eadi
ng S
tand
ards
: Fou
ndat
iona
l Ski
lls #
1 (K
inde
rgar
ten)
: Dem
onstr
ate
unde
rsta
ndin
g of
the
orga
niza
tion
and
basic
feat
ures
of p
rint;
a. F
ollo
w
wor
ds fr
om le
ft to
righ
t, to
p to
bot
tom
, and
pag
e by
pag
e, b
. Rec
ogni
ze th
at sp
oken
wor
ds a
re re
pres
ente
d in
writ
ten
lang
uage
by
spec
ific
sequ
ence
s of l
ette
rs, c
. Und
ersta
nd th
at
wor
ds a
re se
para
ted
by sp
aces
in p
rint.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts e
xplo
re fe
atur
es o
f prin
t in
a va
riety
of b
ooks
with
uni
que
topi
cs, f
orm
attin
g, a
nd st
yles
.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
REM
EMBE
R fe
atur
es o
f prin
t.
LISTENING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Iden
tify
feat
ures
of p
rint i
n re
spon
se to
one
-ste
p or
al
com
man
ds a
nd fo
llow
ing
a m
odel
(e.g
., “S
how
me
the
title
.”)
Iden
tify
feat
ures
of p
rint
in re
spon
se to
que
stion
s in
volv
ing
a ch
oice
and
fo
llow
ing
a m
odel
(e.g
., “I
s th
is th
e tit
le o
r is t
his t
he
title
? Sho
w m
e th
e tit
le.”)
Iden
tify
feat
ures
of p
rint i
n re
spon
se to
Wh-
que
stion
s by
poi
ntin
g an
d fo
llow
ing
a m
odel
(e.g
., “W
ho w
rote
th
is bo
ok? S
how
me
the
auth
or.”)
Iden
tify
feat
ures
of p
rint i
n re
spon
se to
exp
ande
d W
h-qu
estio
ns b
y po
intin
g an
d fo
llow
ing
a m
odel
(e.g
., “W
here
do
you
find
the
auth
or’s
nam
e on
the
title
pa
ge? S
how
me
whe
re y
ou
find
it.”)
Iden
tify
feat
ures
of p
rint
in re
spon
se to
exp
ande
d m
ulti-
step
oral
instr
uctio
ns
and
follo
win
g a
mod
el
(e.g
., “F
ind
the
auth
or’s
first
and
last
nam
e an
d th
en sh
ow m
e th
e up
per
case
lette
rs.”)
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: titl
e, tu
rn th
e pa
ge, f
ront
/bac
k co
ver,
left
to ri
ght,
auth
or, i
llustr
ator
, firs
t nam
e, la
st na
me,
spac
es, l
ower
/upp
er c
ase
lette
rs
KIN
DER
GA
RTEN
48
CON
NEC
TIO
N: C
omm
on C
ore S
tand
ards
for M
athe
mat
ics, M
easu
rem
ent a
nd D
ata
#1–2
(Kin
derg
arte
n): D
escr
ibe
mea
sura
ble
attr
ibut
es o
f obj
ects,
such
as l
engt
h or
wei
ght.
Des
crib
e se
vera
l mea
sura
ble
attr
ibut
es o
f a si
ngle
obj
ect.;
Dire
ctly
com
pare
two
obje
cts w
ith a
mea
sura
ble
attr
ibut
e in
com
mon
, to
see
whi
ch o
bjec
t has
“mor
e of
”/“l
ess o
f” th
e at
trib
ute,
and
des
crib
e th
e di
ffere
nce.
For
exa
mpl
e, d
irect
ly c
ompa
re th
e he
ight
s of t
wo
child
ren
and
desc
ribe
one
child
as t
alle
r/sh
orte
r.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts t
alk
with
cla
ssm
ates
abo
ut re
al o
bjec
ts at
a m
ath
cent
er a
nd so
rt th
em a
ccor
ding
to a
ttrib
utes
.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
ANAL
YZE
the
attr
ibut
es o
f obj
ects.
SPEAKING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Indi
cate
attr
ibut
es o
f ob
ject
s (e.
g., “
big,
” “s
mal
l”)
usin
g ge
sture
s and
wor
ds in
sm
all g
roup
s
Des
crib
e at
trib
utes
of
obje
cts (
e.g.
, “a
smal
l bal
l,”
“a b
ig b
all”
) usin
g ge
sture
s an
d w
ords
in sm
all g
roup
s
Des
crib
e in
det
ail a
ttrib
utes
of
obj
ects
(e.g
., “t
he sm
alle
r ba
ll”) i
n sm
all g
roup
s
Com
pare
attr
ibut
es o
f ob
ject
s (e.
g., “
This
is th
e bi
gges
t bal
l.”) i
n sm
all
grou
ps
Spec
ify si
mila
ritie
s and
di
ffere
nces
in a
ttrib
utes
of
obje
cts (
e.g.
, “Th
e ch
alk
and
the
cray
on a
re sh
ort.
The
penc
il is
long
er.”)
in
smal
l gro
ups
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: big
ger,
smal
ler,
heav
ier,
light
er,
long
er/ta
ller,
shor
ter
ELD
STA
ND
ARD
3: T
he L
angu
age
of M
athe
mat
ics
EXA
MPL
E TO
PIC:
Att
ribu
tes
of o
bjec
ts
KIN
DER
GA
RTEN
49
CON
NEC
TIO
N: N
atio
nal S
cienc
e Edu
catio
n St
anda
rds C
.1 L
ife S
cienc
e: Th
e Cha
racte
ristic
s of O
rgan
isms (
Gra
des K
–4)*
: Eac
h pl
ant o
r ani
mal
has
diff
eren
t str
uctu
res t
hat s
erve
di
ffere
nt fu
nctio
ns in
gro
wth
, sur
viva
l, an
d re
prod
uctio
n. F
or e
xam
ple,
hum
ans h
ave
disti
nct b
ody
struc
ture
s for
wal
king
, hol
ding
, see
ing,
and
talk
ing.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: F
ollo
win
g an
inte
ract
ive/
shar
ed re
adin
g ex
perie
nce
on a
n in
form
atio
nal b
ook
abou
t bod
y pa
rts a
nd th
eir f
unct
ions
, stu
dent
s will
ex
amin
e th
e bo
ok w
ith a
par
tner
.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
UN
DER
STAN
D th
e fu
nctio
ns o
f bod
y pa
rts a
nd se
nses
.
READING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Asso
ciat
e pi
ctur
es w
ith
mod
eled
lang
uage
abo
ut
body
par
ts an
d th
eir
func
tions
with
a p
artn
er
Find
wor
ds o
r ico
ns re
late
d to
bod
y pa
rts a
nd th
eir
func
tions
in b
ooks
with
a
part
ner
Mat
ch la
bele
d pi
ctur
es
with
bod
y pa
rts a
nd th
eir
func
tions
with
a p
artn
er
Sort
illu
strat
ed te
xt a
bout
bo
dy p
arts
and
thei
r fu
nctio
ns u
sing
grap
hic
orga
nize
rs (e
.g.,
T-ch
arts)
w
ith a
par
tner
Loca
te la
ngua
ge a
bout
bo
dy p
arts
and
thei
r fu
nctio
ns in
illu
strat
ed
text
s
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: sen
ses,
see,
smel
l, ta
ste, t
ouch
, he
ar, h
uman
bod
y, bo
dy p
art
* As
this
book
goe
s to
press
, a d
raft
of th
e Nex
t Gen
erat
ion
Scien
ce S
tand
ards
was
just
relea
sed fo
r rev
iew. W
IDA
plan
s to
upda
te it
s Lan
guag
e of S
cienc
e stra
nds t
o co
rresp
ond
with
these
sta
ndar
ds a
s soo
n as
they
are
fina
l.
ELD
STA
ND
ARD
4: T
he L
angu
age
of S
cien
ce
EXA
MPL
E TO
PIC:
Bod
y pa
rts
& s
ense
s
KIN
DER
GA
RTEN
50
CON
NEC
TIO
N: A
lask
a: C
ultu
ral S
tand
ards
A: C
ultu
rally
-kno
wle
dgea
ble
stude
nts a
re w
ell g
roun
ded
in th
e cu
ltura
l her
itage
and
trad
ition
s of t
heir
com
mun
ity. 2
) Rec
ount
thei
r ow
n ge
neal
ogy
and
fam
ily h
istor
y.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts p
artic
ipat
e in
a sh
ared
writ
ing
and
then
inde
pend
ently
con
trib
ute
to a
cla
ssro
om m
ural
with
“sto
ries”
abo
ut im
port
ant
peop
le in
thei
r liv
es w
ho th
ey c
onsid
er p
art o
f the
ir fa
mily
.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
UN
DER
STAN
D th
e str
uctu
re o
f the
ir fa
mily
.
WRITING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Dra
w a
nd la
bel f
amily
m
embe
rs u
sing
mod
els a
nd
illus
trat
ed w
ord
card
s (e.
g.,
“gra
ndm
a”) i
n L1
or L
2
Dra
w a
nd la
bel f
amily
m
embe
rs u
sing
mod
els a
nd
illus
trat
ed w
ord
card
s (e.
g.,
“This
is __
__.”)
in L
1 or
L2
Dra
w a
nd d
escr
ibe
fam
ily
mem
bers
usin
g se
nten
ce
fram
es a
nd il
lustr
ated
wor
d ca
rds (
e.g.
, “Th
is is
___.
He
is __
__.”)
Prod
uce
illus
trat
ed “s
torie
s”
abou
t fam
ily m
embe
rs
usin
g m
ultip
le re
late
d se
nten
ce fr
ames
and
ill
ustr
ated
wor
d ca
rds (
e.g.
, “Th
is is
____
. She
is _
___.
Sh
e __
__ w
ith m
e.”)
Prod
uce
illus
trat
ed “s
torie
s”
abou
t fam
ily m
embe
rs
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: fam
ily, f
amily
tree
, fam
ily
mem
bers
ELD
STA
ND
ARD
5: T
he L
angu
age
of S
ocia
l Stu
dies
EX
AM
PLE
TOPI
C: S
elf &
fam
ily
KIN
DER
GA
RTEN
51
CON
NEC
TIO
N: N
atio
nal S
tand
ards
for M
usic
Educ
atio
n #2
(K–4
): Pe
rform
ing
on in
strum
ents,
alo
ne a
nd w
ith o
ther
s, a
varie
d re
pert
oire
of m
usic
: Stu
dent
s ech
o sh
ort r
hyth
ms
and
mel
odic
pat
tern
s.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts f
ollo
w d
irect
ions
from
the
teac
her o
n ho
w to
mov
e th
eir b
ody
to re
-cre
ate
rhyt
hms a
nd m
usic
al p
atte
rns a
nd fo
rm a
ba
nd u
sing
ever
yday
cla
ssro
om o
bjec
ts.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
UN
DER
STAN
D rh
ythm
.
LISTENING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Follo
w te
ache
r-m
odel
ed
rhyt
hms a
nd m
usic
al
patte
rns b
ased
on
gestu
res
and
simpl
e or
al c
omm
ands
w
ith a
par
tner
Follo
w te
ache
r-m
odel
ed
rhyt
hms a
nd m
usic
al
patte
rns b
ased
on
oral
co
mm
ands
with
a p
artn
er
Follo
w p
eer-
mod
eled
rh
ythm
s and
mus
ical
pa
ttern
s bas
ed o
n or
al
com
man
ds w
ith a
par
tner
Follo
w d
irect
ions
of l
yric
s in
song
s with
repe
ated
pa
ttern
s abo
ut rh
ythm
ic
mov
emen
t with
a p
artn
er
Follo
w d
irect
ions
of l
yric
s in
song
s abo
ut rh
ythm
ic
mov
emen
t (e.
g., “
The
Whe
els o
n th
e Bu
s”)
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: tap
, cla
p, st
omp,
bea
t, re
st
COM
PLEM
ENTA
RY S
TRA
ND
: The
Lan
guag
e of
Mus
ic &
Per
form
ing
Art
s EX
AM
PLE
TOPI
C: R
hyth
m
GR
AD
E 1
52
CON
NEC
TIO
N: C
omm
on C
ore S
tand
ards
for E
nglis
h La
ngua
ge A
rts,
Read
ing
Stan
dard
s for
Info
rmat
iona
l Tex
t, C
raft
and
Stru
cture
, Int
egra
tion
of K
now
ledge
and
Idea
s #6–
7 (G
rade
1)
: Dist
ingu
ish b
etw
een
info
rmat
ion
prov
ided
by
pict
ures
or o
ther
illu
strat
ions
and
info
rmat
ion
prov
ided
by
the
wor
ds in
a te
xt. U
se th
e ill
ustr
atio
ns a
nd d
etai
ls in
a te
xt to
de
scrib
e its
key
idea
s.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts g
athe
r inf
orm
atio
n fro
m a
var
iety
of i
llustr
ated
text
s abo
ut re
crea
tiona
l act
iviti
es to
shar
e w
ith p
eers
.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
UN
DER
STAN
D m
eani
ng in
text
.
READING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Iden
tify
icon
s fro
m
illus
trat
ed te
xts r
elat
ed to
ga
mes
or a
ctiv
ities
with
a
part
ner
Iden
tify
labe
led
pict
ures
fro
m il
lustr
ated
text
s re
late
d to
gam
es o
r ac
tiviti
es w
ith a
par
tner
Iden
tify
key
wor
ds in
ill
ustr
ated
text
s rel
ated
to
gam
es o
r act
iviti
es w
ith a
pa
rtne
r
Iden
tify
key
phra
ses i
n ill
ustr
ated
text
s rel
ated
to
gam
es o
r act
iviti
es w
ith a
pa
rtne
r
Iden
tify
shor
t sen
tenc
es in
ill
ustr
ated
text
s rel
ated
to
gam
es o
r act
iviti
es w
ith a
pa
rtne
r
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: illu
strat
ion,
pho
to, f
air
ELD
STA
ND
ARD
1: S
ocia
l & In
stru
ctio
nal L
angu
age
EXA
MPL
E TO
PIC:
Rec
reat
iona
l cla
ssro
om a
ctiv
itie
s
GR
AD
E 1
53
CON
NEC
TIO
N: C
omm
on C
ore W
ritin
g St
anda
rds #
1–3
(Gra
de 1
): W
rite
opin
ion
piec
es in
whi
ch th
ey in
trodu
ce th
e to
pic
or n
ame
the
book
they
are
writ
ing
abou
t, sta
te a
n op
inio
n, su
pply
a re
ason
for t
he o
pini
on, a
nd p
rovi
de so
me
sens
e of
clo
sure
. Writ
e in
form
ativ
e/ex
plan
ator
y te
xts i
n w
hich
they
nam
e a
topi
c, su
pply
som
e fa
cts a
bout
the
topi
c,
and
prov
ide
som
e se
nse
of c
losu
re. W
rite
narr
ativ
es in
whi
ch th
ey re
coun
t tw
o or
mor
e ap
prop
riate
ly se
quen
ced
even
ts, in
clud
e so
me
deta
ils re
gard
ing
wha
t hap
pene
d, u
se
tem
pora
l wor
ds to
sign
al e
vent
ord
er, a
nd p
rovi
de so
me
sens
e of
clo
sure
.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nt a
utho
rs p
rodu
ce il
lustr
ated
text
s inc
orpo
ratin
g el
emen
ts of
diff
eren
t tex
t typ
es b
ased
on
prom
pts (
e.g.
, for
opi
nion
s, “M
y fa
vorit
e bo
ok is
…”)
to c
reat
e di
spla
ys fo
r cla
ssro
om o
r sch
ool e
vent
s.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
CR
EAT
E or
igin
al te
xts.
WRITING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Dra
w ic
ons o
r sym
bols
to
repr
esen
t ide
as a
nd te
xt
elem
ents
from
mod
els
Prod
uce
labe
led
illus
trat
ions
to re
pres
ent
idea
s and
text
ele
men
ts fro
m m
odel
s (e.
g., “
I lik
e th
e do
g.”)
Prov
ide
deta
ils a
bout
idea
s an
d te
xt e
lem
ents
from
m
odel
s (e.
g., “
I lik
e th
e fu
nny
cat.”
)
Con
nect
idea
s and
text
el
emen
ts fro
m m
odel
s (e.
g.,
“The
dog
play
s in
the
park
. I l
ike
the
big
park
.”)
Com
pose
stor
ies
inco
rpor
atin
g te
xt e
lem
ents
(e.g
., “F
irst,
the
dog
play
s in
the
park
. Then
, he
sees
th
e ca
t. Th
e do
g an
d ca
t are
fri
ends
.”)
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: fav
orite
, boo
k re
port
, titl
e
ELD
STA
ND
ARD
2: T
he L
angu
age
of L
angu
age
Art
s EX
AM
PLE
TOPI
C: T
ext e
lem
ents
54G
RA
DE
1
CON
NEC
TIO
N: C
omm
on C
ore S
tand
ards
for M
athe
mat
ics, M
easu
rem
ent a
nd D
ata
#1 (G
rade
1):
Ord
er th
ree
obje
cts b
y le
ngth
; com
pare
the
leng
ths o
f tw
o ob
ject
s ind
irect
ly b
y us
ing
a th
ird o
bjec
t.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts w
ork
inde
pend
ently
or w
ith a
par
tner
to c
reat
e ch
arts
abou
t the
leng
th o
f obj
ects
usin
g sta
ndar
d an
d no
n-sta
ndar
d m
easu
rem
ent t
ools
(e.g
., pa
per c
lips,
pops
icle
stic
ks, s
trin
g, ru
lers
, yar
d/m
eter
stic
ks).
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
ANAL
YZE
the
rela
tive
leng
th o
f obj
ects.
LISTENING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Follo
w o
ral i
nstr
uctio
ns to
id
entif
y le
ngth
s of o
bjec
ts fo
llow
ing
a m
odel
with
a
part
ner
Follo
w o
ral i
nstr
uctio
ns to
ca
tego
rize
obje
cts a
ccor
ding
to
thei
r len
gth
follo
win
g a
mod
el w
ith a
par
tner
Follo
w o
ral i
nstr
uctio
ns to
or
der o
bjec
ts ac
cord
ing
to
thei
r len
gths
follo
win
g a
mod
el w
ith a
par
tner
Follo
w o
ral i
nstr
uctio
ns
to c
ompa
re th
e le
ngth
s of
obje
cts u
sing
a te
mpl
ate
with
a p
artn
er
Follo
w m
ulti-
step
oral
in
struc
tions
to c
ompa
re th
e le
ngth
s of o
bjec
ts w
ith a
pa
rtne
r
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: inc
hes/
cent
imet
ers,
foot
, yar
d/m
eter
, len
gth,
cha
rt, s
tand
ard,
non
-sta
ndar
d
ELD
STA
ND
ARD
3: T
he L
angu
age
of M
athe
mat
ics
EXA
MPL
E TO
PIC:
Mea
sure
men
t of o
bjec
ts
See
expa
nded
ve
rsio
n of
this
str
and
on p
p. 2
4–25
55G
RA
DE
1
CON
NEC
TIO
N: N
atio
nal S
cienc
e Edu
catio
n St
anda
rds,
Phys
ical S
cienc
e Sta
ndar
ds #
B2 (G
rade
s K–4
)*: A
n ob
ject
’s m
otio
n ca
n be
des
crib
ed b
y tr
acin
g an
d m
easu
ring
its p
ositi
on
over
tim
e. Th
e po
sitio
n an
d m
otio
n of
obj
ects
can
be c
hang
ed b
y pu
shin
g or
pul
ling.
The
size
of th
e ch
ange
is re
late
d to
the
stren
gth
of th
e pu
sh o
r pul
l.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: B
ased
on
oral
disc
ours
e, st
uden
ts us
e re
alia
to d
esig
n m
odel
s for
exp
erim
ents
on fo
rce
and
mot
ion
and
disc
uss t
heir
plan
s in
smal
l gr
oups
.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
CR
EAT
E ex
perim
ents
on fo
rce
and
mot
ion.
LISTENING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Con
struc
t mod
els t
o te
st fo
rce
and
mot
ion
base
d on
sim
ple
oral
com
man
ds
in sm
all g
roup
s usin
g L1
or
L2
Con
struc
t mod
els t
o te
st fo
rce
and
mot
ion
base
d on
sim
ple
segm
ente
d in
struc
tions
in sm
all g
roup
s us
ing
L1 o
r L2
(e.g
., “G
et
the
bloc
ks. [
Paus
e] G
et th
e ra
mp.
[Pau
se] P
ut th
e ra
mp
on th
e bl
ocks
. [Pa
use]
Put
th
e ra
mp
high
er to
mak
e it
mov
e fa
ster.”
)
Con
struc
t mod
els t
o te
st fo
rce
and
mot
ion
base
d on
a
serie
s of o
ral s
tate
men
ts us
ing
illus
trat
ions
in sm
all
grou
ps
Con
struc
t mod
els t
o te
st fo
rce
and
mot
ion
base
d on
ora
l disc
ours
e us
ing
illus
trat
ions
in sm
all g
roup
s
Con
struc
t mod
els t
o te
st fo
rce
and
mot
ion
base
d on
ext
ende
d or
al d
iscou
rse
with
a p
artn
er (e
.g.,
“How
ca
n w
e m
ove
this
ball?
W
ork
toge
ther
to d
esig
n a
ram
p th
at w
ill m
ove
the
ball
the
leng
th o
f thr
ee
desk
s. Th
ink
abou
t wha
t m
ater
ials
you
will
nee
d an
d ho
w y
ou w
ill p
ut th
em
toge
ther
.”)
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
such
as:
push
, pul
l, fo
rce,
mot
ion,
ch
ange
* As
this
book
goe
s to
press
, a d
raft
of th
e Nex
t Gen
erat
ion
Scien
ce S
tand
ards
was
just
relea
sed fo
r rev
iew. W
IDA
plan
s to
upda
te it
s Lan
guag
e of S
cienc
e stra
nds t
o co
rresp
ond
with
these
sta
ndar
ds a
s soo
n as
they
are
fina
l.
ELD
STA
ND
ARD
4: T
he L
angu
age
of S
cien
ce
EXA
MPL
E TO
PIC:
For
ce &
mot
ion
56G
RA
DE
1
CON
NEC
TIO
N: C
omm
on C
ore S
tand
ards
Spe
akin
g an
d Li
steni
ng S
tand
ards
K–5
Com
preh
ensio
n an
d C
olla
bora
tion
#4 (G
rade
1):
Des
crib
e pe
ople
, pla
ces,
thin
gs, a
nd e
vent
s with
re
leva
nt d
etai
ls, e
xpre
ssin
g id
eas a
nd fe
elin
gs c
lear
ly.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts p
artic
ipat
e in
role
-pla
y ac
tiviti
es (e
.g.,
with
cos
tum
es/p
uppe
ts) in
volv
ing
diffe
rent
mem
bers
of t
heir
com
mun
ity u
sing
info
rmat
ion
from
cla
ssro
om g
uest
spea
kers
, fiel
d tr
ips,
vide
os, s
torie
s, or
pos
ters
.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
UN
DER
STAN
D th
e ro
les o
f com
mun
ity m
embe
rs/w
orke
rs.
SPEAKING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Nam
e co
mm
unity
wor
kers
us
ing
wor
d w
alls
and
real
ia
that
repr
esen
t the
ir ro
les i
n di
ffere
nt se
tting
s
Stat
e th
e w
ork
of
com
mun
ity w
orke
rs u
sing
real
ia (e
.g.,
“Fire
fight
ers
put o
ut fi
res.”
)
Des
crib
e th
e w
ork
of
com
mun
ity w
orke
rs u
sing
real
ia (e
.g.,
“Fire
fight
ers
ride
a tr
uck
and
use
a ho
se
to fi
ght fi
res.”
)
Des
crib
e in
det
ail t
he
wor
k of
com
mun
ity
wor
kers
usin
g re
alia
(e.g
., “F
irefig
hter
s are
bra
ve a
nd
wor
k as
a te
am to
put
out
fir
es.”)
Disc
uss t
he w
ork
of
com
mun
ity w
orke
rs u
sing
real
ia (e
.g.,
“The
firefi
ghte
rs
prot
ect o
ur c
omm
unity
and
sa
ve li
ves.
For e
xam
ple…
”)
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: com
mun
ity, n
eigh
borh
ood,
sa
fety
ELD
STA
ND
ARD
5: T
he L
angu
age
of S
ocia
l Stu
dies
EX
AM
PLE
TOPI
C: N
eigh
borh
oods
/Com
mun
itie
s
57G
RA
DE
1
CON
NEC
TIO
N: A
lask
a St
anda
rds f
or C
ultu
rally
Resp
onsiv
e Stu
dent
s, B1
, E4:
Acq
uire
insig
hts f
rom
oth
er c
ultu
res w
ithou
t dim
inish
ing
the
inte
grity
of t
heir
own.
Det
erm
ine
how
id
eas a
nd c
once
pts f
rom
one
kno
wle
dge
syste
m re
late
to th
ose
deriv
ed fr
om o
ther
kno
wle
dge
syste
ms.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts i
nter
act w
ith a
var
iety
of n
arra
tive
and
expo
sitor
y te
xts t
o se
lect
art
ifact
s to
incl
ude
in e
xhib
its re
pres
entin
g m
ultic
ultu
ralis
m (e
.g.,
herit
age,
lang
uage
, fam
ily c
usto
ms,
relig
ion)
.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
ANAL
YZE
the
feat
ures
of c
ultu
ral a
rtifa
cts.
READING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Sort
cul
tura
l art
ifact
s ac
cord
ing
to th
eir u
se b
ased
on
labe
led
illus
trat
ions
fro
m te
xts i
n sm
all g
roup
s us
ing
L1 o
r L2
Sort
cul
tura
l art
ifact
s ac
cord
ing
to th
eir u
se b
ased
on
illu
strat
ed d
escr
iptiv
e la
bels
from
text
s in
smal
l gr
oups
usin
g L1
or L
2
Sort
cul
tura
l art
ifact
s ac
cord
ing
to th
eir u
se
base
d on
sent
ence
s fro
m
illus
trat
ed te
xts u
sing
illus
trat
ed w
ord
wal
ls in
sm
all g
roup
s
Sort
cul
tura
l art
ifact
s ac
cord
ing
to th
eir u
se
base
d on
info
rmat
ion
from
ill
ustr
ated
text
s in
smal
l gr
oups
Sort
cul
tura
l art
ifact
s ac
cord
ing
to th
eir u
se
base
d on
info
rmat
ion
from
m
ultip
le so
urce
s (e.
g.,
storie
s, In
tern
et)
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: tra
ditio
n, c
ultu
re, s
ame,
di
ffere
nt, r
espe
ct
COM
PLEM
ENTA
RY S
TRA
ND
: The
Lan
guag
e of
the
Hum
anit
ies
EXA
MPL
E TO
PIC:
Mul
ticu
ltur
alis
m
58G
RA
DE
2
CON
NEC
TIO
N: C
omm
on C
ore S
peak
ing
and
Liste
ning
Sta
ndar
ds #
2 (G
rade
2):
Reco
unt o
r des
crib
e ke
y id
eas o
r det
ails
from
a te
xt re
ad a
loud
or i
nfor
mat
ion
pres
ente
d or
ally
or
thro
ugh
othe
r med
ia.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts t
ake
phot
os o
n a
tour
of t
he sc
hool
and
cre
ate
map
s inc
orpo
ratin
g sc
hool
are
as, p
erso
nnel
, and
act
iviti
es b
ased
on
oral
de
scrip
tions
or t
ext r
ead
alou
d.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
ANAL
YZE
oral
dire
ctio
ns.
LISTENING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Find
scho
ol a
reas
on
map
s ba
sed
on o
ral c
lues
abo
ut
pers
onne
l or a
ctiv
ities
with
a
part
ner
Plac
e ob
ject
s in
scho
ol
area
s on
map
s bas
ed o
n or
al c
lues
abo
ut p
erso
nnel
or
act
iviti
es w
ith a
par
tner
(e
.g.,
“Ther
e w
as a
flag
in
the
corn
er.”)
Mat
ch sc
hool
are
as
on m
aps t
o pe
rson
nel
and
activ
ities
bas
ed o
n de
scrip
tive
oral
clu
es w
ith
a pa
rtne
r
Arra
nge
scho
ol a
reas
on
map
s acc
ordi
ng to
de
scrip
tive
oral
clu
es
abou
t per
sonn
el a
nd
activ
ities
with
a p
artn
er
(e.g
., “R
emem
ber h
ow w
e co
uld
hear
the
mus
ical
in
strum
ents
next
doo
r w
hen
we
wer
e in
the
gym
?”)
Dist
ingu
ish a
mon
g sc
hool
ar
eas o
n m
aps b
ased
on
mul
ti-ste
p de
scrip
tive
oral
cl
ues a
bout
per
sonn
el o
r ac
tiviti
es w
ith a
par
tner
TOPI
C-RE
LATE
D L
AN
GU
AG
E: :
Stud
ents
at a
ll le
vels
of E
nglis
h la
ngua
ge p
rofic
ienc
y in
tera
ct w
ith g
rade
-leve
l wor
ds a
nd e
xpre
ssio
ns, s
uch
as: a
cros
s fro
m, d
own
the
hall,
in
the
corn
er, u
psta
irs, c
usto
dian
, sec
ond
grad
e te
ache
r, co
mpu
ter l
ab
ELD
STA
ND
ARD
1: S
ocia
l & In
stru
ctio
nal L
angu
age
EXA
MPL
E TO
PIC:
Sch
ool a
reas
, per
sonn
el, &
act
ivit
ies
59G
RA
DE
2
CON
NEC
TIO
N: C
omm
on C
ore S
peak
ing
and
Liste
ning
Sta
ndar
ds #
4 (G
rade
2):
Tell
a sto
ry o
r rec
ount
an
expe
rienc
e w
ith a
ppro
pria
te fa
cts a
nd re
leva
nt, d
escr
iptiv
e de
tails
, sp
eaki
ng a
udib
ly in
coh
eren
t sen
tenc
es.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts d
raw
or m
ake
colla
ges a
nd th
en o
rally
shar
e sto
ries w
ith a
beg
inni
ng, m
iddl
e, a
nd e
nd a
bout
eve
nts w
ith th
eir p
eers
.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
APPL
Y el
emen
ts of
stor
ies t
o or
igin
al st
oryt
ellin
g or
exp
erie
ntia
l rec
ount
ing.
SPEAKING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Poin
t to
and
tell
abou
t ev
ents
in st
orie
s usin
g ph
otos
, illu
strat
ions
, or
wor
dles
s pic
ture
boo
ks w
ith
a pa
rtne
r (e.
g., “
go
to p
ark,
pl
ay w
ith fr
iend
s”)
Des
crib
e pa
rts o
f sto
ries
(e.g
., ch
arac
ters
, set
tings
) us
ing
phot
os, i
llustr
atio
ns,
or w
ordl
ess p
ictu
re b
ooks
w
ith a
par
tner
Rete
ll sto
ries i
nclu
ding
m
ain
even
ts, c
hara
cter
s, an
d se
tting
s usin
g ph
otos
, ill
ustr
atio
ns, o
r wor
dles
s pi
ctur
e bo
oks w
ith a
pa
rtne
r
Tell
deta
iled
storie
s usin
g ph
otos
, illu
strat
ions
, or
wor
dles
s pic
ture
boo
ks w
ith
a pa
rtne
r
Tell
deta
iled
storie
s with
cr
eativ
e w
ord
choi
ce a
nd
expr
essio
n us
ing
phot
os,
illus
trat
ions
, or w
ordl
ess
pict
ure
book
s with
a
part
ner
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: ord
er, d
etai
ls, w
ord
choi
ce
ELD
STA
ND
ARD
2: T
he L
angu
age
of L
angu
age
Art
s EX
AM
PLE
TOPI
C: S
tory
telli
ng/E
xper
ient
ial r
ecou
ntin
g
60G
RA
DE
2
CON
NEC
TIO
N: C
omm
on C
ore S
tand
ards
for M
athe
mat
ics, M
easu
rem
ent a
nd D
ata
#8 (G
rade
2):
Solv
e w
ord
prob
lem
s inv
olvi
ng d
olla
r bill
s, qu
arte
rs, d
imes
, nic
kels,
and
pen
nies
, us
ing
$ an
d ¢
sym
bols
appr
opria
tely.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts a
ct o
ut re
al-li
fe m
athe
mat
ics s
cena
rios r
elat
ed to
mon
ey (e
.g.,
to m
ake
purc
hase
s in
a cl
assr
oom
stor
e).
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
will
AN
ALYZ
E te
xt o
f wor
d pr
oble
ms.
READING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Mat
ch w
ords
and
phr
ases
(e
.g.,
“mor
e th
an,”
“les
s th
an,”
“tak
e aw
ay”)
in
volv
ing
mon
ey a
nd v
alue
to
ope
ratio
ns (e
.g.,
+, -)
us
ing
illus
trat
ed w
ord
card
s an
d re
alia
with
a p
artn
er
Find
wor
ds a
nd p
hras
es
invo
lvin
g m
oney
and
val
ue
from
illu
strat
ed te
xt u
sing
real
ia w
ith a
par
tner
Sequ
ence
sent
ence
s to
deci
de h
ow to
solv
e w
ord
prob
lem
s inv
olvi
ng m
oney
an
d va
lue
usin
g re
alia
with
a
part
ner
Loca
te c
lues
for s
olvi
ng
prob
lem
s inv
olvi
ng m
oney
an
d va
lue
from
sim
plifi
ed
text
(e.g
., w
ritte
n in
pr
esen
t ten
se w
ith fa
mili
ar
cont
exts)
usin
g re
alia
with
a
part
ner
Cat
egor
ize w
ord
prob
lem
s (e
.g.,
by a
dditi
on o
r su
btra
ctio
n) in
volv
ing
mon
ey a
nd v
alue
usin
g re
alia
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: tot
al, e
noug
h, c
ost,
chan
ge,
left
over
, sol
ve
ELD
STA
ND
ARD
3: T
he L
angu
age
of M
athe
mat
ics
EXA
MPL
E TO
PIC:
Mon
ey
61G
RA
DE
2
CON
NEC
TIO
N: N
atio
nal S
cienc
e Edu
catio
n St
anda
rds C
.2 (G
rade
s K–4
)*: P
lant
s and
ani
mal
s hav
e lif
e cy
cles
that
incl
ude
bein
g bo
rn, d
evel
opin
g in
to a
dults
, rep
rodu
cing
, and
ev
entu
ally
dyi
ng. Th
e de
tails
of t
his l
ife c
ycle
are
diff
eren
t for
diff
eren
t org
anism
s. Pl
ants
and
anim
als c
lose
ly re
sem
ble
thei
r par
ents.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts l
earn
abo
ut th
e sta
ges w
ithin
life
cyc
les o
f diff
eren
t pla
nts a
nd a
nim
als i
n sm
all g
roup
s to
prod
uce
clas
sroo
m p
oste
rs.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
REM
EMBE
R th
e ch
ange
s in
life
cycl
es.
WRITING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Labe
l dra
win
gs a
bout
sta
ges o
f life
cyc
les u
sing
illus
trat
ed w
ord
bank
s (e.
g.,
seed
, spr
out)
and
grap
hic
orga
nize
rs
Prod
uce
simpl
e se
nten
ces
abou
t the
stag
es o
f life
cy
cles
usin
g ill
ustr
ated
w
ord
bank
s and
gra
phic
or
gani
zers
Des
crib
e th
e sta
ges o
f life
cy
cles
usin
g ill
ustr
ated
w
ord
bank
s and
gra
phic
or
gani
zers
Des
crib
e in
det
ail t
hesta
ges o
f life
cyc
les u
sing
illus
trat
ions
and
gra
phic
orga
nize
rs
Repr
oduc
e sto
ries a
bout
th
e sta
ges o
f life
cyc
les
usin
g ill
ustr
atio
ns
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: life
cyc
le, c
hang
e in
to, s
tage
s
* As
this
book
goe
s to
press
, a d
raft
of th
e Nex
t Gen
erat
ion
Scien
ce S
tand
ards
was
just
relea
sed fo
r rev
iew. W
IDA
plan
s to
upda
te it
s Lan
guag
e of S
cienc
e stra
nds t
o co
rresp
ond
with
these
sta
ndar
ds a
s soo
n as
they
are
fina
l.
ELD
STA
ND
ARD
4: T
he L
angu
age
of S
cien
ce
EXA
MPL
E TO
PIC:
Life
cyc
les
62G
RA
DE
2
CON
NEC
TIO
N: C
omm
on C
ore R
eadi
ng S
tand
ards
for I
nfor
mat
iona
l Tex
t, Ke
y Ide
as a
nd D
etai
ls #2
(Gra
de 2
): Id
entif
y th
e m
ain
topi
c of
a m
ulti-
para
grap
h te
xt a
s wel
l as t
he fo
cus
of sp
ecifi
c pa
ragr
aphs
with
in th
e te
xt. 2
. Des
crib
e th
e co
nnec
tion
betw
een
a se
ries o
f hist
oric
al e
vent
s, sc
ient
ific
idea
s or c
once
pts,
or st
eps.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts r
esea
rch
histo
rical
tim
es a
nd p
eopl
e us
ing
info
rmat
iona
l tex
ts in
pre
para
tion
for c
reat
ing
a tim
elin
e po
ster.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
ANAL
YZE
the
conn
ectio
ns b
etw
een
diffe
rent
hist
oric
al ti
mes
and
peo
ple.
READING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Mat
ch p
ictu
res w
ith
info
rmat
ion
abou
t hi
storic
al ti
mes
and
peo
ple
from
illu
strat
ed te
xts w
ith
a pa
rtne
r
Iden
tify
impo
rtan
t in
form
atio
n ab
out
histo
rical
tim
es a
nd p
eopl
e fro
m il
lustr
ated
text
s with
a
part
ner
Sort
info
rmat
ion
abou
t hi
storic
al ti
mes
and
peo
ple
from
illu
strat
ed te
xts u
sing
grap
hic
orga
nize
rs in
smal
l gr
oups
Sequ
ence
info
rmat
ion
abou
t hist
oric
al ti
mes
and
pe
ople
from
illu
strat
ed
text
s usin
g gr
aphi
c or
gani
zers
in sm
all g
roup
s
Con
nect
info
rmat
ion
abou
t hi
storic
al ti
mes
and
peo
ple
from
illu
strat
ed te
xts u
sing
grap
hic
orga
nize
rs (e
.g.,
timel
ines
)
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: hist
oric
al ti
mes
, co
mm
unic
atio
n
ELD
STA
ND
ARD
5: T
he L
angu
age
of S
ocia
l Stu
dies
EX
AM
PLE
TOPI
C: H
isto
rica
l tim
es &
peo
ple
See
expa
nded
ve
rsio
n of
this
str
and
on p
p. 2
6–27
63G
RA
DE
2
CON
NEC
TIO
N: N
atio
nal V
isual
Art
s Sta
ndar
d 2
(Gra
des K
–4):
Stud
ents
know
the
diffe
renc
es a
mon
g vi
sual
cha
ract
erist
ics a
nd p
urpo
ses o
f art
in o
rder
to c
onve
y id
eas.
Stud
ents
desc
ribe
how
diff
eren
t exp
ress
ive
feat
ures
and
org
aniza
tiona
l prin
cipl
es c
ause
diff
eren
t res
pons
es.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts,
iden
tifyi
ng th
emse
lves
as a
rtist
s, re
late
the
visu
al c
hara
cter
istic
s of t
heir
art w
ork
to p
eers
and
com
mun
icat
e ho
w th
e vi
sual
attr
ibut
es le
nd th
emse
lves
to d
iffer
ent i
deas
.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
ANAL
YZE
visu
al c
hara
cter
istic
s of a
rt fo
rms.
SPEAKING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Poin
t to
and
nam
e vi
sual
ch
arac
teris
tics o
f mod
els
of a
rt fo
rms u
sing
grap
hic
supp
ort (
e.g.
, pal
ette
of
colo
rs) w
ith a
par
tner
Cat
egor
ize v
isual
ch
arac
teris
tics o
f mod
els
of a
rt fo
rms (
e.g.
, sha
des
of c
olor
) usin
g gr
aphi
c su
ppor
t with
a p
artn
er
Des
crib
e va
riatio
n in
visu
al
char
acte
ristic
s of m
odel
s of
art
form
s usin
g gr
aphi
c su
ppor
t with
a p
artn
er
Disc
uss v
aria
tion
in v
isual
ch
arac
teris
tics o
f mod
els
of a
rt fo
rms u
sing
grap
hic
supp
ort w
ith a
par
tner
Expl
ain
varia
tion
in v
isual
ch
arac
teris
tics u
sing
grap
hic
supp
ort w
ith a
pa
rtne
r
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: sha
des o
f col
or, m
ood,
styl
e
COM
PLEM
ENTA
RY S
TRA
ND
: The
Lan
guag
e of
Vis
ual A
rts
EXA
MPL
E TO
PIC:
Vis
ual c
hara
cter
isti
cs
64G
RA
DE
3
CON
NEC
TIO
N: C
omm
on C
ore S
tand
ards
for W
ritin
g #8
(Gra
de 3
): Re
call
info
rmat
ion
from
exp
erie
nces
or g
athe
r inf
orm
atio
n fro
m p
rint a
nd d
igita
l sou
rces
; tak
e br
ief n
otes
on
sour
ces a
nd so
rt e
vide
nce
into
pro
vide
d ca
tego
ries.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: P
rior t
o co
nduc
ting
rese
arch
, stu
dent
s bra
insto
rm/fr
ee w
rite
abou
t top
ics o
r que
stion
s the
y w
ant t
o in
vesti
gate
.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
REM
EMBE
R p
erso
nal a
nd sc
hool
exp
erie
nces
in se
lect
ing
rese
arch
topi
cs.
WRITING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
List
idea
s on
rese
arch
topi
cs
(e.g
., sp
orts
and
hobb
ies
for k
ids)
usin
g ill
ustr
ated
gr
aphi
c or
gani
zers
in L
1 or
L2
Org
anize
idea
s on
rese
arch
to
pics
(e.g
., po
pula
rity
of
snow
spor
ts v.
wat
er sp
orts)
us
ing
grap
hic
orga
nize
rs in
L1
or L
2
Stat
e id
eas r
elat
ed to
re
sear
ch to
pics
follo
win
g a
mod
el u
sing
grap
hic
orga
nize
rs
Elab
orat
e id
eas r
elat
ed to
re
sear
ch to
pics
follo
win
g a
mod
el u
sing
grap
hic
orga
nize
rs
Con
nect
idea
s rel
ated
to
rese
arch
topi
cs u
sing
grap
hic
orga
nize
rs
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: res
earc
h to
pic,
bra
insto
rm
ELD
STA
ND
ARD
1: S
ocia
l & In
stru
ctio
nal L
angu
age
EXA
MPL
E TO
PIC:
Res
earc
h in
tere
sts
65G
RA
DE
3
CON
NEC
TIO
N: C
omm
on C
ore S
tand
ards
for W
ritin
g #5
(Gra
de 3
): W
ith g
uida
nce
and
supp
ort f
rom
pee
rs a
nd a
dults
, dev
elop
and
stre
ngth
en w
ritin
g as
nee
ded
by p
lann
ing,
re
visin
g, a
nd e
ditin
g.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts p
rovi
de fe
edba
ck to
pee
rs in
writ
ing
conf
eren
ces t
o re
cogn
ize k
ey e
lem
ents
in st
reng
then
ing
narr
ativ
es.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
EVAL
UAT
E w
ritin
g.
WRITING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Supp
ly w
ords
for s
ente
nces
ab
out r
evisi
ng fr
om m
odel
sC
ompo
se p
hras
es a
nd
simpl
e se
nten
ces a
bout
re
visin
g fro
m m
odel
s
Com
pose
sent
ence
s abo
ut
revi
sing
from
mod
els
Sugg
est i
deas
for r
evisi
ng
usin
g w
ord
bank
sPr
ovid
e de
taile
d fe
edba
ck
for r
evisi
ng
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: rev
ise, r
edo,
impr
ove
ELD
STA
ND
ARD
2: T
he L
angu
age
of L
angu
age
Art
s EX
AM
PLE
TOPI
C: G
ivin
g fe
edba
ck fo
r rev
isio
n
See
expa
nded
ve
rsio
n of
this
str
and
on p
p. 2
8–29
66G
RA
DE
3
CON
NEC
TIO
N: C
omm
on C
ore S
tand
ards
for M
athe
mat
ics, M
easu
rem
ent a
nd D
ata
#5–6
(Gra
de 3
): Re
cogn
ize a
rea
as a
n at
trib
ute
of p
lane
figu
res a
nd u
nder
stand
con
cept
s of a
rea
mea
sure
men
t... M
easu
re a
reas
by
coun
ting
unit
squa
res (
squa
re c
m, s
quar
e m
, squ
are
in, s
quar
e ft,
and
impr
ovise
d un
its).
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts f
ollo
w d
irect
ions
to a
rran
ge m
anip
ulat
ives
into
shap
es re
pres
entin
g sp
ecifi
ed a
reas
(e.g
., to
cre
ate
build
ing
floor
pla
ns o
r pl
an a
com
mun
ity g
arde
n).
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
CR
EAT
E flo
or p
lans
or m
odel
s.
LISTENING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Follo
w si
mpl
e or
al
com
man
ds to
des
ign
area
m
aps u
sing
man
ipul
ativ
es
and
illus
trat
ed e
xam
ples
(e
.g.,
“Mak
e a
squa
re li
ke
this.
”) in
smal
l gro
ups
Follo
w si
mpl
e or
al
dire
ctio
ns to
des
ign
area
m
aps u
sing
man
ipul
ativ
es
and
illus
trat
ed e
xam
ples
in
smal
l gro
ups
Follo
w o
ral d
irect
ions
to
des
ign
area
map
s us
ing
man
ipul
ativ
es a
nd
illus
trat
ed e
xam
ples
in
smal
l gro
ups
Follo
w d
etai
led
oral
di
rect
ions
to d
esig
n ar
ea
map
s usin
g m
anip
ulat
ives
in
smal
l gro
ups (
e.g.
, “Th
e ar
ea fo
r bea
ns n
eeds
to b
e le
ss th
an 1
2 sq
uare
uni
ts.
Mak
e th
e sid
e le
ss th
an 4
un
its lo
ng.”)
Follo
w c
ompl
ex o
ral
spec
ifica
tions
to d
esig
n ar
ea
map
s usin
g m
anip
ulat
ives
in
smal
l gro
ups (
e.g.
, “Th
e to
tal a
rea
of th
e ga
rden
is
50 sq
uare
uni
ts. E
ach
tom
ato
plan
t req
uire
s 5
squa
re u
nits.
Dra
w a
n ar
ea
for t
he to
mat
oes.”
)
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: squ
are
unit,
uni
t squ
ares
, le
ngth
, wid
th, a
rea
ELD
STA
ND
ARD
3: T
he L
angu
age
of M
athe
mat
ics
EXA
MPL
E TO
PIC:
Are
a
67G
RA
DE
3
CON
NEC
TIO
N: N
ext G
ener
atio
n Sc
ience
Sta
ndar
ds, P
hysic
al S
cienc
es, F
orce
s and
Inte
racti
ons P
S2-3
, PS2
-4 (G
rade
3):
Ask
ques
tions
to d
eter
min
e ca
use
and
effec
t rel
atio
nshi
ps
of e
lect
ric o
r mag
netic
inte
ract
ions
bet
wee
n tw
o ob
ject
s not
in c
onta
ct w
ith e
ach
othe
r. D
efine
a si
mpl
e de
sign
prob
lem
that
can
be
solv
ed b
y ap
plyi
ng sc
ient
ific
idea
s abo
ut
mag
nets.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts d
iscus
s the
ir ob
serv
atio
ns a
nd d
raw
con
clus
ions
abo
ut th
e ou
tcom
es o
f ele
ctric
ity a
nd m
agne
tism
exp
erim
ents
in sm
all
grou
ps to
pra
ctic
e de
signi
ng th
eir o
wn
expe
rimen
ts.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
ANAL
YZE
expe
rimen
tal o
bser
vatio
ns.
SPEAKING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Stat
e re
ason
s for
ou
tcom
es o
f exp
erim
ents
on e
lect
ricity
usin
g ill
ustr
atio
ns o
r rea
lia
and
teac
her g
uida
nce
(e.g
., “e
lect
ricity
goe
s”,
“ele
ctric
ity st
ops”
whe
n ci
rcui
t is o
pen
or c
lose
d)
Stat
e re
ason
s for
ou
tcom
es o
f exp
erim
ents
on e
lect
ricity
usin
g ill
ustr
atio
ns o
r rea
lia, o
ral
sent
ence
star
ters
, and
te
ache
r gui
danc
e (e
.g.,
“The
bulb
turn
ed o
n be
caus
e...”
, “Th
e ba
lloon
s attr
acte
d/
repe
lled
beca
use…
”)
Expl
ain
outc
omes
of
expe
rimen
ts on
ele
ctric
ity
usin
g ill
ustr
atio
ns a
nd o
ral
sent
ence
fram
es
Expl
ain
in d
etai
l ou
tcom
es o
f exp
erim
ents
on e
lect
ricity
usin
g ill
ustr
atio
ns o
r rea
lia a
nd
wor
d/ph
rase
ban
ks
Expl
ain
in d
etai
l ou
tcom
es o
f exp
erim
ents
on e
lect
ricity
usin
g ill
ustr
atio
ns o
r rea
lia
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: tur
n on
, tur
n off
, sta
tic
elec
tric
ity, c
harg
e, a
ttrac
t, re
pel,
open
/clo
sed
circ
uit
ELD
STA
ND
ARD
4: T
he L
angu
age
of S
cien
ce
EXA
MPL
E TO
PIC:
Ele
ctri
city
& m
agne
ts
68G
RA
DE
3G
RA
DE
6G
RA
DE
9
CON
NEC
TIO
N: N
atio
nal S
tand
ards
for C
ivics
and
Gov
ernm
ent C
–D (G
rade
s K–4
): St
uden
ts sh
ould
be
able
to e
xpla
in w
hy c
erta
in ri
ghts
are
impo
rtan
t to
the
indi
vidu
al a
nd to
a
dem
ocra
tic so
ciet
y, su
ch a
s per
sona
l, po
litic
al, a
nd e
cono
mic
righ
ts. S
tude
nts s
houl
d be
abl
e to
exp
lain
why
cer
tain
resp
onsib
ilitie
s are
impo
rtan
t to
them
selv
es a
nd th
eir f
amily
, co
mm
unity
, sta
te, a
nd n
atio
n, su
ch a
s per
sona
l and
civ
ic re
spon
sibili
ties.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts r
ead
info
rmat
iona
l tex
ts ab
out t
he ri
ghts
and
resp
onsib
ilitie
s of c
itize
ns, c
reat
e vi
sual
repr
esen
tatio
ns o
f the
m, a
nd
prac
tice
iden
tifyi
ng th
em.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
UN
DER
STAN
D c
itize
ns’ r
ight
s and
resp
onsib
ilitie
s.
READING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Mat
ch la
bels
to p
hoto
s, pi
ctur
es, o
r ico
ns
repr
esen
ting
citiz
ens’
right
s an
d re
spon
sibili
ties w
ith a
pa
rtne
r in
L1 o
r L2
Mat
ch d
escr
iptio
ns to
ph
otos
, pic
ture
s, or
icon
s re
pres
entin
g ci
tizen
s’ rig
hts
and
resp
onsib
ilitie
s with
a
part
ner i
n L1
or L
2
Loca
te d
etai
ls re
late
d to
citi
zens
’ rig
hts a
nd
resp
onsib
ilitie
s with
a
part
ner u
sing
grap
hic
orga
nize
rs
Dist
ingu
ish a
mon
g ci
tizen
s’ rig
hts a
nd re
spon
sibili
ties
with
a p
artn
er u
sing
grap
hic
orga
nize
rs
Infe
r citi
zens
’ rig
hts a
nd
resp
onsib
ilitie
s bas
ed o
n te
xts
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: citi
zens
hip,
indi
vidu
al ri
ghts
and
resp
onsib
ilitie
s, du
ty, l
aw a
nd o
rder
ELD
STA
ND
ARD
5: T
he L
angu
age
of S
ocia
l Stu
dies
EX
AM
PLE
TOPI
C: C
ivic
par
tici
pati
on
69G
RA
DE
3
CON
NEC
TIO
N: N
atio
nal H
ealth
Edu
catio
n St
anda
rds #
1, H
ealth
Pro
mot
ion
and
Dise
ase P
reve
ntio
n (G
rade
s K–4
): St
uden
ts w
ill c
ompr
ehen
d co
ncep
ts re
late
d to
hea
lth p
rom
otio
n an
d di
seas
e pr
even
tion.
Des
crib
e re
latio
nshi
ps b
etw
een
pers
onal
hea
lth b
ehav
iors
and
indi
vidu
al w
ell b
eing
. Ide
ntify
indi
cato
rs o
f men
tal,
emot
iona
l, so
cial
, and
phy
sical
hea
lth
durin
g ch
ildho
od…
Des
crib
e ho
w th
e fa
mily
influ
ence
s per
sona
l hea
lth. D
escr
ibe
how
phy
sical
, soc
ial,
and
emot
iona
l env
ironm
ents
influ
ence
per
sona
l hea
lth.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts w
eigh
opt
ions
dep
icte
d in
role
pla
ys (e
.g.,
vide
os, p
erfo
rman
ces,
or te
xt re
ad a
loud
) in
orde
r to
mak
e he
alth
y ch
oice
s.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
EVAL
UAT
E di
ffere
nt h
abits
to d
ecid
e if
they
are
hea
lthy
or n
ot.
LISTENING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Dem
onstr
ate
or re
spon
d no
n-ve
rbal
ly to
lang
uage
as
soci
ated
with
hea
lthy
and
unhe
alth
y ch
oice
s fro
m o
ral d
iscou
rse
usin
g pi
ctur
es o
r ges
ture
s
Mat
ch la
ngua
ge a
ssoc
iate
d w
ith h
ealth
y an
d un
heal
thy
choi
ces t
o ex
ampl
es
from
ora
l disc
ours
e us
ing
illus
trat
ed g
raph
ic
orga
nize
rs
Iden
tify
lang
uage
ass
ocia
ted
with
hea
lthy
and
unhe
alth
y ch
oice
s fro
m o
ral d
iscou
rse
usin
g gr
aphi
c or
gani
zers
Iden
tify
deta
ils re
late
d to
he
alth
y an
d un
heal
thy
choi
ces f
rom
ora
l disc
ours
e us
ing
grap
hic
orga
nize
rs
Com
pare
and
con
tras
t he
alth
y an
d un
heal
thy
choi
ces f
rom
ora
l disc
ours
e us
ing
grap
hic
orga
nize
rs
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: hea
lthy/
unhe
alth
y ch
oice
s, be
havi
or, c
onse
quen
ces
COM
PLEM
ENTA
RY S
TRA
ND
: The
Lan
guag
e of
Hea
lth
& P
hysi
cal E
duca
tion
EX
AM
PLE
TOPI
C:
Hea
lthy
cho
ices
70G
RA
DE
4
CON
NEC
TIO
N: C
omm
on C
ore S
tate
Sta
ndar
ds fo
r Eng
lish
Lang
uage
Art
s, Sp
eaki
ng a
nd L
isten
ing,
Com
preh
ensio
n &
Col
labo
ratio
n #1
(Gra
de 4
): En
gage
effe
ctiv
ely
in a
rang
e of
co
llabo
rativ
e di
scus
sions
(one
-on-
one,
in g
roup
s, an
d te
ache
r-le
d) w
ith d
iver
se p
artn
ers o
n gr
ade
4 to
pics
and
text
s, bu
ildin
g on
oth
ers’
idea
s and
exp
ress
ing
thei
r ow
n cl
early
.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts r
epor
t inf
orm
atio
n fro
m in
terv
iew
s con
duct
ed in
thei
r com
mun
ity to
cla
ss a
nd sh
are
storie
s abo
ut lo
cal p
ract
ices
(e.g
., or
al h
istor
ies o
r com
mun
ity/fa
mily
net
wor
ks).
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
UN
DER
STAN
D c
omm
unity
pra
ctic
es.
SPEAKING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Tell
abou
t com
mun
ity
prac
tices
usin
g ph
otog
raph
s or
real
ia a
nd fo
llow
ing
a m
odel
with
a p
artn
er
Des
crib
e co
mm
unity
pr
actic
es u
sing
phot
ogra
phs
or re
alia
and
follo
win
g a
mod
el w
ith a
par
tner
Reco
unt i
nfor
mat
ion
abou
t co
mm
unity
pra
ctic
es u
sing
phot
ogra
phs o
r rea
lia a
nd
follo
win
g a
mod
el
Reco
unt d
etai
led
info
rmat
ion
abou
t co
mm
unity
pra
ctic
es u
sing
phot
ogra
phs o
r rea
lia
Reco
unt a
nd re
flect
on
info
rmat
ion
abou
t co
mm
unity
pra
ctic
es u
sing
phot
ogra
phs o
r rea
lia
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: com
mun
ity p
ract
ices
, in
terv
iew,
per
sona
l exp
erie
nces
ELD
STA
ND
ARD
1: S
ocia
l & In
stru
ctio
nal L
angu
age
EXA
MPL
E TO
PIC:
Com
mun
ity
prac
tice
s
71G
RA
DE
4
CON
NEC
TIO
N: C
omm
on C
ore S
tate
Rea
ding
Sta
ndar
ds fo
r Lite
ratu
re, C
raft
and
Stru
cture
#6
(Gra
de 4
): C
ompa
re a
nd c
ontr
ast t
he p
oint
of v
iew
from
whi
ch d
iffer
ent s
torie
s are
na
rrat
ed, i
nclu
ding
the
diffe
renc
e be
twee
n fir
st- a
nd th
ird-p
erso
n na
rrat
ions
.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: A
fter a
who
le g
roup
disc
over
y ac
tivity
exp
lorin
g na
rrat
ive
poin
ts of
vie
w, st
uden
ts re
view
exa
mpl
e na
rrat
ive
text
s to
disc
over
how
fir
st- a
nd th
ird-p
erso
n na
rrat
ions
con
vey
diffe
rent
per
spec
tives
.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
ANAL
YZE
text
feat
ures
rela
ted
to n
arra
tive
poin
ts of
vie
w.
READING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Iden
tify
lang
uage
that
in
dica
tes n
arra
tive
poin
ts of
vi
ew (e
.g.,
“I”
v. “h
e/sh
e”)
from
illu
strat
ed te
xt u
sing
wor
d/ph
rase
ban
ks w
ith a
pa
rtne
r
Iden
tify
lang
uage
that
in
dica
tes n
arra
tive
poin
ts of
vi
ew (e
.g.,
“he
felt
scar
ed”)
fro
m il
lustr
ated
text
usin
g w
ord/
phra
se b
anks
with
a
part
ner
Cat
egor
ize p
assa
ges b
ased
on
nar
rativ
e po
ints
of v
iew
fro
m il
lustr
ated
text
usin
g w
ord/
phra
se b
anks
with
a
part
ner
Com
pare
nar
rativ
e po
ints
of v
iew
in e
xten
ded
text
s us
ing
grap
hic
orga
nize
rs
with
a p
artn
er
Com
pare
and
con
tras
t na
rrat
ive
poin
ts of
vie
w in
ex
tend
ed te
xts
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: nar
rate
, nar
ratio
n, fi
rst p
erso
n,
third
per
son
ELD
STA
ND
ARD
2: T
he L
angu
age
of L
angu
age
Art
s EX
AM
PLE
TOPI
C: N
arra
tion
72G
RA
DE
4
CON
NEC
TIO
N: C
omm
on C
ore S
tand
ards
for M
athe
mat
ics, G
eom
etry
#1–
2 (G
rade
4):
Dra
w p
oint
s, lin
es, l
ine
segm
ents,
rays
, ang
les (
right
, acu
te, o
btus
e), a
nd p
erpe
ndic
ular
and
pa
ralle
l lin
es. I
dent
ify th
ese
in tw
o-di
men
siona
l figu
res.
Cla
ssify
two-
dim
ensio
nal fi
gure
s bas
ed o
n th
e pr
esen
ce o
r abs
ence
of p
aral
lel o
r per
pend
icul
ar li
nes,
or th
e pr
esen
ce o
r ab
senc
e of
ang
les o
f a sp
ecifi
ed si
ze. R
ecog
nize
righ
t tria
ngle
s as a
cat
egor
y, an
d id
entif
y rig
ht tr
iang
les.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts b
uild
mod
els o
r pos
ters
with
pho
to d
ispla
ys sp
ecify
ing
the
lines
and
ang
les t
hey
find
in th
eir s
choo
l, ho
me,
or
com
mun
ity.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
APPL
Y th
eir u
nder
stand
ing
of li
nes a
nd a
ngle
s to
ever
yday
situ
atio
ns.
WRITING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Labe
l typ
es o
f lin
es a
nd
angl
es a
ccor
ding
to th
eir
prop
ertie
s usin
g re
alia
and
gr
aphi
c su
ppor
t
Defi
ne ty
pes o
f lin
es a
nd
angl
es a
ccor
ding
to th
eir
prop
ertie
s usin
g re
alia
an
d gr
aphi
c su
ppor
t (e.
g.,
“Obt
use
> 90
deg
rees
”)
Des
crib
e ty
pes o
f lin
es a
nd
angl
es a
ccor
ding
to th
eir
prop
ertie
s usin
g re
alia
and
gr
aphi
c su
ppor
t
Com
pare
and
con
tras
t ty
pes o
f lin
es o
r ang
les
acco
rdin
g to
thei
r pr
oper
ties u
sing
real
ia a
nd
grap
hic
supp
ort
Expl
ain
type
s of l
ines
and
an
gles
acc
ordi
ng to
thei
r pr
oper
ties u
sing
real
ia (e
.g.,
“My
desk
has
four
righ
t an
gles
on
the
top,
whi
ch
are
90 d
egre
es. E
ach
leg
of th
e de
sk h
as tw
o ac
ute
angl
es o
f 55
degr
ees a
nd
two
obtu
se a
ngle
s of 1
25
degr
ees.”
)
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: obt
use,
acu
te, r
ight
or
90-d
egre
e an
gle,
par
alle
l and
per
pend
icul
ar li
nes,
end
poin
ts, ra
ys, v
erte
x, li
ne se
gmen
t
ELD
STA
ND
ARD
3: T
he L
angu
age
of M
athe
mat
ics
EXA
MPL
E TO
PIC:
Lin
es &
ang
les
73G
RA
DE
4
CON
NEC
TIO
N: N
ext G
ener
atio
n Sc
ience
Sta
ndar
ds, E
arth
and
Spa
ce S
cienc
es, E
arth
’s Sy
stem
s: Pr
ocess
es th
at S
hape
the E
arth
ESS
1-1,
ESS
2-1
(Gra
de 4
): Id
entif
y ev
iden
ce fr
om
patte
rns i
n ro
ck fo
rmat
ions
and
foss
ils in
rock
laye
rs fo
r cha
nges
in a
land
scap
e ov
er ti
me
to su
ppor
t an
expl
anat
ion
for c
hang
es in
a la
ndsc
ape
over
tim
e. M
ake
obse
rvat
ions
and
/or
mea
sure
men
ts to
pro
vide
evi
denc
e of
the
effec
ts of
wea
ther
ing
or th
e ra
te o
f ero
sion
by w
ater
, ice
, win
d, o
r veg
etat
ion.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts g
athe
r inf
orm
atio
n ab
out s
cien
tific
proc
esse
s (e.
g., f
rom
teac
her d
emon
strat
ions
, com
pute
r pro
gram
s, or
vid
eos)
and
de
mon
strat
e ho
w th
e su
rface
of t
he e
arth
has
cha
nged
ove
r tim
e as
par
t of a
long
-term
pro
ject
on
eart
h hi
story
.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
ANAL
YZE
the
resu
lts o
f cha
nge
over
tim
e du
e to
pro
cess
es a
ffect
ing
eart
h m
ater
ials.
LISTENING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Mat
ch p
roce
sses
or e
vent
s w
ith th
eir e
ffect
s on
eart
h m
ater
ials
base
d on
ora
l de
scrip
tions
usin
g ph
otos
, ill
ustr
atio
ns, o
r vid
eos w
ith
a pa
rtne
r in
L1 o
r L2
Iden
tify
and
sort
the
effec
t of
pro
cess
es o
r eve
nts o
n ea
rth
mat
eria
ls ba
sed
on
oral
des
crip
tions
usin
g ph
otos
, illu
strat
ions
, or
vide
os w
ith a
par
tner
in L
1 or
L2
Cat
egor
ize th
e eff
ects
of
proc
esse
s or e
vent
s on
eart
h m
ater
ials
base
d on
ora
l de
scrip
tions
usin
g ph
otos
, ill
ustr
atio
ns, o
r vid
eos a
nd
grap
hic
orga
nize
rs w
ith a
pa
rtne
r
Dist
ingu
ish b
etw
een
effec
ts of
pro
cess
es o
r eve
nts o
n ea
rth
mat
eria
ls ba
sed
on
oral
des
crip
tions
usin
g ph
otos
, illu
strat
ions
, or
vide
os
Inte
rpre
t the
effe
cts o
f pr
oces
ses o
r eve
nts o
n ea
rth
mat
eria
ls us
ing
vide
os
base
d on
gra
de-le
vel o
ral
disc
ours
e
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: wea
ther
v. w
eath
erin
g, e
rosio
n,
brea
ks d
own
rock
s
ELD
STA
ND
ARD
4: T
he L
angu
age
of S
cien
ce
EXA
MPL
E TO
PIC:
Ear
th h
isto
ry/m
ater
ials
See
expa
nded
ve
rsio
n of
this
str
and
on p
p. 3
0–31
74G
RA
DE
4
CON
NEC
TIO
N: N
atio
nal C
urric
ulum
Sta
ndar
ds fo
r Soc
ial S
tudi
es, S
tand
ard
3: P
eopl
e, Pl
aces,
and
Env
ironm
ents
#3a-
d (E
arly
Gra
des):
Con
struc
t and
use
men
tal m
aps o
f loc
ales
, re
gion
s, an
d th
e w
orld
that
dem
onstr
ate
unde
rsta
ndin
g of
rela
tive
loca
tion,
dire
ctio
n, si
ze, a
nd sh
ape;
inte
rpre
t, us
e, a
nd d
istin
guish
var
ious
repr
esen
tatio
ns o
f the
ear
th, s
uch
as m
aps,
glob
es, a
nd p
hoto
grap
hs; u
se a
ppro
pria
te re
sour
ces,
data
sour
ces,
and
geog
raph
ic to
ols s
uch
as a
tlase
s, da
ta b
ases
, grid
syste
ms,
char
ts, g
raph
s, an
d m
aps t
o ge
nera
te,
man
ipul
ate,
and
inte
rpre
t inf
orm
atio
n; e
stim
ate
dista
nces
and
cal
cula
te sc
ale.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts i
dent
ify lo
catio
ns o
n a
varie
ty o
f map
s (e.
g., p
oliti
cal m
aps,
phys
ical
map
s, tim
e zo
ne m
aps)
by
liste
ning
to a
par
tner
’s de
scrip
tions
to p
repa
re fo
r pro
duci
ng a
hist
oric
al tr
avel
ogue
from
the
poin
t of v
iew
of a
n ex
plor
er, t
rade
r, or
lead
er.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
APPL
Y un
ders
tand
ing
of m
ap c
once
pts a
nd sk
ills.
LISTENING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Follo
w ro
utes
on
map
s ba
sed
on se
gmen
ted
simpl
e or
al c
omm
ands
usin
g ill
ustr
ated
wor
d ba
nks a
nd
man
ipul
ativ
es (e
.g.,
“Go
nort
h tw
o, [p
ause
] eas
t on
e.”)
Follo
w ro
utes
on
map
s ba
sed
on si
mpl
e or
al
desc
riptio
ns u
sing
illus
trat
ed w
ord
bank
s and
m
anip
ulat
ives
(e.g
., “F
reed
sla
ves w
ent n
orth
.”)
Follo
w ro
utes
on
map
s ba
sed
on o
ral d
escr
iptio
ns
usin
g ill
ustr
ated
wor
d ba
nks (
e.g.
, “Fl
oren
ce
Nig
htin
gale
trav
eled
so
uthe
ast f
rom
Lon
don
to
Crim
ea.”)
Follo
w ro
utes
on
map
s ba
sed
on d
etai
led
oral
de
scrip
tions
usin
g vi
sual
su
ppor
ts (e
.g.,
“Col
umbu
s sa
iled
sout
hwes
t. H
is fir
st sto
p w
as th
e C
anar
y Is
land
s. Th
en h
e co
ntin
ued
wes
t to
San
Salv
ador
.”)
Follo
w ro
utes
on
map
s ba
sed
on d
etai
led
oral
di
scou
rse
(e.g
., “Th
e sta
rtin
g po
int o
f the
trad
e ro
ute
was
in m
oder
n-da
y G
hana
. Fro
m th
ere,
tr
ader
s set
out
for a
city
lo
cate
d at
30
degr
ees n
orth
la
titud
e an
d 30
deg
rees
eas
t lo
ngitu
de. W
hich
city
is
it?”)
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: map
key
, com
pass
rose
, ca
rdin
al d
irect
ions
, int
erm
edia
te d
irect
ions
, map
scal
e, e
quat
or, h
emisp
here
, con
tinen
t
ELD
STA
ND
ARD
5: T
he L
angu
age
of S
ocia
l Stu
dies
EX
AM
PLE
TOPI
C: M
aps
& g
lobe
s/Lo
cati
ons
75G
RA
DE
4
CON
NEC
TIO
N: I
nter
natio
nal S
ociet
y for
Tec
hnol
ogy i
n Ed
ucat
ion
Nat
iona
l Edu
catio
nal T
echn
olog
y Sta
ndar
ds fo
r Stu
dent
s, #4
(Tec
hnol
ogy C
omm
unica
tion
Tool
s): S
tude
nts u
se
tele
com
mun
icat
ions
to c
olla
bora
te, p
ublis
h, a
nd in
tera
ct w
ith p
eers
, exp
erts,
and
oth
er a
udie
nces
. Stu
dent
s use
a v
arie
ty o
f med
ia a
nd fo
rmat
s to
com
mun
icat
e in
form
atio
n an
d id
eas e
ffect
ivel
y to
mul
tiple
aud
ienc
es.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts s
imul
ate
the
wor
k of
softw
are
engi
neer
s by
desig
ning
illu
strat
ed m
anua
ls or
bro
chur
es d
escr
ibin
g th
e pr
oced
ures
for
crea
ting
mul
timed
ia p
rese
ntat
ions
as p
art o
f a c
olla
bora
tive
proj
ect.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
CR
EAT
E pr
oced
ural
dire
ctio
ns.
WRITING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Labe
l im
ages
/illu
strat
ions
/ic
ons t
hat s
how
the
steps
fo
r pro
duci
ng m
ultim
edia
pr
esen
tatio
ns u
sing
illus
trat
ed w
ord
bank
s in
smal
l gro
ups
List
the
steps
for p
rodu
cing
m
ultim
edia
pre
sent
atio
ns
usin
g gr
aphi
c or
gani
zers
an
d ill
ustr
ated
wor
d ba
nks
in sm
all g
roup
s
Des
crib
e th
e pr
oces
s for
pr
oduc
ing
mul
timed
ia
pres
enta
tions
usin
g gr
aphi
c or
gani
zers
and
wor
d ba
nks
in sm
all g
roup
s
Det
ail t
he p
roce
ss fo
r pr
oduc
ing
mul
timed
ia
pres
enta
tions
usin
g w
ord
bank
s in
smal
l gro
ups
Elab
orat
e th
e ste
ps fo
r pr
oduc
ing
mul
timed
ia
pres
enta
tions
in sm
all
grou
ps
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: sof
twar
e pr
ogra
m, fi
le n
ame,
to
ol b
ar, i
cons
, for
mat
ting,
imag
e, c
lip a
rt, s
lides
, mul
timed
ia p
rese
ntat
ion
COM
PLEM
ENTA
RY S
TRA
ND
: The
Lan
guag
e of
Tec
hnol
ogy
& E
ngin
eeri
ng
EXA
MPL
E TO
PIC:
M
ulti
med
ia p
ublis
hing
76G
RA
DE
5
CON
NEC
TIO
N: C
omm
on C
ore S
tate
Sta
ndar
ds fo
r Eng
lish
Lang
uage
Art
s, Sp
eaki
ng a
nd L
isten
ing,
Pre
senta
tion
of K
now
ledge
& Id
eas #
4–5
(Gra
de 5
): Re
port
on
a to
pic
or te
xt,
tell
a sto
ry, o
r rec
ount
an
expe
rienc
e in
an
orga
nize
d m
anne
r, us
ing
appr
opria
te fa
cts a
nd re
leva
nt, d
escr
iptiv
e de
tails
to su
ppor
t mai
n id
eas o
r the
mes
; spe
ak c
lear
ly a
t an
unde
rsta
ndab
le p
ace.
Rep
ort o
n a
topi
c or
text
or p
rese
nt a
n op
inio
n, se
quen
cing
idea
s log
ical
ly a
nd u
sing
appr
opria
te fa
cts a
nd re
leva
nt, d
escr
iptiv
e de
tails
to su
ppor
t mai
n id
eas
or th
emes
; spe
ak c
lear
ly a
t an
unde
rsta
ndab
le p
ace.
Incl
ude
mul
timed
ia c
ompo
nent
s (e.
g., g
raph
ics,
soun
d) a
nd v
isual
disp
lays
in p
rese
ntat
ions
whe
n ap
prop
riate
to e
nhan
ce th
e de
velo
pmen
t of m
ain
idea
s or t
hem
es.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts c
olla
bora
te in
pro
vidi
ng c
oach
ing
or fe
edba
ck to
pee
rs’ o
n th
eir o
ral p
rese
ntat
ions
usin
g cl
ass-
crea
ted
rubr
ics.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
EVAL
UAT
E th
eir c
lass
mat
es’ p
rese
ntat
ions
and
giv
e or
al fe
edba
ck.
SPEAKING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Stat
e ra
tings
of p
eers’
pr
esen
tatio
ns u
sing
simpl
e ill
ustr
ated
sent
ence
fram
es
and
wor
d ba
nks
Des
crib
e ra
tings
of p
eers’
pr
esen
tatio
ns u
sing
illus
trat
ed se
nten
ce fr
ames
Disc
uss r
atin
gs o
f pee
rs’
pres
enta
tions
and
sugg
est
impr
ovem
ents
usin
g se
nten
ce fr
ames
Expl
ain
ratin
gs o
f pee
rs’
pres
enta
tions
with
evi
denc
e an
d su
gges
t im
prov
emen
ts us
ing
sent
ence
fram
es
Justi
fy ra
tings
of p
eers’
pr
esen
tatio
ns w
ith e
vide
nce
and
sugg
est i
mpr
ovem
ents
usin
g ru
bric
s
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: rub
ric, u
se o
f voi
ce, p
ace,
vi
sual
aid
s, m
essa
ge
ELD
STA
ND
ARD
1: S
ocia
l & In
stru
ctio
nal L
angu
age
EXA
MPL
E TO
PIC:
Pee
r ass
essm
ent
See
expa
nded
ve
rsio
n of
this
str
and
on p
p. 3
2–33
77G
RA
DE
5
CON
NEC
TIO
N: C
omm
on C
ore S
tate
Rea
ding
Sta
ndar
ds fo
r Lite
ratu
re &
Info
rmat
iona
l Tex
t, Ke
y Ide
as a
nd D
etai
ls #1
(Gra
de 5
): Q
uote
acc
urat
ely
from
a te
xt w
hen
expl
aini
ng w
hat
the
text
says
exp
licitl
y an
d w
hen
draw
ing
infe
renc
es fr
om th
e te
xt.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts p
artic
ipat
e in
teac
her-
guid
ed o
r med
ia-b
ased
read
-alo
uds a
nd re
late
cha
ract
er tr
aits
quot
ed fr
om th
e or
al te
xt w
ith a
pa
rtne
r.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
ANAL
YZE
info
rmat
ion
abou
t cha
ract
ers i
n or
al te
xt.
LISTENING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Iden
tify
char
acte
r tra
its
base
d on
evi
denc
e fro
m
oral
text
, alo
ng w
ith v
isual
cu
es, p
hysic
al m
ovem
ent,
and
tone
of v
oice
Iden
tify
deta
ils re
late
d to
ch
arac
ter t
raits
bas
ed o
n ev
iden
ce fr
om o
ral t
ext,
alon
g w
ith v
isual
cue
s and
to
ne o
f voi
ce (e
.g.,
“Sam
is
adve
ntur
ous b
ecau
se…
”)
Iden
tify
char
acte
r tra
its
base
d on
evi
denc
e fro
m
oral
text
usin
g vi
sual
and
gr
aphi
c su
ppor
t
Mak
e pr
edic
tions
from
ch
arac
ter t
raits
bas
ed o
n ev
iden
ce fr
om o
ral t
ext
usin
g vi
sual
and
gra
phic
su
ppor
t
Infe
r cha
ract
er tr
aits
base
d on
evi
denc
e fro
m o
ral t
ext
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: cha
ract
er tr
aits,
pro
vide
ev
iden
ce, d
irect
quo
tatio
ns
ELD
STA
ND
ARD
2: T
he L
angu
age
of L
angu
age
Art
s EX
AM
PLE
TOPI
C: T
ext e
vide
nce
78G
RA
DE
5
CON
NEC
TIO
N: C
omm
on C
ore S
tate
Sta
ndar
ds fo
r Mat
hem
atics
, Geo
met
ry #
1–2
(Gra
de 5
): U
se a
pai
r of p
erpe
ndic
ular
num
ber l
ines
, cal
led
axes
, to
defin
e a
coor
dina
te sy
stem
…Re
pres
ent r
eal w
orld
and
mat
hem
atic
al p
robl
ems b
y gr
aphi
ng p
oint
s in
the
first
quad
rant
of t
he c
oord
inat
e pl
ane,
and
inte
rpre
t coo
rdin
ate
valu
es o
f poi
nts i
n th
e co
ntex
t of t
he
situa
tion.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts p
ract
ice
refe
rrin
g to
axe
s and
coo
rdin
ates
in re
al-w
orld
situ
atio
ns w
ith a
par
tner
.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
UN
DER
STAN
D h
ow to
plo
t poi
nts o
n a
coor
dina
te p
lane
.
SPEAKING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Ask
and
answ
er y
es/
no q
uesti
ons r
elat
ed to
co
ordi
nate
pla
nes u
sing
teac
her m
odel
ing
and
visu
al su
ppor
t (e.
g., “
Is th
e ho
use
at (2
,3)?
” “Y
es”)
Ask
and
answ
er si
mpl
e W
h- q
uesti
ons r
elat
ed to
co
ordi
nate
pla
nes u
sing
wor
d ba
nks a
nd v
isual
su
ppor
t (e.
g., “
Whe
re is
the
scho
ol?”
“It
is at
(5,7
)”)
Des
crib
e th
e re
latio
nshi
ps
amon
g po
ints
on
coor
dina
te p
lane
s usin
g w
ord
bank
s and
visu
al
supp
ort (
e.g.
, “Th
e ne
w
park
will
be
one
bloc
k fro
m th
e sc
hool
. It w
ill b
e lo
cate
d at
(4,7
).”)
Des
crib
e re
al-w
orld
ap
plic
atio
ns o
f plo
tting
po
ints
and
navi
gatin
g di
stanc
es b
etw
een
loca
tions
on
coo
rdin
ate
plan
es u
sing
visu
al su
ppor
t
Expl
ain
real
-wor
ld
appl
icat
ions
of p
lotti
ng
poin
ts an
d na
viga
ting
dista
nces
bet
wee
n lo
catio
ns
on c
oord
inat
e pl
anes
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: hor
izont
al a
nd v
ertic
al a
xes,
coor
dina
tes,
coor
dina
te p
lane
, ord
ered
pai
r
ELD
STA
ND
ARD
3: T
he L
angu
age
of M
athe
mat
ics
EXA
MPL
E TO
PIC:
Coo
rdin
ate
plan
e
79G
RA
DE
5
CON
NEC
TIO
N: N
ext G
ener
atio
n Sc
ience
Sta
ndar
ds, E
arth
and
Spa
ce S
cienc
es, S
pace
Sys
tem
s: St
ars a
nd th
e Sol
ar S
yste
m E
SS1-
1, E
SS1-
2 (G
rade
5):
Supp
ort a
n ar
gum
ent t
hat
diffe
renc
es in
the
appa
rent
brig
htne
ss o
f the
sun
com
pare
d to
oth
er st
ars i
s due
to th
eir r
elat
ive
dista
nces
from
the
Eart
h. R
epre
sent
dat
a in
gra
phic
al d
ispla
ys to
reve
al p
atte
rns o
f da
ily c
hang
es in
leng
th a
nd d
irect
ion
of sh
adow
s, da
y an
d ni
ght,
and
the
seas
onal
app
eara
nce
of so
me
stars
in th
e ni
ght s
ky.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts e
xplo
re a
var
iety
of i
nfor
mat
iona
l tex
ts an
d m
edia
to d
iscov
er h
ow E
arth
’s ro
tatio
n ar
ound
the
sun
affec
ts sh
adow
s, da
y an
d ni
ght,
and
the
phas
es o
f the
moo
n an
d ex
trac
t per
tinen
t inf
orm
atio
n to
cre
ate
a cl
ass b
ook
to sh
are
with
firs
t gra
de re
adin
g bu
ddie
s who
are
also
exp
lorin
g da
y an
d ni
ght i
n sc
ienc
e.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
ANAL
YZE
the
effec
ts of
Ear
th’s
rota
tion.
READING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Iden
tify
wor
ds a
nd p
hras
es
asso
ciat
ed w
ith E
arth
’s ro
tatio
n fro
m il
lustr
ated
te
xts u
sing
man
ipul
ativ
es
with
a p
artn
er
Sort
wor
ds a
nd p
hras
es
asso
ciat
ed w
ith E
arth
’s ro
tatio
n fro
m il
lustr
ated
te
xts (
e.g.
, illu
strat
ed
book
s, m
edia
, pos
ters
) us
ing
grap
hic
orga
nize
rs
with
a p
artn
er
Cat
egor
ize se
nten
ces
asso
ciat
ed w
ith E
arth
’s ro
tatio
n fro
m a
var
iety
of
text
s (e.
g., b
ooks
, med
ia)
usin
g gr
aphi
c or
gani
zers
w
ith a
par
tner
Org
anize
sent
ence
s as
soci
ated
with
Ear
th’s
rota
tion
from
a v
arie
ty o
f te
xts (
e.g.
, boo
ks, m
edia
, en
cycl
oped
ias)
with
a
part
ner
Ord
er p
arag
raph
s as
soci
ated
with
Ear
th’s
rota
tion
from
a v
arie
ty o
f te
xts
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: Ear
th’s
rota
tion,
pha
ses o
f the
m
oon
ELD
STA
ND
ARD
4: T
he L
angu
age
of S
cien
ce
EXA
MPL
E TO
PIC:
Sol
ar s
yste
m
80G
RA
DE
5
CON
NEC
TIO
N: N
atio
nal S
tand
ards
for W
orld
Hist
ory:
Socia
l Stu
dies
Stan
dard
s 1A-
C, (
Gra
de 5
): D
emon
strat
e un
ders
tand
ing
of th
e or
igin
s and
con
sequ
ence
s of E
urop
ean
over
seas
ex
pans
ion
in th
e 15
th a
nd 1
6th
cent
urie
s; D
emon
strat
e un
ders
tand
ing
of th
e en
coun
ters
bet
wee
n Eu
rope
ans a
nd p
eopl
es o
f Sub
-Sah
aran
Afri
ca, A
sia, a
nd th
e Am
eric
as in
the
late
15t
h an
d ea
rly 1
6th
cent
urie
s; D
emon
strat
e un
ders
tand
ing
of th
e co
nseq
uenc
es o
f the
wor
ldw
ide
exch
ange
of fl
ora,
faun
a, a
nd p
atho
gens
.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts e
xam
ine
the
impa
cts o
f exp
lora
tion
on b
oth
the
old
and
new
wor
lds (
e.g.
, pre
tend
you
are
an
expl
orer
writ
ing
a le
tter
hom
e or
in y
our j
ourn
al) a
fter p
artic
ipat
ing
in a
larg
e gr
oup
activ
ity to
map
the
spre
ad o
f pla
nts,
anim
als,
dise
ases
, and
rich
es in
the
age
of e
xplo
ratio
n.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
EVAL
UAT
E eff
ects
of e
xplo
ratio
n on
hist
ory.
WRITING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
List
posit
ive
and
nega
tive
impa
cts o
f exp
lora
tion
usin
g gr
aphi
c or
gani
zers
(e
.g.,
T-ch
art,
conc
ept
map
) and
illu
strat
ed w
ord
bank
s in
L1 o
r L2
Stat
e po
sitiv
e an
d ne
gativ
e im
pact
s of e
xplo
ratio
n us
ing
illus
trat
ed w
ord
bank
s in
L1 o
r L2
Des
crib
e an
d gi
ve e
xam
ples
of
pos
itive
and
neg
ativ
e im
pact
s of e
xplo
ratio
n us
ing
grap
hic
orga
nize
rs
and
wor
d ba
nks
Expl
ain
and
give
spec
ific
exam
ples
of p
ositi
ve
and
nega
tive
impa
cts o
f ex
plor
atio
n us
ing
grap
hic
orga
nize
rs
Crit
ique
impa
cts o
f ex
plor
atio
n an
d gi
ve
deta
iled
exam
ples
(e.g
., ne
w d
iscov
erie
s v. l
oss o
f na
tive
cultu
re, f
reed
om,
life)
TOPI
C-RE
LATE
D L
AN
GU
AG
E: :
Stud
ents
at a
ll le
vels
of E
nglis
h la
ngua
ge p
rofic
ienc
y in
tera
ct w
ith g
rade
-leve
l wor
ds a
nd e
xpre
ssio
ns, s
uch
as: c
olon
izatio
n, e
xplo
rers
/ ex
plor
atio
n, d
iscov
er/d
iscov
ery,
conq
uero
r/co
nque
st
ELD
STA
ND
ARD
5: T
he L
angu
age
of S
ocia
l Stu
dies
EX
AM
PLE
TOPI
C: E
xplo
rati
on
81G
RA
DE
5
CON
NEC
TIO
N: Th
e Nat
iona
l Sta
ndar
ds fo
r Art
s Edu
catio
n #1
, Und
ersta
ndin
g th
e Rela
tions
hip
Betw
een
Mus
ic, th
e Oth
er A
rts,
and
othe
r Disc
iplin
es O
utsid
e the
Art
s #8
(Gra
des 5
–8):
Stud
ents
desc
ribe
way
s in
whi
ch th
e pr
inci
ples
and
subj
ect m
atte
r of o
ther
disc
iplin
es ta
ught
in th
e sc
hool
are
inte
rrel
ated
with
thos
e of
mus
ic (e
.g.,
lang
uage
art
s: iss
ues t
o be
co
nsid
ered
in se
tting
text
s to
mus
ic…
).
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts i
n pr
epar
ing
to c
reat
e th
eir o
wn
song
lyric
s, ex
amin
e co
mpo
sers’
writ
ing
style
s and
how
they
fit w
ith th
eir m
usic
.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
APPL
Y re
adin
g co
mpr
ehen
sion
strat
egie
s to
unde
rsta
ndin
g ly
rics.
READING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Dist
ingu
ish a
mon
g fe
atur
es
(e.g
., ch
orus
, ver
ses)
to
dete
rmin
e gi
st of
song
s’ m
essa
ge u
sing
grap
hic
orga
nize
rs
Iden
tify
repe
titiv
e w
ords
or
phra
ses t
o de
term
ine
gist
of so
ngs’
mes
sage
usin
g gr
aphi
c or
gani
zers
Iden
tify
key
wor
ds o
r ph
rase
s to
dete
rmin
e so
ngs’
mes
sage
usin
g gr
aphi
c or
gani
zers
Iden
tify
expr
essiv
e w
ords
an
d ph
rase
s tha
t refl
ect
lyric
al c
hoic
es to
det
erm
ine
song
s’ m
essa
ge u
sing
grap
hic
orga
nize
rs
Inte
rpre
t lyr
ical
cho
ices
to
dete
rmin
e so
ngs’
mes
sage
(e
.g.,
allit
erat
ion,
rhym
e)
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: rep
eate
d ve
rses
, cho
rus,
song
ly
rics
COM
PLEM
ENTA
RY S
TRA
ND
: The
Lan
guag
e of
Mus
ic &
Per
form
ing
Art
s EX
AM
PLE
TOPI
C: S
ong
lyri
cs
82G
RA
DE
6
CON
NEC
TIO
N: C
omm
on C
ore S
tate
Sta
ndar
ds fo
r Eng
lish
Lang
uage
Art
s, Re
adin
g St
anda
rds f
or In
form
atio
nal T
ext,
Key I
deas
and
Det
ails
#2 (G
rade
6):
Det
erm
ine
a ce
ntra
l ide
a of
a
text
and
how
it is
con
veye
d th
roug
h pa
rtic
ular
det
ails;
pro
vide
a su
mm
ary
of th
e te
xt d
istin
ct fr
om p
erso
nal o
pini
ons o
r jud
gmen
ts.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts r
efer
to in
form
atio
n on
beh
avio
ral e
xpec
tatio
ns (e
.g.,
scho
ol h
andb
ook,
scho
ol w
ebsit
e, c
lass
room
rule
s or s
ylla
bus,
etc.
) to
cre
ate
poste
rs fo
r the
ir cl
assr
oom
/sch
ool c
omm
unity
.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
UN
DER
STAN
D b
ehav
iora
l exp
ecta
tions
.
READING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Iden
tify
setti
ngs f
or
beha
vior
al e
xpec
tatio
ns
(e.g
., in
the
clas
sroo
m,
lunc
hroo
m) f
rom
visu
ally
su
ppor
ted
text
Cla
ssify
setti
ngs f
or
beha
vior
al e
xpec
tatio
ns
from
visu
ally
supp
orte
d te
xt in
smal
l gro
ups
Loca
te m
ain
idea
s abo
ut
beha
vior
al e
xpec
tatio
ns
from
illu
strat
ed h
andb
ooks
an
d te
xts i
n sm
all g
roup
s
Loca
te d
etai
ls ab
out
beha
vior
al e
xpec
tatio
ns
from
han
dboo
ks a
nd te
xts
in sm
all g
roup
s
Infe
r res
ults
of a
dher
ing
or
not a
dher
ing
to b
ehav
iora
l ex
pect
atio
ns fr
om
hand
book
s and
text
s
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: pos
ture
, man
ners
, pol
ite
beha
vior
ELD
STA
ND
ARD
1: S
ocia
l & In
stru
ctio
nal L
angu
age
EXA
MPL
E TO
PIC:
Beh
avio
ral e
xpec
tati
ons
83G
RA
DE
6
CON
NEC
TIO
N: C
omm
on C
ore S
tate
Lan
guag
e Sta
ndar
ds, C
onve
ntio
ns o
f Sta
ndar
d En
glish
#1–
2 (G
rade
6):
Dem
onstr
ate
com
man
d of
the
conv
entio
ns o
f sta
ndar
d En
glish
gr
amm
ar w
hen
writ
ing
or sp
eaki
ng; D
emon
strat
e co
mm
and
of th
e co
nven
tions
of s
tand
ard
Engl
ish c
apita
lizat
ion,
pun
ctua
tion,
and
spel
ling
whe
n w
ritin
g.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts p
rovi
de w
ritte
n fe
edba
ck to
eac
h ot
her a
bout
thei
r use
of c
onve
ntio
ns a
nd m
echa
nics
in o
rigin
al w
ritte
n te
xts a
s par
t of
the
writ
ing
proc
ess.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
APPL
Y th
eir k
now
ledg
e of
Eng
lish
conv
entio
ns a
nd m
echa
nics
.
WRITING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Iden
tify
conv
entio
ns a
nd
mec
hani
cs in
pee
rs’ w
ritin
g (e
.g.,
by h
ighl
ight
ing)
usin
g m
odel
s and
env
ironm
enta
l pr
int
Iden
tify
lang
uage
to b
e ed
ited
in p
eers’
writ
ing
usin
g m
odel
s and
rubr
ics
Sugg
est e
dits
of p
eers’
w
ritin
g us
ing
mod
els a
nd
rubr
ics
Giv
e re
ason
s for
edi
ting
peer
s’ w
ritin
g us
ing
mod
els
and
rubr
ics
Expl
ain
editi
ng o
f pee
rs’
writ
ing
thro
ugh
deta
iled
feed
back
usin
g m
odel
s and
ru
bric
s
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: edi
t, co
nven
tions
, mec
hani
cs
ELD
STA
ND
ARD
2: T
he L
angu
age
of L
angu
age
Art
s EX
AM
PLE
TOPI
C: P
eer e
diti
ng
84G
RA
DE
6
CON
NEC
TIO
N: C
omm
on C
ore S
tate
Sta
ndar
ds fo
r Mat
hem
atics
, Rat
ios a
nd P
ropo
rtio
nal R
elatio
nshi
ps #
3 (G
rade
6):
Use
ratio
and
rate
reas
onin
g to
solv
e re
al-w
orld
and
m
athe
mat
ical
pro
blem
s, e.
g., b
y re
ason
ing
abou
t tab
les o
f equ
ival
ent r
atio
s, ta
pe d
iagr
ams,
doub
le n
umbe
r lin
e di
agra
ms,
or e
quat
ions
.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts j
ustif
y th
eir d
ecisi
ons i
n re
al-li
fe sc
enar
ios (
e.g.
, cho
osin
g ite
ms t
o bu
y ba
sed
on d
iscou
nts a
nd lo
cal t
ax, d
eter
min
ing
mile
s per
gal
lon
for d
iffer
ent m
odel
s of c
ars,
or se
lect
ing
play
ers f
or a
fant
asy
team
bas
ed o
n sp
orts
aver
age)
.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
EVAL
UAT
E th
eir o
ptio
ns a
nd m
ake
choi
ces.
WRITING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
List
choi
ces b
ased
on
rate
ca
lcul
atio
ns in
real
-life
sit
uatio
ns u
sing
tem
plat
es
and
wor
d ba
nks w
ith a
pa
rtne
r
Des
crib
e ch
oice
s bas
ed o
n ra
te c
alcu
latio
ns in
real
-life
sit
uatio
ns u
sing
tem
plat
es
and
wor
d ba
nks w
ith a
pa
rtne
r
Com
pare
cho
ices
bas
ed o
n ra
te c
alcu
latio
ns in
real
-life
sit
uatio
ns u
sing
grap
hic
orga
nize
rs w
ith a
par
tner
Expl
ain
choi
ces b
ased
on
rate
cal
cula
tions
in re
al-li
fe
situa
tions
usin
g ch
arts
with
pa
rtne
rs
Elab
orat
e on
cho
ices
bas
ed
on ra
te c
alcu
latio
ns in
real
-lif
e sit
uatio
ns w
ith p
artn
ers
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: sal
es ta
x, d
iscou
nt, p
erce
ntag
e,
ratio
, pro
port
ion
ELD
STA
ND
ARD
3: T
he L
angu
age
of M
athe
mat
ics
EXA
MPL
E TO
PIC:
Rat
io &
rate
See
expa
nded
ve
rsio
n of
this
str
and
on p
p. 3
4–35
85G
RA
DE
6
CON
NEC
TIO
N: N
ext G
ener
atio
n Sc
ience
Sta
ndar
ds, L
ife S
cienc
es, E
cosy
stem
s: In
tera
ction
s, En
ergy
, and
Dyn
amics
LS2
-1, 2
-2, 2
-3, 2
-4 (M
iddl
e Sch
ool):
Ana
lyze
and
inte
rpre
t da
ta to
pro
vide
evi
denc
e fo
r the
effe
cts o
f res
ourc
e av
aila
bilit
y on
org
anism
s and
pop
ulat
ions
of o
rgan
isms i
n an
eco
syste
m. C
onstr
uct a
n ex
plan
atio
n th
at p
redi
cts p
atte
rns
of in
tera
ctio
ns a
mon
g or
gani
sms a
cros
s mul
tiple
eco
syste
ms.
Dev
elop
a m
odel
to d
escr
ibe
the
cycl
ing
of m
atte
r and
flow
of e
nerg
y am
ong
livin
g an
d no
nliv
ing
part
s of a
n ec
osys
tem
. Con
struc
t an
argu
men
t sup
port
ed b
y em
piric
al e
vide
nce
that
cha
nges
to p
hysic
al o
r bio
logi
cal c
ompo
nent
s of a
n ec
osys
tem
affe
ct p
opul
atio
ns.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts l
isten
to o
ral d
escr
iptio
ns (e
.g.,
vide
o cl
ips,
lect
ure,
pee
r gro
ups)
and
reco
gnize
key
func
tions
of o
rgan
isms w
ithin
ec
osys
tem
s to
prep
are
mod
els t
o di
spla
y in
thei
r cla
ssro
oms.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
UN
DER
STAN
D fu
nctio
ns o
f org
anism
s with
in e
cosy
stem
s.
LISTENING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Iden
tify
func
tions
of
org
anism
s with
in
ecos
yste
ms b
ased
on
oral
sta
tem
ents
usin
g ph
otos
or
illus
trat
ions
and
gra
phic
or
gani
zers
Mat
ch fu
nctio
ns to
or
gani
sms w
ithin
ec
osys
tem
s bas
ed o
n or
al
lang
uage
usin
g ph
otos
or
illus
trat
ions
and
gra
phic
or
gani
zers
Mat
ch fu
nctio
ns to
or
gani
sms w
ithin
ec
osys
tem
s bas
ed o
n de
scrip
tive
oral
lang
uage
us
ing
grap
hic
orga
nize
rs
Con
nect
func
tions
of
org
anism
s with
in
ecos
yste
ms b
ased
on
exte
nded
ora
l disc
ours
e us
ing
grap
hic
orga
nize
rs
Cat
egor
ize fu
nctio
ns
of o
rgan
isms w
ithin
ec
osys
tem
s bas
ed o
n ex
tend
ed o
ral d
iscou
rse
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: con
sum
ers/
pred
ator
s, pr
oduc
ers,
deco
mpo
sers
, sca
veng
ers,
func
tion,
spec
ies
ELD
STA
ND
ARD
4: T
he L
angu
age
of S
cien
ce
EXA
MPL
E TO
PIC:
Eco
syst
ems
86G
RA
DE
6
CON
NEC
TIO
N: N
atio
nal C
urric
ulum
Sta
ndar
ds fo
r Soc
ial S
tudi
es, S
tand
ard
6: P
ower,
Aut
horit
y, an
d G
over
nanc
e (M
iddl
e Gra
des):
Lea
rner
s will
und
ersta
nd: f
unda
men
tal v
alue
s of
cons
titut
iona
l dem
ocra
cy (e
.g.,
the
com
mon
goo
d, li
bert
y, ju
stice
, equ
ality
, and
indi
vidu
al d
igni
ty);
The
ideo
logi
es a
nd st
ruct
ures
of p
oliti
cal s
yste
ms t
hat d
iffer
from
thos
e of
the
Uni
ted
Stat
es; Th
e w
ays i
n w
hich
gov
ernm
ents
mee
t the
nee
ds a
nd w
ants
of c
itize
ns, m
anag
e co
nflic
t, an
d es
tabl
ish o
rder
and
secu
rity.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts e
xcha
nge
idea
s abo
ut fe
atur
es o
f the
ir ow
n fo
rm a
nd o
rgan
izatio
n of
gov
ernm
ent i
n pr
epar
atio
n fo
r giv
ing
a m
ultim
edia
pr
esen
tatio
n.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
CR
EAT
E m
odel
gov
ernm
ents.
SPEAKING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Sugg
est f
eatu
res o
f mod
el
gove
rnm
ents
usin
g ill
ustr
ated
tem
plat
es in
sm
all g
roup
s in
L1 o
r L2
Sugg
est d
etai
led
feat
ures
of
mod
el g
over
nmen
ts us
ing
illus
trat
ed te
mpl
ates
in
smal
l gro
ups i
n L1
or L
2
Disc
uss f
eatu
res o
f mod
el
gove
rnm
ents
usin
g a
tem
plat
e in
smal
l gro
ups
Disc
uss r
easo
ns fo
r se
lect
ion
of fe
atur
es o
f m
odel
gov
ernm
ents
usin
g a
tem
plat
e in
smal
l gro
ups
Def
end
sele
ctio
n of
feat
ures
of
mod
el g
over
nmen
ts (e
.g.,
thro
ugh
deba
te)
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: for
ms o
f gov
ernm
ent,
pers
onal
rig
hts,
equa
lity,
the
com
mon
goo
d
ELD
STA
ND
ARD
5: T
he L
angu
age
of S
ocia
l Stu
dies
EX
AM
PLE
TOPI
C: F
orm
s &
org
aniz
atio
n of
gov
ernm
ent
87G
RA
DE
6
CON
NEC
TIO
N: A
lask
a C
ultu
ral S
tand
ards
for S
tude
nts D
(K–1
2): C
ultu
rally
-kno
wle
dgea
ble
stude
nts a
re a
ble
to e
ngag
e eff
ectiv
ely
in le
arni
ng a
ctiv
ities
that
are
bas
ed o
n tr
aditi
onal
way
s of k
now
ing
and
lear
ning
. 4. G
athe
r ora
l and
writ
ten
histo
ry in
form
atio
n fro
m th
e lo
cal c
omm
unity
and
pro
vide
an
appr
opria
te in
terp
reta
tion
of it
s cul
tura
l m
eani
ng a
nd si
gnifi
canc
e
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts d
iscus
s the
cul
tura
l sig
nific
ance
of d
iffer
ent c
omm
unity
act
iviti
es b
ased
on
info
rmat
ion
from
inte
rvie
ws w
ith e
lder
s or
long
-term
resid
ents
of th
e lo
cal c
omm
unity
to id
entif
y re
leva
nt in
form
atio
n to
incl
ude
in st
uden
t-cre
ated
reso
urce
s (e.
g., w
ebsit
es, p
ublic
atio
ns) a
bout
thei
r com
mun
ity.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
ANAL
YZE
trad
ition
al w
ays o
f kno
win
g an
d in
terp
retin
g in
form
atio
n w
ith e
vent
s and
tr
aditi
ons o
f the
loca
l com
mun
ity.
SPEAKING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Nam
e ev
ents
and
trad
ition
s of
the
loca
l com
mun
ity
and
thei
r sig
nific
ance
usin
g ill
ustr
ated
env
ironm
enta
l pr
int,
grap
hic
orga
nize
rs,
and
real
ia
Des
crib
e ev
ents
and
trad
ition
s of t
he lo
cal
com
mun
ity a
nd th
eir
signi
fican
ce u
sing
illus
trat
ed e
nviro
nmen
tal
prin
t, gr
aphi
c or
gani
zers
, an
d re
alia
Expl
ain
even
ts an
d tr
aditi
ons o
f the
loca
l co
mm
unity
and
thei
r sig
nific
ance
usin
g no
tes
from
inte
rvie
ws a
nd re
alia
Disc
uss e
vent
s and
tr
aditi
ons o
f the
loca
l co
mm
unity
and
thei
r sig
nific
ance
usin
g no
tes
from
inte
rvie
ws a
nd re
alia
Inte
rpre
t the
sign
ifica
nce
of e
vent
s and
trad
ition
s of
the
loca
l com
mun
ity u
sing
note
s fro
m in
terv
iew
s and
re
alia
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: acc
umul
ated
spec
ific
know
ledg
e, in
terp
reta
tion,
loca
l con
vent
ions
, cul
tura
l sig
nific
ance
COM
PLEM
ENTA
RY S
TRA
ND
: The
Lan
guag
e of
the
Hum
anit
ies
EXA
MPL
E TO
PIC:
Inte
rpre
tati
on o
f ora
l his
tori
es
88G
RA
DE
7
CON
NEC
TIO
N: C
omm
on C
ore S
tate
Sta
ndar
ds fo
r Eng
lish
Lang
uage
Art
s, Sp
eaki
ng a
nd L
isten
ing,
Pre
senta
tion
of K
now
ledge
& Id
eas #
1 (G
rade
7):
Enga
ge e
ffect
ivel
y in
a ra
nge
of
colla
bora
tive
disc
ussio
ns (o
ne-o
n-on
e, in
gro
ups,
and
teac
her-
led)
with
div
erse
par
tner
s on
grad
e 7
topi
cs, t
exts,
and
issu
es, b
uild
ing
on o
ther
s’ id
eas a
nd e
xpre
ssin
g th
eir o
wn
clea
rly…
d. A
ckno
wle
dge
new
info
rmat
ion
expr
esse
d by
oth
ers a
nd, w
hen
war
rant
ed, m
odify
thei
r ow
n vi
ews.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts l
isten
to e
ach
othe
r in
a cl
assr
oom
disc
ussio
n on
a c
onte
mpo
rary
issu
e (e
.g.,
pove
rty,
new
scho
ol ru
les)
and
refle
ct o
n ho
w th
eir o
wn
view
s wer
e in
fluen
ced
by o
ther
s.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
ANAL
YZE
dive
rse
view
s on
cont
empo
rary
issu
es.
LISTENING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Iden
tify
poin
ts of
vie
w
from
ora
l sta
tem
ents
usin
g ill
ustr
ated
gra
phic
or
gani
zers
and
wor
d ba
nks
Cla
ssify
poi
nts o
f vie
w
from
ora
l sta
tem
ents
usin
g ill
ustr
ated
gra
phic
or
gani
zers
and
wor
d ba
nks
Com
pare
poi
nts o
f vie
w
from
ora
l disc
ussio
n us
ing
grap
hic
orga
nize
rs a
nd
wor
d ba
nks
Com
pare
poi
nts o
f vie
w
from
ora
l disc
ussio
n us
ing
wor
d ba
nks
Inte
rpre
t poi
nts o
f vie
w in
ex
pand
ed o
ral d
iscou
rse
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: act
ive
liste
ning
, refl
ectio
n,
mut
ual r
espe
ct, c
onte
mpo
rary
issu
e, p
oint
s of v
iew
ELD
STA
ND
ARD
1: S
ocia
l & In
stru
ctio
nal L
angu
age
EXA
MPL
E TO
PIC:
Refl
ecti
ve li
sten
ing
89G
RA
DE
7
CON
NEC
TIO
N: C
omm
on C
ore S
tate
Spe
akin
g an
d Li
steni
ng S
tand
ards
, Com
preh
ensio
n an
d C
olla
bora
tion
#2 (G
rade
7):
Anal
yze
the
mai
n id
eas a
nd su
ppor
ting
deta
ils p
rese
nted
in
dive
rse
med
ia a
nd fo
rmat
s (e.
g., v
isual
ly, q
uant
itativ
ely,
oral
ly) a
nd e
xpla
in h
ow th
e id
eas c
larif
y a
topi
c, te
xt, o
r iss
ue u
nder
stud
y.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts d
iscus
s mai
n id
eas o
f sho
rt st
orie
s, no
vels,
and
ess
ays w
ith p
artn
ers o
r in
smal
l gro
ups t
o cl
arify
the
them
e, to
pic,
or i
ssue
un
der s
tudy
.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
APPL
Y m
ain
idea
s of s
hort
stor
ies,
nove
ls, a
nd e
ssay
s.
SPEAKING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Prod
uce
key
wor
ds a
bout
th
emes
rela
ted
to th
e m
ain
idea
usin
g vi
sual
supp
ort
(e.g
., ca
ptio
ned
illus
trat
ions
of
plo
t and
mai
n id
eas)
w
ith a
par
tner
Prod
uce
state
men
ts ab
out
them
es re
late
d to
the
mai
n id
ea u
sing
grap
hic
orga
nize
rs w
ith a
par
tner
Expl
ain
them
es re
late
d to
th
e m
ain
idea
usin
g gr
aphi
c or
gani
zers
(e.g
., sto
ry m
ap,
plot
line
) to
a pa
rtne
r
Disc
uss t
hem
es re
late
d to
th
e m
ain
idea
usin
g gr
aphi
c or
gani
zers
Disc
uss t
hem
es re
late
d to
the
mai
n id
ea u
sing
exte
nded
disc
ours
e
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: sup
port
ing
deta
ils, t
hem
e,
thes
is
ELD
STA
ND
ARD
2: T
he L
angu
age
of L
angu
age
Art
s EX
AM
PLE
TOPI
C: M
ain
idea
s
90G
RA
DE
7
CON
NEC
TIO
N: C
omm
on C
ore S
tate
Sta
ndar
ds fo
r Mat
hem
atics
, Exp
ressi
ons a
nd E
quat
ions
#4
(Gra
de 7
): U
se v
aria
bles
to re
pres
ent q
uant
ities
in a
real
-wor
ld o
r mat
hem
atic
al
prob
lem
, and
con
struc
t sim
ple
equa
tions
and
ineq
ualit
ies t
o so
lve
prob
lem
s by
reas
onin
g ab
out t
he q
uant
ities
.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts r
ead
real
-life
pro
blem
s and
use
man
ipul
ativ
es to
con
struc
t alg
ebra
ic e
quat
ions
and
find
thei
r sol
utio
ns in
smal
l gro
ups.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
APPL
Y th
eir a
lgeb
raic
kno
wle
dge.
READING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Iden
tify
key
lang
uage
that
pr
ovid
es in
form
atio
n to
so
lve
real
-life
mat
hem
atic
al
prob
lem
s usin
g vi
sual
and
gr
aphi
c su
ppor
ts w
ith a
pa
rtne
r
Iden
tify
key
lang
uage
that
pr
ovid
es in
form
atio
n to
so
lve
real
-life
mat
hem
atic
al
prob
lem
s usin
g la
bele
d vi
sual
and
gra
phic
supp
orts
with
a p
artn
er
Iden
tify
key
lang
uage
that
pr
ovid
es in
form
atio
n to
so
lve
real
-life
mat
hem
atic
al
prob
lem
s usin
g gr
aphi
c su
ppor
ts (e
.g.,
char
ts an
d ta
bles
)
Iden
tify
key
lang
uage
pa
ttern
s to
solv
e re
al-li
fe
mat
hem
atic
al p
robl
ems
usin
g gr
aphi
c su
ppor
ts
Iden
tify
key
lang
uage
pa
ttern
s to
solv
e re
al-li
fe
mat
hem
atic
al p
robl
ems
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: ine
qual
ity, l
inea
r equ
atio
n,
non-
linea
r, sim
plify
the
expr
essio
n, _
___
per _
___
ELD
STA
ND
ARD
3: T
he L
angu
age
of M
athe
mat
ics
EXA
MPL
E TO
PIC:
Alg
ebra
ic e
quat
ions
91G
RA
DE
7
CON
NEC
TIO
N: N
atio
nal S
cienc
e Edu
catio
n St
anda
rds,
Scien
ce a
s Inq
uiry
, A, U
nder
stand
ings
abo
ut S
cient
ific I
nqui
ry (G
rade
s 5–8
)*: D
iffer
ent k
inds
of q
uesti
ons s
ugge
st di
ffere
nt k
inds
of s
cien
tific
inve
stiga
tions
. Som
e in
vesti
gatio
ns in
volv
e ob
serv
ing
and
desc
ribin
g ob
ject
s, or
gani
sms,
or e
vent
s; so
me
invo
lve
colle
ctin
g sp
ecim
ens;
som
e in
volv
e ex
perim
ents;
som
e in
volv
e se
ekin
g m
ore
info
rmat
ion;
som
e in
volv
e di
scov
ery
of n
ew o
bjec
ts an
d ph
enom
ena;
and
som
e in
volv
e m
akin
g m
odel
s. C
urre
nt sc
ient
ific
know
ledg
e an
d un
ders
tand
ing
guid
e sc
ient
ific
inve
stiga
tions
. Diff
eren
t sci
entifi
c do
mai
ns e
mpl
oy d
iffer
ent m
etho
ds, c
ore
theo
ries,
and
stand
ards
to a
dvan
ce sc
ient
ific
know
ledg
e an
d un
ders
tand
ing…
Sci
entifi
c ex
plan
atio
ns e
mph
asize
evi
denc
e, h
ave
logi
cally
con
siste
nt a
rgum
ents,
and
use
scie
ntifi
c pr
inci
ples
, mod
els,
and
theo
ries.
The
scie
ntifi
c co
mm
unity
ac
cept
s and
use
s suc
h ex
plan
atio
ns u
ntil
disp
lace
d by
bet
ter s
cien
tific
ones
. Whe
n su
ch d
ispla
cem
ent o
ccur
s, sc
ienc
e ad
vanc
es.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts r
epor
t on
the
proc
ess a
nd re
sults
of a
scie
nce
expe
rimen
t to
cons
truc
t sci
entifi
c kn
owle
dge.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
will
UN
DER
STAN
D h
ow to
inte
rpre
t and
repr
esen
t the
resu
lts o
f sci
entifi
c in
quiry
.
WRITING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Prod
uce
labe
led
illus
trat
ions
of s
cien
tific
ques
tions
and
con
clus
ions
us
ing
grap
hic
orga
nize
rs
with
a p
artn
er
Des
crib
e sc
ient
ific
ques
tions
and
con
clus
ions
us
ing
grap
hic
orga
nize
rs
(e.g
., cl
oze
activ
ity) u
sing
wor
d ba
nks w
ith a
par
tner
Des
crib
e in
det
ail s
cien
tific
ques
tions
and
con
clus
ions
us
ing
wor
ds b
anks
and
gr
aphi
c or
gani
zers
Org
anize
lang
uage
abo
ut
scie
ntifi
c qu
estio
ns a
nd
conc
lusio
ns u
sing
grap
hic
orga
nize
rs (e
.g.,
para
grap
h fra
mes
)
Sum
mar
ize sc
ient
ific
ques
tions
and
con
clus
ions
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: sci
entifi
c in
quiry
, hyp
othe
sis,
hypo
thes
is te
sting
, obs
erva
tions
, res
ults
* As
this
book
goe
s to
press
, a d
raft
of th
e Nex
t Gen
erat
ion
Scien
ce S
tand
ards
was
just
relea
sed fo
r rev
iew. W
IDA
plan
s to
upda
te it
s Lan
guag
e of S
cienc
e stra
nds t
o co
rresp
ond
with
these
sta
ndar
ds a
s soo
n as
they
are
fina
l.
ELD
STA
ND
ARD
4: T
he L
angu
age
of S
cien
ce
EXA
MPL
E TO
PIC:
Sci
enti
fic in
quir
y
92G
RA
DE
7
CON
NEC
TIO
N: C
omm
on C
ore R
eadi
ng S
tand
ards
for L
itera
cy in
Hist
ory/S
ocia
l Stu
dies,
Inte
grat
ion
of K
now
ledge
& Id
eas #
7: In
tegr
ate
visu
al in
form
atio
n (e
.g.,
in c
hart
s, gr
aphs
, ph
otog
raph
s, vi
deos
, or m
aps)
with
oth
er in
form
atio
n in
prin
t and
dig
ital t
exts.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts r
ead
info
rmat
iona
l tex
ts an
d re
late
d w
ebsit
es a
bout
cro
ps o
r agr
icul
tura
l pro
duct
s to
inte
rpre
t map
s or c
reat
e ch
arts.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
ANAL
YZE
the
impo
rtan
ce o
f agr
icul
tura
l res
ourc
es to
regi
onal
eco
nom
ies.
READING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Iden
tify
agric
ultu
ral i
cons
us
ing
visu
al o
r gra
phic
su
ppor
t (e.
g., o
n m
aps o
r gr
aphs
)
Loca
te re
sour
ces o
r ag
ricul
tura
l pro
duct
s usin
g vi
sual
or g
raph
ic su
ppor
t
Dist
ingu
ish a
mon
g re
sour
ces o
r agr
icul
tura
l pr
oduc
ts us
ing
visu
al o
r gr
aphi
c su
ppor
t
Find
pat
tern
s ass
ocia
ted
with
reso
urce
s or
agric
ultu
ral p
rodu
cts u
sing
visu
al o
r gra
phic
supp
ort
Dra
w c
oncl
usio
ns a
bout
re
sour
ces o
r agr
icul
tura
l pr
oduc
ts on
map
s or
grap
hs fr
om g
rade
-leve
l tex
t
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: ren
ewab
le, n
on-r
enew
able
, re
sour
ce a
lloca
tion
ELD
STA
ND
ARD
5: T
he L
angu
age
of S
ocia
l Stu
dies
EX
AM
PLE
TOPI
C: A
gric
ultu
re
See
expa
nded
ve
rsio
n of
this
str
and
on p
p. 3
6–37
93G
RA
DE
7
CON
NEC
TIO
N: Th
e Nat
iona
l Sta
ndar
ds fo
r Art
s Edu
catio
n #1
, Und
ersta
ndin
g an
d Ap
plyi
ng M
edia
, Tec
hniq
ues,
and
Proc
esses
(Gra
des 5
–8):
Stud
ents
sele
ct m
edia
, tec
hniq
ues,
and
proc
esse
s; an
alyz
e w
hat m
akes
them
effe
ctiv
e or
not
effe
ctiv
e in
com
mun
icat
ing
idea
s; an
d re
flect
upo
n th
e eff
ectiv
enes
s of t
heir
choi
ces.
Stud
ents
inte
ntio
nally
take
adv
anta
ge o
f th
e qu
aliti
es a
nd c
hara
cter
istic
s of a
rt m
edia
, tec
hniq
ues,
and
proc
esse
s to
enha
nce
com
mun
icat
ion
of th
eir e
xper
ienc
es a
nd id
eas.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts l
isten
to o
ral d
escr
iptio
ns (e
.g.,
teac
her t
alk,
vid
eo, p
odca
st, e
tc.)
to d
eter
min
e th
e eff
ectiv
enes
s of m
edia
, tec
hniq
ues,
and
proc
esse
s in
com
mun
icat
ing
artis
ts’ id
eas i
n pr
epar
atio
n fo
r def
endi
ng th
eir o
wn
artis
tic c
hoic
es.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
UN
DER
STAN
D th
e co
mm
unic
ativ
e eff
ectiv
enes
s of d
iffer
ent a
rtist
ic m
edia
.
LISTENING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Iden
tify
oral
stat
emen
ts ab
out a
rtist
ic q
ualit
ies
and
char
acte
ristic
s use
d to
co
mm
unic
ate
idea
s and
ex
perie
nces
usin
g vi
sual
an
d no
n-ve
rbal
cue
s and
ill
ustr
ated
wor
d w
alls
Iden
tify
oral
des
crip
tions
ab
out a
rtist
ic q
ualit
ies
and
char
acte
ristic
s use
d to
com
mun
icat
e id
eas
and
expe
rienc
es u
sing
illus
trat
ed w
ord
wal
ls
Cat
egor
ize a
rtist
ic q
ualit
ies
and
char
acte
ristic
s use
d to
co
mm
unic
ate
idea
s and
ex
perie
nces
usin
g gr
aphi
c or
gani
zers
Dist
ingu
ish a
mon
g ar
tistic
qu
aliti
es a
nd c
hara
cter
istic
s us
ed to
com
mun
icat
e id
eas
and
expe
rienc
es u
sing
grap
hic
orga
nize
rs
Infe
r rea
sons
for a
rtist
s’ se
lect
ion
of m
edia
, te
chni
ques
, and
pro
cess
es
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: per
spec
tive,
abs
trac
t, re
alist
ic,
dim
ensio
n, fo
rm a
nd fu
nctio
n
COM
PLEM
ENTA
RY S
TRA
ND
: The
Lan
guag
e of
Vis
ual A
rts
E
XAM
PLE
TOPI
C: A
rt m
edia
, tec
hniq
ues,
& p
roce
sses
94G
RA
DE
8
CON
NEC
TIO
N: C
omm
on C
ore S
tate
Sta
ndar
ds fo
r Eng
lish
Lang
uage
Art
s, W
ritin
g, T
ext T
ype a
nd P
urpo
ses #
2–3
(Gra
de 8
): W
rite
info
rmat
ive/
expl
anat
ory
text
s to
exam
ine
a to
pic
and
conv
ey id
eas,
conc
epts,
and
info
rmat
ion
thro
ugh
the
sele
ctio
n, o
rgan
izatio
n, a
nd a
naly
sis o
f rel
evan
t con
tent
… W
rite
narr
ativ
es to
dev
elop
real
or i
mag
ined
exp
erie
nces
or
even
ts us
ing
effec
tive
tech
niqu
e, re
leva
nt d
escr
iptiv
e de
tails
, and
wel
l-str
uctu
red
even
t seq
uenc
es.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts w
ork
in g
roup
s to
prep
are
a sc
ript f
or a
pre
sent
atio
n (e
.g.,
skit,
vid
eo, m
ultim
edia
) for
inco
min
g stu
dent
s foc
usin
g on
pe
er p
ress
ure.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
CR
EAT
E a
scrip
t.
WRITING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Dra
w a
nd la
bel s
tory
boar
ds
abou
t em
otio
ns a
nd
deci
sions
influ
ence
d by
pee
r pre
ssur
e us
ing
illus
trat
ed w
ord
bank
s
Com
pose
dia
logu
es fo
r sto
rybo
ards
or s
crip
ts ab
out
emot
ions
and
dec
ision
s in
fluen
ced
by p
eer p
ress
ure
usin
g se
nten
ce fr
ames
Com
pose
dia
logu
es fo
r sc
ripts
abou
t em
otio
ns
and
deci
sions
influ
ence
d by
pee
r pre
ssur
e us
ing
illus
trat
ions
and
follo
win
g m
odel
s
Com
pose
scrip
ts ab
out
emot
ions
and
dec
ision
s in
fluen
ced
by p
eer p
ress
ure
usin
g ill
ustr
atio
ns fo
llow
ing
mod
els
Com
pose
scrip
ts ab
out
emot
ions
and
dec
ision
s in
fluen
ced
by p
eer p
ress
ure
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: atti
tude
s, be
havi
ors,
peer
pr
essu
re, b
elon
ging
, mem
bers
hip,
stre
ngth
of c
hara
cter
ELD
STA
ND
ARD
1: S
ocia
l & In
stru
ctio
nal L
angu
age
EXA
MPL
E TO
PIC:
Pee
r Pre
ssur
e
95G
RA
DE
8
CON
NEC
TIO
N: C
omm
on C
ore R
eadi
ng S
tand
ards
for L
itera
ture
, Int
egra
tion
of K
now
ledge
and
Idea
s #9
(Gra
de 8
): An
alyz
e ho
w a
mod
ern
wor
k of
fict
ion
draw
s on
them
es, p
atte
rns
of e
vent
s, or
cha
ract
er ty
pes f
rom
myt
hs, t
radi
tiona
l sto
ries,
or re
ligio
us w
orks
such
as t
he B
ible
, inc
ludi
ng d
escr
ibin
g ho
w th
e m
ater
ial i
s ren
dere
d ne
w.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts l
isten
to c
lass
disc
ussio
ns a
bout
them
es, p
atte
rns o
f eve
nts,
or c
hara
cter
type
s in
a w
ork
of li
tera
ture
to m
ake
conn
ectio
ns
to th
eir o
wn
lives
and
/or f
amili
ar st
orie
s or m
yths
from
thei
r ow
n cu
lture
s.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
ANAL
YZE
univ
ersa
l the
mes
of l
itera
ture
.
LISTENING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Sele
ct il
lustr
atio
ns
depi
ctin
g lit
erar
y ch
arac
ters
, the
mes
, an
d pl
ots b
ased
on
oral
stat
emen
ts us
ing
envi
ronm
enta
l prin
t (e.
g.,
poste
rs a
bout
cha
ract
er
type
s and
them
es)
Sele
ct il
lustr
atio
ns
depi
ctin
g lit
erar
y ch
arac
ters
, the
mes
, an
d pl
ots b
ased
on
oral
des
crip
tions
usin
g en
viro
nmen
tal p
rint
Cla
ssify
exa
mpl
es o
f lit
erar
y ch
arac
ters
, the
mes
, an
d pl
ots b
ased
on
oral
de
scrip
tions
with
a p
artn
er
Find
pat
tern
s rel
ated
to
liter
ary
char
acte
rs, t
hem
es,
and
plot
s usin
g gr
aphi
c or
gani
zers
with
a p
artn
er
Pred
ict t
he e
volu
tion
of
liter
ary
char
acte
rs, t
hem
es,
and
plot
s
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: uni
vers
al th
eme,
cha
ract
er
type
, alle
gory
, myt
holo
gy, p
rota
goni
st
ELD
STA
ND
ARD
2: T
he L
angu
age
of L
angu
age
Art
s EX
AM
PLE
TOPI
C: L
iter
atur
e an
alys
is
See
expa
nded
ve
rsio
n of
this
str
and
on p
p. 3
8–39
96G
RA
DE
8
CON
NEC
TIO
N: C
omm
on C
ore S
tate
Sta
ndar
ds fo
r Mat
hem
atics
, Geo
met
ry #
4 (G
rade
8):
Und
ersta
nd th
at a
two-
dim
ensio
nal fi
gure
is si
mila
r to
anot
her i
f the
seco
nd c
an b
e ob
tain
ed fr
om th
e fir
st by
a se
quen
ce o
f rot
atio
ns, r
eflec
tions
, tra
nsla
tions
, and
dila
tions
; giv
en tw
o sim
ilar t
wo-
dim
ensio
nal fi
gure
s, de
scrib
e a
sequ
ence
that
exh
ibits
the
simila
rity
betw
een
them
.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts m
anip
ulat
e tw
o-di
men
siona
l figu
res b
ased
on
oral
instr
uctio
ns to
det
erm
ine
the
sequ
ence
of t
rans
form
atio
ns o
f tw
o-di
men
siona
l figu
res i
n a
coor
dina
te p
lane
.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
UN
DER
STAN
D c
ongr
uenc
e of
figu
res i
n di
ffere
nt p
ositi
ons o
n th
e co
ordi
nate
pla
ne.
LISTENING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Adju
st th
e po
sitio
n of
fig
ures
bas
ed o
n sim
ple
oral
co
mm
ands
(e.g
., “r
otat
e,”
“refl
ect,”
etc
.) us
ing
visu
al
supp
orts
with
a p
artn
er
Adju
st th
e po
sitio
n of
fig
ures
bas
ed o
n or
al
desc
riptio
ns (e
.g.,
“refl
ect
over
the
y-ax
is”) u
sing
visu
al su
ppor
ts w
ith a
pa
rtne
r
Adju
st th
e po
sitio
n of
fig
ures
bas
ed o
n de
taile
d or
al d
escr
iptio
ns u
sing
visu
al su
ppor
ts w
ith a
pa
rtne
r
Adju
st th
e po
sitio
n of
fig
ures
bas
ed o
n m
ulti-
step
oral
instr
uctio
ns u
sing
visu
al su
ppor
ts
Adju
st th
e po
sitio
n of
figu
res b
ased
on
info
rmat
ion
from
com
plex
or
al d
iscou
rse
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: geo
met
ric tr
ansfo
rmat
ion,
ro
tatio
n, re
flect
ion,
tran
slatio
n, d
ilatio
n, sc
ale
fact
or, v
ecto
r
ELD
STA
ND
ARD
3: T
he L
angu
age
of M
athe
mat
ics
EXA
MPL
E TO
PIC:
Tra
nsfo
rmat
ion
of tw
o-di
men
sion
al fi
gure
s
97G
RA
DE
8
CON
NEC
TIO
N: N
ext G
ener
atio
n Sc
ience
Sta
ndar
ds, P
hysic
al S
cienc
es, E
nerg
y PS3
-2, P
S3-3
, PS3
-4, P
S3-5
(Mid
dle S
choo
l): D
evel
op a
mod
el to
des
crib
e th
at w
hen
the
arra
ngem
ent
of o
bjec
ts in
tera
ctin
g at
a d
istan
ce c
hang
es, d
iffer
ent a
mou
nts o
f pot
entia
l ene
rgy
are
store
d in
the
syste
m. A
pply
scie
ntifi
c pr
inci
ples
to d
esig
n, c
onstr
uct,
and
test
a de
vice
that
ei
ther
min
imize
s or m
axim
izes t
herm
al e
nerg
y tr
ansfe
r. Pl
an a
n in
vesti
gatio
n to
det
erm
ine
the
rela
tions
hips
am
ong
the
ener
gy tr
ansfe
rred
, the
type
of m
atte
r, th
e m
ass,
and
the
chan
ge in
the
aver
age
kine
tic e
nerg
y of
the
part
icle
s as m
easu
red
by th
e te
mpe
ratu
re o
f the
sam
ple.
Con
struc
t, us
e, a
nd p
rese
nt a
rgum
ents
to su
ppor
t the
cla
im th
at w
hen
the
kine
tic e
nerg
y of
an
obje
ct c
hang
es, e
nerg
y is
tran
sferr
ed to
or f
rom
the
obje
ct.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts d
ecid
e w
ith p
eers
the
type
s of e
nerg
y tr
ansfe
rs th
at o
ccur
in v
ario
us si
tuat
ions
from
eve
ryda
y lif
e (e
.g.,
glow
stic
ks,
thun
ders
torm
s, sim
ple
engi
nes)
to d
emon
strat
e th
e co
nser
vatio
n of
ene
rgy.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
will
AN
ALYZ
E en
ergy
tran
sfer.
SPEAKING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Stat
e ho
w e
nerg
y tr
ansfe
rs
usin
g vi
sual
supp
orts
(e.g
., “h
eat,”
“lig
ht,”
“sou
nd”)
Giv
e ex
ampl
es o
f how
en
ergy
tran
sfers
usin
g se
nten
ce fr
ames
and
gr
aphi
c su
ppor
ts
Des
crib
e ho
w e
nerg
y tr
ansfe
rs u
sing
sent
ence
fra
mes
and
gra
phic
su
ppor
ts
Com
pare
and
con
tras
t ho
w e
nerg
y tr
ansfe
rs u
sing
grap
hic
supp
orts
Disc
uss h
ow e
nerg
y tr
ansfe
rs u
sing
grap
hic
supp
orts
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: ene
rgy
tran
sfer,
cons
erva
tion
of e
nerg
y, so
und
wav
e, k
inet
ic e
nerg
y, po
tent
ial e
nerg
y, th
erm
al e
nerg
y
ELD
STA
ND
ARD
4: T
he L
angu
age
of S
cien
ce
EXA
MPL
E TO
PIC:
For
ms
of e
nerg
y
98G
RA
DE
8
CON
NEC
TIO
N: C
omm
on C
ore S
tate
Writ
ing
Stan
dard
s for
Lite
racy
in H
istor
y/Soc
ial S
tudi
es, S
cienc
e, an
d Te
chni
cal S
ubjec
ts, T
ext T
ype a
nd P
urpo
ses #
2 (G
rade
s 6–8
): D
eter
min
e th
e ce
ntra
l ide
as o
r inf
orm
atio
n of
a p
rimar
y or
seco
ndar
y so
urce
; pro
vide
an
accu
rate
sum
mar
y of
the
sour
ce d
istin
ct fr
om p
rior k
now
ledg
e or
opi
nion
s.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts r
ead
info
rmat
iona
l art
icle
s on
glob
aliza
tion
to c
onsid
er it
s im
pact
on
thei
r liv
es (e
.g.,
Inte
rnet
, mas
s med
ia, f
ood
and
beve
rage
dist
ribut
ors,
reta
il sto
res)
.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
EVAL
UAT
E th
e eff
ects
of g
loba
lizat
ion
arou
nd th
e w
orld
and
in th
eir l
ocal
com
mun
ity.
READING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Cla
ssify
visu
ally
-sup
port
ed
wor
ds o
r phr
ases
rela
ted
to
the
effec
ts of
glo
baliz
atio
n us
ing
grap
hic
orga
nize
rs
with
a p
artn
er in
L1
or L
2
Cat
egor
ize la
ngua
ge
rela
ted
to th
e eff
ects
of
glob
aliza
tion
usin
g gr
aphi
c or
gani
zers
with
a p
artn
er
Org
anize
lang
uage
re
late
d to
the
effec
ts of
gl
obal
izatio
n ba
sed
on
visu
ally
-sup
port
ed te
xt
usin
g gr
aphi
c or
gani
zers
w
ith a
par
tner
Com
pare
the
effec
ts of
gl
obal
izatio
n ba
sed
on te
xt
usin
g gr
aphi
c or
gani
zers
in
smal
l gro
ups
Dra
w c
oncl
usio
ns a
bout
th
e eff
ects
of g
loba
lizat
ion
base
d on
text
in sm
all
grou
ps
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: int
erde
pend
ence
, wor
ldw
ide,
ne
twor
k, tr
ansn
atio
nal
ELD
STA
ND
ARD
5: T
he L
angu
age
of S
ocia
l Stu
dies
EX
AM
PLE
TOPI
C: G
loba
lizat
ion
99G
RA
DE
8
CON
NEC
TIO
N: Th
e Nat
iona
l Phy
sical
Edu
catio
n an
d H
ealth
Sta
ndar
ds #
6, S
ettin
g G
oals
for G
ood
Hea
lth (G
rade
s 5–8
): St
uden
ts w
ill d
emon
strat
e th
e ab
ility
to u
se g
oal-s
ettin
g an
d de
cisio
n-m
akin
g sk
ills t
o en
hanc
e he
alth
—D
emon
strat
e th
e ab
ility
to a
pply
a d
ecisi
on-m
akin
g pr
oces
s to
heal
th is
sues
and
pro
blem
s ind
ivid
ually
and
col
labo
rativ
ely.
Anal
yze
how
hea
lth-r
elat
ed d
ecisi
ons a
re in
fluen
ced
by in
divi
dual
s, fa
mily
, and
com
mun
ity v
alue
s. Pr
edic
t how
dec
ision
s reg
ardi
ng h
ealth
beh
avio
rs h
ave
cons
eque
nces
for s
elf
and
othe
rs. A
pply
stra
tegi
es a
nd sk
ills n
eede
d to
atta
in p
erso
nal h
ealth
goa
ls. D
escr
ibe
how
per
sona
l hea
lth g
oals
are
influ
ence
d by
cha
ngin
g in
form
atio
n, a
bilit
ies,
prio
ritie
s, an
d re
spon
sibili
ties.
Dev
elop
a p
lan
that
add
ress
es p
erso
nal s
treng
ths,
need
s, an
d he
alth
risk
s.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts d
evel
op p
erso
nal h
ealth
and
fitn
ess p
lans
bas
ed o
n re
sear
ch-b
ased
reco
mm
enda
tions
for n
utrit
ion
and
phys
ical
act
ivity
. La
ter,
they
reco
rd a
nd re
flect
on
thei
r cho
ices
in a
food
and
exe
rcise
dia
ry to
self-
mon
itor t
heir
prog
ress
ove
r tim
e.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
UN
DER
STAN
D th
e co
mm
unic
ativ
e eff
ectiv
enes
s of d
iffer
ent a
rtist
ic m
edia
.
WRITING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
List
pers
onal
hea
lth g
oals
usin
g w
ord
bank
s and
gr
aphi
c or
gani
zers
in L
1 or
L2
Stat
e pe
rson
al h
ealth
goa
ls us
ing
wor
d ba
nks (
e.g.
, “I
wan
t to
eat b
alan
ced
mea
ls.”)
Expl
ain
pers
onal
hea
lth
goal
s usin
g se
nten
ce st
arte
rs
(e.g
., “I
cho
se _
___
beca
use
____
.”)
Det
ail p
erso
nal h
ealth
goa
ls us
ing
a m
odel
(e.g
., “I
w
ould
like
to d
ecre
ase
my
body
mas
s ind
ex b
y….”)
Elab
orat
e re
ason
s for
pe
rson
al h
ealth
goa
ls (e
.g.,
“I k
now
that
I ne
ed to
ad
d m
ore
card
io in
stead
of
just
wei
ght l
iftin
g be
caus
e I d
on’t
have
the
high
est
met
abol
ism...
”)
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: nut
ritio
nal c
onte
nt, b
ody
mas
s in
dex,
cal
orie
s, fo
od p
yram
id, m
etab
olism
COM
PLEM
ENTA
RY S
TRA
ND
: The
Lan
guag
e of
Hea
lth
& P
hysi
cal E
duca
tion
EX
AM
PLE
TOPI
C:
Pers
onal
hea
lth
& fi
tnes
s
100
GR
AD
ES 9
–10
CON
NEC
TIO
N: C
omm
on C
ore S
tate
Sta
ndar
ds fo
r Eng
lish
Lang
uage
Art
s, Sp
eaki
ng a
nd L
isten
ing,
Com
preh
ensio
n &
Col
labo
ratio
n #1
.c (G
rade
9–1
0): P
rope
l con
vers
atio
ns b
y po
sing
and
resp
ondi
ng to
que
stion
s tha
t rel
ate
the
curr
ent d
iscus
sion
to b
road
er th
emes
or l
arge
r ide
as; a
ctiv
ely
inco
rpor
ate
othe
rs in
to th
e di
scus
sion;
and
cla
rify,
verif
y, or
ch
alle
nge
idea
s and
con
clus
ions
.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts d
iscus
s and
bui
ld c
onse
nsus
by
role
pla
ying
com
mun
ity m
embe
rs a
ctin
g on
cur
rent
scho
ol o
r com
mun
ity is
sues
.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
APPL
Y co
nsen
sus-
build
ing
proc
edur
es to
gro
up d
iscus
sions
.
SPEAKING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Repe
at se
t phr
ases
(e.g
., “I
ag
ree”
, “I d
isagr
ee”)
and
use
no
n-ve
rbal
com
mun
icat
ion
to p
rope
l disc
ussio
ns u
sing
sent
ence
fram
es, w
ord
bank
s, an
d vi
sual
s
Mak
e sta
tem
ents
(e.g
., “W
e ca
n…”,
“W
e m
ust…
”) to
pr
opel
disc
ussio
ns u
sing
sent
ence
fram
es, w
ord
bank
s, an
d vi
sual
s
Para
phra
se st
atem
ents
(“W
e ag
ree
that
…”)
to p
rope
l di
scus
sions
usin
g se
nten
ce
fram
es a
nd w
ord
bank
s
Pose
and
resp
ond
to
ques
tions
(e.g
., “I
thin
k w
e co
uld…
”) to
pro
pel
disc
ussio
ns u
sing
sent
ence
fra
mes
Elab
orat
e on
resp
onse
s to
pro
pel d
iscus
sions
us
ing
sent
ence
fram
es
(e.g
., “I
’d li
ke to
add
to
that
...”,
“H
ave
you
also
co
nsid
ered
...?”
)
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: del
egat
e, c
ompr
omise
, re
pres
ent,
mot
ivat
e, in
spire
, set
an
exam
ple
ELD
STA
ND
ARD
1: S
ocia
l & In
stru
ctio
nal L
angu
age
EXA
MPL
E TO
PIC:
Col
labo
rati
ve d
iscu
ssio
n
101
GR
AD
ES 9
–10
CON
NEC
TIO
N: C
omm
on C
ore S
tate
Sta
ndar
ds, E
nglis
h La
ngua
ge A
rts,
Read
ing:
Info
rmat
iona
l Tex
t, In
tegr
atio
n of
Kno
wled
ge a
nd Id
eas #
8 (G
rade
s 9–1
0): D
elin
eate
and
eva
luat
e th
e ar
gum
ent a
nd sp
ecifi
c cl
aim
s in
a te
xt, a
sses
sing
whe
ther
the
reas
onin
g is
valid
and
the
evid
ence
is re
leva
nt a
nd su
ffici
ent;
iden
tify
false
stat
emen
ts an
d fa
llaci
ous r
easo
ning
.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts l
earn
how
to c
hoos
e ap
prop
riate
sour
ces f
or a
rese
arch
pro
ject
by
exam
inin
g te
xts (
e.g.
, spe
ech
tran
scrip
ts, w
ebsit
es,
edito
rials)
to id
entif
y au
thor
’s bi
as.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
will
EVA
LUAT
E au
thor
’s bi
as.
READING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Loca
te la
ngua
ge a
ssoc
iate
d w
ith fa
ct a
nd/o
r opi
nion
fro
m v
isual
ly su
ppor
ted
text
with
a p
artn
er u
sing
L1 o
r L2
and
wor
d ba
nks
(e.g
., “I
thin
k”, “
I bel
ieve
” v.
“dat
a”, “
fact
”)
Loca
te la
ngua
ge a
ssoc
iate
d w
ith fa
ct a
nd o
pini
on fr
om
visu
ally
supp
orte
d te
xt w
ith
a pa
rtne
r usin
g w
ord
bank
s (e
.g.,
“70%
of L
atin
os”
v. “a
lmos
t all
Latin
os”)
Loca
te la
ngua
ge o
f opi
nion
an
d bi
as fr
om e
xcer
pts o
f te
xts f
ollo
win
g a
mod
el
in sm
all g
roup
s (e.
g., “
We
as sc
ient
ists a
gree
…”
v. “S
cien
tists
ever
ywhe
re
agre
e…”)
Sort
lang
uage
of b
ias f
rom
te
xts (
e.g.
, by
valid
ity
of re
ason
ing/
evid
ence
) fo
llow
ing
a m
odel
in sm
all
grou
ps
Infe
r aut
hor’s
bia
s fro
m
text
s in
smal
l gro
ups
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: bia
s, cl
aim
, arg
umen
t, re
leva
nt
evid
ence
, val
id re
ason
ing,
ster
eoty
pe
ELD
STA
ND
ARD
2: T
he L
angu
age
of L
angu
age
Art
s EX
AM
PLE
TOPI
C: B
ias
102
KIN
DER
GA
RTEN
GR
AD
E 1
GR
AD
E 3
GR
AD
E 6
GR
AD
ES 9
–10
CON
NEC
TIO
N: C
omm
on C
ore S
tate
Sta
ndar
ds fo
r Mat
hem
atics
, Geo
met
ry, S
imila
rity,
Righ
t Tria
ngles
and
Trig
onom
etry
#6–
8 (H
igh
Scho
ol):
Und
ersta
nd th
at b
y sim
ilarit
y, sid
e ra
tios i
n rig
ht tr
iang
les a
re p
rope
rtie
s of t
he a
ngle
s in
the
tria
ngle
, lea
ding
to d
efini
tions
of t
rigon
omet
ric ra
tios f
or a
cute
ang
les.
Expl
ain
and
use
the
rela
tions
hip
betw
een
the
sine
and
cosin
e of
com
plem
enta
ry a
ngle
s. U
se tr
igon
omet
ric ra
tios a
nd th
e Py
thag
orea
n Th
eore
m to
solv
e rig
ht tr
iang
les i
n ap
plie
d pr
oble
ms.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts w
rite
wor
d pr
oble
ms t
hat c
an b
e so
lved
by
usin
g rig
ht tr
iang
les (
e.g.
, find
ing
the
heig
ht o
f a tr
ee b
y us
ing
its sh
adow
), an
d tr
ade
with
a c
lass
mat
e to
solv
e ea
ch o
ther
’s pr
oble
ms.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
CR
EAT
E w
ord
prob
lem
s req
uirin
g th
e us
e of
trig
onom
etric
ratio
s and
the
Pyth
agor
ean
Theo
rem
to so
lve.
WRITING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Dra
w a
nd la
bel s
cena
rios
for r
ight
tria
ngle
wor
d pr
oble
ms u
sing
illus
trat
ed
phra
se b
anks
Dra
w a
nd d
escr
ibe
scen
ario
s for
righ
t tria
ngle
w
ord
prob
lem
s usin
g se
nten
ce fr
ames
and
ill
ustr
ated
phr
ase
bank
s
Repr
oduc
e rig
ht tr
iang
le
wor
d pr
oble
ms u
sing
sent
ence
fram
es a
nd p
hras
e ba
nks
Com
pose
righ
t tria
ngle
w
ord
prob
lem
s usin
g te
xtbo
ok m
odel
s and
ph
rase
ban
ks
Com
pose
det
aile
d rig
ht
tria
ngle
wor
d pr
oble
ms
usin
g te
xtbo
ok m
odel
s
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: sin
e, c
osin
e, ta
ngen
t (tr
igon
omet
ric fu
nctio
ns),
hypo
tenu
se, o
ppos
ite, a
djac
ent
ELD
STA
ND
ARD
3: T
he L
angu
age
of M
athe
mat
ics
EXA
MPL
E TO
PIC:
Rig
ht tr
iang
les
103
GR
AD
ES 9
–10
CON
NEC
TIO
N: N
ext G
ener
atio
n Sc
ience
Sta
ndar
ds, P
hysic
al S
cienc
es, C
hem
ical R
eacti
ons P
S1-5
(Hig
h Sc
hool
): Ap
ply
scie
ntifi
c pr
inci
ples
and
evi
denc
e to
pro
vide
an
expl
anat
ion
abou
t the
effe
cts o
f cha
ngin
g th
e te
mpe
ratu
re o
r con
cent
ratio
n of
the
reac
ting
part
icle
s on
the
rate
at w
hich
a re
actio
n oc
curs
.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts w
ill d
iscus
s the
des
ign
of a
n ex
perim
ent (
e.g.
, rea
ctio
n ra
te o
f pho
tosy
nthe
sis) t
o te
st th
e eff
ect o
f mod
ifyin
g a
varia
ble.
G
roup
s will
per
form
the
expe
rimen
t and
disc
uss t
heir
obse
rvat
ions
on
the
impa
ct o
f the
spec
ific
varia
ble.
Fin
ally,
they
will
giv
e a
form
al p
rese
ntat
ion
on th
e re
sults
.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
ANAL
YZE
the
effec
t of m
odify
ing
a va
riabl
e in
an
expe
rimen
t.
SPEAKING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Des
crib
e th
e eff
ects
of
mod
ifyin
g a
varia
ble
usin
g ill
ustr
ated
wor
d ba
nks i
n sm
all g
roup
s
Giv
e ex
ampl
es o
f the
effe
cts
of m
odify
ing
a va
riabl
e us
ing
illus
trat
ed w
ord
bank
s and
sent
ence
fram
es
in sm
all g
roup
s
Expl
ain
the
effec
ts of
m
odify
ing
a va
riabl
e us
ing
sent
ence
fram
es a
nd
grap
hic
orga
nize
rs in
smal
l gr
oups
Disc
uss t
he e
ffect
s of
mod
ifyin
g a
varia
ble
usin
g se
nten
ce fr
ames
and
gr
aphi
c or
gani
zers
in sm
all
grou
ps
Repo
rt o
n th
e eff
ects
of
mod
ifyin
g a
varia
ble
in
smal
l gro
ups
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: dep
ende
nt a
nd in
depe
nden
t va
riabl
es, c
ontro
l and
exp
erim
enta
l gro
ups,
quan
titat
ive
and
qual
itativ
e da
ta
* As
this
book
goe
s to
press
, a d
raft
of th
e Nex
t Gen
erat
ion
Scien
ce S
tand
ards
was
just
relea
sed fo
r rev
iew. W
IDA
plan
s to
upda
te it
s Lan
guag
e of S
cienc
e stra
nds t
o co
rresp
ond
with
these
sta
ndar
ds a
s soo
n as
they
are
fina
l.
ELD
STA
ND
ARD
4: T
he L
angu
age
of S
cien
ce
EXA
MPL
E TO
PIC:
Dep
ende
nt &
inde
pend
ent v
aria
bles
See
expa
nded
ve
rsio
n of
this
str
and
on p
p. 4
0–41
104
GR
AD
ES 9
–10
CON
NEC
TIO
N: M
inne
sota
Eco
nom
ics S
tand
ards
VI.
Econ
omics
, A. Th
e Mar
ket E
cono
my (
Micr
o Ec
onom
ics) (
Gra
des 9
–12)
: The
stude
nt w
ill u
nder
stand
the
basic
cha
ract
erist
ics
of m
arke
ts an
d th
e ro
le o
f pric
es in
mod
ern
mar
ket e
cono
mie
s. 1.
Stu
dent
s will
des
crib
e th
e de
term
inat
ion
of e
quili
briu
m m
arke
t pric
es b
y ap
plyi
ng p
rinci
ples
of s
uppl
y an
d de
man
d to
mar
kets
for g
oods
and
serv
ices
. 3. S
tude
nts w
ill id
entif
y se
vera
l fac
tors
that
lead
to v
aria
tion
in m
arke
t pric
es a
nd q
uant
ities
exc
hang
ed b
y ch
ange
s in
supp
ly a
nd/o
r de
man
d.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts l
isten
to a
vid
eo (e
.g.,
a ne
ws c
lip o
r CEO
pre
sent
atio
n to
shar
ehol
ders
) or p
rofe
ssio
nal g
uest
visit
or a
bout
supp
ly a
nd
dem
and
of a
pop
ular
pro
duct
to p
roje
ct it
s mar
ket v
alue
in c
omin
g m
onth
s.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
will
UN
DER
STAN
D th
e co
ncep
t of s
uppl
y an
d de
man
d.
LISTENING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Poin
t to
key
term
s rel
ated
to
supp
ly a
nd d
eman
d us
ing
visu
als a
nd b
iling
ual
dict
iona
ries w
ith a
par
tner
Sele
ct la
ngua
ge re
late
d to
supp
ly a
nd d
eman
d to
com
plet
e gr
aphi
c or
gani
zers
usin
g w
ord
bank
s with
a p
artn
er
Org
anize
info
rmat
ion
rela
ted
to su
pply
and
de
man
d us
ing
grap
hic
orga
nize
rs in
smal
l gro
ups
Iden
tify
exam
ples
of
chan
ges i
n su
pply
and
de
man
d us
ing
grap
hic
orga
nize
rs in
smal
l gro
ups
Infe
r rea
sons
for c
hang
es
in su
pply
and
dem
and
in
smal
l gro
ups
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: sup
ply
and
dem
and,
co
nsum
ptio
n, m
arke
t pric
es, m
arke
t eco
nom
ies,
good
s and
serv
ices
, com
mod
ities
ELD
STA
ND
ARD
5: T
he L
angu
age
of S
ocia
l Stu
dies
EX
AM
PLE
TOPI
C: S
uppl
y &
dem
and
105
GR
AD
ES 9
–10
CON
NEC
TIO
N: N
atio
nal T
echn
olog
y Sta
ndar
ds #
5, D
igita
l Citi
zens
hip
(Gra
des K
–12)
: Stu
dent
s und
ersta
nd h
uman
, cul
tura
l, an
d so
ciet
al is
sues
rela
ted
to te
chno
logy
and
pra
ctic
e le
gal a
nd e
thic
al b
ehav
ior.
Stud
ents:
adv
ocat
e an
d pr
actic
e sa
fe, l
egal
, and
resp
onsib
le u
se o
f inf
orm
atio
n an
d te
chno
logy
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts i
nves
tigat
e th
e so
cial
effe
cts o
f new
tech
nolo
gies
thro
ugh
artic
les o
n co
ntem
pora
ry to
pics
(e.g
., so
cial
med
ia u
se in
the
teen
age
popu
latio
n) to
adv
ocat
e fo
r saf
e an
d re
spon
sible
use
of i
nfor
mat
ion
and
tech
nolo
gy.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
ANAL
YZE
the
effec
ts of
new
tech
nolo
gies
in to
day’s
soci
ety.
READING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Cla
ssify
stat
emen
ts fro
m
visu
ally
supp
orte
d te
xts
abou
t effe
cts o
f new
te
chno
logi
es o
n be
havi
or
usin
g L1
or L
2 w
ith a
pa
rtne
r
Org
anize
info
rmat
ion
from
vi
sual
ly su
ppor
ted
text
s ab
out t
he e
ffect
s of n
ew
tech
nolo
gies
on
beha
vior
us
ing
grap
hic
orga
nize
rs
(e.g
., ca
use
and
effec
t m
aps)
and
L1
or L
2 w
ith a
pa
rtne
r
Find
text
evi
denc
e of
the
effec
ts of
new
tech
nolo
gies
on
beh
avio
r usin
g gr
aphi
c or
gani
zers
Dra
w c
oncl
usio
ns
abou
t the
effe
cts o
f new
te
chno
logi
es o
n be
havi
or
base
d on
text
s usin
g gr
aphi
c or
gani
zers
Infe
r rel
atio
nshi
ps
betw
een
the
effec
ts of
new
te
chno
logi
es a
nd b
ehav
ior
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: cyb
er b
ully
ing,
soci
al m
edia
, et
hica
l beh
avio
r
COM
PLEM
ENTA
RY S
TRA
ND
: The
Lan
guag
e of
Tech
nolo
gy &
Eng
inee
ring
E
XAM
PLE
TOPI
C:
Tech
nolo
gy &
eth
ics
106
GR
AD
ES 1
1–12
CON
NEC
TIO
N: C
omm
on C
ore R
eadi
ng S
tand
ards
for I
nfor
mat
iona
l Tex
ts, In
tegr
atio
n of
Kno
wled
ge &
Idea
s #7:
Inte
grat
e an
d ev
alua
te m
ultip
le so
urce
s of i
nfor
mat
ion
pres
ente
d in
di
ffere
nt m
edia
or f
orm
ats (
e.g.
, visu
ally,
qua
ntita
tivel
y) a
s wel
l as i
n w
ords
in o
rder
to a
ddre
ss a
que
stion
or s
olve
a p
robl
em.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts r
evie
w c
olle
ge o
r car
eer m
arke
ting
mat
eria
ls (e
.g.,
prin
t or o
nlin
e) a
ccor
ding
to p
erso
nal p
refe
renc
es (e
.g.,
affor
dabi
lity,
loca
tion,
tim
e co
mm
itmen
t, re
quire
men
ts, in
tere
st) to
mak
e in
form
ed d
ecisi
ons o
n po
st-se
cond
ary
optio
ns.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
EVAL
UAT
E po
st-se
cond
ary
optio
ns.
READING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Sort
info
rmat
ion
on p
ost-
seco
ndar
y op
tions
from
m
ultip
le so
urce
s with
visu
al
supp
ort w
ith a
par
tner
Iden
tify
impo
rtan
t in
form
atio
n (e
.g.,
by
high
light
ing)
on
post-
seco
ndar
y op
tions
from
m
ultip
le so
urce
s with
visu
al
supp
ort w
ith a
par
tner
Cat
egor
ize (e
.g.,
best,
m
aybe
, unl
ikel
y) p
ost-
seco
ndar
y op
tions
from
m
ultip
le so
urce
s usin
g ill
ustr
ated
gra
phic
or
gani
zers
Mak
e ju
dgm
ents
abou
t po
st-se
cond
ary
optio
ns
from
mul
tiple
sour
ces
usin
g ill
ustr
ated
gra
phic
or
gani
zers
(e.g
., ch
eckl
ists
of ty
pes o
f evi
denc
e)
Dra
w c
oncl
usio
ns o
n po
st-se
cond
ary
optio
ns fr
om
clai
ms i
n m
ultip
le so
urce
s of
info
rmat
ion
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: prio
ritie
s, vo
catio
n/tr
ade,
m
erit
scho
lars
hip,
cos
t of l
ivin
g, ro
om a
nd b
oard
, pro
fess
iona
l ref
eren
ce, r
ésum
é-bu
ildin
g
ELD
STA
ND
ARD
1: S
ocia
l & In
stru
ctio
nal L
angu
age
EXA
MPL
E TO
PIC:
Info
rmed
dec
isio
ns (C
olle
ge &
car
eer)
See
expa
nded
ve
rsio
n of
this
str
and
on p
p. 4
2–43
107
GR
AD
ES 1
1–12
CON
NEC
TIO
N: C
omm
on C
ore S
tate
Sta
ndar
ds, E
nglis
h La
ngua
ge A
rts,
Read
ing:
Lite
ratu
re, C
raft
and
Stru
cture
#6
(Gra
des 1
1–12
): An
alyz
e a
case
in w
hich
gra
spin
g a
poin
t of v
iew
re
quire
s dist
ingu
ishin
g w
hat i
s dire
ctly
stat
ed in
a te
xt fr
om w
hat i
s rea
lly m
eant
(e.g
., sa
tire,
sarc
asm
, iro
ny, o
r und
ersta
tem
ent).
Com
mon
Cor
e Sta
te S
tand
ards
, Eng
lish
Lang
uage
Art
s, Sp
eaki
ng a
nd L
isten
ing,
Com
preh
ensio
n an
d C
olla
bora
tion
#3 (G
rade
s 11–
12):
Eval
uate
a sp
eake
r’s p
oint
of v
iew,
reas
onin
g,
and
use
of e
vide
nce
and
rhet
oric
, ass
essin
g th
e sta
nce,
pre
mise
s, lin
ks a
mon
g id
eas,
wor
d ch
oice
, poi
nts o
f em
phas
is, a
nd to
ne u
sed.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts a
re e
ncou
rage
d to
dra
w o
n th
eir o
wn
cultu
ral e
xper
ienc
es w
ith sa
tire
and
use
obse
rvat
ions
abo
ut in
tona
tion
patte
rns t
o un
ders
tand
und
erly
ing
mea
ning
in p
erfo
rman
ces o
f sat
irica
l lite
ratu
re.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
UN
DER
STAN
D th
e ch
arac
teris
tics a
nd fu
nctio
n of
cul
tura
lly-r
elev
ant s
atire
.
LISTENING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Reco
gnize
satir
ical
ex
pres
sions
(e.g
., ex
agge
ratio
n) in
fam
iliar
co
ntex
ts us
ing
visu
al c
ues
and
story
boar
ds
Iden
tify
liter
al m
eani
ng
and
satir
ical
mea
ning
in
fam
iliar
con
text
s usin
g vi
sual
cue
s and
illu
strat
ed
scrip
ts
Iden
tify
liter
al m
eani
ng
and
satir
ical
mea
ning
usin
g ill
ustr
ated
scrip
ts
Com
pare
the
liter
al
mea
ning
and
satir
ical
m
eani
ng o
f visu
ally
su
ppor
ted
spee
ch
Infe
r the
spea
ker’s
pur
pose
s in
satir
ical
spee
ch
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: sat
ire, s
atiri
cal h
umor
, rea
ding
be
twee
n th
e lin
es, j
uxta
posit
ion,
ridi
cule
ELD
STA
ND
ARD
2: T
he L
angu
age
of L
angu
age
Art
s EX
AM
PLE
TOPI
C: S
atir
e
108
KIN
DER
GA
RTEN
GR
AD
E 1
GR
AD
E 3
GR
AD
E 6
GR
AD
ES 1
1–12
CON
NEC
TIO
N: C
omm
on C
ore S
tate
Sta
ndar
ds fo
r Mat
hem
atics
, Fun
ction
s, In
terp
retin
g Fu
nctio
ns #
4–6
(Gra
des 1
1–12
): Fo
r a fu
nctio
n th
at m
odel
s a re
latio
nshi
p be
twee
n tw
o qu
antit
ies,
inte
rpre
t key
feat
ures
of g
raph
s and
tabl
es in
term
s of t
he q
uant
ities
, and
sket
ch g
raph
s sho
win
g ke
y fe
atur
es g
iven
a v
erba
l des
crip
tion
of th
e re
latio
nshi
p. K
ey fe
atur
es in
clude
: int
erce
pts;
inte
rval
s whe
re th
e fun
ction
is in
crea
sing,
dec
reas
ing,
pos
itive
, or n
egat
ive;
rela
tive m
axim
ums a
nd m
inim
ums;
sym
met
ries;
end
beha
vior
; and
per
iodi
city.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts u
se m
athe
mat
ical
abs
trac
tions
in e
quat
ions
and
gra
phs t
o re
pres
ent r
eal-l
ife si
tuat
ions
(e.g
., us
ing
func
tions
and
gra
phs
to a
naly
ze th
e lu
nar c
ycle
, ana
lyze
mot
ion
grap
hs o
f a fa
lling
obj
ect o
r par
abol
ic m
otio
n).
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
UN
DER
STAN
D p
rope
rtie
s of f
unct
ions
.
SPEAKING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Nam
e ke
y pr
oper
ties o
f fu
nctio
ns u
sing
grap
hs a
nd
equa
tions
in L
1 or
L2
with
a
part
ner
Giv
e ex
ampl
es o
f key
pr
oper
ties o
f fun
ctio
ns
usin
g la
bele
d gr
aphs
and
eq
uatio
ns w
ith a
par
tner
Des
crib
e ho
w k
ey
prop
ertie
s of f
unct
ions
are
re
pres
ente
d us
ing
labe
led
grap
hs a
nd e
quat
ions
Sum
mar
ize re
pres
enta
tions
of
key
pro
pert
ies o
f fu
nctio
ns in
smal
l gro
ups
(e.g
., th
ink
alou
d)
Expl
ain
with
det
ails
repr
esen
tatio
ns o
f key
pr
oper
ties o
f fun
ctio
ns in
sm
all g
roup
s
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: per
iodi
city
, rat
e of
cha
nge,
qu
adra
tic fu
nctio
ns, p
arab
ola
ELD
STA
ND
ARD
3: T
he L
angu
age
of M
athe
mat
ics
EXA
MPL
E TO
PIC:
Mat
hem
atic
al re
lati
ons
& fu
ncti
ons
109
GR
AD
ES 1
1–12
CON
NEC
TIO
N: N
ext G
ener
atio
n Sc
ience
Sta
ndar
ds, P
hysic
al S
cienc
es, C
hem
ical R
eacti
ons P
S1-2
(Hig
h Sc
hool
): C
onstr
uct a
nd re
vise
an
expl
anat
ion
for t
he o
utco
me
of a
sim
ple
chem
ical
reac
tion
base
d on
the
oute
rmos
t ele
ctro
n sta
tes o
f ato
ms,
trend
s in
the
perio
dic
tabl
e, a
nd k
now
ledg
e of
the
patte
rns o
f che
mic
al p
rope
rtie
s.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts i
nves
tigat
e th
e ch
arac
teris
tics o
f sub
stanc
es th
roug
h ex
posit
ory
(e.g
., te
chni
cal d
escr
iptio
ns o
f che
mic
al re
actio
ns) a
nd
narr
ativ
e (e
.g.,
feat
ure
story
on
chem
ists c
lean
ing
up c
hem
ical
s in
natu
ral w
ater
way
s) te
xts i
n pr
epar
atio
n to
iden
tify
unkn
own
chem
ical
s in
reac
tions
.
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
ANAL
YZE
the
chem
ical
pro
pert
ies o
f sub
stanc
es.
READING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Iden
tify
varia
bles
(e.g
., pH
, nu
mbe
r of f
ree
elec
trons
) aff
ectin
g ch
emic
al re
actio
ns
usin
g vi
sual
s with
a p
artn
er
Loca
te in
form
atio
n ab
out
chem
ical
reac
tions
usin
g vi
sual
s in
smal
l gro
ups
Dist
ingu
ish a
mon
g ch
emic
al re
actio
ns u
sing
grap
hic
orga
nize
rs in
smal
l gr
oups
Cat
egor
ize c
hem
ical
re
actio
ns u
sing
grap
hic
orga
nize
rs in
smal
l gro
ups
Dra
w c
oncl
usio
ns a
bout
ch
emic
al re
actio
ns (e
.g.,
“This
chem
ical
wou
ld
caus
e pr
oble
ms i
n a
natu
ral
wat
erw
ay.”)
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: rea
ctan
t, en
doth
erm
ic
exot
herm
ic, o
xida
tion-
redu
ctio
n, c
atal
yst,
singl
e/do
uble
repl
acem
ent r
eact
ion
ELD
STA
ND
ARD
4: T
he L
angu
age
of S
cien
ce
EXA
MPL
E TO
PIC:
Che
mic
al re
acti
ons
110
GR
AD
ES 1
1–12
CON
NEC
TIO
N: C
omm
on C
ore S
tate
Sta
ndar
ds fo
r Eng
lish
Lang
uage
Art
s, W
ritin
g, R
esear
ch to
Bui
ld &
Pre
sent K
now
ledge
#7–
8 (G
rade
11–
12):
Con
duct
shor
t as w
ell a
s mor
e su
stain
ed re
sear
ch p
roje
cts t
o an
swer
a q
uesti
on (i
nclu
ding
a se
lf-ge
nera
ted
ques
tion)
or s
olve
a p
robl
em; n
arro
w o
r bro
aden
the
inqu
iry w
hen
appr
opria
te; s
ynth
esize
mul
tiple
so
urce
s on
the
subj
ect,
dem
onstr
atin
g un
ders
tand
ing
of th
e su
bjec
t und
er in
vesti
gatio
n… In
tegr
ate
info
rmat
ion
into
the
text
sele
ctiv
ely
to m
aint
ain
the
flow
of i
deas
, avo
idin
g pl
agia
rism
and
ove
rrel
ianc
e on
any
one
sour
ce a
nd fo
llow
ing
a sta
ndar
d fo
rmat
for c
itatio
n.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts w
rite
up th
e re
sults
of r
esea
rch
on th
e im
pact
of a
hist
oric
al fi
gure
or e
vent
on
cont
empo
rary
pol
itics
, eco
nom
ics,
or
soci
ety
(e.g
., pr
ohib
ition
, wom
en’s
suffr
age,
eug
enic
s).
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
EVAL
UAT
E hi
storic
al in
form
atio
n.
WRITING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Repr
oduc
e ke
y w
ords
and
ph
rase
s abo
ut im
pact
of
signi
fican
t ind
ivid
uals
or
even
ts us
ing
phot
ogra
phs
and
wor
d ba
nks o
r bi
lingu
al d
ictio
narie
s
Defi
ne im
pact
of
signi
fican
t ind
ivid
uals
or
even
ts us
ing
phot
ogra
phs
and
wor
d ba
nks o
r bi
lingu
al d
ictio
narie
s
Des
crib
e im
pact
of
signi
fican
t ind
ivid
uals
or
even
ts us
ing
phot
ogra
phs
and
mod
els
Disc
uss i
n de
tail
impa
ct o
f sig
nific
ant i
ndiv
idua
ls or
ev
ents
usin
g m
odel
s
Crit
ique
impa
ct o
f sig
nific
ant i
ndiv
idua
ls or
ev
ents
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: ide
olog
y, so
cial
/pol
itica
l m
ovem
ent,
soci
al c
onstr
uct,
auth
ority
, soc
ial j
ustic
e, e
quity
ELD
STA
ND
ARD
5: T
he L
angu
age
of S
ocia
l Stu
dies
EX
AM
PLE
TOPI
C: H
isto
rica
l figu
res
& ti
mes
111
GR
AD
ES 1
1–12
CON
NEC
TIO
N: N
atio
nal A
rts S
tand
ards
for M
usic
#9, U
nder
stand
ing
Mus
ic in
Rela
tion
to H
istor
y and
Cul
ture
(Gra
des 9
–12)
: Stu
dent
s cla
ssify
by
genr
e or
styl
e an
d by
hist
oric
al
perio
d or
cul
ture
unf
amili
ar b
ut re
pres
enta
tive
aura
l exa
mpl
es o
f mus
ic a
nd e
xpla
in th
e re
ason
ing
behi
nd th
eir c
lass
ifica
tions
. Stu
dent
s ide
ntify
and
exp
lain
the
stylis
tic fe
atur
es o
f a
give
n m
usic
al w
ork
that
serv
e to
defi
ne it
s aes
thet
ic tr
aditi
on a
nd it
s hist
oric
al o
r cul
tura
l con
text
. Stu
dent
s ide
ntify
and
des
crib
e m
usic
gen
res o
r sty
les t
hat s
how
the
influ
ence
of
two
or m
ore
cultu
ral t
radi
tions
, ide
ntify
the
cultu
ral s
ourc
e of
eac
h in
fluen
ce, a
nd tr
ace
the
histo
rical
con
ditio
ns th
at p
rodu
ced
the
synt
hesis
of i
nflue
nces
.
EXA
MPL
E CO
NTE
XT F
OR
LAN
GU
AG
E U
SE: S
tude
nts g
ive
pres
enta
tions
to th
e cl
ass u
sing
repr
esen
tativ
e re
cord
ings
and
/or r
ealia
show
ing
the
rela
tions
hips
bet
wee
n so
cial
or
cultu
ral c
hang
es in
soci
ety
and
the
evol
utio
n of
mus
ical
gen
res (
e.g.
, hip
hop
, blu
es, 1
970s
salsa
, pro
test
mus
ic).
COG
NIT
IVE
FUN
CTIO
N: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
UN
DER
STAN
D m
usic
al g
enre
s with
in th
eir s
ocia
l or c
ultu
ral c
onte
xt.
SPEAKING
Leve
l 1En
teri
ngLe
vel 2
Emer
ging
Leve
l 3D
evel
opin
gLe
vel 4
Expa
ndin
gLe
vel 5
Brid
ging
Level 6 – Reaching
Nam
e in
fluen
ces o
n m
usic
al g
enre
s usin
g vi
sual
s, gr
aphi
c or
gani
zers
, an
d se
nten
ce fr
ames
(e
.g.,
“I c
hose
___
. It w
as
influ
ence
d by
…”)
Tell
abou
t the
evo
lutio
n of
mus
ical
gen
res u
sing
visu
als,
grap
hic
orga
nize
rs
(e.g
., tim
elin
es),
and
sent
ence
fram
es
Para
phra
se th
e ev
olut
ion
of m
usic
al g
enre
s usin
g gr
aphi
c or
gani
zers
and
fo
llow
ing
mod
els
Des
crib
e in
det
ail t
he
evol
utio
n of
mus
ical
gen
res
usin
g gr
aphi
c or
gani
zers
an
d fo
llow
ing
mod
els
Expl
ain
the
evol
utio
n of
m
usic
al g
enre
s
TOPI
C-RE
LATE
D L
AN
GU
AG
E: S
tude
nts a
t all
leve
ls of
Eng
lish
lang
uage
pro
ficie
ncy
inte
ract
with
gra
de-le
vel w
ords
and
exp
ress
ions
, suc
h as
: mus
ical
gen
re,
instr
umen
tatio
n, fu
sion,
aes
thet
ic tr
aditi
on, c
hord
stru
ctur
e, p
hras
ing,
cro
ssov
er a
rtist
COM
PLEM
ENTA
RY S
TRA
ND
: The
Lan
guag
e of
Mus
ic a
nd P
erfo
rmin
g A
rts
EXA
MPL
E TO
PIC:
Mus
ical
gen
res
112
Appendix A: Glossary of Terms and Expressions Related to WIDA’s Standards academic content standards: the skills and knowledge expected of students in the core content areas for each grade level
academic language: the oral and written text required to succeed in school that entails deep understanding and communication of the language of content within a classroom environment; revolves around meaningful application of specific criteria related to Linguistic Complexity at the discourse level, Language Forms and Conventions at the sentence level, and Vocabulary Usage at the word/phrase level within the particular context in which communication occurs
amplified strands: a framework for representing the WIDA English Language Development Standards that extends to include examples of the three performance criteria of academic language (Linguistic Complexity, Language Forms and Conventions, Vocabulary Usage) across levels of language proficiency
cognitive functions: the mental processes involved in learning
cohesion: a feature of academic language at the discourse level involving the grammatical and lexical elements within and across sentences that hold text together to give it meaning
collocations: words or phrases that naturally co-occur with each other, (e.g., “peanut butter and jelly,” or “a strong resemblance”)
Common Core State Standards: the skills and knowledge expected of students in English language arts, mathematics (Kindergarten–Grade 12), and literacy in history/social studies, science, and technical subjects, (Grades 6–12); adopted by the vast majority of states in the U.S. in 2010
complementary strands: the use of the standards framework to represent critical areas of schooling outside the five English language development standards, including music and performing arts, the humanities, visual arts, health and physical education, technology, and engineering
complex sentence: one independent clause joined by one or more dependent clauses with a subordinator such as because, since, after, although, or when or a relative pronoun such as that, who, or which (e.g., “When school started, the students were excited.”)
compound sentence: two or more independent clauses joined by coordinating conjunctions (e.g., for, and, nor, but, or, yet, so), semicolons, or a semicolon followed by a conjunctive adverb (e.g., “School started today; the students were excited.”)
content stem: the element of model performance indicators, derived from state and national content standards, including the Common Core State Standards and Next Generation of Science Standards, that provides a standards-referenced example for contextualizing language development
113
connections to academic content standards: examples of the association or correspondence of content to language standards
discourse: extended oral or written language conveying multiple connected ideas; its language features are shaped by the genre, text type, situation, and register
domains: see language domains
English language learners (ELLs): linguistically and culturally diverse students who have been identified (by a WIDA screener and other placement criteria) as having levels of English language proficiency that require language support to achieve grade-level content in English
example context for language use: element of the standards matrix situating the representation of the English language development standards within a sociocultural setting that considers the register, genre/text type, topic, and task
example topic: element of the standards matrix listing a theme or concept derived from state and national content standards that provides a context for language development
expanded sentences: complete thoughts that contain descriptive language or two ideas that are combined using connectors (and, but, or)
features of academic language: the performance criteria of oral and written communication that include Linguistic Complexity at the discourse level, Language Forms and Conventions at the sentence level, and Vocabulary Usage at the word/phrase level
formulaic expressions: a feature of academic language at the sentence level that represents a string of words acquired as a single chunk, such (e.g., “How are you?”)
framework: see standards framework
general language: words or expressions not typically associated with a specific content area (e.g., describe or book)
genres: socially-defined ways in which language (e.g., oral and written) is used to participate in particular contexts to serve specific purposes
instructional language: the language that typifies classroom discourse from teacher to teacher across content areas, such as “Open your books to page ___.”
instructional supports: sensory, graphic, and interactive resources embedded in instruction and assessment that assist students in constructing meaning from language and content
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integrated strands: a framework for representing the WIDA ELD Standards in which grade levels, language domains, and standards are combined in different configurations
L1: the first language a student acquires; usually refers to a home language(s) other than English, although for some English language learners, L2 (English) may be developing simultaneously alongside L1
L2: the second language a student acquires; usually refers to English as an additional language
language development standards: language expectations for English language learners represented within progressive levels of language proficiency
language domains: the modalities of language; listening, speaking, reading, and writing
language function: the purpose for which oral or written communication is being used; language functions guide the choices in language use and structure as well as the social relationships being established; first element of model performance indicators that indicates how English language learners process or use language to demonstrate their language proficiency
language proficiency: a person’s competence in processing (through listening and reading) and producing (through speaking and writing) language
Language Forms and Conventions: the grammatical structures, patterns, syntax, and mechanics associated with sentence level meaning; one of three criteria that constitute the Performance Definitions
levels of language proficiency: the division of the second language acquisition continuum into stages descriptive of the process of language development; the WIDA ELD Standards have six levels of language proficiency: 1–Entering, 2–Emerging, 3–Developing, 4–Expanding, 5–Bridging, and 6–Reaching
Linguistic Complexity: the organization, cohesion, and relationship between ideas expressed in the variety and kinds of sentences that make up different genres and text types in oral or written language at the discourse level; one of three criteria that constitute the Performance Definitions
model performance indicator (MPI): a single cell within the standards matrix that is descriptive of a specific level of English language development for a language domain within a grade or grade-level cluster
Next Generation Science Standards: the skills and knowledge expected of students in science and engineering; draft released for states’ review in May 2012
Performance Definitions: the criteria that define the Linguistic Complexity, Language Forms and Conventions, and Vocabulary Usage for receptive and productive language across the five levels of language proficiency
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productive language: communicating meaning through the language domains of speaking and writing
proficiency: see language proficiency
realia: real-life objects used as instructional supports for language and content learning
receptive language: the processing of language through listening and reading
register: features of language that vary according to the context, the groups of users and purpose of the communication (e.g., the speech used when students talk to their peers versus their principal)
scaffolding: careful shaping of the supports (e.g., processes, environment, and materials) used to build on students’ already acquired skills and knowledge to support their progress from level to level of language proficiency
simple sentence: an independent clause with a subject and a predicate; can also have a compound subject and/or predicate (e.g., “The students and teachers were excited.”)
social language: the everyday registers used in interactions outside and inside school
sociocultural context: the association of language with the culture and society in which it is used; in reference to schooling, understandings of sociocultural context revolve around the interaction between students and the classroom language environment, which includes both curriculum and those involved in teaching and learning
specific language: words or expressions used across multiple academic content areas in school (e.g., chart, total, individual)
standards framework: the components representing WIDA’s five ELD Standards, including the standards themselves, the Features of Academic Language, the Performance Definitions, and the strands of model performance indicators (standards matrix)
standards matrix: the basic framework for representing the English language development standards including a strand of model performance indicators, connection to state content standards, example context for language use, cognitive function, and topic-related language
strands of model performance indicators (MPIs): the five sequential or scaffolded levels of English language proficiency for a given topic and language domain within the standards matrix
supports: see instructional supports
technical language: the most precise words or expressions associated with topics within academic content areas in school
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text types: categories of text that employ particular language features for specific purposes
topic-related language: grade-level words and expressions, including those with multiple meanings and cognates, that are associated with the example topic within the standards matrix
visual support: accompanying the use of written or oral language with illustrations, photographs, charts, tables, graphs, graphic organizers, etc. to give ELLs additional opportunities to access meaning
Vocabulary Usage: the specificity of words or phrases for a given topic and context; one of three criteria that constitute the Performance Definitions
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Appendix B: Selected ReferencesAnstrom, K., DiCerbo, P., Butler, F., Katz, A., Millet, J., & Rivera, C. (2010). A review of the literature
on academic English: Implications for K–12 English language learners. Arlington, VA: The George Washington University Center for Equity and Excellence in Education.
August, D., & Shanahan, T. (Eds.). (2008). Developing reading and writing in second-language learners: Lessons from the report of the National Literacy Panel on Language-Minority Children and Youth. New York: Routledge.
Bailey, A. L., Butler, F. A., Stevens, R., & Lord, C. (2007). Further specifying the language demands of school. In A. L. Bailey (Ed.), The language demands of school: Putting academic language to the test (pp. 103–156). New Haven, CT: Yale University Press.
Brown, D. H. (2007). Principles of language learning and teaching (5th ed.). White Plains,NY: Pearson.
Cloud, N., Genesee, F., & Hamayan, E. (2009). Literacy instruction for English language learners: A teacher’s guide to research-based practices. Portsmouth, NH: Heinemann.
Commins, N. (2012). How do English language learners learn content area concepts through their second language? In E. Hamayan & R. Freeman-Field (Eds.), English language learners at school: A guide for administrators (pp. 44–46). Philadelphia, PA: Caslon Publishing.
Cook, H.G. & Zhao, Y. (2011). How English language proficiency assessments manifest growth: An examination of language proficiency growth in a WIDA state. Paper presented at the American Educational Research Association conference, New Orleans, LA.
Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Clevedon, England: Multilingual Matters.
Echevarría, J., Short, D., & Powers, K. (2006). School reform and standards-based education: A model for English-language learners. Journal of Educational Research, 99, 195–210.
Ellis, R. (1985). Teacher-pupil interaction in second language development. In S. M. Gass & C. G. Madden (Eds.), Input in second language acquisition (pp. 69–85). Rowley, MA: Newbury House.
Escamilla, K., & Hopewell, S. (2010). Transitions to biliteracy: Creating positive academic trajectories for emerging bilinguals in the United States. In J. E. Petrovic (Ed.), International perspectives on bilingual education: Policy, practice, controversy (pp. 69–94). Charlotte, NC: Information Age Publishing.
Fillmore, L. W., & Snow, C. E. (2002). What teachers need to know about language. In C. T. Adger, C. E. Snow, & D. Christian (Eds.), What teachers need to know about language (pp. 7–53). Washington, DC, and McHenry, IL: Center for Applied Linguistics and Delta Systems.
Francis, D. J., Lesaux, N., Kieffer, M., & Rivera, H. (2006). Practical guidelines for the education of English language learners: Research-based recommendations for instruction and academic interventions. Portsmouth, NH: RMC Corporation, Center on Instruction.
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García, O., & Kleifgen, J. (2010). Educating emergent bilinguals: Policies, programs, and practices for English language learners. New York, NY: Teachers College Press.
Gee, J. P. (2008). What is academic language? In A. S. Rosebery & B. Warren (Eds.), Teaching science to English language learners: Building on students’ strengths (pp. 57–70). Arlington, VA: National Science Teachers Association Press.
Gibbons, P. (2008). English learners academic literacy and thinking: Learning in the challenge zone. Portsmouth, NH: Heinemann.
Goldenberg, C. & Coleman, R. (2010). Promoting academic achievement among English learners: A guide to the research. Thousand Oaks, CA: Corwin Press.
González, N., Moll, L., & Amanti, C. (2005). Funds of knowledge: Theorizing practices in households, communities and classrooms. Mahwah, NJ: Erlbaum.
Gottlieb, M. (2012). An overview of language education standards. In C. Coombe, P. Davidson, S. Stoynoff & B. O’Sullivan (Eds.), The Cambridge guide to second language assessment (pp. 74–81). Cambridge, England: Cambridge University Press.
Hakuta, K., Goto Butler, Y., & Witt, D. (2000). How long does it take English learners to attain proficiency? (Policy Report No. 2001-1). Santa Barbara: UC Linguistic Minority Research Institute.
Halliday, M. A. K., & Hasan, R. (1989). Language, context, and text: Aspects of language in a social-semiotic perspective. F. Christie (Ed.), Essex, England: Pearson Education Limited.
Hornberger, N. H. (2003). Introduction. In N. H. Hornberger (Ed.), Continua of biliteracy: An ecological framework for educational policy, research, and practice in multilingual settings (xii–xxii). Clevedon, England: Multilingual Matters.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, England: Cambridge University Press.
Lemke, J. L. (1990). Talking science: Language, learning and values. Norwood, NJ: Ablex Publishing Corporation.
Mohan, B. (1986). Language and content (Vol. 5288). Reading, MA: Addison-Wesley.
Pérez, B. (Ed.). (2004). Sociocultural contexts of language and literacy (2nd ed.). Mahwah, NJ: Erlbaum.
Scarcella, R. (2003). Academic English: A conceptual framework (Tech. Rep. No. 2003-1). Santa Barbara, CA: UC Linguistic Minority Research Institute.
Schleppegrell, M. (2004). The language of schooling: A functional linguistics perspective. Mahwah, NJ: Erlbaum.
Short, D. J., Echevarría, J., & Richards-Tutor, C. (2011). Research on academic literacy development in sheltered instruction classrooms. Language Teaching Research, 15, 363–380.
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Snow, C. E., & Uccelli, P. (2009). The challenge of academic language. In D. R. Olson & N. Torrance (Eds.), The Cambridge handbook of literacy (pp. 112–133). New York, NY: Cambridge University Press.
Thomas, W.P., & Collier, V.P. (2002). A national study of school effectiveness for language minority students’ long-term academic achievement. Santa Cruz, CA: Center for Research on Education, Diversity & Excellence, University of California–Santa Cruz.
Ulibarri, D. M., Spencer, M. L., & Rivas, G. A. (1981). Language proficiency and academic achievement: A study of language proficiency tests and their relationship to school ratings as predictors of academic achievement. NABE Journal, 5, 47–79.
Valdés, G. (2001). Learning and not learning English: Latino students in American schools. New York, NY: Teachers College Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Walqui, A. (2003). Conceptual framework: Scaffolding for English learners. San Francisco, CA: WestEd.
Zwiers, J. (2008). Building academic language: Essential practices for content classrooms, grades 5–12. San Francisco, CA: Jossey-Bass.
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Appendix C: Index of Strands by Grade LevelThe tables below reference the language domains and example topics presented in WIDA’s 2012 Amplification of the English Language Development Standards. As this publication does not include a strand for every domain within each of the five standards, we encourage educators to look for examples across surrounding grade levels or refer to WIDA’s 2007 Edition (available at www.wida.us) for additional examples of language development. We also invite educators to adapt, customize, and create new strands of model performance indicators to meet the needs of their ELLs. A blank template for this purpose is provided on p. 16.
Kindergarten
ELD Standard Example Topic Language Domain
1: Social & Instructional Language* Classroom collaboration Speaking
2: The Language of Language Arts Features of print Listening
3: The Language of Mathematics Attributes of objects Speaking
4: The Language of Science Body parts & senses Reading
5: The Language of Social Studies Self & family Writing
Complementary: The Language of Music & Performing Arts
Rhythm Listening
Grade 1
ELD Standard Example Topic Language Domain
1: Social & Instructional Language Recreational classroom activities Reading
2: The Language of Language Arts Text elements Writing
3: The Language of Mathematics* Measurement of objects Listening
4: The Language of Science Force & motion Listening
5: The Language of Social Studies Neighborhoods/Communities Speaking
Complementary: The Language of the Humanities Multiculturalism Reading
Grade 2
ELD Standard Example Topic Language Domain
1: Social & Instructional Language School areas, personnel, & activities Listening
2: The Language of Language Arts Storytelling/Experiential recounting Speaking
3: The Language of Mathematics Money Reading
4: The Language of Science Life cycles Writing
5: The Language of Social Studies* Historical times & people Reading
Complementary: The Language of Visual Arts Visual characteristics Speaking *denotes expanded strand
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Grade 3
ELD Standard Example Topic Language Domain
1: Social & Instructional Language Research interests Writing
2: The Language of Language Arts* Giving feedback for revision Writing
3: The Language of Mathematics Area Listening
4: The Language of Science Electricity & magnets Speaking
5: The Language of Social Studies Civic participation Reading
Complementary: The Language of Health & Physical Education
Healthy choices Listening
Grade 4
ELD Standard Example Topic Language Domain
1: Social & Instructional Language Community practices Speaking
2: The Language of Language Arts Narration Reading
3: The Language of Mathematics Lines & angles Writing
4: The Language of Science* Earth history/materials Listening
5: The Language of Social Studies Maps & globes/Locations Listening
Complementary: The Language of Technology & Engineering
Multimedia publishing Writing
Grade 5
ELD Standard Example Topic Language Domain
1: Social & Instructional Language* Peer assessment Speaking
2: The Language of Language Arts Text evidence Listening
3: The Language of Mathematics Coordinate plane Speaking
4: The Language of Science Solar system Reading
5: The Language of Social Studies Exploration Writing
Complementary: The Language of Music & Performing Arts
Song lyrics Reading
*denotes expanded strand
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Grade 6
ELD Standard Example Topic Language Domain
1: Social & Instructional Language Behavioral expectations Reading
2: The Language of Language Arts Peer editing Writing
3: The Language of Mathematics* Ratio & rate Writing
4: The Language of Science Ecosystems Listening
5: The Language of Social Studies Forms & organization of government
Speaking
Complementary: The Language of the Humanities Interpretation of oral histories Speaking
Grade 7
ELD Standard Example Topic Language Domain
1: Social & Instructional Language Reflective listening Listening
2: The Language of Language Arts Main ideas Speaking
3: The Language of Mathematics Algebraic equations Reading
4: The Language of Science Scientific inquiry Writing
5: The Language of Social Studies* Agriculture Reading
Complementary: The Language of Visual Arts Art media, techniques, & processes Listening
Grade 8
ELD Standard Example Topic Language Domain
1: Social & Instructional Language Peer pressure Writing
2: The Language of Language Arts* Literature analysis Listening
3: The Language of Mathematics Transformation of two-dimensional figures
Listening
4: The Language of Science Forms of energy Speaking
5: The Language of Social Studies Globalization Reading
Complementary: The Language of Health & Physical Education
Personal health & fitness Writing
*denotes expanded strand
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Grades 9–10
ELD Standard Example Topic Language Domain
1: Social & Instructional Language Collaborative discussion Speaking
2: The Language of Language Arts Bias Reading
3: The Language of Mathematics Right triangles Writing
4: The Language of Science* Dependent & independent variables Speaking
5: The Language of Social Studies Supply & demand Listening
Complementary: The Language of Technology & Engineering
Technology & ethics Reading
Grades 11–12
ELD Standard Example Topic Language Domain
1: Social & Instructional Language* Informed decisions (college & career)
Reading
2: The Language of Language Arts Satire Listening
3: The Language of Mathematics Mathematical relations & functions Speaking
4: The Language of Science Chemical reactions Reading
5: The Language of Social Studies Historical figures & times Writing
Complementary: The Language of Music & Performing Arts
Musical genres Speaking
*denotes expanded strand
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Appendix D: Acknowledgements and Development Process WIDA would like to extend its appreciation to the many individuals who have inspired, supported, and contributed to the development of this edition of the English language development standards. This section outlines the formal process by which WIDA conceptualized, drafted, and reviewed this 2012 amplification of the WIDA standards and acknowledges those educators who were a part of that process, with apologies to many others who contributed ideas via less formal interactions.
First, it is important to acknowledge the numerous educators who were involved in the development of the 2004 and 2007 Editions of the WIDA English Language Proficiency Standards. In 2003–04, more than 65 teachers, administrators, and researchers at the classroom, district, state, university, and national levels provided input and feedback. The first major standards development meeting in May 2004 included representatives from eight states and involved close analysis of the national TESOL (1997) ESL standards for preK–12 students, as well as individual states’ language and content standards. Performance indicators from these standards were examined and expanded to highlight their language functions. After intensive review and revisions by the WIDA standards development team and partner staff at the Center for Applied Linguistics, the large-scale assessment framework emerged. Later that year, the classroom framework was added and in 2004, both were published.
In 2006–07, stakeholder consensus about several new ideas for the standards called for action. First among these was the need to separate PreK–Kindergarten standards from those for grades 1 and 2, along with the desire to reformat for ease of use, the decision to add a sixth proficiency level and finally, the need to incorporate example topics and genres from all member states’ content standards. Upon release of the 2007 Edition, the Consortium included 15 states. The drafts of the 2007 Edition were approved by a Standards Review Committee consisting of state and local educational agency representatives, as well as WIDA staff and partners at the Center for Applied Linguistics. As with all of WIDA’s standards work, the drafts were also vetted by the Consortium Board of member state representatives.
The 2012 amplification development process began with the goal of improving how WIDA illustrates academic language within its standards framework, especially considering the wide impact of the Common Core State Standards on curriculum, instruction, and assessment. WIDA presented ideas, plans, and templates at focus groups, meetings, and professional learning workshops, as well as shared its vision with Consortium member states, Board representatives, and its Standards National Advisory Panel. Overall, the development of this edition involved hundreds of teachers, consultants, administrators, university faculty, and test developers. The visionary leadership of Dr. Margo Gottlieb and Andrea Cammilleri ensured that all voices were heard and the best interests of students and teachers were always the main focus.
In February and March of 2010, WIDA held two initial feedback sessions. Consortium member state educational agency representatives were invited to attend and/or nominate attendees, and several higher education instructors and professional development facilitators were recruited. Participants in these events were asked to share how the 2004 and 2007 Editions of the WIDA ELP Standards had been used in their educational contexts and they rated 24 possible uses on their level of success to date. Next, they
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were invited to rank their interest in 15 proposed resources that could support greater understanding and use of the WIDA ELP Standards. Later, they discussed and rated many proposed new features to the standards matrix. Finally, they reviewed an early draft of the new standards matrix and responded to some guiding questions.
Thanks to the following individuals for their important contributions at these events:
Feedback Session, February 23, 2010, Arlington Heights, IL
Maria Barreras, Madison Metropolitan School District, WIMiguel Fernandez, Ph.D., Cicero Public School District 99, ILBetzaida Gomez, Milwaukee Public Schools, WILorena Gueny, Milwaukee Public Schools, WIHarriette Herrera, Consultant, DePaul University, ILJohn Hilliard, Illinois Resource Center, ILSeon Hwa Eun, Illinois State Board of Education, ILTammy King, Illinois Resource Center, ILRobin M. Lisboa, Illinois State Board of Education, ILAlan Matan, Maine Township High School District 207, IL Robin Rivas, Milwaukee Public Schools, WIGladys Rodriguez, Cicero Public School District 99, ILCristina Sanchez-Lopez, Illinois Resource Center, ILAmaveli Ugaz, Madison Metropolitan School District, WIJudy Yturriago, Ph.D., Northeastern Illinois University, ILDiane Zendejas, Chicago Public School District 299, IL
Feedback Session, March 2, 2010, Washington, D.C.
Katarina Brito, District of Columbia Public Schools, DCNora Bustios, Oyster-Adams Bilingual School, DCCurt Emmel, Manassas City Public Schools, VAMatilde Rosa Jimenez, Manassas City Public Schools, VACarol Johnson, Georgia Department of Education, GAMegan Moore, Manassas City Public Schools, VABethany Nickerson, Ph.D., District of Columbia Office of the State Superintendent of Education, DCRegina Postogna, Asbury Park School District, NJMari Rasmussen, Ph.D., National Clearinghouse for English Language Acquisition (NCELA) Sarah Rosenbaum, Manassas City Public Schools, VAMindi Teich, District of Columbia Public Schools, DCJon Valentine, Georgia Department of Education, GA
WIDA also convened a Standards National Advisory Panel Meeting consisting of experts and representatives from our Consortium’s state-level leaders in March 2010. The group discussed the vision for the future of WIDA’s standards-based system of offerings and brainstormed the first draft of WIDA’s Guiding Principles of Language Development to serve as the theoretical foundation for the
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project. Participants discussed how to bring these principles to life within the standards matrices, the Resource Guide, and through other complementary efforts such as professional development. Finally, they brainstormed how to encourage buy-in from wider groups of stakeholders, address the needs of sub-groups of ELLs, incorporate multicultural elements and perspectives into the standards and standards-based resources, and address the Common Core State Standards.
Standards National Advisory Panel Meeting, March 16–17, 2010
Diane August, Ph.D., Center for Applied LinguisticsAlison Bailey, Ph.D., University of California, Los AngelesGisela Ernst-Slavit, Ph.D., Washington State UniversityJohn Hilliard, Illinois Resource CenterAnne Katz, Ph.D., ConsultantRobin M. Lisboa, Illinois State Board of EducationJoanne Marino, North Carolina Department of Public InstructionMary Lou McCloskey, Ph.D., EducoRobert Measel, Rhode Island Department of EducationMark Nigolian, Burlington School District, VTJanet Orr, TEAL ServicesRobin Rivas, Milwaukee Public Schools, WIDely Roberts, Alabama State Department of Education
At WIDA’s June 2010 Consortium Board meeting in Richmond, VA, progress on the project was shared along with preliminary drafts of a strand. Twenty WIDA member states sent representatives to this meeting and together, they endorsed the plans of the standards development team.
Over the remaining months of 2010, WIDA finalized the Guiding Principles of Language Development, drafted Performance Definitions, and convened another national group of experts known as the Madison Academic Language Working Group. This group was charged with defining and elaborating the core components of academic language to support student growth, and continues to think about how to effectively disseminate this information to various stakeholders including teachers and administrators, researchers, policy-makers, and others.
Concurrently, the WIDA standards development team worked to finalize a draft matrix, and shared it with about 20 educators participating in WIDA’s institute. The draft matrix was brought to the Executive Committee of the WIDA Consortium Board for discussion and approval in December 2010. The Executive Committee consisted of state educational agency representatives from six WIDA states (each representing a region) and one local educational agency representative.
In February and April of 2011, WIDA brought together groups of language educators to learn about the updated standards matrix and begin drafting grade-level strands of model performance indicators. The grade-level and linguistic expertise of the following educators generated creative ideas for the draft strands. WIDA is grateful for their ongoing commitment to the project.
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Grades K–5 Strand-Writing Workshop, February 17–18, 2011, Madison, WI
Karen Alderson, CCSD#15, Palatine, ILDonna DeVito, Cicero Public School District 99, ILPamela Dorn, Madison Metropolitan School District, WI Rocio Fisher, West Chicago District 33, IL Maritza Guilamo, West 40 Intermediate Service Center No. 2, ILMary Lattas, CCSD#15, Palatine, ILBonnie Nagel, District 300, Carpentersville, ILGuadalupe Navarro, West Chicago District 33, ILCarla O’Connor, CCSD#15, Palatine, ILRuth Reinl, ConsultantRobin Rivas, Milwaukee Public Schools, WILeslie Sandeen, Madison Metropolitan School District, WIAllison Yount, West Chicago District 33, IL
Grades 4–12 Strand-Writing Workshop, April 13–14, 2011, Arlington Heights, IL
Jorge Almodovar, District 300, Carpentersville, ILKelly Buczkiewicz, CCSD#15, Palatine, ILPeg Christiansen, Township High School District 214, Arlington Heights, IL Griselda Flores, Chicago Public School District 299, ILAlma Giner-Garcia, Albuquerque Public Schools, NMMaria Gregorio, CCSD#59, Arlington Heights, ILShelia Heck, Township High School District 214, Arlington Heights, ILGreg Hansen, Albuquerque Public Schools, NMLeticia Hernandez, Chicago Public School District 299, ILKari Jaeckel-Rodriguez, Evanston Township High School, IL Tammy King, Illinois Resource Center, ILBen Kollasch, Middleton-Cross Plains Area School District, WIRuthann Lewis, Madison Metropolitan School District, WIHanna Martin, School District of Beloit, WIEmily Miller, Madison Metropolitan School District, WIGuadalupe Navarro, West Chicago District 33, ILKaitlin Parrett, CCSD#59, Arlington Heights, ILPatricia Payne, Evanston Township High School, ILJosh Thorison, School District of Beloit, WIMagali Williams, IL
WIDA continued to review the strands created by educators, and in June 2011, presented an overview of the development process and an example expanded standards matrix to the full WIDA Consortium Board, which was met with enthusiasm by the 26 state educational agency representatives in attendance.
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In late July 2011, the educators listed below were invited to WIDA’s office in Madison, WI to focus on revising the example context for language use accompanying each strand.
Example Context for Language Use Event, July 27, 2011, Madison, WI
Pamela Dorn, Madison Metropolitan School District, WI Ben Kollasch, Middleton-Cross Plains Area School District, WIMaureen Kuhn-Rojas, Naperville School District #203, ILRuthann Lewis, Madison Metropolitan School District, WIHanna Martin, School District of Beloit, WISarah Symes, Madison Metropolitan School District, WIJosh Thorison, School District of Beloit, WI
WIDA shared drafts of the Features of Academic Language, Performance Definitions, and three grade levels of strands with its Standards National Advisory Panel during August 2011. In response to guiding questions, participants gave written feedback and shared their perspectives in an interactive webinar. Their approval prompted WIDA to publish its full draft for public review.
Standards National Advisory Panel Interactive Webinar, August 30, 2011
Alison Bailey, Ph.D., University of California, Los AngelesGisela Ernst-Slavit, Ph.D., Washington State UniversityJohn Hilliard, Illinois Resource CenterAnne Katz, Ph.D., ConsultantJoanne Marino, North Carolina Department of Public InstructionMary Lou McCloskey, Ph.D., EducoMark Nigolian, Burlington School District, VTJanet Orr, TEAL ServicesRobin Rivas, Milwaukee Public Schools, WI
In September 2011, WIDA released a draft of the Features of Academic Language, strands of model performance indicators for each grade level, and supplemental materials, including a tutorial. Educators across the country were invited to submit an anonymous web form with overall comments about the draft and its usefulness for language teachers and general education teachers. Additionally, surveys were made available for educators to consider the appropriateness of the specific elements of one strand of model performance indicators at each grade level. After the close of the comment period in November, this information was compiled and reviewed to inform edits and enhancements to the final version of this edition. In all, over 675 grade-level surveys were submitted along with over 100 comments.
During the draft release period, the Center for Applied Linguistics also conducted a review of the expanded matrices with a particular focus on improving the accuracy of linguistic features represented at each proficiency level and grade level. The following WIDA project staff at CAL participated in the review and/or the aforementioned events:
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WIDA Project Staff at the Center for Applied Linguistics, Washington, D.C.
Dorry Kenyon, Ph.D.Abby DavisLakisha DockettStephanie Gibson Daniel Ginsberg Michele Kawood
David MacGregor, Ph.D.Jennifer NortonAbbe SpokaneAnna TodorovaKathryn Wolf
Following the draft review, many comments and insights from the field were incorporated, and some features were revised or added. At the WIDA Consortium Board meeting in June 2012, state educational agency representatives from thirty states received near-final draft copies and participated in discussions about implementing the 2012 amplification. Upon release of the publication, additional efforts will take place to ensure ongoing alignment to state and national standards and engage educators in professional development around the standards framework.
The following WIDA staff members and consultants participated in events and/or shared their time and expertise over the course of the project:
WIDA Staff Contributors
Meredith AltAlissa BlairTim Boals, Ph.D.Don BouchardMichelle CarsonH. Gary Cook, Ph.D.Margot DownsEmily Evans FanaeianLeslie GrimmSusana Ibarra JohnsonMaureen KeithleyBob KohlNaomi Lee, Ph.D.
Todd Lundberg, Ph.D.Rita MacDonaldLorena MancillaJesse MarkowDaniella Molle, Ph.D. Connie North, Ph.D.Melissa PatonNancy RydbergAmanda SpalterSamantha StevensPakou VangPatricia VenegasCarsten Wilmes, Ph.D.
This publication was made possible by the tireless efforts of the following WIDA staff members:
WIDA ELD Standards Development TeamMargo Gottlieb, Ph.D., Lead DeveloperAndrea Cammilleri, Assistant Director, Educator Resources & TechnologyMariana Castro, Director of Professional DevelopmentM. Elizabeth Cranley, Ph.D., WIDA Associate Director Janet Trembley, Graphic Design
Thank you, everyone, for your contributions!
©2012 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium
www.wida.us