Standards and Bilingual and ESL Assessment

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2012 AMPLIFICATION OF

The English Language Development Standards KINDERGARTEN–GRADE 12

INCLUDING

• Features and examples of academic language • Connections to state content standards,

including the Common Core State Standards and Next Generation Science Standards

• Higher-order thinking at all levels of language proficiency

2012 AMPLIFICATION OF

The English Language Development Standards KINDERGARTEN - GRADE 12

WIDA’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.

Third printing, 2013

2013 WIDA Consortium Members

Alabama Alaska Colorado Delaware District of Columbia Georgia Hawaii Illinois Kentucky Maine Maryland

Massachusetts Michigan Minnesota Mississippi Missouri Montana Nevada New Hampshire New Jersey New Mexico North Carolina

North Dakota Northern Mariana Islands Oklahoma Pennsylvania Rhode Island South Dakota Utah Vermont Virginia Wisconsin Wyoming

2013 Non-member States Formally Adopting the WIDA ELD Standards

Idaho South Carolina Tennessee

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.

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WIDA’s Framework for Language Development Standards

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.

Table of Contents and List of Figures

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

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

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

Appendices

Appendix A: Glossary of Terms and Expressions Related to WIDA’s Standards ................................ 112 Appendix B: Selected References ...................................................................................................... 117 Appendix C: Index of Strands by Grade Level .................................................................................. 120 Appendix D: Acknowledgements and Development Process ............................................................. 124

List of Figures

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

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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:

R EA

D IN

Level 1 Entering

Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging Level 6 – R

each in

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

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

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

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

Compare and contrast narrative points of view in extended texts

: 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:

R EA

D IN

Level 1 Entering

Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging Level 6 – R

each in

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

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

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

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

Compare and contrast narrative points of view in extended texts

: 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:

R EA

D IN

Level 1 Entering

Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging Level 6 – R

each in

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

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

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

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

Compare and contrast narrative points of view in extended texts

: 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:

R EA

D IN

Level 1 Entering

Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging Level 6 – R

each in

: 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 text Structure of speech/written text Density of speech/written text Organization and cohesion of ideas Variety of sentence types

Sentence Level

Language Forms and Conventions

(Types, array, and use of language structures)

Types and variety of grammatical structures Conventions, mechanics, and fluency Match of language forms to purpose/ perspective

Word/Phrase Level

Vocabulary Usage

(Specificity of word or phrase choice)

General, specific, and technical language Multiple meanings of words and phrases Formulaic and idiomatic expressions Nuances and shades of meaning Collocations

The sociocultural contexts for language use involve the interaction between the student and the language environment, encompassing the…

• Register • Genre/Text type • Topic • Task/Situation • Participants’ identities and social roles

The three criteria used to define each level of language proficiency are displayed in two sets of PERFORMANCE DEFINITIONS. One set of Performance Definitions (see Figure G) is for receptive language and represents how ELLs process language to comprehend information, ideas, or concepts in either oral or written communication. The other set of Performance Definitions (see Figure H) is for productive language and shows how students use language to express information, ideas, or concepts in either oral or written communication.

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a nd

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w ith

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p an

d in

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se .

O V

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IE W

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 4 Expanding

• Connected discourse with a variety of sentences

• Expanded related ideas

• A variety of complex grammatical constructions

• Sentence patterns characteristic of particular content areas

• Specific and some technical content-area language

• Words or expressions with multiple meanings across content areas

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:

R EA

D IN

Level 1 Entering

Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging Level 6 – R

each in

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

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

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

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

Compare and contrast narrative points of view in extended texts

: person, third person

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

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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 group structures

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.

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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:

R EA

D IN

Level 1 Entering

Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging Level 6

– R each

in g

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

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

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

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

Compare and contrast narrative points of view in extended texts

: 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:

R EA

D IN

Level 1 Entering

Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging Level 6 – R

each in

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

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

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

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

Compare and contrast narrative points of view in extended texts

: person, third person

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

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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 ➞ cheaper expensive ➞ more expensive

Some phones are cheaper, but…

on sale 15% off

Vocabulary Usage Word/Phrase Level

plus tax on sale

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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.

C O

N N

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O V

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ep re

se n

ti n

g t

h e

W ID

En g

lis h

L an

g u

ag e

D ev

el o

p m

en t

St an

d ar

d s

IN T

EG R

A T

ED S

T R

A N

D S

C O

N N

EC T

IO N

S: C

om m

on C

or e

C ol

le ge

a nd

C ar

ee r

Re ad

in es

s A nc

ho r

St an

da rd

s f or

ad in

g #1

0, W

ri tin

g #1

0, a

nd S

pe ak

in g

an d

Li ste

ni ng

# 1

(G ra

de s K

–5 ):

1 0.

R ea

d an

d co

m pr

eh en

d co

m pl

ex li

te ra

ry a

nd in

fo rm

at io

na l t

ex ts

in de

pe nd

en tly

a nd

p ro

fic ie

nt ly

. 10

. W ri

te r

ou tin

el y

ov er

e xt

en de

d tim

e fr

am es

(t im

e fo

r re

se ar

ch , r

efl ec

tio n,

a nd

vi si

on ) a

nd s

ho rt

er ti

m e

fr am

es (a

s in

gl e

si tt

in g

or a

d ay

o r

tw o)

fo r

a ra

ng e

ta sk

s, p

ur po

se s,

a nd

a ud

ie nc

es . 1

. P re

pa re

fo r

an d

pa rt

ic ip

at e

eff ec

tiv el

y in

a r

an ge

o f

co nv

er sa

tio ns

a nd

c ol

la bo

ra tio

ns w

ith d

iv er

se p

ar tn

er s,

b ui

ld in

g on

o th

er s’

id ea

s an

d ex

pr es

si ng

th ei

r ow

n cl

ea rl

y an

d pe

rs ua

si ve

ly .

C om

m on

C or

e St

at e

St an

da rd

s f or

M at

he m

at ic

s, M

ea su

re m

en t a

nd D

at a.

N ex

t G en

er at

io n

Sc ie

nc e

St an

da rd

s, Ea

rt h

an d

Sp ac

e Sc

ie nc

es K

-E SS

2- 1,

3 -E

SS 2-

4- E

SS 3-

2: U

se a

nd s

ha re

o bs

er va

tio ns

o f l

oc al

w ea

th er

c on

di tio

ns to

d es

cr ib

e pa

tt er

ov er

ti m

e. R

ep re

se nt

d at

a in

ta bl

es a

nd g

ra ph

ic al

d is

pl ay

s to

d es

cr ib

e ty

pi ca

l w ea

th er

nd iti

on s

ex pe

ct ed

d ur

in g

a pa

rt ic

ul ar

s ea

so n.

G en

er at

e an

d co

m pa

re m

ul tip

so lu

tio ns

to r

ed uc

e th

e im

pa ct

s of

n at

ur al

E ar

th p

ro ce

ss es

o n

hu m

an s.

H ist

or y

an d

So ci

al S

ci en

ce S

ta nd

ar ds

o f L

ea rn

in g

fo r V

ir gi

ni a

Pu bl

ic S

ch oo

ls 1.

6 (G

ra de

1 ),

1 (

V ir

gi ni

a St

ud ie

s) : Th

e st

ud en

t w ill

d es

cr ib

e ho

w th

e lo

ca tio

n of

h is

/ he

r co

m m

un ity

, c lim

at e,

a nd

p hy

si ca

l s ur

ro un

di ng

s aff

ec t t

he w

ay p

eo pl

e liv

in cl

ud in

g th

ei r

fo od

, c lo

th in

g, s

he lte

r, tr

an sp

or ta

tio n,

a nd

r ec

re at

io n.

Th e

st ud

en t w

ill

de m

on st

ra te

s ki

lls fo

r hi

st or

ic al

a nd

g eo

gr ap

hi ca

l a na

ly si

s an

d re

sp on

si bl

e ci

tiz en

sh ip

, in

cl ud

in g

th e

ab ili

ty to

i) a

na ly

ze a

nd in

te rp

re t m

ap s

to e

xp la

in r

el at

io ns

hi ps

a m

on g

la nd

fo rm

s, w

at er

fe at

ur es

, c lim

at ic

c ha

ra ct

er is

tic s,

a nd

h is

to ri

ca l e

ve nt

Th is

in te

gr at

ed s

tr an

d in

vi te

s ed

uc at

or s

to c

on si

de r

ho w

th ey

m ig

ht p

re pa

re u

ni ts

co rp

or at

in g

m ul

tip le

la ng

ua ge

d om

ai ns

a nd

s ub

je ct

a re

as s

o th

at s

tu de

nt s

ca n

m ak

e im

po rt

an t l

ea rn

in g

co nn

ec tio

ns a

cr os

s di

sc ip

lin es

. F or

e xa

m pl

e, a

s st

ud en

ga in

fa m

ili ar

ity w

ith id

ea s

an d

co nc

ep ts

a bo

ut w

ea th

er , e

du ca

to rs

h av

e a

gr ea

t op

po rt

un ity

to fo

cu s

on in

st ru

ct in

g th

em in

th e

un iq

ue fe

at ur

es o

f l an

gu ag

e us

to c

om m

un ic

at e

ab ou

t w ea

th er

in e

ac h

co nt

en t a

re a.

I n

th is

in te

gr at

ed s

tr an

d, th

e m

od el

p er

fo rm

an ce

in di

ca to

rs fo

r re

ce pt

iv e

an d

pr od

uc tiv

e do

m ai

ns a

re c

om bi

ne d.

er ef

or e,

s tu

de nt

s ca

n us

e th

ei r

st ro

ng er

d om

ai n

sk ill

s (e

.g .,

in s

pe ak

in g)

sc aff

ol d

th ei

r de

ve lo

pm en

t i n

th e

ot he

r pr

od uc

tiv e

do m

ai n

(e .g

., w

ri tin

g) .

Li ke

w is

e, re

ad in

g m

ig ht

a ct

a s

a sc

aff ol

d fo

r st

ud en

ts ’ l

is te

ni ng

, o r

vi ce

v er

sa . S

om e

po ss

ib ili

tie s

fo r

w ha

t t hi

s sc

aff ol

di ng

m ig

ht lo

ok li

ke in

cl ud

e ta

ki ng

tu rn

s lis

te ni

to e

ac h

ot he

r re

ad a

te xt

, s uc

h as

a n

In te

rn et

-b as

ed n

ew s

ar tic

le , a

nd th

en li

st en

in g

to a

r ec

or di

ng o

f i t t

o in

cr ea

se c

om pr

eh en

si on

. F or

th e

pr od

uc tiv

e do

m ai

ns ,

st ud

en ts

m ig

ht th

in k

al ou

d w

ith th

ei r

cl as

sm at

es o

ra lly

th en

w ri

te , o

r ev

en d

ic ta

to a

n ad

ul t t

o se

e w

ha t t

he ir

id ea

s lo

ok li

ke in

w ri

tin g.

F or

s tu

de nt

s w

ith s

tr on

ge r

w ri

tin g

sk ill

s, th

ey m

ig ht

ta ke

ti m

e to

p re

pa re

th ei

r th

ou gh

ts in

de pe

nd en

tly o

n pa

pe r,

th en

u se

th ei

r w

ri tin

g as

a s

up po

rt fo

r a

sp ea

ki ng

a ct

iv ity

. Th es

e ac

tiv iti

w ou

ld a

ll re

qu ir

e di

ffe re

nt ia

te d

su pp

or t d

ep en

di ng

o n

st ud

en ts

’ l an

gu ag

e pr

ofi ci

en cy

le ve

ls, a

nd it

is im

po rt

an t t

o m

ak e

su re

th ro

ug ho

ut th

e un

it th

at a

ll st

ud en

ts c

an e

ng ag

e in

h ig

he r-

or de

r th

in ki

ng to

a pp

ly th

ei r

ba ck

gr ou

nd k

no w

le dg

e of

w ea

th er

to e

ac h

of th

e co

nt en

t a re

as .

EL D

S TA

N D

A R

D S

1 –5

A M

P LE

T O

P IC

: W ea

th er

K IN

D ER

G A

R T

EN –G

R A

D E

S EC

T IO

N 2

: In

te g

ra te

d S

tr an

d s

IN T

EG R

A T

ED S

T R

A N

D S

EX A

M P

LE C

O N

T EX

T F

O R

L A

N G

U A

G E

U S

E: S

tu de

nt s

in ve

st ig

at e,

c ol

le ct

d at

a, a

nd r

ep or

t o n

th e

im pa

ct o

f w ea

th er

c on

di tio

ns o

n pe

op le

in d

iff er

en t c

om m

un iti

es , r

eg io

ns ,

an d

na tio

ns a

ro un

d th

e w

or ld

C O

G N

IT IV

E FU

N C

T IO

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y A

PP LY

k no

w le

dg e

of w

ea th

er c

on di

tio ns

a cr

os s

th e

co nt

en t a

re as

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching LISTENING & READING

M at

ch ic

on s

or n

um be

w ith

p ho

to gr

ap hs

to d

en ot

e w

ea th

er c

on di

tio ns

a nd

ei r

eff ec

ts o

n pe

op le

(e .g

., pe

op le

’s m

oo ds

, w ay

s of

liv

in g)

b as

ed o

n vi

de os

a nd

xt -b

as ed

r es

ou rc

es u

si ng

le nd

ar s,

m ap

s, c

ha rt

an d

gr ap

Se le

ct in

fo rm

at io

n re

la te

d to

w ea

th er

c on

di tio

ns a

th ei

r eff

ec ts

o n

pe op

ba se

d on

v id

eo s

an d

te xt

-b as

ed r

es ou

rc es

u si

ca le

nd ar

s, m

ap s,

c ha

rt s,

d gr

ap hs

R el

at e

w ea

th er

c on

di tio

to th

ei r

eff ec

ts o

n pe

op le

se d

on v

id eo

s, p

od ca

st s,

d te

xt -b

as ed

r es

ou rc

us in

g ca

le nd

ar s,

m ap

ch ar

ts , a

nd g

ra ph

C om

pa re

w ea

th er

nd iti

on s

an d

th ei

r eff

ec ts

p eo

pl e

ba se

d on

v id

eo s,

dc as

ts , a

nd te

xt -b

as ed

so ur

ce s

us in

g ca

le nd

ar s,

ap s,

c ha

rt s,

a nd

g ra

ph s

D ra

w c

on cl

us io

ns a

bo ut

ea th

er c

on di

tio ns

a nd

ei r

eff ec

ts o

n pe

op le

se d

on v

id eo

s, p

od ca

st s,

d te

xt -b

as ed

r es

ou rc

us in

g ca

le nd

ar s,

m ap

ch ar

ts , a

nd g

ra ph

SPEAKING & WRITING

N am

e w

ea th

er c

on di

tio ns

d th

ei r

eff ec

ts o

n pe

op le

in g

ca le

nd ar

s, m

ap s,

ar ts

, a nd

g ra

ph s

R es

ta te

w ea

th er

c on

di tio

an d

th ei

r eff

ec ts

o n

pe op

us in

g ca

le nd

ar s,

m ap

ch ar

ts , a

nd g

ra ph

D es

cr ib

e w

ea th

co nd

iti on

s an

d th

ei r

eff ec

on p

eo pl

e us

in g

ca le

nd ar

m ap

s, c

ha rt

s, a

nd g

ra ph

D is

cu ss

w ea

th er

c on

di tio

an d

th ei

r eff

ec ts

o n

pe op

us in

g ca

le nd

ar s,

m ap

ch ar

ts , a

nd g

ra ph

E xp

la in

w ea

th er

c on

di tio

an d

th ei

r eff

ec ts

o n

pe op

us in

g ca

le nd

ar s,

m ap

ch ar

ts , a

nd g

ra ph

TO P

IC -R

EL A

T ED

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

a cr

os s

th e

co nt

en t a

re as

IN T

EG R

A T

ED S

T R

A N

D S

C O

N N

EC T

IO N

S: C

om m

on C

or e

C ol

le ge

a nd

C ar

ee r

Re ad

in es

s A nc

ho r

St an

da rd

s f or

ad in

g (#

7 )

an d

W ri

tin g

(# 1–

2) fo

r Li

te ra

cy in

H ist

or y/

So ci

al S

tu di

es , S

ci en

ce , a

Te ch

ni ca

l S ub

je ct

s: In

te gr

at e

an d

ev al

ua te

c on

te nt

p re

se nt

ed in

d iv

er se

fo rm

at s

an d

m ed

ia , i

nc lu

di ng

v is

ua lly

a nd

q ua

nt ita

tiv el

y, a

s w

el l a

s in

w or

ds . W

ri te

a rg

um en

ts to

pp or

t c la

im s

in a

n an

al ys

is o

f s ub

st an

tiv e

to pi

cs o

r te

xt s

us in

g va

lid r

ea so

ni ng

a nd

le va

nt a

nd s

uffi ci

en t e

vi de

nc e.

W ri

te in

fo rm

at iv

e/ ex

pl an

at or

y te

xt s

to e

xa m

in e

an d

co nv

ey c

om pl

ex id

ea s

an d

in fo

rm at

io n

cl ea

rl y

an d

ac cu

ra te

ly th

ro ug

h th

e eff

ec tiv

e se

le ct

io n,

o rg

an iz

at io

n, a

nd a

na ly

si s

of c

on te

nt .

C om

m on

C or

e St

at e

St an

da rd

s f or

M at

he m

at ic

s, th

e N

um be

r Sy

ste m

( G

ra de

s 6 –8

N um

be r

an d

Q ua

nt ity

, M od

el in

g (G

ra de

s 9 –1

2) , G

eo m

et ry

, S ta

tis tic

s a nd

P ro

ba bi

lit y

(G ra

de s 6

–1 2)

N ex

t G en

er at

io n

Sc ie

nc e

St an

da rd

s, Ea

rt h

an d

Sp ac

e Sc

ie nc

es ; E

ng in

ee ri

ng , T

ec hn

ol og

y, an

d A

pp lic

at io

ns o

f S ci

en ce

M S-

E T

S1 -1

, H S-

E SS

3- 2,

H S-

E SS

3- 4,

H S-

E T

S1 -3

: D efi

th e

cr ite

ri a

an d

co ns

tr ai

nt s

of a

d es

ig n

pr ob

le m

w ith

s uffi

ci en

t p re

ci si

on to

e ns

ur e

a su

cc es

sf ul

s ol

ut io

n, ta

ki ng

in to

a cc

ou nt

r el

ev an

t s ci

en tifi

c pr

in ci

pl es

a nd

p ot

en tia

l im

pa ct

s on

p eo

pl e

an d

th e

na tu

ra l e

nv ir

on m

en t t

ha t m

ay li

m it

po ss

ib le

s ol

ut io

ns .

Ev al

ua te

c om

pe tin

g de

si gn

s ol

ut io

ns fo

r de

ve lo

pi ng

, m an

ag in

g, a

nd u

til iz

in g

en er

an d

m in

er al

r es

ou rc

es b

as ed

o n

co st

-b en

efi t r

at io

s. E

va lu

at e

or r

efi ne

a te

ch no

lo gi

ca l

so lu

tio n

th at

r ed

uc es

im pa

ct s

of h

um an

a ct

iv iti

es o

n na

tu ra

l s ys

te m

s. E

va lu

at e

a so

lu tio

n to

a c

om pl

ex r

ea l-w

or ld

p ro

bl em

b as

ed o

n pr

io ri

tiz ed

c ri

te ri

a an

d tr

ad e-

off s

th at

a cc

ou nt

fo r

a ra

ng e

of c

on st

ra in

ts , i

nc lu

di ng

c os

t, sa

fe ty

, r el

ia bi

lit y,

a nd

a es

th et

ic s

as w

el l a

s po

ss ib

le s

oc ia

l, cu

ltu ra

l, an

d en

vi ro

nm en

ta l i

m pa

ct s.

M in

ne so

ta K

–1 2

A ca

de m

ic S

ta nd

ar ds

in S

oc ia

l S tu

di es

, C iv

ic s #

1, E

co no

m ic

s # 1,

eo gr

ap hy

# 2

(G ra

de s 6

–1 2)

: D em

oc ra

tic g

ov er

nm en

t d ep

en ds

o n

in fo

rm ed

a nd

ga ge

d ci

tiz en

s w

ho e

xh ib

it ci

vi c

sk ill

s an

d va

lu es

, p ra

ct ic

e ci

vi c

di sc

ou rs

e, v

ot e

an d

pa rt

ic ip

at e

in e

le ct

io ns

, a pp

ly in

qu ir

y an

d an

al ys

is s

ki lls

, a nd

ta ke

a ct

io n

so lv

e pr

ob le

m s

an d

sh ap

e pu

bl ic

p ol

ic y.

P eo

pl e

m ak

e in

fo rm

ed e

co no

m ic

c ho

ic es

b y

id en

tif yi

ng th

ei r

go al

s, in

te rp

re tin

g an

d ap

pl yi

ng d

at a,

c on

si de

ri ng

th e

sh or

t- a

nd lo

ng -

ru n

co st

s an

d be

ne fit

s of

a lte

rn at

iv e

ch oi

ce s,

a nd

r ev

is in

g th

ei r

go al

s ba

se d

on th

ei r

an al

ys is

. G eo

gr ap

hi c

in qu

ir y

is a

p ro

ce ss

in w

hi ch

p eo

pl e

as k

ge og

ra ph

ic q

ue st

io ns

a nd

th er

, o rg

an iz

e, a

nd a

na ly

ze in

fo rm

at io

n to

s ol

ve p

ro bl

em s

an d

pl an

fo r

th e

fu tu

re .

EL D

S TA

N D

A R

D S

1 –5

A M

P LE

T O

P IC

: G re

en a

rc h

it ec

tu re

G R

A D

ES 6

–1 2

Th is

in te

gr at

ed s

tr an

d is

in te

nd ed

to c

ap tu

re th

e im

ag in

at io

n of

e du

ca to

rs w

ha ve

th e

op po

rt un

ity to

w or

k in

te am

s an

d co

ns tr

uc t i

nt er

di sc

ip lin

ar y

un its

o f

st ud

y. Th

e id

ea s

co nt

ai ne

d w

ith in

th e

st ra

nd a

re o

nl y

a fr

ac tio

n of

th e

po ss

ib ili

tie s

fo r

le ar

ni ng

th at

c ou

ld ta

ke p

la ce

in s

uc h

a un

it. Th

e un

it pr

es en

te d

he re

w ill

n o

do ub

t r eq

ui re

s om

e ad

ap ta

tio n

to fi

t l oc

al c

on te

xt s,

a nd

s tu

de nt

s th

em se

lv es

m ay

ve id

ea s

fo r

ar ea

s of

e xp

lo ra

tio n

w ith

in th

ei r

co m

m un

iti es

, m ak

in g

th e

co nt

en t

an d

la ng

ua ge

in st

ru ct

io n

ar ou

nd g

re en

a rc

hi te

ct ur

e re

le va

nt , m

ot iv

at in

g, a

m em

or ab

le .

A s

yo u

re vi

ew th

e m

od el

p er

fo rm

an ce

in di

ca to

rs fo

r al

l f ou

r do

m ai

ns , c

on si

de r

th e

di re

ct la

ng ua

ge in

st ru

ct io

n an

d su

pp or

t r eq

ui re

d to

a llo

w E

LL s

at a

ll le

ve ls

pr ofi

ci en

cy to

ta ke

a n

ac tiv

e ro

le in

th ei

r gr

ou p’

s fin

al p

ro je

ct . P

le as

e no

te th

at th

do m

ai ns

o f l

is te

ni ng

a nd

r ea

di ng

s ho

w ca

se h

ow s

tu de

nt s

w ill

g at

he r

in fo

rm at

io n

in e

ar lie

r ph

as es

o f t

he p

ro je

ct , a

nd th

e pr

od uc

tiv e

do m

ai ns

p re

se nt

d iff

er en

tia te

d ex

pe ct

at io

ns fo

r ho

w s

tu de

nt s

w ill

d ev

el op

(w ri

tin g)

a nd

p re

se nt

(s pe

ak in

g) th

e fin

al p

ro du

ct . I

f r ef

er ri

ng to

th is

s tr

an d

to p

la n

in st

ru ct

io n,

p le

as e

ke ep

in m

in d

th at

s tu

de nt

s’ le

ve ls

of la

ng ua

ge p

ro fic

ie nc

y va

ry a

cr os

s th

e do

m ai

ns , s

o ed

uc at

or s

ca n

be st

s er

ve s

tu de

nt s

if th

ey d

iff er

en tia

te a

nd s

ca ffo

ld fo

r th

at v

ar ie

ty r

at he

r th

us in

g on

ly th

e M

PI s

fo r

ea ch

s tu

de nt

s’ ov

er al

l p ro

fic ie

nc y

le ve

l. Fo

r ex

am pl

e, if

st ud

en t i

n yo

ur c

la ss

h as

a n

ov er

al l p

ro fic

ie nc

y le

ve l o

f 4 , b

ut p

er fo

rm s

co ns

is te

nt ly

le ve

l 2 in

w ri

tin g,

le ve

l 3 in

r ea

di ng

, l ev

el 4

in s

pe ak

in g,

a nd

le ve

l 5 in

li st

en in

m ak

e su

re to

lo ok

a t t

he le

ve l c

or re

sp on

di ng

to e

ac h

do m

ai n

an d

no t j

us t t

M PI

s fo

r le

ve l 4

IN T

EG R

A T

ED S

T R

A N

D S

EX A

M P

LE C

O N

T EX

T F

O R

L A

N G

U A

G E

U S

E: S

tu de

nt s

w or

ki ng

in h

et er

og en

eo us

g ro

up s

dr af

t a nd

p re

se nt

p la

ns to

lo ca

l g ov

er nm

en t a

nd c

om m

un ity

m em

be rs

fo r

gr ee

n ar

ch ite

ct ur

al d

ev el

op m

en t f

or th

ei r

co m

m un

ity in

cl ud

in g,

fo r

in st

an ce

, s oc

ia l a

ct io

n eff

or ts

, s ci

en tifi

c ne

ed s

as se

ss m

en ts

, b ud

ge ts

, a nd

d es

ig n

an d

co ns

tr uc

tio n

bl ue

pr in

ts .

C O

G N

IT IV

E FU

N C

T IO

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y E

V A

LU AT

E in

fo rm

at io

n an

d C

R E

AT E

a g

re en

a rc

hi te

ct ur

al p

la n.

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching LISTENING

Se le

ct p

os si

bl e

co m

po ne

nt s

of g

re en

a rc

hi te

ct ur

al p

la ns

om v

id eo

s, in

te ra

ct iv

e pr

es en

ta tio

ns (e

.g .,

fr om

te rn

et ),

an d

gu es

t sp

ea ke

C at

eg or

iz e

in fo

rm at

io n

on c

om po

ne nt

s of

g re

ar ch

ite ct

ur al

p la

fr om

v id

eo s,

in te

ra ct

iv e

pr es

en ta

tio ns

, a nd

g ue

sp ea

ke rs

u si

ng g

ra ph

or ga

ni ze

C om

pa re

a nd

c on

tr as

t po

ss ib

le c

om po

ne nt

s of

ee n

ar ch

ite ct

ur al

p la

fr om

v id

eo s,

in te

ra ct

iv e

pr es

en ta

tio ns

, a nd

g ue

sp ea

ke rs

u si

ng g

ra ph

or ga

ni ze

Id en

tif y

de ta

ils th

at su

pp or

t se

le ct

io n

of c

om po

ne nt

s of

ee n

ar ch

ite ct

ur al

p la

fr om

v id

eo s,

in te

ra ct

iv e

pr es

en ta

tio ns

, a nd

g ue

sp ea

ke rs

C on

ne ct

id ea

s an

d re

as on

s th

at s

up po

rt s

el ec

tio n

of c

om po

ne nt

s of

g re

ar ch

ite ct

ur al

p la

fr om

v id

eo s,

in te

ra ct

iv e

pr es

en ta

tio ns

, a nd

g ue

sp ea

ke rs

SPEAKING

Pr es

en t g

re en

a rc

hi te

ct ur

pl an

s us

in g

m ul

tim ed

w ith

v is

ua ls

an d

ca pt

io ns

se d

on re

se ar

ch , o

ri gi

na l

bl ue

pr in

ts , a

nd b

us in

es s

pl an

s in

s m

al l g

ro up

D es

cr ib

e fe

at ur

es o

f g re

ar ch

ite ct

ur al

p la

ns b

as ed

r es

ea rc

h, o

ri gi

na l

bl ue

pr in

ts , a

nd b

us in

es s

pl an

s in

s m

al l g

ro up

E xp

la in

th e

ne ed

to a

do pt

ee n

ar ch

ite ct

ur al

p la

ba se

d on

re se

ar ch

, o ri

gi na

l bl

ue pr

in ts

, a nd

b us

in es

s pl

an s

in s

m al

l g ro

up s

D ef

en d

ch oi

ce s

m ad

e in

d es

ig ni

ng g

re en

ch ite

ct ur

al p

la ns

b as

on r

es ea

rc h,

o ri

gi na

l bl

ue pr

in ts

, a nd

b us

in es

s pl

an s

in s

m al

l g ro

up s

Pe rs

ua de

s ta

ke ho

ld er

s to

op t g

re en

a rc

hi te

ct ur

pl an

s ba

se d

on r

es ea

rc h,

ig in

al b

lu ep

ri nt

s, a

bu si

ne ss

p la

READING

Se le

ct p

os si

bl e

co m

po ne

nt s

of g

re en

a rc

hi te

ct ur

pl an

s (e

.g .,

co m

m un

ity

ga rd

en s,

h ig

h- te

ch b

ui ld

in g

m at

er ia

ls) fr

om a

v ar

ie ty

in fo

rm at

io na

l t ex

ts a

m od

el s

us in

g L1

o r

Fi nd

e xe

m pl

ar s

of d

iff er

en t

co m

po ne

nt s

of g

re en

ch ite

ct ur

al p

la ns

fr om

va ri

et y

of in

fo rm

at io

na l

te xt

s an

d m

od el

s us

in g

or L

C la

ss ify

in fo

rm at

io n

co m

po ne

nt s

of g

re en

ch ite

ct ur

al p

la ns

(e .g

., by

u se

fu ln

es s,

e ffi

ci en

cy ,

co st

) f ro

m a

v ar

ie ty

o f

in fo

rm at

io na

l t ex

ts a

m od

el s

in s

m al

l g ro

up s

Id en

tif y

de ta

ils th

at su

pp or

t se

le ct

io n

of c

om po

ne nt

s of

g re

en a

rc hi

te ct

ur al

an s

fr om

a v

ar ie

ty o

f in

fo rm

at io

na l t

ex ts

a nd

od el

s in

s m

al l g

ro up

Fi nd

r es

ea rc

h- ba

se d

ev id

en ce

s up

po rt

in g

se le

ct io

n of

c om

po ne

nt s

of g

re en

a rc

hi te

ct ur

pl an

s fr

om a

v ar

ie ty

o f

in fo

rm at

io na

l t ex

ts a

m od

el s

in s

m al

l g ro

up s

WRITING

La be

l a nd

c ap

tio n

m at

er ia

ls fo

r m

ul tim

ed ia

es en

ta tio

ns o

n gr

ee n

ar ch

ite ct

ur al

p la

ns in

s m

al l

gr ou

C om

po se

b ul

le te

d te

fo r

sli de

s or

h an

do ut

s fo

r m

ul tim

ed ia

p re

se nt

at io

on g

re en

a rc

hi te

ct ur

al p

la ns

s m

al l g

ro up

D es

cr ib

e gr

ee n

ar ch

ite ct

ur al

p la

ns fo

r m

ul tim

ed ia

p re

se nt

at io

in s

m al

l g ro

up s

Su m

m ar

iz e

po si

tio ns

a pp

ro ac

he s

in g

re en

ch ite

ct ur

al p

la ns

fo r

m ul

tim ed

ia p

re se

nt at

io ns

s m

al l g

ro up

Pr od

uc e

an d

ed it

sc ri

pt s

fo r

m ul

tim ed

ia p

re se

nt at

io ns

g re

en a

rc hi

te ct

ur al

p la

in s

m al

l g ro

up s

TO P

IC -R

EL A

T ED

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

a cr

os s

th e

co nt

en t a

re as

EX PA

N D

ED S

T R

A N

D S

K IN

D ER

G A

R T

K IN

D ER

G A

R T

C O

N N

EC TI

O N

: C om

m on

C or

e Sp

ea ki

ng a

nd L

ist en

in g

St an

da rd

s # 3

(K in

de rg

ar te

n) : P

ar tic

ip at

e in

c ol

la bo

ra tiv

e co

nv er

sa tio

ns w

ith d

iv er

se p

ar tn

er s

ab ou

t K in

de rg

ar te

n to

pi cs

a nd

xt s

w ith

p ee

rs a

nd a

du lts

in s

m al

l a nd

la rg

er g

ro up

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

gi ve

v is

ito rs

(e .g

., fa

m ily

m em

be rs

) a c

la ss

ro om

to ur

a nd

te ll

ho w

s tu

de nt

s w

or k

co lla

bo ra

tiv el

y in

g ro

up s

or c

en te

rs .

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y R

E M

B E

R h

ow to

w or

k co

lla bo

ra tiv

el y

w ith

th ei

r pe

er s.

SPEAKING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

R ep

ea t a

nd r

es po

nd to

an ts

a bo

ut w

or ki

co lla

bo ra

tiv el

y in

s m

al l

gr ou

ps o

r ce

nt er

s (e

.g .,

ca ll

an d

re sp

on se

) u si

ge st

ur es

Pr od

uc e

si m

pl e

st at

em en

ts a

bo ut

w or

ki ng

lla bo

ra tiv

el y

in s

m al

l gr

ou ps

o r

ce nt

er s

us in

g or

al s

en te

nc e

st ar

te rs

a nd

od el

Pr od

uc e

st at

em en

ts a

bo ut

or ki

ng c

ol la

bo ra

tiv el

y in

s m

al l g

ro up

s or

c en

te rs

in g

or al

s en

te nc

e st

ar te

an d

m od

el s

Te ll

ab ou

t w or

ki ng

lla bo

ra tiv

el y

in s

m al

l gr

ou ps

o r

ce nt

er s

us in

g m

od el

E la

bo ra

te o

n w

or ki

co lla

bo ra

tiv el

y in

s m

al l

gr ou

ps o

r ce

nt er

s us

in g

m od

el s

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: t ak

in g

tu rn

s, c

oo pe

ra tio

n, jo

to da

y, to

m or

ro w

EL D

S TA

N D

A R

D 1

: S o

ci al

& In

st ru

ct io

n al

L an

g u

ag e

EX A

M P

LE T

O P

IC : C

la ss

ro o

m c

o lla

b o

ra ti

o n

A ll

ki nd

er ga

rt en

s tu

de nt

s ar

e be

gi nn

in g

th ei

r jo

ur ne

y of

le ar

ni ng

th e

la ng

ua ge

s ch

oo l.

E LL

s in

p ar

tic ul

ar r

el y

on m

od el

in g

fr om

te ac

he rs

a nd

p ee

rs a

s th

pr od

uc e

so ci

al a

nd in

st ru

ct io

na l o

ra l E

ng lis

h. I

n th

is e

xp an

de d

st ra

nd , s

tu de

nt s

w ith

le ve

l 1 E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y be

gi n

by re

pe at

in g

an d

re sp

on di

to r

ep et

iti ve

c ha

nt s

ab ou

t f am

ili ar

to pi

cs . Th

e ita

lic iz

ed te

xt in

th e

Li ng

ui st

C om

pl ex

ity r

ow fo

r le

ve ls

1– 3

re pr

es en

ts th

e te

ac he

r’s v

oi ce

, w ith

th e

st ud

en ts

’ re

sp on

se in

p la

in te

xt . F

or le

ve ls

2– 4,

th e

un de

rl in

ed te

xt in

th e

Li ng

ui st

C om

pl ex

ity r

ow r

ep re

se nt

s or

al s

en te

nc e

st ar

te rs

in tr

od uc

ed b

y th

e te

ac he

r. W

ith

su pp

or t s

uc h

as m

od el

in g,

s tu

de nt

s at

th e

hi gh

er le

ve ls

of la

ng ua

ge p

ro fic

ie nc

y ca

n in

de pe

nd en

tly p

ro du

ce s

en te

nc es

to te

ll ab

ou t t

he ir

d ai

ly c

la ss

ro om

r ou

tin es

. M

an y

st ud

en ts

w ill

n ee

d tim

e an

d pr

ac tic

e to

p ro

du ce

la ng

ua ge

li ke

th e

ex am

pl es

th e

ex pa

nd ed

s tr

an d

be lo

w , b

ut th

at r

ep et

iti ve

p ra

ct ic

e is

v al

ua bl

e no

t o nl

y lin

gu is

tic al

ly , b

ut in

fo rm

in g

th ei

r id

en tit

ie s

as p

ar t o

f t he

le ar

ni ng

c om

m un

ity .

S EC

T IO

N 3

: Ex

p an

d ed

S tr

an d

EX PA

N D

ED S

T R

A N

D S

Ex am

p le

L an

g u

ag e

Fe at

u re

Le ve

ls 1

–3 Le

ve ls

2 –4

Le ve

ls 3

–5

Level 6 – Reaching

Li n

g u

is ti

c C

o m

p le

xi ty

is co

u rs

e Le

ve l

Is th

is th

e ye

llo w

g ro

up ? Y

es , w

e ar

e. Is

th is

th e

ye llo

w g

ro up

? Y es

, w e

ar e.

W ho

is th

e le

ad er

? I a

m !

W ho

is a

h el

pe r?

I a

m ! I

a m

W ha

t d o

yo u

do ? I

h el

p. W

ha t d

o yo

u do

? I c

le an

u p.

I am

in th

e ye

llo w

g ro

up . C

ri st

in a

is in

m y

gr ou

p. M

y fr

ie nd

is in

th e

re d

gr ou

I lik

e to

b e

th e

le ad

er .

I ca

n he

lp th

e te

ac he

M y

jo b

to da

y is

_ __

_ (lu

nc h

co un

t/ ca

le nd

ar /

w ea

th er

Th is

is th

e __

__ _

ce nt

er .

A t t

hi s

ce nt

er , e

ve ry

on e

__ __

W e

ar e

w or

ki ng

o n

__ __

. W e

w or

k to

ge th

er .

It is

m y

tu rn

_ __

__ _

(t o

do lu

nc h

co un

t/ to

b e

lin e

le ad

er /f

or s

ha re

ti m

e/ fo

r sh

ow a

te ll)

La n

g u

ag e

Fo rm

s &

o n

ve n

ti o

n s

Se n

te n

Le ve

Ye s,

[I a

m /w

e ar

e] .

I am

/W e

ar e.

I am

/C ri

st in

a is

I lik

e to

…

I ca

n he

lp _

__ _

Th is

is …

A t…

, I /w

e __

__ .

w or

ki ng

W e

ar e

w or

ki ng

o n

V o

ca b

u la

U sa

g e

W o

rd /P

h ra

Le ve

ye llo

gr ee

n re

d bl

gr ou

he lp

cl ea

n up

jo b

I ca

he lp

le ad

er lu

nc h

co un

t ca

le nd

ar w

ea th

ce nt

w or

k to

ge th

ev er

yo ne

m y

tu rn

lin e

le ad

er sh

ar e

tim e/

sh ow

a nd

te ll

C O

N N

EC TI

O N

: C om

m on

C or

e Sp

ea ki

ng a

nd L

ist en

in g

St an

da rd

s # 3

(K in

de rg

ar te

n) : P

ar tic

ip at

e in

c ol

la bo

ra tiv

e co

nv er

sa tio

ns w

ith d

iv er

se p

ar tn

er s

ab ou

t K in

de rg

ar te

n to

pi cs

a nd

xt s

w ith

p ee

rs a

nd a

du lts

in s

m al

l a nd

la rg

er g

ro up

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

gi ve

v is

ito rs

(e .g

., fa

m ily

m em

be rs

) a c

la ss

ro om

to ur

a nd

te ll

ho w

s tu

de nt

s w

or k

co lla

bo ra

tiv el

y in

g ro

up s

or c

en te

rs .

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y R

E M

B E

R h

ow to

w or

k co

lla bo

ra tiv

el y

w ith

th ei

r pe

er s.

SPEAKING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

R ep

ea t a

nd r

es po

nd to

an ts

a bo

ut w

or ki

co lla

bo ra

tiv el

y in

s m

al l

gr ou

ps o

r ce

nt er

s (e

.g .,

ca ll

an d

re sp

on se

) u si

ge st

ur es

Pr od

uc e

si m

pl e

st at

em en

ts a

bo ut

w or

ki ng

lla bo

ra tiv

el y

in s

m al

l gr

ou ps

o r

ce nt

er s

us in

g or

al s

en te

nc e

st ar

te rs

a nd

od el

Pr od

uc e

st at

em en

ts a

bo ut

or ki

ng c

ol la

bo ra

tiv el

y in

s m

al l g

ro up

s or

c en

te rs

in g

or al

s en

te nc

e st

ar te

an d

m od

el s

Te ll

ab ou

t w or

ki ng

lla bo

ra tiv

el y

in s

m al

l gr

ou ps

o r

ce nt

er s

us in

g m

od el

E la

bo ra

te o

n w

or ki

co lla

bo ra

tiv el

y in

s m

al l

gr ou

ps o

r ce

nt er

s us

in g

m od

el s

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: t ak

in g

tu rn

s, c

oo pe

ra tio

n, jo

to da

y, to

m or

ro w

EX PA

N D

ED S

T R

A N

D S

G R

A D

E 1

C O

N N

EC TI

O N

: C om

m on

C or

e St

an da

rd s f

or M

at he

m at

ic s,

M ea

su re

m en

t a nd

D at

a #1

( G

ra de

1 ):

O rd

er th

re e

ob je

ct s

by le

ng th

; c om

pa re

th e

le ng

th s

of tw

o ob

je ct

s in

di re

ct ly

b y

us in

g a

th ir

d ob

je ct

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

w or

k in

de pe

nd en

tly o

r w

ith a

p ar

tn er

to c

re at

e ch

ar ts

a bo

ut th

e le

ng th

o f o

bj ec

ts u

si ng

s ta

nd ar

d an

d no

n- st

an da

m ea

su re

m en

t t oo

ls (e

.g .,

pa pe

r cl

ip s,

p op

si cl

e st

ic ks

, s tr

in g,

r ul

er s,

y ar

d/ m

et er

s tic

ks ).

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y A

N A

LY Z

E th

e re

la tiv

e le

ng th

o f o

bj ec

ts .

LISTENING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

Fo llo

w o

ra l i

ns tr

uc tio

ns to

en tif

y le

ng th

s of

o bj

ec ts

llo w

in g

a m

od el

w ith

pa rt

ne r

Fo llo

w o

ra l i

ns tr

uc tio

ns to

te go

ri ze

o bj

ec ts

a cc

or di

to th

ei r

le ng

th fo

llo w

in g

a m

od el

w ith

a p

ar tn

Fo llo

w o

ra l i

ns tr

uc tio

ns to

de r

ob je

ct s

ac co

rd in

g to

ei r

le ng

th s

fo llo

w in

g a

m od

el w

ith a

p ar

tn er

Fo llo

w o

ra l i

ns tr

uc tio

to c

om pa

re th

e le

ng th

s of

je ct

s us

in g

a te

m pl

at e

w ith

a p

ar tn

Fo llo

w m

ul ti-

st ep

o ra

l in

st ru

ct io

ns to

c om

pa re

th e

le ng

th s

of o

bj ec

ts w

ith a

rt ne

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: i nc

he s/

ce nt

im et

er s,

fo ot

, y ar

d/ m

et er

, l en

gt h,

c ha

rt , s

ta nd

ar d,

n on

-s ta

nd ar

EL D

S TA

N D

A R

D 3

: T h

e La

n g

u ag

e o

f M at

h em

at ic

s EX

A M

P LE

T O

P IC

: M ea

su re

m en

t o

f o b

je ct

In th

e ex

pa nd

ed s

tr an

d be

lo w

, t he

in st

ru ct

io ns

fo r

co m

pl et

in g

a ta

sk a

di ffe

re nt

ia te

d ac

co rd

in g

to s

tu de

nt s’

le ve

ls of

la ng

ua ge

p ro

fic ie

nc y.

It is

a ss

um ed

th is

s tr

an d

th at

s tu

de nt

s at

th e

up pe

r le

ve ls

of la

ng ua

ge p

ro fic

ie nc

y w

ou ld

fo llo

an d

co m

pl et

e al

l t he

in st

ru ct

io ns

s ho

w n

fr om

L ev

el 1

, E nt

er in

g th

ro ug

h Le

ve l

5, B

ri dg

in g.

E du

ca to

rs s

ho ul

d no

t g iv

e ex

te ns

iv e

or a

bs tr

ac t o

ra l i

ns tr

uc tio

ns to

be gi

nn in

g st

ud en

ts , s

o th

e in

st ru

ct io

ns e

xe m

pl ifi

ed fo

r le

ve ls

2– 5

w ou

ld n

ee d

to b

e su

pp or

te d

in m

ul tip

le w

ay s

fo r

be gi

nn in

g le

ve l s

tu de

nt s.

S en

so ry

, g ra

ph ic

, an

d in

te ra

ct iv

e su

pp or

ts s

uc h

as m

od el

s, te

m pl

at es

, a nd

p ar

tn er

s ca

n be

u se

d in

aff ol

di ng

th e

lin gu

is tic

c om

pl ex

ity o

f t he

in st

ru ct

io ns

fo r

E LL

s an

d su

pp or

t m

ul tip

le le

ar ni

ng s

ty le

EX PA

N D

ED S

T R

A N

D S

Ex am

p le

L an

g u

ag e

Fe at

u re

Le ve

ls 1

–3 Le

ve ls

2 –4

Le ve

ls 3

–5

Level 6 – Reaching

Li n

g u

is ti

c C

o m

p le

xi ty

is co

u rs

e Le

ve l

Le t’s

m ea

su re

o ur

b oo

ks ! I

’m g

oi ng

to u

se a

le r

to m

ea su

re m

y bo

ok (t

ea ch

er sh

ow s r

ul er

d bo

ok ).

M y

bo ok

is 1

4 in

ch es

lo ng

. T ak

e ou

t y ou

r ru

le r.

N ow

y ou

m ea

su re

y ou

r bo

ok !

Sh ow

m e

ho w

to m

ea su

re y

ou r

bo ok

Le t’s

m ea

su re

o ur

d es

ks ! I

’m g

oi ng

to u

se a

ps ic

le s

tic k.

Le t’s

m ea

su re

o ur

b oo

ks he

lf!

Lo ok

a t y

ou r

m ea

su re

m en

t t oo

ls. Th

e pa

pe r

cl ip

is s

ho rt

. Th e

po ps

ic le

s tic

k is

lo ng

er th

th e

pa pe

r cl

ip . Th

e ru

le r

is lo

ng es

t. Pu

t t he

in o

rd er

fr om

s ho

rt es

t t o

lo ng

es t.

Th e

te ac

he r

de sk

is e

as ie

r to

m ea

su re

w ith

th e

ru le

r. Th

e st

ud en

t d es

k is

e as

ie r

to m

ea su

w ith

th e

po ps

ic le

s tic

Fi nd

th e

le ng

th o

f t he

d es

k us

in g

th e

be st

ea su

re m

en t t

oo l.

R em

em be

r, it’

s ea

si er

m ea

su re

a lo

ng o

bj ec

t w ith

a lo

ng er

ea su

re m

en t t

oo l (

te ac

he r

m od

el s m

ea su

ri ng

s/h er

d es

k w

ith a

p op

sic le

st ic

k, th

en a

le r)

. Th en

m ea

su re

o th

er th

in gs

u si

ng th

e sa

m e

to ol

. D on

’t fo

rg et

to w

ri te

d ow

n yo

m ea

su re

m en

ts !

La n

g u

ag e

Fo rm

s &

o n

ve n

ti o

n s

Se n

te n

Le ve

on e

in ch

o in

ch es

sh or

t, sh

or te

r, sh

or te

lo ng

, l on

ge r,

lo ng

es t

ea si

Fi rs

t,… th

en ,…

as lo

ng a

V o

ca b

u la

U sa

g e

W o

rd /P

h ra

Le ve

de sk

, b oo

k pa

pe r

cl ip

po ps

ic le

s tic

k st

ri ng

ru le

r ya

rd /m

et er

s tic

sh or

t lo

sh or

te r

th an

lo ng

er th

Pu t t

he m

in o

rd er

m ea

su re

w ith

fin d

th e

le ng

th o

R em

em be

r D

on ’t

fo rg

m ea

su re

m en

EX PA

N D

ED S

T R

A N

D S

G R

A D

E 2

C O

N N

EC TI

O N

: C om

m on

C or

e Re

ad in

g St

an da

rd s f

or I

nf or

m at

io na

l T ex

t, K

ey I

de as

a nd

D et

ai ls

#2 (

G ra

de 2

): Id

en tif

y th

e m

ai n

to pi

c of

a m

ul ti-

pa ra

gr ap

h te

xt a

s w

el l a

s th

e fo

cu s

of s

pe ci

fic p

ar ag

ra ph

s w

ith in

th e

te xt

. 2 . D

es cr

ib e

th e

co nn

ec tio

n be

tw ee

n a

se ri

es o

f h is

to ri

ca l e

ve nt

s, s

ci en

tifi c

id ea

s or

c on

ce pt

s, o

r st

ep s.

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

re se

ar ch

h is

to ri

ca l t

im es

a nd

p eo

pl e

us in

g in

fo rm

at io

na l t

ex ts

in p

re pa

ra tio

n fo

r cr

ea tin

g a

tim el

in e

po st

er .

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y A

N A

LY Z

E th

e co

nn ec

tio ns

b et

w ee

n di

ffe re

nt h

is to

ri ca

l t im

es a

nd p

eo pl

READING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

M at

ch p

ic tu

re s

w ith

fo rm

at io

n ab

ou t

hi st

or ic

al ti

m es

a nd

p eo

pl e

fr om

il lu

st ra

te d

te xt

s w

ith

a pa

rt ne

Id en

tif y

im po

rt an

t in

fo rm

at io

n ab

ou t

hi st

or ic

al ti

m es

a nd

p eo

pl e

fr om

il lu

st ra

te d

te xt

s w

ith

a pa

rt ne

So rt

in fo

rm at

io n

ab ou

t hi

st or

ic al

ti m

es a

nd p

eo pl

e fr

om il

lu st

ra te

d te

xt s

us in

g gr

ap hi

c or

ga ni

ze rs

in s

m al

l gr

ou ps

Se qu

en ce

in fo

rm at

io n

ab ou

t h is

to ri

ca l t

im es

a nd

op le

fr om

il lu

st ra

te d

te xt

s us

in g

gr ap

hi c

or ga

ni ze

rs in

s m

al l g

ro up

C on

ne ct

in fo

rm at

io n

ab ou

t hi

st or

ic al

ti m

es a

nd p

eo pl

e fr

om il

lu st

ra te

d te

xt s

us in

g gr

ap hi

c or

ga ni

ze rs

(e .g

., tim

el in

es )

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: h is

to ri

ca l t

im es

, co

m m

un ic

at io

EL D

S TA

N D

A R

D 5

: T H

E La

n g

u ag

e o

f S o

ci al

S tu

d ie

s EX

A M

P LE

T O

P IC

: H is

to ri

ca l t

im es

a n

d p

eo p

Th ro

ug h

th e

us e

of in

fo rm

at io

na l t

ex ts

, s tu

de nt

s an

al yz

e so

ci et

al c

ha ng

es fr

pa st

to p

re se

nt in

th is

e xp

an de

d st

ra nd

. W hi

le th

e de

pt h

of th

ei r

an al

ys is

E ng

lis h

m ay

b e

gr ea

te r

at th

e hi

gh er

le ve

ls of

p ro

fic ie

nc y,

a ll

st ud

en ts

a re

g iv

en th

e op

po rt

un ity

to a

na ly

ze r

at he

r th

an re

m em

be r,

un de

rs ta

nd , o

r ap

pl y.

L in

gu is

tic al

ly ,

st ud

en ts

a cr

os s

th e

la ng

ua ge

d ev

el op

m en

t c on

tin uu

m a

re g

iv en

o pp

or tu

ni tie

s to

ov e

fr om

m at

ch in

g ph

ra se

s an

d si

m pl

e se

nt en

ce s

to s

or tin

g, s

eq ue

nc in

g, a

co nn

ec tin

g in

fo rm

at io

n pr

es en

te d

in c

om pl

ex s

en te

nc es

. A t t

he b

eg in

ni ng

le ve

ls,

st ud

en ts

m ig

ht b

e in

tr od

uc ed

to c

ou nt

/n on

-c ou

nt n

ou ns

w hi

le o

th er

s at

th e

hi gh

le ve

ls w

or k

on in

tr od

uc to

ry a

nd c

om pa

ra tiv

e cl

au se

s. Th

e ex

am pl

es fo

r la

ng ua

st ru

ct ur

es a

nd v

oc ab

ul ar

y pr

es en

te d

ar e

on ly

s om

e po

ss ib

ili tie

s th

at s

ho ul

d be

ap te

d to

lo ca

l c ur

ri cu

la r

go al

EX PA

N D

ED S

T R

A N

D S

Ex am

p le

L an

g u

ag e

Fe at

u re

Le ve

ls 1

–3 Le

ve ls

2 –4

Le ve

ls 3

–5

Level 6 – Reaching

Li n

g u

is ti

c C

o m

p le

xi ty

is co

u rs

e Le

ve l

La be

ls to

m at

ch to

p ic

tu re

th e

Po ny

E xp

re ss

le tt

er s

te le

gr ap

ai r

m ai

em ai

H or

se s

ca rr

ie d

m ai

Pe op

le s

en d

em ai

ls.

M en

r od

e ho

rs es

to b

ri ng

p eo

pl e

le tt

er s.

Pi lo

ts fl

y pl

an es

to b

ri ng

p eo

pl e

th ei

r m

ai l.

A lo

ng ti

m e

ag o,

h or

se s

he lp

ed c

ar ry

th e

m ai

l ac

ro ss

th e

co un

tr y.

A s

ho rt

ti m

e la

te r,

th e

te le

gr ap

h w

as in

ve nt

ed . P

eo pl

e us

ed it

to s

en d

m es

sa ge

s ov

er w

ir es

. I t w

as fa

st er

th an

th e

Po ny

E xp

re ss

La n

g u

ag e

Fo rm

s &

o n

ve n

ti o

n s

Se n

te n

Le ve

m ai

l/ le

tt er

ca rr

y m

ai l ➞

c ar

ri ed

m ai

Pe op

le s

en d

em ai

ls.

Pe op

le s

en d

em ai

ls to

…

br in

g pe

op le

th ei

r m

ai l

A lo

ng ti

m e

ag o,

s ho

rt ti

m e

la te

us ed

it to

It w

as fa

st er

th an

V o

ca b

u la

U sa

g e

W o

rd /P

h ra

Le ve

th e

Po ny

E xp

re ss

le tt

er s

te le

gr ap

h ai

r m

ai l

em ai

ca rr

y m

ai l

se nd

m ai

Pi lo

ts fl

y pl

an es

ei r

m ai

l ac

ro ss

th e

co un

tr y

w as

in ve

nt ed

m es

sa ge

w ir

EX PA

N D

ED S

T R

A N

D S

G R

A D

E 3

C O

N N

EC TI

O N

: C om

m on

C or

e St

an da

rd s f

or W

ri tin

g #5

( G

ra de

3 ):

W ith

g ui

da nc

e an

d su

pp or

t f ro

m p

ee rs

a nd

a du

lts , d

ev el

op a

nd s

tr en

gt he

n w

ri tin

g as

n ee

de d

by p

la nn

in g,

vi si

ng , a

nd e

di tin

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

pr ov

id e

fe ed

ba ck

to p

ee rs

in w

ri tin

g co

nf er

en ce

s to

r ec

og ni

ze k

ey e

le m

en ts

in s

tr en

gt he

ni ng

n ar

ra tiv

es .

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y E

V A

LU AT

E w

ri tin

WRITING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

Su pp

ly w

or ds

fo r

se nt

en ce

s ab

ou t r

ev is

in g

fr om

m od

el s

C om

po se

p hr

as es

a nd

m pl

e se

nt en

ce s

ab ou

t re

vi si

ng fr

om m

od el

C om

po se

s en

te nc

es a

bo ut

vi si

ng fr

om m

od el

s Su

gg es

t i de

as fo

r re

vi si

us in

g w

or d

ba nk

s Pr

ov id

e de

ta ile

d fe

ed ba

fo r

re vi

si ng

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: r ev

is e,

r ed

o, im

pr ov

EL D

S TA

N D

A R

D 2

: T h

e La

n g

u ag

e o

f L an

g u

ag e

A rt

s EX

A M

P LE

T O

P IC

: G iv

in g

fe ed

b ac

k fo

r re

vi si

o n

Th is

e xp

an de

d st

ra nd

h ig

hl ig

ht s

ho w

to s

up po

rt s

tu de

nt s

in g

iv in

g fe

ed ba

ck to

er s

on th

ei r

w ri

tin g.

I n

th ir

d gr

ad e,

a ll

st ud

en ts

w ill

b e

m or

e co

m fo

rt ab

le in

is r

ol e

if th

ei r

ed uc

at or

c on

st ru

ct s

sp ec

ifi c

aw ar

en es

s of

th e

cr ite

ri a

on w

hi ch

ey m

us t e

va lu

at e

th ei

r pe

er s’

w ri

tin g,

a nd

th e

la ng

ua ge

th ey

c an

u se

to d

o so

. B

y pr

ov id

in g

se nt

en ce

fr am

es a

nd m

od el

s to

s tu

de nt

s in

le ve

ls 1–

3, e

du ca

to rs

c an

pl ic

itl y

de m

on st

ra te

h ow

to u

se to

pi c-

re la

te d

vo ca

bu la

ry in

m or

e lin

gu is

tic al

co m

pl ex

w ay

s. W

or d

ba nk

s an

d m

od el

s he

lp s

tu de

nt s

at h

ig he

r le

ve ls

of la

ng ua

pr ofi

ci en

cy a

pp ly

th ei

r la

ng ua

ge s

ki lls

m or

e in

de pe

nd en

tly . Th

e ex

am pl

es in

th e

fo rm

s an

d co

nv en

tio ns

r ow

d ra

w a

tt en

tio n

to p

os si

bl e

lin gu

is tic

fe at

ur es

th at

c an

p ra

ct ic

ed , s

uc h

as te

ns es

, p lu

ra liz

at io

n, p

ro no

un s,

a nd

o th

er s.

T ea

ch er

s sh

ou ld

ke c

ar e

to in

tr od

uc e

si m

ila r

la ng

ua ge

s tr

uc tu

re s

ac ro

ss th

e la

ng ua

ge d

om ai

ns s

o th

at w

he n

th e

fo cu

s is

o n

w ri

tin g,

a s

in th

is s

tr an

d, it

r ei

nf or

ce s

de ve

lo pm

en t o

f st

ud en

ts ’ s

pe ak

in g

sk ill

s fo

r th

e ne

xt ti

m e

th ey

g iv

e or

al fe

ed ba

ck .

EX PA

N D

ED S

T R

A N

D S

Ex am

p le

L an

g u

ag e

Fe at

u re

Le ve

ls 1

–3 Le

ve ls

2 –4

Le ve

ls 3

–5

Level 6 – Reaching

Li n

g u

is ti

c C

o m

p le

xi ty

is co

u rs

e Le

ve l

M od

el s

en te

nc es

Th e

be st

p ar

t o f y

ou r

st or

y w

as …

(t he

s et

tin g/

th e

ch ar

ac te

rs )

I lik

ed …

Yo ur

s to

ry n

ee ds

… (i

nf or

m at

io n,

h um

or ,

de ta

ils )

Te ll

m e

m or

e ab

ou t…

N ic

e jo

b. I

li ke

d yo

ur ti

tle , “

Li fe

w ith

m m

er .”

I e

nj oy

ed it

b ec

au se

d og

s ar

e cu

te .

Yo ur

d og

S um

m er

is b

ig . P

le as

e w

ri te

m or

e st

or ie

s ab

ou t S

um m

er .

Yo u

w er

e go

od a

t d es

cr ib

in g

yo ur

d og

m m

er . I

re al

ly li

ke d

re ad

in g

ab ou

t y ou

r do

g’ s

si ze

, c ol

or , a

nd fu

r. Th

e de

ta ils

h el

pe d

m e

kn ow

w ha

t s he

lo ok

s lik

e. O

ne th

in g

yo u

ca n

im pr

ov e

is to

w ri

te m

or e

ab ou

t t he

p la

w he

re y

ou a

nd y

ou r

do g

lik e

to p

la y

fe tc

La n

g u

ag e

Fo rm

s &

o n

ve n

ti o

n s

Se n

te n

Le ve

be tt

er , b

es t

yo ur

, m y,

h is

, h er

is ➞

w as

lik e

➞ li

ke d

“L ife

w ith

S um

m er

”

be ca

us e

st or

y ➞

s to

ri es

ab ou

de sc

ri be

➞ d

es cr

ib in

re ad

➞ r

ea di

re al

do g’

V o

ca b

u la

U sa

g e

W o

rd /P

h ra

Le ve

se tt

in g,

c ha

ra ct

er s

ne ed

Te ll

m e

m or

en jo

ye d

m or

e, le

go od

a t

lo ok

s lik

e im

pr ov

e w

ri te

m or

EX PA

N D

ED S

T R

A N

D S

G R

A D

E 4

C O

N N

EC TI

O N

: N ex

t G en

er at

io n

Sc ie

nc e

St an

da rd

s, Ea

rt h

an d

Sp ac

e Sc

ie nc

es , E

ar th

’s Sy

ste m

s: Pr

oc es

se s t

ha t S

ha pe

th e

Ea rt

h E

SS 1-

1, E

SS 2-

1 (G

ra de

4 ):

Id en

tif y

ev id

en ce

fr om

tt er

ns in

r oc

k fo

rm at

io ns

a nd

fo ss

ils in

r oc

k la

ye rs

fo r

ch an

ge s

in a

la nd

sc ap

e ov

er ti

m e

to s

up po

rt a

n ex

pl an

at io

n fo

r ch

an ge

s in

a la

nd sc

ap e

ov er

ti m

e. M

ak e

ob se

rv at

io ns

a nd

/ or

m ea

su re

m en

ts to

p ro

vi de

e vi

de nc

e of

th e

eff ec

ts o

f w ea

th er

in g

or th

e ra

te o

f e ro

si on

b y

w at

er , i

ce , w

in d,

o r

ve ge

ta tio

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

ga th

er in

fo rm

at io

n ab

ou t s

ci en

tifi c

pr oc

es se

s (e

.g .,

fr om

te ac

he r

de m

on st

ra tio

ns , c

om pu

te r

pr og

ra m

s, o

r vi

de os

) a nd

m on

st ra

te h

ow th

e su

rf ac

e of

th e

ea rt

h ha

s ch

an ge

d ov

er ti

m e

as p

ar t o

f a lo

ng -t

er m

p ro

je ct

o n

ea rt

h hi

st or

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y A

N A

LY Z

E th

e re

su lts

o f c

ha ng

e ov

er ti

m e

du e

to p

ro ce

ss es

a ffe

ct in

g ea

rt h

m at

er ia

ls.

LISTENING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

M at

ch p

ro ce

ss es

o r

ev en

w ith

th ei

r eff

ec ts

o n

ea rt

h m

at er

ia ls

ba se

d on

o ra

l de

sc ri

pt io

ns u

si ng

p ho

to s,

ill

us tr

at io

ns , o

r vi

de os

w ith

pa rt

ne r

in L

1 or

L 2

Id en

tif y

an d

so rt

th e

eff ec

t of

p ro

ce ss

es o

r ev

en ts

o n

ea rt

h m

at er

ia ls

ba se

d on

al d

es cr

ip tio

ns u

si ng

ot os

, i llu

st ra

tio ns

, o r

vi de

os w

ith a

p ar

tn er

in L

1 or

L 2

C at

eg or

iz e

th e

eff ec

ts o

f pr

oc es

se s

or e

ve nt

s on

e ar

m at

er ia

ls ba

se d

on o

ra l

de sc

ri pt

io ns

u si

ng p

ho to

ill us

tr at

io ns

, o r

vi de

os a

gr ap

hi c

or ga

ni ze

rs w

ith a

rt ne

D is

tin gu

is h

be tw

ee n

eff ec

of p

ro ce

ss es

o r

ev en

ts o

n ea

rt h

m at

er ia

ls ba

se d

or al

d es

cr ip

tio ns

u si

ph ot

os , i

llu st

ra tio

ns ,

or v

id eo

s an

d gr

ap hi

c or

ga ni

ze rs

In te

rp re

t t he

e ffe

ct s

pr oc

es se

s or

e ve

nt s

ea rt

h m

at er

ia ls

us in

g vi

de os

se d

on g

ra de

-le ve

l o ra

l di

sc ou

rs e

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: w ea

th er

v . w

ea th

er in

g, e

ro si

on ,

br ea

ks d

ow n

ro ck

EL D

S TA

N D

A R

D 4

: T h

e La

n g

u ag

e o

f S ci

en ce

A M

P LE

T O

P IC

: E ar

th h

is to

ry /m

at er

ia ls

W he

n ad

dr es

si ng

a w

ho le

c la

ss , i

t m ay

n ot

a lw

ay s

be p

os si

bl e

to a

dj us

t l an

gu ag

e to

e ac

h st

ud en

t’s li

st en

in g

pr ofi

ci en

cy le

ve l.

Fo r

ex am

pl e,

s tu

de nt

s at

a ll

le ve

ls of

ng ua

ge p

ro fic

ie nc

y ca

n le

ar n

fr om

v id

eo s

or o

th er

p re

se nt

at io

ns w

he n

gi ve

n ad

eq ua

te s

up po

rt , a

nd th

is e

xp an

de d

st ra

nd m

od el

s ho

w a

te ac

he r

m ig

ht s

ca ffo

th e

us e

of s

uc h

au di

ov is

ua l m

at er

ia ls.

I n

th is

e xp

an de

d st

ra nd

, i t i

s as

su m

ed th

ed uc

at or

s w

ou ld

s el

ec t w

hi ch

le ve

l o f l

an gu

ag e

di sc

ou rs

e to

u se

b as

ed o

n th

e ra

ng e

of la

ng ua

ge p

ro fic

ie nc

y pr

ofi le

s of

s tu

de nt

s in

th e

cl as

sr oo

m . I

n ot

he r

w or

ds , i

f th

e cl

as s

ha s

se ve

ra l b

eg in

ni ng

E LL

s, th

e ed

uc at

or w

ou ld

fo llo

w th

e lin

gu is

tic a

su pp

or tin

g fe

at ur

es s

ho w

n ne

xt to

L in

gu is

tic C

om pl

ex ity

fo r

le ve

ls 1–

3. O

n th

e ot

he r

ha nd

, i f t

he c

la ss

c on

si st

s of

p ri

m ar

ily n

on -E

LL s

an d

so m

e E

LL s

w ho

a re

ar in

g ex

it fr

om la

ng ua

ge s

up po

rt p

ro gr

am s,

th e

le ve

ls 3–

5 ex

am pl

e is

th e

m os

t lo

gi ca

l m od

el to

fo llo

w . M

an y

cl as

se s w

ill fa

ll so

m ew

he re

in th

e m

id dl

e or

c on

si st

o f

a fu

ll ra

ng e

of p

ro fic

ie nc

y le

ve ls.

I n

su ch

c as

es , t

he u

se o

f i ns

tr uc

tio na

l a ss

is ta

nt s

co -t

ea ch

er s

al lo

w s

gr ou

pi ng

o f s

tu de

nt s

so th

at th

ey a

re g

iv en

a pp

ro pr

ia te

s up

po rt

. N

ot e

ho w

th e

co nt

en t p

re se

nt ed

d oe

s no

t v ar

y fr

om le

ve l t

o le

ve l,

bu t t

he s

up po

an d

la ng

ua ge

in pu

t d oe

EX PA

N D

ED S

T R

A N

D S

Ex am

p le

L an

g u

ag e

Fe at

u re

Le ve

ls 1

–3 Le

ve ls

2 –4

Le ve

ls 3

–5

Level 6 – Reaching

Li n

g u

is ti

c C

o m

p le

xi ty

is co

u rs

e Le

ve l

Lo ok

a t t

hi s p

ho to

. I t s

ho w

s e ro

si on

. D id

u se

e er

os io

n in

th e

vi de

o? (t

ea ch

er w

ai ts

fo r

stu de

nt s t

o re

sp on

d) . Y

es ? W

ha t e

xa m

pl es

d id

u se

e in

th e

vi de

o? (s

tu de

nt s p

ro vi

de e

xa m

pl es

lik

e to

rn ad

os o

r ra

in a

nd th

e te

ac he

r re

pe at

s e ac

h ex

am pl

e w

hi le

p oi

nt in

g at

th e

co rr

es po

nd in

g pi

ct ur

es ).

E ro

si on

is w

he n

w at

er —

lik e

ra in

ea ch

er sh

ow s p

ic tu

re o

f a st

or m

)— or

w in

d (s

ho w

s p ic

tu re

o f a

to rn

ad o)

— re

m ov

es d

ir t

an d

ro ck

(t ou

ch es

r ea

lia o

r ph

ot os

in cl

ud in

g di

rt a

nd r

oc k)

. W ea

th er

in g

al so

b re

ak s r

oc ks

re ak

s a pa

rt r

ea lia

o r

sh ow

s b ro

ke n

ro ck

s) . W

e ta

lk ed

a bo

ut w

ea th

er in

g ye

st er

da y

(p oi

nt s t

o an

il lu

str at

ed p

os te

r ab

ou t w

ea th

er in

g) . B

ut it

di ffe

re nt

. S ee

? W ea

th er

in g

do es

n ot

m ov

e th

e ro

ck s;

er os

io n

m ov

es th

e ro

ck s (

m ov

es r

oc ks

). Lo

ok a

t t hi

s ( in

di ca

te s g

ra ph

ic o

rg an

iz er

). W

he n

I ta

lk a

bo ut

a p

ic tu

re , d

ec id

e w

ith y

ou r

pa rt

ne r

if th

e pi

ct ur

e sh

ow s e

ro si

on (p

oi nt

s t o

ill us

tr at

ed d

efi ni

tio n)

o r

w ea

th er

in g

(p oi

nt s t

o ill

us tr

at ed

d efi

ni tio

n) . T

el l m

e w

hy . Y

ou c

us e

E ng

lis h

or y

ou r

ho m

e la

ng ua

ge .

W e

w at

ch ed

a v

id eo

a bo

ut e

ro si

on . E

ro si

is w

he n

w in

d, e

ve n

to rn

ad oe

s, o

r w

at er

fr om

or m

s or

fl oo

ds r

em ov

es e

ar th

m at

er ia

ls.

H ow

d id

y ou

k no

w it

w as

e ro

si on

? ( te

ac he

r pa

ra ph

ra se

s r es

po ns

es ).

W ea

th er

in g

is d

iff er

en t.

It b

re ak

s ro

ck s

(s ho

w s b

ro ke

n ro

ck s)

, b ut

do es

n ot

m ov

e ea

rt h

m at

er ia

ls. N

ow , I

w ill

sc ri

be m

or e

pi ct

ur es

. D ec

id e

w ith

y ou

r pa

rt ne

r if

th e

pi ct

ur e

is a

n ex

am pl

e of

e ro

si on

oi nt

s t o

ill us

tr at

ed d

efi ni

tio n)

o r

w ea

th er

in g

(p oi

nt s t

o ill

us tr

at ed

d efi

ni tio

n) a

nd if

it is

fa st

o r

slo w

p ro

ce ss

. Y ou

n ee

d to

te ll

m e

w hy

D id

y ou

n ot

ic e

ex am

pl es

o f e

ro si

on in

e vi

de o

w e

ju st

w at

ch ed

? R em

em be

r th

at e

ro si

on o

cc ur

s w

he n

ea rt

h m

at er

ia ls

ar e

re m

ov ed

b y

na tu

ra l p

he no

m en

a lik

e w

in d

an d

w at

er . W

ha t a

re s

om e

w ay

s th

w in

d an

d w

at er

c au

se e

ro si

on ? (

stu de

nt s

pr ov

id e

ex am

pl es

li ke

to rn

ad os

, s to

rm s,

et c.

, w

ith p

ro m

pt in

g us

in g

pi ct

ur es

if n

ec es

sa ry

). G

oo d.

N ow

r em

em be

r, w

ea th

er in

g is

bi t d

iff er

en t,

is n’

t i t?

W ea

th er

in g

is li

er os

io n

be ca

us e

it br

ea ks

d ow

n ro

ck s,

b ut

ea th

er in

g do

es n’

t m ov

e an

y m

at er

ia ls.

N ow

, I

am g

oi ng

to d

es cr

ib e

a si

tu at

io n

re la

te d

to e

ith er

w ea

th er

in g

or e

ro si

on . B

e re

ad y

ex pl

ai n

w ha

t h as

h ap

pe ne

d an

d w

hy , o

ka y?

em em

be r

to g

iv e

re as

on s.

La n

g u

ag e

Fo rm

s &

o n

ve n

ti o

n s

Se n

te n

Le ve

E ro

si on

re m

ov es

m at

er ia

ls.

W ea

th er

in g

do es

n ot

m ov

e m

at er

ia ls.

It b

re ak

s ro

ck s,

b ut

it d

oe s

no t m

ov e

ea rt

h m

at er

ia ls.

W ea

th er

in g

is li

ke e

ro si

on b

ec au

se it

b re

ak s

up r

oc ks

, b ut

...

V o

ca b

u la

U sa

g e

W o

rd /P

h ra

Le ve

ro ck

m ov

w in

d di

m ov

ra in

ea rt

h m

at er

ia ls

to rn

ad o

st or

m flo

na tu

ra l p

he no

m en

a oc

cu rs

ca us

e (v

er b)

C O

N N

EC TI

O N

: N ex

t G en

er at

io n

Sc ie

nc e

St an

da rd

s, Ea

rt h

an d

Sp ac

e Sc

ie nc

es , E

ar th

’s Sy

ste m

s: Pr

oc es

se s t

ha t S

ha pe

th e

Ea rt

h E

SS 1-

1, E

SS 2-

1 (G

ra de

4 ):

Id en

tif y

ev id

en ce

fr om

tt er

ns in

r oc

k fo

rm at

io ns

a nd

fo ss

ils in

r oc

k la

ye rs

fo r

ch an

ge s

in a

la nd

sc ap

e ov

er ti

m e

to s

up po

rt a

n ex

pl an

at io

n fo

r ch

an ge

s in

a la

nd sc

ap e

ov er

ti m

e. M

ak e

ob se

rv at

io ns

a nd

/ or

m ea

su re

m en

ts to

p ro

vi de

e vi

de nc

e of

th e

eff ec

ts o

f w ea

th er

in g

or th

e ra

te o

f e ro

si on

b y

w at

er , i

ce , w

in d,

o r

ve ge

ta tio

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

ga th

er in

fo rm

at io

n ab

ou t s

ci en

tifi c

pr oc

es se

s (e

.g .,

fr om

te ac

he r

de m

on st

ra tio

ns , c

om pu

te r

pr og

ra m

s, o

r vi

de os

) a nd

m on

st ra

te h

ow th

e su

rf ac

e of

th e

ea rt

h ha

s ch

an ge

d ov

er ti

m e

as p

ar t o

f a lo

ng -t

er m

p ro

je ct

o n

ea rt

h hi

st or

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y A

N A

LY Z

E th

e re

su lts

o f c

ha ng

e ov

er ti

m e

du e

to p

ro ce

ss es

a ffe

ct in

g ea

rt h

m at

er ia

ls.

LISTENING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

M at

ch p

ro ce

ss es

o r

ev en

w ith

th ei

r eff

ec ts

o n

ea rt

h m

at er

ia ls

ba se

d on

o ra

l de

sc ri

pt io

ns u

si ng

p ho

to s,

ill

us tr

at io

ns , o

r vi

de os

w ith

pa rt

ne r

in L

1 or

L 2

Id en

tif y

an d

so rt

th e

eff ec

t of

p ro

ce ss

es o

r ev

en ts

o n

ea rt

h m

at er

ia ls

ba se

d on

al d

es cr

ip tio

ns u

si ng

ot os

, i llu

st ra

tio ns

, o r

vi de

os w

ith a

p ar

tn er

in L

1 or

L 2

C at

eg or

iz e

th e

eff ec

ts o

f pr

oc es

se s

or e

ve nt

s on

e ar

m at

er ia

ls ba

se d

on o

ra l

de sc

ri pt

io ns

u si

ng p

ho to

ill us

tr at

io ns

, o r

vi de

os a

gr ap

hi c

or ga

ni ze

rs w

ith a

rt ne

D is

tin gu

is h

be tw

ee n

eff ec

of p

ro ce

ss es

o r

ev en

ts o

n ea

rt h

m at

er ia

ls ba

se d

or al

d es

cr ip

tio ns

u si

ph ot

os , i

llu st

ra tio

ns ,

or v

id eo

s an

d gr

ap hi

c or

ga ni

ze rs

In te

rp re

t t he

e ffe

ct s

pr oc

es se

s or

e ve

nt s

ea rt

h m

at er

ia ls

us in

g vi

de os

se d

on g

ra de

-le ve

l o ra

l di

sc ou

rs e

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: w ea

th er

v . w

ea th

er in

g, e

ro si

on ,

br ea

ks d

ow n

ro ck

EX PA

N D

ED S

T R

A N

D S

G R

A D

E 5

C O

N N

EC TI

O N

: C om

m on

C or

e St

at e

St an

da rd

s f or

E ng

lis h

La ng

ua ge

A rt

s, Sp

ea ki

ng a

nd L

ist en

in g,

P re

se nt

at io

n of

K no

w le

dg e

& I

de as

# 4–

5 (G

ra de

5 ):

R ep

or t o

n a

to pi

c or

te xt

, te

ll a

st or

y, o

r re

co un

t a n

ex pe

ri en

ce in

a n

or ga

ni ze

d m

an ne

r, us

in g

ap pr

op ri

at e

fa ct

s an

d re

le va

nt , d

es cr

ip tiv

e de

ta ils

to s

up po

rt m

ai n

id ea

s or

th em

es ; s

pe ak

c le

ar ly

a t a

n un

de rs

ta nd

ab le

p ac

e; A

dd a

ud io

r ec

or di

ng s

an d

vi su

al d

is pl

ay s

to p

re se

nt at

io ns

w he

n ap

pr op

ri at

e to

e nh

an ce

th e

de ve

lo pm

en t o

f m ai

n id

ea s

or th

em es

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

co lla

bo ra

te in

p ro

vi di

ng c

oa ch

in g

or fe

ed ba

ck to

p ee

rs o

n th

ei r

or al

p re

se nt

at io

ns u

si ng

c la

ss -c

re at

ed r

ub ri

cs .

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y E

V A

LU AT

E th

ei r

cl as

sm at

es ’ p

re se

nt at

io ns

a nd

g iv

e or

al fe

ed ba

ck .

SPEAKING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

St at

e ra

tin gs

o f p

ee rs

’ pr

es en

ta tio

ns u

si ng

s im

pl e

ill us

tr at

ed s

en te

nc e

fr am

an d

w or

d ba

nk s

D es

cr ib

e ra

tin gs

o f p

ee rs

’ pr

es en

ta tio

ns u

si ng

ill

us tr

at ed

s en

te nc

e fr

am es

D is

cu ss

r at

in gs

o f p

ee rs

’ pr

es en

ta tio

ns a

nd s

ug ge

im pr

ov em

en ts

u si

se nt

en ce

fr am

E xp

la in

r at

in gs

o f p

ee rs

’ pr

es en

ta tio

ns w

ith e

vi de

nc e

an d

su gg

es t i

m pr

ov em

en ts

in g

se nt

en ce

fr am

Ju st

ify r

at in

gs o

f p ee

rs ’

pr es

en ta

tio ns

w ith

e vi

de nc

e an

d su

gg es

t i m

pr ov

em en

us in

g ru

br ic

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: r ub

ri c,

u se

o f v

oi ce

, p ac

vi su

al a

id s,

m es

sa ge

EL D

S TA

N D

A R

D 1

: S o

ci al

& In

st ru

ct io

n al

L an

g u

ag e

EX A

M P

LE T

O P

IC : P

ee r

as se

ss m

en t

Th e

ex pa

nd ed

s tr

an d

fo r

fif th

g ra

de r

ep re

se nt

s an

o pp

or tu

ni ty

fo r

st ud

en ts

pr ac

tic e

th ei

r or

al s

ki lls

w hi

le a

t t he

s am

e tim

e le

ar ni

ng a

bo ut

th e

fe at

ur es

o f a

c le

ar ,

st ro

ng p

re se

nt at

io n.

Th is

in cl

ud es

s tr

at eg

ie s

in s

up po

rt o

f l an

gu ag

e de

ve lo

pm en

t th

at a

re a

lso g

oo d

fo r

al l s

tu de

nt s,

s uc

h as

th e

us e

of s

en te

nc e

fr am

es , t

em pl

at es

, an

d vi

su al

s. Th

e ex

am pl

es g

iv en

s ug

ge st

th at

w hi

le a

ll st

ud en

ts c

an b

e pr

ac tic

in g

w ith

th e

sa m

e co

nt en

t, th

e qu

an tit

y of

la ng

ua ge

th ey

a re

a bl

e to

p ro

du ce

a s

w el

as th

e so

ph is

tic at

io n

of th

ei r

or al

d is

co ur

se , i

nc lu

di ng

v oc

ab ul

ar y,

fo rm

s, a

co nv

en tio

ns , w

ill v

ar y

ac ro

ss le

ve ls.

Th e

un de

rl in

in g

in th

e fo

rm s

an d

co nv

en tio

ro w

d ra

w s

at te

nt io

n to

s om

e po

ss ib

ili tie

s fo

r lin

gu is

tic fe

at ur

es th

at c

ou ld

b e

pr ac

tic ed

, s uc

h as

te ns

es , p

lu ra

liz at

io n,

a dv

er bs

, a nd

o th

er s.

P le

as e

re m

em be

r, th

is a

n ex

am pl

e bu

t t he

p ar

tic ul

ar a

re as

o f f

oc us

a nd

th ei

r or

de r

sh ou

ld b

e ad

ju st

ed to

ee t s

tu de

nt s’

ne ed

s an

d co

rr es

po nd

w ith

y ou

r cu

rr ic

ul ar

g oa

ls.

EX PA

N D

ED S

T R

A N

D S

Ex am

p le

L an

g u

ag e

Fe at

u re

Le ve

ls 1

–3 Le

ve ls

2 –4

Le ve

ls 3

–5

Level 6 – Reaching

Li n

g u

is ti

c C

o m

p le

xi ty

is co

u rs

e Le

ve l

I le

ar ne

d ab

ou t b

ea rs

. I

ca n

he ar

y ou

. Yo

u ta

lk fa

st .

I lik

ed y

ou r

pi ct

ur es

G oo

d jo

b on

y ou

r pr

es en

ta tio

n. I

li ke

d w

he n

yo u

to ld

u s

ab ou

t t he

k oa

la ’s

di et

. Y ou

r ph

ot os

h el

pe d

m e

un de

rs ta

nd . D

on ’t

re ad

ur n

ot es

s o

m uc

h. Y

ou s

pe ak

in a

c le

vo ic

Yo ur

p re

se nt

at io

n sh

ow ed

y ou

k no

w a

lo t

ab ou

t t he

to pi

c. Y

ou r

m ap

a bo

ut d

iff er

en t

fo od

s ou

rc es

w as

in te

re st

in g.

Y ou

s po

ke w

ith

a ve

ry c

le ar

v oi

ce b

ut s

om et

im es

y ou

s po

to o

qu ic

kl y

or to

o so

ft ly

. I s

ug ge

st y

ou s

lo w

w n

an d

ta lk

a li

tt le

lo ud

er . N

ex t t

im e,

re co

m m

en d

yo u

lo ok

u p

at y

ou r

au di

en ce

La n

g u

ag e

Fo rm

s &

o n

ve n

ti o

n s

Se n

te n

Le ve

yo u

➞ y

ou r

pi ct

ur es

le ar

n ➞

le ar

ne d

lik e

➞ li

ke d

I lik

ed w

he n

(w ha

t/ ho

w /t

ha t)

ve ry

c le

to o

qu ic

kl y

qu ic

kl y

so ft

N ex

t t im

V o

ca b

u la

U sa

g e

W o

rd /P

h ra

Le ve

le ar

ne d

ab ou

t he

ar ta

lk fa

st /s

lo w

pi ct

ur es

pr es

en ta

tio n

no te

s so

m uc

h sp

ea k

cl ea

r vo

ic e

to pi

c I

su gg

es t y

ou …

I re

co m

m en

d… au

di en

EX PA

N D

ED S

T R

A N

D S

G R

A D

E 6

C O

N N

EC TI

O N

: C om

m on

C or

e St

at e

St an

da rd

s f or

M at

he m

at ic

s, R

at io

s a nd

P ro

po rt

io na

l R el

at io

ns hi

ps #

3 (G

ra de

6 ):

U se

r at

io a

nd r

at e

re as

on in

g to

s ol

ve r

ea l-w

or ld

a nd

at he

m at

ic al

p ro

bl em

s… b

. S ol

ve u

ni t r

at e

pr ob

le m

s in

cl ud

in g

th os

e in

vo lv

in g

un it

pr ic

in g

an d

co ns

ta nt

s pe

ed …

c . F

in d

a pe

rc en

t o f a

q ua

nt ity

a s

a ra

te p

er 1

00 (e

.g .,

30 %

a q

ua nt

ity m

ea ns

3 0/

10 0

tim es

th e

qu an

tit y)

; s ol

ve p

ro bl

em s

in vo

lv in

g fin

di ng

th e

w ho

le , g

iv en

a p

ar t a

nd th

e pe

rc en

t. d.

U se

r at

io r

ea so

ni ng

to c

on ve

rt m

ea su

re m

en t u

ni ts

; m

an ip

ul at

e an

d tr

an sf

or m

u ni

ts a

pp ro

pr ia

te ly

w he

n m

ul tip

ly in

g or

d iv

id in

g qu

an tit

ie s.

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

ju st

ify th

ei r

de ci

si on

s in

r ea

l-l ife

s ce

na ri

os (e

.g .,

ch oo

si ng

it em

s to

b uy

b as

ed o

n di

sc ou

nt s

an d

lo ca

l t ax

, d et

er m

in in

g m

ile s

pe r

ga llo

n fo

r di

ffe re

nt m

od el

s of

c ar

s, o

r se

le ct

in g

pl ay

er s

fo r

a fa

nt as

y te

am b

as ed

o n

sp or

ts a

ve ra

ge ).

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y E

V A

LU AT

E th

ei r

op tio

ns a

nd m

ak e

ch oi

ce s.

WRITING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

Li st

c ho

ic es

b as

ed o

n ra

ca lc

ul at

io ns

in r

ea l-l

ife

si tu

at io

ns u

si ng

te m

pl at

an d

w or

d ba

nk s

w ith

pa rt

ne r

D es

cr ib

e ch

oi ce

s ba

se d

ra te

c al

cu la

tio ns

in r

ea l-l

ife

si tu

at io

ns u

si ng

te m

pl at

an d

w or

d ba

nk s

w ith

pa rt

ne r

C om

pa re

c ho

ic es

b as

ed o

n ra

te c

al cu

la tio

ns in

r ea

l-l ife

tu at

io ns

u si

ng g

ra ph

or ga

ni ze

rs w

ith a

p ar

tn er

E xp

la in

c ho

ic es

b as

ed o

n ra

te c

al cu

la tio

ns in

r ea

l-l ife

tu at

io ns

u si

ng c

ha rt

s w

ith

pa rt

ne rs

E la

bo ra

te o

n ch

oi ce

s ba

se d

on r

at e

ca lc

ul at

io ns

in re

al -

lif e

si tu

at io

ns w

ith p

ar tn

er s

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: s al

es ta

x, d

is co

un t,

pe rc

en ta

ge ,

ra tio

, p ro

po rt

io n

EL D

S TA

N D

A R

D 3

: T h

e La

n g

u ag

e o

f M at

h em

at ic

s EX

A M

P LE

T O

P IC

: R at

io &

r at

Th is

e xp

an de

d st

ra nd

s ho

w ca

se s

an o

pp or

tu ni

ty fo

r st

ud en

ts to

h on

e th

ei r

w ri

tin g

sk ill

s w

ith in

S ta

nd ar

d 3,

th e

La ng

ua ge

o f M

at he

m at

ic s.

S tu

de nt

s at

a ll

le ve

ls of

ng ua

ge p

ro fic

ie nc

y ar

e as

ke d

to e

va lu

at e,

a d

em an

di ng

c og

ni tiv

e fu

nc tio

n, a

th ey

m us

t j us

tif y

th ei

r de

ci si

on s

ba se

d on

c om

pu ta

tio n

an d

re as

on in

g. Th

e ex

am pl

e to

pi c

of r

at io

a nd

r at

e ca

n be

m ad

e re

le va

nt fo

r st

ud en

ts u

si ng

a v

ar ie

ty o

f r ea

l-l ife

pl ic

at io

ns , a

s sh

ow n

in th

e ex

am pl

e co

nt ex

t f or

la ng

ua ge

u se

. E du

ca to

rs s

ho ul

d be

m in

df ul

o f s

om e

of th

e sp

ec ifi

c an

d te

ch ni

ca l l

an gu

ag e

th at

c an

b e

pr es

en t i

n su

ch s

pe ci

al iz

ed to

pi cs

a s

ta xe

s, c

ar s,

a nd

s po

rt s,

a nd

m ak

e a

po in

t t o

te ac

h it

st ud

en ts

e xp

lic itl

y. E

LL s

ca n

be m

or e

su cc

es sf

ul w

he n

pr ov

id ed

li ng

ui st

ic s

up po

rt s.

le ve

ls 1

an d

2 of

th is

s tr

an d,

s tu

de nt

s ar

e su

pp or

te d

by th

e us

e of

a te

m pl

at e.

th e

ro w

fo r

Li ng

ui st

ic C

om pl

ex ity

, s tu

de nt

s’ w

ri tin

g is

u nd

er lin

ed to

s ho

w th

th ey

h av

e fil

le d

in b

la nk

s w

ith w

or ds

, p hr

as es

, a nd

s im

pl e

se nt

en ce

s, w

hi le

th e

te m

pl at

e pr

ov id

ed b

y th

ei r

te ac

he r

is s

ho w

n in

it al

ic iz

ed te

xt . A

t t he

h ig

he r

le ve

ls of

ng ua

ge p

ro fic

ie nc

y, s

tu de

nt s

ca n

dr af

t a ll

te xt

in de

pe nd

en tly

u si

ng th

e su

pp or

t o f

gr ap

hi c

or ga

ni ze

rs th

at re

m in

d th

em o

f c om

pa ra

tiv e

an d

ex pl

an at

or y

la ng

ua ge

EX PA

N D

ED S

T R

A N

D S

Ex am

p le

L an

g u

ag e

Fe at

u re

Le ve

ls 1

–3 Le

ve ls

2 –4

Le ve

ls 3

–5

Level 6 – Reaching

Li n

g u

is ti

c C

o m

p le

xi ty

is co

u rs

e Le

ve l

Se le

ct io

n: W

e ch

os e

th e

co m

pu te

Pr ic

e: It

c os

ts $

75 0.

D isc

ou nt

: T od

ay it

is 1

5% .

Re as

on : Th

e pr

ic e

is c

he ap

Th er

e ar

e m

an y

ph on

es . W

e se

le ct

ed th

e sm

ar t p

ho ne

. S om

e ph

on es

a re

c he

ap er

, b ut

e sm

ar t p

ho ne

c an

d o

m or

e. Th

e pr

ic e

w as

00 p

lu s

ta x.

It w

as o

n sa

le fo

r 15

% o

ff.

W e

ha d

a ch

oi ce

o f b

uy in

g a

ta bl

et o

r a

sm ar

t p ho

ne . W

e lo

ok ed

fo r

a go

od d

ea l.

W e

se le

ct ed

th e

ta bl

et b

ec au

se it

w as

th e

be st

v al

ue a

t t he

d is

co un

te d

ra te

. I t h

ad a

ea te

r pe

rc en

ta ge

o ff.

Th e

pr ic

e of

th e

ta bl

et ,

in cl

ud in

g th

e 20

% d

is co

un t a

nd s

al es

ta x,

as $

49 5.

Th e

fin al

p ri

ce o

f t he

s m

ar t p

ho ne

as $

34 0

af te

r ta

ki ng

1 0%

o ff.

La n

g u

ag e

Fo rm

s &

o n

ve n

ti o

n s

Se n

te n

Le ve

ch oo

se ➞

c ho

co st

➞ c

os ts

ch ea

p ➞

c he

ap er

pe ns

iv e

➞ m

or e

ex pe

ns iv

So m

e ph

on es

a re

c he

ap er

, b ut

…

on s

al e

15 %

o ff

Th e

pr ic

e of

th e

ta bl

et , i

nc lu

di ng

th e

20 %

sc ou

nt a

nd s

al es

ta x,

w as

$ 49

af te

r ta

ki ng

V o

ca b

u la

U sa

g e

W o

rd /P

h ra

Le ve

co st

s di

sc ou

nt pr

ic e

ch ea

p/ ex

pe ns

iv e

pl us

ta x

on s

al e

a go

od d

ea l

be st

v al

ue di

sc ou

nt ed

r at

e pe

rc en

ta ge

o ff

fin al

p ri

C O

N N

EC TI

O N

: C om

m on

C or

e St

at e

St an

da rd

s f or

M at

he m

at ic

s, R

at io

s a nd

P ro

po rt

io na

l R el

at io

ns hi

ps #

3 (G

ra de

6 ):

U se

r at

io a

nd r

at e

re as

on in

g to

s ol

ve r

ea l-w

or ld

a nd

at he

m at

ic al

p ro

bl em

s… b

. S ol

ve u

ni t r

at e

pr ob

le m

s in

cl ud

in g

th os

e in

vo lv

in g

un it

pr ic

in g

an d

co ns

ta nt

s pe

ed …

c . F

in d

a pe

rc en

t o f a

q ua

nt ity

a s

a ra

te p

er 1

00 (e

.g .,

30 %

a q

ua nt

ity m

ea ns

3 0/

10 0

tim es

th e

qu an

tit y)

; s ol

ve p

ro bl

em s

in vo

lv in

g fin

di ng

th e

w ho

le , g

iv en

a p

ar t a

nd th

e pe

rc en

t. d.

U se

r at

io r

ea so

ni ng

to c

on ve

rt m

ea su

re m

en t u

ni ts

; m

an ip

ul at

e an

d tr

an sf

or m

u ni

ts a

pp ro

pr ia

te ly

w he

n m

ul tip

ly in

g or

d iv

id in

g qu

an tit

ie s.

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

ju st

ify th

ei r

de ci

si on

s in

r ea

l-l ife

s ce

na ri

os (e

.g .,

ch oo

si ng

it em

s to

b uy

b as

ed o

n di

sc ou

nt s

an d

lo ca

l t ax

, d et

er m

in in

g m

ile s

pe r

ga llo

n fo

r di

ffe re

nt m

od el

s of

c ar

s, o

r se

le ct

in g

pl ay

er s

fo r

a fa

nt as

y te

am b

as ed

o n

sp or

ts a

ve ra

ge ).

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y E

V A

LU AT

E th

ei r

op tio

ns a

nd m

ak e

ch oi

ce s.

WRITING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

Li st

c ho

ic es

b as

ed o

n ra

ca lc

ul at

io ns

in r

ea l-l

ife

si tu

at io

ns u

si ng

te m

pl at

an d

w or

d ba

nk s

w ith

pa rt

ne r

D es

cr ib

e ch

oi ce

s ba

se d

ra te

c al

cu la

tio ns

in r

ea l-l

ife

si tu

at io

ns u

si ng

te m

pl at

an d

w or

d ba

nk s

w ith

pa rt

ne r

C om

pa re

c ho

ic es

b as

ed o

n ra

te c

al cu

la tio

ns in

r ea

l-l ife

tu at

io ns

u si

ng g

ra ph

or ga

ni ze

rs w

ith a

p ar

tn er

E xp

la in

c ho

ic es

b as

ed o

n ra

te c

al cu

la tio

ns in

r ea

l-l ife

tu at

io ns

u si

ng c

ha rt

s w

ith

pa rt

ne rs

E la

bo ra

te o

n ch

oi ce

s ba

se d

on r

at e

ca lc

ul at

io ns

in re

al -

lif e

si tu

at io

ns w

ith p

ar tn

er s

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: s al

es ta

x, d

is co

un t,

pe rc

en ta

ge ,

ra tio

, p ro

po rt

io n

EX PA

N D

ED S

T R

A N

D S

G R

A D

E 7

C O

N N

EC TI

O N

: C om

m on

C or

e Re

ad in

g St

an da

rd s f

or L

ite ra

cy in

H ist

or y/

So ci

al S

tu di

es , I

nt eg

ra tio

n of

K no

w le

dg e

& I

de as

# 7:

I nt

eg ra

te v

is ua

l i nf

or m

at io

n (e

.g .,

in c

ha rt

s, g

ra ph

ph ot

og ra

ph s,

v id

eo s,

o r

m ap

s) w

ith o

th er

in fo

rm at

io n

in p

ri nt

a nd

d ig

ita l t

ex ts

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

re ad

in fo

rm at

io na

l t ex

ts a

nd r

el at

ed w

eb si

te s

ab ou

t c ro

ps o

r ag

ri cu

ltu ra

l p ro

du ct

s to

in te

rp re

t m ap

s or

c re

at e

ch ar

ts .

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y A

N A

LY Z

E th

e im

po rt

an ce

o f a

gr ic

ul tu

ra l r

es ou

rc es

to r

eg io

na l e

co no

m ie

READING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

Id en

tif y

ag ri

cu ltu

ra l i

co ns

in g

vi su

al o

r gr

ap hi

c su

pp or

t ( e.

g. , o

n m

ap s

gr ap

hs )

Lo ca

te re

so ur

ce s

ag ri

cu ltu

ra l p

ro du

ct s

us in

g vi

su al

o r

gr ap

hi c

su pp

or t

D is

tin gu

is h

am on

g re

so ur

ce s

or a

gr ic

ul tu

ra l

pr od

uc ts

u si

ng v

is ua

l o r

gr ap

hi c

su pp

or t

Fi nd

p at

te rn

s as

so ci

at ed

ith r

es ou

rc es

o r

ag ri

cu ltu

ra l p

ro du

ct s

us in

g vi

su al

o r

gr ap

hi c

su pp

or t

D ra

w c

on cl

us io

ns a

bo ut

so ur

ce s

or a

gr ic

ul tu

ra l

pr od

uc ts

o n

m ap

s or

ap hs

fr om

g ra

de -le

ve l t

ex t

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: r en

ew ab

le , n

on -r

en ew

ab le

, re

so ur

ce a

llo ca

tio n

EL D

S TA

N D

A R

D 5

: T h

e La

n g

u ag

e o

f S o

ci al

S tu

d ie

s EX

A M

P LE

T O

P IC

: A g

ri cu

lt u

In th

e ex

pa nd

ed s

tr an

d th

at fo

llo w

s, s

tu de

nt s

en ga

ge in

a na

ly tic

al r

ea di

ng o

f p ri

or d

ig ita

l t ex

ts to

s up

po rt

th ei

r in

te rp

re ta

tio n

an d

ul tim

at el

y, c

re at

io n

of c

ha rt

s or

m ap

s ab

ou t a

gr ic

ul tu

re . I

n or

de r

fo r

st ud

en ts

a t a

ll le

ve ls

to m

ai nt

ai n

th e

sa m

e co

gn iti

ve fu

nc tio

n of

a na

ly zi

ng , e

du ca

to rs

n ee

d to

e ns

ur e

th at

s tu

de nt

s ar

e as

ke d

di ffe

re nt

ia te

a gr

ic ul

tu ra

l p ro

du ct

s fr

om o

th er

r es

ou rc

es s

uc h

as m

in er

al o

r hu

m an

so ur

ce s.

Th is

e xa

m pl

e ac

tiv ity

c on

si st

s of

m an

y pa

rt s

th at

a re

n ot

a ll

ill us

tr at

he re

, i nc

lu di

ng th

e us

e of

th e

ot he

r la

ng ua

ge d

om ai

ns o

f s pe

ak in

g, li

st en

in g,

d/ or

w ri

tin g.

L an

gu ag

e ac

tiv iti

es a

re a

lm os

t a lw

ay s

in te

gr at

ed a

cr os

s m

ul tip

do m

ai ns

in th

is w

ay , a

nd s

tu de

nt s

ar e

of te

n as

ke d

to p

ro du

ce la

ng ua

ge to

in di

ca te

th ei

r re

ad in

g co

m pr

eh en

si on

. I n

ot he

r w

or ds

, w e

ca n’

t s ee

w he

th er

s tu

de nt

s ha

co rr

ec tly

id en

tifi ed

la ng

ua ge

o r

dr aw

n co

nc lu

si on

s ba

se d

on th

ei r

re ad

in g

un le

th ey

s ho

w th

ei r

le ar

ni ng

in o

th er

w ay

s. Th

is e

xp an

de d

st ra

nd s

ug ge

st s

th at

s tu

de nt

s w

ou ld

re ad

te xt

li ke

th at

w hi

ch a

pp ea

rs n

ex t t

o Li

ng ui

st ic

C om

pl ex

ity , b

ut th

m ig

ht in

di ca

te th

ei r

un de

rs ta

nd in

g by

c re

at in

g a

un iq

ue c

ha rt

o r

m ap

. Th e

ro w

s fo

r La

ng ua

ge F

or m

s an

d C

on ve

nt io

ns a

nd V

oc ab

ul ar

y U

sa ge

s ug

ge st

s om

e po

ss ib

la ng

ua ge

le ar

ni ng

o pp

or tu

ni tie

s to

in tr

od uc

e an

d pr

ac tic

e w

ith s

tu de

nt s

at e

ac h

le ve

l o f l

an gu

ag e

pr ofi

ci en

cy . S

uc h

pr ac

tic e

w ill

e nh

an ce

a nd

e xp

an d

st ud

en ts

’ ab

ili tie

s to

a cc

es s

co nt

en t p

re se

nt ed

th ro

ug h

w ri

tt en

te xt

EX PA

N D

ED S

T R

A N

D S

Ex am

p le

L an

g u

ag e

Fe at

u re

Le ve

ls 1

–3 Le

ve ls

2 –4

Le ve

ls 3

–5

Level 6 – Reaching

Li n

g u

is ti

c C

o m

p le

xi ty

is co

u rs

e Le

ve l

R ic

e is

a n

im po

rt an

t c ro

p. It

g ro

w s

in th

e w

fla t l

an ds

o f C

hi na

B an

an as

g ro

w in

th e

tr op

ic s.

C off

ee g

ro w

s in

c ou

nt ri

es w

ith h

ig h

m ou

nt ai

ns th

at a

re n

ea r

th e

eq ua

to r,

w hi

ol iv

es g

ro w

n ea

r w

ar m

s ea

s. Th

er ef

or e,

ffe e

is a

m aj

or a

gr ic

ul tu

ra l p

ro du

ct o

f E

cu ad

or w

hi le

o liv

es a

re im

po rt

an t t

o th

e M

ed ite

rr an

ea n

re gi

on .

O ra

ng e

tr ee

s re

qu ir

e th

e m

oi st

, n ut

ri en

t- ri

so il

of tr

op ic

al c

lim at

es . I

n co

nt ra

st , w

he at

os pe

rs in

c oo

le r,

ar id

c lim

at es

w ith

d ri

so il.

N ot

ic e

ho w

a gr

ic ul

tu ra

l p ro

du ct

iv ity

ri es

fr om

r eg

io n

to r

eg io

n in

K en

ya .

O ne

r eq

ui re

m en

t o f s

uc ce

ss fu

l a gr

ic ul

tu ra

l pr

od uc

tio n

is s

el ec

tin g

cr op

s th

at a

re w

el l-

su ite

d to

th e

cl im

at e

an d

so il

of th

e re

gi on

La n

g u

ag e

Fo rm

s &

o n

ve n

ti o

n s

Se n

te n

Le ve

ri ce

, c off

ee , c

or n,

v . o

liv es

, b an

an as

, o ra

ng es

R ic

e gr

ow s…

an an

as g

ro w

…

C off

ee g

ro w

s… w

hi le

o liv

es g

ro w

…

Th er

ef or

e, …

O ne

r eq

ui re

m en

t o f s

uc ce

ss fu

l a gr

ic ul

tu ra

l pr

od uc

tio n

is …

V o

ca b

u la

U sa

g e

W o

rd /P

h ra

Le ve

r ic

off ee

o liv

w he

ra ng

e tr

ee s

im po

rt an

t c ro

w et

fl at

la nd

ne ar

th e

eq ua

to r

ne ar

w ar

m s

ea s

m aj

th er

ef or

w hi

re gi

In c

on tr

as t,

ag ri

cu ltu

ra l

od uc

tiv ity

/p ro

du ct

io n

m oi

st , t

ro pi

ca l c

lim at

co ol

er , a

ri d

cl im

at es

w el

l-s ui

te d

C O

N N

EC TI

O N

: C om

m on

C or

e Re

ad in

g St

an da

rd s f

or L

ite ra

cy in

H ist

or y/

So ci

al S

tu di

es , I

nt eg

ra tio

n of

K no

w le

dg e

& I

de as

# 7:

I nt

eg ra

te v

is ua

l i nf

or m

at io

n (e

.g .,

in c

ha rt

s, g

ra ph

ph ot

og ra

ph s,

v id

eo s,

o r

m ap

s) w

ith o

th er

in fo

rm at

io n

in p

ri nt

a nd

d ig

ita l t

ex ts

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

re ad

in fo

rm at

io na

l t ex

ts a

nd r

el at

ed w

eb si

te s

ab ou

t c ro

ps o

r ag

ri cu

ltu ra

l p ro

du ct

s to

in te

rp re

t m ap

s or

c re

at e

ch ar

ts .

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y A

N A

LY Z

E th

e im

po rt

an ce

o f a

gr ic

ul tu

ra l r

es ou

rc es

to r

eg io

na l e

co no

m ie

READING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

Id en

tif y

ag ri

cu ltu

ra l i

co ns

in g

vi su

al o

r gr

ap hi

c su

pp or

t ( e.

g. , o

n m

ap s

gr ap

hs )

Lo ca

te re

so ur

ce s

ag ri

cu ltu

ra l p

ro du

ct s

us in

g vi

su al

o r

gr ap

hi c

su pp

or t

D is

tin gu

is h

am on

g re

so ur

ce s

or a

gr ic

ul tu

ra l

pr od

uc ts

u si

ng v

is ua

l o r

gr ap

hi c

su pp

or t

Fi nd

p at

te rn

s as

so ci

at ed

ith r

es ou

rc es

o r

ag ri

cu ltu

ra l p

ro du

ct s

us in

g vi

su al

o r

gr ap

hi c

su pp

or t

D ra

w c

on cl

us io

ns a

bo ut

so ur

ce s

or a

gr ic

ul tu

ra l

pr od

uc ts

o n

m ap

s or

ap hs

fr om

g ra

de -le

ve l t

ex t

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: r en

ew ab

le , n

on -r

en ew

ab le

, re

so ur

ce a

llo ca

tio n

EX PA

N D

ED S

T R

A N

D S

G R

A D

E 8

C O

N N

EC TI

O N

: C om

m on

C or

e Re

ad in

g St

an da

rd s f

or L

ite ra

tu re

, I nt

eg ra

tio n

of K

no w

le dg

e an

d Id

ea s #

9 (G

ra de

8 ):

A na

ly ze

h ow

a m

od er

n w

or k

of fi

ct io

n dr

aw s

on th

em es

, p at

te rn

s of

e ve

nt s,

o r

ch ar

ac te

r ty

pe s

fr om

m yt

hs , t

ra di

tio na

l s to

ri es

, o r

re lig

io us

w or

ks s

uc h

as th

e B

ib le

, i nc

lu di

ng d

es cr

ib in

g ho

w th

e m

at er

ia l i

s re

nd er

ed n

ew .

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

lis te

n to

c la

ss d

is cu

ss io

ns a

bo ut

th em

es , p

at te

rn s

of e

ve nt

s, o

r ch

ar ac

te r

ty pe

s in

a w

or k

of li

te ra

tu re

to m

ak e

co nn

ec tio

to th

ei r

ow n

liv es

a nd

/o r

fa m

ili ar

s to

ri es

o r

m yt

hs fr

om th

ei r

ow n

cu ltu

re s.

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y A

N A

LY Z

E u

ni ve

rs al

th em

es o

f l ite

ra tu

re .

LISTENING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

Se le

ct il

lu st

ra tio

ns d

ep ic

tin g

lit er

ar y

ch ar

ac te

rs ,

th em

es , a

nd p

lo ts

b as

on o

ra l s

ta te

m en

ts u

si ng

vi ro

nm en

ta l p

ri nt

(e .g

., po

st er

s ab

ou t c

ha ra

ct er

pe s

an d

th em

es )

Se le

ct il

lu st

ra tio

de pi

ct in

g lit

er ar

y ch

ar ac

te rs

, t he

m es

, an

d pl

ot s

ba se

d on

al d

es cr

ip tio

ns u

si ng

vi ro

nm en

ta l p

ri nt

C la

ss ify

e xa

m pl

es o

f lit

er ar

y ch

ar ac

te rs

, t he

m es

, an

d pl

ot s

ba se

d on

o ra

l de

sc ri

pt io

ns w

ith a

p ar

tn er

Fi nd

p at

te rn

s re

la te

d to

lit

er ar

y ch

ar ac

te rs

, t he

m es

, an

d pl

ot s

us in

g gr

ap hi

c or

ga ni

ze rs

w ith

a p

ar tn

Pr ed

ic t t

he e

vo lu

tio n

of li

te ra

ry c

ha ra

ct er

th em

es , a

nd p

lo ts

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: u ni

ve rs

al th

em e,

c ha

ra ct

ty pe

, a lle

go ry

, m yt

ho lo

gy , p

ro ta

go ni

EL D

S TA

N D

A R

D 2

: T h

e La

n g

u ag

e o

f L an

g u

ag e

A rt

s EX

A M

P LE

T O

P IC

: L it

er at

u re

a n

al ys

Th e

8t h

gr ad

e ex

pa nd

ed s

tr an

d as

su m

es th

at s

tu de

nt s

w ill

li st

en to

c la

ss ro

di sc

us si

on s

ab ou

t l ite

ra tu

re a

nd w

ill c

on ne

ct c

om m

on th

em es

a cr

os s

m ul

tip le

nr es

, i nc

lu di

ng m

yt hs

, t ra

di tio

na l s

to ri

es , o

r re

lig io

us w

or ks

. E LL

s fr

om d

iv er

ba ck

gr ou

nd s

m ay

o ffe

r tr

em en

do us

r ic

hn es

s to

s uc

h di

sc us

si on

s of

u ni

ve rs

al th

em es

, as

th ey

m ay

k no

w d

iff er

en t t

ra di

tio na

l s to

ri es

a nd

h av

e un

iq ue

li fe

e xp

er ie

nc es

r el

at e

to th

e lit

er ar

y w

or ks

. I n

th e

do m

ai n

of li

st en

in g,

th ey

m ay

e xh

ib it

th ei

r lis

te ni

ng c

om pr

eh en

si on

in a

v ar

ie ty

o f w

ay s,

a s

su gg

es te

d in

th e

m od

el p

er fo

rm an

in di

ca to

rs . E

du ca

to rs

m ay

r el

y on

il lu

st ra

tio ns

o f c

om m

on th

em es

, e ve

nt s,

o r

ch ar

ac te

r ty

pe s

ac ro

ss m

ul tip

le u

ni ts

to in

cr ea

se s

tu de

nt s’

fa m

ili ar

ity w

ith th

es e

co nc

ep ts

. S tu

de nt

s m

ay r

ec re

at e,

s el

ec t,

or m

an ip

ul at

e th

es e

ill us

tr at

io ns

to e

ng ag

e in

a v

ar ie

ty o

f a ct

iv iti

es . H

ow ev

er , i

llu st

ra tio

ns a

re ju

st o

ne w

ay to

s up

po rt

s tu

de nt

s’ lis

te ni

ng . O

th er

g ra

ph ic

, s en

so ry

, a nd

in te

ra ct

iv e

su pp

or ts

m ay

b e

eq ua

lly v

al ua

bl e.

e co

m pl

ex ity

o f s

en te

nc es

th at

s tu

de nt

s ca

n pr

oc es

s in

cr ea

se s

ac ro

ss th

re e

tie re

d le

ve ls.

D iff

er en

t f or

m s,

c on

ve nt

io ns

, a nd

v oc

ab ul

ar y

ca n

be in

tr od

uc ed

th ro

ug h

di ffe

re nt

a ct

iv iti

es a

s pa

rt o

f t he

le ss

on o

n lit

er at

ur e.

L is

te ni

ng w

ill s

er ve

a s

a sc

aff ol

d fo

r m

an y

st ud

en ts

w ho

c an

u se

it a

s a

fo un

da tio

n fo

r bu

ild in

g th

ei r

pr od

uc tiv

e sk

ill s

of s

pe ak

in g

an d

w ri

tin g.

EX PA

N D

ED S

T R

A N

D S

Ex am

p le

L an

g u

ag e

Fe at

u re

Le ve

ls 1

–3 Le

ve ls

2 –4

Le ve

ls 3

–5

Level 6 – Reaching

Li n

g u

is ti

c C

o m

p le

xi ty

is co

u rs

e Le

ve l

Th e

m ai

n ch

ar ac

te r,

Lo re

tt a,

is a

h er

oi ne

. Sh

e is

n ot

a fr

ai d

of d

ra go

ns . S

he is

li ke

th e

w ar

ri or

fr om

th e

ot he

r st

or y

w e

re ad

In g

en er

al , L

or et

ta is

a s

tr on

g ch

ar ac

te r.

Sh e

is b

ot h

fa ith

fu l a

nd fe

ar le

ss . S

he n

ev er

le av

Sa nd

ra ’s

si de

. A dd

iti on

al ly

, L or

et ta

c ha

lle ng

th e

dr ag

on in

th e

m ag

ic al

fo re

st . Th

is is

ffe re

nt fr

om h

ow th

e w

ar ri

or a

ba nd

on s

hi s

ho rs

e in

th e

sc en

e of

b at

tle .

O bv

io us

ly , L

or et

ta r

ep re

se nt

s th

e he

ro in

e of

th e

ta le

. S he

n ot

o nl

y de

fe at

s w

ic ke

d m

on st

er s

th ro

ug ho

ut th

e st

or y,

b ut

s he

a lso

ov es

h er

se lf

as a

lo ya

l f ri

en d.

Th ro

ug h

ov er

co m

in g

nu m

er ou

s ob

st ac

le s,

s he

nq ue

rs h

er fe

ar s

an d

re al

iz es

h er

o w

n st

re ng

th . W

ha t i

f L or

et ta

m et

th e

w ar

ri or

om th

e an

ci en

t m yt

h? W

ou ld

s he

c ri

tic iz

e hi

s ac

tio ns

? C ou

ld s

he o

ffe r

hi m

s om

e ad

vi ce

La n

g u

ag e

Fo rm

s &

o n

ve n

ti o

n s

Se n

te n

Le ve

Th e

m ai

n ch

ar ac

te r,

Lo re

tt a,

sh e

is v

. s he

is n

In g

en er

al ,

bo th

_ __

_ an

d __

__ Fo

r in

st an

ce ,…

ne ve

r A

dd iti

on al

ly ,

di ffe

re nt

fr om

h ow

O bv

io us

ly ,

no t o

nl y…

bu t a

lso

Th ro

ug h

ov er

co m

in g

nu m

er ou

s ob

st ac

le s,

e…

W ha

t w ou

ld …

ou ld

…

V o

ca b

u la

U sa

g e

W o

rd /P

h ra

Le ve

m ai

n ch

ar ac

te r

he ro

/h er

oi ne

af ra

id dr

ag on

w ar

ri or

ot he

r st

or y

st ro

ng c

ha ra

ct er

fa ith

fu l

fe ar

le ss

__ __

’s si

de ch

al le

ng es

m ag

ic al

ab an

do ns

sc en

e of

b at

tle

re pr

es en

ts de

fe at

s lo

ya l f

ri en

d ov

er co

m in

g ob

st ac

le s

co nq

ue rs

re al

iz es

h er

o w

n st

re ng

th se

rv e

an ci

en t m

yt h

cr iti

ci ze

off er

s om

e ad

vi ce

C O

N N

EC TI

O N

: C om

m on

C or

e Re

ad in

g St

an da

rd s f

or L

ite ra

tu re

, I nt

eg ra

tio n

of K

no w

le dg

e an

d Id

ea s #

9 (G

ra de

8 ):

A na

ly ze

h ow

a m

od er

n w

or k

of fi

ct io

n dr

aw s

on th

em es

, p at

te rn

s of

e ve

nt s,

o r

ch ar

ac te

r ty

pe s

fr om

m yt

hs , t

ra di

tio na

l s to

ri es

, o r

re lig

io us

w or

ks s

uc h

as th

e B

ib le

, i nc

lu di

ng d

es cr

ib in

g ho

w th

e m

at er

ia l i

s re

nd er

ed n

ew .

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

lis te

n to

c la

ss d

is cu

ss io

ns a

bo ut

th em

es , p

at te

rn s

of e

ve nt

s, o

r ch

ar ac

te r

ty pe

s in

a w

or k

of li

te ra

tu re

to m

ak e

co nn

ec tio

to th

ei r

ow n

liv es

a nd

/o r

fa m

ili ar

s to

ri es

o r

m yt

hs fr

om th

ei r

ow n

cu ltu

re s.

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y A

N A

LY Z

E u

ni ve

rs al

th em

es o

f l ite

ra tu

re .

LISTENING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

Se le

ct il

lu st

ra tio

ns d

ep ic

tin g

lit er

ar y

ch ar

ac te

rs ,

th em

es , a

nd p

lo ts

b as

on o

ra l s

ta te

m en

ts u

si ng

vi ro

nm en

ta l p

ri nt

(e .g

., po

st er

s ab

ou t c

ha ra

ct er

pe s

an d

th em

es )

Se le

ct il

lu st

ra tio

de pi

ct in

g lit

er ar

y ch

ar ac

te rs

, t he

m es

, an

d pl

ot s

ba se

d on

al d

es cr

ip tio

ns u

si ng

vi ro

nm en

ta l p

ri nt

C la

ss ify

e xa

m pl

es o

f lit

er ar

y ch

ar ac

te rs

, t he

m es

, an

d pl

ot s

ba se

d on

o ra

l de

sc ri

pt io

ns w

ith a

p ar

tn er

Fi nd

p at

te rn

s re

la te

d to

lit

er ar

y ch

ar ac

te rs

, t he

m es

, an

d pl

ot s

us in

g gr

ap hi

c or

ga ni

ze rs

w ith

a p

ar tn

Pr ed

ic t t

he e

vo lu

tio n

of li

te ra

ry c

ha ra

ct er

th em

es , a

nd p

lo ts

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: u ni

ve rs

al th

em e,

c ha

ra ct

ty pe

, a lle

go ry

, m yt

ho lo

gy , p

ro ta

go ni

EX PA

N D

ED S

T R

A N

D S

G R

A D

ES 9

–1 0

C O

N N

EC TI

O N

: N ex

t G en

er at

io n

Sc ie

nc e

St an

da rd

s, Ph

ys ic

al S

ci en

ce s,

C he

m ic

al R

ea ct

io ns

P S1

-5 (

H ig

h Sc

ho ol

): A

pp ly

s ci

en tifi

c pr

in ci

pl es

a nd

e vi

de nc

e to

p ro

vi de

a n

ex pl

an at

io n

ab ou

t t he

e ffe

ct s

of c

ha ng

in g

th e

te m

pe ra

tu re

o r

co nc

en tr

at io

n of

th e

re ac

tin g

pa rt

ic le

s on

th e

ra te

a t w

hi ch

a r

ea ct

io n

oc cu

rs .

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

w ill

d is

cu ss

th e

de si

gn o

f a n

ex pe

ri m

en t (

e. g.

, r ea

ct io

n ra

te o

f p ho

to sy

nt he

si s)

to te

st th

e eff

ec t o

f m od

ify in

g a

va ri

ab le

. G

ro up

s w

ill p

er fo

rm th

e ex

pe ri

m en

t a nd

d is

cu ss

th ei

r ob

se rv

at io

ns o

n th

e im

pa ct

o f t

he s

pe ci

fic v

ar ia

bl e.

F in

al ly

, t he

y w

ill g

iv e

a fo

rm al

p re

se nt

at io

n on

th e

re su

lts .

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y A

N A

LY Z

E th

e eff

ec t o

f m od

ify in

g a

va ri

ab le

in a

n ex

pe ri

m en

SPEAKING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

D es

cr ib

e th

e eff

ec ts

o f

m od

ify in

g a

va ri

ab le

u si

ill us

tr at

ed w

or d

ba nk

s in

al l g

ro up

G iv

e ex

am pl

es o

f t he

e ffe

ct s

of m

od ify

in g

a va

ri ab

us in

g ill

us tr

at ed

w or

d ba

nk s

an d

se nt

en ce

fr am

in s

m al

l g ro

up s

E xp

la in

th e

eff ec

ts o

f m

od ify

in g

a va

ri ab

us in

g se

nt en

ce fr

am es

a nd

ap hi

c or

ga ni

ze rs

in s

m al

l gr

ou ps

D is

cu ss

th e

eff ec

ts o

f m

od ify

in g

a va

ri ab

us in

g se

nt en

ce fr

am es

a nd

ap hi

c or

ga ni

ze rs

in s

m al

l gr

ou ps

R ep

or t o

n th

e eff

ec ts

o f

m od

ify in

g a

va ri

ab le

sm al

l g ro

up s

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: d ep

en de

nt a

nd in

de pe

nd en

t va

ri ab

le s,

c on

tr ol

a nd

e xp

er im

en ta

l g ro

up s,

q ua

nt ita

tiv e

an d

qu al

ita tiv

e da

* A

s t hi

s b oo

k go

es to

p re

ss, a

d ra

ft of

th e

N ex

t G en

er at

io n

Sc ie

nc e

St an

da rd

s w as

ju st

re le

as ed

fo r

re vi

ew . W

ID A

p la

ns to

u pd

at e

its L

an gu

ag e

of S

ci en

ce st

ra nd

s t o

co rr

es po

nd w

ith th

es e

sta nd

ar ds

a s s

oo n

as th

ey a

re fi

na l.

EL D

S TA

N D

A R

D 4

: T h

e La

n g

u ag

e o

f S ci

en ce

A M

P LE

T O

P IC

: D ep

en d

en t

& in

d ep

en d

en t

va ri

ab le

Th e

fo llo

w in

g ex

pa nd

ed st

ra nd

is fo

cu se

d on

a p

ro du

ct iv

e do

m ai

n (s

pe ak

in g)

. F iv

e ex

am pl

es a

re g

iv en

o f h

ow st

ud en

ts w

ill g

ai n

pr ofi

ci en

cy a

s t he

y pr

og re

ss th

ro ug

h th

e le

ve ls.

Th e

pr og

re ss

io n

st ar

ts a

t l ev

el 1

w he

re st

ud en

ts w

ill c

om bi

ne n

ew v

oc ab

ul ar

y w

ith se

t p hr

as es

su ch

a s “

st ay

ed th

e sa

m e”

to d

es cr

ib e

th ei

r e xp

er im

en t.

A t l

ev el

2 ,

th ey

m ig

ht u

se re

pe tit

iv e

se nt

en ce

fr am

es to

te ll

ab ou

t t he

d iff

er en

t o ut

co m

es o

f ex

pe ri

m en

ta tio

n. A

t l ev

el s 3

–5 , t

ea ch

er s s

ho ul

d gr

ad ua

lly in

cr ea

se th

e co

m pl

ex ity

o f

se nt

en ce

fr am

es p

ro vi

de d

an d

al lo

w st

ud en

ts a

m pl

e tim

e to

p ra

ct ic

e w

ith th

em p

ri or

g iv

in g

a fin

al re

po rt

to th

e cl

as s.

G ra

ph ic

su pp

or t s

uc h

as a

p ro

ce ss

m ap

w ill

a lso

pp or

t s tu

de nt

s’ ab

ili ty

to re

co un

t t he

e xp

er im

en t’s

re su

lts o

ra lly

. Th e

pa ss

iv e

vo ic

a ha

llm ar

k of

sc ie

nt ifi

c la

ng ua

ge , c

an b

e re

he ar

se d

w ith

a ll

st ud

en ts

, i nc

lu di

ng E

LL s

at th

e up

pe r l

ev el

s o f l

an gu

ag e

pr ofi

ci en

cy . A

ll st

ud en

ts w

ill b

en efi

t f ro

m e

nh an

ce d

aw ar

en es

s o f t

he m

os t c

om m

on fe

at ur

es o

f l an

gu ag

e pe

rt ai

ni ng

to sc

ie nc

EX PA

N D

ED S

T R

A N

D S

Ex am

p le

L an

g u

ag e

Fe at

u re

Le ve

ls 1

–3 Le

ve ls

2 –4

Le ve

ls 3

–5

Level 6 – Reaching

Li n

g u

is ti

c C

o m

p le

xi ty

is co

u rs

e Le

ve l

Il lu

st ra

te d

w or

d ba

nk :

in de

pe nd

en t v

ar ia

bl e

de pe

nd en

t v ar

ia bl

e w

at er

C O

2 C

ar bo

n di

ox id

e st

ay ed

th e

sa m

e ch

an ge

Th e

in de

pe nd

en t v

ar ia

bl e

w as

c ar

bo n

di ox

id e.

e ch

an ge

d th

e am

ou nt

o f C

O 2

ea ch

ti m

W e

sa w

th e

re ac

tio n

slo w

d ow

n w

ith le

ca rb

on d

io xi

de a

nd it

d id

n ot

o cc

ur w

ith ou

t ca

rb on

d io

xi de

In o

ur e

xp er

im en

t, va

ry in

g th

e am

ou nt

s of

rb on

d io

xi de

im pa

ct ed

th e

re ac

tio n.

F ir

st ,

w e

di ss

ol ve

d so

di um

b ic

ar bo

na te

in w

at er

r el

ea se

C O

2, o

ur in

de pe

nd en

t v ar

ia bl

W e

kn ew

h ow

m uc

h C

O 2

to u

se in

th e

ex pe

ri m

en t b

ec au

se w

e ha

d th

e ch

em ic

eq ua

tio n

fo r

ph ot

os yn

th es

is . D

ec re

as in

g th

e am

ou nt

o f C

O 2

in th

e ex

pe ri

m en

ta l g

ro up

s slo

w ed

d ow

n th

e re

ac tio

n ra

te . R

em ov

in g

th e

ca rb

on d

io xi

de r

es ul

te d

in n

o re

ac tio

La n

g u

ag e

Fo rm

s &

o n

ve n

ti o

n s

Se n

te n

Le ve

st ay

ed th

e sa

m e

ch an

ge d

W e

sa w

… w

ith …

an d

it… va

ry in

g…

de cr

ea si

ng …

re m

ov in

g…

V o

ca b

u la

U sa

g e

W o

rd /P

h ra

Le ve

st ay

ed th

e sa

m e/

ch an

ge d

sa m

e/ di

ffe re

slo w

/f as

ch an

ge d

re ac

tio n

ea ch

ti m

w ith

ou t

im pa

di ss

ol ve

le as

ch em

ic al

e qu

at io

ph ot

os yn

th es

re su

lte d

EX PA

N D

ED S

T R

A N

D S

G R

A D

ES 1

1 –1

C O

N N

EC TI

O N

: C om

m on

C or

e Re

ad in

g St

an da

rd s f

or I

nf or

m at

io na

l T ex

ts, I

nt eg

ra tio

n of

K no

w le

dg e

& I

de as

# 7:

I nt

eg ra

te a

nd e

va lu

at e

m ul

tip le

s ou

rc es

o f i

nf or

m at

io n

pr es

en te

d in

ffe re

nt m

ed ia

o r

fo rm

at s

(e .g

., vi

su al

ly , q

ua nt

ita tiv

el y)

a s

w el

l a s

in w

or ds

in o

rd er

to a

dd re

ss a

q ue

st io

n or

s ol

ve a

p ro

bl em

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

re vi

ew c

ol le

ge o

r ca

re er

m ar

ke tin

g m

at er

ia ls

(e .g

., pr

in t o

r on

lin e)

a cc

or di

ng to

p er

so na

l p re

fe re

nc es

(e .g

., aff

or da

bi lit

lo ca

tio n,

ti m

e co

m m

itm en

t, re

qu ir

em en

ts , i

nt er

es t)

to m

ak e

in fo

rm ed

d ec

is io

ns o

n po

st -s

ec on

da ry

o pt

io ns

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y E

V A

LU AT

E p

os t-

se co

nd ar

y op

tio ns

READING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

So rt

in fo

rm at

io n

on p

os t-

se co

nd ar

y op

tio ns

fr om

ul tip

le s

ou rc

es w

ith v

is ua

l su

pp or

t w ith

a p

ar tn

Id en

tif y

im po

rt an

t in

fo rm

at io

n (e

.g .,

hi gh

lig ht

in g)

o n

po st

- se

co nd

ar y

op tio

ns fr

m ul

tip le

s ou

rc es

w ith

v is

ua l

su pp

or t w

ith a

p ar

tn er

C at

eg or

iz e

(e .g

., be

st ,

m ay

be , u

nl ik

el y)

p os

t- se

co nd

ar y

op tio

ns fr

m ul

tip le

s ou

rc es

u si

ill us

tr at

ed g

ra ph

or ga

ni ze

M ak

e ju

dg m

en ts

a bo

po st

-s ec

on da

ry o

pt io

fr om

m ul

tip le

s ou

rc es

in g

ill us

tr at

ed g

ra ph

or ga

ni ze

rs (e

.g .,

ch ec

kl is

of ty

pe s

of e

vi de

nc e)

D ra

w c

on cl

us io

ns o

n po

st -

se co

nd ar

y op

tio ns

fr om

ai m

s in

m ul

tip le

s ou

rc es

in fo

rm at

io n

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: p ri

or iti

es , v

oc at

io n/

tr ad

m er

it sc

ho la

rs hi

p, c

os t o

f l iv

in g,

r oo

m a

nd b

oa rd

, p ro

fe ss

io na

l r ef

er en

ce , r

és um

é- bu

ild in

EL D

S TA

N D

A R

D 1

: S o

ci al

& In

st ru

ct io

n al

L an

g u

ag e

EX A

M P

LE T

O P

IC : I

n fo

rm ed

d ec

is io

n s

(c o

lle g

e &

c ar

ee r)

Th is

e xp

an de

d st

ra nd

is fo

cu se

d on

th e

re ce

pt iv

e la

ng ua

ge d

om ai

n of

re ad

in g.

er ef

or e,

th e

la ng

ua ge

fu nc

tio ns

(s or

t, id

en tif

y, c

at eg

or iz

e, m

ak e

ju dg

m en

ts , a

dr aw

c on

cl us

io ns

) r eq

ui re

st ud

en ts

to d

o so

m et

hi ng

to sh

ow th

ei r

ab ili

ty to

p ro

ce ss

e la

ng ua

ge th

ey re

ad . A

s y ou

e xa

m in

e th

e ex

am pl

e ex

pe ct

at io

ns a

ss oc

ia te

d w

ith

th e

th re

e cr

ite ri

a fr

om th

e Pe

rf or

m an

ce D

efi ni

tio ns

, p le

as e

no te

th at

th e

Li ng

ui st

C om

pl ex

ity se

ct io

n sh

ow ca

se s t

he ty

pe o

f l an

gu ag

e st

ud en

ts w

ou ld

b e

re ad

in g

fr om

c ol

le ge

o r

ca re

er m

ar ke

tin g

m at

er ia

ls, n

ot la

ng ua

ge th

at th

ey th

em se

lv es

ou ld

p ro

du ce

. S in

ce it

is im

po rt

an t f

or e

ac h

st ud

en t t

o w

or k

w ith

a ut

he nt

m at

er ia

ls, th

e qu

an tit

y of

la ng

ua ge

e ac

h st

ud en

t w ill

p ro

ce ss

is g

re at

er th

an w

ha t w

ty pi

ca lly

a ss

oc ia

te w

ith th

e be

gi nn

in g

le ve

ls of

la ng

ua ge

p ro

fic ie

nc y

(le ve

ls 1

an d

2) .

H ow

ev er

, t hi

s e xa

m pl

e sh

ow s h

ow e

du ca

to rs

c an

se le

ct se

ct io

ns o

f t ho

se m

at er

ia ls

th at

a re

a pp

ro pr

ia te

fo r

st ud

en ts

a t e

ac h

le ve

l a nd

o ffe

r su

pp or

t ( su

ch a

s v is

ua ls

an d

pa rt

ne r

w or

k) to

a llo

w th

em to

a cc

es s i

t. In

th is

e xa

m pl

e, so

m e

of th

e la

ng ua

fu nc

tio ns

su ch

a s i

de nt

ifi ca

tio n

vi a

hi gh

lig ht

in g

(le ve

l 2 ) a

nd th

e us

e of

c at

eg or

y he

ad in

gs (l

ev el

3 ) a

re in

co rp

or at

ed w

ith in

th e

ro w

fo r

Li ng

ui st

ic C

om pl

ex ity

. A t t

hi gh

es t l

ev el

s, st

ud en

ts n

ee d

to p

ro ce

ss a

ll la

ng ua

ge sh

ow n

in o

rd er

to su

cc es

sf ul

m ak

e ju

dg m

en ts

a nd

d ra

w c

on cl

us io

ns . Th

e vo

ca bu

la ry

a ss

oc ia

te d

w ith

th is

e xa

m pl

e to

pi c

is re

le va

nt to

st ud

en ts

’ l iv

es in

sc ho

ol a

nd b

ey on

EX PA

N D

ED S

T R

A N

D S

Ex am

p le

L an

g u

ag e

Fe at

u re

Le ve

ls 1

–3 Le

ve ls

2 –4

Le ve

ls 3

–5

Level 6 – Reaching

Li n

g u

is ti

c C

o m

p le

xi ty

is co

u rs

e Le

ve l

M ec

ha ni

In di

vi du

al s w

ho e

nj oy

w or

ki ng

w ith

to ol

s an

d th

ei r

ha nd

s m ay

b e

in te

re st

ed in

w or

k as

a m

ec ha

ni c.

T od

ay , m

ec ha

ni cs

o ft

en u

co m

pu te

r di

ag no

st ic

e qu

ip m

en t t

o fin

d an

d fix

p ro

bl em

s, so

m ec

ha ni

cs a

lso n

ee d

ke ep

u p

w ith

c ha

ng es

in te

ch no

lo gy

. M os

t m

ec ha

ni cs

sp ec

ia liz

e in

a t l

ea st

o ne

a re

a su

as a

ut om

ot iv

e, a

ir cr

af t,

sm al

l e ng

in e,

o r

in du

st ri

al m

ac hi

ne ry

. M ec

ha ni

cs g

en er

al ly

ve a

lo ve

fo r

m ac

hi ne

s, bu

t m an

y al

lik e

cu st

om er

se rv

ic e

an d

fe el

a se

ns e

ac co

m pl

is hm

en t f

ro m

h el

pi ng

p eo

pl e.

Pr e-

la w

re y

ou d

ri ve

n to

e ar

n to

p gr

ad es

? C an

y ou

ct ur

e yo

ur se

lf as

a n

in te

rn in

a la

w o

ffi ce

? A

re y

ou c

om m

itt ed

to st

ud yi

ng fo

r th

e LS

AT ?

Si nc

e pr

e- la

w is

r ar

el y

off er

ed a

s a m

aj or

, a

pr e-

la w

a dv

is in

g pr

og ra

m w

ill h

el p

yo u

st ay

tr ac

k as

y ou

p re

pa re

fo r

la w

sc ho

ol . I

t he

lp s t

o be

a g

oo d

co m

m un

ic at

or a

nd y

ou ’ll

m or

e lik

el y

to su

cc ee

d in

la w

sc ho

ol if

y ou

e an

a na

ly tic

al th

in ke

r w

ho e

nj oy

s p ro

bl em

lv in

g. Th

ou gh

m an

y pr

e- la

w st

ud en

ch oo

se m

aj or

s l ik

e E

ng lis

h or

p ol

iti ca

l s ci

en ce

, yo

u ca

n m

aj or

in a

ny th

in g

at a

ll!

N ur

si ng

A id

N ur

si ng

a id

es ’ r

es po

ns ib

ili tie

s r an

ge fr

ta ki

ng p

at ie

nt s’

te m

pe ra

tu re

s t o

le ad

in g

a gr

ou p

ca rd

g am

e. I

f y ou

a re

a tt

ra ct

ed to

th e

vi rt

ue s o

f n ur

si ng

b ut

n ot

th e

tim e

it ta

ke s t

o be

co m

e an

R N

, a n

ur si

ng a

id e

po si

tio n

m ay

r ig

ht fo

r yo

u. A

id es

c an

w or

k da

ys , n

ig ht

s, an

d/ or

w ee

ke nd

s, an

d so

m e

jo bs

re qu

ir e

us e

of y

ou r

ow n

tr an

sp or

ta tio

C O

N N

EC TI

O N

: C om

m on

C or

e Re

ad in

g St

an da

rd s f

or I

nf or

m at

io na

l T ex

ts, I

nt eg

ra tio

n of

K no

w le

dg e

& I

de as

# 7:

I nt

eg ra

te a

nd e

va lu

at e

m ul

tip le

s ou

rc es

o f i

nf or

m at

io n

pr es

en te

d in

ffe re

nt m

ed ia

o r

fo rm

at s

(e .g

., vi

su al

ly , q

ua nt

ita tiv

el y)

a s

w el

l a s

in w

or ds

in o

rd er

to a

dd re

ss a

q ue

st io

n or

s ol

ve a

p ro

bl em

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

re vi

ew c

ol le

ge o

r ca

re er

m ar

ke tin

g m

at er

ia ls

(e .g

., pr

in t o

r on

lin e)

a cc

or di

ng to

p er

so na

l p re

fe re

nc es

(e .g

., aff

or da

bi lit

lo ca

tio n,

ti m

e co

m m

itm en

t, re

qu ir

em en

ts , i

nt er

es t)

to m

ak e

in fo

rm ed

d ec

is io

ns o

n po

st -s

ec on

da ry

o pt

io ns

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y E

V A

LU AT

E p

os t-

se co

nd ar

y op

tio ns

READING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

So rt

in fo

rm at

io n

on p

os t-

se co

nd ar

y op

tio ns

fr om

ul tip

le s

ou rc

es w

ith v

is ua

l su

pp or

t w ith

a p

ar tn

Id en

tif y

im po

rt an

t in

fo rm

at io

n (e

.g .,

hi gh

lig ht

in g)

o n

po st

- se

co nd

ar y

op tio

ns fr

m ul

tip le

s ou

rc es

w ith

v is

ua l

su pp

or t w

ith a

p ar

tn er

C at

eg or

iz e

(e .g

., be

st ,

m ay

be , u

nl ik

el y)

p os

t- se

co nd

ar y

op tio

ns fr

m ul

tip le

s ou

rc es

u si

ill us

tr at

ed g

ra ph

or ga

ni ze

M ak

e ju

dg m

en ts

a bo

po st

-s ec

on da

ry o

pt io

fr om

m ul

tip le

s ou

rc es

in g

ill us

tr at

ed g

ra ph

or ga

ni ze

rs (e

.g .,

ch ec

kl is

of ty

pe s

of e

vi de

nc e)

D ra

w c

on cl

us io

ns o

n po

st -

se co

nd ar

y op

tio ns

fr om

ai m

s in

m ul

tip le

s ou

rc es

in fo

rm at

io n

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: p ri

or iti

es , v

oc at

io n/

tr ad

m er

it sc

ho la

rs hi

p, c

os t o

f l iv

in g,

r oo

m a

nd b

oa rd

, p ro

fe ss

io na

l r ef

er en

ce , r

és um

é- bu

ild in

Th e

U ni

ve rs

ity : Q

ui ck

F ac

ts •

Fo un

de d

in 1

91 0

• 27

,0 00

s tu

de nt

s fr

om 4

1 st

at es

a nd

6 0

co un

tr ie

s •

Lo ca

te d

in T

ow nv

ill e,

U .S

. •

N am

ed “

B es

t V al

ue U

” by

R at

in gs

ag az

in e

fo r

3 st

ra ig

ht y

ea rs

R es

id en

tia l L

ife Fi

rs t-

a nd

s ec

on d-

ye ar

s tu

de nt

s re

si de

ca m

pu s

ho us

in g.

L iv

in g

op po

rt un

iti es

cl ud

e 12

r es

id en

ce h

al ls,

3 5

th em

e ho

us es

, an

d ni

ne a

pa rt

m en

t c om

pl ex

es .

Sc ho

la rs

hi ps

a nd

F in

an ci

al A

id •

M or

e th

an $

15 0

m ill

io n

in s

ch ol

ar sh

ip s

an d

fin an

ci al

a id

e ac

h ye

ar •

A w

ar de

d fo

r ne

ed , m

er it,

a nd

/o r

ta le

M aj

or s

A cc

ou nt

in g,

A nt

hr op

ol og

y, A

rt ,

B io

ch em

is tr

y, B

io lo

gy , B

us in

es s…

V is

it C

am pu

s Th

e be

st w

ay to

d ec

id e

if th

e U

ni ve

rs ity

ri gh

t f or

y ou

is b

y vi

si tin

g ca

m pu

s. S

ch ed

ul e

yo ur

v is

it at

u ni

ve rs

ity .e

du /a

dm is

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1- 80

0- I-

V IS

IT -U

B es

t, C

lo se

, I nt

er es

tin g:

e C

re at

iv e

In st

itu te

s Th

is s

ys te

m o

f s ch

oo ls

off er

s re

al -w

or ld

uc at

io n

in th

e ar

ea s

of c

ul in

ar y

ar ts

, fa

sh io

n, fi

lm , g

ra ph

ic d

es ig

n, a

nd m

or e.

W ith

er 5

0 sc

ho ol

s in

3 0

st at

es , y

ou c

an e

ar n

as so

ci at

e de

gr ee

o r

te ch

ni ca

l d ip

lo m

a in

o ne

th es

e su

bj ec

ts a

t a c

am pu

s ne

ar y

ou !

M ay

be , C

lo se

, A ffo

rd ab

le :

C on

ve ni

en t C

ol le

Fo r

ov er

1 5

ye ar

s, C

on ve

ni en

t C ol

le ge

h as

off

er ed

a ffo

rd ab

le s

tu de

nt -c

en te

re d,

q ua

lit y,

re er

-f oc

us ed

e du

ca tio

n. O

ur o

nl in

e pr

og ra

m o

ffe rs

a ss

oc ia

te ’s

an d

ba ch

el or

’s de

gr ee

s ta

ilo re

d to

m ee

t y ou

r pe

rs on

al n

ee ds

a p

ac e

th at

is r

ig ht

fo r

yo u.

P os

se ss

in g

cu rr

en t e

xp er

ie nc

e in

b us

in es

s, c

ri m

in al

st ic

e, h

ea lth

c ar

e, a

nd p

sy ch

ol og

y, o

fa cu

lty is

h er

e fo

r yo

u. A

t C on

ve ni

en t

C ol

le ge

, y ou

w ill

fi nd

a w

ar m

, f ri

en dl

y co

m m

un ity

w ith

s m

al l c

la ss

s iz

es a

nd s

ta ff

de di

ca te

d to

y ou

r ad

va nc

em en

U nl

ik el

y bu

t i nt

er es

tin g:

ac he

r C

ol le

O ur

E ar

ly C

hi ld

ho od

p ro

gr am

c om

bi ne

s ha

nd s-

on fi

el d

w or

k w

ith a

ca de

m ic

ur se

w or

k. S

uc ce

ss d

ep en

ds o

n a

ca ri

at tit

ud e,

fl ex

ib ili

ty , d

ep en

da bi

lit y,

a nd

s tr

on g

co m

m un

ic at

io ns

s ki

lls . I

f t hi

s so

un ds

li ke

a fi

t fo

r yo

u, th

e tim

e is

r ig

ht to

a pp

ly !

44 EX

PA N

D ED

S T

R A

N D

Ex am

p le

L an

g u

ag e

Fe at

u re

Le ve

ls 1

–3 Le

ve ls

2 –4

Le ve

ls 3

–5

Level 6 – Reaching

La n

g u

ag e

Fo rm

s &

o n

ve n

ti o

n s

Se n

te n

Le ve

fo un

de d

in …

lo ca

te d

in …

na m

ed a

…

W ith

o ve

r 50

s ch

oo ls

in 3

0 st

at es

, Fo

r ov

er 1

5 ye

ar s,

ta ilo

re d

co m

bi ne

s __

__ w

ith _

__ _

su ch

a s…

ra ng

e fr

om _

__ __

to _

__ __

If …

A n

R N

V o

ca b

u la

U sa

g e

W o

rd /P

h ra

Le ve

U ni

ve rs

ity re

si de

nc e

ha ll

fin an

ci al

a id

m aj

or ca

m pu

re al

-w or

ld e

du ca

tio n

aff or

da bl

e st

ud en

t- ce

nt er

ed ca

re er

-f oc

us ed

m ee

t y ou

r ne

ed s

pa ce

w ar

m c

om m

un ity

ad va

nc em

en t

fle xi

bi lit

y de

pe nd

ab ili

st ro

ng c

om m

un ic

at io

n sk

ill s

th e

tim e

is r

ig ht

ke ep

u p

w ith

sp ec

ia liz

e pi

ct ur

e yo

ur se

lf ad

vi si

ng p

ro gr

am st

ay o

n tr

ac k

an al

yt ic

al th

in ke

r pr

ob le

m s

ol vi

ng an

yt hi

ng a

t a ll

vi rt

ue s

Ex am

p le

L an

g u

ag e

Fe at

u re

Le ve

ls 1

–3 Le

ve ls

2 –4

Le ve

ls 3

–5

Level 6 – Reaching

La n

g u

ag e

Fo rm

s &

o n

ve n

ti o

n s

Se n

te n

Le ve

fo un

de d

in …

lo ca

te d

in …

na m

ed a

…

W ith

o ve

r 50

s ch

oo ls

in 3

0 st

at es

, Fo

r ov

er 1

5 ye

ar s,

ta ilo

re d

co m

bi ne

s __

__ w

ith _

__ _

su ch

a s…

ra ng

e fr

om _

__ __

to _

__ __

If …

A n

R N

V o

ca b

u la

U sa

g e

W o

rd /P

h ra

Le ve

U ni

ve rs

ity re

si de

nc e

ha ll

fin an

ci al

a id

m aj

or ca

m pu

re al

-w or

ld e

du ca

tio n

aff or

da bl

e st

ud en

t- ce

nt er

ed ca

re er

-f oc

us ed

m ee

t y ou

r ne

ed s

pa ce

w ar

m c

om m

un ity

ad va

nc em

en t

fle xi

bi lit

y de

pe nd

ab ili

st ro

ng c

om m

un ic

at io

n sk

ill s

th e

tim e

is r

ig ht

ke ep

u p

w ith

sp ec

ia liz

e pi

ct ur

e yo

ur se

lf ad

vi si

ng p

ro gr

am st

ay o

n tr

ac k

an al

yt ic

al th

in ke

r pr

ob le

m s

ol vi

ng an

yt hi

ng a

t a ll

vi rt

ue s

Th e

st ra

n d

s in

S ec

ti o

n 4

d o

n o

t r ep

la ce

th e

st ra

n d

s p

re se

n te

d in

th e

20 07

Ed it

io n

o f W

ID A

’s st

an d

ar d

s b

u t i

n st

ea d

in cl

u d

es a

n a

d d

it io

n al

re so

u rc

e fo

ed u

ca to

rs w

o rk

in g

w it

h E

n g

lis h

la n

g u

ag e

le ar

n er

s in

a v

ar ie

ty o

f c o

n te

xt s.

Th e

cu rr

en t f

ra m

ew o

rk in

cl u

d es

s tr

an d

s fo

r i n

d iv

id u

al g

ra d

e le

ve ls

s o

th at

th e

st ra

n d

s ca

n b

e co

n n

ec te

d to

g ra

d e-

le ve

l c o

n te

n t s

ta n

d ar

d s.

H ow

ev er

ed u

ca to

rs a

re e

n co

u ra

g ed

to re

vi ew

s tr

an d

s ac

ro ss

m u

lt ip

le g

ra d

le ve

ls to

g ai

n a

fu lle

r p ic

tu re

o f t

h e

va ri

o u

s p

at hw

ay s

to la

n g

u ag

d ev

el o

p m

en t f

o r t

h ei

r s tu

d en

ts .

S EC

T IO

N 4

tr an

d s

b y

G ra

d e

Le ve

Si x

st ra

nd s

pe r

gr ad

e le

ve l i

llu st

ra te

la ng

ua ge

d ev

el op

m en

t w ith

in e

ac h

of th

e fiv

e W

ID A

E LD

S ta

nd ar

ds a

nd a

cr os

s al

l l an

gu ag

e do

m ai

ns ,

pl us

a c

om pl

em en

ta ry

s tr

an d

su pp

or ts

la ng

ua ge

le ar

ni ng

w ith

in m

us ic

uc at

io n,

p er

fo rm

in g

ar ts

, t he

h um

an iti

es , v

is ua

l a rt

s, h

ea lth

, p hy

si ca

l ed

uc at

io n,

te ch

no lo

gy , a

nd e

ng in

ee ri

St ra

n d

s o

f M o

d el

P er

fo rm

an ce

d ic

at o

rs R

ep re

se n

ti n

g t

h e

W ID

En g

lis h

L an

g u

ag e

D ev

el o

p m

en t

St an

d ar

d s

K IN

D ER

G A

R T

EN 46

C O

N N

EC T

IO N

: C om

m on

C or

e Sp

ea ki

ng a

nd L

ist en

in g

St an

da rd

s # 3

(K in

de rg

ar te

n) : P

ar tic

ip at

e in

c ol

la bo

ra tiv

e co

nv er

sa tio

ns w

ith d

iv er

se p

ar tn

er s

ab ou

t K in

de rg

ar te

n to

pi cs

a nd

xt s

w ith

p ee

rs a

nd a

du lts

in s

m al

l a nd

la rg

er g

ro up

EX A

M P

LE C

O N

T EX

T F

O R

L A

N G

U A

G E

U S

E: S

tu de

nt s

gi ve

v is

ito rs

(e .g

., fa

m ily

m em

be rs

) a c

la ss

ro om

to ur

a nd

te ll

ho w

s tu

de nt

s w

or k

co lla

bo ra

tiv el

y in

g ro

up s

or c

en te

rs .

C O

G N

IT IV

E FU

N C

T IO

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y R

E M

B E

R h

ow to

w or

k co

lla bo

ra tiv

el y

w ith

th ei

r pe

er s.

SPEAKING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

R ep

ea t a

nd r

es po

nd to

an ts

a bo

ut w

or ki

co lla

bo ra

tiv el

y in

s m

al l

gr ou

ps o

r ce

nt er

s (e

.g .,

ca ll

an d

re sp

on se

) u si

ge st

ur es

Pr od

uc e

si m

pl e

st at

em en

ts a

bo ut

w or

ki ng

lla bo

ra tiv

el y

in s

m al

l gr

ou ps

o r

ce nt

er s

us in

g or

al s

en te

nc e

st ar

te rs

a nd

od el

Pr od

uc e

st at

em en

ts a

bo ut

or ki

ng c

ol la

bo ra

tiv el

y in

s m

al l g

ro up

s or

c en

te rs

in g

or al

s en

te nc

e st

ar te

an d

m od

el s

Te ll

ab ou

t w or

ki ng

lla bo

ra tiv

el y

in s

m al

l gr

ou ps

o r

ce nt

er s

us in

g m

od el

E la

bo ra

te o

n w

or ki

co lla

bo ra

tiv el

y in

s m

al l

gr ou

ps o

r ce

nt er

s us

in g

m od

el s

TO P

IC -R

EL A

T ED

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: t ak

in g

tu rn

s, c

oo pe

ra tio

jo b,

to da

y, to

m or

ro w

EL D

S TA

N D

A R

D 1

: S o

ci al

& In

st ru

ct io

n al

L an

g u

ag e

EX A

M P

LE T

O P

IC : C

la ss

ro o

m c

o lla

b o

ra ti

o n

Se e

ex p

an d

ve rs

io n

o f t

h is

s tr

an d

n p

p . 2

2– 23

K IN

D ER

G A

R T

EN 47

EL D

S TA

N D

A R

D 2

: T h

e La

n g

u ag

e o

f L an

g u

ag e

A rt

s EX

A M

P LE

T O

P IC

: F ea

tu re

s o

f p ri

n t

C O

N N

EC TI

O N

: C om

m on

C or

e Re

ad in

g St

an da

rd s:

Fo un

da tio

na l S

ki lls

# 1

(K in

de rg

ar te

n) : D

em on

st ra

te u

nd er

st an

di ng

o f t

he o

rg an

iz at

io n

an d

ba si

c fe

at ur

es o

f p ri

nt ; a

. F ol

lo w

or ds

fr om

le ft

to r

ig ht

, t op

to b

ot to

m , a

nd p

ag e

by p

ag e,

b . R

ec og

ni ze

th at

s po

ke n

w or

ds a

re r

ep re

se nt

ed in

w ri

tt en

la ng

ua ge

b y

sp ec

ifi c

se qu

en ce

s of

le tt

er s,

c . U

nd er

st an

d th

w or

ds a

re s

ep ar

at ed

b y

sp ac

es in

p ri

nt .

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

ex pl

or e

fe at

ur es

o f p

ri nt

in a

v ar

ie ty

o f b

oo ks

w ith

u ni

qu e

to pi

cs , f

or m

at tin

g, a

nd s

ty le

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y R

E M

B E

R fe

at ur

es o

f p ri

nt .

LISTENING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

Id en

tif y

fe at

ur es

o f p

ri nt

re sp

on se

to o

ne -s

te p

or al

m m

an ds

a nd

fo llo

w in

g a

m od

el (e

.g .,

“S ho

w m

e th

e tit

le .”

)

Id en

tif y

fe at

ur es

o f p

ri nt

r es

po ns

e to

q ue

st io

in vo

lv in

g a

ch oi

ce a

fo llo

w in

g a

m od

el (e

.g .,

“I s

th is

th e

tit le

o r

is th

e tit

le ? S

ho w

m e

th e

tit le

.” )

Id en

tif y

fe at

ur es

o f p

ri nt

re sp

on se

to W

h- q

ue st

io ns

p oi

nt in

g an

d fo

llo w

in g

a m

od el

(e .g

., “W

ho w

ro te

is b

oo k?

S ho

w m

e th

e au

th or

.” )

Id en

tif y

fe at

ur es

o f p

ri nt

re sp

on se

to e

xp an

de d

W h-

qu es

tio ns

b y

po in

tin g

an d

fo llo

w in

g a

m od

el (e

.g .,

“W he

re d

o yo

u fin

d th

e au

th or

’s na

m e

on th

e tit

pa ge

? S ho

w m

e w

he re

y ou

fin

d it.

”)

Id en

tif y

fe at

ur es

o f p

ri nt

r es

po ns

e to

e xp

an de

d m

ul ti-

st ep

o ra

l i ns

tr uc

tio ns

d fo

llo w

in g

a m

od el

.g .,

“F in

d th

e au

th or

’s fir

st a

nd la

st n

am e

an d

th en

s ho

w m

e th

e up

pe r

ca se

le tt

er s.”

)

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: t itl

e, tu

rn th

e pa

ge , f

ro nt

/b ac

k co

ve r,

le ft

to r

ig ht

, a ut

ho r,

ill us

tr at

or , fi

rs t n

am e,

la st

n am

e, s

pa ce

s, lo

w er

/u pp

er c

as e

le tt

er s

K IN

D ER

G A

R T

EN 48

C O

N N

EC TI

O N

: C om

m on

C or

e St

an da

rd s f

or M

at he

m at

ic s,

M ea

su re

m en

t a nd

D at

a #1

–2 (

K in

de rg

ar te

n) : D

es cr

ib e

m ea

su ra

bl e

at tr

ib ut

es o

f o bj

ec ts

, s uc

h as

le ng

th o

r w

ei gh

t. D

es cr

ib e

se ve

ra l m

ea su

ra bl

e at

tr ib

ut es

o f a

s in

gl e

ob je

ct .;

D ir

ec tly

c om

pa re

tw o

ob je

ct s

w ith

a m

ea su

ra bl

e at

tr ib

ut e

in c

om m

on , t

o se

e w

hi ch

o bj

ec t h

as “

m or

e of

”/ “l

es s

of ”

th e

at tr

ib ut

e, a

nd d

es cr

ib e

th e

di ffe

re nc

e. F

or e

xa m

pl e,

d ir

ec tly

c om

pa re

th e

he ig

ht s

of tw

o ch

ild re

n an

d de

sc ri

be o

ne c

hi ld

a s

ta lle

r/ sh

or te

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

ta lk

w ith

c la

ss m

at es

a bo

ut r

ea l o

bj ec

ts a

t a m

at h

ce nt

er a

nd s

or t t

he m

a cc

or di

ng to

a tt

ri bu

te s.

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y A

N A

LY Z

E th

e at

tr ib

ut es

o f o

bj ec

ts .

SPEAKING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

In di

ca te

a tt

ri bu

te s

ob je

ct s

(e .g

., “b

ig ,”

“ sm

al l”

) us

in g

ge st

ur es

a nd

w or

ds in

al l g

ro up

D es

cr ib

e at

tr ib

ut es

o f

ob je

ct s

(e .g

., “a

s m

al l b

al l,”

“a

b ig

b al

l” ) u

si ng

g es

tu re

s an

d w

or ds

in s

m al

l g ro

up s

D es

cr ib

e in

d et

ai l a

tt ri

bu te

s of

o bj

ec ts

(e .g

., “t

he s

m al

le r

ba ll”

) i n

sm al

l g ro

up s

C om

pa re

a tt

ri bu

te s

ob je

ct s

(e .g

., “Th

is is

th e

bi gg

es t b

al l.”

) i n

sm al

l gr

ou ps

Sp ec

ify s

im ila

ri tie

s an

d di

ffe re

nc es

in a

tt ri

bu te

s of

je ct

s (e

.g .,

“Th e

ch al

k an

d th

e cr

ay on

a re

s ho

rt .

Th e

pe nc

il is

lo ng

er .”

) i n

sm al

l g ro

up s

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: b ig

ge r,

sm al

le r,

he av

ie r,

lig ht

er ,

lo ng

er /t

al le

r, sh

or te

EL D

S TA

N D

A R

D 3

: T h

e La

n g

u ag

e o

f M at

h em

at ic

s EX

A M

P LE

T O

P IC

: A tt

ri b

u te

s o

f o b

je ct

K IN

D ER

G A

R T

EN 49

C O

N N

EC TI

O N

: N at

io na

l S ci

en ce

E du

ca tio

n St

an da

rd s C

.1 L

ife S

ci en

ce : Th

e C

ha ra

ct er

ist ic

s o f O

rg an

ism s (

G ra

de s K

–4 )*

: E ac

h pl

an t o

r an

im al

h as

d iff

er en

t s tr

uc tu

re s

th at

s er

di ffe

re nt

fu nc

tio ns

in g

ro w

th , s

ur vi

va l,

an d

re pr

od uc

tio n.

F or

e xa

m pl

e, h

um an

s ha

ve d

is tin

ct b

od y

st ru

ct ur

es fo

r w

al ki

ng , h

ol di

ng , s

ee in

g, a

nd ta

lk in

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : F

ol lo

w in

g an

in te

ra ct

iv e/

sh ar

ed r

ea di

ng e

xp er

ie nc

e on

a n

in fo

rm at

io na

l b oo

k ab

ou t b

od y

pa rt

s an

d th

ei r

fu nc

tio ns

, s tu

de nt

s w

ill

ex am

in e

th e

bo ok

w ith

a p

ar tn

er .

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y U

N D

E R

ST A

N D

th e

fu nc

tio ns

o f b

od y

pa rt

s an

d se

ns es

READING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

A ss

oc ia

te p

ic tu

re s

w ith

od el

ed la

ng ua

ge a

bo ut

dy p

ar ts

a nd

th ei

r fu

nc tio

ns w

ith a

p ar

tn er

Fi nd

w or

ds o

r ic

on s

re la

te d

to b

od y

pa rt

s an

d th

ei r

fu nc

tio ns

in b

oo ks

w ith

pa rt

ne r

M at

ch la

be le

d pi

ct ur

w ith

b od

y pa

rt s

an d

th ei

r fu

nc tio

ns w

ith a

p ar

tn er

So rt

il lu

st ra

te d

te xt

a bo

bo dy

p ar

ts a

nd th

ei r

fu nc

tio ns

u si

ng g

ra ph

or ga

ni ze

rs (e

.g .,

T- ch

ar ts

) w

ith a

p ar

tn er

Lo ca

te la

ng ua

ge a

bo ut

dy p

ar ts

a nd

th ei

r fu

nc tio

ns in

il lu

st ra

te d

te xt

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: s en

se s,

s ee

, s m

el l,

ta st

e, to

uc h,

ar , h

um an

b od

y, b

od y

pa rt

* A

s t hi

s b oo

k go

es to

p re

ss, a

d ra

ft of

th e

N ex

t G en

er at

io n

Sc ie

nc e

St an

da rd

s w as

ju st

re le

as ed

fo r

re vi

ew . W

ID A

p la

ns to

u pd

at e

its L

an gu

ag e

of S

ci en

ce st

ra nd

s t o

co rr

es po

nd w

ith th

es e

sta nd

ar ds

a s s

oo n

as th

ey a

re fi

na l.

EL D

S TA

N D

A R

D 4

: T h

e La

n g

u ag

e o

f S ci

en ce

A M

P LE

T O

P IC

: B o

d y

p ar

ts &

s en

se s

K IN

D ER

G A

R T

EN 50

C O

N N

EC TI

O N

: A la

sk a:

C ul

tu ra

l S ta

nd ar

ds A

: C ul

tu ra

lly -k

no w

le dg

ea bl

e st

ud en

ts a

re w

el l g

ro un

de d

in th

e cu

ltu ra

l h er

ita ge

a nd

tr ad

iti on

s of

th ei

r co

m m

un ity

. 2 ) R

ec ou

nt th

ei r

ow n

ge ne

al og

y an

d fa

m ily

h is

to ry

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

pa rt

ic ip

at e

in a

s ha

re d

w ri

tin g

an d

th en

in de

pe nd

en tly

c on

tr ib

ut e

to a

c la

ss ro

om m

ur al

w ith

“ st

or ie

s” a

bo ut

im po

rt an

t pe

op le

in th

ei r

liv es

w ho

th ey

c on

si de

r pa

rt o

f t he

ir fa

m ily

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y U

N D

E R

ST A

N D

th e

st ru

ct ur

e of

th ei

r fa

m ily

WRITING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

D ra

w a

nd la

be l f

am ily

em be

rs u

si ng

m od

el s

an d

ill us

tr at

ed w

or d

ca rd

s (e

.g .,

“g ra

nd m

a” ) i

n L1

o r

D ra

w a

nd la

be l f

am ily

em be

rs u

si ng

m od

el s

an d

ill us

tr at

ed w

or d

ca rd

s (e

.g .,

“Th is

is _

__ _.

”) in

L 1

D ra

w a

nd d

es cr

ib e

fa m

ily

m em

be rs

u si

ng s

en te

nc e

fr am

es a

nd il

lu st

ra te

d w

or d

ca rd

s (e

.g .,

“Th is

is _

__ . H

e is

_ __

_. ”)

Pr od

uc e

ill us

tr at

ed “

st or

ie s”

ou t f

am ily

m em

be rs

in g

m ul

tip le

r el

at ed

nt en

ce fr

am es

a nd

ill

us tr

at ed

w or

d ca

rd s

(e .g

., “Th

is is

_ __

_. S

he is

_ __

Sh e

__ __

w ith

m e.

”)

Pr od

uc e

ill us

tr at

ed “

st or

ie s”

ou t f

am ily

m em

be rs

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: f am

ily , f

am ily

tr ee

, f am

ily

m em

be rs

EL D

S TA

N D

A R

D 5

: T h

e La

n g

u ag

e o

f S o

ci al

S tu

d ie

s EX

A M

P LE

T O

P IC

: S el

f & fa

m ily

K IN

D ER

G A

R T

EN 51

C O

N N

EC TI

O N

: N at

io na

l S ta

nd ar

ds fo

r M

us ic

E du

ca tio

n #2

( K

–4 ):

P er

fo rm

in g

on in

st ru

m en

ts , a

lo ne

a nd

w ith

o th

er s,

a v

ar ie

d re

pe rt

oi re

o f m

us ic

: S tu

de nt

s ec

ho s

ho rt

r hy

th m

s an

d m

el od

ic p

at te

rn s.

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

fo llo

w d

ir ec

tio ns

fr om

th e

te ac

he r

on h

ow to

m ov

e th

ei r

bo dy

to r

e- cr

ea te

r hy

th m

s an

d m

us ic

al p

at te

rn s

an d

fo rm

ba nd

u si

ng e

ve ry

da y

cl as

sr oo

m o

bj ec

ts .

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y U

N D

E R

ST A

N D

r hy

th m

LISTENING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

Fo llo

w te

ac he

r- m

od el

rh yt

hm s

an d

m us

ic al

tt er

ns b

as ed

o n

ge st

ur es

d si

m pl

e or

al c

om m

an ds

ith a

p ar

tn er

Fo llo

w te

ac he

r- m

od el

rh yt

hm s

an d

m us

ic al

tt er

ns b

as ed

o n

or al

m m

an ds

w ith

a p

ar tn

Fo llo

w p

ee r-

m od

el ed

yt hm

s an

d m

us ic

pa tt

er ns

b as

ed o

n or

co m

m an

ds w

ith a

p ar

tn er

Fo llo

w d

ir ec

tio ns

o f l

yr ic

s in

s on

gs w

ith r

ep ea

te d

pa tt

er ns

a bo

ut r

hy th

m ic

ov em

en t w

ith a

p ar

tn er

Fo llo

w d

ir ec

tio ns

o f l

yr ic

s in

s on

gs a

bo ut

r hy

th m

m ov

em en

t ( e.

g. , “

Th e

W he

el s

on th

e B

us ”)

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: t ap

, c la

p, s

to m

p, b

ea t,

re st

C O

M P

LE M

EN TA

R Y

S TR

A N

D : T

h e

La n

g u

ag e

o f M

u si

c &

P er

fo rm

in g

A rt

s EX

A M

P LE

T O

P IC

: R h

yt h

G R

A D

E 1

C O

N N

EC TI

O N

: C om

m on

C or

e St

an da

rd s f

or E

ng lis

h La

ng ua

ge A

rt s,

Re ad

in g

St an

da rd

s f or

I nf

or m

at io

na l T

ex t,

C ra

ft an

d St

ru ct

ur e,

I nt

eg ra

tio n

of K

no w

le dg

e an

d Id

ea s #

6– 7

(G ra

1) : D

is tin

gu is

h be

tw ee

n in

fo rm

at io

n pr

ov id

ed b

y pi

ct ur

es o

r ot

he r

ill us

tr at

io ns

a nd

in fo

rm at

io n

pr ov

id ed

b y

th e

w or

ds in

a te

xt . U

se th

e ill

us tr

at io

ns a

nd d

et ai

ls in

a te

xt to

sc ri

be it

s ke

y id

ea s.

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

ga th

er in

fo rm

at io

n fr

om a

v ar

ie ty

o f i

llu st

ra te

d te

xt s

ab ou

t r ec

re at

io na

l a ct

iv iti

es to

s ha

re w

ith p

ee rs

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y U

N D

E R

ST A

N D

m ea

ni ng

in te

xt .

READING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

Id en

tif y

ic on

s fr

ill us

tr at

ed te

xt s

re la

te d

ga m

es o

r ac

tiv iti

es w

ith a

rt ne

Id en

tif y

la be

le d

pi ct

ur es

om il

lu st

ra te

d te

xt s

re la

te d

to g

am es

o r

ac tiv

iti es

w ith

a p

ar tn

Id en

tif y

ke y

w or

ds in

ill

us tr

at ed

te xt

s re

la te

d to

m es

o r

ac tiv

iti es

w ith

pa rt

ne r

Id en

tif y

ke y

ph ra

se s

ill us

tr at

ed te

xt s

re la

te d

ga m

es o

r ac

tiv iti

es w

ith a

rt ne

Id en

tif y

sh or

t s en

te nc

es in

ill

us tr

at ed

te xt

s re

la te

d to

m es

o r

ac tiv

iti es

w ith

pa rt

ne r

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: i llu

st ra

tio n,

p ho

to , f

ai r

EL D

S TA

N D

A R

D 1

: S o

ci al

& In

st ru

ct io

n al

L an

g u

ag e

EX A

M P

LE T

O P

IC : R

ec re

at io

n al

c la

ss ro

o m

a ct

iv it

ie s

G R

A D

E 1

C O

N N

EC TI

O N

: C om

m on

C or

e W ri

tin g

St an

da rd

s # 1–

3 (G

ra de

1 ):

W ri

te o

pi ni

on p

ie ce

s in

w hi

ch th

ey in

tr od

uc e

th e

to pi

c or

n am

e th

e bo

ok th

ey a

re w

ri tin

g ab

ou t,

st at

e an

in io

n, s

up pl

y a

re as

on fo

r th

e op

in io

n, a

nd p

ro vi

de s

om e

se ns

e of

c lo

su re

. W ri

te in

fo rm

at iv

e/ ex

pl an

at or

y te

xt s

in w

hi ch

th ey

n am

e a

to pi

c, s

up pl

y so

m e

fa ct

s ab

ou t t

he to

pi c,

d pr

ov id

e so

m e

se ns

e of

c lo

su re

. W ri

te n

ar ra

tiv es

in w

hi ch

th ey

r ec

ou nt

tw o

or m

or e

ap pr

op ri

at el

y se

qu en

ce d

ev en

ts , i

nc lu

de s

om e

de ta

ils r

eg ar

di ng

w ha

t h ap

pe ne

d, u

te m

po ra

l w or

ds to

s ig

na l e

ve nt

o rd

er , a

nd p

ro vi

de s

om e

se ns

e of

c lo

su re

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt a

ut ho

rs p

ro du

ce il

lu st

ra te

d te

xt s

in co

rp or

at in

g el

em en

ts o

f d iff

er en

t t ex

t t yp

es b

as ed

o n

pr om

pt s

(e .g

., fo

r op

in io

ns , “

M y

fa vo

ri te

b oo

k is

… ”)

to c

re at

e di

sp la

ys fo

r cl

as sr

oo m

o r

sc ho

ol e

ve nt

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y C

R E

AT E

o ri

gi na

l t ex

ts .

WRITING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

D ra

w ic

on s

or s

ym bo

ls to

pr es

en t i

de as

a nd

te xt

em en

ts fr

om m

od el

Pr od

uc e

la be

le d

ill us

tr at

io ns

to r

ep re

se nt

ea s

an d

te xt

e le

m en

fr om

m od

el s

(e .g

., “I

li ke

e do

g. ”)

Pr ov

id e

de ta

ils a

bo ut

id ea

s an

d te

xt e

le m

en ts

fr om

od el

s (e

.g .,

“I li

ke th

e fu

nn y

ca t.”

)

C on

ne ct

id ea

s an

d te

el em

en ts

fr om

m od

el s

(e .g

., “Th

e do

g pl

ay s

in th

e pa

rk .

I lik

e th

e bi

g pa

rk .”

)

C om

po se

s to

ri es

co rp

or at

in g

te xt

e le

m en

(e .g

., “F

ir st

, t he

d og

p la

in th

e pa

rk . Th

en , h

e se

th e

ca t.

Th e

do g

an d

ca t a

fr ie

nd s.”

)

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: f av

or ite

, b oo

k re

po rt

, t itl

EL D

S TA

N D

A R

D 2

: T h

e La

n g

u ag

e o

f L an

g u

ag e

A rt

s EX

A M

P LE

T O

P IC

: T ex

t el

em en

54 G

R A

D E

C O

N N

EC TI

O N

: C om

m on

C or

e St

an da

rd s f

or M

at he

m at

ic s,

M ea

su re

m en

t a nd

D at

a #1

( G

ra de

1 ):

O rd

er th

re e

ob je

ct s

by le

ng th

; c om

pa re

th e

le ng

th s

of tw

o ob

je ct

s in

di re

ct ly

b y

us in

g a

th ir

d ob

je ct

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

w or

k in

de pe

nd en

tly o

r w

ith a

p ar

tn er

to c

re at

e ch

ar ts

a bo

ut th

e le

ng th

o f o

bj ec

ts u

si ng

s ta

nd ar

d an

d no

n- st

an da

m ea

su re

m en

t t oo

ls (e

.g .,

pa pe

r cl

ip s,

p op

si cl

e st

ic ks

, s tr

in g,

r ul

er s,

y ar

d/ m

et er

s tic

ks ).

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y A

N A

LY Z

E th

e re

la tiv

e le

ng th

o f o

bj ec

ts .

LISTENING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

Fo llo

w o

ra l i

ns tr

uc tio

ns to

en tif

y le

ng th

s of

o bj

ec ts

llo w

in g

a m

od el

w ith

pa rt

ne r

Fo llo

w o

ra l i

ns tr

uc tio

ns to

te go

ri ze

o bj

ec ts

a cc

or di

to th

ei r

le ng

th fo

llo w

in g

a m

od el

w ith

a p

ar tn

Fo llo

w o

ra l i

ns tr

uc tio

ns to

de r

ob je

ct s

ac co

rd in

g to

ei r

le ng

th s

fo llo

w in

g a

m od

el w

ith a

p ar

tn er

Fo llo

w o

ra l i

ns tr

uc tio

to c

om pa

re th

e le

ng th

s of

je ct

s us

in g

a te

m pl

at e

w ith

a p

ar tn

Fo llo

w m

ul ti-

st ep

o ra

l in

st ru

ct io

ns to

c om

pa re

th e

le ng

th s

of o

bj ec

ts w

ith a

rt ne

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: i nc

he s/

ce nt

im et

er s,

fo ot

, y ar

d/ m

et er

, l en

gt h,

c ha

rt , s

ta nd

ar d,

n on

-s ta

nd ar

EL D

S TA

N D

A R

D 3

: T h

e La

n g

u ag

e o

f M at

h em

at ic

s EX

A M

P LE

T O

P IC

: M ea

su re

m en

t o

f o b

je ct

Se e

ex p

an d

ve rs

io n

o f t

h is

s tr

an d

n p

p . 2

4– 25

55 G

R A

D E

C O

N N

EC TI

O N

: N at

io na

l S ci

en ce

E du

ca tio

n St

an da

rd s,

Ph ys

ic al

S ci

en ce

S ta

nd ar

ds #

B 2

(G ra

de s K

–4 )*

: A n

ob je

ct ’s

m ot

io n

ca n

be d

es cr

ib ed

b y

tr ac

in g

an d

m ea

su ri

ng it

s po

si tio

n ov

er ti

m e.

Th e

po si

tio n

an d

m ot

io n

of o

bj ec

ts c

an b

e ch

an ge

d by

p us

hi ng

o r

pu lli

ng . Th

e si

ze o

f t he

c ha

ng e

is r

el at

ed to

th e

st re

ng th

o f t

he p

us h

or p

ul l.

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : B

as ed

o n

or al

d is

co ur

se , s

tu de

nt s

us e

re al

ia to

d es

ig n

m od

el s

fo r

ex pe

ri m

en ts

o n

fo rc

e an

d m

ot io

n an

d di

sc us

s th

ei r

pl an

s in

s m

al l

gr ou

ps .

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y C

R E

AT E

e xp

er im

en ts

o n

fo rc

e an

d m

ot io

LISTENING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

C on

st ru

ct m

od el

s to

te st

rc e

an d

m ot

io n

ba se

d on

s im

pl e

or al

c om

m an

in s

m al

l g ro

up s

us in

g L1

L 2

C on

st ru

ct m

od el

s to

te st

rc e

an d

m ot

io n

ba se

d on

s im

pl e

se gm

en te

d in

st ru

ct io

ns in

s m

al l g

ro up

s us

in g

L1 o

r L2

(e .g

., “G

th e

bl oc

ks . [

Pa us

e] G

et th

e ra

m p.

[P au

se ] P

ut th

e ra

m p

on th

e bl

oc ks

. [ Pa

us e]

P ut

e ra

m p

hi gh

er to

m ak

e it

m ov

e fa

st er

.” )

C on

st ru

ct m

od el

s to

te st

rc e

an d

m ot

io n

ba se

d on

se ri

es o

f o ra

l s ta

te m

en ts

in g

ill us

tr at

io ns

in s

m al

l gr

ou ps

C on

st ru

ct m

od el

s to

te st

rc e

an d

m ot

io n

ba se

d on

o ra

l d is

co ur

se u

si ng

ill

us tr

at io

ns in

s m

al l g

ro up

C on

st ru

ct m

od el

s to

te st

rc e

an d

m ot

io n

ba se

d on

e xt

en de

d or

al d

is co

ur se

ith a

p ar

tn er

(e .g

., “H

ca n

w e

m ov

e th

is b

al l?

W or

k to

ge th

er to

d es

ig n

a ra

m p

th at

w ill

m ov

e th

e ba

ll th

e le

ng th

o f t

hr ee

sk s.

Th in

k ab

ou t w

ha t

m at

er ia

ls yo

u w

ill n

ee d

an d

ho w

y ou

w ill

p ut

th em

ge th

er .”

)

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

s uc

h as

: p us

h, p

ul l,

fo rc

e, m

ot io

ch an

* A

s t hi

s b oo

k go

es to

p re

ss, a

d ra

ft of

th e

N ex

t G en

er at

io n

Sc ie

nc e

St an

da rd

s w as

ju st

re le

as ed

fo r

re vi

ew . W

ID A

p la

ns to

u pd

at e

its L

an gu

ag e

of S

ci en

ce st

ra nd

s t o

co rr

es po

nd w

ith th

es e

sta nd

ar ds

a s s

oo n

as th

ey a

re fi

na l.

EL D

S TA

N D

A R

D 4

: T h

e La

n g

u ag

e o

f S ci

en ce

A M

P LE

T O

P IC

: F o

rc e

& m

o ti

o n

56 G

R A

D E

C O

N N

EC TI

O N

: C om

m on

C or

e St

an da

rd s S

pe ak

in g

an d

Li ste

ni ng

S ta

nd ar

ds K

–5 C

om pr

eh en

sio n

an d

C ol

la bo

ra tio

n #4

( G

ra de

1 ):

D es

cr ib

e pe

op le

, p la

ce s,

th in

gs , a

nd e

ve nt

s w

ith

re le

va nt

d et

ai ls,

e xp

re ss

in g

id ea

s an

d fe

el in

gs c

le ar

ly .

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

pa rt

ic ip

at e

in r

ol e-

pl ay

a ct

iv iti

es (e

.g .,

w ith

c os

tu m

es /p

up pe

ts ) i

nv ol

vi ng

d iff

er en

t m em

be rs

o f t

he ir

c om

m un

ity u

si ng

fo rm

at io

n fr

om c

la ss

ro om

g ue

st s

pe ak

er s,

fi el

d tr

ip s,

v id

eo s,

s to

ri es

, o r

po st

er s.

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y U

N D

E R

ST A

N D

th e

ro le

s of

c om

m un

ity m

em be

rs /w

or ke

rs .

SPEAKING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

N am

e co

m m

un ity

w or

ke rs

in g

w or

d w

al ls

an d

re al

th at

r ep

re se

nt th

ei r

ro le

s in

ffe re

nt s

et tin

St at

e th

e w

or k

co m

m un

ity w

or ke

rs u

si ng

al ia

(e .g

., “F

ir efi

gh te

pu t o

ut fi

re s.”

)

D es

cr ib

e th

e w

or k

co m

m un

ity w

or ke

rs u

si ng

al ia

(e .g

., “F

ir efi

gh te

ri de

a tr

uc k

an d

us e

a ho

to fi

gh t fi

re s.”

)

D es

cr ib

e in

d et

ai l t

w or

k of

c om

m un

ity

w or

ke rs

u si

ng r

ea lia

(e .g

., “F

ir efi

gh te

rs a

re b

ra ve

a nd

or k

as a

te am

to p

ut o

fir es

.” )

D is

cu ss

th e

w or

k of

m m

un ity

w or

ke rs

u si

re al

ia (e

.g .,

“Th e

fir efi

gh te

pr ot

ec t o

ur c

om m

un ity

a nd

ve li

ve s.

F or

e xa

m pl

e… ”)

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: c om

m un

ity , n

ei gh

bo rh

oo d,

fe ty

EL D

S TA

N D

A R

D 5

: T h

e La

n g

u ag

e o

f S o

ci al

S tu

d ie

s EX

A M

P LE

T O

P IC

: N ei

g h

b o

rh o

o d

s/ C

o m

m u

n it

ie s

57 G

R A

D E

C O

N N

EC TI

O N

: A la

sk a

St an

da rd

s f or

C ul

tu ra

lly R

es po

ns iv

e St

ud en

ts, B

1, E

4: A

cq ui

re in

si gh

ts fr

om o

th er

c ul

tu re

s w

ith ou

t d im

in is

hi ng

th e

in te

gr ity

o f t

he ir

o w

n. D

et er

m in

e ho

id ea

s an

d co

nc ep

ts fr

om o

ne k

no w

le dg

e sy

st em

r el

at e

to th

os e

de ri

ve d

fr om

o th

er k

no w

le dg

e sy

st em

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

in te

ra ct

w ith

a v

ar ie

ty o

f n ar

ra tiv

e an

d ex

po si

to ry

te xt

s to

s el

ec t a

rt ifa

ct s

to in

cl ud

e in

e xh

ib its

r ep

re se

nt in

g m

ul tic

ul tu

ra lis

m (e

.g .,

he ri

ta ge

, l an

gu ag

e, fa

m ily

c us

to m

s, re

lig io

n) .

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y A

N A

LY Z

E th

e fe

at ur

es o

f c ul

tu ra

l a rt

ifa ct

READING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

So rt

c ul

tu ra

l a rt

ifa ct

s ac

co rd

in g

to th

ei r

us e

ba se

d on

la be

le d

ill us

tr at

io ns

om te

xt s

in s

m al

l g ro

up s

us in

g L1

o r

So rt

c ul

tu ra

l a rt

ifa ct

s ac

co rd

in g

to th

ei r

us e

ba se

d on

il lu

st ra

te d

de sc

ri pt

iv e

la be

ls fr

om te

xt s

in s

m al

l gr

ou ps

u si

ng L

1 or

L 2

So rt

c ul

tu ra

l a rt

ifa ct

s ac

co rd

in g

to th

ei r

us e

ba se

d on

s en

te nc

es fr

ill us

tr at

ed te

xt s

us in

g ill

us tr

at ed

w or

d w

al ls

sm al

l g ro

up s

So rt

c ul

tu ra

l a rt

ifa ct

s ac

co rd

in g

to th

ei r

us e

ba se

d on

in fo

rm at

io n

fr om

ill

us tr

at ed

te xt

s in

s m

al l

gr ou

So rt

c ul

tu ra

l a rt

ifa ct

s ac

co rd

in g

to th

ei r

us e

ba se

d on

in fo

rm at

io n

fr om

ul tip

le s

ou rc

es (e

.g .,

st or

ie s,

I nt

er ne

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: t ra

di tio

n, c

ul tu

re , s

am e,

ffe re

nt , r

es pe

C O

M P

LE M

EN TA

R Y

S T

R A

N D

: T h

e La

n g

u ag

e o

f t h

e H

u m

an it

ie s

EX A

M P

LE T

O P

IC : M

u lt

ic u

lt u

ra lis

58 G

R A

D E

C O

N N

EC TI

O N

: C om

m on

C or

e Sp

ea ki

ng a

nd L

ist en

in g

St an

da rd

s # 2

(G ra

de 2

): R

ec ou

nt o

r de

sc ri

be k

ey id

ea s

or d

et ai

ls fr

om a

te xt

r ea

d al

ou d

or in

fo rm

at io

n pr

es en

te d

or al

ly o

r th

ro ug

h ot

he r

m ed

ia .

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

ta ke

p ho

to s

on a

to ur

o f t

he s

ch oo

l a nd

c re

at e

m ap

s in

co rp

or at

in g

sc ho

ol a

re as

, p er

so nn

el , a

nd a

ct iv

iti es

b as

ed o

n or

de sc

ri pt

io ns

o r

te xt

re ad

a lo

ud .

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y A

N A

LY Z

E o

ra l d

ir ec

tio ns

LISTENING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

Fi nd

s ch

oo l a

re as

o n

m ap

s ba

se d

on o

ra l c

lu es

a bo

pe rs

on ne

l o r

ac tiv

iti es

w ith

pa rt

ne r

Pl ac

e ob

je ct

s in

s ch

oo l

ar ea

s on

m ap

s ba

se d

or al

c lu

es a

bo ut

p er

so nn

or a

ct iv

iti es

w ith

a p

ar tn

(e .g

., “Th

er e

w as

a fl

ag in

e co

rn er

.” )

M at

ch s

ch oo

l a re

on m

ap s

to p

er so

nn el

d ac

tiv iti

es b

as ed

o n

de sc

ri pt

iv e

or al

c lu

es w

ith

a pa

rt ne

A rr

an ge

s ch

oo l a

re as

m ap

s ac

co rd

in g

de sc

ri pt

iv e

or al

c lu

ab ou

t p er

so nn

el a

ac tiv

iti es

w ith

a p

ar tn

(e .g

., “R

em em

be r

ho w

w e

co ul

d he

ar th

e m

us ic

in st

ru m

en ts

n ex

t d oo

r w

he n

w e

w er

e in

th e

gy m

?” )

D is

tin gu

is h

am on

g sc

ho ol

ea s

on m

ap s

ba se

d on

ul ti-

st ep

d es

cr ip

tiv e

or al

ue s

ab ou

t p er

so nn

el o

r ac

tiv iti

es w

ith a

p ar

tn er

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

: St

ud en

ts a

t a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: a cr

os s

fr om

, d ow

n th

e ha

ll,

in th

e co

rn er

, u ps

ta ir

s, c

us to

di an

, s ec

on d

gr ad

e te

ac he

r, co

m pu

te r

la b

EL D

S TA

N D

A R

D 1

: S o

ci al

& In

st ru

ct io

n al

L an

g u

ag e

EX A

M P

LE T

O P

IC : S

ch o

o l a

re as

, p er

so n

n el

, & a

ct iv

it ie

59 G

R A

D E

C O

N N

EC TI

O N

: C om

m on

C or

e Sp

ea ki

ng a

nd L

ist en

in g

St an

da rd

s # 4

(G ra

de 2

): T

el l a

s to

ry o

r re

co un

t a n

ex pe

ri en

ce w

ith a

pp ro

pr ia

te fa

ct s

an d

re le

va nt

, d es

cr ip

tiv e

de ta

ils ,

sp ea

ki ng

a ud

ib ly

in c

oh er

en t s

en te

nc es

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

dr aw

o r

m ak

e co

lla ge

s an

d th

en o

ra lly

s ha

re s

to ri

es w

ith a

b eg

in ni

ng , m

id dl

e, a

nd e

nd a

bo ut

e ve

nt s

w ith

th ei

r pe

er s.

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y A

PP LY

e le

m en

ts o

f s to

ri es

to o

ri gi

na l s

to ry

te lli

ng o

r ex

pe ri

en tia

l r ec

ou nt

in g.

SPEAKING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

Po in

t t o

an d

te ll

ab ou

t ev

en ts

in s

to ri

es u

si ng

ot os

, i llu

st ra

tio ns

, o r

w or

dl es

s p ic

tu re

b oo

ks w

ith

a pa

rt ne

r (e

.g .,

“ go

to p

ar k,

ay w

ith fr

ie nd

s” )

D es

cr ib

e pa

rt s

of s

to ri

(e .g

., ch

ar ac

te rs

, s et

tin gs

) us

in g

ph ot

os , i

llu st

ra tio

ns ,

or w

or dl

es s

pi ct

ur e

bo ok

s w

ith a

p ar

tn er

R et

el l s

to ri

es in

cl ud

in g

m ai

n ev

en ts

, c ha

ra ct

er s,

d se

tt in

gs u

si ng

p ho

to s,

ill

us tr

at io

ns , o

r w

or dl

es s

pi ct

ur e

bo ok

s w

ith a

rt ne

Te ll

de ta

ile d

st or

ie s

us in

g ph

ot os

, i llu

st ra

tio ns

, o r

w or

dl es

s p ic

tu re

b oo

ks w

ith

a pa

rt ne

Te ll

de ta

ile d

st or

ie s

w ith

ea tiv

e w

or d

ch oi

ce a

ex pr

es si

on u

si ng

p ho

to s,

ill

us tr

at io

ns , o

r w

or dl

es s

pi ct

ur e

bo ok

s w

ith a

rt ne

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: o rd

er , d

et ai

ls, w

or d

ch oi

EL D

S TA

N D

A R

D 2

: T h

e La

n g

u ag

e o

f L an

g u

ag e

A rt

s EX

A M

P LE

T O

P IC

: S to

ry te

lli n

g /E

xp er

ie n

ti al

r ec

o u

n ti

n g

60 G

R A

D E

C O

N N

EC TI

O N

: C om

m on

C or

e St

an da

rd s f

or M

at he

m at

ic s,

M ea

su re

m en

t a nd

D at

a #8

( G

ra de

2 ):

S ol

ve w

or d

pr ob

le m

s in

vo lv

in g

do lla

r bi

lls , q

ua rt

er s,

d im

es , n

ic ke

ls, a

nd p

en ni

es ,

us in

g $

an d

¢ sy

m bo

ls ap

pr op

ri at

el y.

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

ac t o

ut r

ea l-l

ife m

at he

m at

ic s

sc en

ar io

s re

la te

d to

m on

ey (e

.g .,

to m

ak e

pu rc

ha se

s in

a c

la ss

ro om

s to

re ).

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y w

ill A

N A

LY Z

E te

xt o

f w or

d pr

ob le

m s.

READING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

M at

ch w

or ds

a nd

p hr

as es

.g .,

“m or

e th

an ,”

“ le

th an

,” “

ta ke

a w

ay ”)

vo lv

in g

m on

ey a

nd v

al ue

o pe

ra tio

ns (e

.g .,

+, -)

in g

ill us

tr at

ed w

or d

ca rd

s an

d re

al ia

w ith

a p

ar tn

Fi nd

w or

ds a

nd p

hr as

in vo

lv in

g m

on ey

a nd

v al

fr om

il lu

st ra

te d

te xt

u si

re al

ia w

ith a

p ar

tn er

Se qu

en ce

s en

te nc

es to

ci de

h ow

to s

ol ve

w or

d pr

ob le

m s

in vo

lv in

g m

on ey

d va

lu e

us in

g re

al ia

w ith

pa rt

ne r

Lo ca

te c

lu es

fo r

so lv

in g

pr ob

le m

s in

vo lv

in g

m on

an d

va lu

e fr

om s

im pl

ifi ed

xt (e

.g .,

w ri

tt en

pr es

en t t

en se

w ith

fa m

ili ar

nt ex

ts ) u

si ng

r ea

lia w

ith

a pa

rt ne

C at

eg or

iz e

w or

d pr

ob le

m s

(e .g

., by

a dd

iti on

o r

su bt

ra ct

io n)

in vo

lv in

g m

on ey

a nd

v al

ue u

si ng

al ia

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: t ot

al , e

no ug

h, c

os t,

ch an

ge ,

le ft

o ve

r, so

lv e

EL D

S TA

N D

A R

D 3

: T h

e La

n g

u ag

e o

f M at

h em

at ic

s EX

A M

P LE

T O

P IC

: M o

n ey

61 G

R A

D E

C O

N N

EC TI

O N

: N at

io na

l S ci

en ce

E du

ca tio

n St

an da

rd s C

.2 (

G ra

de s K

–4 )*

: P la

nt s

an d

an im

al s

ha ve

li fe

c yc

le s

th at

in cl

ud e

be in

g bo

rn , d

ev el

op in

g in

to a

du lts

, r ep

ro du

ci ng

, a nd

en tu

al ly

d yi

ng . Th

e de

ta ils

o f t

hi s

lif e

cy cl

e ar

e di

ffe re

nt fo

r di

ffe re

nt o

rg an

is m

s. P

la nt

s an

d an

im al

s cl

os el

y re

se m

bl e

th ei

r pa

re nt

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

le ar

n ab

ou t t

he s

ta ge

s w

ith in

li fe

c yc

le s

of d

iff er

en t p

la nt

s an

d an

im al

s in

s m

al l g

ro up

s to

p ro

du ce

c la

ss ro

om p

os te

rs .

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y R

E M

B E

R th

e ch

an ge

s in

li fe

c yc

le s.

WRITING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

La be

l d ra

w in

gs a

bo ut

ag es

o f l

ife c

yc le

s us

in g

ill us

tr at

ed w

or d

ba nk

s (e

.g .,

se ed

, s pr

ou t)

a nd

g ra

ph ic

ga ni

ze rs

Pr od

uc e

si m

pl e

se nt

en ce

s ab

ou t t

he s

ta ge

s of

li fe

cl es

u si

ng il

lu st

ra te

d w

or d

ba nk

s an

d gr

ap hi

c or

ga ni

ze rs

D es

cr ib

e th

e st

ag es

o f l

ife

cy cl

es u

si ng

il lu

st ra

te d

w or

d ba

nk s

an d

gr ap

hi c

or ga

ni ze

D es

cr ib

e in

d et

ai l t

he st

ag es

o f l

ife c

yc le

s us

in g

ill us

tr at

io ns

a nd

g ra

ph ic

or ga

ni ze

R ep

ro du

ce s

to ri

es a

bo ut

e st

ag es

o f l

ife c

yc le

s us

in g

ill us

tr at

io ns

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: l ife

c yc

le , c

ha ng

e in

to , s

ta ge

* A

s t hi

s b oo

k go

es to

p re

ss, a

d ra

ft of

th e

N ex

t G en

er at

io n

Sc ie

nc e

St an

da rd

s w as

ju st

re le

as ed

fo r

re vi

ew . W

ID A

p la

ns to

u pd

at e

its L

an gu

ag e

of S

ci en

ce st

ra nd

s t o

co rr

es po

nd w

ith th

es e

sta nd

ar ds

a s s

oo n

as th

ey a

re fi

na l.

EL D

S TA

N D

A R

D 4

: T h

e La

n g

u ag

e o

f S ci

en ce

A M

P LE

T O

P IC

: L if

e cy

cl es

62 G

R A

D E

C O

N N

EC TI

O N

: C om

m on

C or

e Re

ad in

g St

an da

rd s f

or I

nf or

m at

io na

l T ex

t, K

ey I

de as

a nd

D et

ai ls

#2 (

G ra

de 2

): Id

en tif

y th

e m

ai n

to pi

c of

a m

ul ti-

pa ra

gr ap

h te

xt a

s w

el l a

s th

e fo

cu s

of s

pe ci

fic p

ar ag

ra ph

s w

ith in

th e

te xt

. 2 . D

es cr

ib e

th e

co nn

ec tio

n be

tw ee

n a

se ri

es o

f h is

to ri

ca l e

ve nt

s, s

ci en

tifi c

id ea

s or

c on

ce pt

s, o

r st

ep s.

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

re se

ar ch

h is

to ri

ca l t

im es

a nd

p eo

pl e

us in

g in

fo rm

at io

na l t

ex ts

in p

re pa

ra tio

n fo

r cr

ea tin

g a

tim el

in e

po st

er .

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y A

N A

LY Z

E th

e co

nn ec

tio ns

b et

w ee

n di

ffe re

nt h

is to

ri ca

l t im

es a

nd p

eo pl

READING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

M at

ch p

ic tu

re s

w ith

fo rm

at io

n ab

ou t

hi st

or ic

al ti

m es

a nd

p eo

pl e

fr om

il lu

st ra

te d

te xt

s w

ith

a pa

rt ne

Id en

tif y

im po

rt an

t in

fo rm

at io

n ab

ou t

hi st

or ic

al ti

m es

a nd

p eo

pl e

fr om

il lu

st ra

te d

te xt

s w

ith

a pa

rt ne

So rt

in fo

rm at

io n

ab ou

t hi

st or

ic al

ti m

es a

nd p

eo pl

e fr

om il

lu st

ra te

d te

xt s

us in

g gr

ap hi

c or

ga ni

ze rs

in s

m al

l gr

ou ps

Se qu

en ce

in fo

rm at

io n

ab ou

t h is

to ri

ca l t

im es

a nd

op le

fr om

il lu

st ra

te d

te xt

s us

in g

gr ap

hi c

or ga

ni ze

rs in

s m

al l g

ro up

C on

ne ct

in fo

rm at

io n

ab ou

t hi

st or

ic al

ti m

es a

nd p

eo pl

e fr

om il

lu st

ra te

d te

xt s

us in

g gr

ap hi

c or

ga ni

ze rs

(e .g

., tim

el in

es )

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: h is

to ri

ca l t

im es

, co

m m

un ic

at io

EL D

S TA

N D

A R

D 5

: T h

e La

n g

u ag

e o

f S o

ci al

S tu

d ie

s EX

A M

P LE

T O

P IC

: H is

to ri

ca l t

im es

& p

eo p

Se e

ex p

an d

ve rs

io n

o f t

h is

s tr

an d

n p

p . 2

6– 27

63 G

R A

D E

C O

N N

EC TI

O N

: N at

io na

l V isu

al A

rt s S

ta nd

ar d

2 (G

ra de

s K –4

): S

tu de

nt s

kn ow

th e

di ffe

re nc

es a

m on

g vi

su al

c ha

ra ct

er is

tic s

an d

pu rp

os es

o f a

rt in

o rd

er to

c on

ve y

id ea

s. S

tu de

nt s

de sc

ri be

h ow

d iff

er en

t e xp

re ss

iv e

fe at

ur es

a nd

o rg

an iz

at io

na l p

ri nc

ip le

s ca

us e

di ffe

re nt

r es

po ns

es .

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s,

id en

tif yi

ng th

em se

lv es

a s

ar tis

ts , r

el at

e th

e vi

su al

c ha

ra ct

er is

tic s

of th

ei r

ar t w

or k

to p

ee rs

a nd

c om

m un

ic at

e ho

w th

e vi

su al

a tt

ri bu

te s

le nd

th em

se lv

es to

d iff

er en

t i de

as .

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y A

N A

LY Z

E v

is ua

l c ha

ra ct

er is

tic s

of a

rt fo

rm s.

SPEAKING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

Po in

t t o

an d

na m

e vi

su al

ar ac

te ri

st ic

s of

m od

el s

of a

rt fo

rm s

us in

g gr

ap hi

c su

pp or

t ( e.

g. , p

al et

te o

f co

lo rs

) w ith

a p

ar tn

C at

eg or

iz e

vi su

ch ar

ac te

ri st

ic s

of m

od el

s of

a rt

fo rm

s (e

.g .,

sh ad

of c

ol or

) u si

ng g

ra ph

su pp

or t w

ith a

p ar

tn er

D es

cr ib

e va

ri at

io n

in v

is ua

l ch

ar ac

te ri

st ic

s of

m od

el s

of a

rt fo

rm s

us in

g gr

ap hi

c su

pp or

t w ith

a p

ar tn

D is

cu ss

v ar

ia tio

n in

v is

ua l

ch ar

ac te

ri st

ic s

of m

od el

s of

a rt

fo rm

s us

in g

gr ap

hi c

su pp

or t w

ith a

p ar

tn er

E xp

la in

v ar

ia tio

n in

v is

ua l

ch ar

ac te

ri st

ic s

us in

g gr

ap hi

c su

pp or

t w ith

pa rt

ne r

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: s ha

de s

of c

ol or

, m oo

d, s

ty le

C O

M P

LE M

EN TA

R Y

S T

R A

N D

: T h

e La

n g

u ag

e o

f V is

u al

A rt

s EX

A M

P LE

T O

P IC

: V is

u al

c h

ar ac

te ri

st ic

64 G

R A

D E

C O

N N

EC TI

O N

: C om

m on

C or

e St

an da

rd s f

or W

ri tin

g #8

( G

ra de

3 ):

R ec

al l i

nf or

m at

io n

fr om

e xp

er ie

nc es

o r

ga th

er in

fo rm

at io

n fr

om p

ri nt

a nd

d ig

ita l s

ou rc

es ; t

ak e

br ie

f n ot

es o

n so

ur ce

s an

d so

rt e

vi de

nc e

in to

p ro

vi de

d ca

te go

ri es

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : P

ri or

to c

on du

ct in

g re

se ar

ch , s

tu de

nt s

br ai

ns to

rm /f

re e

w ri

te a

bo ut

to pi

cs o

r qu

es tio

ns th

ey w

an t t

o in

ve st

ig at

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y R

E M

B E

R p

er so

na l a

nd s

ch oo

l e xp

er ie

nc es

in s

el ec

tin g

re se

ar ch

to pi

cs .

WRITING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

Li st

id ea

s on

re se

ar ch

to pi

(e .g

., sp

or ts

a nd

h ob

bi es

r ki

ds ) u

si ng

il lu

st ra

te d

gr ap

hi c

or ga

ni ze

rs in

L 1

or L

O rg

an iz

e id

ea s

on r

es ea

rc h

to pi

cs (e

.g .,

po pu

la ri

ty o

f sn

ow s

po rt

s v.

w at

er s

po rt

us in

g gr

ap hi

c or

ga ni

ze rs

L1 o

r L2

St at

e id

ea s

re la

te d

re se

ar ch

to pi

cs fo

llo w

in g

a m

od el

u si

ng g

ra ph

or ga

ni ze

E la

bo ra

te id

ea s

re la

te d

re se

ar ch

to pi

cs fo

llo w

in g

a m

od el

u si

ng g

ra ph

or ga

ni ze

C on

ne ct

id ea

s re

la te

d to

r es

ea rc

h to

pi cs

u si

gr ap

hi c

or ga

ni ze

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: r es

ea rc

h to

pi c,

b ra

in st

or m

EL D

S TA

N D

A R

D 1

: S o

ci al

& In

st ru

ct io

n al

L an

g u

ag e

EX A

M P

LE T

O P

IC : R

es ea

rc h

in te

re st

65 G

R A

D E

C O

N N

EC TI

O N

: C om

m on

C or

e St

an da

rd s f

or W

ri tin

g #5

( G

ra de

3 ):

W ith

g ui

da nc

e an

d su

pp or

t f ro

m p

ee rs

a nd

a du

lts , d

ev el

op a

nd s

tr en

gt he

n w

ri tin

g as

n ee

de d

by p

la nn

in g,

vi si

ng , a

nd e

di tin

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

pr ov

id e

fe ed

ba ck

to p

ee rs

in w

ri tin

g co

nf er

en ce

s to

r ec

og ni

ze k

ey e

le m

en ts

in s

tr en

gt he

ni ng

n ar

ra tiv

es .

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y E

V A

LU AT

E w

ri tin

WRITING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

Su pp

ly w

or ds

fo r

se nt

en ce

s ab

ou t r

ev is

in g

fr om

m od

el s

C om

po se

p hr

as es

a nd

m pl

e se

nt en

ce s

ab ou

t re

vi si

ng fr

om m

od el

C om

po se

s en

te nc

es a

bo ut

vi si

ng fr

om m

od el

s Su

gg es

t i de

as fo

r re

vi si

us in

g w

or d

ba nk

s Pr

ov id

e de

ta ile

d fe

ed ba

fo r

re vi

si ng

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: r ev

is e,

r ed

o, im

pr ov

EL D

S TA

N D

A R

D 2

: T h

e La

n g

u ag

e o

f L an

g u

ag e

A rt

s EX

A M

P LE

T O

P IC

: G iv

in g

fe ed

b ac

k fo

r re

vi si

o n

Se e

ex p

an d

ve rs

io n

o f t

h is

s tr

an d

n p

p . 2

8– 29

66 G

R A

D E

C O

N N

EC TI

O N

: C om

m on

C or

e St

an da

rd s f

or M

at he

m at

ic s,

M ea

su re

m en

t a nd

D at

a #5

–6 (

G ra

de 3

): R

ec og

ni ze

a re

a as

a n

at tr

ib ut

e of

p la

ne fi

gu re

s an

d un

de rs

ta nd

c on

ce pt

s of

a re

a m

ea su

re m

en t..

. M ea

su re

a re

as b

y co

un tin

g un

it sq

ua re

s (s

qu ar

e cm

, s qu

ar e

m , s

qu ar

e in

, s qu

ar e

ft , a

nd im

pr ov

is ed

u ni

ts ).

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

fo llo

w d

ir ec

tio ns

to a

rr an

ge m

an ip

ul at

iv es

in to

s ha

pe s

re pr

es en

tin g

sp ec

ifi ed

a re

as (e

.g .,

to c

re at

e bu

ild in

g flo

or p

la ns

o r

pl an

a c

om m

un ity

g ar

de n)

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y C

R E

AT E

fl oo

r pl

an s

or m

od el

LISTENING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

Fo llo

w s

im pl

e or

co m

m an

ds to

d es

ig n

ar ea

ap s

us in

g m

an ip

ul at

iv es

d ill

us tr

at ed

e xa

m pl

(e .g

., “M

ak e

a sq

ua re

li ke

is .”

) i n

sm al

l g ro

up s

Fo llo

w s

im pl

e or

di re

ct io

ns to

d es

ig n

ar ea

ap s

us in

g m

an ip

ul at

iv es

d ill

us tr

at ed

e xa

m pl

es in

al l g

ro up

Fo llo

w o

ra l d

ir ec

tio ns

d es

ig n

ar ea

m ap

s us

in g

m an

ip ul

at iv

es a

ill us

tr at

ed e

xa m

pl es

sm al

l g ro

up s

Fo llo

w d

et ai

le d

or al

re ct

io ns

to d

es ig

n ar

m ap

s us

in g

m an

ip ul

at iv

in s

m al

l g ro

up s

(e .g

., “Th

e ar

ea fo

r be

an s

ne ed

s to

b e

le ss

th an

1 2

sq ua

re u

ni ts

. M

ak e

th e

si de

le ss

th an

un its

lo ng

.” )

Fo llo

w c

om pl

ex o

ra l

sp ec

ifi ca

tio ns

to d

es ig

n ar

m ap

s us

in g

m an

ip ul

at iv

in s

m al

l g ro

up s

(e .g

., “Th

e to

ta l a

re a

of th

e ga

rd en

5 0

sq ua

re u

ni ts

. E ac

h to

m at

o pl

an t r

eq ui

re s

5 sq

ua re

u ni

ts . D

ra w

a n

ar ea

r th

e to

m at

oe s.”

)

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: s qu

ar e

un it,

u ni

t s qu

ar es

, le

ng th

, w id

th , a

re a

EL D

S TA

N D

A R

D 3

: T h

e La

n g

u ag

e o

f M at

h em

at ic

s EX

A M

P LE

T O

P IC

: A re

67 G

R A

D E

C O

N N

EC TI

O N

: N ex

t G en

er at

io n

Sc ie

nc e

St an

da rd

s, Ph

ys ic

al S

ci en

ce s,

Fo rc

es a

nd I

nt er

ac tio

ns P

S2 -3

, P S2

-4 (

G ra

de 3

): A

sk q

ue st

io ns

to d

et er

m in

e ca

us e

an d

eff ec

t r el

at io

ns hi

of e

le ct

ri c

or m

ag ne

tic in

te ra

ct io

ns b

et w

ee n

tw o

ob je

ct s

no t i

n co

nt ac

t w ith

e ac

h ot

he r.

D efi

ne a

s im

pl e

de si

gn p

ro bl

em th

at c

an b

e so

lv ed

b y

ap pl

yi ng

s ci

en tifi

c id

ea s

ab ou

t m

ag ne

ts .

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

di sc

us s

th ei

r ob

se rv

at io

ns a

nd d

ra w

c on

cl us

io ns

a bo

ut th

e ou

tc om

es o

f e le

ct ri

ci ty

a nd

m ag

ne tis

m e

xp er

im en

ts in

s m

al l

gr ou

ps to

p ra

ct ic

e de

si gn

in g

th ei

r ow

n ex

pe ri

m en

ts .

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y A

N A

LY Z

E e

xp er

im en

ta l o

bs er

va tio

ns .

SPEAKING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

St at

e re

as on

s fo

r ou

tc om

es o

f e xp

er im

en ts

e le

ct ri

ci ty

u si

ill us

tr at

io ns

o r

re al

an d

te ac

he r

gu id

an ce

.g .,

“e le

ct ri

ci ty

g oe

s” ,

“e le

ct ri

ci ty

s to

ps ”

w he

n ci

rc ui

t i s

op en

o r

cl os

ed )

St at

e re

as on

s fo

r ou

tc om

es o

f e xp

er im

en ts

e le

ct ri

ci ty

u si

ill us

tr at

io ns

o r

re al

ia , o

ra l

se nt

en ce

s ta

rt er

s, a

te ac

he r

gu id

an ce

(e .g

., “Th

e bu

lb tu

rn ed

o n

be ca

us e.

..” ,

“Th e

ba llo

on s

at tr

ac te

re pe

lle d

be ca

us e…

”)

E xp

la in

o ut

co m

es o

f ex

pe ri

m en

ts o

n el

ec tr

ic ity

in g

ill us

tr at

io ns

a nd

o ra

l se

nt en

ce fr

am es

E xp

la in

in d

et ai

l ou

tc om

es o

f e xp

er im

en ts

e le

ct ri

ci ty

u si

ill us

tr at

io ns

o r

re al

ia a

w or

d/ ph

ra se

b an

E xp

la in

in d

et ai

l ou

tc om

es o

f e xp

er im

en ts

e le

ct ri

ci ty

u si

ill us

tr at

io ns

o r

re al

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: t ur

n on

, t ur

n off

, s ta

tic

el ec

tr ic

ity , c

ha rg

e, a

tt ra

ct , r

ep el

, o pe

n/ cl

os ed

c ir

cu it

EL D

S TA

N D

A R

D 4

: T h

e La

n g

u ag

e o

f S ci

en ce

A M

P LE

T O

P IC

: E le

ct ri

ci ty

& m

ag n

et s

68 G

R A

D E

3 G

R A

D E

6 G

R A

D E

C O

N N

EC TI

O N

: N at

io na

l S ta

nd ar

ds fo

r C

iv ic

s a nd

G ov

er nm

en t C

–D (

G ra

de s K

–4 ):

S tu

de nt

s sh

ou ld

b e

ab le

to e

xp la

in w

hy c

er ta

in r

ig ht

s ar

e im

po rt

an t t

o th

e in

di vi

du al

a nd

to a

m oc

ra tic

s oc

ie ty

, s uc

h as

p er

so na

l, po

lit ic

al , a

nd e

co no

m ic

r ig

ht s.

S tu

de nt

s sh

ou ld

b e

ab le

to e

xp la

in w

hy c

er ta

in r

es po

ns ib

ili tie

s ar

e im

po rt

an t t

o th

em se

lv es

a nd

th ei

r fa

m ily

, co

m m

un ity

, s ta

te , a

nd n

at io

n, s

uc h

as p

er so

na l a

nd c

iv ic

re sp

on si

bi lit

ie s.

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

re ad

in fo

rm at

io na

l t ex

ts a

bo ut

th e

ri gh

ts a

nd r

es po

ns ib

ili tie

s of

c iti

ze ns

, c re

at e

vi su

al r

ep re

se nt

at io

ns o

f t he

m , a

pr ac

tic e

id en

tif yi

ng th

em .

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y U

N D

E R

ST A

N D

c iti

ze ns

’ r ig

ht s

an d

re sp

on si

bi lit

ie s.

READING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

M at

ch la

be ls

to p

ho to

pi ct

ur es

, o r

ic on

s re

pr es

en tin

g ci

tiz en

s’ ri

gh ts

d re

sp on

si bi

lit ie

s w

ith a

rt ne

r in

L 1

or L

M at

ch d

es cr

ip tio

ns to

ot os

, p ic

tu re

s, o

r ic

on s

re pr

es en

tin g

ci tiz

en s’

ri gh

an d

re sp

on si

bi lit

ie s

w ith

pa rt

ne r

in L

1 or

L 2

Lo ca

te d

et ai

ls re

la te

d to

c iti

ze ns

’ r ig

ht s

an d

re sp

on si

bi lit

ie s

w ith

pa rt

ne r

us in

g gr

ap hi

c or

ga ni

ze rs

D is

tin gu

is h

am on

g ci

tiz en

s’ ri

gh ts

a nd

r es

po ns

ib ili

tie s

w ith

a p

ar tn

er u

si ng

ap hi

c or

ga ni

ze rs

In fe

r ci

tiz en

s’ ri

gh ts

a nd

sp on

si bi

lit ie

s ba

se d

te xt

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: c iti

ze ns

hi p,

in di

vi du

al r

ig ht

s an

d re

sp on

si bi

lit ie

s, d

ut y,

la w

a nd

o rd

EL D

S TA

N D

A R

D 5

: T h

e La

n g

u ag

e o

f S o

ci al

S tu

d ie

s EX

A M

P LE

T O

P IC

: C iv

ic p

ar ti

ci p

at io

69 G

R A

D E

C O

N N

EC TI

O N

: N at

io na

l H ea

lth E

du ca

tio n

St an

da rd

s # 1,

H ea

lth P

ro m

ot io

n an

d D

ise as

e Pr

ev en

tio n

(G ra

de s K

–4 ):

S tu

de nt

s w

ill c

om pr

eh en

d co

nc ep

ts r

el at

ed to

h ea

lth p

ro m

ot io

n an

d di

se as

e pr

ev en

tio n.

D es

cr ib

e re

la tio

ns hi

ps b

et w

ee n

pe rs

on al

h ea

lth b

eh av

io rs

a nd

in di

vi du

al w

el l b

ei ng

. I de

nt ify

in di

ca to

rs o

f m en

ta l,

em ot

io na

l, so

ci al

, a nd

p hy

si ca

l h ea

lth

du ri

ng c

hi ld

ho od

… D

es cr

ib e

ho w

th e

fa m

ily in

flu en

ce s

pe rs

on al

h ea

lth . D

es cr

ib e

ho w

p hy

si ca

l, so

ci al

, a nd

e m

ot io

na l e

nv ir

on m

en ts

in flu

en ce

p er

so na

l h ea

lth .

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

w ei

gh o

pt io

ns d

ep ic

te d

in r

ol e

pl ay

s (e

.g .,

vi de

os , p

er fo

rm an

ce s,

o r

te xt

r ea

d al

ou d)

in o

rd er

to m

ak e

he al

th y

ch oi

ce s.

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y E

V A

LU AT

E d

iff er

en t h

ab its

to d

ec id

e if

th ey

a re

h ea

lth y

or n

ot .

LISTENING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

D em

on st

ra te

o r

re sp

on d

no n-

ve rb

al ly

to la

ng ua

as so

ci at

ed w

ith h

ea lth

y an

d un

he al

th y

ch oi

ce s

fr om

o ra

l d is

co ur

se u

si ng

ct ur

es o

r ge

st ur

M at

ch la

ng ua

ge a

ss oc

ia te

d w

ith h

ea lth

y an

d un

he al

th y

ch oi

ce s

to e

xa m

pl es

om o

ra l d

is co

ur se

in g

ill us

tr at

ed g

ra ph

or ga

ni ze

Id en

tif y

la ng

ua ge

a ss

oc ia

te d

w ith

h ea

lth y

an d

un he

al th

y ch

oi ce

s fr

om o

ra l d

is co

ur se

in g

gr ap

hi c

or ga

ni ze

Id en

tif y

de ta

ils r

el at

ed to

al th

y an

d un

he al

th y

ch oi

ce s

fr om

o ra

l d is

co ur

us in

g gr

ap hi

c or

ga ni

ze rs

C om

pa re

a nd

c on

tr as

t he

al th

y an

d un

he al

th y

ch oi

ce s

fr om

o ra

l d is

co ur

us in

g gr

ap hi

c or

ga ni

ze rs

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: h ea

lth y/

un he

al th

y ch

oi ce

be ha

vi or

, c on

se qu

en ce

C O

M P

LE M

EN TA

R Y

S T

R A

N D

: T h

e La

n g

u ag

e o

f H ea

lt h

& P

h ys

ic al

E d

u ca

ti o

EX A

M P

LE T

O P

IC :

H ea

lt h

y ch

o ic

70 G

R A

D E

C O

N N

EC TI

O N

: C om

m on

C or

e St

at e

St an

da rd

s f or

E ng

lis h

La ng

ua ge

A rt

s, Sp

ea ki

ng a

nd L

ist en

in g,

C om

pr eh

en sio

n &

C ol

la bo

ra tio

n #1

( G

ra de

4 ):

E ng

ag e

eff ec

tiv el

y in

a r

an ge

o f

co lla

bo ra

tiv e

di sc

us si

on s

(o ne

-o n-

on e,

in g

ro up

s, a

nd te

ac he

r- le

d) w

ith d

iv er

se p

ar tn

er s

on g

ra de

4 to

pi cs

a nd

te xt

s, b

ui ld

in g

on o

th er

s’ id

ea s

an d

ex pr

es si

ng th

ei r

ow n

cl ea

rl y.

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

re po

rt in

fo rm

at io

n fr

om in

te rv

ie w

s co

nd uc

te d

in th

ei r

co m

m un

ity to

c la

ss a

nd s

ha re

s to

ri es

a bo

ut lo

ca l p

ra ct

ic es

(e .g

., or

al h

is to

ri es

o r

co m

m un

ity /f

am ily

n et

w or

ks ).

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y U

N D

E R

ST A

N D

c om

m un

ity p

ra ct

ic es

SPEAKING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

Te ll

ab ou

t c om

m un

ity

pr ac

tic es

u si

ng p

ho to

gr ap

or r

ea lia

a nd

fo llo

w in

g a

m od

el w

ith a

p ar

tn er

D es

cr ib

e co

m m

un ity

ac tic

es u

si ng

p ho

to gr

ap hs

r ea

lia a

nd fo

llo w

in g

a m

od el

w ith

a p

ar tn

R ec

ou nt

in fo

rm at

io n

ab ou

t co

m m

un ity

p ra

ct ic

es u

si ng

ot og

ra ph

s or

r ea

lia a

fo llo

w in

g a

m od

R ec

ou nt

d et

ai le

d in

fo rm

at io

n ab

ou t

co m

m un

ity p

ra ct

ic es

u si

ph ot

og ra

ph s

or r

ea lia

R ec

ou nt

a nd

r efl

ec t

on in

fo rm

at io

n ab

ou t

co m

m un

ity p

ra ct

ic es

u si

ph ot

og ra

ph s

or r

ea lia

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: c om

m un

ity p

ra ct

ic es

, in

te rv

ie w

, p er

so na

l e xp

er ie

nc es

EL D

S TA

N D

A R

D 1

: S o

ci al

& In

st ru

ct io

n al

L an

g u

ag e

EX A

M P

LE T

O P

IC : C

o m

m u

n it

y p

ra ct

ic es

71 G

R A

D E

C O

N N

EC TI

O N

: C om

m on

C or

e St

at e

Re ad

in g

St an

da rd

s f or

L ite

ra tu

re , C

ra ft

an d

St ru

ct ur

e #6

( G

ra de

4 ):

C om

pa re

a nd

c on

tr as

t t he

p oi

nt o

f v ie

w fr

om w

hi ch

d iff

er en

t s to

ri es

a re

rr at

ed , i

nc lu

di ng

th e

di ffe

re nc

e be

tw ee

n fir

st - a

nd th

ir d-

pe rs

on n

ar ra

tio ns

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : A

ft er

a w

ho le

g ro

up d

is co

ve ry

a ct

iv ity

e xp

lo ri

ng n

ar ra

tiv e

po in

ts o

f v ie

w , s

tu de

nt s

re vi

ew e

xa m

pl e

na rr

at iv

e te

xt s

to d

is co

ve r

ho w

fir

st - a

nd th

ir d-

pe rs

on n

ar ra

tio ns

c on

ve y

di ffe

re nt

p er

sp ec

tiv es

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y A

N A

LY Z

E te

xt fe

at ur

es r

el at

ed to

n ar

ra tiv

e po

in ts

o f v

ie w

READING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

Id en

tif y

la ng

ua ge

th at

di ca

te s

na rr

at iv

e po

in ts

o f

vi ew

(e .g

., “I

” v.

“ he

/s he

”)

fr om

il lu

st ra

te d

te xt

u si

w or

d/ ph

ra se

b an

ks w

ith a

rt ne

Id en

tif y

la ng

ua ge

th at

di ca

te s

na rr

at iv

e po

in ts

o f

vi ew

(e .g

., “h

e fe

lt sc

ar ed

”)

fr om

il lu

st ra

te d

te xt

u si

w or

d/ ph

ra se

b an

ks w

ith a

rt ne

C at

eg or

iz e

pa ss

ag es

b as

on n

ar ra

tiv e

po in

ts o

f v ie

fr om

il lu

st ra

te d

te xt

u si

w or

d/ ph

ra se

b an

ks w

ith a

rt ne

C om

pa re

n ar

ra tiv

e po

in ts

v ie

w in

e xt

en de

d te

xt s

us in

g gr

ap hi

c or

ga ni

ze rs

ith a

p ar

tn er

C om

pa re

a nd

c on

tr as

t na

rr at

iv e

po in

ts o

f v ie

w in

te nd

ed te

xt s

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: n ar

ra te

, n ar

ra tio

n, fi

rs t p

er so

th ir

d pe

rs on

EL D

S TA

N D

A R

D 2

: T h

e La

n g

u ag

e o

f L an

g u

ag e

A rt

s EX

A M

P LE

T O

P IC

: N ar

ra ti

o n

72 G

R A

D E

C O

N N

EC TI

O N

: C om

m on

C or

e St

an da

rd s f

or M

at he

m at

ic s,

G eo

m et

ry #

1– 2

(G ra

de 4

): D

ra w

p oi

nt s,

li ne

s, li

ne s

eg m

en ts

, r ay

s, a

ng le

s (r

ig ht

, a cu

te , o

bt us

e) , a

nd p

er pe

nd ic

ul ar

a nd

ra lle

l l in

es . I

de nt

ify th

es e

in tw

o- di

m en

si on

al fi

gu re

s. C

la ss

ify tw

o- di

m en

si on

al fi

gu re

s ba

se d

on th

e pr

es en

ce o

r ab

se nc

e of

p ar

al le

l o r

pe rp

en di

cu la

r lin

es , o

r th

e pr

es en

ce o

r ab

se nc

e of

a ng

le s

of a

s pe

ci fie

d si

ze . R

ec og

ni ze

r ig

ht tr

ia ng

le s

as a

c at

eg or

y, a

nd id

en tif

y ri

gh t t

ri an

gl es

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

bu ild

m od

el s

or p

os te

rs w

ith p

ho to

d is

pl ay

s sp

ec ify

in g

th e

lin es

a nd

a ng

le s

th ey

fi nd

in th

ei r

sc ho

ol , h

om e,

o r

co m

m un

ity .

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y A

PP LY

th ei

r un

de rs

ta nd

in g

of li

ne s

an d

an gl

es to

e ve

ry da

y si

tu at

io ns

WRITING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

La be

l t yp

es o

f l in

es a

an gl

es a

cc or

di ng

to th

ei r

pr op

er tie

s us

in g

re al

ia a

gr ap

hi c

su pp

or t

D efi

ne ty

pe s

of li

ne s

an d

an gl

es a

cc or

di ng

to th

ei r

pr op

er tie

s us

in g

re al

an d

gr ap

hi c

su pp

or t (

e. g.

, “O

bt us

e >

90 d

eg re

es ”)

D es

cr ib

e ty

pe s

of li

ne s

an d

an gl

es a

cc or

di ng

to th

ei r

pr op

er tie

s us

in g

re al

ia a

gr ap

hi c

su pp

or t

C om

pa re

a nd

c on

tr as

t ty

pe s

of li

ne s

or a

ng le

s ac

co rd

in g

to th

ei r

pr op

er tie

s us

in g

re al

ia a

gr ap

hi c

su pp

or t

E xp

la in

ty pe

s of

li ne

s an

d an

gl es

a cc

or di

ng to

th ei

r pr

op er

tie s

us in

g re

al ia

(e .g

., “M

y de

sk h

as fo

ur r

ig ht

gl es

o n

th e

to p,

w hi

ar e

90 d

eg re

es . E

ac h

le g

of th

e de

sk h

as tw

o ac

ut e

an gl

es o

f 5 5

de gr

ee s

an d

tw o

ob tu

se a

ng le

s of

1 25

gr ee

s.” )

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: o bt

us e,

a cu

te , r

ig ht

o r

-d eg

re e

an gl

e, p

ar al

le l a

nd p

er pe

nd ic

ul ar

li ne

s, e

nd p

oi nt

s, r

ay s,

v er

te x,

li ne

s eg

m en

EL D

S TA

N D

A R

D 3

: T h

e La

n g

u ag

e o

f M at

h em

at ic

s EX

A M

P LE

T O

P IC

: L in

es &

a n

g le

73 G

R A

D E

C O

N N

EC TI

O N

: N ex

t G en

er at

io n

Sc ie

nc e

St an

da rd

s, Ea

rt h

an d

Sp ac

e Sc

ie nc

es , E

ar th

’s Sy

ste m

s: Pr

oc es

se s t

ha t S

ha pe

th e

Ea rt

h E

SS 1-

1, E

SS 2-

1 (G

ra de

4 ):

Id en

tif y

ev id

en ce

fr om

tt er

ns in

r oc

k fo

rm at

io ns

a nd

fo ss

ils in

r oc

k la

ye rs

fo r

ch an

ge s

in a

la nd

sc ap

e ov

er ti

m e

to s

up po

rt a

n ex

pl an

at io

n fo

r ch

an ge

s in

a la

nd sc

ap e

ov er

ti m

e. M

ak e

ob se

rv at

io ns

a nd

/ or

m ea

su re

m en

ts to

p ro

vi de

e vi

de nc

e of

th e

eff ec

ts o

f w ea

th er

in g

or th

e ra

te o

f e ro

si on

b y

w at

er , i

ce , w

in d,

o r

ve ge

ta tio

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

ga th

er in

fo rm

at io

n ab

ou t s

ci en

tifi c

pr oc

es se

s (e

.g .,

fr om

te ac

he r

de m

on st

ra tio

ns , c

om pu

te r

pr og

ra m

s, o

r vi

de os

) a nd

m on

st ra

te h

ow th

e su

rf ac

e of

th e

ea rt

h ha

s ch

an ge

d ov

er ti

m e

as p

ar t o

f a lo

ng -t

er m

p ro

je ct

o n

ea rt

h hi

st or

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y A

N A

LY Z

E th

e re

su lts

o f c

ha ng

e ov

er ti

m e

du e

to p

ro ce

ss es

a ffe

ct in

g ea

rt h

m at

er ia

ls.

LISTENING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

M at

ch p

ro ce

ss es

o r

ev en

w ith

th ei

r eff

ec ts

o n

ea rt

h m

at er

ia ls

ba se

d on

o ra

l de

sc ri

pt io

ns u

si ng

p ho

to s,

ill

us tr

at io

ns , o

r vi

de os

w ith

pa rt

ne r

in L

1 or

L 2

Id en

tif y

an d

so rt

th e

eff ec

t of

p ro

ce ss

es o

r ev

en ts

o n

ea rt

h m

at er

ia ls

ba se

d on

al d

es cr

ip tio

ns u

si ng

ot os

, i llu

st ra

tio ns

, o r

vi de

os w

ith a

p ar

tn er

in L

1 or

L 2

C at

eg or

iz e

th e

eff ec

ts o

f pr

oc es

se s

or e

ve nt

s on

e ar

m at

er ia

ls ba

se d

on o

ra l

de sc

ri pt

io ns

u si

ng p

ho to

ill us

tr at

io ns

, o r

vi de

os a

gr ap

hi c

or ga

ni ze

rs w

ith a

rt ne

D is

tin gu

is h

be tw

ee n

eff ec

of p

ro ce

ss es

o r

ev en

ts o

n ea

rt h

m at

er ia

ls ba

se d

or al

d es

cr ip

tio ns

u si

ph ot

os , i

llu st

ra tio

ns , o

r vi

de os

In te

rp re

t t he

e ffe

ct s

pr oc

es se

s or

e ve

nt s

ea rt

h m

at er

ia ls

us in

g vi

de os

se d

on g

ra de

-le ve

l o ra

l di

sc ou

rs e

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: w ea

th er

v . w

ea th

er in

g, e

ro si

on ,

br ea

ks d

ow n

ro ck

EL D

S TA

N D

A R

D 4

: T h

e La

n g

u ag

e o

f S ci

en ce

A M

P LE

T O

P IC

: E ar

th h

is to

ry /m

at er

ia ls

Se e

ex p

an d

ve rs

io n

o f t

h is

s tr

an d

n p

p . 3

0– 31

74 G

R A

D E

C O

N N

EC TI

O N

: N at

io na

l C ur

ri cu

lu m

S ta

nd ar

ds fo

r So

ci al

S tu

di es

, S ta

nd ar

d 3:

P eo

pl e,

P la

ce s,

an d

En vi

ro nm

en ts

#3 a-

d (E

ar ly

G ra

de s)

: C on

st ru

ct a

nd u

se m

en ta

l m ap

s of

lo ca

le s,

gi on

s, a

nd th

e w

or ld

th at

d em

on st

ra te

u nd

er st

an di

ng o

f r el

at iv

e lo

ca tio

n, d

ir ec

tio n,

s iz

e, a

nd s

ha pe

; i nt

er pr

et , u

se , a

nd d

is tin

gu is

h va

ri ou

s re

pr es

en ta

tio ns

o f t

he e

ar th

, s uc

h as

m ap

s, g

lo be

s, a

nd p

ho to

gr ap

hs ; u

se a

pp ro

pr ia

te r

es ou

rc es

, d at

a so

ur ce

s, a

nd g

eo gr

ap hi

c to

ol s

su ch

a s

at la

se s,

d at

a ba

se s,

g ri

d sy

st em

s, c

ha rt

s, g

ra ph

s, a

nd m

ap s

to g

en er

at e,

an ip

ul at

e, a

nd in

te rp

re t i

nf or

m at

io n;

e st

im at

e di

st an

ce s

an d

ca lc

ul at

e sc

al e.

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

id en

tif y

lo ca

tio ns

o n

a va

ri et

y of

m ap

s (e

.g .,

po lit

ic al

m ap

s, p

hy si

ca l m

ap s,

ti m

e zo

ne m

ap s)

b y

lis te

ni ng

to a

p ar

tn er

’s de

sc ri

pt io

ns to

p re

pa re

fo r

pr od

uc in

g a

hi st

or ic

al tr

av el

og ue

fr om

th e

po in

t o f v

ie w

o f a

n ex

pl or

er , t

ra de

r, or

le ad

er .

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y A

PP LY

u nd

er st

an di

ng o

f m ap

c on

ce pt

s an

d sk

ill s.

LISTENING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

Fo llo

w r

ou te

s on

m ap

s ba

se d

on s

eg m

en te

d si

m pl

e or

al c

om m

an ds

u si

ill us

tr at

ed w

or d

ba nk

s an

d m

an ip

ul at

iv es

(e .g

., “G

o no

rt h

tw o,

[p au

se ] e

as t

on e.

”)

Fo llo

w r

ou te

s on

m ap

s ba

se d

on s

im pl

e or

de sc

ri pt

io ns

u si

ill us

tr at

ed w

or d

ba nk

s an

d m

an ip

ul at

iv es

(e .g

., “F

re ed

sla

ve s

w en

t n or

th .”

)

Fo llo

w r

ou te

s on

m ap

s ba

se d

on o

ra l d

es cr

ip tio

us in

g ill

us tr

at ed

w or

d ba

nk s

(e .g

., “F

lo re

nc e

N ig

ht in

ga le

tr av

el ed

ut he

as t f

ro m

L on

do n

C ri

m ea

.” )

Fo llo

w r

ou te

s on

m ap

s ba

se d

on d

et ai

le d

or al

sc ri

pt io

ns u

si ng

v is

ua l

su pp

or ts

(e .g

., “C

ol um

bu s

sa ile

d so

ut hw

es t.

H is

fir

st s

to p

w as

th e

C an

ar y

Is la

nd s.

Th en

h e

co nt

in ue

d w

es t t

o Sa

n Sa

lv ad

or .”

)

Fo llo

w r

ou te

s on

m ap

s ba

se d

on d

et ai

le d

or al

sc ou

rs e

(e .g

., “Th

e st

ar tin

g po

in t o

f t he

tr ad

e ro

ut e

w as

in m

od er

n- da

y G

ha na

. F ro

m th

er e,

ad er

s se

t o ut

fo r

a ci

lo ca

te d

at 3

0 de

gr ee

s no

rt h

la tit

ud e

an d

30 d

eg re

es e

as t

lo ng

itu de

. W hi

ch c

ity is

it?

”)

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: m ap

k ey

, c om

pa ss

r os

ca rd

in al

d ir

ec tio

ns , i

nt er

m ed

ia te

d ir

ec tio

ns , m

ap s

ca le

, e qu

at or

, h em

is ph

er e,

c on

tin en

EL D

S TA

N D

A R

D 5

: T h

e La

n g

u ag

e o

f S o

ci al

S tu

d ie

s EX

A M

P LE

T O

P IC

: M ap

s &

g lo

b es

/L o

ca ti

o n

75 G

R A

D E

C O

N N

EC TI

O N

: I nt

er na

tio na

l S oc

ie ty

fo r T

ec hn

ol og

y in

E du

ca tio

n N

at io

na l E

du ca

tio na

l T ec

hn ol

og y

St an

da rd

s f or

S tu

de nt

s, #4

( Te

ch no

lo gy

C om

m un

ic at

io n

To ol

s) : S

tu de

nt s

us e

te le

co m

m un

ic at

io ns

to c

ol la

bo ra

te , p

ub lis

h, a

nd in

te ra

ct w

ith p

ee rs

, e xp

er ts

, a nd

o th

er a

ud ie

nc es

. S tu

de nt

s us

e a

va ri

et y

of m

ed ia

a nd

fo rm

at s

to c

om m

un ic

at e

in fo

rm at

io n

an d

id ea

s eff

ec tiv

el y

to m

ul tip

le a

ud ie

nc es

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

si m

ul at

e th

e w

or k

of s

of tw

ar e

en gi

ne er

s by

d es

ig ni

ng il

lu st

ra te

d m

an ua

ls or

b ro

ch ur

es d

es cr

ib in

g th

e pr

oc ed

ur es

fo r

cr ea

tin g

m ul

tim ed

ia p

re se

nt at

io ns

a s

pa rt

o f a

c ol

la bo

ra tiv

e pr

oj ec

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y C

R E

AT E

p ro

ce du

ra l d

ir ec

tio ns

WRITING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

La be

l i m

ag es

/i llu

st ra

tio ns

/ ic

on s

th at

s ho

w th

e st

ep s

fo r

pr od

uc in

g m

ul tim

ed ia

es en

ta tio

ns u

si ng

ill

us tr

at ed

w or

d ba

nk s

sm al

l g ro

up s

Li st

th e

st ep

s fo

r pr

od uc

in g

m ul

tim ed

ia p

re se

nt at

io ns

in g

gr ap

hi c

or ga

ni ze

an d

ill us

tr at

ed w

or d

ba nk

s in

s m

al l g

ro up

D es

cr ib

e th

e pr

oc es

s fo

r pr

od uc

in g

m ul

tim ed

pr es

en ta

tio ns

u si

ng g

ra ph

or ga

ni ze

rs a

nd w

or d

ba nk

s in

s m

al l g

ro up

D et

ai l t

he p

ro ce

ss fo

r pr

od uc

in g

m ul

tim ed

pr es

en ta

tio ns

u si

ng w

or d

ba nk

s in

s m

al l g

ro up

E la

bo ra

te th

e st

ep s

fo r

pr od

uc in

g m

ul tim

ed ia

es en

ta tio

ns in

s m

al l

gr ou

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: s of

tw ar

e pr

og ra

m , fi

le n

am e,

ol b

ar , i

co ns

, f or

m at

tin g,

im ag

e, c

lip a

rt , s

lid es

, m ul

tim ed

ia p

re se

nt at

io n

C O

M P

LE M

EN TA

R Y

S T

R A

N D

: T h

e La

n g

u ag

e o

f T ec

h n

o lo

g y

& E

n g

in ee

ri n

EX A

M P

LE T

O P

IC :

M u

lt im

ed ia

p u

b lis

h in

76 G

R A

D E

C O

N N

EC TI

O N

: C om

m on

C or

e St

at e

St an

da rd

s f or

E ng

lis h

La ng

ua ge

A rt

s, Sp

ea ki

ng a

nd L

ist en

in g,

P re

se nt

at io

n of

K no

w le

dg e

& I

de as

# 4–

5 (G

ra de

5 ):

R ep

or t o

n a

to pi

c or

te xt

, te

ll a

st or

y, o

r re

co un

t a n

ex pe

ri en

ce in

a n

or ga

ni ze

d m

an ne

r, us

in g

ap pr

op ri

at e

fa ct

s an

d re

le va

nt , d

es cr

ip tiv

e de

ta ils

to s

up po

rt m

ai n

id ea

s or

th em

es ; s

pe ak

c le

ar ly

a t a

n un

de rs

ta nd

ab le

p ac

e. R

ep or

t o n

a to

pi c

or te

xt o

r pr

es en

t a n

op in

io n,

s eq

ue nc

in g

id ea

s lo

gi ca

lly a

nd u

si ng

a pp

ro pr

ia te

fa ct

s an

d re

le va

nt , d

es cr

ip tiv

e de

ta ils

to s

up po

rt m

ai n

id ea

s or

th em

es ; s

pe ak

c le

ar ly

a t a

n un

de rs

ta nd

ab le

p ac

e. I

nc lu

de m

ul tim

ed ia

c om

po ne

nt s

(e .g

., gr

ap hi

cs , s

ou nd

) a nd

v is

ua l d

is pl

ay s

in p

re se

nt at

io ns

w he

n ap

pr op

ri at

e to

e nh

an ce

th e

de ve

lo pm

en t o

f m ai

n id

ea s

or th

em es

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

co lla

bo ra

te in

p ro

vi di

ng c

oa ch

in g

or fe

ed ba

ck to

p ee

rs ’ o

n th

ei r

or al

p re

se nt

at io

ns u

si ng

c la

ss -c

re at

ed r

ub ri

cs .

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y E

V A

LU AT

E th

ei r

cl as

sm at

es ’ p

re se

nt at

io ns

a nd

g iv

e or

al fe

ed ba

ck .

SPEAKING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

St at

e ra

tin gs

o f p

ee rs

’ pr

es en

ta tio

ns u

si ng

s im

pl e

ill us

tr at

ed s

en te

nc e

fr am

an d

w or

d ba

nk s

D es

cr ib

e ra

tin gs

o f p

ee rs

’ pr

es en

ta tio

ns u

si ng

ill

us tr

at ed

s en

te nc

e fr

am es

D is

cu ss

r at

in gs

o f p

ee rs

’ pr

es en

ta tio

ns a

nd s

ug ge

im pr

ov em

en ts

u si

se nt

en ce

fr am

E xp

la in

r at

in gs

o f p

ee rs

’ pr

es en

ta tio

ns w

ith e

vi de

nc e

an d

su gg

es t i

m pr

ov em

en ts

in g

se nt

en ce

fr am

Ju st

ify r

at in

gs o

f p ee

rs ’

pr es

en ta

tio ns

w ith

e vi

de nc

e an

d su

gg es

t i m

pr ov

em en

us in

g ru

br ic

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: r ub

ri c,

u se

o f v

oi ce

, p ac

vi su

al a

id s,

m es

sa ge

EL D

S TA

N D

A R

D 1

: S o

ci al

& In

st ru

ct io

n al

L an

g u

ag e

EX A

M P

LE T

O P

IC : P

ee r

as se

ss m

en t

Se e

ex p

an d

ve rs

io n

o f t

h is

s tr

an d

n p

p . 3

2– 33

77 G

R A

D E

C O

N N

EC TI

O N

: C om

m on

C or

e St

at e

Re ad

in g

St an

da rd

s f or

L ite

ra tu

re &

I nf

or m

at io

na l T

ex t,

K ey

I de

as a

nd D

et ai

ls #1

( G

ra de

5 ):

Q uo

te a

cc ur

at el

y fr

om a

te xt

w he

n ex

pl ai

ni ng

w ha

t th

e te

xt s

ay s

ex pl

ic itl

y an

d w

he n

dr aw

in g

in fe

re nc

es fr

om th

e te

xt .

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

pa rt

ic ip

at e

in te

ac he

r- gu

id ed

o r

m ed

ia -b

as ed

r ea

d- al

ou ds

a nd

r el

at e

ch ar

ac te

r tr

ai ts

q uo

te d

fr om

th e

or al

te xt

w ith

pa rt

ne r.

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y A

N A

LY Z

E in

fo rm

at io

n ab

ou t c

ha ra

ct er

s in

o ra

l t ex

LISTENING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

Id en

tif y

ch ar

ac te

r tr

ai ts

se d

on e

vi de

nc e

fr om

al te

xt , a

lo ng

w ith

v is

ua l

cu es

, p hy

si ca

l m ov

em en

t, an

d to

ne o

f v oi

Id en

tif y

de ta

ils r

el at

ed to

ar ac

te r

tr ai

ts b

as ed

o n

ev id

en ce

fr om

o ra

l t ex

t, al

on g

w ith

v is

ua l c

ue s

an d

to ne

o f v

oi ce

(e .g

., “S

am is

ve nt

ur ou

s be

ca us

e… ”)

Id en

tif y

ch ar

ac te

r tr

ai ts

se d

on e

vi de

nc e

fr om

al te

xt u

si ng

v is

ua l a

gr ap

hi c

su pp

or t

M ak

e pr

ed ic

tio ns

fr om

ar ac

te r

tr ai

ts b

as ed

o n

ev id

en ce

fr om

o ra

l t ex

t us

in g

vi su

al a

nd g

ra ph

su pp

or t

In fe

r ch

ar ac

te r

tr ai

ts b

as ed

e vi

de nc

e fr

om o

ra l t

ex t

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: c ha

ra ct

er tr

ai ts

, p ro

vi de

id en

ce , d

ir ec

t q uo

ta tio

EL D

S TA

N D

A R

D 2

: T h

e La

n g

u ag

e o

f L an

g u

ag e

A rt

s EX

A M

P LE

T O

P IC

: T ex

t ev

id en

78 G

R A

D E

C O

N N

EC TI

O N

: C om

m on

C or

e St

at e

St an

da rd

s f or

M at

he m

at ic

s, G

eo m

et ry

# 1–

2 (G

ra de

5 ):

U se

a p

ai r

of p

er pe

nd ic

ul ar

n um

be r

lin es

, c al

le d

ax es

, t o

de fin

e a

co or

di na

te s

ys te

m …

R ep

re se

nt r

ea l w

or ld

a nd

m at

he m

at ic

al p

ro bl

em s

by g

ra ph

in g

po in

ts in

th e

fir st

q ua

dr an

t o f t

he c

oo rd

in at

e pl

an e,

a nd

in te

rp re

t c oo

rd in

at e

va lu

es o

f p oi

nt s

in th

e co

nt ex

t o f t

si tu

at io

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

pr ac

tic e

re fe

rr in

g to

a xe

s an

d co

or di

na te

s in

r ea

l-w or

ld s

itu at

io ns

w ith

a p

ar tn

er .

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y U

N D

E R

ST A

N D

h ow

to p

lo t p

oi nt

s on

a c

oo rd

in at

e pl

an e.

SPEAKING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

A sk

a nd

a ns

w er

y es

/ no

q ue

st io

ns re

la te

d to

or di

na te

p la

ne s

us in

g te

ac he

r m

od el

in g

an d

vi su

al s

up po

rt (e

.g .,

“I s

th e

ho us

e at

(2 ,3

)? ”

“Y es

”)

A sk

a nd

a ns

w er

s im

pl e

W h-

q ue

st io

ns re

la te

d to

or di

na te

p la

ne s

us in

g w

or d

ba nk

s an

d vi

su al

pp or

t ( e.

g. , “

W he

re is

th e

sc ho

ol ?”

“ It

is a

t ( 5,

7) ”)

D es

cr ib

e th

e re

la tio

ns hi

am on

g po

in ts

o n

co or

di na

te p

la ne

s us

in g

w or

d ba

nk s

an d

vi su

su pp

or t (

e. g.

, “ Th

e ne

pa rk

w ill

b e

on e

bl oc

k fr

om th

e sc

ho ol

. I t w

ill b

e lo

ca te

d at

(4 ,7

).” )

D es

cr ib

e re

al -w

or ld

pl ic

at io

ns o

f p lo

tt in

g po

in ts

a nd

n av

ig at

in g

di st

an ce

s be

tw ee

n lo

ca tio

on c

oo rd

in at

e pl

an es

u si

vi su

al s

up po

E xp

la in

re al

-w or

ap pl

ic at

io ns

o f p

lo tt

in g

po in

ts a

nd n

av ig

at in

g di

st an

ce s

be tw

ee n

lo ca

tio ns

c oo

rd in

at e

pl an

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: h or

iz on

ta l a

nd v

er tic

al a

xe s,

or di

na te

s, c

oo rd

in at

e pl

an e,

o rd

er ed

p ai

EL D

S TA

N D

A R

D 3

: T h

e La

n g

u ag

e o

f M at

h em

at ic

s EX

A M

P LE

T O

P IC

: C o

o rd

in at

e p

la n

79 G

R A

D E

C O

N N

EC TI

O N

: N ex

t G en

er at

io n

Sc ie

nc e

St an

da rd

s, Ea

rt h

an d

Sp ac

e Sc

ie nc

es , S

pa ce

S ys

te m

s: St

ar s a

nd th

e So

la r

Sy ste

m E

SS 1-

1, E

SS 1-

2 (G

ra de

5 ):

S up

po rt

a n

ar gu

m en

t t ha

t di

ffe re

nc es

in th

e ap

pa re

nt b

ri gh

tn es

s of

th e

su n

co m

pa re

d to

o th

er s

ta rs

is d

ue to

th ei

r re

la tiv

e di

st an

ce s

fr om

th e

E ar

th . R

ep re

se nt

d at

a in

g ra

ph ic

al d

is pl

ay s

to r

ev ea

l p at

te rn

s of

ily c

ha ng

es in

le ng

th a

nd d

ir ec

tio n

of s

ha do

w s,

d ay

a nd

n ig

ht , a

nd th

e se

as on

al a

pp ea

ra nc

e of

s om

e st

ar s

in th

e ni

gh t s

ky .

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

ex pl

or e

a va

ri et

y of

in fo

rm at

io na

l t ex

ts a

nd m

ed ia

to d

is co

ve r

ho w

E ar

th ’s

ro ta

tio n

ar ou

nd th

e su

n aff

ec ts

s ha

do w

s, d

an d

ni gh

t, an

d th

e ph

as es

o f t

he m

oo n

an d

ex tr

ac t p

er tin

en t i

nf or

m at

io n

to c

re at

e a

cl as

s bo

ok to

s ha

re w

ith fi

rs t g

ra de

r ea

di ng

b ud

di es

w ho

a re

a lso

e xp

lo ri

ng d

ay a

nd n

ig ht

sc ie

nc e.

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y A

N A

LY Z

E th

e eff

ec ts

o f E

ar th

’s ro

ta tio

READING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

Id en

tif y

w or

ds a

nd p

hr as

as so

ci at

ed w

ith E

ar th

’s ro

ta tio

n fr

om il

lu st

ra te

d te

xt s

us in

g m

an ip

ul at

iv es

ith a

p ar

tn er

So rt

w or

ds a

nd p

hr as

as so

ci at

ed w

ith E

ar th

’s ro

ta tio

n fr

om il

lu st

ra te

d te

xt s

(e .g

., ill

us tr

at ed

ok s,

m ed

ia , p

os te

rs )

us in

g gr

ap hi

c or

ga ni

ze rs

ith a

p ar

tn er

C at

eg or

iz e

se nt

en ce

s as

so ci

at ed

w ith

E ar

th ’s

ro ta

tio n

fr om

a v

ar ie

ty o

f te

xt s

(e .g

., bo

ok s,

m ed

ia )

us in

g gr

ap hi

c or

ga ni

ze rs

ith a

p ar

tn er

O rg

an iz

e se

nt en

ce s

as so

ci at

ed w

ith E

ar th

’s ro

ta tio

n fr

om a

v ar

ie ty

o f

te xt

s (e

.g .,

bo ok

s, m

ed ia

, en

cy cl

op ed

ia s)

w ith

pa rt

ne r

O rd

er p

ar ag

ra ph

s as

so ci

at ed

w ith

E ar

th ’s

ro ta

tio n

fr om

a v

ar ie

ty o

f te

xt s

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: E ar

th ’s

ro ta

tio n,

p ha

se s

of th

e m

oo n

EL D

S TA

N D

A R

D 4

: T h

e La

n g

u ag

e o

f S ci

en ce

A M

P LE

T O

P IC

: S o

la r

sy st

80 G

R A

D E

C O

N N

EC TI

O N

: N at

io na

l S ta

nd ar

ds fo

r W or

ld H

ist or

y: S

oc ia

l S tu

di es

S ta

nd ar

ds 1

A -C

, ( G

ra de

5 ):

D em

on st

ra te

u nd

er st

an di

ng o

f t he

o ri

gi ns

a nd

c on

se qu

en ce

s of

E ur

op ea

n ov

er se

ex pa

ns io

n in

th e

15 th

a nd

1 6t

h ce

nt ur

ie s;

D em

on st

ra te

u nd

er st

an di

ng o

f t he

e nc

ou nt

er s

be tw

ee n

Eu ro

pe an

s an

d pe

op le

s of

S ub

-S ah

ar an

A fr

ic a,

A si

a, a

nd th

e A

m er

ic as

in th

e la

te 1

5t h

an d

ea rl

y 16

th c

en tu

ri es

; D em

on st

ra te

u nd

er st

an di

ng o

f t he

c on

se qu

en ce

s of

th e

w or

ld w

id e

ex ch

an ge

o f fl

or a,

fa un

a, a

nd p

at ho

ge ns

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

ex am

in e

th e

im pa

ct s

of e

xp lo

ra tio

n on

b ot

h th

e ol

d an

d ne

w w

or ld

s (e

.g .,

pr et

en d

yo u

ar e

an e

xp lo

re r

w ri

tin g

a le

tt er

m e

or in

y ou

r jo

ur na

l) af

te r

pa rt

ic ip

at in

g in

a la

rg e

gr ou

p ac

tiv ity

to m

ap th

e sp

re ad

o f p

la nt

s, a

ni m

al s,

d is

ea se

s, a

nd r

ic he

s in

th e

ag e

of e

xp lo

ra tio

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y E

V A

LU AT

E e

ffe ct

s of

e xp

lo ra

tio n

on h

is to

ry .

WRITING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

Li st

p os

iti ve

a nd

n eg

at iv

e im

pa ct

s of

e xp

lo ra

tio n

us in

g gr

ap hi

c or

ga ni

ze rs

.g .,

T- ch

ar t,

co nc

ep t

m ap

) a nd

il lu

st ra

te d

w or

d ba

nk s

in L

1 or

L 2

St at

e po

si tiv

e an

d ne

ga tiv

e im

pa ct

s of

e xp

lo ra

tio n

us in

g ill

us tr

at ed

w or

d ba

nk s

in L

1 or

L 2

D es

cr ib

e an

d gi

ve e

xa m

pl es

p os

iti ve

a nd

n eg

at iv

e im

pa ct

s of

e xp

lo ra

tio n

us in

g gr

ap hi

c or

ga ni

ze rs

d w

or d

ba nk

E xp

la in

a nd

g iv

e sp

ec ifi

c ex

am pl

es o

f p os

iti ve

d ne

ga tiv

e im

pa ct

s of

pl or

at io

n us

in g

gr ap

hi c

or ga

ni ze

C ri

tiq ue

im pa

ct s

ex pl

or at

io n

an d

gi ve

ta ile

d ex

am pl

es (e

.g .,

ne w

d is

co ve

ri es

v . l

os s

na tiv

e cu

ltu re

, f re

ed om

, lif

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

: St

ud en

ts a

t a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: c ol

on iz

at io

n, e

xp lo

re rs

/ ex

pl or

at io

n, d

is co

ve r/

di sc

ov er

y, c

on qu

er or

/c on

qu es

EL D

S TA

N D

A R

D 5

: T h

e La

n g

u ag

e o

f S o

ci al

S tu

d ie

s EX

A M

P LE

T O

P IC

: E xp

lo ra

ti o

81 G

R A

D E

C O

N N

EC TI

O N

: Th e

N at

io na

l S ta

nd ar

ds fo

r A

rt s E

du ca

tio n

#1 , U

nd er

sta nd

in g

th e

Re la

tio ns

hi p

B et

w ee

n M

us ic

, t he

O th

er A

rt s,

an d

ot he

r D

isc ip

lin es

O ut

sid e

th e

A rt

s # 8

(G ra

de s 5

–8 ):

ud en

ts d

es cr

ib e

w ay

s in

w hi

ch th

e pr

in ci

pl es

a nd

s ub

je ct

m at

te r

of o

th er

d is

ci pl

in es

ta ug

ht in

th e

sc ho

ol a

re in

te rr

el at

ed w

ith th

os e

of m

us ic

(e .g

., la

ng ua

ge a

rt s:

is su

es to

b e

co ns

id er

ed in

s et

tin g

te xt

s to

m us

ic …

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

in p

re pa

ri ng

to c

re at

e th

ei r

ow n

so ng

ly ri

cs , e

xa m

in e

co m

po se

rs ’ w

ri tin

g st

yl es

a nd

h ow

th ey

fi t w

ith th

ei r

m us

ic .

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y A

PP LY

r ea

di ng

c om

pr eh

en si

on s

tr at

eg ie

s to

u nd

er st

an di

ng ly

ri cs

READING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

D is

tin gu

is h

am on

g fe

at ur

(e .g

., ch

or us

, v er

se s)

de te

rm in

e gi

st o

f s on

gs ’

m es

sa ge

u si

ng g

ra ph

or ga

ni ze

Id en

tif y

re pe

tit iv

e w

or ds

o r

ph ra

se s

to d

et er

m in

e gi

of s

on gs

’ m es

sa ge

u si

gr ap

hi c

or ga

ni ze

Id en

tif y

ke y

w or

ds o

r ph

ra se

s to

d et

er m

in e

so ng

s’ m

es sa

ge u

si ng

g ra

ph ic

ga ni

ze rs

Id en

tif y

ex pr

es si

ve w

or ds

d ph

ra se

s th

at r

efl ec

t ly

ri ca

l c ho

ic es

to d

et er

m in

e so

ng s’

m es

sa ge

u si

gr ap

hi c

or ga

ni ze

In te

rp re

t l yr

ic al

c ho

ic es

de te

rm in

e so

ng s’

m es

sa ge

.g .,

al lit

er at

io n,

r hy

m e)

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: r ep

ea te

d ve

rs es

, c ho

ru s,

s on

g ly

ri cs

C O

M P

LE M

EN TA

R Y

S T

R A

N D

: T h

e La

n g

u ag

e o

f M u

si c

& P

er fo

rm in

g A

rt s

A M

P LE

T O

P IC

: S o

n g

ly ri

82 G

R A

D E

C O

N N

EC TI

O N

: C om

m on

C or

e St

at e

St an

da rd

s f or

E ng

lis h

La ng

ua ge

A rt

s, Re

ad in

g St

an da

rd s f

or I

nf or

m at

io na

l T ex

t, K

ey I

de as

a nd

D et

ai ls

#2 (

G ra

de 6

): D

et er

m in

e a

ce nt

ra l i

de a

a te

xt a

nd h

ow it

is c

on ve

ye d

th ro

ug h

pa rt

ic ul

ar d

et ai

ls; p

ro vi

de a

s um

m ar

y of

th e

te xt

d is

tin ct

fr om

p er

so na

l o pi

ni on

s or

ju dg

m en

ts .

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

re fe

r to

in fo

rm at

io n

on b

eh av

io ra

l e xp

ec ta

tio ns

(e .g

., sc

ho ol

h an

db oo

k, s

ch oo

l w eb

si te

, c la

ss ro

om r

ul es

o r

sy lla

bu s,

e tc

.) to

c re

at e

po st

er s

fo r

th ei

r cl

as sr

oo m

/s ch

oo l c

om m

un ity

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y U

N D

E R

ST A

N D

b eh

av io

ra l e

xp ec

ta tio

ns .

READING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

Id en

tif y

se tt

in gs

fo r

be ha

vi or

al e

xp ec

ta tio

(e .g

., in

th e

cl as

sr oo

m ,

lu nc

hr oo

m ) f

ro m

v is

ua lly

pp or

te d

te xt

C la

ss ify

s et

tin gs

fo r

be ha

vi or

al e

xp ec

ta tio

fr om

v is

ua lly

s up

po rt

te xt

in s

m al

l g ro

up s

Lo ca

te m

ai n

id ea

s ab

ou t

be ha

vi or

al e

xp ec

ta tio

fr om

il lu

st ra

te d

ha nd

bo ok

s an

d te

xt s

in s

m al

l g ro

up s

Lo ca

te d

et ai

ls ab

ou t

be ha

vi or

al e

xp ec

ta tio

fr om

h an

db oo

ks a

nd te

xt s

in s

m al

l g ro

up s

In fe

r re

su lts

o f a

dh er

in g

no t a

dh er

in g

to b

eh av

io ra

l ex

pe ct

at io

ns fr

ha nd

bo ok

s an

d te

xt s

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: p os

tu re

, m an

ne rs

, p ol

ite

be ha

vi or

EL D

S TA

N D

A R

D 1

: S o

ci al

& In

st ru

ct io

n al

L an

g u

ag e

EX A

M P

LE T

O P

IC : B

eh av

io ra

l e xp

ec ta

ti o

n s

83 G

R A

D E

C O

N N

EC TI

O N

: C om

m on

C or

e St

at e

La ng

ua ge

S ta

nd ar

ds , C

on ve

nt io

ns o

f S ta

nd ar

d En

gl ish

# 1–

2 (G

ra de

6 ):

D em

on st

ra te

c om

m an

d of

th e

co nv

en tio

ns o

f s ta

nd ar

d E

ng lis

h gr

am m

ar w

he n

w ri

tin g

or s

pe ak

in g;

D em

on st

ra te

c om

m an

d of

th e

co nv

en tio

ns o

f s ta

nd ar

d E

ng lis

h ca

pi ta

liz at

io n,

p un

ct ua

tio n,

a nd

s pe

lli ng

w he

n w

ri tin

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

pr ov

id e

w ri

tt en

fe ed

ba ck

to e

ac h

ot he

r ab

ou t t

he ir

u se

o f c

on ve

nt io

ns a

nd m

ec ha

ni cs

in o

ri gi

na l w

ri tt

en te

xt s

as p

ar t o

f th

e w

ri tin

g pr

oc es

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y A

PP LY

th ei

r kn

ow le

dg e

of E

ng lis

h co

nv en

tio ns

a nd

m ec

ha ni

cs .

WRITING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

Id en

tif y

co nv

en tio

ns a

m ec

ha ni

cs in

p ee

rs ’ w

ri tin

g (e

.g .,

by h

ig hl

ig ht

in g)

u si

m od

el s

an d

en vi

ro nm

en ta

l pr

in t

Id en

tif y

la ng

ua ge

to b

e ed

ite d

in p

ee rs

’ w ri

tin g

us in

g m

od el

s an

d ru

br ic

Su gg

es t e

di ts

o f p

ee rs

’ w

ri tin

g us

in g

m od

el s

an d

ru br

ic s

G iv

e re

as on

s fo

r ed

iti ng

er s’

w ri

tin g

us in

g m

od el

s an

d ru

br ic

E xp

la in

e di

tin g

of p

ee rs

’ w

ri tin

g th

ro ug

h de

ta ile

d fe

ed ba

ck u

si ng

m od

el s

an d

ru br

ic s

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: e di

t, co

nv en

tio ns

, m ec

ha ni

EL D

S TA

N D

A R

D 2

: T h

e La

n g

u ag

e o

f L an

g u

ag e

A rt

s EX

A M

P LE

T O

P IC

: P ee

r ed

it in

84 G

R A

D E

C O

N N

EC TI

O N

: C om

m on

C or

e St

at e

St an

da rd

s f or

M at

he m

at ic

s, R

at io

s a nd

P ro

po rt

io na

l R el

at io

ns hi

ps #

3 (G

ra de

6 ):

U se

r at

io a

nd r

at e

re as

on in

g to

s ol

ve r

ea l-w

or ld

a nd

at he

m at

ic al

p ro

bl em

s, e

.g .,

by r

ea so

ni ng

a bo

ut ta

bl es

o f e

qu iv

al en

t r at

io s,

ta pe

d ia

gr am

s, d

ou bl

e nu

m be

r lin

e di

ag ra

m s,

o r

eq ua

tio ns

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

ju st

ify th

ei r

de ci

si on

s in

r ea

l-l ife

s ce

na ri

os (e

.g .,

ch oo

si ng

it em

s to

b uy

b as

ed o

n di

sc ou

nt s

an d

lo ca

l t ax

, d et

er m

in in

g m

ile s

pe r

ga llo

n fo

r di

ffe re

nt m

od el

s of

c ar

s, o

r se

le ct

in g

pl ay

er s

fo r

a fa

nt as

y te

am b

as ed

o n

sp or

ts a

ve ra

ge ).

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y E

V A

LU AT

E th

ei r

op tio

ns a

nd m

ak e

ch oi

ce s.

WRITING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

Li st

c ho

ic es

b as

ed o

n ra

ca lc

ul at

io ns

in r

ea l-l

ife

si tu

at io

ns u

si ng

te m

pl at

an d

w or

d ba

nk s

w ith

pa rt

ne r

D es

cr ib

e ch

oi ce

s ba

se d

ra te

c al

cu la

tio ns

in r

ea l-l

ife

si tu

at io

ns u

si ng

te m

pl at

an d

w or

d ba

nk s

w ith

pa rt

ne r

C om

pa re

c ho

ic es

b as

ed o

n ra

te c

al cu

la tio

ns in

r ea

l-l ife

tu at

io ns

u si

ng g

ra ph

or ga

ni ze

rs w

ith a

p ar

tn er

E xp

la in

c ho

ic es

b as

ed o

n ra

te c

al cu

la tio

ns in

r ea

l-l ife

tu at

io ns

u si

ng c

ha rt

s w

ith

pa rt

ne rs

E la

bo ra

te o

n ch

oi ce

s ba

se d

on r

at e

ca lc

ul at

io ns

in re

al -

lif e

si tu

at io

ns w

ith p

ar tn

er s

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: s al

es ta

x, d

is co

un t,

pe rc

en ta

ge ,

ra tio

, p ro

po rt

io n

EL D

S TA

N D

A R

D 3

: T h

e La

n g

u ag

e o

f M at

h em

at ic

s EX

A M

P LE

T O

P IC

: R at

io &

r at

Se e

ex p

an d

ve rs

io n

o f t

h is

s tr

an d

n p

p . 3

4– 35

85 G

R A

D E

C O

N N

EC TI

O N

: N ex

t G en

er at

io n

Sc ie

nc e

St an

da rd

s, Li

fe S

ci en

ce s,

Ec os

ys te

m s:

In te

ra ct

io ns

, E ne

rg y,

an d

D yn

am ic

s L S2

-1 , 2

-2 , 2

-3 , 2

-4 (

M id

dl e

Sc ho

ol ):

A na

ly ze

a nd

in te

rp re

t da

ta to

p ro

vi de

e vi

de nc

e fo

r th

e eff

ec ts

o f r

es ou

rc e

av ai

la bi

lit y

on o

rg an

is m

s an

d po

pu la

tio ns

o f o

rg an

is m

s in

a n

ec os

ys te

m . C

on st

ru ct

a n

ex pl

an at

io n

th at

p re

di ct

s pa

tt er

of in

te ra

ct io

ns a

m on

g or

ga ni

sm s

ac ro

ss m

ul tip

le e

co sy

st em

s. D

ev el

op a

m od

el to

d es

cr ib

e th

e cy

cl in

g of

m at

te r

an d

flo w

o f e

ne rg

y am

on g

liv in

g an

d no

nl iv

in g

pa rt

s of

a n

ec os

ys te

m . C

on st

ru ct

a n

ar gu

m en

t s up

po rt

ed b

y em

pi ri

ca l e

vi de

nc e

th at

c ha

ng es

to p

hy si

ca l o

r bi

ol og

ic al

c om

po ne

nt s

of a

n ec

os ys

te m

a ffe

ct p

op ul

at io

ns .

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

lis te

n to

o ra

l d es

cr ip

tio ns

(e .g

., vi

de o

cl ip

s, le

ct ur

e, p

ee r

gr ou

ps ) a

nd r

ec og

ni ze

k ey

fu nc

tio ns

o f o

rg an

is m

s w

ith in

os ys

te m

s to

p re

pa re

m od

el s

to d

is pl

ay in

th ei

r cl

as sr

oo m

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y U

N D

E R

ST A

N D

fu nc

tio ns

o f o

rg an

is m

s w

ith in

e co

sy st

em s.

LISTENING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

Id en

tif y

fu nc

tio ns

o rg

an is

m s

w ith

ec os

ys te

m s

ba se

d on

o ra

l st

at em

en ts

u si

ng p

ho to

s or

ill

us tr

at io

ns a

nd g

ra ph

or ga

ni ze

M at

ch fu

nc tio

ns to

ga ni

sm s

w ith

ec os

ys te

m s

ba se

d on

o ra

l la

ng ua

ge u

si ng

p ho

to s

ill us

tr at

io ns

a nd

g ra

ph ic

ga ni

ze rs

M at

ch fu

nc tio

ns to

ga ni

sm s

w ith

ec os

ys te

m s

ba se

d on

sc ri

pt iv

e or

al la

ng ua

us in

g gr

ap hi

c or

ga ni

ze rs

C on

ne ct

fu nc

tio ns

o rg

an is

m s

w ith

ec os

ys te

m s

ba se

d on

te nd

ed o

ra l d

is co

ur se

in g

gr ap

hi c

or ga

ni ze

C at

eg or

iz e

fu nc

tio ns

o rg

an is

m s

w ith

ec os

ys te

m s

ba se

d on

te nd

ed o

ra l d

is co

ur se

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: c on

su m

er s/

pr ed

at or

pr od

uc er

s, d

ec om

po se

rs , s

ca ve

ng er

s, fu

nc tio

n, s

pe ci

EL D

S TA

N D

A R

D 4

: T h

e La

n g

u ag

e o

f S ci

en ce

A M

P LE

T O

P IC

: E co

sy st

em s

86 G

R A

D E

C O

N N

EC TI

O N

: N at

io na

l C ur

ri cu

lu m

S ta

nd ar

ds fo

r So

ci al

S tu

di es

, S ta

nd ar

d 6:

P ow

er , A

ut ho

ri ty

, a nd

G ov

er na

nc e

(M id

dl e

G ra

de s)

: L ea

rn er

s w

ill u

nd er

st an

d: fu

nd am

en ta

l v al

ue s

co ns

tit ut

io na

l d em

oc ra

cy (e

.g .,

th e

co m

m on

g oo

d, li

be rt

y, ju

st ic

e, e

qu al

ity , a

nd in

di vi

du al

d ig

ni ty

); Th

e id

eo lo

gi es

a nd

s tr

uc tu

re s

of p

ol iti

ca l s

ys te

m s

th at

d iff

er fr

om th

os e

of th

e U

ni te

d St

at es

; Th e

w ay

s in

w hi

ch g

ov er

nm en

ts m

ee t t

he n

ee ds

a nd

w an

ts o

f c iti

ze ns

, m an

ag e

co nfl

ic t,

an d

es ta

bl is

h or

de r

an d

se cu

ri ty

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

ex ch

an ge

id ea

s ab

ou t f

ea tu

re s

of th

ei r

ow n

fo rm

a nd

o rg

an iz

at io

n of

g ov

er nm

en t i

n pr

ep ar

at io

n fo

r gi

vi ng

a m

ul tim

ed ia

es en

ta tio

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y C

R E

AT E

m od

el g

ov er

nm en

ts .

SPEAKING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

Su gg

es t f

ea tu

re s

of m

od el

ve rn

m en

ts u

si ng

ill

us tr

at ed

te m

pl at

es in

al l g

ro up

s in

L 1

or L

Su gg

es t d

et ai

le d

fe at

ur es

o f

m od

el g

ov er

nm en

ts u

si ng

ill

us tr

at ed

te m

pl at

es in

al l g

ro up

s in

L 1

or L

D is

cu ss

fe at

ur es

o f m

od el

ve rn

m en

ts u

si ng

te m

pl at

e in

s m

al l g

ro up

D is

cu ss

r ea

so ns

fo r

se le

ct io

n of

fe at

ur es

o f

m od

el g

ov er

nm en

ts u

si ng

te m

pl at

e in

s m

al l g

ro up

D ef

en d

se le

ct io

n of

fe at

ur es

m od

el g

ov er

nm en

(e .g

., th

ro ug

h de

ba te

)

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: f or

m s

of g

ov er

nm en

t, pe

rs on

ri gh

ts , e

qu al

ity , t

he c

om m

on g

oo d

EL D

S TA

N D

A R

D 5

: T h

e La

n g

u ag

e o

f S o

ci al

S tu

d ie

s EX

A M

P LE

T O

P IC

: F o

rm s

& o

rg an

iz at

io n

o f g

o ve

rn m

en t

87 G

R A

D E

C O

N N

EC TI

O N

: A la

sk a

C ul

tu ra

l S ta

nd ar

ds fo

r St

ud en

ts D

( K

–1 2)

: C ul

tu ra

lly -k

no w

le dg

ea bl

e st

ud en

ts a

re a

bl e

to e

ng ag

e eff

ec tiv

el y

in le

ar ni

ng a

ct iv

iti es

th at

a re

b as

ed o

n tr

ad iti

on al

w ay

s of

k no

w in

g an

d le

ar ni

ng . 4

. G at

he r

or al

a nd

w ri

tt en

h is

to ry

in fo

rm at

io n

fr om

th e

lo ca

l c om

m un

ity a

nd p

ro vi

de a

n ap

pr op

ri at

e in

te rp

re ta

tio n

of it

s cu

ltu ra

l m

ea ni

ng a

nd s

ig ni

fic an

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

di sc

us s

th e

cu ltu

ra l s

ig ni

fic an

ce o

f d iff

er en

t c om

m un

ity a

ct iv

iti es

b as

ed o

n in

fo rm

at io

n fr

om in

te rv

ie w

s w

ith e

ld er

s or

ng -t

er m

r es

id en

ts o

f t he

lo ca

l c om

m un

ity to

id en

tif y

re le

va nt

in fo

rm at

io n

to in

cl ud

e in

s tu

de nt

-c re

at ed

r es

ou rc

es (e

.g .,

w eb

si te

s, p

ub lic

at io

ns ) a

bo ut

th ei

r co

m m

un ity

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y A

N A

LY Z

E tr

ad iti

on al

w ay

s of

k no

w in

g an

d in

te rp

re tin

g in

fo rm

at io

n w

ith e

ve nt

s an

d tr

ad iti

on s

of th

e lo

ca l c

om m

un ity

SPEAKING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

N am

e ev

en ts

a nd

tr ad

iti on

s of

th e

lo ca

l c om

m un

ity

an d

th ei

r si

gn ifi

ca nc

e us

in g

ill us

tr at

ed e

nv ir

on m

en ta

l pr

in t,

gr ap

hi c

or ga

ni ze

rs ,

an d

re al

D es

cr ib

e ev

en ts

a nd

ad iti

on s

of th

e lo

ca l

co m

m un

ity a

nd th

ei r

si gn

ifi ca

nc e

us in

g ill

us tr

at ed

e nv

ir on

m en

ta l

pr in

t, gr

ap hi

c or

ga ni

ze rs

, an

d re

al ia

E xp

la in

e ve

nt s

an d

tr ad

iti on

s of

th e

lo ca

l co

m m

un ity

a nd

th ei

r si

gn ifi

ca nc

e us

in g

no te

s fr

om in

te rv

ie w

s an

d re

al ia

D is

cu ss

e ve

nt s

an d

tr ad

iti on

s of

th e

lo ca

l co

m m

un ity

a nd

th ei

r si

gn ifi

ca nc

e us

in g

no te

s fr

om in

te rv

ie w

s an

d re

al ia

In te

rp re

t t he

s ig

ni fic

an ce

e ve

nt s

an d

tr ad

iti on

s of

e lo

ca l c

om m

un ity

u si

no te

s fr

om in

te rv

ie w

s an

d re

al ia

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: a cc

um ul

at ed

s pe

ci fic

ow le

dg e,

in te

rp re

ta tio

n, lo

ca l c

on ve

nt io

ns , c

ul tu

ra l s

ig ni

fic an

C O

M P

LE M

EN TA

R Y

S T

R A

N D

: T h

e La

n g

u ag

e o

f t h

e H

u m

an it

ie s

A M

P LE

T O

P IC

: I n

te rp

re ta

ti o

n o

f o ra

l h is

to ri

88 G

R A

D E

C O

N N

EC TI

O N

: C om

m on

C or

e St

at e

St an

da rd

s f or

E ng

lis h

La ng

ua ge

A rt

s, Sp

ea ki

ng a

nd L

ist en

in g,

P re

se nt

at io

n of

K no

w le

dg e

& I

de as

# 1

(G ra

de 7

): E

ng ag

e eff

ec tiv

el y

in a

r an

ge o

f co

lla bo

ra tiv

e di

sc us

si on

s (o

ne -o

n- on

e, in

g ro

up s,

a nd

te ac

he r-

le d)

w ith

d iv

er se

p ar

tn er

s on

g ra

de 7

to pi

cs , t

ex ts

, a nd

is su

es , b

ui ld

in g

on o

th er

s’ id

ea s

an d

ex pr

es si

ng th

ei r

ow n

cl ea

rl y…

d . A

ck no

w le

dg e

ne w

in fo

rm at

io n

ex pr

es se

d by

o th

er s

an d,

w he

n w

ar ra

nt ed

, m od

ify th

ei r

ow n

vi ew

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

lis te

n to

e ac

h ot

he r

in a

c la

ss ro

om d

is cu

ss io

n on

a c

on te

m po

ra ry

is su

e (e

.g .,

po ve

rt y,

n ew

s ch

oo l r

ul es

) a nd

r efl

ec t o

n ho

w th

ei r

ow n

vi ew

s w

er e

in flu

en ce

d by

o th

er s.

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y A

N A

LY Z

E d

iv er

se v

ie w

s on

c on

te m

po ra

ry is

su es

LISTENING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

Id en

tif y

po in

ts o

f v ie

fr om

o ra

l s ta

te m

en ts

in g

ill us

tr at

ed g

ra ph

or ga

ni ze

rs a

nd w

or d

ba nk

C la

ss ify

p oi

nt s

of v

ie w

om o

ra l s

ta te

m en

us in

g ill

us tr

at ed

g ra

ph ic

ga ni

ze rs

a nd

w or

d ba

nk s

C om

pa re

p oi

nt s

of v

ie w

om o

ra l d

is cu

ss io

n us

in g

gr ap

hi c

or ga

ni ze

rs a

w or

d ba

nk s

C om

pa re

p oi

nt s

of v

ie w

om o

ra l d

is cu

ss io

n us

in g

w or

d ba

nk s

In te

rp re

t p oi

nt s

of v

ie w

ex pa

nd ed

o ra

l d is

co ur

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: a ct

iv e

lis te

ni ng

, r efl

ec tio

m ut

ua l r

es pe

ct , c

on te

m po

ra ry

is su

e, p

oi nt

s of

v ie

EL D

S TA

N D

A R

D 1

: S o

ci al

& In

st ru

ct io

n al

L an

g u

ag e

EX A

M P

LE T

O P

IC : R

efl ec

ti ve

li st

en in

89 G

R A

D E

C O

N N

EC TI

O N

: C om

m on

C or

e St

at e

Sp ea

ki ng

a nd

L ist

en in

g St

an da

rd s,

C om

pr eh

en sio

n an

d C

ol la

bo ra

tio n

#2 (

G ra

de 7

): A

na ly

ze th

e m

ai n

id ea

s an

d su

pp or

tin g

de ta

ils p

re se

nt ed

di ve

rs e

m ed

ia a

nd fo

rm at

s (e

.g .,

vi su

al ly

, q ua

nt ita

tiv el

y, o

ra lly

) a nd

e xp

la in

h ow

th e

id ea

s cl

ar ify

a to

pi c,

te xt

, o r

is su

e un

de r

st ud

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

di sc

us s

m ai

n id

ea s

of s

ho rt

s to

ri es

, n ov

el s,

a nd

e ss

ay s

w ith

p ar

tn er

s or

in s

m al

l g ro

up s

to c

la ri

fy th

e th

em e,

to pi

c, o

r is

su e

un de

r st

ud y.

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y A

PP LY

m ai

n id

ea s

of s

ho rt

s to

ri es

, n ov

el s,

a nd

e ss

ay s.

SPEAKING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

Pr od

uc e

ke y

w or

ds a

bo ut

em es

r el

at ed

to th

e m

ai n

id ea

u si

ng v

is ua

l s up

po rt

.g .,

ca pt

io ne

d ill

us tr

at io

of p

lo t a

nd m

ai n

id ea

w ith

a p

ar tn

Pr od

uc e

st at

em en

ts a

bo ut

em es

r el

at ed

to th

e m

ai n

id ea

u si

ng g

ra ph

or ga

ni ze

rs w

ith a

p ar

tn er

E xp

la in

th em

es r

el at

ed to

e m

ai n

id ea

u si

ng g

ra ph

or ga

ni ze

rs (e

.g .,

st or

y m

ap ,

pl ot

li ne

) t o

a pa

rt ne

D is

cu ss

th em

es re

la te

d to

e m

ai n

id ea

u si

ng g

ra ph

or ga

ni ze

D is

cu ss

th em

es re

la te

d to

th e

m ai

n id

ea u

si ng

te nd

ed d

is co

ur se

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: s up

po rt

in g

de ta

ils , t

he m

th es

EL D

S TA

N D

A R

D 2

: T h

e La

n g

u ag

e o

f L an

g u

ag e

A rt

s EX

A M

P LE

T O

P IC

: M ai

n id

ea s

90 G

R A

D E

C O

N N

EC TI

O N

: C om

m on

C or

e St

at e

St an

da rd

s f or

M at

he m

at ic

s, Ex

pr es

sio ns

a nd

E qu

at io

ns #

4 (G

ra de

7 ):

U se

v ar

ia bl

es to

r ep

re se

nt q

ua nt

iti es

in a

r ea

l-w or

ld o

r m

at he

m at

ic al

ob le

m , a

nd c

on st

ru ct

s im

pl e

eq ua

tio ns

a nd

in eq

ua lit

ie s

to s

ol ve

p ro

bl em

s by

r ea

so ni

ng a

bo ut

th e

qu an

tit ie

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

re ad

r ea

l-l ife

p ro

bl em

s an

d us

e m

an ip

ul at

iv es

to c

on st

ru ct

a lg

eb ra

ic e

qu at

io ns

a nd

fi nd

th ei

r so

lu tio

ns in

s m

al l g

ro up

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y A

PP LY

th ei

r al

ge br

ai c

kn ow

le dg

READING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

Id en

tif y

ke y

la ng

ua ge

th at

ov id

es in

fo rm

at io

n to

lv e

re al

-li fe

m at

he m

at ic

pr ob

le m

s us

in g

vi su

al a

gr ap

hi c

su pp

or ts

w ith

pa rt

ne r

Id en

tif y

ke y

la ng

ua ge

th at

ov id

es in

fo rm

at io

n to

lv e

re al

-li fe

m at

he m

at ic

pr ob

le m

s us

in g

la be

le d

vi su

al a

nd g

ra ph

ic s

up po

rt s

w ith

a p

ar tn

Id en

tif y

ke y

la ng

ua ge

th at

ov id

es in

fo rm

at io

n to

lv e

re al

-li fe

m at

he m

at ic

pr ob

le m

s us

in g

gr ap

hi c

su pp

or ts

(e .g

., ch

ar ts

a nd

bl es

)

Id en

tif y

ke y

la ng

ua ge

tt er

ns to

s ol

ve r

ea l-l

ife

m at

he m

at ic

al p

ro bl

em s

us in

g gr

ap hi

c su

pp or

Id en

tif y

ke y

la ng

ua ge

tt er

ns to

s ol

ve r

ea l-l

ife

m at

he m

at ic

al p

ro bl

em s

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: i ne

qu al

ity , l

in ea

r eq

ua tio

no n-

lin ea

r, si

m pl

ify th

e ex

pr es

si on

, _ __

_ pe

r __

EL D

S TA

N D

A R

D 3

: T h

e La

n g

u ag

e o

f M at

h em

at ic

s EX

A M

P LE

T O

P IC

: A lg

eb ra

ic e

q u

at io

n s

91 G

R A

D E

C O

N N

EC TI

O N

: N at

io na

l S ci

en ce

E du

ca tio

n St

an da

rd s,

Sc ie

nc e

as I

nq ui

ry , A

, U nd

er sta

nd in

gs a

bo ut

S ci

en tifi

c In

qu ir

y (G

ra de

s 5 –8

)* : D

iff er

en t k

in ds

o f q

ue st

io ns

s ug

ge st

ffe re

nt k

in ds

o f s

ci en

tifi c

in ve

st ig

at io

ns . S

om e

in ve

st ig

at io

ns in

vo lv

e ob

se rv

in g

an d

de sc

ri bi

ng o

bj ec

ts , o

rg an

is m

s, o

r ev

en ts

; s om

e in

vo lv

e co

lle ct

in g

sp ec

im en

s; s

om e

in vo

lv e

ex pe

ri m

en ts

; s om

e in

vo lv

e se

ek in

g m

or e

in fo

rm at

io n;

s om

e in

vo lv

e di

sc ov

er y

of n

ew o

bj ec

ts a

nd p

he no

m en

a; a

nd s

om e

in vo

lv e

m ak

in g

m od

el s.

C ur

re nt

s ci

en tifi

c kn

ow le

dg e

an d

un de

rs ta

nd in

g gu

id e

sc ie

nt ifi

c in

ve st

ig at

io ns

. D iff

er en

t s ci

en tifi

c do

m ai

ns e

m pl

oy d

iff er

en t m

et ho

ds , c

or e

th eo

ri es

, a nd

s ta

nd ar

ds to

a dv

an ce

s ci

en tifi

c kn

ow le

dg e

an d

un de

rs ta

nd in

g… S

ci en

tifi c

ex pl

an at

io ns

e m

ph as

iz e

ev id

en ce

, h av

e lo

gi ca

lly c

on si

st en

t a rg

um en

ts , a

nd u

se s

ci en

tifi c

pr in

ci pl

es , m

od el

s, a

nd th

eo ri

es . Th

e sc

ie nt

ifi c

co m

m un

ity

ac ce

pt s

an d

us es

s uc

h ex

pl an

at io

ns u

nt il

di sp

la ce

d by

b et

te r

sc ie

nt ifi

c on

es . W

he n

su ch

d is

pl ac

em en

t o cc

ur s,

s ci

en ce

a dv

an ce

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

re po

rt o

n th

e pr

oc es

s an

d re

su lts

o f a

s ci

en ce

e xp

er im

en t t

o co

ns tr

uc t s

ci en

tifi c

kn ow

le dg

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y w

ill U

N D

E R

ST A

N D

h ow

to in

te rp

re t a

nd r

ep re

se nt

th e

re su

lts o

f s ci

en tifi

c in

qu ir

WRITING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

Pr od

uc e

la be

le d

ill us

tr at

io ns

o f s

ci en

tifi c

qu es

tio ns

a nd

c on

cl us

io ns

in g

gr ap

hi c

or ga

ni ze

w ith

a p

ar tn

D es

cr ib

e sc

ie nt

ifi c

qu es

tio ns

a nd

c on

cl us

io ns

in g

gr ap

hi c

or ga

ni ze

(e .g

., cl

oz e

ac tiv

ity ) u

si ng

or d

ba nk

s w

ith a

p ar

tn er

D es

cr ib

e in

d et

ai l s

ci en

tifi c

qu es

tio ns

a nd

c on

cl us

io ns

in g

w or

ds b

an ks

a nd

ap hi

c or

ga ni

ze rs

O rg

an iz

e la

ng ua

ge a

bo ut

ie nt

ifi c

qu es

tio ns

a nd

nc lu

si on

s us

in g

gr ap

hi c

or ga

ni ze

rs (e

.g .,

pa ra

gr ap

h fr

am es

)

Su m

m ar

iz e

sc ie

nt ifi

c qu

es tio

ns a

nd c

on cl

us io

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: s ci

en tifi

c in

qu ir

y, h

yp ot

he si

hy po

th es

is te

st in

g, o

bs er

va tio

ns , r

es ul

* A

s t hi

s b oo

k go

es to

p re

ss, a

d ra

ft of

th e

N ex

t G en

er at

io n

Sc ie

nc e

St an

da rd

s w as

ju st

re le

as ed

fo r

re vi

ew . W

ID A

p la

ns to

u pd

at e

its L

an gu

ag e

of S

ci en

ce st

ra nd

s t o

co rr

es po

nd w

ith th

es e

sta nd

ar ds

a s s

oo n

as th

ey a

re fi

na l.

EL D

S TA

N D

A R

D 4

: T h

e La

n g

u ag

e o

f S ci

en ce

A M

P LE

T O

P IC

: S ci

en ti

fi c

in q

u ir

92 G

R A

D E

C O

N N

EC TI

O N

: C om

m on

C or

e Re

ad in

g St

an da

rd s f

or L

ite ra

cy in

H ist

or y/

So ci

al S

tu di

es , I

nt eg

ra tio

n of

K no

w le

dg e

& I

de as

# 7:

I nt

eg ra

te v

is ua

l i nf

or m

at io

n (e

.g .,

in c

ha rt

s, g

ra ph

ph ot

og ra

ph s,

v id

eo s,

o r

m ap

s) w

ith o

th er

in fo

rm at

io n

in p

ri nt

a nd

d ig

ita l t

ex ts

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

re ad

in fo

rm at

io na

l t ex

ts a

nd r

el at

ed w

eb si

te s

ab ou

t c ro

ps o

r ag

ri cu

ltu ra

l p ro

du ct

s to

in te

rp re

t m ap

s or

c re

at e

ch ar

ts .

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y A

N A

LY Z

E th

e im

po rt

an ce

o f a

gr ic

ul tu

ra l r

es ou

rc es

to r

eg io

na l e

co no

m ie

READING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

Id en

tif y

ag ri

cu ltu

ra l i

co ns

in g

vi su

al o

r gr

ap hi

c su

pp or

t ( e.

g. , o

n m

ap s

gr ap

hs )

Lo ca

te re

so ur

ce s

ag ri

cu ltu

ra l p

ro du

ct s

us in

g vi

su al

o r

gr ap

hi c

su pp

or t

D is

tin gu

is h

am on

g re

so ur

ce s

or a

gr ic

ul tu

ra l

pr od

uc ts

u si

ng v

is ua

l o r

gr ap

hi c

su pp

or t

Fi nd

p at

te rn

s as

so ci

at ed

ith r

es ou

rc es

o r

ag ri

cu ltu

ra l p

ro du

ct s

us in

g vi

su al

o r

gr ap

hi c

su pp

or t

D ra

w c

on cl

us io

ns a

bo ut

so ur

ce s

or a

gr ic

ul tu

ra l

pr od

uc ts

o n

m ap

s or

ap hs

fr om

g ra

de -le

ve l t

ex t

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: r en

ew ab

le , n

on -r

en ew

ab le

, re

so ur

ce a

llo ca

tio n

EL D

S TA

N D

A R

D 5

: T h

e La

n g

u ag

e o

f S o

ci al

S tu

d ie

s EX

A M

P LE

T O

P IC

: A g

ri cu

lt u

Se e

ex p

an d

ve rs

io n

o f t

h is

s tr

an d

n p

p . 3

6– 37

93 G

R A

D E

C O

N N

EC TI

O N

: Th e

N at

io na

l S ta

nd ar

ds fo

r A

rt s E

du ca

tio n

#1 , U

nd er

sta nd

in g

an d

A pp

ly in

g M

ed ia

, T ec

hn iq

ue s,

an d

Pr oc

es se

s ( G

ra de

s 5 –8

): S

tu de

nt s

se le

ct m

ed ia

, t ec

hn iq

ue s,

a nd

oc es

se s;

a na

ly ze

w ha

t m ak

es th

em e

ffe ct

iv e

or n

ot e

ffe ct

iv e

in c

om m

un ic

at in

g id

ea s;

a nd

r efl

ec t u

po n

th e

eff ec

tiv en

es s

of th

ei r

ch oi

ce s.

S tu

de nt

s in

te nt

io na

lly ta

ke a

dv an

ta ge

o f

th e

qu al

iti es

a nd

c ha

ra ct

er is

tic s

of a

rt m

ed ia

, t ec

hn iq

ue s,

a nd

p ro

ce ss

es to

e nh

an ce

c om

m un

ic at

io n

of th

ei r

ex pe

ri en

ce s

an d

id ea

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

lis te

n to

o ra

l d es

cr ip

tio ns

(e .g

., te

ac he

r ta

lk , v

id eo

, p od

ca st

, e tc

.) to

d et

er m

in e

th e

eff ec

tiv en

es s

of m

ed ia

, t ec

hn iq

ue s,

d pr

oc es

se s

in c

om m

un ic

at in

g ar

tis ts

’ i de

as in

p re

pa ra

tio n

fo r

de fe

nd in

g th

ei r

ow n

ar tis

tic c

ho ic

es .

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y U

N D

E R

ST A

N D

th e

co m

m un

ic at

iv e

eff ec

tiv en

es s

of d

iff er

en t a

rt is

tic m

ed ia

LISTENING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

Id en

tif y

or al

s ta

te m

en ts

ou t a

rt is

tic q

ua lit

ie s

an d

ch ar

ac te

ri st

ic s

us ed

co m

m un

ic at

e id

ea s

an d

ex pe

ri en

ce s

us in

g vi

su al

d no

n- ve

rb al

c ue

s an

d ill

us tr

at ed

w or

d w

al ls

Id en

tif y

or al

d es

cr ip

tio ns

ou t a

rt is

tic q

ua lit

ie s

an d

ch ar

ac te

ri st

ic s

us ed

c om

m un

ic at

e id

ea s

an d

ex pe

ri en

ce s

us in

g ill

us tr

at ed

w or

d w

al ls

C at

eg or

iz e

ar tis

tic q

ua lit

ie s

an d

ch ar

ac te

ri st

ic s

us ed

co m

m un

ic at

e id

ea s

an d

ex pe

ri en

ce s

us in

g gr

ap hi

c or

ga ni

ze rs

D is

tin gu

is h

am on

g ar

tis tic

al iti

es a

nd c

ha ra

ct er

is tic

s us

ed to

c om

m un

ic at

e id

ea s

an d

ex pe

ri en

ce s

us in

g gr

ap hi

c or

ga ni

ze rs

In fe

r re

as on

s fo

r ar

tis ts

’ se

le ct

io n

of m

ed ia

, te

ch ni

qu es

, a nd

p ro

ce ss

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: p er

sp ec

tiv e,

a bs

tr ac

t, re

al is

tic ,

di m

en si

on , f

or m

a nd

fu nc

tio n

C O

M P

LE M

EN TA

R Y

S T

R A

N D

: T h

e La

n g

u ag

e o

f V is

u al

A rt

X A

M P

LE T

O P

IC : A

rt m

ed ia

, t ec

h n

iq u

es , &

p ro

ce ss

94 G

R A

D E

C O

N N

EC TI

O N

: C om

m on

C or

e St

at e

St an

da rd

s f or

E ng

lis h

La ng

ua ge

A rt

s, W

ri tin

g, T

ex t T

yp e

an d

Pu rp

os es

# 2–

3 (G

ra de

8 ):

W ri

te in

fo rm

at iv

e/ ex

pl an

at or

y te

xt s

to e

xa m

in e

a to

pi c

an d

co nv

ey id

ea s,

c on

ce pt

s, a

nd in

fo rm

at io

n th

ro ug

h th

e se

le ct

io n,

o rg

an iz

at io

n, a

nd a

na ly

si s

of r

el ev

an t c

on te

nt …

W ri

te n

ar ra

tiv es

to d

ev el

op r

ea l o

r im

ag in

ed e

xp er

ie nc

es o

r ev

en ts

u si

ng e

ffe ct

iv e

te ch

ni qu

e, re

le va

nt d

es cr

ip tiv

e de

ta ils

, a nd

w el

l-s tr

uc tu

re d

ev en

t s eq

ue nc

es .

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

w or

k in

g ro

up s

to p

re pa

re a

s cr

ip t f

or a

p re

se nt

at io

n (e

.g .,

sk it,

v id

eo , m

ul tim

ed ia

) f or

in co

m in

g st

ud en

ts fo

cu si

ng o

n pe

er p

re ss

ur e.

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y C

R E

AT E

a s

cr ip

WRITING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

D ra

w a

nd la

be l s

to ry

bo ar

ab ou

t e m

ot io

ns a

de ci

si on

s in

flu en

ce d

by p

ee r

pr es

su re

u si

ill us

tr at

ed w

or d

ba nk

C om

po se

d ia

lo gu

es fo

r st

or yb

oa rd

s or

s cr

ip ts

a bo

em ot

io ns

a nd

d ec

is io

in flu

en ce

d by

p ee

r pr

es su

us in

g se

nt en

ce fr

am es

C om

po se

d ia

lo gu

es fo

r sc

ri pt

s ab

ou t e

m ot

io ns

d de

ci si

on s

in flu

en ce

d by

p ee

r pr

es su

re u

si ng

ill

us tr

at io

ns a

nd fo

llo w

in g

m od

el s

C om

po se

s cr

ip ts

a bo

em ot

io ns

a nd

d ec

is io

in flu

en ce

d by

p ee

r pr

es su

us in

g ill

us tr

at io

ns fo

llo w

in g

m od

el s

C om

po se

s cr

ip ts

a bo

em ot

io ns

a nd

d ec

is io

in flu

en ce

d by

p ee

r pr

es su

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: a tt

itu de

s, b

eh av

io rs

, p ee

r pr

es su

re , b

el on

gi ng

, m em

be rs

hi p,

s tr

en gt

h of

c ha

ra ct

EL D

S TA

N D

A R

D 1

: S o

ci al

& In

st ru

ct io

n al

L an

g u

ag e

EX A

M P

LE T

O P

IC : P

ee r

P re

ss u

95 G

R A

D E

C O

N N

EC TI

O N

: C om

m on

C or

e Re

ad in

g St

an da

rd s f

or L

ite ra

tu re

, I nt

eg ra

tio n

of K

no w

le dg

e an

d Id

ea s #

9 (G

ra de

8 ):

A na

ly ze

h ow

a m

od er

n w

or k

of fi

ct io

n dr

aw s

on th

em es

, p at

te rn

s of

e ve

nt s,

o r

ch ar

ac te

r ty

pe s

fr om

m yt

hs , t

ra di

tio na

l s to

ri es

, o r

re lig

io us

w or

ks s

uc h

as th

e B

ib le

, i nc

lu di

ng d

es cr

ib in

g ho

w th

e m

at er

ia l i

s re

nd er

ed n

ew .

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

lis te

n to

c la

ss d

is cu

ss io

ns a

bo ut

th em

es , p

at te

rn s

of e

ve nt

s, o

r ch

ar ac

te r

ty pe

s in

a w

or k

of li

te ra

tu re

to m

ak e

co nn

ec tio

to th

ei r

ow n

liv es

a nd

/o r

fa m

ili ar

s to

ri es

o r

m yt

hs fr

om th

ei r

ow n

cu ltu

re s.

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y A

N A

LY Z

E u

ni ve

rs al

th em

es o

f l ite

ra tu

re .

LISTENING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

Se le

ct il

lu st

ra tio

de pi

ct in

g lit

er ar

y ch

ar ac

te rs

, t he

m es

, an

d pl

ot s

ba se

d on

al s

ta te

m en

ts u

si ng

vi ro

nm en

ta l p

ri nt

(e .g

., po

st er

s ab

ou t c

ha ra

ct er

pe s

an d

th em

es )

Se le

ct il

lu st

ra tio

de pi

ct in

g lit

er ar

y ch

ar ac

te rs

, t he

m es

, an

d pl

ot s

ba se

d on

al d

es cr

ip tio

ns u

si ng

vi ro

nm en

ta l p

ri nt

C la

ss ify

e xa

m pl

es o

f lit

er ar

y ch

ar ac

te rs

, t he

m es

, an

d pl

ot s

ba se

d on

o ra

l de

sc ri

pt io

ns w

ith a

p ar

tn er

Fi nd

p at

te rn

s re

la te

d to

lit

er ar

y ch

ar ac

te rs

, t he

m es

, an

d pl

ot s

us in

g gr

ap hi

c or

ga ni

ze rs

w ith

a p

ar tn

Pr ed

ic t t

he e

vo lu

tio n

lit er

ar y

ch ar

ac te

rs , t

he m

es ,

an d

pl ot

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: u ni

ve rs

al th

em e,

c ha

ra ct

ty pe

, a lle

go ry

, m yt

ho lo

gy , p

ro ta

go ni

EL D

S TA

N D

A R

D 2

: T h

e La

n g

u ag

e o

f L an

g u

ag e

A rt

s EX

A M

P LE

T O

P IC

: L it

er at

u re

a n

al ys

Se e

ex p

an d

ve rs

io n

o f t

h is

s tr

an d

n p

p . 3

8– 39

96 G

R A

D E

C O

N N

EC TI

O N

: C om

m on

C or

e St

at e

St an

da rd

s f or

M at

he m

at ic

s, G

eo m

et ry

# 4

(G ra

de 8

): U

nd er

st an

d th

at a

tw o-

di m

en si

on al

fi gu

re is

s im

ila r

to a

no th

er if

th e

se co

nd c

an b

e ob

ta in

ed fr

om th

e fir

st b

y a

se qu

en ce

o f r

ot at

io ns

, r efl

ec tio

ns , t

ra ns

la tio

ns , a

nd d

ila tio

ns ; g

iv en

tw o

si m

ila r

tw o-

di m

en si

on al

fi gu

re s,

d es

cr ib

e a

se qu

en ce

th at

e xh

ib its

th e

si m

ila ri

ty b

et w

ee n

th em

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

m an

ip ul

at e

tw o-

di m

en si

on al

fi gu

re s

ba se

d on

o ra

l i ns

tr uc

tio ns

to d

et er

m in

e th

e se

qu en

ce o

f t ra

ns fo

rm at

io ns

o f t

w o-

di m

en si

on al

fi gu

re s

in a

c oo

rd in

at e

pl an

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y U

N D

E R

ST A

N D

c on

gr ue

nc e

of fi

gu re

s in

d iff

er en

t p os

iti on

s on

th e

co or

di na

te p

la ne

LISTENING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

A dj

us t t

he p

os iti

on o

f fig

ur es

b as

ed o

n si

m pl

e or

co m

m an

ds (e

.g .,

“r ot

at e,

” “r

efl ec

t,” e

tc .)

us in

g vi

su al

pp or

ts w

ith a

p ar

tn er

A dj

us t t

he p

os iti

on o

f fig

ur es

b as

ed o

n or

de sc

ri pt

io ns

(e .g

., “r

efl ec

t ov

er th

e y-

ax is”

) u si

vi su

al s

up po

rt s

w ith

pa rt

ne r

A dj

us t t

he p

os iti

on o

f fig

ur es

b as

ed o

n de

ta ile

d or

al d

es cr

ip tio

ns u

si ng

su al

s up

po rt

s w

ith a

rt ne

A dj

us t t

he p

os iti

on o

f fig

ur es

b as

ed o

n m

ul ti-

st ep

al in

st ru

ct io

ns u

si ng

su al

s up

po rt

A dj

us t t

he p

os iti

of fi

gu re

s ba

se d

in fo

rm at

io n

fr om

c om

pl ex

al d

is co

ur se

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: g eo

m et

ri c

tr an

sf or

m at

io n,

ta tio

n, r

efl ec

tio n,

tr an

sla tio

n, d

ila tio

n, s

ca le

fa ct

or , v

ec to

EL D

S TA

N D

A R

D 3

: T h

e La

n g

u ag

e o

f M at

h em

at ic

s EX

A M

P LE

T O

P IC

: T ra

n sf

o rm

at io

n o

f t w

o -d

im en

si o

n al

fi g

u re

97 G

R A

D E

C O

N N

EC TI

O N

: N ex

t G en

er at

io n

Sc ie

nc e

St an

da rd

s, Ph

ys ic

al S

ci en

ce s,

En er

gy P

S3 -2

, P S3

-3 , P

S3 -4

, P S3

-5 (

M id

dl e

Sc ho

ol ):

D ev

el op

a m

od el

to d

es cr

ib e

th at

w he

n th

e ar

ra ng

em en

t of

o bj

ec ts

in te

ra ct

in g

at a

d is

ta nc

e ch

an ge

s, d

iff er

en t a

m ou

nt s

of p

ot en

tia l e

ne rg

y ar

e st

or ed

in th

e sy

st em

. A pp

ly s

ci en

tifi c

pr in

ci pl

es to

d es

ig n,

c on

st ru

ct , a

nd te

st a

d ev

ic e

th at

th er

m in

im iz

es o

r m

ax im

iz es

th er

m al

e ne

rg y

tr an

sf er

. P la

n an

in ve

st ig

at io

n to

d et

er m

in e

th e

re la

tio ns

hi ps

a m

on g

th e

en er

gy tr

an sf

er re

d, th

e ty

pe o

f m at

te r,

th e

m as

s, a

nd th

e ch

an ge

in th

e av

er ag

e ki

ne tic

e ne

rg y

of th

e pa

rt ic

le s

as m

ea su

re d

by th

e te

m pe

ra tu

re o

f t he

s am

pl e.

C on

st ru

ct , u

se , a

nd p

re se

nt a

rg um

en ts

to s

up po

rt th

e cl

ai m

th at

w he

n th

e ki

ne tic

e ne

rg y

of a

n ob

je ct

c ha

ng es

, e ne

rg y

is tr

an sf

er re

d to

o r

fr om

th e

ob je

ct .

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

de ci

de w

ith p

ee rs

th e

ty pe

s of

e ne

rg y

tr an

sf er

s th

at o

cc ur

in v

ar io

us s

itu at

io ns

fr om

e ve

ry da

y lif

e (e

.g .,

gl ow

s tic

ks ,

th un

de rs

to rm

s, s

im pl

e en

gi ne

s) to

d em

on st

ra te

th e

co ns

er va

tio n

of e

ne rg

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y w

ill A

N A

LY Z

E e

ne rg

y tr

an sf

er .

SPEAKING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

St at

e ho

w e

ne rg

y tr

an sf

er s

us in

g vi

su al

s up

po rt

s (e

.g .,

“h ea

t,” “

lig ht

,” “

so un

d” )

G iv

e ex

am pl

es o

f h ow

er gy

tr an

sf er

s us

in g

se nt

en ce

fr am

es a

gr ap

hi c

su pp

or ts

D es

cr ib

e ho

w e

ne rg

y tr

an sf

er s

us in

g se

nt en

fr am

es a

nd g

ra ph

su pp

or ts

C om

pa re

a nd

c on

tr as

t ho

w e

ne rg

y tr

an sf

er s

us in

g gr

ap hi

c su

pp or

D is

cu ss

h ow

e ne

rg y

tr an

sf er

s us

in g

gr ap

hi c

su pp

or ts

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: e ne

rg y

tr an

sf er

, c on

se rv

at io

n of

e ne

rg y,

s ou

nd w

av e,

k in

et ic

e ne

rg y,

p ot

en tia

l e ne

rg y,

th er

m al

e ne

rg y

EL D

S TA

N D

A R

D 4

: T h

e La

n g

u ag

e o

f S ci

en ce

A M

P LE

T O

P IC

: F o

rm s

o f e

n er

g y

98 G

R A

D E

C O

N N

EC TI

O N

: C om

m on

C or

e St

at e W

ri tin

g St

an da

rd s f

or L

ite ra

cy in

H ist

or y/

So ci

al S

tu di

es , S

ci en

ce , a

nd T

ec hn

ic al

S ub

je ct

s, Te

xt T

yp e

an d

Pu rp

os es

# 2

(G ra

de s 6

–8 ):

D et

er m

in e

th e

ce nt

ra l i

de as

o r

in fo

rm at

io n

of a

p ri

m ar

y or

s ec

on da

ry s

ou rc

e; p

ro vi

de a

n ac

cu ra

te s

um m

ar y

of th

e so

ur ce

d is

tin ct

fr om

p ri

or k

no w

le dg

e or

o pi

ni on

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

re ad

in fo

rm at

io na

l a rt

ic le

s on

g lo

ba liz

at io

n to

c on

si de

r its

im pa

ct o

n th

ei r

liv es

(e .g

., In

te rn

et , m

as s

m ed

ia , f

oo d

an d

be ve

ra ge

d is

tr ib

ut or

s, re

ta il

st or

es ).

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y E

V A

LU AT

E th

e eff

ec ts

o f g

lo ba

liz at

io n

ar ou

nd th

e w

or ld

a nd

in th

ei r

lo ca

l c om

m un

ity .

READING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

C la

ss ify

v is

ua lly

-s up

po rt

w or

ds o

r ph

ra se

s re

la te

d to

e eff

ec ts

o f g

lo ba

liz at

io n

us in

g gr

ap hi

c or

ga ni

ze rs

ith a

p ar

tn er

in L

1 or

L 2

C at

eg or

iz e

la ng

ua ge

la te

d to

th e

eff ec

ts o

f gl

ob al

iz at

io n

us in

g gr

ap hi

c or

ga ni

ze rs

w ith

a p

ar tn

O rg

an iz

e la

ng ua

re la

te d

to th

e eff

ec ts

o f

gl ob

al iz

at io

n ba

se d

vi su

al ly

-s up

po rt

ed te

us in

g gr

ap hi

c or

ga ni

ze rs

ith a

p ar

tn er

C om

pa re

th e

eff ec

ts o

f gl

ob al

iz at

io n

ba se

d on

te xt

in g

gr ap

hi c

or ga

ni ze

rs in

al l g

ro up

D ra

w c

on cl

us io

ns a

bo ut

e eff

ec ts

o f g

lo ba

liz at

io n

ba se

d on

te xt

in s

m al

l gr

ou ps

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: i nt

er de

pe nd

en ce

, w or

ld w

id e,

tw or

k, tr

an sn

at io

na l

EL D

S TA

N D

A R

D 5

: T h

e La

n g

u ag

e o

f S o

ci al

S tu

d ie

s EX

A M

P LE

T O

P IC

: G lo

b al

iz at

io n

99 G

R A

D E

C O

N N

EC TI

O N

: Th e

N at

io na

l P hy

sic al

E du

ca tio

n an

d H

ea lth

S ta

nd ar

ds #

6, S

et tin

g G

oa ls

fo r

G oo

d H

ea lth

( G

ra de

s 5 –8

): S

tu de

nt s

w ill

d em

on st

ra te

th e

ab ili

ty to

u se

g oa

l-s et

tin g

an d

de ci

si on

-m ak

in g

sk ill

s to

e nh

an ce

h ea

lth —

D em

on st

ra te

th e

ab ili

ty to

a pp

ly a

d ec

is io

n- m

ak in

g pr

oc es

s to

h ea

lth is

su es

a nd

p ro

bl em

s in

di vi

du al

ly a

nd c

ol la

bo ra

tiv el

A na

ly ze

h ow

h ea

lth -r

el at

ed d

ec is

io ns

a re

in flu

en ce

d by

in di

vi du

al s,

fa m

ily , a

nd c

om m

un ity

v al

ue s.

P re

di ct

h ow

d ec

is io

ns re

ga rd

in g

he al

th b

eh av

io rs

h av

e co

ns eq

ue nc

es fo

r se

lf an

d ot

he rs

. A pp

ly s

tr at

eg ie

s an

d sk

ill s

ne ed

ed to

a tt

ai n

pe rs

on al

h ea

lth g

oa ls.

D es

cr ib

e ho

w p

er so

na l h

ea lth

g oa

ls ar

e in

flu en

ce d

by c

ha ng

in g

in fo

rm at

io n,

a bi

lit ie

s, p

ri or

iti es

, a nd

sp on

si bi

lit ie

s. D

ev el

op a

p la

n th

at a

dd re

ss es

p er

so na

l s tr

en gt

hs , n

ee ds

, a nd

h ea

lth r

is ks

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

de ve

lo p

pe rs

on al

h ea

lth a

nd fi

tn es

s pl

an s

ba se

d on

r es

ea rc

h- ba

se d

re co

m m

en da

tio ns

fo r

nu tr

iti on

a nd

p hy

si ca

l a ct

iv ity

. La

te r,

th ey

re co

rd a

nd re

fle ct

o n

th ei

r ch

oi ce

s in

a fo

od a

nd e

xe rc

is e

di ar

y to

s el

f- m

on ito

r th

ei r

pr og

re ss

o ve

r tim

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y A

PP LY

k no

w le

dg e

ab ou

t h ea

lth a

nd fi

tn es

s to

th ei

r pe

rs on

al g

oa ls.

WRITING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

Li st

p er

so na

l h ea

lth g

oa ls

us in

g w

or d

ba nk

s an

d gr

ap hi

c or

ga ni

ze rs

in L

1 or

L 2

St at

e pe

rs on

al h

ea lth

g oa

ls us

in g

w or

d ba

nk s

(e .g

., “I

w an

t t o

ea t b

al an

ce d

m ea

ls. ”)

E xp

la in

p er

so na

l h ea

lth

go al

s u si

ng se

nt en

ce st

ar te

(e .g

., “I

c ho

se _

__ _

be ca

us e

__ __

.” )

D et

ai l p

er so

na l h

ea lth

g oa

ls us

in g

a m

od el

(e .g

., “I

ou ld

li ke

to d

ec re

as e

m y

bo dy

m as

s in

de x

by …

.” )

E la

bo ra

te r

ea so

ns fo

r pe

rs on

al h

ea lth

g oa

ls (e

.g .,

“I k

no w

th at

I n

ee d

ad d

m or

e ca

rd io

in st

ea d

ju st

w ei

gh t l

ift in

g be

ca us

e I

do n’

t h av

e th

e hi

gh es

t m

et ab

ol is

m ...

”)

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: n ut

ri tio

na l c

on te

nt , b

od y

m as

s in

de x,

c al

or ie

s, fo

od p

yr am

id , m

et ab

ol is

C O

M P

LE M

EN TA

R Y

S T

R A

N D

: T h

e La

n g

u ag

e o

f H ea

lt h

& P

h ys

ic al

E d

u ca

ti o

EX A

M P

LE T

O P

IC :

Pe rs

o n

al h

ea lt

h &

fi tn

es s

10 0

G R

A D

ES 9

–1 0

C O

N N

EC TI

O N

: C om

m on

C or

e St

at e

St an

da rd

s f or

E ng

lis h

La ng

ua ge

A rt

s, Sp

ea ki

ng a

nd L

ist en

in g,

C om

pr eh

en sio

n &

C ol

la bo

ra tio

n #1

.c (

G ra

de 9

–1 0)

: P ro

pe l c

on ve

rs at

io ns

b y

po si

ng a

nd r

es po

nd in

g to

q ue

st io

ns th

at re

la te

th e

cu rr

en t d

is cu

ss io

n to

b ro

ad er

th em

es o

r la

rg er

id ea

s; a

ct iv

el y

in co

rp or

at e

ot he

rs in

to th

e di

sc us

si on

; a nd

c la

ri fy

, v er

ify , o

r ch

al le

ng e

id ea

s an

d co

nc lu

si on

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

di sc

us s

an d

bu ild

c on

se ns

us b

y ro

le p

la yi

ng c

om m

un ity

m em

be rs

a ct

in g

on c

ur re

nt s

ch oo

l o r

co m

m un

ity is

su es

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y A

PP LY

c on

se ns

us -b

ui ld

in g

pr oc

ed ur

es to

g ro

up d

is cu

ss io

ns .

SPEAKING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

R ep

ea t s

et p

hr as

es (e

.g .,

“I

ag re

e” , “

I di

sa gr

ee ”)

a nd

u se

n- ve

rb al

c om

m un

ic at

io n

to p

ro pe

l d is

cu ss

io ns

u si

se nt

en ce

fr am

es , w

or d

ba nk

s, a

nd v

is ua

M ak

e st

at em

en ts

(e .g

., “W

e ca

n… ”,

“ W

e m

us t…

”) to

op el

d is

cu ss

io ns

u si

se nt

en ce

fr am

es , w

or d

ba nk

s, a

nd v

is ua

Pa ra

ph ra

se st

at em

en ts

(“ W

e ag

re e

th at

… ”)

to p

ro pe

l di

sc us

si on

s us

in g

se nt

en ce

am es

a nd

w or

d ba

nk s

Po se

a nd

r es

po nd

qu es

tio ns

(e .g

., “I

th in

k w

e co

ul d…

”) to

p ro

pe l

di sc

us si

on s

us in

g se

nt en

fr am

E la

bo ra

te o

n re

sp on

se s

to p

ro pe

l d is

cu ss

io ns

in g

se nt

en ce

fr am

(e .g

., “I

’d li

ke to

a dd

th at

... ”,

“ H

av e

yo u

al so

ns id

er ed

... ?”

)

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: d el

eg at

e, c

om pr

om is

re pr

es en

t, m

ot iv

at e,

in sp

ir e,

s et

a n

ex am

pl e

EL D

S TA

N D

A R

D 1

: S o

ci al

& In

st ru

ct io

n al

L an

g u

ag e

EX A

M P

LE T

O P

IC : C

o lla

b o

ra ti

ve d

is cu

ss io

10 1

G R

A D

ES 9

–1 0

C O

N N

EC TI

O N

: C om

m on

C or

e St

at e

St an

da rd

s, En

gl ish

L an

gu ag

e A

rt s,

Re ad

in g:

I nf

or m

at io

na l T

ex t,

In te

gr at

io n

of K

no w

le dg

e an

d Id

ea s #

8 (G

ra de

s 9 –1

0) : D

el in

ea te

a nd

e va

lu at

e th

e ar

gu m

en t a

nd s

pe ci

fic c

la im

s in

a te

xt , a

ss es

si ng

w he

th er

th e

re as

on in

g is

v al

id a

nd th

e ev

id en

ce is

r el

ev an

t a nd

s uffi

ci en

t; id

en tif

y fa

lse s

ta te

m en

ts a

nd fa

lla ci

ou s

re as

on in

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

le ar

n ho

w to

c ho

os e

ap pr

op ri

at e

so ur

ce s

fo r

a re

se ar

ch p

ro je

ct b

y ex

am in

in g

te xt

s (e

.g .,

sp ee

ch tr

an sc

ri pt

s, w

eb si

te s,

ito ri

al s)

to id

en tif

y au

th or

’s bi

as .

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y w

ill E

V A

LU AT

E a

ut ho

r’s b

ia s.

READING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

Lo ca

te la

ng ua

ge a

ss oc

ia te

d w

ith fa

ct a

nd /o

r op

in io

n fr

om v

is ua

lly s

up po

rt ed

xt w

ith a

p ar

tn er

u si

L1 o

r L2

a nd

w or

d ba

nk s

(e .g

., “I

th in

k” , “

I be

lie ve

” v.

“ da

ta ”,

“ fa

ct ”)

Lo ca

te la

ng ua

ge a

ss oc

ia te

d w

ith fa

ct a

nd o

pi ni

on fr

vi su

al ly

s up

po rt

ed te

xt w

ith

a pa

rt ne

r us

in g

w or

d ba

nk s

(e .g

., “7

0% o

f L at

in os

” v.

“a

lm os

t a ll

La tin

os ”)

Lo ca

te la

ng ua

ge o

f o pi

ni on

d bi

as fr

om e

xc er

pt s

te xt

s fo

llo w

in g

a m

od el

s m

al l g

ro up

s (e

.g .,

“W e

as s

ci en

tis ts

a gr

ee …

” v.

“S

ci en

tis ts

e ve

ry w

he re

re e…

”)

So rt

la ng

ua ge

o f b

ia s

fr om

xt s

(e .g

., by

v al

id ity

r ea

so ni

ng /e

vi de

nc e)

llo w

in g

a m

od el

in s

m al

l gr

ou ps

In fe

r au

th or

’s bi

as fr

te xt

s in

s m

al l g

ro up

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: b ia

s, c

la im

, a rg

um en

t, re

le va

ev id

en ce

, v al

id r

ea so

ni ng

, s te

re ot

yp e

EL D

S TA

N D

A R

D 2

: T h

e La

n g

u ag

e o

f L an

g u

ag e

A rt

s EX

A M

P LE

T O

P IC

: B ia

10 2

K IN

D ER

G A

R T

EN G

R A

D E

1 G

R A

D E

3 G

R A

D E

6 G

R A

D ES

9 –1

C O

N N

EC TI

O N

: C om

m on

C or

e St

at e

St an

da rd

s f or

M at

he m

at ic

s, G

eo m

et ry

, S im

ila ri

ty , R

ig ht

T ri

an gl

es a

nd T

ri go

no m

et ry

# 6–

8 (H

ig h

Sc ho

ol ):

U nd

er st

an d

th at

b y

si m

ila ri

ty , s

id e

ra tio

s in

r ig

ht tr

ia ng

le s

ar e

pr op

er tie

s of

th e

an gl

es in

th e

tr ia

ng le

, l ea

di ng

to d

efi ni

tio ns

o f t

ri go

no m

et ri

c ra

tio s

fo r

ac ut

e an

gl es

. E xp

la in

a nd

u se

th e

re la

tio ns

hi p

be tw

ee n

th e

si ne

d co

si ne

o f c

om pl

em en

ta ry

a ng

le s.

U se

tr ig

on om

et ri

c ra

tio s

an d

th e

Py th

ag or

ea n

Th eo

re m

to s

ol ve

r ig

ht tr

ia ng

le s

in a

pp lie

d pr

ob le

m s.

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

w ri

te w

or d

pr ob

le m

s th

at c

an b

e so

lv ed

b y

us in

g ri

gh t t

ri an

gl es

(e .g

., fin

di ng

th e

he ig

ht o

f a tr

ee b

y us

in g

its s

ha do

w ),

an d

tr ad

e w

ith a

c la

ss m

at e

to s

ol ve

e ac

h ot

he r’s

p ro

bl em

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y C

R E

AT E

w or

d pr

ob le

m s

re qu

ir in

g th

e us

e of

tr ig

on om

et ri

c ra

tio s

an d

th e

Py th

ag or

ea n

Th eo

re m

to s

ol ve

WRITING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

D ra

w a

nd la

be l s

ce na

ri os

r ri

gh t t

ri an

gl e

w or

d pr

ob le

m s

us in

g ill

us tr

at ed

ra se

b an

D ra

w a

nd d

es cr

ib e

sc en

ar io

s fo

r ri

gh t t

ri an

gl e

w or

d pr

ob le

m s

us in

g se

nt en

ce fr

am es

a nd

ill

us tr

at ed

p hr

as e

ba nk

R ep

ro du

ce r

ig ht

tr ia

ng le

or d

pr ob

le m

s us

in g

se nt

en ce

fr am

es a

nd p

hr as

e ba

nk s

C om

po se

r ig

ht tr

ia ng

w or

d pr

ob le

m s

us in

g te

xt bo

ok m

od el

s an

d ph

ra se

b an

C om

po se

d et

ai le

d ri

gh t

tr ia

ng le

w or

d pr

ob le

m s

us in

g te

xt bo

ok m

od el

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: s in

e, c

os in

e, ta

ng en

t (t

ri go

no m

et ri

c fu

nc tio

ns ),

hy po

te nu

se , o

pp os

ite , a

dj ac

en t

EL D

S TA

N D

A R

D 3

: T h

e La

n g

u ag

e o

f M at

h em

at ic

s EX

A M

P LE

T O

P IC

: R ig

h t

tr ia

n g

le s

10 3

G R

A D

ES 9

–1 0

C O

N N

EC TI

O N

: N ex

t G en

er at

io n

Sc ie

nc e

St an

da rd

s, Ph

ys ic

al S

ci en

ce s,

C he

m ic

al R

ea ct

io ns

P S1

-5 (

H ig

h Sc

ho ol

): A

pp ly

s ci

en tifi

c pr

in ci

pl es

a nd

e vi

de nc

e to

p ro

vi de

a n

ex pl

an at

io n

ab ou

t t he

e ffe

ct s

of c

ha ng

in g

th e

te m

pe ra

tu re

o r

co nc

en tr

at io

n of

th e

re ac

tin g

pa rt

ic le

s on

th e

ra te

a t w

hi ch

a r

ea ct

io n

oc cu

rs .

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

w ill

d is

cu ss

th e

de si

gn o

f a n

ex pe

ri m

en t (

e. g.

, r ea

ct io

n ra

te o

f p ho

to sy

nt he

si s)

to te

st th

e eff

ec t o

f m od

ify in

g a

va ri

ab le

. G

ro up

s w

ill p

er fo

rm th

e ex

pe ri

m en

t a nd

d is

cu ss

th ei

r ob

se rv

at io

ns o

n th

e im

pa ct

o f t

he s

pe ci

fic v

ar ia

bl e.

F in

al ly

, t he

y w

ill g

iv e

a fo

rm al

p re

se nt

at io

n on

th e

re su

lts .

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y A

N A

LY Z

E th

e eff

ec t o

f m od

ify in

g a

va ri

ab le

in a

n ex

pe ri

m en

SPEAKING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

D es

cr ib

e th

e eff

ec ts

o f

m od

ify in

g a

va ri

ab le

u si

ill us

tr at

ed w

or d

ba nk

s in

al l g

ro up

G iv

e ex

am pl

es o

f t he

e ffe

ct s

of m

od ify

in g

a va

ri ab

us in

g ill

us tr

at ed

w or

d ba

nk s

an d

se nt

en ce

fr am

in s

m al

l g ro

up s

E xp

la in

th e

eff ec

ts o

f m

od ify

in g

a va

ri ab

us in

g se

nt en

ce fr

am es

a nd

ap hi

c or

ga ni

ze rs

in s

m al

l gr

ou ps

D is

cu ss

th e

eff ec

ts o

f m

od ify

in g

a va

ri ab

us in

g se

nt en

ce fr

am es

a nd

ap hi

c or

ga ni

ze rs

in s

m al

l gr

ou ps

R ep

or t o

n th

e eff

ec ts

o f

m od

ify in

g a

va ri

ab le

sm al

l g ro

up s

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: d ep

en de

nt a

nd in

de pe

nd en

t va

ri ab

le s,

c on

tr ol

a nd

e xp

er im

en ta

l g ro

up s,

q ua

nt ita

tiv e

an d

qu al

ita tiv

e da

* A

s t hi

s b oo

k go

es to

p re

ss, a

d ra

ft of

th e

N ex

t G en

er at

io n

Sc ie

nc e

St an

da rd

s w as

ju st

re le

as ed

fo r

re vi

ew . W

ID A

p la

ns to

u pd

at e

its L

an gu

ag e

of S

ci en

ce st

ra nd

s t o

co rr

es po

nd w

ith th

es e

sta nd

ar ds

a s s

oo n

as th

ey a

re fi

na l.

EL D

S TA

N D

A R

D 4

: T h

e La

n g

u ag

e o

f S ci

en ce

A M

P LE

T O

P IC

: D ep

en d

en t

& in

d ep

en d

en t

va ri

ab le

Se e

ex p

an d

ve rs

io n

o f t

h is

s tr

an d

n p

p . 4

0– 41

10 4

G R

A D

ES 9

–1 0

C O

N N

EC TI

O N

: M in

ne so

ta E

co no

m ic

s S ta

nd ar

ds V

I. E

co no

m ic

s, A

. Th e

M ar

ke t E

co no

m y

(M ic

ro E

co no

m ic

s) (

G ra

de s 9

–1 2)

: Th e

st ud

en t w

ill u

nd er

st an

d th

e ba

si c

ch ar

ac te

ri st

ic s

of m

ar ke

ts a

nd th

e ro

le o

f p ri

ce s

in m

od er

n m

ar ke

t e co

no m

ie s.

1 . S

tu de

nt s

w ill

d es

cr ib

e th

e de

te rm

in at

io n

of e

qu ili

br iu

m m

ar ke

t p ri

ce s

by a

pp ly

in g

pr in

ci pl

es o

f s up

pl y

an d

de m

an d

to m

ar ke

ts fo

r go

od s

an d

se rv

ic es

. 3 . S

tu de

nt s

w ill

id en

tif y

se ve

ra l f

ac to

rs th

at le

ad to

v ar

ia tio

n in

m ar

ke t p

ri ce

s an

d qu

an tit

ie s

ex ch

an ge

d by

c ha

ng es

in s

up pl

y an

d/ or

m an

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

lis te

n to

a v

id eo

(e .g

., a

ne w

s cl

ip o

r C

E O

p re

se nt

at io

n to

s ha

re ho

ld er

s) o

r pr

of es

si on

al g

ue st

v is

ito r

ab ou

t s up

pl y

an d

de m

an d

of a

p op

ul ar

p ro

du ct

to p

ro je

ct it

s m

ar ke

t v al

ue in

c om

in g

m on

th s.

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y w

ill U

N D

E R

ST A

N D

th e

co nc

ep t o

f s up

pl y

an d

de m

an d.

LISTENING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

Po in

t t o

ke y

te rm

s re

la te

d to

s up

pl y

an d

de m

an d

us in

g vi

su al

s an

d bi

lin gu

di ct

io na

ri es

w ith

a p

ar tn

Se le

ct la

ng ua

ge r

el at

to s

up pl

y an

d de

m an

d to

c om

pl et

e gr

ap hi

c or

ga ni

ze rs

u si

ng w

or d

ba nk

s w

ith a

p ar

tn er

O rg

an iz

e in

fo rm

at io

n re

la te

d to

s up

pl y

an d

de m

an d

us in

g gr

ap hi

c or

ga ni

ze rs

in s

m al

l g ro

up s

Id en

tif y

ex am

pl es

o f

ch an

ge s

in s

up pl

y an

d de

m an

d us

in g

gr ap

hi c

or ga

ni ze

rs in

s m

al l g

ro up

In fe

r re

as on

s fo

r ch

an ge

s in

s up

pl y

an d

de m

an d

sm al

l g ro

up s

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: s up

pl y

an d

de m

an d,

ns um

pt io

n, m

ar ke

t p ri

ce s,

m ar

ke t e

co no

m ie

s, g

oo ds

a nd

s er

vi ce

s, c

om m

od iti

EL D

S TA

N D

A R

D 5

: T h

e La

n g

u ag

e o

f S o

ci al

S tu

d ie

s EX

A M

P LE

T O

P IC

: S u

p p

ly &

d em

an d

10 5

G R

A D

ES 9

–1 0

C O

N N

EC TI

O N

: N at

io na

l T ec

hn ol

og y

St an

da rd

s # 5,

D ig

ita l C

iti ze

ns hi

p (G

ra de

s K –1

2) : S

tu de

nt s

un de

rs ta

nd h

um an

, c ul

tu ra

l, an

d so

ci et

al is

su es

re la

te d

to te

ch no

lo gy

a nd

p ra

ct ic

e le

ga l a

nd e

th ic

al b

eh av

io r.

St ud

en ts

: a dv

oc at

e an

d pr

ac tic

e sa

fe , l

eg al

, a nd

r es

po ns

ib le

u se

o f i

nf or

m at

io n

an d

te ch

no lo

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

in ve

st ig

at e

th e

so ci

al e

ffe ct

s of

n ew

te ch

no lo

gi es

th ro

ug h

ar tic

le s

on c

on te

m po

ra ry

to pi

cs (e

.g .,

so ci

al m

ed ia

u se

in th

e te

en ag

e po

pu la

tio n)

to a

dv oc

at e

fo r

sa fe

a nd

r es

po ns

ib le

u se

o f i

nf or

m at

io n

an d

te ch

no lo

gy .

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y A

N A

LY Z

E th

e eff

ec ts

o f n

ew te

ch no

lo gi

es in

to da

y’s s

oc ie

ty .

READING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

C la

ss ify

s ta

te m

en ts

fr om

su al

ly s

up po

rt ed

te xt

s ab

ou t e

ffe ct

s of

n ew

ch no

lo gi

es o

n be

ha vi

us in

g L1

o r

L2 w

ith a

rt ne

O rg

an iz

e in

fo rm

at io

n fr

vi su

al ly

s up

po rt

ed te

xt s

ab ou

t t he

e ffe

ct s

of n

te ch

no lo

gi es

o n

be ha

vi or

in g

gr ap

hi c

or ga

ni ze

(e .g

., ca

us e

an d

eff ec

t m

ap s)

a nd

L 1

or L

2 w

ith a

rt ne

Fi nd

te xt

e vi

de nc

e of

th e

eff ec

ts o

f n ew

te ch

no lo

gi es

b eh

av io

r us

in g

gr ap

hi c

or ga

ni ze

D ra

w c

on cl

us io

ab ou

t t he

e ffe

ct s

of n

te ch

no lo

gi es

o n

be ha

vi or

se d

on te

xt s

us in

g gr

ap hi

c or

ga ni

ze rs

In fe

r re

la tio

ns hi

be tw

ee n

th e

eff ec

ts o

f n ew

ch no

lo gi

es a

nd b

eh av

io r

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: c yb

er b

ul ly

in g,

s oc

ia l m

ed ia

, et

hi ca

l b eh

av io

C O

M P

LE M

EN TA

R Y

S TR

A N

D : T

h e

La n

g u

ag e

o f T

ec h

n o

lo g

y &

E n

g in

ee ri

n g

E X

A M

P LE

T O

P IC

: Te

ch n

o lo

g y

& e

th ic

10 6

G R

A D

ES 1

1 –1

C O

N N

EC TI

O N

: C om

m on

C or

e Re

ad in

g St

an da

rd s f

or I

nf or

m at

io na

l T ex

ts, I

nt eg

ra tio

n of

K no

w le

dg e

& I

de as

# 7:

I nt

eg ra

te a

nd e

va lu

at e

m ul

tip le

s ou

rc es

o f i

nf or

m at

io n

pr es

en te

d in

ffe re

nt m

ed ia

o r

fo rm

at s

(e .g

., vi

su al

ly , q

ua nt

ita tiv

el y)

a s

w el

l a s

in w

or ds

in o

rd er

to a

dd re

ss a

q ue

st io

n or

s ol

ve a

p ro

bl em

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

re vi

ew c

ol le

ge o

r ca

re er

m ar

ke tin

g m

at er

ia ls

(e .g

., pr

in t o

r on

lin e)

a cc

or di

ng to

p er

so na

l p re

fe re

nc es

(e .g

., aff

or da

bi lit

lo ca

tio n,

ti m

e co

m m

itm en

t, re

qu ir

em en

ts , i

nt er

es t)

to m

ak e

in fo

rm ed

d ec

is io

ns o

n po

st -s

ec on

da ry

o pt

io ns

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y E

V A

LU AT

E p

os t-

se co

nd ar

y op

tio ns

READING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

So rt

in fo

rm at

io n

on p

os t-

se co

nd ar

y op

tio ns

fr om

ul tip

le s

ou rc

es w

ith v

is ua

l su

pp or

t w ith

a p

ar tn

Id en

tif y

im po

rt an

t in

fo rm

at io

n (e

.g .,

hi gh

lig ht

in g)

o n

po st

- se

co nd

ar y

op tio

ns fr

m ul

tip le

s ou

rc es

w ith

v is

ua l

su pp

or t w

ith a

p ar

tn er

C at

eg or

iz e

(e .g

., be

st ,

m ay

be , u

nl ik

el y)

p os

t- se

co nd

ar y

op tio

ns fr

m ul

tip le

s ou

rc es

u si

ill us

tr at

ed g

ra ph

or ga

ni ze

M ak

e ju

dg m

en ts

a bo

po st

-s ec

on da

ry o

pt io

fr om

m ul

tip le

s ou

rc es

in g

ill us

tr at

ed g

ra ph

or ga

ni ze

rs (e

.g .,

ch ec

kl is

of ty

pe s

of e

vi de

nc e)

D ra

w c

on cl

us io

ns o

n po

st -

se co

nd ar

y op

tio ns

fr om

ai m

s in

m ul

tip le

s ou

rc es

in fo

rm at

io n

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: p ri

or iti

es , v

oc at

io n/

tr ad

m er

it sc

ho la

rs hi

p, c

os t o

f l iv

in g,

r oo

m a

nd b

oa rd

, p ro

fe ss

io na

l r ef

er en

ce , r

és um

é- bu

ild in

EL D

S TA

N D

A R

D 1

: S o

ci al

& In

st ru

ct io

n al

L an

g u

ag e

EX A

M P

LE T

O P

IC : I

n fo

rm ed

d ec

is io

n s

(C o

lle g

e &

c ar

ee r)

Se e

ex p

an d

ve rs

io n

o f t

h is

s tr

an d

n p

p . 4

2– 43

10 7

G R

A D

ES 1

1 –1

C O

N N

EC TI

O N

: C om

m on

C or

e St

at e

St an

da rd

s, En

gl ish

L an

gu ag

e A

rt s,

Re ad

in g:

L ite

ra tu

re , C

ra ft

an d

St ru

ct ur

e #6

( G

ra de

s 1 1–

12 ):

A na

ly ze

a c

as e

in w

hi ch

g ra

sp in

g a

po in

t o f v

ie w

qu ir

es d

is tin

gu is

hi ng

w ha

t i s

di re

ct ly

s ta

te d

in a

te xt

fr om

w ha

t i s

re al

ly m

ea nt

(e .g

., sa

tir e,

s ar

ca sm

, i ro

ny , o

r un

de rs

ta te

m en

t) .

C om

m on

C or

e St

at e

St an

da rd

s, En

gl ish

L an

gu ag

e A

rt s,

Sp ea

ki ng

a nd

L ist

en in

g, C

om pr

eh en

sio n

an d

C ol

la bo

ra tio

n #3

( G

ra de

s 1 1–

12 ):

E va

lu at

e a

sp ea

ke r’s

p oi

nt o

f v ie

w , r

ea so

ni ng

, an

d us

e of

e vi

de nc

e an

d rh

et or

ic , a

ss es

si ng

th e

st an

ce , p

re m

is es

, l in

ks a

m on

g id

ea s,

w or

d ch

oi ce

, p oi

nt s

of e

m ph

as is

, a nd

to ne

u se

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

ar e

en co

ur ag

ed to

d ra

w o

n th

ei r

ow n

cu ltu

ra l e

xp er

ie nc

es w

ith s

at ir

e an

d us

e ob

se rv

at io

ns a

bo ut

in to

na tio

n pa

tt er

ns to

de rs

ta nd

u nd

er ly

in g

m ea

ni ng

in p

er fo

rm an

ce s

of s

at ir

ic al

li te

ra tu

re .

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y U

N D

E R

ST A

N D

th e

ch ar

ac te

ri st

ic s

an d

fu nc

tio n

of c

ul tu

ra lly

-r el

ev an

t s at

ir e.

LISTENING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

R ec

og ni

ze s

at ir

ic al

pr es

si on

s (e

.g .,

ex ag

ge ra

tio n)

in fa

m ili

co nt

ex ts

u si

ng v

is ua

l c ue

s an

d st

or yb

oa rd

Id en

tif y

lit er

al m

ea ni

an d

sa tir

ic al

m ea

ni ng

fa m

ili ar

c on

te xt

s us

in g

vi su

al c

ue s

an d

ill us

tr at

sc ri

pt s

Id en

tif y

lit er

al m

ea ni

an d

sa tir

ic al

m ea

ni ng

u si

ill us

tr at

ed s

cr ip

C om

pa re

th e

lit er

m ea

ni ng

a nd

s at

ir ic

m ea

ni ng

o f v

is ua

lly

su pp

or te

d sp

ee ch

In fe

r th

e sp

ea ke

r’s p

ur po

se s

in s

at ir

ic al

s pe

ec h

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: s at

ir e,

s at

ir ic

al h

um or

, r ea

di ng

tw ee

n th

e lin

es , j

ux ta

po si

tio n,

r id

ic ul

EL D

S TA

N D

A R

D 2

: T h

e La

n g

u ag

e o

f L an

g u

ag e

A rt

s EX

A M

P LE

T O

P IC

: S at

ir e

10 8

K IN

D ER

G A

R T

EN G

R A

D E

1 G

R A

D E

3 G

R A

D E

6 G

R A

D ES

1 1

–1 2

C O

N N

EC TI

O N

: C om

m on

C or

e St

at e

St an

da rd

s f or

M at

he m

at ic

s, Fu

nc tio

ns , I

nt er

pr et

in g

Fu nc

tio ns

# 4–

6 (G

ra de

s 1 1–

12 ):

F or

a fu

nc tio

n th

at m

od el

s a

re la

tio ns

hi p

be tw

ee n

tw o

qu an

tit ie

s, in

te rp

re t k

ey fe

at ur

es o

f g ra

ph s

an d

ta bl

es in

te rm

s of

th e

qu an

tit ie

s, a

nd s

ke tc

h gr

ap hs

s ho

w in

g ke

y fe

at ur

es g

iv en

a v

er ba

l d es

cr ip

tio n

of th

e re

la tio

ns hi

p. K

ey fe

at ur

in cl

ud e:

in te

rc ep

ts; in

te rv

al s w

he re

th e

fu nc

tio n

is in

cr ea

sin g,

d ec

re as

in g,

p os

iti ve

, o r

ne ga

tiv e;

r el

at iv

e m

ax im

um s a

nd m

in im

um s;

sy m

m et

ri es

; e nd

b eh

av io

r; a

nd p

er io

di ci

ty .

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

us e

m at

he m

at ic

al a

bs tr

ac tio

ns in

e qu

at io

ns a

nd g

ra ph

s to

r ep

re se

nt r

ea l-l

ife s

itu at

io ns

(e .g

., us

in g

fu nc

tio ns

a nd

g ra

ph s

to a

na ly

ze th

e lu

na r

cy cl

e, a

na ly

ze m

ot io

n gr

ap hs

o f a

fa lli

ng o

bj ec

t o r

pa ra

bo lic

m ot

io n)

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y U

N D

E R

ST A

N D

p ro

pe rt

ie s

of fu

nc tio

ns .

SPEAKING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

N am

e ke

y pr

op er

tie s

fu nc

tio ns

u si

ng g

ra ph

s an

d eq

ua tio

ns in

L 1

or L

2 w

ith

a pa

rt ne

G iv

e ex

am pl

es o

f k ey

op er

tie s

of fu

nc tio

us in

g la

be le

d gr

ap hs

a nd

ua tio

ns w

ith a

p ar

tn er

D es

cr ib

e ho

w k

pr op

er tie

s of

fu nc

tio ns

a re

pr es

en te

d us

in g

la be

le d

gr ap

hs a

nd e

qu at

io ns

Su m

m ar

iz e

re pr

es en

ta tio

of k

ey p

ro pe

rt ie

s of

nc tio

ns in

s m

al l g

ro up

s (e

.g .,

th in

k al

ou d)

E xp

la in

w ith

d et

ai ls

re pr

es en

ta tio

ns o

f k ey

op er

tie s

of fu

nc tio

ns in

al l g

ro up

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: p er

io di

ci ty

, r at

e of

c ha

ng e,

ad ra

tic fu

nc tio

ns , p

ar ab

ol a

EL D

S TA

N D

A R

D 3

: T h

e La

n g

u ag

e o

f M at

h em

at ic

s EX

A M

P LE

T O

P IC

: M at

h em

at ic

al r

el at

io n

s &

fu n

ct io

n s

10 9

G R

A D

ES 1

1 –1

C O

N N

EC TI

O N

: N ex

t G en

er at

io n

Sc ie

nc e

St an

da rd

s, Ph

ys ic

al S

ci en

ce s,

C he

m ic

al R

ea ct

io ns

P S1

-2 (

H ig

h Sc

ho ol

): C

on st

ru ct

a nd

r ev

is e

an e

xp la

na tio

n fo

r th

e ou

tc om

e of

a s

im pl

e ch

em ic

al r

ea ct

io n

ba se

d on

th e

ou te

rm os

t e le

ct ro

n st

at es

o f a

to m

s, tr

en ds

in th

e pe

ri od

ic ta

bl e,

a nd

k no

w le

dg e

of th

e pa

tt er

ns o

f c he

m ic

al p

ro pe

rt ie

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

in ve

st ig

at e

th e

ch ar

ac te

ri st

ic s

of s

ub st

an ce

s th

ro ug

h ex

po si

to ry

(e .g

., te

ch ni

ca l d

es cr

ip tio

ns o

f c he

m ic

al re

ac tio

ns ) a

na rr

at iv

e (e

.g .,

fe at

ur e

st or

y on

c he

m is

ts c

le an

in g

up c

he m

ic al

s in

n at

ur al

w at

er w

ay s)

te xt

s in

p re

pa ra

tio n

to id

en tif

y un

kn ow

n ch

em ic

al s

in r

ea ct

io ns

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y A

N A

LY Z

E th

e ch

em ic

al p

ro pe

rt ie

s of

s ub

st an

ce s.

READING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

Id en

tif y

va ri

ab le

s (e

.g .,

pH ,

nu m

be r

of fr

ee e

le ct

ro ns

) aff

ec tin

g ch

em ic

al r

ea ct

io ns

in g

vi su

al s

w ith

a p

ar tn

Lo ca

te in

fo rm

at io

n ab

ou t

ch em

ic al

r ea

ct io

ns u

si ng

su al

s in

s m

al l g

ro up

D is

tin gu

is h

am on

g ch

em ic

al r

ea ct

io ns

u si

gr ap

hi c

or ga

ni ze

rs in

s m

al l

gr ou

C at

eg or

iz e

ch em

ic al

ac tio

ns u

si ng

g ra

ph ic

ga ni

ze rs

in s

m al

l g ro

up s

D ra

w c

on cl

us io

ns a

bo ut

em ic

al r

ea ct

io ns

(e .g

., “Th

is c

he m

ic al

w ou

ca us

e pr

ob le

m s

in a

n at

ur al

at er

w ay

.” )

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: r ea

ct an

t, en

do th

er m

ex ot

he rm

ic , o

xi da

tio n-

re du

ct io

n, c

at al

ys t,

si ng

le /d

ou bl

e re

pl ac

em en

t r ea

ct io

EL D

S TA

N D

A R

D 4

: T h

e La

n g

u ag

e o

f S ci

en ce

A M

P LE

T O

P IC

: C h

em ic

al r

ea ct

io n

11 0

G R

A D

ES 1

1 –1

C O

N N

EC TI

O N

: C om

m on

C or

e St

at e

St an

da rd

s f or

E ng

lis h

La ng

ua ge

A rt

s, W

ri tin

g, R

es ea

rc h

to B

ui ld

& P

re se

nt K

no w

le dg

e #7

–8 (

G ra

de 1

1– 12

): C

on du

ct s

ho rt

a s

w el

l a s

m or

e su

st ai

ne d

re se

ar ch

p ro

je ct

s to

a ns

w er

a q

ue st

io n

(i nc

lu di

ng a

s el

f- ge

ne ra

te d

qu es

tio n)

o r

so lv

e a

pr ob

le m

; n ar

ro w

o r

br oa

de n

th e

in qu

ir y

w he

n ap

pr op

ri at

e; s

yn th

es iz

e m

ul tip

so ur

ce s

on th

e su

bj ec

t, de

m on

st ra

tin g

un de

rs ta

nd in

g of

th e

su bj

ec t u

nd er

in ve

st ig

at io

n… I

nt eg

ra te

in fo

rm at

io n

in to

th e

te xt

s el

ec tiv

el y

to m

ai nt

ai n

th e

flo w

o f i

de as

, a vo

id in

g pl

ag ia

ri sm

a nd

o ve

rr el

ia nc

e on

a ny

o ne

s ou

rc e

an d

fo llo

w in

g a

st an

da rd

fo rm

at fo

r ci

ta tio

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

w ri

te u

p th

e re

su lts

o f r

es ea

rc h

on th

e im

pa ct

o f a

h is

to ri

ca l fi

gu re

o r

ev en

t o n

co nt

em po

ra ry

p ol

iti cs

, e co

no m

ic s,

o r

so ci

et y

(e .g

., pr

oh ib

iti on

, w om

en ’s

su ffr

ag e,

e ug

en ic

s) .

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y E

V A

LU AT

E h

is to

ri ca

l i nf

or m

at io

WRITING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

R ep

ro du

ce k

ey w

or ds

a nd

ra se

s ab

ou t i

m pa

ct o

f si

gn ifi

ca nt

in di

vi du

al s

ev en

ts u

si ng

p ho

to gr

ap hs

d w

or d

ba nk

s or

lin gu

al d

ic tio

na ri

D efi

ne im

pa ct

o f

si gn

ifi ca

nt in

di vi

du al

s or

en ts

u si

ng p

ho to

gr ap

an d

w or

d ba

nk s

bi lin

gu al

d ic

tio na

ri es

D es

cr ib

e im

pa ct

o f

si gn

ifi ca

nt in

di vi

du al

s or

en ts

u si

ng p

ho to

gr ap

an d

m od

el s

D is

cu ss

in d

et ai

l i m

pa ct

o f

si gn

ifi ca

nt in

di vi

du al

s or

en ts

u si

ng m

od el

C ri

tiq ue

im pa

ct o

f si

gn ifi

ca nt

in di

vi du

al s

ev en

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: i de

ol og

y, s

oc ia

l/ po

lit ic

m ov

em en

t, so

ci al

c on

st ru

ct , a

ut ho

ri ty

, s oc

ia l j

us tic

e, e

qu ity

EL D

S TA

N D

A R

D 5

: T h

e La

n g

u ag

e o

f S o

ci al

S tu

d ie

s EX

A M

P LE

T O

P IC

: H is

to ri

ca l fi

g u

re s

& t

im es

11 1

G R

A D

ES 1

1 –1

C O

N N

EC TI

O N

: N at

io na

l A rt

s S ta

nd ar

ds fo

r M

us ic

# 9,

U nd

er sta

nd in

g M

us ic

in R

el at

io n

to H

ist or

y an

d C

ul tu

re (

G ra

de s 9

–1 2)

: S tu

de nt

s cl

as si

fy b

y ge

nr e

or s

ty le

a nd

b y

hi st

or ic

pe ri

od o

r cu

ltu re

u nf

am ili

ar b

ut r

ep re

se nt

at iv

e au

ra l e

xa m

pl es

o f m

us ic

a nd

e xp

la in

th e

re as

on in

g be

hi nd

th ei

r cl

as si

fic at

io ns

. S tu

de nt

s id

en tif

y an

d ex

pl ai

n th

e st

yl is

tic fe

at ur

es o

f a

gi ve

n m

us ic

al w

or k

th at

s er

ve to

d efi

ne it

s ae

st he

tic tr

ad iti

on a

nd it

s hi

st or

ic al

o r

cu ltu

ra l c

on te

xt . S

tu de

nt s

id en

tif y

an d

de sc

ri be

m us

ic g

en re

s or

s ty

le s

th at

s ho

w th

e in

flu en

of tw

o or

m or

e cu

ltu ra

l t ra

di tio

ns , i

de nt

ify th

e cu

ltu ra

l s ou

rc e

of e

ac h

in flu

en ce

, a nd

tr ac

e th

e hi

st or

ic al

c on

di tio

ns th

at p

ro du

ce d

th e

sy nt

he si

s of

in flu

en ce

EX A

M P

LE C

O N

TE X

T FO

R L

A N

G U

A G

E U

SE : S

tu de

nt s

gi ve

p re

se nt

at io

ns to

th e

cl as

s us

in g

re pr

es en

ta tiv

e re

co rd

in gs

a nd

/o r

re al

ia s

ho w

in g

th e

re la

tio ns

hi ps

b et

w ee

n so

ci al

o r

cu ltu

ra l c

ha ng

es in

s oc

ie ty

a nd

th e

ev ol

ut io

n of

m us

ic al

g en

re s

(e .g

., hi

p ho

p, b

lu es

, 1 97

0s s

al sa

, p ro

te st

m us

ic ).

C O

G N

IT IV

E FU

N C

TI O

N : S

tu de

nt s

at a

ll le

ve ls

of E

ng lis

h la

ng ua

ge p

ro fic

ie nc

y U

N D

E R

ST A

N D

m us

ic al

g en

re s

w ith

in th

ei r

so ci

al o

r cu

ltu ra

l c on

te xt

SPEAKING

Le ve

l 1 En

te ri

n g

Le ve

l 2 Em

er g

in g

Le ve

l 3 D

ev el

o p

in g

Le ve

l 4 Ex

p an

d in

g Le

ve l 5

B ri

d g

in g

Level 6 – Reaching

N am

e in

flu en

ce s

m us

ic al

g en

re s

us in

g vi

su al

s, g

ra ph

ic o

rg an

iz er

an d

se nt

en ce

fr am

(e .g

., “I

c ho

se _

__ . I

t w as

flu en

ce d

by …

”)

Te ll

ab ou

t t he

e vo

lu tio

n of

m us

ic al

g en

re s

us in

g vi

su al

s, g

ra ph

ic o

rg an

iz er

s (e

.g .,

tim el

in es

), an

d se

nt en

ce fr

am es

Pa ra

ph ra

se th

e ev

ol ut

io n

of m

us ic

al g

en re

s us

in g

gr ap

hi c

or ga

ni ze

rs a

fo llo

w in

g m

od el

D es

cr ib

e in

d et

ai l t

ev ol

ut io

n of

m us

ic al

g en

re s

us in

g gr

ap hi

c or

ga ni

ze rs

d fo

llo w

in g

m od

el s

E xp

la in

th e

ev ol

ut io

n of

us ic

al g

en re

TO P

IC -R

EL A

TE D

L A

N G

U A

G E:

S tu

de nt

s at

a ll

le ve

ls of

E ng

lis h

la ng

ua ge

p ro

fic ie

nc y

in te

ra ct

w ith

g ra

de -le

ve l w

or ds

a nd

e xp

re ss

io ns

, s uc

h as

: m us

ic al

g en

re ,

in st

ru m

en ta

tio n,

fu si

on , a

es th

et ic

tr ad

iti on

, c ho

rd s

tr uc

tu re

, p hr

as in

g, c

ro ss

ov er

a rt

is t

C O

M P

LE M

EN TA

R Y

S TR

A N

D : T

h e

La n

g u

ag e

o f M

u si

c an

d P

er fo

rm in

g A

rt s

A M

P LE

T O

P IC

: M u

si ca

l g en

re s

112

Appendix A: Glossary of Terms and Expressions Related to WIDA’s Standards academic content standards: the skills and knowledge expected of students in the core content areas for each grade level

academic language: the oral and written text required to succeed in school that entails deep understanding and communication of the language of content within a classroom environment; revolves around meaningful application of specific criteria related to Linguistic Complexity at the discourse level, Language Forms and Conventions at the sentence level, and Vocabulary Usage at the word/phrase level within the particular context in which communication occurs

amplified strands: a framework for representing the WIDA English Language Development Standards that extends to include examples of the three performance criteria of academic language (Linguistic Complexity, Language Forms and Conventions, Vocabulary Usage) across levels of language proficiency

cognitive functions: the mental processes involved in learning

cohesion: a feature of academic language at the discourse level involving the grammatical and lexical elements within and across sentences that hold text together to give it meaning

collocations: words or phrases that naturally co-occur with each other, (e.g., “peanut butter and jelly,” or “a strong resemblance”)

Common Core State Standards: the skills and knowledge expected of students in English language arts, mathematics (Kindergarten–Grade 12), and literacy in history/social studies, science, and technical subjects, (Grades 6–12); adopted by the vast majority of states in the U.S. in 2010

complementary strands: the use of the standards framework to represent critical areas of schooling outside the five English language development standards, including music and performing arts, the humanities, visual arts, health and physical education, technology, and engineering

complex sentence: one independent clause joined by one or more dependent clauses with a subordinator such as because, since, after, although, or when or a relative pronoun such as that, who, or which (e.g., “When school started, the students were excited.”)

compound sentence: two or more independent clauses joined by coordinating conjunctions (e.g., for, and, nor, but, or, yet, so), semicolons, or a semicolon followed by a conjunctive adverb (e.g., “School started today; the students were excited.”)

content stem: the element of model performance indicators, derived from state and national content standards, including the Common Core State Standards and Next Generation of Science Standards, that provides a standards-referenced example for contextualizing language development

113

connections to academic content standards: examples of the association or correspondence of content to language standards

discourse: extended oral or written language conveying multiple connected ideas; its language features are shaped by the genre, text type, situation, and register

domains: see language domains

English language learners (ELLs): linguistically and culturally diverse students who have been identified (by a WIDA screener and other placement criteria) as having levels of English language proficiency that require language support to achieve grade-level content in English

example context for language use: element of the standards matrix situating the representation of the English language development standards within a sociocultural setting that considers the register, genre/text type, topic, and task

example topic: element of the standards matrix listing a theme or concept derived from state and national content standards that provides a context for language development

expanded sentences: complete thoughts that contain descriptive language or two ideas that are combined using connectors (and, but, or)

features of academic language: the performance criteria of oral and written communication that include Linguistic Complexity at the discourse level, Language Forms and Conventions at the sentence level, and Vocabulary Usage at the word/phrase level

formulaic expressions: a feature of academic language at the sentence level that represents a string of words acquired as a single chunk, such (e.g., “How are you?”)

framework: see standards framework

general language: words or expressions not typically associated with a specific content area (e.g., describe or book)

genres: socially-defined ways in which language (e.g., oral and written) is used to participate in particular contexts to serve specific purposes

instructional language: the language that typifies classroom discourse from teacher to teacher across content areas, such as “Open your books to page ___.”

instructional supports: sensory, graphic, and interactive resources embedded in instruction and assessment that assist students in constructing meaning from language and content

114

integrated strands: a framework for representing the WIDA ELD Standards in which grade levels, language domains, and standards are combined in different configurations

L1: the first language a student acquires; usually refers to a home language(s) other than English, although for some English language learners, L2 (English) may be developing simultaneously alongside L1

L2: the second language a student acquires; usually refers to English as an additional language

language development standards: language expectations for English language learners represented within progressive levels of language proficiency

language domains: the modalities of language; listening, speaking, reading, and writing

language function: the purpose for which oral or written communication is being used; language functions guide the choices in language use and structure as well as the social relationships being established; first element of model performance indicators that indicates how English language learners process or use language to demonstrate their language proficiency

language proficiency: a person’s competence in processing (through listening and reading) and producing (through speaking and writing) language

Language Forms and Conventions: the grammatical structures, patterns, syntax, and mechanics associated with sentence level meaning; one of three criteria that constitute the Performance Definitions

levels of language proficiency: the division of the second language acquisition continuum into stages descriptive of the process of language development; the WIDA ELD Standards have six levels of language proficiency: 1–Entering, 2–Emerging, 3–Developing, 4–Expanding, 5–Bridging, and 6–Reaching

Linguistic Complexity: the organization, cohesion, and relationship between ideas expressed in the variety and kinds of sentences that make up different genres and text types in oral or written language at the discourse level; one of three criteria that constitute the Performance Definitions

model performance indicator (MPI): a single cell within the standards matrix that is descriptive of a specific level of English language development for a language domain within a grade or grade-level cluster

Next Generation Science Standards: the skills and knowledge expected of students in science and engineering; draft released for states’ review in May 2012

Performance Definitions: the criteria that define the Linguistic Complexity, Language Forms and Conventions, and Vocabulary Usage for receptive and productive language across the five levels of language proficiency

115

productive language: communicating meaning through the language domains of speaking and writing

proficiency: see language proficiency

realia: real-life objects used as instructional supports for language and content learning

receptive language: the processing of language through listening and reading

register: features of language that vary according to the context, the groups of users and purpose of the communication (e.g., the speech used when students talk to their peers versus their principal)

scaffolding: careful shaping of the supports (e.g., processes, environment, and materials) used to build on students’ already acquired skills and knowledge to support their progress from level to level of language proficiency

simple sentence: an independent clause with a subject and a predicate; can also have a compound subject and/or predicate (e.g., “The students and teachers were excited.”)

social language: the everyday registers used in interactions outside and inside school

sociocultural context: the association of language with the culture and society in which it is used; in reference to schooling, understandings of sociocultural context revolve around the interaction between students and the classroom language environment, which includes both curriculum and those involved in teaching and learning

specific language: words or expressions used across multiple academic content areas in school (e.g., chart, total, individual)

standards framework: the components representing WIDA’s five ELD Standards, including the standards themselves, the Features of Academic Language, the Performance Definitions, and the strands of model performance indicators (standards matrix)

standards matrix: the basic framework for representing the English language development standards including a strand of model performance indicators, connection to state content standards, example context for language use, cognitive function, and topic-related language

strands of model performance indicators (MPIs): the five sequential or scaffolded levels of English language proficiency for a given topic and language domain within the standards matrix

supports: see instructional supports

technical language: the most precise words or expressions associated with topics within academic content areas in school

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text types: categories of text that employ particular language features for specific purposes

topic-related language: grade-level words and expressions, including those with multiple meanings and cognates, that are associated with the example topic within the standards matrix

visual support: accompanying the use of written or oral language with illustrations, photographs, charts, tables, graphs, graphic organizers, etc. to give ELLs additional opportunities to access meaning

Vocabulary Usage: the specificity of words or phrases for a given topic and context; one of three criteria that constitute the Performance Definitions

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Appendix B: Selected References Anstrom, 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 Level The tables below reference the language domains and example topics presented in WIDA’s 2012 Amplification of the English Language Development Standards. As this publication does not include a strand for every domain within each of the five standards, we encourage educators to look for examples across surrounding grade levels or refer to WIDA’s 2007 Edition (available at www.wida.us) for additional examples of language development. We also invite educators to adapt, customize, and create new strands of model performance indicators to meet the needs of their ELLs. A blank template for this purpose is provided on p. 16.

Kindergarten

ELD Standard Example Topic Language Domain

1: Social & Instructional Language* Classroom collaboration Speaking

2: The Language of Language Arts Features of print Listening

3: The Language of Mathematics Attributes of objects Speaking

4: The Language of Science Body parts & senses Reading

5: The Language of Social Studies Self & family Writing

Complementary: The Language of Music & 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, WI Miguel Fernandez, Ph.D., Cicero Public School District 99, IL Betzaida Gomez, Milwaukee Public Schools, WI Lorena Gueny, Milwaukee Public Schools, WI Harriette Herrera, Consultant, DePaul University, IL John Hilliard, Illinois Resource Center, IL Seon Hwa Eun, Illinois State Board of Education, IL Tammy King, Illinois Resource Center, IL Robin M. Lisboa, Illinois State Board of Education, IL Alan Matan, Maine Township High School District 207, IL Robin Rivas, Milwaukee Public Schools, WI Gladys Rodriguez, Cicero Public School District 99, IL Cristina Sanchez-Lopez, Illinois Resource Center, IL Amaveli Ugaz, Madison Metropolitan School District, WI Judy Yturriago, Ph.D., Northeastern Illinois University, IL Diane Zendejas, Chicago Public School District 299, IL

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

Katarina Brito, District of Columbia Public Schools, DC Nora Bustios, Oyster-Adams Bilingual School, DC Curt Emmel, Manassas City Public Schools, VA Matilde Rosa Jimenez, Manassas City Public Schools, VA Carol Johnson, Georgia Department of Education, GA Megan Moore, Manassas City Public Schools, VA Bethany Nickerson, Ph.D., District of Columbia Office of the State Superintendent of Education, DC Regina Postogna, Asbury Park School District, NJ Mari Rasmussen, Ph.D., National Clearinghouse for English Language Acquisition (NCELA) Sarah Rosenbaum, Manassas City Public Schools, VA Mindi Teich, District of Columbia Public Schools, DC Jon Valentine, Georgia Department of Education, GA

WIDA also convened a Standards National Advisory Panel Meeting consisting of experts and representatives from our Consortium’s state-level leaders in March 2010. The group discussed the vision for the future of WIDA’s standards-based system of offerings and brainstormed the first draft of WIDA’s Guiding Principles of Language Development to serve as the theoretical foundation for the

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project. Participants discussed how to bring these principles to life within the standards matrices, the Resource Guide, and through other complementary efforts such as professional development. Finally, they brainstormed how to encourage buy-in from wider groups of stakeholders, address the needs of sub- groups of ELLs, incorporate multicultural elements and perspectives into the standards and standards- based resources, and address the Common Core State Standards.

Standards National Advisory Panel Meeting, March 16–17, 2010

Diane August, Ph.D., Center for Applied Linguistics Alison Bailey, Ph.D., University of California, Los Angeles Gisela Ernst-Slavit, Ph.D., Washington State University John Hilliard, Illinois Resource Center Anne Katz, Ph.D., Consultant Robin M. Lisboa, Illinois State Board of Education Joanne Marino, North Carolina Department of Public Instruction Mary Lou McCloskey, Ph.D., Educo Robert Measel, Rhode Island Department of Education Mark Nigolian, Burlington School District, VT Janet Orr, TEAL Services Robin Rivas, Milwaukee Public Schools, WI Dely Roberts, Alabama State Department of Education

At WIDA’s June 2010 Consortium Board meeting in Richmond, VA, progress on the project was shared along with preliminary drafts of a strand. Twenty WIDA member states sent representatives to this meeting and together, they endorsed the plans of the standards development team.

Over the remaining months of 2010, WIDA finalized the Guiding Principles of Language Development, drafted Performance Definitions, and convened another national group of experts known as the Madison Academic Language Working Group. This group was charged with defining and elaborating the core components of academic language to support student growth, and continues to think about how to effectively disseminate this information to various stakeholders including teachers and administrators, researchers, policy-makers, and others.

Concurrently, the WIDA standards development team worked to finalize a draft matrix, and shared it with about 20 educators participating in WIDA’s institute. The draft matrix was brought to the Executive Committee of the WIDA Consortium Board for discussion and approval in December 2010. The Executive Committee consisted of state educational agency representatives from six WIDA states (each representing a region) and one local educational agency representative.

In February and April of 2011, WIDA brought together groups of language educators to learn about the updated standards matrix and begin drafting grade-level strands of model performance indicators. The grade-level and linguistic expertise of the following educators generated creative ideas for the draft strands. WIDA is grateful for their ongoing commitment to the project.

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

Karen Alderson, CCSD#15, Palatine, IL Donna DeVito, Cicero Public School District 99, IL Pamela Dorn, Madison Metropolitan School District, WI Rocio Fisher, West Chicago District 33, IL Maritza Guilamo, West 40 Intermediate Service Center No. 2, IL Mary Lattas, CCSD#15, Palatine, IL Bonnie Nagel, District 300, Carpentersville, IL Guadalupe Navarro, West Chicago District 33, IL Carla O’Connor, CCSD#15, Palatine, IL Ruth Reinl, Consultant Robin Rivas, Milwaukee Public Schools, WI Leslie Sandeen, Madison Metropolitan School District, WI Allison Yount, West Chicago District 33, IL

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

Jorge Almodovar, District 300, Carpentersville, IL Kelly Buczkiewicz, CCSD#15, Palatine, IL Peg Christiansen, Township High School District 214, Arlington Heights, IL Griselda Flores, Chicago Public School District 299, IL Alma Giner-Garcia, Albuquerque Public Schools, NM Maria Gregorio, CCSD#59, Arlington Heights, IL Shelia Heck, Township High School District 214, Arlington Heights, IL Greg Hansen, Albuquerque Public Schools, NM Leticia Hernandez, Chicago Public School District 299, IL Kari Jaeckel-Rodriguez, Evanston Township High School, IL Tammy King, Illinois Resource Center, IL Ben Kollasch, Middleton-Cross Plains Area School District, WI Ruthann Lewis, Madison Metropolitan School District, WI Hanna Martin, School District of Beloit, WI Emily Miller, Madison Metropolitan School District, WI Guadalupe Navarro, West Chicago District 33, IL Kaitlin Parrett, CCSD#59, Arlington Heights, IL Patricia Payne, Evanston Township High School, IL Josh Thorison, School District of Beloit, WI Magali Williams, IL

WIDA continued to review the strands created by educators, and in June 2011, presented an overview of the development process and an example expanded standards matrix to the full WIDA Consortium Board, which was met with enthusiasm by the 26 state educational agency representatives in attendance.

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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, WI Maureen Kuhn-Rojas, Naperville School District #203, IL Ruthann Lewis, Madison Metropolitan School District, WI Hanna Martin, School District of Beloit, WI Sarah Symes, Madison Metropolitan School District, WI Josh Thorison, School District of Beloit, WI

WIDA shared drafts of the Features of Academic Language, Performance Definitions, and three grade levels of strands with its Standards National Advisory Panel during August 2011. In response to guiding questions, participants gave written feedback and shared their perspectives in an interactive webinar. Their approval prompted WIDA to publish its full draft for public review.

Standards National Advisory Panel Interactive Webinar, August 30, 2011

Alison Bailey, Ph.D., University of California, Los Angeles Gisela Ernst-Slavit, Ph.D., Washington State University John Hilliard, Illinois Resource Center Anne Katz, Ph.D., Consultant Joanne Marino, North Carolina Department of Public Instruction Mary Lou McCloskey, Ph.D., Educo Mark Nigolian, Burlington School District, VT Janet Orr, TEAL Services Robin 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 Davis Lakisha Dockett Stephanie Gibson Daniel Ginsberg Michele Kawood

David MacGregor, Ph.D. Jennifer Norton Abbe Spokane Anna Todorova Kathryn 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 Alt Alissa Blair Tim Boals, Ph.D. Don Bouchard Michelle Carson H. Gary Cook, Ph.D. Margot Downs Emily Evans Fanaeian Leslie Grimm Susana Ibarra Johnson Maureen Keithley Bob Kohl Naomi Lee, Ph.D.

Todd Lundberg, Ph.D. Rita MacDonald Lorena Mancilla Jesse Markow Daniella Molle, Ph.D. Connie North, Ph.D. Melissa Paton Nancy Rydberg Amanda Spalter Samantha Stevens Pakou Vang Patricia Venegas Carsten Wilmes, Ph.D.

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

WIDA ELD Standards Development Team Margo Gottlieb, Ph.D., Lead Developer Andrea Cammilleri, Assistant Director, Educator Resources & Technology Mariana Castro, Director of Professional Development M. Elizabeth Cranley, Ph.D., WIDA Associate Director Janet Trembley, Graphic Design

Thank you, everyone, for your contributions!