instructional strategies to address wida can-do descriptors · instructional strategies to address...

Instructional Strategies to AddressWIDA Can-Do Descriptors

Margarita Espino Calderón

& Shawn Sinclair-Slakk

Instructiona

l Strategies to

Add

ress

WIDA Ca

n‐Do

De

scrip

tors

Margarita Ca

lderón

, Ph.D.

Shaw

n Slakk, M

.A., M.S.A.

Certified

WIDA Traine

r

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Proficiency & Com

plexity

Lang

uage Proficiency

Linguistic

Complexity

Vocabulary U

sage

Language Fo

rms/

Conventions

Grap

hic ad

apted from

WIDA (201

2)

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English

Lan

guage De

velopm

ent

Proficiency Levels

L1—En

terin

g:Sp

eaking

/und

erstan

ding

is limite

d to

isolated words or e

xpressions.

L2—Be

ginn

ing:

Conversatio

nally struggles, has basic

survival phrases, acade

mic lang

uage te

ntative,

difficulty

w/ lessons or b

asic dire

ctions.

L3—De

veloping

:Con

versationa

lly sp

eaks and

un

derstand

s w/ less s

trug

gle, acade

mic lang

uage

usage (all do

mains) sho

ws c

ontent kno

wledg

e with

scaffolding/supp

orts. Most classroo

m in

structions

unde

rstood

.

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English

Lan

guage De

velopm

ent

Proficiency Levels

L4—Expa

nding: Con

versationa

lly sp

eaks and

un

derstand

s w/little struggle, increased

ability of

conten

t and

acade

mic lang

uage in Spe

aking an

d Listen

ing w/ s

caffo

lding/supp

ort, gene

rally achieves

grad

e level expectatio

ns with

con

tinue

d scaffolding/supp

ortin Re

ading an

d Writing.

L5—Bridging

:Con

versationa

lly sp

eaks and

und

erstan

ds

w/out struggle. Ac

adem

ic lang

uage usage in all

domains is nea

r native proficiency level, learne

r expresses conten

t at g

rade

level expectatio

ns w/

little

or n

o scaffolding/supp

ort.

L6—Re

aching

(FLEP): N

ative level fluen

cy.

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Purposes of A

CCESS

•Ann

ual basis; m

onito

r progress o

f ELLs’

English

lang

uage proficiency in grade

levels K‐12

• Estab

lish whe

n ELLs have attained

Eng

lish

lang

uage proficiency (ELP) a

ccording

to

state crite

ria• Inform classroom

instruction an

d assessmen

t• P

rovide

a re

liable an

d valid

data source

for a

ccou

ntab

ility and

aid in decision

‐making

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Test Alignm

ent

Proficiency Levels

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Varia

tions of Lan

guage

Adap

ted from

Zwiers(200

8)

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The WIDA ELD Stan

dards

•Stand

ard 1 –So

cial & In

structiona

l Lang

uage (SIL)

–Eng

lish lang

uage learne

rs co

mmun

icate for

social and

instructiona

l purpo

ses in the

scho

ol se

tting.

•Stand

ard 2 –Lang

uage of Lan

guage Arts

(LoLA)

–Eng

lish lang

uage learne

rs co

mmun

icate

inform

ation, idea

s and

con

cepts n

ecessary fo

r acad

emic su

ccess in the conten

t area of

Lang

uage Arts.

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The WIDA ELD Stan

dards

•Stand

ard 3 –Lang

uage of M

athe

matics

(LoM

A)–E

nglish lang

uage learne

rs co

mmun

icate

inform

ation, idea

s and

con

cepts n

ecessary fo

r acad

emic su

ccess in the conten

t area of

Math.

•Stand

ard 4 –Lang

uage of S

cien

ce (LoS

C)–E

nglish lang

uage learne

rs co

mmun

icate

inform

ation, idea

s and

con

cepts n

ecessary fo

r acad

emic su

ccess in the conten

t area of

Science.

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The WIDA ELD Stan

dards

•Stand

ard 5 –Lang

uage of S

ocial Studies

(LoS

S)–E

nglish lang

uage learne

rs co

mmun

icate

inform

ation, idea

s and

con

cepts n

ecessary fo

r acad

emic su

ccess in the conten

t area of

Social Studies.

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Type

s of S

cores

ACCE

SS fo

r ELLs S

cores

Raw

Scale

ELP Levels

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Teache

r Rep

ort (top)

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Raw Scores

by Stand

ard

Teache

r Rep

ort (bo

ttom

)

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New

Loo

k, Sam

e Goo

d Info

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New

Loo

k, Sam

e Goo

d Info

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ACCE

SS fo

r ELLs S

cores

Domain

Scores

Listen

ing

Read

ing

Writing

Spea

king

Compo

site

Scores

Oral

Lang

uage

Literacy

Compreh

en‐

sion

Overall

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Compo

site Scores

Listen

ing

(50%

)

Read

ing (50%

)

Listen

ing

(30%

)

Listen

ing

(15%

)

Speaking

(50%

)

Writing

(50%

)

Read

ing

(70%

)

Read

ing

(35%

)

Speaking

(15%

)Writing

(35%

)

= = = =

+ ++ +

Overall Score

Oral Lan

guage

Score

Literacy Score

Compreh

ensio

n Score

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Guiding

Que

stions

•Wha

t is the

purpo

se of the

repo

rt?

–Tea

cher

–Paren

t/Gua

rdian

•Wha

t data are available?

•Wha

t doe

s the

data tell you?

•How

can

you

use th

e da

ta?

•How

doe

s this d

ata inform

you

r lesson

plan

ning

and

instruction?

•How

doe

s this d

ata interface with

the

core com

pone

nts a

nd strategies

of ExC‐ELL?

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Score Re

ports

•Paren

t/ Gua

rdian

•Tea

cher

•Stude

nt Roster

•Schoo

l Frequ

ency

•Distric

t Frequ

ency

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Parent/G

uardian Re

port

The Parent/G

uardian Re

port con

tains ind

ividua

l stud

ent d

ata.

Score

Repo

rtAu

dien

ce or

Stakeh

olde

rType

s of Information

Parent/

Gua

rdian

Stud

ents

Pa

rents/

Gua

rdians

Teache

rsScho

ol

Team

s

Individu

al stud

ent’s Overall

Score an

d levels of Eng

lish

lang

uage proficiency for

lang

uage dom

ains (Listen

ing,

Spea

king

, Reading

, and

Writing) and

Com

preh

ensio

n

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Teache

r Rep

ort

The Teache

r Rep

ort con

tains ind

ividua

l stude

nt

data.

Score

Repo

rtAu

dien

ce or

Stakeh

olde

rType

s of Information

Teache

rTeache

rsAd

ministrators

Individu

al stud

ent’s sc

ale scores

and proficiency levels for e

ach

lang

uage dom

ain, Oral Lan

guage,

Literacy, C

ompreh

ensio

n, and

Overall Score; ra

w scores for

Compreh

ensio

n Tasks, Spe

aking,

and Writing Tasks b

y En

glish

lang

uage proficiency stan

dard

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Teache

r Rep

ort

•Tea

chers a

nd adm

inistrators have access

to th

is repo

rt.

•Rep

ort com

pone

nts =

startin

g po

int

–Curric

ulum

, instructio

n an

d assessmen

t–S

ee M

PI Stran

ds fo

r differen

tiatio

n.•R

ubric

s in the Interpretiv

e Guide

–Writing

and Sp

eaking

–scaffold across levels o

f lang

uage proficiency an

d may be used

in

classroo

m in

struction an

d assessmen

t throug

hout th

e year.

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Teache

r Rep

ort (top)

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Raw Scores

by Stand

ard

Teache

r Rep

ort (bo

ttom

)

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Teache

r Rep

ort

•Writing raw sc

ores are presented

by stan

dard

next to

the maxim

um num

ber o

f points for th

e given stan

dard(s) a

nd sc

oring catego

ry re

port

Writing Tasks

This is a Tier C

writing sample

from

the 3‐5 cluster

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Prog

rammatic Im

plications

High

Scores? = M

onito

ring or Targeted Su

pport

•Con

siderations fo

r add

ition

al co

nten

t lang

uage su

pport.

• Necessary lang

uage sk

ills for m

ainstream

classroo

m w/o lang

uage su

pport

services?

• How

do you kn

ow? Evide

nce?

•All do

mains?

•All stan

dard areas?

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Prog

rammatic Im

plications

Mid sc

ores? (Levels 3

–4) =

ELL Sup

port Services

Considerations

•Ba

lanced

app

roach: grade

‐level acade

mic

stan

dardsa

nd Eng

lish proficiency stan

dards,

and utilizes strategies tha

t increase

compreh

ensio

n an

d commun

ication in Eng

lish

(e.g., sheltered instruction)

•En

hancem

ent o

f both oral lang

uage and

literacy de

velopm

ent

•Providing L1 in

struction (first

lang

uage/biling

ual edu

catio

n) and

/or sup

port

whe

re fe

asible

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Prog

rammatic Im

plications

Beginn

er sc

ores (Levels 1

–2) =

ELL Sup

port Services

Considerations

•Targeted

commun

icative/social & in

structiona

l En

glish

•“N

ewcomer” p

rogram

if available an

d ap

prop

riate

•Co

nten

t‐ba

sed strategies (e

.g., sheltered

instruction) and

L1 instruction, if possib

le•Scaffolding with

in program

s and

scho

ol–Graph

ic su

pport

–Pe

er sup

port

–Su

pplemen

tal and

mod

ified

materials

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GRA

DE 8

ELD STA

NDA

RD 4 ‐Th

e Lang

uage of S

cien

ceEX

AMPLE TO

PIC: Form

s of e

nergy

STRA

ND

MPI

Organ

izatio

n of M

PIs with

in th

e 20

12 Stand

ards

Cogn

itive Fun

ction

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CAN DO Descriptors

•Provide

teache

rs with

inform

ation on

the

lang

uage stud

ents are able to und

erstan

d an

d prod

uce in th

e classroo

m in with

in all fiv

e ELD

stan

dards.

•Available in both En

glish

and

Spa

nish fo

r the

follo

wing grad

e‐level clusters:

–PreK‐K

–Grade

1‐2

–Grade

s 3‐5

–Grade

s 6‐8

–Grade

s 9‐12

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4.1

6.0

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3.8

5.0

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Engagemen

t with

Rea

ding

1 Prep

are to

Read

!•H

ook the

Read

er•p

reteach

Vocabu

lary

•Present

Objectiv

es

Get Rea

dy

2 Mod

el

Comprehension/

Close Re

ading

•Self C

orrection

•Reading

Strategies

Read Alou

dT

hink Aloud

Mod

el3 Pa

rtne

r Re

ading with

Oral

Summaries

•Fluen

cy•C

omprehension

•Vocab

ulary

Practic

e Close

Read

ing

4 Consolidate

Lang

uage,

Literacy &

Conten

t•D

ebrie

f•T

ext‐ba

sed

Que

stions

•Coo

perativ

e Learning

Ac

tivities

Anchor

Know

ledg

e5 Co

nnect

Read

ing an

d Writing

•Text

Depe

nden

t Que

stions

•Rou

nd Tab

le•W

rite

Arou

nd•R

.A.F.T.

•Cut‐n‐Grow

•Rip‐n‐’R

ite

Text‐Based

Writing

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ExC‐ELL Lesson

Com

pone

nts

1.Pre‐teaching

of

Vocabu

lary

2.Teache

r Think

‐Alou

ds3.

Stud

ent P

eer

Read

ing

4.Pe

er Sum

maries

5.De

pth of W

ord

Stud

ies/Grammar

6.Class D

ebrie

fings/

Discussio

ns

7.Co

operative

Learning

Activities

8.Form

ulating

Que

stions &

Num

bered He

ads

9.Ro

und Table

Review

s10

.Pre‐w

riting &

Draftin

g11

.Revising

/Editin

g12

.Rea

ding

Final

Prod

uct

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Why Is Vocab

ulary Im

portan

t?•C

omman

d of a large vocabu

lary freq

uently se

ts

high

‐achieving

stud

ents apa

rt from

less

successful one

s (Mon

tgom

ery, 200

0).

•The

average 6‐yea

r‐old ha

s a vocab

ulary of

approxim

ately 8,00

0 words and

learns 3,000

‐5,00

0 more pe

r yea

r (Sene

chal& Corne

ll, 199

3).

•Vocab

ulary in kinde

rgarten an

d first grade

is a

significan

t predictor of rea

ding

compreh

ensio

n in th

e middle an

d second

ary grad

es or rea

ding

difficulties (Cu

nning

ham, 2005; Cunning

ham & Stanovich, 1997) an

d (Chall& Dale, 19

95; Denton et al. 2011).

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Tier 1, 2

& 3

Summary of Vocab

ulary for E

Ls

TIER

3 Sub

ject‐spe

cific words th

at labe

l con

tent

disciplin

e concep

ts, sub

jects, and

topics.

Infreq

uently used acad

emic words.

TIER

2 In

form

ation processin

g words th

at nest

tier 3

words in lo

ng se

nten

ces, polysem

ous

words, transition

words, con

nectors; m

ore

soph

isticated

words fo

r rich discussio

ns and

specificity in descriptio

ns.

TIER

1 Basic words ELs nee

d to com

mun

icate,

read

and

write. Tho

se th

at sh

ould be taug

ht.

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Tier 3

Acad

emic Con

tent, Spe

cific or Techn

ical W

ords

Squa

re ro

otPh

otosyn

thesis

Governm

ent

Rectan

gle

Germ

Bylaws

Radical

numbe

rsAtom

Ba

ilout

Circum

ference

Matter

Cong

ressiona

l Pi sq

uare

Osm

osis

Capital

Power

Power

Power

Math

Science

Social Studies

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Tier 2 W

ords in

State Exams

Inform

ation Processin

g Words

absence, accuracy, add

itive, affe

ct, allo

w,

analog

ous, app

aren

t, ap

proa

ch, arran

ge,

assortmen

t, assumption, basis, bases, b

ehavior,

belief, bo

dy, b

ound

ary, coincide, com

piled, core,

crite

ria, crucial, d

enote, dep

ict,

deplete, device, disp

lay, distinct,

due to, effe

ct, forthcoming,

gene

rate, illu

strate, impa

ct, implicit,

notw

ithstan

ding

, odd

ly, so that,

solely, successive, state,

unde

rlying, vary, whe

reby,

widespread, …

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Tier 2

Polysemou

s words (h

omon

yms o

r hom

ograph

s)

across acade

mic co

nten

t areas:

solutio

ntable

divide

prim

eroun

dtrun

kstate

bank

power

cell

right

radical

leg

left

light

face

fall

check

court

hand

long

pin

rest

roll

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Selecting Words to

Teach

Begin with

Tier 3

words th

at have to do with

the conten

t of you

r class.

ReserveTier 3 words and

phrases fo

r vocab

ulary

instruction whileread

ing as th

ey are ty

pically in

the

glossary or foo

tnotes. The

y requ

ire Tier 2

con

text clues

and will ta

ke to

o much tim

e for p

reteaching

.

Focus o

n Tier 2 words and

phrases fo

r pretea

ching. Try to

cluster as m

uch as

possible.

Once you ha

ve you

r hug

e list, un

derline

the 5

or 6 words th

at you

will te

ach first.

Is it critical to

the un

derstand

ing of wha

t the

y are ab

out to read

?

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1 In

itially…

2 Following that…

3 Add

ition

ally…

4 Finally,

Subseq

uently,

Furthe

rmore,

Moreo

ver …

Summary Starters

Sept

Dec

May

1 First…

Initially…

???

2 Next…

Follo

wing that… ???

3 The

n…Ad

ditio

nally…

???

4 Last…

Fina

lly,

???

Subseq

uently,

Furthe

rmore,

Moreo

ver …

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Pretea

chingTier 2 or 3

Words/Phrases

1.Teache

rasks s

tude

nts to

repe

at th

e word.

2.Teache

rstates the

word in

context from th

e text.

3.Teache

rprovide

s the

dictiona

ry definition

.4.

Teache

rprovide

s stude

nt‐

friend

ly definition

.

5.Teache

rhighlights features:

polysemou

s, cog

nate, ten

se,

prefixes, etc.

6.Stud

entsen

gage in

Teache

rprovided

sen

tence starter o

r fram

e for 6

0 second

s. (M

ust

contain target vocab

.)7.

Teache

rinforms w

hen

stud

ents will se

e an

d use it.

1.Say effect

3 tim

es.

2.“W

eather can

have a big

effect

on you

r life

.” 3.

The result or con

sequ

ence of

something

.4.

Two cups of coffee in th

e morning

have a big effect

on

me –I can

’t sle

ep at n

ight!

5.It is a cogn

ate –efecto. H

ow

do we spelleffe

ct? W

hat

othe

r word is sim

ilar?

6.__

___ ha

s had

a big effe

cton

my life recently. (P

ing‐Po

ng)

7.Use effe

ctin you

r partner

read

ing & su

mmaries p

lus

toda

y’s E

xit P

ass.

© 201

6 Margarita Ca

lderón

& Associates

43


SOLU

CIONES: W

IDA & You

r Instructio

n6/1/20

16

© 201

6 Margarita Ca

lderón

& Associates

mecad

e@gm

ailo

r sha

wnslakk@verizon

.net

8

7‐Step

Flow

5words

per

Subject

Area

per

Day

10

Min!

= 25

words a day

How m

any in a wee

k?A Scho

ol yea

r?

© 201

6 Margarita Ca

lderón

& Associates

44

Text Features

Title

Table of con

tents

Inde

xGlossary

He

ading

Ke

ywords

Illustrations &

photog

raph

sSide

bars

Ca

ptions

Diagrams

Labe

lsText boxes

Map

sCh

arts

Hy

perlinks

Icon

sBu

llets

Timelines

Cu

taways

Graph

s Text ty

pes

© 201

6 Margarita Ca

lderón

& Associates

45

Text Structure

Structure

Sign

al W

ords

Descrip

tion

•Prov

ides a sp

ecific topic an

d its

attributes

•Main idea

(s) is/are supp

orted by

ric

h/de

scrip

tive de

tails

above, across, all, also

, app

ears to

be

, as a

n exam

ple, beh

ind, below

, be

side, by ob

serving, ch

aracteristic

s are, fo

r example, fo

r instance

Sequ

ence

•Prov

ides inform

ation/even

ts in

chrono

logical order

•De

tails are in sp

ecific orde

r to

convey sp

ecific mea

ning

additio

nally, after, after th

at,

afterw

ard, ano

ther, at _

_(tim

e),

before, d

uring, fina

lly, first,

follo

wing, initially, last, later,

mea

nwhile, n

ext

Prob

lem‐Solution

•Prob

lems a

re id

entified an

d solutio

ns are provide

d•Su

pportin

g de

tails describe the

prob

lem and

solutio

n

accordingly, answer, as a

result,

because, cha

lleng

e, decide,

fortun

ately, if __the

n, issue, one

reason

is, o

utcome is, problem

, so

Tier 2

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46

Objectiv

es/Expectatio

nsSet Lan

guage Objectiv

esVo

cabu

lary:U

se Tier 1

, 2 and

3 vocab

ulary from

Clim

ate Ch

ange

Overview su

fficien

tly fo

r read

ing, writing, sp

eaking

and

listen

ing.

Read

ing: Determine the main idea

and

provide

an

objectiv

e summary of th

e text. Ide

ntify

an

d justify

the claims m

ade by th

e au

thor.

Listen

ing & Spe

aking: Eng

age in a ra

nge of

collabo

rativ

e discussio

ns in a variety of tea

ms

and pa

rtne

rships.

Writing: Eng

age in a W

rite Arou

nd to

draft, edit

and revise th

e artic

le abo

ut clim

ate chan

ge.

© 201

6 Margarita Ca

lderón

& Associates

47

Practic

e Partne

r Rea

ding

Human

Cau

ses C

an Explain The

se Cha

nges

Compa

red to natural cau

ses, m

ost o

f the

warming of th

e pa

st

half century ha

s bee

n caused

by hu

man

emiss

ions of g

reen

house

gases[1

] . Green

house gases c

ome from

a variety of h

uman

activ

ities, including

: burning

fossil fuels for heat a

nd ene

rgy,

clearin

g forests, fe

rtilizin

g crop

s, storing waste in land

fills, raisin

g livestock, and

produ

cing

som

e kind

s of ind

ustrial produ

cts.

Unfortuna

tely, green

house gas e

miss

ions are not th

e on

ly

way th

at peo

ple can chan

ge th

e clim

ate. Activities su

ch as

agric

ulture or roa

d constructio

n can also cha

nge the refle

ctivity

of Earth’s surface, lead

ing to local w

arming or coo

ling. This e

ffect

is ob

served

in urban

cen

ters, w

hich are often

warmer th

an

surrou

nding, less pop

ulated

areas. A

long

with

green

house gases,

emiss

ions of small partic

les, also

kno

wn as aerosols, into th

e air

can also lead

to re

flection or absorption of th

e sun’s e

nergy.

Compa

red to natural cau

ses, m

ost o

f the

warming of th

e pa

st

half century ha

s bee

n caused

by hu

man

emiss

ions of g

reen

house

gases[1

] . Green

house gases c

ome from

a variety of h

uman

activ

ities, including

: burning

fossil fuels for heat a

nd ene

rgy,

clearin

g forests, fe

rtilizin

g crop

s, storing waste in land

fills, raisin

g livestock, and

produ

cing

som

e kind

s of ind

ustrial produ

cts.

Unfortuna

tely, green

house gas e

miss

ions are not th

e on

ly

way th

at peo

ple can chan

ge th

e clim

ate. Activities su

ch as

agric

ulture or roa

d constructio

n can also cha

nge the refle

ctivity

of Earth’s surface, lead

ing to local w

arming or coo

ling. This e

ffect

is ob

served

in urban

cen

ters, w

hich are often

warmer th

an

surrou

nding, less pop

ulated

areas. A

long

with

green

house gases,

emiss

ions of small partic

les, also

kno

wn as aerosols, into th

e air

can also lead

to re

flection or absorption of th

e sun’s e

nergy.

Summarize

with

you

r partner

Summarize

with

you

r partner

B

A

End of paragraph

. Su

mmarize

with

you

r partner

End of paragraph

. Su

mmarize

with

you

r partner

A

B

A

© 201

6 Margarita Ca

lderón

& Associates

48

The Writing Process

Writing is a recursive process, not a line

ar

one. It nee

ds to

be taug

ht explicitly an

d system

atically in stages:

–Vocab

ulary to use (T

ier 2

and

3; m

aybe

Tier 1

)–D

rafting

–Revising

–Editin

g–F

inal Draft/Pub

lishing

Throug

hout th

e process, stud

ents sh

ould

have explicit mini‐lessons and

examples of

features expected for tha

t com

position. The

y shou

ld have op

portun

ities to

con

ference with

an

d get fee

dback from

pee

rs and

the teache

r.© 201

6 Margarita Ca

lderón

& Associates

49


SOLU

CIONES: W

IDA & You

r Instructio

n6/1/20

16

© 201

6 Margarita Ca

lderón

& Associates

mecad

e@gm

ailo

r sha

wnslakk@verizon

.net

9

© 201

6 Margarita Ca

lderón

& Associates

50

Writing is the Goa

l

Dr. C

alde

rón’sb

ooks from

Corwin Press and

Solution TreeNEW

NEW

© 201

6 Margarita Ca

lderón

& Associates

51


ELP Level 1Entering

ELP Level 3D

evelopingELP Level 5

Bridging

RECEPTIVE

Process language of Inquire by

• Responding to familiar oral prom

pts about new

discoveries

• Finding familiar objects of their interest based

on peer prompts and yes/no questions

• Choosing fam

iliar activities from adult

prompts


• Following inquiry prom

pts to make

observations of the world around them

• Identifying new discoveries based on inquiry

prompts

• Responding to questions about new events


• Identifying characteristics of objects to engage in problem

solving based on adult prompts

• Indicating curiosity based on teacher descriptions

• Acting out what they know

about the world

based on adult prompts

EXPRESSIVE

Express Inquire by

• Expressing curiosity about a new object using

sounds, nonverbal comm

unication, and gestures

• Inviting others to participate in imaginative

play using a combination of hom

e language, gestures, and/or single English w

ords

• Nam

ing familiar objects in the environm

ent using single w

ords

Express Inquire by

• Sharing observations during experiments

based on adult modeling

• Repeating names and properties of things

children are curious about

• Asking simple questions to engage in problem

solving based on adult m

odeling

Express Inquire by

• Asking questions in different situations based on adult m

odeling

• Predicting consequences or actions during social interactions based on adult m

odeling

• Explaining observations during play using fam

iliar language

KEY USE OF INQUIRE A

ge: 2.5-3.5 Tow

ards the end of the given level, dual language learners can:

6


ELP Level 1Entering

ELP Level 3D

evelopingELP Level 5

Bridging

RECEPTIVE

Process language of Self-Expression by

• Pointing to objects and people based on adult m

odeling

• Acting out basic emotions from

short statem

ents

• Indicating preferences in response to adult’s yes/no questions


• Responding to short prompts to help others

• Following directions to express an aw

areness of rules and routines

• Responding to peers or adult directions to resolve a conflict


• Participating in creative activities or m

ovement based on tw

o- step directions.

• Arranging items in response to questions from

adults or peers

• Cooperating w

ith others based on oral requests and directions

EXPRESSIVE

Express Self by

• Responding to yes/no questions about personal preferences

• Indicating choices using non-verbal com

munication (pointing, physical

movem

ent)

• Repeating directions during familiar routines

Express Self by

• Asking for help or offering help using a com

bination of formulaic phrases and som

e new

phrases

• Sharing feelings, needs, and wants using short

sentences

• Asking permission to participate in an activity

using short sentences

Express Self by

• Co-creating rules and brief scenarios to play

cooperatively using original sentences

• Stating likes or dislikes and giving reasons based on adult m

odels

• Persuading other to participate in activities based on adult m

odels

KEY USE OF EXPRESS SELFA

ge: 3.5-4.5 Tow

ards the end of the given level, dual language learners can:

7


ELP Level 1Entering

ELP Level 2Em

ergingELP Level 3D

evelopingELP Level 4Expanding

ELP Level 5Bridging

ELP Level 6 Reaching

READINGProcess argum

ents by• Identifying key

words and phrases

that make up a

claim

• Identifying a claim

or opinion in m

ultimedia w

ith a partner

Process arguments by

• Identifying language indicative of points of view

• O

rganizing evidence based on sequential language in texts

• Differentiating

between claim

s and evidence


• Identifying evidence from

multiple places

within a text

• Identifying different perspectives, stances, or points of view


• Hypothesizing or

predicting based on evidence

• Com

paring multiple

points of view on a

topic


• Connecting

personal experience w

ith textual evidence to strengthen an interpretation of the text

• Evaluating the strength of evidence as it supports a claim


• Evaluating claims

and evidence by draw

ing multiple

print sources• D

ifferentiating the strength of different pieces of evidence as it supports a claim

WRITING

Argues by

• Selecting words and

phrases to represent points of view

using facts from

illustrated texts or posters

• Using key w

ords or phrases related to the topic

Argues by

• Stating reasons for particular points of view

• Listing pros and cons of issues

Argues by

• Connecting

reasons to opinions supported by facts and details

• Making adjustm

ents for audience and context

Argues by

• Com

paring and contrasting evidence for claim

s• Providing reasons

and evidence which

support particular points

Argues by

• Evaluating positive and negative im

plications associated w

ith various positions (e.g., historical events, scientific discoveries)

• Including evidence from

multiple

sources

Argues by

• Organizing ideas

and information

logically and coherently

• Integrating inform

ation from

multiple sources to

provide evidence for claim

s

KEY USE OF ARGUEBy the end of each of the given levels of English language proficiency

* English language learners can...

*Except for level 6, for which there is no ceiling.

9

4-5


ELP Level 1Entering

ELP Level 2Em

ergingELP Level 3D


ELP Level 5Bridging


READINGProcess explanations by• M

atching illustrated w

ords/ phrases to causal and sequential language

• Sequencing sentences strips to show

content-area processes from

illustrated texts

Process explanations by• Identifying different

types of connectors (e.g., first, next, because, so)

• Identifying key w

ords and phrases that describe the topic or phenom

ena

Process explanations by• M

atching causes w

ith effects• Identifying w

ords or phrases to determ

ine the type of explanation (e.g., linear sequence, cycle, system

)

Process explanations by• Identifying the

different words or

phrases that are used to describe the sam

e topic or phenom

ena• O

rganizing inform

ation on how

or why phenom

ena occur

Process explanations by• Identifying how

the text provides clear details of the topic or phenom

ena • Identifying

components of

systems (e.g.,

ecosystems, branches

of government)

Process explanations by• Identifying how

a text presents inform

ation in a factual or neutral m

anner • Evaluating the

specific language used to enhance descriptions of a phenom

enon

WRITING

Explain by• Producing short-

answer responses

to questions using w

ord/ phrase banks• Labeling charts

and graphs to describe phenom

ena (e.g., organism

s in ecosystem

s)

Explain by• U

sing key terms

related to the phenom

ena • O

rdering linear and cyclical sequences of a phenom

ena (e.g., Th

e steps of how a

volcano erupts)

Explain by• C

onnecting related ideas or concepts using linking w

ords and phrases

• Answering “how

” or “w

hy questions (e.g., “H

ow does the

water cycle w

ork?” “W

hy are there three branches of governm

ent?”)

Explain by• Presenting

information

on processes or phenom

ena from a

variety of sources• Elaborating

topics with facts,

definitions, concrete details, or quotations and exam

ples

Explain by• D

escribing how

factors contribute to an event or an outcom

e• D

escribing how

systems relate or

interact

Explain by• Presenting

information

on processes or phenom

ena supported by facts and details in essays and reports

• Selecting the appropriate organizational structure for the process or phenom

enon being described

KEY USE OF EXPLAINBy the end of each of the given levels of English language proficiency



7

4-5


ELP Level 1Entering

ELP Level 2Em

ergingELP Level 3D


ELP Level 5Bridging


READINGProcess argum

ents by• M

atching media

(e.g., posters, photos, banners) w

ith point of view

words and

phrases• C

onnecting characters/historical figures w

ith positions or stance on various issues


• Making connections

between statem

ents that m

ake claims

and those providing evidence

• Distinguishing

language that identifies facts and opinions


• Identifying the purpose and the audience

• Evaluating the strength of evidence statem

ents


• Identifying persuasive language across content areas

• Following the

progression of logical reasoning


• Recognizing m

ultiple perspectives and points of view

on any given issue

• Identifying evidence of bias and credibility of sources


• Evaluating word

choice and nuance as a tool for distinguishing facts, claim

s, reasoned judgm

ent, and opinions

• Identifying the logical connections am

ong claims,

counterclaims,

reasons, and evidence

WRITING

Argues by

• Selecting words and

phrases to represent points of view

• Listing pros and cons of an issue

Argues by

• Expressing claims

with evidence (e.g.,

“Socialism is a good

government system

because...”)

• Listing content-related ideas that represent different points of view

on an issue

Argues by

• Justifying reasons or opinions w

ith textual evidence

• Summ

arizing opposing positions and evidence

Argues by

• Evaluating and challenging evidence presented

• Creating persuasive

essays or reports m

aking adjustments

for specific audiences

Argues by

• Organizing

information to show

logical reasoning

• Integrating multiple

perspectives and evidence from

a variety of sources

Argues by

• Evaluating positive and negative im

plications associated w

ith various positions (e.g., historical events, scientific discoveries, individuals)

• Organizing

information

logically and coherently to represent contrasting view

s

KEY USE OF ARGUEBy the end of each of the given levels of English language proficiency



9

9-12


ELP Level 1Entering

ELP Level 2Em

ergingELP Level 3D


ELP Level 5Bridging


DOMAINS: ORAL LANGUAGED

iscuss by• Representing one’s

idea using various m

edia• Tracking the speaker • U

sing nonverbals to dem

onstrate engagem

ent in conversations

Discuss by

• Asking and answ

ering questions • C

omm

unicating need for clarity of m

essages• Recognizing

intonation used to achieve various purposes of com

munication

Discuss by

• Suggesting creative w

ays to resolve com

munication

issues • C

larifying own

ideas using a variety of strategies (e.g., analogies or m

etaphors, paraphrasing)

• Asking clarifying questions in a respectful m

anner

Discuss by

• Dem

onstrating stam

ina when

building ideas• Validating ideas of

others • Sorting through

own ideas to

determine relevant

ones • Providing

and receiving constructive feedback to others tactfully

Discuss by

• Co-creating novel

perspectives on issues

• Responding to diverse perspectives and recognizing bias in ow

n view• G

enerating new

ideas or questions to sustain conversations

Discuss by

• Identifying and reacting to subtle differences in speech and register (e.g., hyperbole, satire, com

edy)• Producing coherent

oral discourse appropriate to task, purpose, and audience

• Synthesizing and sharing inform

ation from

a variety of sources and perspectives

9-12KEY USE OF DISCUSSBy the end of each of the given levels of English language proficiency



10


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