WIDA ELD Standards Framework 2020

WIDA English Language Development
Standards Framework, 2020 Edition

Kindergarten—Grade 12
Promote equity for multilingual learners • Teach language and content together
Suggested citation:
WIDA. (2020). WIDA English language development standards framework, 2020 edition: Kindergarten–grade 12.
Board of Regents of the University of Wisconsin System.
© 2020 Board of Regents of the University of Wisconsin System

WIDA is housed within the Wisconsin Center for Education Research at the
University of Wisconsin-Madison
Version 1.3
WIDA English Language Development
Standards Framework,
2020 Edition
Kindergarten—Grade 12
The WIDA Consortium is a member-based organization made up of U.S. states,
territories, and federal agencies dedicated to the research, design, and implementation
of a high-quality, standards-based system for K-12 multilingual learners.
WIDA Consortium Members

Alabama Nevada
Alaska New Hampshire
Bureau of Indian Education New Jersey
Colorado New Mexico
Delaware North Carolina
District of Columbia North Dakota
Department of Defense Education Activity Northern Mariana Islands
Florida Oklahoma
Georgia Pennsylvania
Hawaii Rhode Island
Idaho South Carolina
Illinois South Dakota
Indiana Tennessee
Kentucky U.S. Virgin Islands
Maine Utah
Maryland Vermont
Massachusetts Virginia
Michigan Washington
Minnesota Wisconsin
Missouri Wyoming
Montana
The WIDA International School Consortium is a global network of 500 accredited preK-
12 independent schools in over 100 countries focused on educating multilingual learners.
2 WIDA English Language Development Standards Framework, 2020 Edition

Contents
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Welcome to the WIDA English Language Development Standards Framework, 2020 Edition . . . . . . . 9
Section 1: Big Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Section 2: Understanding the WIDA ELD Standards Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Section 3: Grade-Level Cluster Materials. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Kindergarten . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Key Language Uses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Language Expectations, Functions, and Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Annotated Language Samples. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Proficiency Level Descriptors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Grade 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Grades 2-3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Grades 4-5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Grades 6-8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
Grades 9-12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
Annotated Language Samples. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202
Proficiency Level Descriptors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209
Section 4: Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
Key Language Uses: A Closer Look. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217
Collaborative Planning for Content and Language Integration: A Jump-Off Point for
Curricular Conversations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251
3
Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261
Appendix A: WIDA English Language Development Standards Framework, 2020
Edition—Meeting ESSA Title 1 Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263
Appendix B: Correspondence Tables for Content and Language Standards . . . . . . . . . . . . . . . . . . . 266
Appendix C: A Compilation of K-12 Key Language Use Distribution Tables and Language
Expectations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 288
Appendix D: A Compilation of K-12 Proficiency Level Descriptors, with Technical Notes. . . . . . . . . 329
Appendix E: High-Level Comparison of WIDA Standards Editions From 2004 to 2020 . . . . . . . . . . . 351
Appendix F: Theoretical Foundations of the WIDA ELD Standards Framework, 2020 Edition. . . . . 354
Appendix G: Select References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 375
Appendix H: Standards Development Process and Acknowledgements. . . . . . . . . . . . . . . . . . . . . . . 379
Tables
Table 1-1: WIDA ELD Standards Statements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Table 1-2: Organization of the WIDA ELD Standards Framework, 2020 Edition. . . . . . . . . . . . . . . . . . . . . . . 10
Table 1-3: Audience and Potential Uses of the WIDA ELD Standards Framework, 2020 Edition. . . . . . . . . 13
Table 2-1: Abbreviated forms of the Five English Language Development Standards Statements. . . . . . 24
Table 2-2: The Anatomy of a Language Expectation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Table 2-3: Dimensions of Language in the Proficiency Level Descriptors: Criteria Foci
and Sample Language Features. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Table 2-4: What the WIDA ELD Standards Framework is and What It Is Not. . . . . . . . . . . . . . . . . . . . . . . . . 35
Table 3-1: Representations of the Components of the WIDA ELD Standards Framework in
Grade-Level Cluster Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Table 3-2: Snapshots of Key Language Uses in Kindergarten. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Table 3-3: Distribution of Key Language Uses in Kindergarten . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Table 3-4: Snapshots of Key Language Uses in Grade 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Table 3-5: Distribution of Key Language Uses in Grade 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Table 3-6: Snapshots of Key Language Uses in Grades 2-3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Table 3-7: Distribution of Key Language Uses in Grades 2-3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Table 3-8: Snapshots of Key Language Uses in Grades 4-5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Table 3-10: Snapshots of Key Language Uses in Grades 6-8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
Table 3-12: Snapshots of Key Language Uses in Grades 9-12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
Table 3-13: Distribution of Key Language Uses in Grades 9-12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
Table 4-1: Definitions of Key Language Uses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219
Table 4-2: Narrate Genre Family . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222
Table 4-3: Narrate Through the Years of Schooling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223
Table 4-4: Narrate Across Content Areas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224

Table 4-5: Inform Genre Family . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225
Table 4-6: Inform Through the Years of Schooling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226
Table 4-7: Inform Across Content Areas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227
Table 4-8: Explain Genre Family. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228
Table 4-9: Explain Through the Years of Schooling. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229
Table 4-10: Explain Across Content Areas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230
Table 4-11: Argue Genre Family . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231
Table 4-12: Argue Through the Years of Schooling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232
Table 4-13: Argue Across Content Areas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233
Table 4-14: The Unit’s Academic Content and WIDA ELD Standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239
Table 4-15: Sample Content Unit Architecture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240
Table 4-16: Progress Trackers, Reading Informational Text, Driving Question Boards, and Building
Understanding. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241
Table 4-17: Language Expectations with Embedded Language Functions . . . . . . . . . . . . . . . . . . . . . . . . . 244
Table 4-18: Example Language Features that are Commonly Associated with a Language Function. . 245
Table A-1: Critical Elements in Meeting ESSA Title 1 Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263
Table D-1: Comparison of Criteria in 2014 Features of Academic Language Chart
and 2020 Dimensions of Language Table. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 329
Table D-2: Differences Between Performance Definitions and Proficiency Level Descriptors . . . . . . . . 332
Table E-1: Comparison of Editions of the WIDA Language Standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 352
Table F-1: Updated Abbreviations for the WIDA ELD Standards, 2020 Edition. . . . . . . . . . . . . . . . . . . . . . . 361
Table F-2: The Dimensions of Language: A Short Reference. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 367
Table H-1: SEA Standards Subcommittee Members (2018-2020). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 380
Table H-2: LEA Advisory Committee Members . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 380
Table H-3: October 2019 Focus Group Participants, WIDA Annual Conference. . . . . . . . . . . . . . . . . . . . . . 381
Table H-4: Researcher/Teacher Advisory Panel (April 2020) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 383
Table H-5: Domestic and International Educators. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 384
Table H-6: WIDA Standards Development Team. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 386
Figures
Figure 1-1: Big Ideas in the 2020 Edition. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Figure 2-1: The Components of the WIDA ELD Standards Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Figure 2-2: Relationship among the WIDA ELD Standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Figure 2-3: Four Key Language Uses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Figure 2-4: Example Reference Code for a Language Expectation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Figure 2-5: Modes of Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Figure 2-6: Dimensions of Language within a Sociocultural Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Figure 3-1: Kindergarten Language Functions and Language Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Figure 3-2: Grade 1 Language Functions and Language Features. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
5
Figure 3-3: Grades 2-3 Language Functions and Language Features. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Figure 3-4: Grades 4-5 Language Functions and Language Features. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Figure 3-5: Grades 6-8 Language Functions and Language Features. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
Figure 3-6: Grades 9-12 Language Functions and Language Features. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
Figure 4-1: The Four Key Language Uses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217
Figure 4-2: Sample Collaborative Planning Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237
Figure 4-3: Honing a Language Focus through the WIDA ELD Standards Framework. . . . . . . . . . . . . . . 246
Figure 4-4: Lesson Planning Considerations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249
Figure D-1: Cumulative Expansion of Multilingual Learners’ Linguistic Resources. . . . . . . . . . . . . . . . . . . . 331
Figure E-1: Editions of the WIDA Language Standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 351
Figure F-1: Four Big Ideas in WIDA ELD Standards Framework, 2020 Edition. . . . . . . . . . . . . . . . . . . . . . . 355
Figure F-2: Communication Modes Used in WIDA 2020 Edition. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 358
Figure F-3: The WIDA ELD Standards Framework, 2020 Edition. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 360
Figure F-4: Relationship among the WIDA ELD Standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 362
Figure F-5: Key Language Uses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 363
Figure F-6: Elements within WIDA Language Expectations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 364
Figure F-7: WIDA ELD Standards Framework: Relationship between Language Expectations,
Language Functions, and Language Features. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 365

Introduction
Welcome to the WIDA English Language
Development Standards Framework, 2020 Edition
WIDA has historically grounded its work in language development standards as a driver of equity for
multilingual learners in curriculum, instruction, and assessment. This new edition reflects a continued
commitment to these goals.
Starting in 2004, all editions of the WIDA English Language Development (ELD) Standards have
reflected the belief that multilingual learners are best served when they learn content and language
together in linguistically and culturally sustaining ways. The 2020 Edition recommits to this belief
by maintaining the five original WIDA ELD Standards Statements while adding new and expanded
resources to address updates in policy, theory, and practice.
Table 1-1: WIDA ELD Standards Statements
WIDA ELD Standards Statements
English Language Development Standard 1: English language learners communicate for Social
and Instructional purposes within the school setting
English Language Development Standard 2: English language learners communicate information,

ideas, and concepts necessary for academic success in the content area of Language Arts

ideas, and concepts necessary for academic success in the content area 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

ideas, and concepts necessary for academic success in the content area of Social Studies
Introduction 9
The 2020 Edition presents a new supporting organization for the WIDA ELD Standard Statements, along
with additional resources, as shown in Table 1-2.
Table 1-2: Organization of the WIDA ELD Standards Framework, 2020 Edition
• Equity of access and opportunity are essential for multilingual

learners’ preparation for college, career, and civic participation
• Integration of language and content is critical in the planning and
Section 1: delivery of instruction
Big Ideas • Collaboration among stakeholders is a shared responsibility for
educating multilingual learners
• A functional approach to language development focuses on the
purposeful use of language
• The five WIDA ELD Standards Statements—conceptual framing of

Section 2:
language and content integration
Understanding
• Key Language Uses—prominent language uses across disciplines
the WIDA ELD
• Language Expectations—goals for content-driven language learning
Standards • Proficiency Level Descriptors—a continuum of language
Framework development
Section 3: • Representations of the WIDA ELD Standards Framework in sets of

Grade-Level grade-level cluster materials
Cluster • Annotated Language Samples illustrate the WIDA ELD Standards
Materials Framework in authentic grade-level texts
• Key Language Uses: A Closer Look—extended definitions and

examples for each Key Language Use
Section 4:
• Collaborative Planning for Content and Language Integration:
Resources A Jump-Off Point for Curricular Conversations
• Glossary
A. Meeting ESSA Requirements

B. Correspondence Tables for Content and Language Standards
C. A Compilation of K-12 Key Language Use Distribution Tables and
Language Expectations
D. A Compilation of K-12 Proficiency Level Descriptors, with Technical
Appendices
Notes
E. High Level Comparison of WIDA ELD Standards Editions
F. Theoretical Foundations
G. References
H. Acknowledgements

WIDA Mission, Vision, and Values
WIDA draws its strength from its mission, vision, and values—the Can Do Philosophy, innovation, service,
collaboration, and social justice. This belief system underscores the cultural, social, emotional, and
experiential assets of multilingual learners, their families, and educators. It acts as a unifying force
that gives the consortium its strength of conviction and action throughout the PreK-12 education
community.
Mission
WIDA advances academic
language development and
academic achievement for
children and youth who are
culturally and linguistically
diverse through high quality
standards, assessments, research,
and professional learning for
educators.
From English Language Learners to Multilingual Learners

As part of its asset-based belief system, WIDA uses the term
“multilingual learners” to describe all students who come in
Multilingual learners
contact with and/or interact in languages in addition to English
refers to all children
on a regular basis. They include students who are commonly
and youth who are, or
referred to as English language learners (ELLs), dual language
have been, consistently
learners (DLLs), newcomers, students with interrupted formal
exposed to multiple
schooling (SIFE), long-term English learners (L-TELs), English
languages.
learners with disabilities, gifted and talented English learners,
heritage language learners, students with English as an
additional language (EAL), and students who speak varieties of
English or indigenous languages.
Throughout the field of K-12 education, you will encounter various terms to describe multilingual
learners. For example, ESSA (2015) uses the term “English learners” (ELs). For policy purposes, the
five original WIDA ELD Standards Statements (2004) maintain the term “English language learners.”
However, in an effort to encourage the field to use terminology that is asset-based and inclusive, WIDA
began to use the term “multilingual learners.” You will see this term used throughout this document,
starting with the Guiding Principles of Language Development on the next page.
Introduction 11
WIDA Guiding Principles of Language Development (2019)
The updated Guiding Principles of Language Development exemplify the overarching and ever-present
WIDA Can Do Philosophy and emphasize the importance of language in learning. They highlight the
four Big Ideas of the 2020 Edition.
1. Multilingual learners’ languages and cultures are valuable resources to be leveraged for schooling
and classroom life; leveraging these assets and challenging biases help develop multilingual
learners’ independence and encourage their agency in learning.
2. Multilingual learners’ development of multiple languages enhances their knowledge and cultural
bases, their intellectual capacities, and their flexibility in language use.
3. Multilingual learners’ language development and learning occur over time through meaningful
engagement in activities that are valued in their homes, schools, and communities.
4. Multilingual learners’ language, social-emotional, and cognitive development are inter-related

processes that contribute to their success in school and beyond.
5. Multilingual learners use and develop language when opportunities for learning take into account
their individual experiences, characteristics, abilities, and levels of language proficiency.
6. Multilingual learners use and develop language through activities which intentionally integrate
multiple modalities, including oral, written, visual, and kinesthetic modes of communication.
7. Multilingual learners use and develop language to interpret and access information, ideas, and
concepts from a variety of sources, including real-life objects, models, representations, and
multimodal texts.
8. Multilingual learners draw on their metacognitive, metalinguistic, and metacultural awareness to

develop effectiveness in language use.
9. Multilingual learners use their full linguistic repertoire, including translanguaging practices, to
enrich their language development and learning.
10. Multilingual learners use and develop language to interpret and present different perspectives,
build awareness of relationships, and affirm their identities.
BONJOUR
HOLA
Hello! JAMBO
NILTZE
Hello!
Hello! HALLO
Hello!
Hello! Hello!

Audiences and Potential Uses of the WIDA ELD Standards Framework,
2020 Edition
The 2020 Edition of the WIDA ELD Standards Framework is designed for U.S. and international
audiences. Table 1-3 outlines an array of uses for the document. While you will notice some overlap, we
have placed emphasis on the distinct nature and responsibilities of each group and its contribution to
the education of multilingual learners.
Table 1-3: Audience and Potential Uses of the WIDA ELD Standards Framework, 2020 Edition
Audience Potential Uses of the WIDA ELD Standards Framework, 2020 Edition
State, • Comply with federal policy, including peer review requirements, and
Territory, other state mandates
and Federal • Ensure alignment with ACCESS for ELLs, the WIDA annual English
Education language proficiency assessment
Agencies, • Guide state policy, informational documents, and resources inclusive of
known as equity for multilingual learners and their families
SEAs • Organize professional learning opportunities for educators of
multilingual learners
District • Guide local policy, informational documents, and resources

and School • Guide professional learning
Leaders • Work with teachers, other school leaders, and families to provide
guidance on language development
• Support teachers in designing and enacting linguistically and culturally
sustainable curriculum, instruction, and assessment
• Promote collaboration among district and school leadership, content
and language teachers, specialists, support staff, students, and families
• Prompt coordination of services for multilingual learners and outreach to
families
• Forge partnerships with multilingual communities
Teachers • Collaborate with colleagues around integration of content and language

• Partner to coordinate learning for multilingual learners
• Model products, projects, and performances to illustrate evidence of
meeting learning expectations
• Monitor multilingual learners’ language growth
• Provide standards-referenced feedback to students and families
Introduction 13
Audience Potential Uses of the WIDA ELD Standards Framework, 2020 Edition
Teacher • Integrate into courses for pre-service teachers, in-service teachers, and
Educators administrators
and • Guide professional learning around asset-driven education for districts
Professional and schools
Learning • Model the process for integrating content and language in instruction
Providers and assessment
• Partner in conducting classroom, school, and district research
Assessment • Apply to large-scale annual and interim ELP assessment development

Leaders • Use as a source for alignment and standards-setting studies
and Test • Guide in interpreting score reports and in updating interpretive and
Developers scoring rubrics
• Expand framing of test specifications around Key Language Uses and
International • Craft a school-wide language policy

Schools and • Embed language development into curriculum, instruction, and
Educators classroom assessment
• Collaborate with colleagues to coordinate language services
• Share with grade-level teams to create seamless learning experiences
for multilingual learners
Students, • Benefit from clear learning goals that promote equity for all
Families, and • Benefit from a coherent educational experience based on a standards-
Communities aligned system
• Benefit from having clarity on what teachers should be teaching and
what students should be learning
• Understand the language development process and how the WIDA ELD
Standards Framework represent the joining of grade-level academic
content and language

Section 1: Big Ideas
HOLA BONJOUR
NILTZE HELLO
HALLO JAMBO
Big Ideas of the WIDA ELD Standards Framework,

2020 Edition: Kindergarten–Grade 12
This 2020 Edition of the WIDA ELD Standards Framework is anchored by four Big Ideas that are
interwoven throughout the document. Like the Can Do Philosophy, they support the design of
standards-based educational experiences that are student-centered, culturally and linguistically
sustaining, and responsive to multilingual learners’ strengths and needs.
Figure 1-1: Big Ideas in the 2020 Edition
EQUITY INTEGRATION
of Opportunity of Content and
and Access Language
FUNCTIONAL
COLLABORATION APPROACH
among Stakeholders
to Language Development
Section 1: Big Ideas 17

Equity of Opportunity and Access
WIDA’s philosophy is rooted in equity and a commitment to supporting high-quality education for
multilingual learners. This support for educational excellence is evident in WIDA’s vision, mission, and
values—innovation, service, the Can Do Philosophy, collaboration, and social justice. As a WIDA value,
social justice includes creating positive change, challenging discriminatory actions (i.e., in terms of
language, culture, and race), and promoting equity to improve the education of multilingual children,
youth, and families.
Multilingual learners come from a wide range of cultural, linguistic, educational, and socioeconomic
backgrounds and have many physical, social, emotional, experiential, and/or cognitive differences.
All bring assets, potential, and resources to schools that educators must leverage to increase equity
in standards-based systems. Increasing avenues of access, agency, and equity for all multilingual
learners—including newcomers, students with interrupted formal schooling (SIFE), long-term English
learners (L-TELs), students with disabilities, and gifted and talented English learners—requires educators
to be knowledgeable, skillful, imaginative, and compassionate.
The 2020 Edition of the WIDA ELD Standards Framework is here to guide educators to
• Set high expectations for all students

• Provide access for multilingual learners to rich, standards-based, grade-level content, including by
scaffolding up (see the WIDA website for resources about scaffolding)
• Enact linguistically and culturally sustainable pedagogies
• Create opportunities for multilingual learners to
• engage actively with each other in deep learning
• access and use multiple languages, including through translanguaging
When designing and delivering standards-based curriculum, instruction, and assessment, educators
should consider multilingual learners’
• Previous personal and educational experiences

• Recency of arrival in the United States, if applicable
• Diverse cognitive and behavioral strengths, needs, and abilities
• Home and community
• Languages and cultures
Drawing on students’ linguistic and cultural resources is essential to helping them navigate life in a
diverse world, in addition to supporting them in meeting demands of academic content areas as they
advance through school.
The 2020 Edition of the WIDA ELD Standards Framework upholds the goal of increasing equity for
multilingual learners by providing common and visible language expectations in relation to grade-level
academic content. These expectations also serve to increase coherence of policy and practice around
the education of multilingual learners at federal, state, and local levels.
Integration of Content and Language

Earlier versions of the WIDA ELD Standards (2004, 2007, 2012) have historically represented the
integration of content and language. The 2020 Edition makes the content–language connection more
explicit and specific.

By content–language integration, we mean that multilingual learners develop content and language
concurrently, with academic content as a context for language learning and language as a means for
learning academic content.
The 2020 Edition introduces several new ways of looking at the integration of content and language, for
example, through Key Language Uses, Language Expectations, and Correspondence Tables for Content
and Language Standards (Appendix B); all these (and more) are introduced later in this document.
In positioning the 2020 Edition to

spotlight the variety of ways in which
Multimodality, the use of multiple means of
language is used in content area
communication, is an essential way for all students to
learning, WIDA is drawing educators’
access and engage in the content areas. In addition to
attention to multimodality, the use of
the use of spoken and written language, students also
multiple means of communication.
communicate through gestures, facial expressions,
Multimodality is inherent to and
images, equations, maps, symbols, diagrams, charts,
essential for how students make
videos, graphs, computer-mediated content, and
meaning and engage in disciplinary
other means.
practices. All students are able to
both interpret and express ideas
with greater flexibility when using
multimodal resources, including multiple languages. Multimodality allows all students to use multiple
means to engage, interpret, represent, act, and express their ideas in the classroom. For example, as
students read, they also might refer to illustrations or diagrams, and as students write, they might also
represent their ideas numerically or graphically.
The integration of content and language for multilingual learners promotes
• Understanding the connections between content and language

• Making meaning within and across content areas (disciplines)
• Interaction of students with each other in challenging content activities
• Coordination of design and delivery of curriculum, instruction, and assessment
Collaboration among Stakeholders

Collaboration among
Districts and schools are complex educational systems
stakeholders (e.g., district
with collaboration extending across stakeholders from
and school leaders, content and
classrooms, to schools, districts, and the families and
language teachers, specialists,
communities of students. Stakeholders have different
support personnel, students,
areas of expertise and are often responsible for different
families) is essential for providing
aspects of educational planning and delivery; however,
multilingual learners high-quality
collectively they are responsible for the success of
educational experiences that are
multilingual learners.
coordinated and comprehensive.
It is crucial for the academic success of multilingual
learners that both language and content teachers and
administrators see themselves as responsible for fostering the language development of multilingual
learners, and for systems to move away from the idea that language specialists alone should assume
sole responsibility for students’ language development.
Section 1: Big Ideas 19

Although different classrooms may have different instructional foci, all classrooms with multilingual
learners must incorporate content and language development. Content teachers bring expertise in
their discipline, while language teachers bring expertise in language development. Each teacher can
contribute to deliver coordinated educational experiences for multilingual learners according to their
own qualifications and areas of expertise. With sustained collaboration, language teachers expand their
understanding of different content areas, and content teachers develop insights into and respond to
the language development needs of multilingual learners.
Content and language teachers can work together to
• Plan and deliver grade-level standards-based instruction

• Plan for systematic, explicit, and sustained language development alongside the academic
demands of the content areas
• Support one another
• Share unique fields of expertise
In this way, multilingual learners and their families benefit from a coherent and shared understanding of
expectations and common goals for learning.
Functional Approach to Language

Development Language: a dynamic system used
by particular communities for
What does WIDA mean by a functional approach to communicating with others. The
language development? One metaphor for language choices we make with language
is a toolbox, containing different tools that are used enable us to accomplish many
to communicate, to develop relationships, and to purposes (e.g., to represent
act upon the world. Like any good toolbox, the experiences, share ideas, to enact
language toolbox contains various tools that function roles and relationships, and act upon
for different needs. Particular linguistic tools achieve the world).
certain purposes. For example, we make choices Language development: an
with language to reflect the topic at hand, the social interactive social process that occurs
roles and identities of those involved (am I talking over time to expand what we can do
to a college admissions interviewer or to my best with language.
friend?), and the needs of our listeners and readers.
Sociocultural context: the
We make choices with language to organize our ideas
association of language with the
in particular ways, to convey the relationships among
culture and community in which it
these ideas, and about what types of words are most is used. In schools, it refers to the
effective for our message. The explicit teaching of how interaction among students and
language works can help multilingual learners expand the classroom environment, along
what they can do with language, thereby growing with the influences that shape the
their language toolbox. The result is that students environment (e.g., purpose, topic,
become increasingly aware and strategic in their use situation, participant’s identities and
of language to negotiate meaning and achieve their social roles, audience).
purposes in various contexts.
To read more about all these Big

Ideas, see the WIDA website.

Section 2: Understanding
the WIDA ELD Standards
Framework
Understanding the WIDA ELD Standards
Framework
Underpinned by the four Big Ideas introduced in Section 1, the WIDA ELD Standards Framework is a
language development standards framework for K-12 academic settings.
Sometimes people describe a standards framework as being like a map. In the same way that a map
points out common, visible landmarks, a standards framework points out common, visible expectations
for all students and helps to bring coherence across educational systems. The WIDA ELD Standards
Framework is like a map in that it offers language expectations as destination points, as well as road
signs to set goals for curriculum, instruction, and assessment for multilingual learners.
The WIDA ELD Standards Framework consists of four components, each explored in the following
pages. These four components are like building blocks of language development, and range from broad
to narrow in scope. They work together to make a comprehensive picture of language development:
• Five WIDA ELD Standards Statements provide the broadest conceptual framing and illustrate the
integration of content and language. The standards statements show language use in the service of
learning—in other words, language for thinking and doing. They address the language of schooling.
• Key Language Uses describe prominent ways that language is used in school, across all disciplines.
When educators make choices about how to integrate content and language, the Key Language
Uses can help provide focus and coherence.
• Language Expectations set goals for content-driven language learning. They add specificity to
the ELD Standards Statements and Key Language Uses and make visible the language associated
with the content areas. Language Expectations are the statements most similar to what educators
generally find in academic content standards.
• Proficiency Level Descriptors (PLDs) describe a continuum of language development for activities
that target Language Expectations. They provide a detailed articulation of how students might
develop language across the six levels of English language proficiency.
Figure 2-1 shows the four components of the framework conceptualized as nested building blocks of
language development within sociocultural contexts.
Figure 2-1: The Components of the WIDA ELD Standards Framework
WIDA ELD STANDARDS STATEMENTS conceptual framing of language and content integration
KEY LANGUAGE USES prominent language uses across disciplines
LANGUAGE EXPECTATIONS goals for content-driven language learning
PROFICIENCY LEVEL DESCRIPTORS a continuum of language development

across six levels
Section 2: Understanding the WIDA ELD Standards Framework 23

The WIDA ELD Standards Statements WIDA ELD STANDARDS STATEMENTS
The five standards statements, introduced in Section

KEY LANGUAGE USES
1, Table 1-1, represent the language of schooling and
provide the broadest conceptual framing of content LANGUAGE EXPECTATIONS
and language integration.
PROFICIENCY LEVEL DESCRIPTORS
Each standard is shown in an abbreviated form in
Table 2-1, below. Hence ELD Standard 2: English
language learners communicate information, ideas,
and concepts necessary for academic success in the content area of Language Arts is abbreviated as
Language for Language Arts and its reference code is ELD-LA.
Table 2-1: Abbreviated forms of the Five English Language Development Standards Statements
Abbreviated forms of the Five English Language Development Standards Statements
ELD Standard 1: Language for Social and Instructional Purposes (ELD-SI)
ELD Standard 2: Language for Language Arts (ELD-LA)
ELD Standard 3: Language for Mathematics (ELD-MA)
ELD Standard 4: Language for Science (ELD-SC)
ELD Standard 5: Language for Social Studies (ELD-SS)
These abbreviated forms point to WIDA’s functional approach to language development, drawing
attention to
• The dynamic nature of language
• Communicative purposes of the discipline or content area
• The use of language to communicate and make meaning
• Language use in the service of learning—in other words, language for thinking and
doing
Standard 1
ELD Standard 1, Language for Social and Instructional Purposes, is broader in scope and applicability
than the other four ELD Standards Statements that are associated with discipline-specific learning. ELD
Standard 1 applies across a range of educational settings, and works both independently from and in
conjunction with ELD Standards 2-5. Students communicate to learn but also to convey personal needs
and wants, to affirm their own identities, and to form and maintain relationships.
ELD Standard 1 encompasses the experiential, linguistic, and cultural backgrounds and identities of
multilingual learners in relation to the other ELD Standards. It draws attention to multilingual learners’
positioning in the world that informs their meaning-making in the content areas. It reminds educators of
strength-based approaches that meet students where they are in their own contexts, and to bridge the
personal, social, and emotional to the academic.
Figure 2-2: Relationship among the WIDA ELD Standards
Standard 1 Standard 2 Standard 3 Standard 4 Standard 5

Language for Language for Language for Language for Language for
Social and Language Arts Mathematics Science Social Studies
Instructional
Purposes
Standard 1 encompasses multilingual learners’ use of language in the following situations:
• As they expand their linguistic repertoire from English language proficiency level 1 to level 6.
ELD Standard 1 is not just for newcomers and young children, and it is not a precursor to learning
disciplinary language. Rather, it encompasses opportunities for multilingual learners to develop
language for social and instructional purposes at all language proficiency levels, all grade levels,
and in all content areas.
• Across all disciplines and school settings. Language for social and instructional purposes
is foundational for engagement and learning in every discipline—from core disciplines like
language arts and mathematics—to visual and performing arts; health and physical education;
cross-disciplinary endeavors like use of technology, and library/media center time; and school-
wide activities and events. Language is a part of the entire school day and all educators share
responsibility for engaging multilingual learners in rich opportunities to simultaneously learn
content and language.
• Across numerous topics, tasks, and situations. ELD Standard 1 presents Language Expectations
that apply to a range of activities and interactions. Some examples include setting classroom
norms; establishing routines; following procedures; asking for clarification; discussing with peers;
relating personal ideas, feelings, and views; and exploring languages, cultures, and perspectives.
• While interacting with others. Language is, after all, a social practice that is dependent on an
awareness of one’s own and others’ identities, as well as the unique roles and purposes that
participants have in communicating with different members of a learning community—including
peers, teachers, administrators, counselors, paraprofessionals, interpreters, family and community
liaisons, other support staff, and visitors to the school. Interactive learning increases opportunities
for multilingual learners to engage fully in content learning and leverage their assets as support for
their academic achievements.

Key Language Uses WIDA ELD STANDARDS STATEMENTS
As part of developing the WIDA ELD Standards

KEY LANGUAGE USES
Framework, 2020 Edition, WIDA researchers analyzed
academic content standards, research literature, and LANGUAGE EXPECTATIONS
disciplinary practices. They also incorporated an
understanding of genre families—categories of texts PROFICIENCY LEVEL DESCRIPTORS
that share specific characteristics, such as purpose,

organization, or other similar patterns of language
use. From this research, WIDA has identified four Key
Language Uses—Narrate, Inform, Explain, and Argue— Figure 2-3: Four Key Language Uses
that can be used to prioritize and organize the
integration of content and language.1
Key Language Uses exemplify the Big Idea: Functional

Approach to Language Development. They emphasize
language use for particular purposes, with particular
NARRATE
audiences, and in particular sociocultural contexts.
They
• Bring focus and coherence to the language of

ARGUE INFORM
schooling
• Help educators make choices to prioritize and
coordinate content and language integration
• Serve as an organizing principle for the Language EXPLAIN
Expectations
WIDA recognizes that Key Language Uses are one of

many different configurations for connecting content
to language through standards. The increased emphasis on genre-centered pedagogy (teaching
that highlights genres as a way of organizing language use) provides a natural point for collaboration
between content and language educators, with Key Language Uses serving as a focus for that
partnership.
Key Language Uses share some common aspects across disciplines, and yet each discipline also has
unique ways of applying each. Below are brief definitions for each Key Language Use.
• Narrate highlights language to convey real or imaginary experiences through stories and histories.
Narratives serve many purposes, including to instruct, entertain, teach, or support argumentation.
• Inform highlights language to provide factual information. As students convey information,
they define, describe, compare, contrast, organize, categorize, or classify concepts, ideas, or
phenomena.
1 WIDA Key Language Uses have been updated: their definition is refined in the 2020 Edition to mean genre families. “Recount”
has been separated into “Narrate” and “Inform.” “Discuss” is not a genre family, but it is threaded throughout all Key Language
Uses and applies across all five ELD standards.

• Explain highlights language to give an account
for how things work or why things happen. As Genres are multimodal types of
students explain, they substantiate the inner texts (oral, written, visual) that recur
workings of natural, man-made, and social frequently for specific purposes, with
phenomena. specific discourse organization and
• Argue highlights language to justify claims using language features (e.g., biographies).
evidence and reasoning. Argue can be used to
advance or defend an idea or solution, change Genres with similar characteristics (e.g.,
the audience’s point of view, bring about action, biographies, autobiographies, short
or accept a position or evaluation of an issue. stories) can be grouped together into
genre families (e.g., narrate).
Key Language Uses can overlap and inform
each other. Key Language Uses should not be Key Language Uses reflect the most
considered strict categorical divisions. As genre high-leverage genre families across
families, Key Language Uses can intersect, blend, academic content standards. They are
and build on each other. For example, as students Narrate, Inform, Explain, and Argue.
develop complex explanations, they may inform (by
naming, defining, describing, or comparing and
contrasting something), and even narrate (e.g.,
by including an anecdote) as they work to help Key Language Uses can overlap
their audiences accurately understand the how and inform each other.
or why of a concept (Explain). Narratives can be As genre families, Key Language
embedded within other expository structures, Uses can intersect, blend, and build on
such as those in the families of Argue and each other.
Explain. Argue can incorporate elements of
many Key Language Uses, as it seeks to show an
audience the validity of a position or claim.
All Key Language Uses are
All Key Language Uses are present
present across all grade levels
across all grade levels and disciplines, and yet at
and disciplines.
each grade-level cluster and discipline, some
The emphasis placed on these four
are more prominent than others. The emphasis
Key Language Uses is not intended to
placed on these four Key Language Uses is not
restrict curriculum and instruction; rather
intended to restrict curriculum and instruction;
it accentuates the most prominent genre
rather, it accentuates the most prominent genre
families as an organizing principle for
families as an organizing principle for the ELD
the ELD Standards.
Standards. The most prominent Key Language
Uses are the basis for its Language
Expectations.
For a deeper dive into the features of each Key Language Use across grades
and disciplines, visit Section 4: Resources—Key Language Uses: A Closer Look.
Appendix C shows K-12 distribution tables of the most prominent Key Language
Uses by grade-level cluster and WIDA ELD Standard.

Language Expectations WIDA ELD STANDARDS STATEMENTS
Language Expectations are goals for content-driven

KEY LANGUAGE USES
language instruction, adding specificity to the ELD
Standards Statements and Key Language Uses. They LANGUAGE EXPECTATIONS
are the statements most similar to what educators
generally find in academic content standards. PROFICIENCY LEVEL DESCRIPTORS
We’d like to call your attention to three aspects

of Language Expectations: their reference codes,
communication modes, Language Functions, and
example Language Features.
Language Expectations: Reference Code

As illustrated in Figure 2-4, each Language Expectation has a reference code that includes the WIDA
ELD Standard Statement (incorporating an academic content area), grade-level cluster, Key Language
Use, and communication mode.
Figure 2-4: Example Reference Code for a Language Expectation
Mode of Communication: Expressive

Key Language Use: Narrate
Grade-Level Cluster
ELD Standard: ELD-LA.2-3.Narrate.Expressive: Multilingual learners construct language arts

Language for narratives that
Language Arts • Orient audience to context
• Develop story with time and event sequences, complication, resolution, or ending
• Engage and adjust for audience
Language Expectations: Communication Modes

In the Language Expectations, the four individual language domains (listening, speaking, reading,
and writing) are consolidated into two more inclusive modes of communication: interpretive and
expressive.
• The interpretive communication mode encompasses listening, reading, and viewing

• The expressive communication mode encompasses speaking, writing, and representing

Figure 2-5: Modes of Communication
IN
TE
RP
RE
+V
TI
Listening
V
ie
E
w
in
g
Writing MODES OF Reading
COMMUNICATION
+R
ep
Speaking
re
s
EX
en
P
tin
RE
g
SS
IV
E
These two broader modes of communication (interpretive and expressive) increase accessibility
options for students and emphasize multimodal forms of communication (namely, by adding viewing in
conjunction with listening and reading as well as representing in conjunction with speaking and writing).
Language Expectations: Language Functions and Features

Developed from a systematic analysis of academic
content standards, Language Expectations are built
around a set of Language Functions. Language Reminder: the most prominent
Functions are common patterns of language use that Key Language Uses are the basis
showcase particular ways students might use language for its Language Expectations.
to meet the purposes of schooling. For example, a series
of Language Functions is associated with the process of
constructing fictional narratives, informing peers of newly gained knowledge, explaining phenomena,
or engaging in scientific argumentation.
Table 2-2 presents the Language Expectation for ELD-LA.2-3.Narrate.Expressive. It contains three
Language Functions that highlight common patterns of language use associated with Language Arts
narratives in grades 2-3:
• Orient audience to context

• Develop story with time and event sequences, complication, and resolution

In order to carry out particular Language Functions, language users rely on various language
resources, including Language Features (e.g., types of sentences, clauses, phrases, and words).
Together, the Language Functions and Features form a dynamic and illustrative set that shows some
of the ways language works in service of content learning. Table 2-2 shows the Language Features
that accompany the second Language Function from the Language Expectation ELD-LA.2-3.Narrate.
Expressive.
Table 2-2: The Anatomy of a Language Expectation
Language Expectation ELD-LA.2-3.Narrate.Expressive
Stem Language Function Example Language Features
Indicates Common patterns of Sample language resources that carry

interpretive or language use associated out specific Language Functions (e.g.,
expressive mode with Key Language Uses different types of sentences, clauses,
(e.g., stages of the genre) phrases, and words)
Construct Develop story with time • Saying verbs (yelled, said, whispered)
language arts and event sequences, to add details about characters in
narratives that… complication, resolution, dialogs
or ending through… • Verbs to describe what characters do,
think, and feel
• Pronouns, renaming, and synonyms
to reference characters, situations, or
ideas across the text (Miguel=my little
brother=he; that night=the worst night)
• Connectors to sequence time (first,
next, and then), and events (before,
after, later), and to combine and link
event details (and, but, so)
This close integration of content and language invites collaboration between content and language
educators as they collectively share responsibility for teaching multilingual learners. Language
development is its own field of expertise, just as each discipline is. As content and language teachers
dive deeper into standards-based planning and delivery of instruction, language specialists can help
content teachers learn more about Language Functions and Features. Similarly, content teachers can
help language specialists connect to content learning.

Proficiency Level Descriptors WIDA ELD STANDARDS STATEMENTS
Proficiency Level Descriptors (PLDs) are a detailed

KEY LANGUAGE USES
articulation of multilingual learners’ growth in
interpretive and expressive language across levels of LANGUAGE EXPECTATIONS
English language proficiency.
PROFICIENCY LEVEL DESCRIPTORS
PLDs describe how multilingual learners use language
toward the end of each language proficiency level
(PL) until they reach PL6. PL6 is open ended: it
indicates that for all of us, language development continues throughout life. Each end-of-level
descriptor includes and builds on previous proficiency levels (e.g., PL4 = PL1 + PL2 + PL3 + PL4).
Educators should scaffold learning and resources across all levels of language proficiency.
For the purposes of representation and understanding, PLDs describe proficiency in a linear way.
However, language development is not a straightforward linear process across proficiency levels; it is
contingent on a variety of factors, including multilingual learners’ familiarity with the topic, audience,
and situation. Therefore, multilingual learners may take various paths to develop and reach Language
Expectations.
At any given point along their continua of language

development, multilingual learners may demonstrate
The relationship between
a range of abilities within and across each proficiency
Language Expectations and
level. For example, they may speak at a higher
Proficiency Level Descriptors
proficiency level while write at an earlier proficiency
level. A proficiency level does not categorize a Language Expectations offer goals
multilingual learner (e.g., ‘a PL1 student’), but, rather, for how all students might use
identifies snapshots of what a multilingual learner language to meet academic content
knows and can do at a particular stage of language standards.
development (e.g., ‘a student at PL1’ or ‘a student
whose listening performance is at PL1’). Proficiency Level Descriptors
describe how multilingual learners
PLDs maintain consistency with the K-12 Performance might develop language across levels
Definitions of the 2012 edition of the WIDA ELD of English language proficiency as
Standards. As such, the PLDs continue to be written they move toward meeting Language
according to the three dimensions of language use: Expectations.
discourse, sentence, and word/phrase.
The Dimensions of Language Use

The dimensions of language use are one way to conceptualize the linguistic system within a
sociocultural context. Language users make choices in all three dimensions of language that contribute
to how a text is purposely constructed to have the desired effect on its intended audience(s).

The discourse dimension imparts overall meaning across an entire text, supported by the sentence and
word/phrase dimensions. To consider how a language user constructs a meaningful message, begin
by looking at the discourse dimension and the overarching message to see how language is organized
to communicate particular ideas, how language holds ideas together in a text (its cohesion), and how
loosely or tightly language is packed (its density).
The sentence dimension contributes to the grammatical complexity of a text. Language users make
choices in how they express ideas and their interrelationships through clauses in various sentences
types. These also help shape how a text is sequenced and connected.
The word/phrase dimension adds precision to communication. For example, language users
strategically select everyday, cross-disciplinary, or technical language; employ multiple meanings and
nuances of words and phrases; or play with their shades of meaning.
Figure 2-6: Dimensions of Language within a Sociocultural Context
Sociocultural
Context
Discourse
Sentence
Word/
Phrase
Everyday language: language for representing ideas in nontechnical ways (e.g., dogs instead
of canines)
Cross-disciplinary language: common academic language used across content area contexts
(e.g., analyze, evaluate, summarize)
Technical language: specialized language associated with a content area such as science and
history (e.g., mitosis, imperialism)
Table 2-3 updates the Features of Academic Language table (WIDA, 2014). It delineates five criteria
across the three dimensions of language, framed within a sociocultural context. In addition to the
dimensions and their criteria, the column to the far right presents sample features found in the PLDs.

Table 2-3: Dimensions of Language in the Proficiency Level Descriptors:
Criteria Foci and Sample Language Features
The three language dimensions operate within sociocultural contexts for language use.
Sample Language
Dimension Criteria Focus on . . .
Features
Discourse Organization How ideas are coherently Whole text

of language organized to meet organizational patterns,
a purpose through such as introduction,
organizational patterns body, conclusion; claim,
characteristic of the genre evidence, reasoning
Cohesion of How language connects Cohesive devices, such

language ideas within and across as repeated words,
sentences and discourse synonyms, pronoun
using a range of cohesive substitution, connectors
devices
Density of How information in noun Noun groups expanded

language groups is expanded or with resources, such
consolidated as adjectives or other
modifiers added before
nouns, prepositional
phrases following
nouns, nominalization
Sentence Grammatical How relationships Simple, compound,

complexity of are expressed with complex sentences;
language clauses through simple, coordinating,
compound, and complex subordinating
sentences conjunctions;
dependent and
independent clauses
Word/Phrase Precision of How everyday, cross- A variety of words

language disciplinary, and technical and phrases, such as
language more effectively adverbials of time,
conveys precise meaning manner, and place; verb
types; abstract nouns

Applicable Uses of the WIDA Proficiency Level Descriptors
Below are some non-exhaustive examples of ways the PLDs may be used.
The PLDs might be used during
• Collaboration between language development and content area educators

• Professional learning activities about language development
• School team discussions about the language growth of multilingual learners
• Conversations with families in their preferred language
The PLDs might be used to
• Help design and scaffold classroom instruction and assessment tasks—as one tool among others
• Support teacher and student discussions around language performance in relation to learning
goals
• Monitor progress of multilingual learners as they show language growth over time
• Evaluate evidence from student work (portfolio of speaking and writing samples) as part of the
eligibility process for special services
Inapplicable Uses of the WIDA Proficiency Level Descriptors

The PLDs should not be used as restrictive examples
or as a finite list of student abilities. Nor should they
The Proficiency Level Descriptors
be used to limit access to complex texts and grade-
should not be used as a sole
level materials, participation in rigorous learning, or
source to define or categorize a
engagement in meaningful classroom discussions.
multilingual learner or teacher.
Finally, the grade-level cluster PLDs should not be used
to lower expectations or slow student growth.
PLDs should not be used as the single document or as the only evidence in high-stakes situations
such as
• Identification for special education services; for example in trying to obtain cognitive support
services solely based on a student’s English language proficiency level
• Description of cognitive ability
• Identification of student readiness abilities
• Tracking for remediation or enrichment
• Grading in report cards
• Consideration for grade placement or retention
• Evaluation of teachers

The WIDA ELD Standards Framework: What It is and What It is Not
The WIDA ELD Standards Framework, together with cross-disciplinary academic content standards and
disciplinary practices, defines the language multilingual learners need as they move toward college,
career, and civic readiness.
The WIDA ELD Standards Framework does not—indeed, cannot—enumerate all or even most of the
language of school. Use of the Standards Framework must therefore be complemented by a well-
developed, content-rich curriculum and effective pedagogical approaches within an equitable
educational program for multilingual learners (See Section 4: Resources—Collaborative Planning for
Content and Language Integration: A Jump-Off Point for Curricular Conversations).
Table 2-4: What the WIDA ELD Standards Framework is and What It Is Not
The WIDA ELD Standards Framework is

The WIDA ELD Standards Framework is
NOT intended to be
• A description of clear and measurable • Statements of grade-level knowledge and

goals for language learning represented skills
by • A prescriptive document to be enacted
• Language Expectations for without consideration for the local setting
interpretive and expressive modes of • A de facto curriculum or course of study
communication • Specific lessons associated with units
• Grade-level cluster PLDs of what of learning with a series of language
multilingual learners can do at objectives
consecutive language proficiency • A step-by-step process for teaching and
levels learning
• A resource for state, district, and school • An endorsement for any particular
accountability language pedagogy
• A guide for informing the design of • A form of evaluation or a basis for grading
linguistically and culturally sustaining • A compendium of academic content
curriculum, instruction, and assessment standards and disciplinary practices
• A central component of the • Used in isolation, independent of grade-
comprehensive WIDA research- level content
based system of language standards,
assessment, and professional learning

Section 3: Grade-Level
Cluster Materials
Grade-Level Cluster Materials
WIDA recognizes that English language development
occurs over multiple years, is variable, and depends Grade-level cluster materials rely
on many factors, such as multilingual learners’ ages, on a deep understanding of how
maturation, classroom experiences, motivation, attitudes, language works in the service of
and types of educational programming. content learning. Whereas we
recognize that collaboration is
With this in mind, we have developed sets of materials
not possible in every situation,
that are appropriate for students in different grade-
partnerships between language
level clusters (K, 1, 2-3, 4-5, 6-8, and 9-12). Within each
and content teachers are critically
grade-level cluster section, the materials are organized
important for planning and
according to the components of the WIDA ELD
enacting curriculum, instruction,
Standards Framework, and include some additional
and assessment for multilingual
resources. The grade-level cluster materials help
learners.
educators enact the WIDA ELD Standards Framework.
Please be sure you have read the information in the

previous two sections of this publication:
• Section 1 introduces the Big Ideas that are threaded throughout this document.
• Section 2 introduces the components of the WIDA ELD Standards Framework.
The table on the next page shows the components of the WIDA ELD Standards Framework on the left,
and the corresponding grade-level cluster materials on the right.
Section 3: Grade-Level Cluster Materials 39

Table 3-1: Representations of the Components of the WIDA ELD Standards Framework in
Grade-Level Cluster Materials
Section 3: Representation of the

Section 2: Components of the WIDA ELD
Framework in Each Grade-Level Cluster
Standards Framework
Section
WIDA ELD Standards Statements – WIDA ELD Standards Statements – Remain

Language for Social and Instructional the same from kindergarten through grade 12
Purposes, Language for Language Arts,
Language for Mathematics, Language for
Science, and Language for Social Studies –
the broadest conceptual framing of language
and content integration
Key Language Uses – Narrate, Inform, Key Language Use Distribution Table – Most
Explain, Argue – select genre families prominent Key Language Uses for a particular
summarizing the most prominent language grade-level cluster and ELD standard
uses across academic content standards
Language Expectations – Interpretive and Language Expectations, along with

expressive goals for content-driven language embedded Language Functions and
learning example Language Features
Proficiency Level Descriptors – Continua of Proficiency Level Descriptors – A continuum

language development across six language of language development across six
proficiency levels and six grade-level clusters language proficiency levels for a particular
grade-level cluster
An additional resource in Section 3, Annotated Language Samples, illustrates WIDA ELD Standards
Statements, Key Language Uses, and Language Expectations, Functions, and Features in authentic
grade-level texts. These samples are drawn from teachers and multilingual students from across the
WIDA Consortium. Together, the grade-level cluster materials enhance visibility of language to help
educators enact the WIDA ELD Standards Framework, planning for the simultaneous development of
content and language in systematic, sustained, and explicit ways.

K
KINDERGARTEN
Kindergarten
Entering kindergarten is a big milestone for many
children and their families. Children develop in different
ways and at different rates, but in general, kindergartners
tend to be quite active—playing, running, enjoying
being silly, and making friends. Around this time, young children learn many new skills,
from hopping on one foot, to holding a pencil, cutting with scissors, and recognizing
colors, shapes, numbers, and letters. As kindergartners develop in social–emotional
ways, they are also beginning to learn academic concepts through language and
other multimodal means of communication.
The physical, hands-on world of kindergartners fosters their language development.

Make-believe, singing, dancing, and playing games create natural connections
between school and home, where, bolstered by their families, multilingual learners
interact in multiple languages and draw on their cultures and experiences to express
feelings, tell stories, and enter the world of print.
In this section you can find detailed, grade-level cluster specific information about
the WIDA ELD Standards Framework. Remember that the WIDA ELD Standards
Statements are the same from kindergarten through grade 12. Then, you will find the
following materials for kindergarten:
• The most prominent Key Language Uses
• Language Expectations, Language Functions, and Language Features
• Annotated Language Samples illustrating WIDA ELD Standards Statements,

Language Expectations, Functions, and Features in authentic kindergarten texts
• Proficiency Level Descriptors
Before using these materials, be sure to read the information in Section 1 (Big Ideas)
and Section 2 (Introduction to the WIDA ELD Standards Framework: WIDA ELD
Standards Statements, Key Language Uses, Language Expectations, and Proficiency
Level Descriptors).

Key Language Uses
Key Language Uses—Narrate, Inform, Explain, and Argue—are present across all grade levels and
disciplines. Table 3-2 offers snapshots of some ways students engage in each Key Language Use
throughout kindergarten.
Table 3-2: Snapshots of Key Language Uses in Kindergarten
Snapshots of Key Language Uses in Kindergarten
Narrate • Reflect on their lived experiences

• Retell personal experiences
• Create imaginative new stories through multimodal text, combining
drawings and spelling approximations
Inform • Describe observations about the world around them

• Share observations about experiences and topics they know well
• Compare and contrast information about individual entities
• Categorize objects
Explain • Wonder and ask questions about natural observable phenomena, such how
caterpillars become butterflies
• Construct pictorial representations of their emerging understandings of
phenomena
• Ask and answer how things work or why things are the way they are
Argue • Express likes and dislikes on familiar topics, such as food and games
• Express emotions stemming from personal experiences
• Share opinions about issues from their own lives
Learn more about each Key Language Use across the grades and disciplines in
Section 4: Resources—Key Language Uses: A Closer Look.

The most prominent Key Language Uses in kindergarten are the basis for its Language Expectations.
They are marked with a filled-in circle ( ● ) in the boxes of Table 3-3. The half-filled circle and the open
circle indicate lesser degrees of prominence of each Key Language Use; see the legend underneath
the table.
Table 3-3: Distribution of Key Language Uses in Kindergarten
Distribution of Key Language Uses in Kindergarten
WIDA ELD Standard Narrate Inform Explain Argue
1. Language for Social and Instructional

Purposes ● ● ● ●
2. Language for Language Arts ● ● ● ●
3. Language for Mathematics ● ● ● ●
4. Language for Science ● ● ● ●
5. Language for Social Studies ● ● ● ●
● Most Prominent ● Prominent ● Present

Language Expectations, Functions, and Features
Language Expectations are interpretive and expressive goals for content-driven language learning.
They articulate the language necessary for meeting academic content standards.
Language Functions
Language Expectations are built around a set of Language Functions. Language Functions highlight
common patterns of language use, showcasing particular ways students might use language to
meet the purposes of schooling. For example, a series of Language Functions is associated with the
process of constructing fictional narratives, informing peers of newly gained knowledge, explaining
phenomena, or engaging in scientific argumentation. In Figure 3-1, you can see that the Language
Functions are listed in bulleted form, under the interpretive and expressive Language Expectations.
Standard 1 Language Expectations and Language Functions

Given its broad scope and applicability, Language Expectations and Language Functions for Standard
1 (Language for Social and Instructional Purposes) are presented in two wide-ranging spans, the first
for grades K-3 and the second for grades 4-12. These are logical divisions between early childhood
education and upper elementary years and beyond. Language Expectations and Functions for
Standard 1 can be readily interwoven or paired with those in Standards 2-5 (Language for Language
Arts, Mathematics, Science, and Social Studies). The pairing of Standard 1 with Standards 2-5 reminds
us that students communicate as part of disciplinary learning, but also to convey personal needs and
wants, to affirm their own identities, and to form and maintain relationships.
Language Features
The Language Functions of Standards 2-5 are further delineated with Language Features. In Figure 3-1,
you can see sample Language Features for each Language Function, marked with a box (■). Language
Features are examples of various language resources that carry out particular Language Functions,
such as different types of sentences, clauses, phrases, and words. Due to the intertwining nature of
Standard 1 with Standards 2-5, there are no specific Language Features for Standard 1.
In the example here, you can see how the Language Features connect to the Language Functions in
the expressive Language Expectations. Language Features are only shown in the expressive functions
because those also help us see how learners have processed information through interpretive modes.
For example, when multilingual learners share information about something they have heard, read, or
viewed, we can use their expressive language skills to evaluate and guide our instructional choices.
Figure 3-1 on the next page shows how the Language Functions and Language Features appear.

Figure 3-1: Kindergarten Language Functions and Language Features
K
KINDERGARTEN
WIDA ELD STANDARD 2
Language for Language Arts
Inform
Language Expectations: Multilingual learners will…
ELD-LA .K .Inform .Interpretive ELD-LA .K .Inform .Expressive

Interpret informational texts in language arts Construct informational texts in language arts
(with prompting and support) by (with prompting and support) that
● Identifying main topic and key details ● Introduce topic for audience
● Asking and answering questions about ● Describe details and facts
descriptions of familiar attributes and Language
characteristics
Functions (common
● Identifying word choices in relation to topic
or content area patterns of language
use) appear here
Language Functions and Sample Language Features and again below
Introduce topic for audience through…
■ Pictures, words, title to identify topic
■ Pronouns to reference entity (farmers=they)
■ Oral recounting to share information (The farmers grow food.)

Language
Describe details and facts through…
Features
Nouns to label visuals (fruit, oranges)
■
(examples
■ Verbs to label actions (farming) of language
■ Prepositional phrases to tell about where (on the farm, in the trees) resources)
■ Visuals (labeled drawings) to support information
appear here

K
KINDERGARTEN
WIDA ELD STANDARD 1
Social and Instructional Language
The Language Expectations and Language Functions of Standard 1 are interwoven and paired with
those of Standards 2-5. For this reason, remember that there are no specific Language Features for
Standard 1, and that the expectations for the interpretive and expressive communication modes are the
same. As you can see from the reference codes, the Language Expectations are the same for students
in kindergarten through grade 3.
Narrate
ELD-SI.K-3.Narrate
● Share ideas about one’s own and others’ lived experiences and previous learning
● Connect stories with images and representations to add meaning
● Ask questions about what others have shared
● Recount and restate ideas
● Discuss how stories might end or next steps
Inform
ELD-SI.K-3.Inform
● Define and classify objects or concepts
● Describe characteristics, patterns, or behavior
● Describe parts and wholes
● Sort, clarify, and summarize ideas
● Summarize information from interaction with others and from learning experiences

K
KINDERGARTEN
WIDA ELD STANDARD 1
Explain
ELD-SI.K-3.Explain
● Share initial thinking with others
● Follow and describe cycles in diagrams, steps in procedures, or causes and effects
● Compare and contrast objects or concepts
● Offer ideas and suggestions
● Act on feedback to revise understandings of how or why something works
Argue
ELD-SI.K-3.Argue
● Ask questions about others’ opinions
● Support own opinions with reasons
● Clarify and elaborate ideas based on feedback
● Defend change in one’s own thinking
● Revise one’s own opinions based on new information

K
KINDERGARTEN
WIDA ELD STANDARD 2
Narrate
ELD-LA.K.Narrate.Interpretive ELD-LA.K.Narrate.Expressive
Interpret language arts narratives (with Construct language arts narratives (with
prompting and support) by prompting and support) that
● Identifying key details ● Orient audience to story
● Identifying characters, settings, and major ● Describe story events
events
● Asking and answering questions about
unknown words in a text
Language Functions and Sample Language Features

Orient audience to story through…
■ Pictures, words, title, simple statements, or common story expressions to introduce context
■ Noun groups to state who or what the story is about (tall man, baby bear)
■ Prepositional phrases to specify location and time (at Grandma’s house, by the river; in the
winter, at night)
Describe story events through…
■ Verbs to describe character actions ( jumped), feelings (was sad), behaviors (eating)
■ Connectors to establish sequence (then, after, and)
■ Pronouns and renaming to reference a character across the text (the girl=she=Nancy)

K
KINDERGARTEN
WIDA ELD STANDARD 2
Inform
ELD-LA.K.Inform.Interpretive ELD-LA.K.Inform.Expressive
descriptions of familiar attributes and
characteristics
or content area

Introduce topic for audience through…
■ Pictures, words, title to identify topic
■ Pronouns to reference entity (farmers=they)
■ Oral recounting to share information (The farmers grow food.)
Describe details and facts through…
■ Nouns to label visuals (fruit, oranges)
■ Verbs to label actions (farming)
■ Prepositional phrases to tell about where (on the farm, in the trees)

K
KINDERGARTEN
WIDA ELD STANDARD 3
Language for Mathematics
Inform
ELD-MA.K.Inform.Interpretive ELD-MA.K.Inform.Expressive
Interpret mathematical informational texts (with Construct mathematical informational texts
prompting and support) by (with prompting and support) that
● Identifying concept or object ● Define or classify concept or entity
● Describing quantities and attributes ● Describe a concept or entity
● Compare/contrast concepts or entities

Define or classify concept or entity through…
■ Single nouns to represent class of things (colors, shapes, patterns)
■ Relating verbs (be, have) to define, describe, or classify (The pattern is red, blue, red, blue.)
Describe a concept or entity through…
■ Expanded noun groups to add specificity (The red star has five points.)
■ Sequential signals (first, second, then, last) to describe patterns (First is a green bear, then two
blue bears.)
■ Prepositional phrases (behind, on top of, under, next to, below, above) to specify location (The
blue star is next to the green triangle.)
Compare/contrast concepts or entities through…
■ Comparison/contrast language (both, same, different) and pointing to differentiate between

entities (This pattern is different than that one.)
■ Causal language (because, so) and demonstration to provide reasoning (I can make a triangle
because I have three sticks.)

K
KINDERGARTEN
WIDA ELD STANDARD 4
Language for Science
Inform
ELD-SC.K.Inform.Interpretive ELD-SC.K.Inform.Expressive
Interpret scientific informational texts by Construct scientific informational texts that
● Determining what text is about ● Introduce others to a topic or entity
● Defining or classifying a concept or entity ● Provide details about an entity

Introduce others to a topic or entity through…
■ Pictures, words, drawings to introduce others to the topic
■ Generalized nouns to identify class of things (pollinators, insects)
■ Pronouns (it, they) to reference entity or idea (insects=they) (demonstratives identify that this is
a plant)
■ Oral recounting to share information (The butterflies fly for a really long time.)
Provide details about an entity through…
■ Prepositional phrases to tell about where (in the trees, on the flowers, next to, above, below)
■ Verbs to label actions (fly, grow, eat)
■ Relating verbs (be, have) to define entity (Butterflies are pollinators. Butterflies have antennae.)
■ Adjectives to add details (red and black wings)
■ Pictures, labeled drawings, words to categorize, compare, and contrast information

(moths=night, butterflies=day)

K
KINDERGARTEN
WIDA ELD STANDARD 4
Explain
ELD-SC.K.Explain.Interpretive ELD-SC.K.Explain.Expressive
Interpret scientific explanations by Construct scientific explanations that
● Defining investigable questions or simple ● Describe information from observations
design problems based on observations about a phenomenon
and data about a phenomenon ● Relate how a series of events causes
● Using information from observations to something to happen
find patterns and to explain how or why a ● Compare multiple solutions to a problem
phenomenon occurs

Describe information from observations about a phenomenon through…
■ Single words to identify context (floating, sinking)
■ Relating verbs (have, be) to state relationships or attributes
■ Pictures, diagrams, to add information or illustrate phenomenon
Relate how a series of events causes something to happen through…
■ Nouns to represent concepts (investigation)
■ Simple sentences to describe the phenomenon (A feather floats.)
■ Cohesion to reference ideas, people across text, including pronouns, articles, demonstratives
(it, a, the, this, that)
■ Causal connectors to combine ideas into logical relationships (so, because, when/then)
■ Connectors to link or compare observations (Paper floats but rocks sink.)
Compare multiple solutions to a problem through…
■ Simple statements to represent conclusions (Heavy things float.)

K
KINDERGARTEN
WIDA ELD STANDARD 5
Language for Social Studies
Inform
ELD-SS.K.Inform.Interpretive ELD-SS.K.Inform.Expressive
Interpret informational texts in social Construct informational texts in social
studies by studies that
● Determining topic associated with a ● Introduce topic associated with a
compelling or supporting question compelling or supporting question
● Defining attributes and characteristics in ● Provide a detail about relevant information
relevant information

Introduce topic associated with a compelling or supporting questions through…
■ Pictures, words, title to identify topic or concept (My Neighborhood, Activities)
■ Visuals (labeled drawings, diagrams) to share information about topic attributes
Provide a detail about relevant information through…
■ Nouns to label visuals or cultural items (family members, weather words, food, events)
■ Verbs to label actions and activities (dancing, cooking)
■ Prepositional phrases to tell about location (on the block, in the house, next to the store, at
Grandma’s house, on the bus)
■ Adjectives to add description to labeled nouns and simple sentences (It is a sunny day.)

Annotated Language Samples
Annotated Language Samples exemplify the WIDA ELD Standards Framework in action. In particular,
they show an ELD Standards Statement, a Key Language Use, a Language Expectation, as well as its
Language Functions and Language Features contextualized in authentic grade-level texts. The samples,
drawn from the work of teachers and students from across the WIDA Consortium, help make more
visible the language for content learning. In this way, educators can envision how to highlight language
and plan for its systematic development during content learning.
LEGEND FOR THE ANNOTATED TEXTS

Several different conventions are used to indicate example Language Features in the annotated
text:
• Language Functions (bold white text on a blue background)
• Connectors, sequence words (in bold)
• Nouns and noun groups (in red with dashed underline)
• Verbs and verb groups (in green with dotted underline)
• Prepositional and adverbial phrases (in blue with diamond underline)
• Objective/evaluative language (words or phrases) (in italics)
• Cohesive devices (circles and arrows within the text)
• Clauses (underlined and italics)

• Sentences (highlighted with boxes around them)
Note: Examples of sentences are declarative statements, statements of

claims, statements foreshadowing events. See individual texts for more
detail.

K
KINDERGARTEN
WIDA ELD STANDARD 2
Narrate
Annotated Language Sample

Context: This text was written by a multilingual kindergartner. At this time, students were writing every
day about their lives or about books they were reading. This is the first of two texts presented here,
written by the same kindergartner on two consecutive days. Both are modeled after a book the learner
was reading.
Prompt: It’s story writing time!
Language Expectation: ELD-LA.K.Narrate.Expressive

Multilingual learners use language to construct language arts narratives (with prompting and
support) that
• Orient audience to story
• Describe story events
Functions & Functions &

Features Features
Orient audience to Brather [Brother] is hopey [hoping]. Describe story

story through… events through…
Mother is hoee [home].
Simple statements Verbs (and verb
He will wear boots and a scarf. groups)
• Brather … hopey
• is hopey [hoping]
Noun groups to • will wear
introduce context
• Brather [brother] Pronoun to reference
• Mother characters
• Brather … he
Example of Student Writing

K
KINDERGARTEN
WIDA ELD STANDARD 4
Inform

Context: This is the second text written by the same multilingual kindergartner (the first is on the
previous page). The student had been reading informational books about animals.
Prompt: “Ok friends, it’s writing time! Get out your notebooks and pencils. Remember you can write
about books you are reading.”
Language Expectation: ELD-SC.K.Inform.Expressive

Multilingual learners use language to construct scientific informational texts that
• Introduce others to a topic or entity
• Provide details about an entity

Features Features
Introduce others to A gosling has a wing. Provide details

the topic through… A piglet has a tail. about an entity
through…
Generalized nouns A calf has a nose.
• a gosling Relational verbs
• a piglet … • has, is, are
• a calf
This horse is fast. This duck and this pig are Adjectives to add
• a wing
slow. details
• a tail
• fast
• a nose
• slow
Noun groups to add

details
• a wing
• a tail
Example of Student Writing

Remember…
Proficiency Level Descriptors (PLDs) illustrate a continuum of language development for multilingual
learners across six levels of English language proficiency for each grade-level cluster. The descriptors
span three dimensions of language: discourse, sentence, and word/phrase.
• Each proficiency level (PL) includes and builds on previous levels (e.g., PL4 = PL1 + PL2 + PL3 + PL4).
PL6 is open-ended. It indicates that for all of us, language development continues throughout life.
• Language development is not a straightforward linear process across proficiency levels; it

is contingent on a variety of factors. Multilingual learners may take various paths to develop
language.
• The PLDs are designed to be used in coordination with Language Expectations, Language
Functions, and Language Features.
• Whereas Language Expectations offer goals for how all students might use language to meet
academic content standards, PLDs offer a succinct description of how multilingual learners
might develop language across levels of language proficiency in moving toward meeting
Language Expectations.
• In the PLDs, text is multimodal, including oral, visual, and written forms.
• Scaffolding learning increases accessibility for multilingual learners, supports and bolsters
their opportunities to meaningfully engage in grade-level content learning, and builds toward
independence. The PLDs are predicated on the idea that appropriate scaffolding supports students
in moving through the language proficiency levels.

58
Grade K WIDA Proficiency Level Descriptors for the Interpretive Communication Mode (Listening, Reading, and Viewing)
WIDA English Language Development Standards Framework, 2020 Edition
Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will…
Criteria End of Level 1 End of Level 2 End of Level 3 End of Level 4 End of Level 5 Level 6
Understand how coherent texts (spoken, written, multimodal) are created…
DISCOURSE around topics (my around topics (all around topics (all to meet a purpose to meet a purpose in to meet a purpose in a
Organization family) with words, about me) with about me) with (to inform, narrate, a series of extended short text
of language pictures, phrases, or repetition, rhyming, repetition, rhyming, entertain) through sentences
chunks of language and common language and other language multiple related
patterns patterns with short sentences
sentences
Understand how ideas are connected across a whole text through…
patterned language patterned language repetitive words and some frequently used a few different types multiple types of
DISCOURSE with repetitive words with repetitive words phrases across a text cohesive devices of cohesive devices cohesive devices
Cohesion of and phrases (This is a (Brown bear, brown (demonstratives: this, (repetition, pronoun (synonyms, antonyms,
language duck. The duck says bear, what do you these, that, those) referencing, etc.) repetition)
quack, quack. This is a see?)
goat.)
Understand how ideas are elaborated or condensed through…
DISCOURSE labels with single frequently used single frequently used multi- multi-word noun expanded noun expanded noun groups
Density of nouns (ball, car) noun groups (my toys, word noun groups (my groups with groups with classifiers with prepositional
language my car, your ball?) favorite book) connectors (a shiny (the red fire truck) phrases (the red fire
truck and a red ball) truck in the station)
Understand how meanings are extended or enhanced through…

words, pictures, and words, pictures, chunks of language simple sentences (She related simple multiple related simple
SENTENCE
phrases (Anna’s chair) phrases, and chunks of (sat in her chair, jumps picked it up.) sentences (She picked sentences (She picked
Grammatical
language (ran to her on her bed) it up. She carried it to it up. She carried it to
complexity
room) her room.) her room. She opened
it up.)
Understand how precise meanings are created through everyday, cross-disciplinary, and technical language through…
WORD, a few words and repeated words and frequently used words situation-specific an increasing number a growing number of
PHRASE phrases in familiar phrases in familiar and phrases in familiar words and phrases of words and phrases words and phrases in
Precision of contexts and topics contexts and topics contexts (time to clean (What sounds do we (We need four a variety of contexts
language (map, desk, hello) (sound it out, think up) hear?) different colors to (special visitor, school
first) make a pattern.) assembly)
Grade K WIDA Proficiency Level Descriptors for the Expressive Communication Mode (Speaking, Writing, and Representing)
Create coherent texts (spoken, written, multimodal) using…
DISCOURSE single words, phrases, phrases or short short sentences linked short sentences that sentences linked text that conveys an
Organization or chunks of language sentences to represent together to convey convey an intended together to convey intended purpose
of language to represent ideas ideas with an intended an intended purpose purpose with emerging an intended purpose with emerging
purpose (to describe, (and, then) organizational patterns (inform: The parrot eats organizational patterns
narrate, share nuts and seeds.) (first, and then, also,
opinion) next)
Connect ideas across a whole text through…
single words and an emerging use of a few frequently used some frequently used some formulaic a growing number
DISCOURSE
phrases related to cohesive devices cohesive devices cohesive devices cohesive devices of cohesive devices
Cohesion of
topic (water, leaf) (repetition: water, (repetition: this leaf (demonstratives) (pronoun referencing) (emerging use of
language
water, the water) is red, this leaf is articles to refer to the
yellow) same word)
Elaborate or condense ideas through…

limited elaboration simple elaboration simple types of a few types of some types of a growing number of
DISCOURSE (single words) (familiar single nouns) elaboration (newly elaboration (adding elaboration (adding types of elaboration
Density of learned single nouns) a familiar adjective to a newly learned (adding articles or
language describe a noun) adjective to a noun) demonstratives to a
noun: the or these
clouds)
Extend or enhance meanings through…
words, pictures, and words, pictures, sentence fragments sentence fragments simple sentences (Cats sentences with
SENTENCE phrases (cats and phrases and chunks of (cats and dogs) and emerging use like to climb. Dogs like emerging use of
Grammatical dogs) language (cats meow of simple sentences to run.) clauses (My cat sleeps
complexity
Section 3: Grade-Level Cluster Materials
and dogs bark) (Dogs sleep, Dogs all day. My dog runs all
bark.) the time. They are my
pets.)
Create precise meanings through everyday, cross-disciplinary, and technical language with…
frequently reoccurring emerging use of words few frequently used some frequently used a small repertoire of a growing repertoire
WORD,
words and phrases and phrases with words and phrases words and phrases words and phrases of words and phrases
PHRASE
(Good Morning, let’s attempted precision with emerging with some precision with developing with growing precision
Precision of
play) (Today is Friday, precision (lunch time, (my pattern is red, precision (beautiful (green and yellow
language
September 15.) morning meeting) blue, red, blue) butterfly, repeating stripes)
pattern)
59
GRADE Grade 1
1 Moving from kindergarten to first grade can mean big changes for
children in the way they think about and interact with peers and
their surroundings. In general, these young learners tend to ask
and answer questions about the world, themselves, and texts in
multimodal ways (for example, oral, visual, or written). Social and thinking skills develop
rapidly as first graders actively explore their environment and look for answers in
increasingly logical ways. Working with partners or in small groups, students feel proud
to share their discoveries with others. They start to combine spoken language with
some reading and writing, and make connections among ideas, illustrations, and words.
In first grade, educators and families may easily connect school to home by encouraging
multilingual learners to share observations about the world in multiple languages. For
example, academic learning can readily be reinforced at home simply by walking around
the neighborhood to describe plant life or notice environmental print. Activities like
dancing, playing games, and doing chores are also great opportunities to strengthen
the home–school connection in culturally and linguistically sustaining ways. Likewise, in
school, multicultural books allow students to practice academic concepts in ways that
reflect the experiences of multilingual learners and their families.
following materials for grade 1:

Language Expectations, Functions, and Features in authentic grade-level texts
Level Descriptors).

Key Language Uses
throughout grade 1.
Table 3-4: Snapshots of Key Language Uses in Grade 1
Snapshots of Key Language Uses in Grade 1
Narrate • Imagine and create new stories

• Begin to develop a sense of story structures
• Interpret narratives read aloud with predictable structures and language
patterns
Inform • Describe and define familiar concepts or topics

• Categorize and classify information
• Interpret and construct brief descriptions or reports on familiar, concrete
entities, such as animals, objects, places, or people
Explain • Describe their observations in relation to concrete phenomena in their

immediate environment
• Ask and answer questions about how things work or why things are the way
they are
• Interpret and construct multimodal representations of their emerging
understandings of observed relationships
Argue • Formulate opinions

• Give reasons for their opinions
• Interpret persuasive texts

The most prominent Key Language Uses in grade 1 are the basis for its Language Expectations. They
are marked with a filled-in circle ( ● ) in the boxes of Table 3-5. The half-filled circle and the open circle
indicate lesser degrees of prominence of each Key Language Use; see the legend underneath the
table.
Table 3-5: Distribution of Key Language Uses in Grade 1
Distribution of Key Language Uses in Grade 1


Language Function
Functions are listed in bulleted form, under the interpretive and expressive language expectations.

Language Features

Figure 3-2: Grade 1 Language Functions and Language Features
GRADE
1
WIDA ELD STANDARD 2
Inform
ELD-LA .1 .Inform .Interpretive ELD-LA .1 .Inform .Expressive

Interpret informational texts in language Construct informational texts in language
arts by arts that
● Identifying main topic and/or entity and ● Introduce and define topic and/or entity for
key details audience
● Asking and answering questions ● Describe attributes and characteristics with
about descriptions of attributes and facts, definitions, and relevant details
Language
characteristics
● Identifying word choices in relation to
Functions (common
topic or content area patterns of language
use) appear here
Language Functions and Sample Language Features and again below
Introduce and define topic and/or entity for audience through…
■ Title, generalized nouns to introduce topic (The Desert, Lizards)
■ Relating verbs (have, be, belong to) to define the topic (Lizards are reptiles.) or state of entity
(The river is long.)
■ Pronouns (it, they), demonstratives (this, these, that, those), renaming (lizard=it) to reference Language
topic across text
Features
Describe attributes and characteristics with facts, definitions, and relevant details through… (examples
■ Noun groups to add description and precision that answer questions about what something is of language
like, or its color, shape, or size (red and yellow feathers) resources)
■ Prepositional phrases to describe place or location (on the ground, in Antarctica) appear here
■ Compound sentences to add details (Birds like fruit and seeds. The river is long and deep.)
■ Doing verbs to describe actions (eats, lives)

GRADE
1 WIDA ELD STANDARD 1

Narrate
ELD-SI.K-3.Narrate
Inform
ELD-SI.K-3.Inform

GRADE

Explain
ELD-SI.K-3.Explain
Argue
ELD-SI.K-3.Argue

GRADE

Language for Language Arts Narrate
ELD-LA .1 .Narrate .Interpretive ELD-LA .1 .Narrate .Expressive

Interpret language arts narratives by Construct language arts narratives that
● Identifying a central message from key details ● Orient audience to story
● Identifying how character attributes and actions ● Develop story events
contribute to an event ● Engage and adjust for audience
● Identifying words and phrases that suggest
feelings or appeal to the senses

Orient audience to story through…
■ Pictures, words, title, statements or common story expressions (Once upon a time) to introduce
context
■ Noun groups to state who or what the story is about (the white swans, Joey’s big family)
■ Simple statements to introduce the problem (They got lost.)
■ Prepositional phrases to specify location and time (by the river, in the barn, during the summer,
last year, every night)
Develop story events through…
■ Verbs to describe what characters do, think, feel, and say

■ Connectors to sequence time (first, next, and then), and events (before, after, later), and to
combine and link event details (and, but, so)
■ Pronouns, renaming, and synonyms to reference a character or idea across the text (my
neighbor=Bob, the tree fort=my special place)
■ Simple statement to provide closure (The End, And then we went home.)
Engage and adjust for audience through…
■ Pictures and other graphics to complement the storyline
■ Word choices to convey attitudes, develop suspense, share excitement (my best friend, really
scary, wonderful!)
■ Literary and familiar expressions (big, ugly monster; run, run as fast as you can!), sensory
language (yucky) onomatopoeia (BOOM! CRASH!) to add interest; tone of voice and gesturing
to tell a story

GRADE
1
WIDA ELD STANDARD 2
Inform
ELD-LA .1 .Inform .Interpretive ELD-LA .1 .Inform .Expressive

arts by arts that
characteristics
topic or content area

■ Title, generalized nouns to introduce topic (The Desert, Lizards)
■ Relating verbs (have, be, belong to) to define the topic (Lizards are reptiles.) or state of entity
(The river is long.)
■ Pronouns (it, they), demonstratives (this, these, that, those), renaming (lizard=it) to reference
topic across text
Describe attributes and characteristics with facts, definitions, and relevant details through…
■ Noun groups to add description and precision that answer questions about what something is
like, or its color, shape, or size (red and yellow feathers)
■ Prepositional phrases to describe place or location (on the ground, in Antarctica)
■ Compound sentences to add details (Birds like fruit and seeds. The river is long and deep.)
■ Doing verbs to describe actions (eats, lives)

GRADE

Inform
ELD-MA.1.Inform.Interpretive ELD-MA.1.Inform.Expressive
Interpret mathematical informational texts by Construct mathematical informational texts that
● Identifying concept or entity ● Define or classify concept or entity
● Describing attributes and characteristics ● Describe a concept or entity

Define or classify concept or entity through…
■ Generalized nouns to identify class of things (shapes, patterns, properties)
■ Relating verbs (be, have) to define, describe, or classify (Rectangles have four sides. This is a
closed shape.)
Describe a concept or entity through…
■ Expanded noun groups to add specificity (this has three equal sides)
■ Technical word choices to add precision and detail (flat or solid shapes)
■ Common phrasal verbs (part of, put together) to describe concepts (These two halves are part
of the whole triangle.)
■ Conditional clauses (if/then) to demonstrate relationships (If I put these shapes together then I
can make a rectangle.)
Compare/contrast concepts or entities through…
■ Compare/contrast signals (both, same, different, but) to differentiate attributes of objects (They
are both solids but this one is a triangle and this one is a cube.)
■ Causal connectors (because, so) to link ideas and provide reasoning (These two shapes are the
same kind because they both have four sides.)

GRADE
1
WIDA ELD STANDARD 4
Inform
ELD-SC.1.Inform.Interpretive ELD-SC.1.Inform.Expressive
● Determining what text is about ● Introduce others to topic or entity
● Defining or classifying concept or ● Define, describe, and classify concept, topic,
entity or entity
● Summarize observations or factual
information

Introduce others to the topic or entity through…
■ Generalized nouns to introduce topic or idea (Whales, Sound, Patterns)
■ Openers to address audience (Have you ever wondered about? Did you know?)
■ Relating verbs (belong to, have, be) to define or present state of entity (Whales are mammals.)
■ Pronouns (it, they) and demonstratives (this, that, these, those) to reference entity or concept
across text (Paper vibrates. It makes a sound.)
Define, describe, and classify concept, topic, or entity through…
■ Noun groups to add details that answer questions about what something is like, its qualities,
and descriptions (floating objects, long, brown fur)
■ Visuals (labeled drawings, graphs, tables) to support information
■ Timeless present verbs to indicate generalizable nature of action (floats, sinks, eats, swims, turns)
■ Qualifiers (some, all, many) to describe observation or fact (some things float, all sound is
vibration, many dolphins hunt together)
■ Sequence words (first, and, then, next, last) to clarify order or sequence of events (First whales
swim to cold water, then…)
Summarize observations or factual information through…
■ Compare/contrast signals (-er, -est, bigger than, more, both, but, different) to differentiate or
summarize attributes, details or behaviors (Feathers float better than paper.)
■ Declarative statements to present conclusions (Some objects float and some sink.)
■ Speculation to hypothesize to additional contexts (I think, I wonder if…)

GRADE

Explain
ELD-SC.1.Explain.Interpretive ELD-SC.1.Explain.Expressive
● Defining investigable questions or simple ● Describe observations and/or data about
design problems based on observations and a phenomenon
data about a phenomenon ● Relate how a series of events causes
● Analyzing several events and observations something to happen
to help explain how or why a phenomenon ● Compare multiple solutions to a problem
occurs
● Identifying information from observations
(that supports particular points in
explanations)

Describe observations and/or data about a phenomenon through…
■ Openers to engage audience (Did you know how frogs change?)

■ Abstract and technical terms to add precision (tadpole, adapt, life cycle)
■ Pictures, diagrams, graphs to add information or illustrate content
■ Cohesion to reference ideas, people across text (pronouns, renaming subject, demonstratives
such as this, that)
Relate how a series of events causes something to happen through…
■ Timeless verbs to state on-going facts about phenomenon (Tadpoles change into frogs)
■ Prepositional phrases to provide details (where, when, how; Tadpoles live in the water.)
■ Relating verbs (have, be, belong to) and conjunctions to state relationships or compare
attributes (Tadpoles have gills but frogs have lungs.)
■ Connectors to express sequences in time (first, next, last)
Compare multiple solutions to a problem through…
■ Visual data displays (charts, graphs) to support explanations

■ Declarative statements to present conclusions (Living things grow and change.)
■ Speculation to hypothesize to additional contexts (I think, I wonder if…)

GRADE

Inform
ELD-SS.1.Inform.Interpretive ELD-SS.1.Inform.Expressive
Interpret informational texts in social studies by Construct informational texts in social studies
● Determining topic associated with that
compelling or supporting questions ● Introduce topic associated with compelling
● Defining and classifying attributes, or supporting questions
characteristics, and qualities in relevant ● Provide details about disciplinary ideas
information

Introduce topic associated with compelling or supporting questions through…
■ Generalized nouns to introduce topic (weather, maps, environment)
■ Pronouns (it, they), demonstratives (this, these, that, those), to reference topic or ideas across
text
■ Relating verbs (have, be, belong) to define topic or type of information (There are seven
continents.)
■ Verbs (are going to, will,) to link compelling questions with topic (We’re going to learn about
what people do in different places.)
Provide details about disciplinary ideas through…
■ Noun groups to describe and add precision to answer questions about what something is like,
its quantity, qualities (hot places, many countries, lots of rain)
■ Prepositional phrases to describe place or location (below the Equator, on the corner,
underground, in the desert)
■ Adverbials to specify periods of time, duration, specific points in time (last year, long ago,
August 12, in the future, everyday)
■ Visuals, labeled drawings to support ideas and information
■ Compound sentences to add details (Rice grows in hot and wet places.)

GRADE

Argue
ELD-SS.1.Argue.Interpretive ELD-SS.1.Argue.Expressive
Interpret social studies arguments by Construct social studies arguments that
● Identifying topic ● Introduce topic
● Analyzing evidence gathered from source ● Select relevant information to support
● Evaluating source based on distinctions claim with evidence
between fact and opinion ● Show relationship between claim, evidence
and reasoning

Introduce topic through…
■ Title, generalized nouns to introduce topic (Fresh fruit for lunch)
■ Declarative statements to identify position (School lunch should have fresh fruit.) and/or
provide background information (Fruit is good for children to eat.)
■ Pronouns (it, they, we, our), demonstratives (these, this, that, those), and renaming subject
(food=it; students=we=children) to reference topic across text
Select relevant information to support claim with evidence through…
■ Relating verbs (have, be) to identify topic (Fruit is part of the food pyramid. Children need fruit
every day.)
■ Prepositional phrases to identify time and place (every day, at lunch, in school)
■ Visuals (labeled drawings) to support purpose
■ Expanded noun phrases to add details (fresh fruit, healthy food)
Show relationship between claim and evidence, and reasoning through…
■ Connectors (because, so, and) to link claims with evidence and reasoning (We should eat fruit
every day because it has vitamins to help us grow.)


text:
• Language Functions (bold white text on a green background)


detail.

GRADE

Explain

Context: This text was written by a first-grader as part of a lesson on how to write procedural texts.
This student chose to write about making an edible spider out of Rice Krispie treats (cereal with
marshmallows). The teacher guided the students to sequence the steps in the procedure using
connectors (e.g., first, next, then, lastly).
Prompt: Write a paragraph that tells someone how to make something.
Language Expectation: ELD-LA.1.Inform.Expressive

Multilingual learners use language to construct informational texts in language arts that
• Introduce and define topic and/or entity for audience
• Describe attributes and characteristics with facts, definitions, and relevant details

Features How to Make a Spider Treat Features
Introduce and First, I sceesd [squeezed] a Rice krispy treat to Describe attributes
define topic and/or mack [make] the body. and characteristics
entity for audience with facts,
through… Next, I use 8 pretzels for the legs and 2 for the definitions and
fangs. relevant details
Title through…
Then, I pushd [pushed] 2 penusts [peanuts] in
Describe attributes Noun groups to
thet back as the spinnert [spinneret]
and characteristics add description and
with facts, lastly, I put 3 raisins for the eyes. precision
definitions and • Rice krispy treat
relevant details • 8 pretzels
through… • 2 penusts [peanuts]
Doing verbs to • the spinnert
describe actions [spinneret]
• sceesd • 3 raisins
[squeezed] Prepositional phrases
• to mack [make] • for the fangs
• use • in thet back
• pushd [pushed] • for the eyes
• put

GRADE

Explain

Context: This text was written by first grade teacher modeling the writing of sequential explanations
about observed phenomena. Together, the class deconstructed the text, examined its language and
stages, and then jointly constructed a similar text about the life cycle of a butterfly.
Language Expectation ELD-SC.1.Explain.Expressive

Multilingual learners use language to construct scientific explanations that
• Describe observations and/or data about a phenomenon
• Relate how a series of events causes something to happen
• Compare multiple solutions to a problem

Features The Life Cycle of a Frog Features
Describe The life cycle of a frog has several stages. Relate how a series
observations and/ of events causes
or data about First, a tadpole hatches out of an egg. It looks something to
a phenomenon like a little fish. happen through…
through…
Next, the tadpole grows two back legs and its Relating verbs
Cohesion to tail gets smaller. It is now called a “froglet.”  • has
reference ideas • is
across a text Then, it grows two front legs and the tail gets
• a tadpole … even smaller. Timeless verbs
it (pronoun • hatches
referencing) Finally, it is a full-grown adult frog with four • grows
• the tadpole … legs and no tail.
Prepositional phrases
it (pronoun
Adult frogs can lay more eggs and the life to provide details
referencing)
cycle starts again. about where or when 
Abstract and • out of an egg
technical terms
Connectors
• the life cycle of a • first
frog • next
• stages • then
• tadpole • finally
• froglet
• adult frogs
• the life cycle

GRADE

Inform

Context: This text comes from a first grade interdisciplinary unit. It was jointly written by a first grader
and his teacher, who scribed for him. The student dictated the words and the teacher wrote them
down. The teacher had been reading aloud informational texts on animals. The teacher had pointed
out that in the texts, the authors write about what animals eat, their habitat, and where they live. Then
each student chose an animal and made their own information booklet.
Prompt: Write an information report on an animal: tell your reader what type of animal it is, what it
eats, and describe its habitat.
Language Expectation: ELD-SS.1.Inform.Expressive

Multilingual learners use language to construct informational texts in social studies that
• Introduce topic associated with compelling or supporting questions
• Provide details about disciplinary ideas

Features Pandas Features
Introduce topic Pandas eat bamboo to stay alive. Provide details

associated with about disciplinary
compelling Pandas need a habitat to have food. ideas through…
or supporting
questions through… Pandas are a type of animal. Noun groups to
describe and add
Generalized nouns Pandas are a type of bear. precision
• pandas • a type of animal
A panda should have a type of habitat or a
• habitat • a type of bear
home.
• a panda • a type of habitat or
A panda lives in China. a home
Relating verbs
• fresh water
• are Pandas also have to drink fresh water.
• should have Prepositional phrases
to describe place or
location
• in China

Remember…

language.

80
Grade 1 WIDA Proficiency Level Descriptors for the Interpretive Communication Mode (Listening, Reading, and Viewing)
DISCOURSE around topics (all around topics (all around topics (habitat, to meet a purpose in to meet a purpose in to meet a purpose
Organization about pandas) with about pandas) with diet, behavior) through a series of extended a short text (to inform, through generic
of language repetition, rhyming, short sentences multiple related simple sentences narrate, entertain) (not genre-specific)
and common language sentences organizational patterns
patterns in texts (beginning,
middle, end)
patterned language repetitive chunks of some frequently used a few different types multiple types of a variety of cohesive
DISCOURSE with repetitive words, meaning across a text cohesive devices of cohesive devices cohesive devices devices that connect
Cohesion of phrases, and sentences (Brown bear, brown (demonstratives: these, (repetition, pronoun (synonyms, antonyms, larger meaningful
language bear, what do you those, that, this) referencing, etc.) (We are all alike. We chunks of text (class/
see?) are all different.) subclass: animals like
dogs, cats, tigers)
DISCOURSE frequently used single frequently used multi- multi-word noun expanded noun expanded noun groups expanded noun groups
Density of word noun groups word noun groups (big groups with groups with classifiers with prepositional with embedded
language (dinosaurs) tall dinosaurs) connectors (a big and (the biggest meat- phrases (the meat- clauses (the biggest
hungry dinosaur) eating dinosaurs) eating dinosaurs in the meat-eating dinosaurs,
jungle) who lived at that time)
words, pictures, chunks of language simple sentences related simple multiple related simple simple and compound
phrases, and chunks of (turtles swimming) (Turtles swim in the sentences (Turtles are sentences (There are sentences with
language (turtle eggs) ocean.) reptiles. They like warm many types of turtles. familiar ways of
SENTENCE water.) Some live in the ocean. combining clauses
Grammatical Other turtles live in (using coordinating
complexity lakes and rivers.) conjunctions: Some
turtles eat only sea
grasses, but others
eat shrimp, crabs, and
small fish.)
WORD, repeated words and frequently used words situation-specific an increasing number a growing number of an expanding number
PHRASE phrases in familiar and phrases in familiar words and phrases of words and phrases words and phrases in of words and phrases,
Precision of contexts and topics contexts and topics (Plant the seeds in this (Tell me about your a variety of contexts including idioms and
language (classroom helpers) (Would you like to pot.) picture on the left.) (How many red collocations (plus and
share…?) triangles are there?) minus)
Grade 1 WIDA Proficiency Level Descriptors for the Expressive Communication Mode (Speaking, Writing, and Representing)
single words, phrases, phrases or short short sentences linked sentences that convey short texts that convey text that conveys an
DISCOURSE or chunks of language sentences to represent together to convey an an intended purpose an intended purpose intended purpose
Organization to represent ideas ideas with an intended intended purpose with an emerging using basic connectors (retelling an experience)
of language purpose (to describe, organizational pattern (first, and then, next) using generic
narrate, share opinion) (one day, first, last, I (beginning, middle,
think, etc.) end or sequencing)
organizational patterns
patterned language few frequently used some frequently used some formulaic a growing number an expanding number
DISCOURSE with repetitive phrases cohesive devices cohesive devices cohesive devices of cohesive devices of cohesive devices to
Cohesion of and sentences (The (repetition: The tiger… (simple pronouns: it, (pronoun referencing: (emerging use of connect larger bundles
language big, hungry bear…) The tiger…) they, she, he) my ball, her brother, articles to refer to of meaning (class/
they gave it to us, etc.) the same word, subclass: wild animals
substitution/ omission: like lions, bears, tigers)
that one, so did I)
limited elaboration simple elaboration a few types of some types of a growing number of a variety of types of
DISCOURSE (single words) (familiar single nouns) elaboration (adding elaboration (adding types of elaboration elaboration (adding in
Density of a familiar adjective to a newly learned (adding articles or a variety of adjectives)
noun: those big fluffy
white clouds)
words, pictures, sentence fragments sentence fragments simple sentences sentences with simple and compound
SENTENCE phrases, and chunks of (grow taller) and emerging use of (Plants need water. emerging use of sentences (with
Grammatical language (flowers and simple sentences (had They need sun.) clauses (Plants need some coordinating
complexity trees) no water so died) water but… They need conjunctions: Our
sun. Those ones died.) plants died and those
ones did too.)
Create precise meanings through everyday, cross-disciplinary, and disciplinary language with…
WORD, emerging use of words few frequently used some frequently used a small repertoire of a growing repertoire an expanding repertoire
PHRASE and phrases with words and phrases words and phrases words and phrases of words and phrases of words and phrases
Precision of attempted precision with emerging with some precision with developing with growing precision including idioms and
language (over there, line up in precision (lunch time, (have a nice day, I’m precision (best friend, (preschool friends, collocations, with
a row) clean up my desk) finished) the red ball) math time, after lunch) expanding precision (do
homework, saving time)
81
GRADES
Grades 2-3
2-3 Second- and third-graders continue to make leaps in the
ways they use language and think about themselves, their
peers, and the world. These students are becoming more
coordinated physically, and their problem-solving skills
continue to sprout. These young learners reason and use
logic to make more in-depth connections, discover causes and effects of phenomena
or events, do more complex math, and experiment with how they express themselves
through speech, writing, and multimodal means of communication (for example,
through gestures, facial expressions, drawings, charts, and technology).
As multilingual learners explore specific activities that interest them, they can
benefit from using all of their cultural experiences and multilingual skills—be it to
communicate through social interactions or to tackle academic challenges. Children
this age tend to enjoy being part of groups and teams and are generally eager to
fit in. By partnering with families, educators can create culturally and linguistically
sustaining classrooms so that all children feel welcome, nurtured, and safe, thus
supporting their social and emotional development. As students in this age group
are developmentally ready to start understanding various perspectives, this is an
opportune time to highlight various cultures and languages in the classroom.
following materials for grades 2-3:

Level Descriptors).

Key Language Uses
throughout grades 2-3.
Table 3-6: Snapshots of Key Language Uses in Grades 2-3
Snapshots of Key Language Uses in Grades 2-3
Narrate • Develop a sense of narrative structure and the purposes for which people
use narratives
• Structure narratives to express experiences and ideas about familiar places
and people
• Add interactions and reactions to characters’ actions to develop characters’
inner and outer worlds
Inform • Recognize the difference between imaginative stories and nonfiction

informational texts
• Develop an emerging sense of text structure as they interpret and create
multimodal representations of their knowledge on topics of interest
• Develop emerging research skills to build knowledge for reports
Explain • Develop a sense of some causal, sequential, and cyclical relationships by

observing concrete phenomena
• Report observations of phenomena to build understanding of the world
around them
• Interpret and construct multimodal representations, such as diagrams and
drawings, to illustrate how or why things work
Argue • State opinions or construct tentative claims and offer those in class
discussions
• Recognize the difference between claims with and without support
• Offer observations to support opinions and claims
• Develop emerging research skills to use in constructing claims
• Begin to use data from observations as evidence for their claims

The most prominent Key Language Uses in grades 2-3 are the basis for its Language Expectations.
the table.
Table 3-7: Distribution of Key Language Uses in Grades 2-3
Distribution of Key Language Uses in Grades 2-3

● ●
3. Language for Mathematics ● ●
●
4. Language for Science ● ● ●


Figure 3-3: Grades 2-3 Language Functions and Language Features
GRADES
2-3 WIDA ELD STANDARD 2

Inform
ELD-LA .2-3 .Inform .Interpretive ELD-LA .2-3 .Inform .Expressive

arts by arts that
● Identifying the main idea and key details ● Introduce and define topic and/or entity for Language
audience
● Referring explicitly to descriptions Functions (common
for themes and relationships among Add details to define, describe, compare,
patterns of language
●
meanings and classify topic and/or entity
● Describing relationship between a ● Develop coherence and cohesion
use) appear here
series of events, ideas or concepts, or throughout text and again below
procedural steps

■ Descriptive title, generalized nouns to introduce topic and/or entity (The Mississippi River,
Whales)
■ Opening statements to identify type of information (describing, comparing/contrasting,
classifying)
■ Relating verbs (have, be, belong to) to define or describe topic and/or entity (Penguins are
birds that cannot fly.)
Language
■ Factual statements without evaluative language (brown caribou versus really cool caribou)
Features
Add details to define, describe, compare and classify topic or entity through…
(examples
like, or the color, shape, size (four bright blue eggs) of language
■ Prepositional phrases to describe place or location (next to the water, inside the Earth) resources)
■ Timeless present verbs (swims, eats, migrates) to indicate generalizable nature of information appear here
■ Visuals (drawings, labeled diagrams, graphics) to support key ideas
■ Signal words to show comparisons (bigger than, the fastest, more colorful, unlike, but, similar
to, different from)
Develop coherence and cohesion throughout text through…

■ Headings to organize information (Habitat, Diet, Parts of a Plant)
■ Pronouns (he, it, they), demonstratives (this, these, that, those), renaming (penguins=flightless
birds=they) to reference ideas and entities across text
■ Single nouns to represent abstract concepts (habitat, ecosystem, watershed)

GRADES

Narrate
ELD-SI.K-3.Narrate
Inform
ELD-SI.K-3.Inform

GRADES

Explain
ELD-SI.K-3.Explain
Argue
ELD-SI.K-3.Argue

GRADES

Narrate
ELD-LA.2-3.Narrate.Interpretive ELD-LA.2-3.Narrate.Expressive
● Identifying a central message from key details ● Orient audience to context
● Identifying how character attributes and ● Develop story with time and event
actions contribute to event sequences sequences, complication, resolution, or
● Determining the meaning of words and phrases ending
as they are used in texts, distinguishing literal ● Engage and adjust for audience
from nonliteral language

Orient audience to context through…
■ Pictures, descriptive title, opening statements (It was a dark and stormy night; “What?!”
exclaimed Mom) to capture the reader’s interest
■ Expanded noun groups to introduce characters (the old man on the block, the hungry little mouse)
■ Adverbials and prepositional phrases to establish time and location (a hundred years ago,
when I was six, on the playground, around the corner)
■ Statements to introduce problem or complication (The boat began to leak. It all started when…)
Develop story with time and event sequences, complication, resolution, or ending through…
■ Saying verbs (yelled, said, whispered) to add details about characters in dialogs
■ Verbs to describe what characters do, think, and feel
■ Pronouns, renaming, and synonyms to reference characters, situations, or ideas across the text
(Miguel=my little brother=he; that night=the worst night)
■ Connectors to sequence time (first, next, and then) and events (before, after, later), and to
combine and link event details (and, but, so)
■ Verbs and adjectives to judge behavior and situation (mended, destroyed, nasty, thoughtful)
■ Declarative statements to provide closure (The End, It was over for good.)

■ Language to address reader/listener and draw them in (It was so exciting!)
■ Word choices to convey attitudes, develop suspense, share excitement (my amazing
adventure, super interesting, fantastic!)
■ Sensory and literary language (yucky), onomatopoeia (BOOM! CRASH!) to add interest
■ Tone of voice, gesturing, acting behaviors to adjust for story audience
■ Pictures and other graphics to complement storyline

GRADES

Inform
ELD-LA.2-3.Inform.Interpretive ELD-LA.2-3.Inform.Expressive
arts by arts that
● Identifying the main idea and key details ● Introduce and define topic and/or entity for
● Referring explicitly to descriptions audience
for themes and relationships among ● Add details to define, describe, compare,
series of events, ideas or concepts, or throughout text
procedural steps

■ Descriptive title, generalized nouns to introduce topic and/or entity (The Mississippi River,
Whales)
classifying)
■ Relating verbs (have, be, belong to) to define or describe topic and/or entity (Penguins are
birds that cannot fly.)
■ Factual statements without evaluative language (brown caribou versus really cool caribou)
Add details to define, describe, compare, and classify topic or entity through…
like, or the color, shape, size (four bright blue eggs)
■ Prepositional phrases to describe place or location (next to the water, inside the Earth)
■ Timeless present verbs (swims, eats, migrates) to indicate generalizable nature of information
■ Visuals (drawings, labeled diagrams, graphics) to support key ideas
■ Signal words to show comparisons (bigger than, the fastest, more colorful, unlike, but, similar
to, different from)

■ Headings to organize information (Habitat, Diet, Parts of a Plant)
■ Pronouns (he, it, they), demonstratives (this, these, that, those), renaming (penguins=flightless
birds=they) to reference ideas and entities across text
■ Single nouns to represent abstract concepts (habitat, ecosystem, watershed)

GRADES

Explain
ELD-MA.2-3.Explain.Interpretive ELD-MA.2-3.Explain.Expressive
Interpret mathematical explanations by Construct mathematical explanations that
● Identifying concept or entity ● Introduce concept or entity
● Analyzing plan for problem-solving steps ● Describe solution and steps used to solve
● Evaluating simple pattern or structure problem with others
● State reasoning used to generate solution

Introduce a concept or entity through…
■ Generalized nouns to identify concept (fractions, equations, plot graphs)
■ Relating verbs (be, have) to define or describe concept (Fractions are pieces of a whole thing.)
■ Mathematical terms to describe concept, process, purpose, or action (mean, quotient, divide,
subtract, reduce)
Describe solution and steps used to solve problem with others through…
■ Abstract nouns to establish context (process, answer, approach, solution)
■ Past tense doing (added, grouped) and thinking (thought, remembered) verbs to recount steps
■ Visuals (charts, diagrams, manipulatives, drawings) to support approach and/or solution
■ Connectors to order steps (first, next, then) and show causal relationships (because, so, then)
■ Compare/contrast signal words to differentiate results, approaches, objects (Our solution is…
but your group has a different solution.)
State reasoning used to generate solution through…
■ If/then clause structures to show reasoning (if a shape only has 3 sides, then it is a triangle)
■ Declarative statements to state conclusion with a neutral stance of authority (This shows five
3rd-grade students jumped higher than the average of seven inches.)
■ Thinking verbs to reflect on process (I wonder if we tried, if it would be different, I think we

should have done…)

GRADES
2-3

WIDA ELD STANDARD 3
Argue
ELD-MA.2-3.Argue.Interpretive ELD-MA.2-3.Argue.Expressive
Interpret mathematics arguments by Construct mathematics arguments that
● Identifying conjectures about what might be ● Create conjecture using definitions
true ● Generalize commonalities across cases
● Distinguishing connections among ideas in ● Justify conclusion steps and strategies in
justifications simple patterns
● Extracting mathematical operations and ● Identify and respond to others’
facts from solution strategies to create arguments
generalizations

Create conjecture using definitions through…
■ Relating verbs (have, belong to, be) to make claim (A is bigger than B because it is taller.)
■ Adverbial phrases (qualities, quantities, frequency) to add precision related to conjecture (All
squares have 4 equal sides. Triangles always have 3 sides.)
Generalize by finding commonalities across cases through…

■ A variety of structures such as comparatives (er, est; more, most); demonstratives (these, both,
that) to point out similarities (Both squares and rhombuses have 4 equal sides, ½ is bigger than ¼)
■ Conditional structures (if/then, when) to draw conclusions (If 34+68=102 then 102-68=34, When
a number is even you can divide it into two equal parts.)
Justify conclusion steps and strategies in simple patterns through…

■ Technical nouns to add precision and details (place value, communicative property, angles,
measurement, fractions, even/odd)
■ Causal connectors (because, so, that means) to present case to others (The taller rectangle
isn’t always bigger because you have to look at the area inside.)
■ Drawings, manipulatives, models, diagrams to support thinking
Identify and respond to others’ arguments through…

■ Questions (how, what, why) to ask for clarification or information (How did you get your
answer?)
■ Declarative statements to disagree/debate (I disagree, I’m not sure, I got a different answer…)
■ Declarative statements to counter claim or reasoning (5-3 is not the same as 3-5, Just because
it has 4 sides that doesn’t make it a square, the sides have to be equal)

GRADES
2-3
WIDA ELD STANDARD 4
Explain
ELD-SC.2-3.Explain.Interpretive ELD-SC.2-3.Explain.Expressive
design problems based on observations, a phenomenon
data, and prior knowledge about a ● Develop a logical sequence between
phenomenon data or evidence and claim
● Obtaining and combining information from ● Compare multiple solutions to a problem
observations, and using evidence to help considering how well they meet the
explain how or why a phenomenon occurs criteria and constraints of the design
● Identifying information from observations solution
as well as evidence that supports particular
points in explanations

Describe observations and/or data about a phenomenon through…
■ Abstract nouns and to introduce concepts (habitat)
■ Declarative statements to present facts
■ Cohesion to reference ideas, people across text (pronouns, renaming subject, demonstratives:
this, that)
■ Relating verbs to state relationships or attributes (have, be, belong to)
Develop a logical sequence between data or evidence and claim through…

■ Timeless verbs to state on-going facts about phenomenon (Rain forests create oxygen.)
■ Connectors to sequence and order events across paragraphs (first, second, begins, ends)
■ Causal connectors to link events (because, so that, when)
■ Prepositional phrases to provide details (where, when, how)
■ Clauses to express sequences in time (after digestion, when the air cools)
■ Comparatives to show similarities and differences
Compare multiple solutions to a problem considering how well they meet the criteria and
constraints of the design solution through…
■ Technical terminology (food chain, biome) to add precision
■ Comparatives to show similarities and differences
■ Connectors to sequence and order events across paragraphs (first, second, begins, ends)
■ Causal connectors to link events (because, so that, when)
■ Prepositional phrases to provide details about where, when, how
■ Clauses to express sequences in time (after digestion, when the air cools)

GRADES

Argue
ELD-SC.2-3.Argue.Interpretive ELD-SC.2-3.Argue.Expressive
Interpret scientific arguments by Construct scientific arguments that
● Identifying potential evidence from ● Introduce topic/phenomenon for an issue
data, models, and/or information from related to the natural and designed world(s)
investigations of phenomena or design ● Make a claim supported by relevant evidence
solutions
● Establish a neutral tone
● Analyzing whether evidence is relevant or
not ● Signal logical relationships among reasoning,
evidence, data, and/or a model when making
● Distinguishing between evidence and a claim
opinions

Introduce topic/phenomenon for an issue related to the natural and designed world(s) through…
■ Generalized nouns to interpret observations and evidence (heating, cooling, temperatures,
Heating butter makes it melt.)
■ Relating verbs (have, belong to, be) to define topic/phenomenon
■ Nouns and adjectives to add precise technical descriptions (solid, liquid)
Make a claim supported by relevant evidence through…

■ A variety of clause structures to connect and combine ideas (If I add heat, I can melt butter.
The butter melted because it got hot.)
■ Labeled pictures, diagrams to support claim
■ Verb groups to add precision to the claim and/or evidence (soften, harden, melt, cook, burn)
Establish a neutral tone through…

■ Declarative statements to state claim, observations, conclusion (Temperature changes
materials.)
■ Technical nouns to add precision and details (materials, reversible/irreversible changes)
Signal logical relationships among reasoning, evidence, data, and/or a model when making a claim
through…
■ Reference devices (pronouns, synonyms, renaming subject) to create cohesion across text (Ice
melts when it gets heated. It becomes water. Water turns to ice when it gets cold.)
■ A variety of clause structures to explain phenomenon (because, but, when, like, so, so that)

GRADES

Explain
ELD-SS.2-3.Explain.Interpretive ELD-SS.2-3.Explain.Expressive
Interpret social studies explanations by Construct social studies explanations
● Determining types of sources for answering that
compelling and supporting questions about ● Introduce phenomena or events
phenomena or events ● Describe components, order,
● Analyzing sources for event sequences and/or causes, or cycles
causes/effects ● Generalize possible reasons for a
● Evaluating disciplinary concepts and ideas development or event
associated with a compelling or supporting
question

Introduce phenomena or events through…
■ Language to speak to the reader directly and draw them in (Did you know?)
■ Prepositional phrases of time, place to contextualize phenomena or events
■ Relating verbs (be, have) to define phenomena or events (Deserts are the driest places on earth)
■ Pronouns and renaming to reference ideas and people across the text (explorers=Spaniards=they)
■ Single nouns to represent abstract concepts (habitat, pollution)
Describe components, order, causes, or cycles through…

■ Connectors to establish relationships among ideas: sequence examples (first, another); time
markers (after an earthquake, millions of years later); causality (because, so that)
■ Prepositional phrases to add spatial and directional details (The river flows down the mountain.)
■ Expanded noun groups that include adjectives to answer questions about how many, and what
something is like (seven continents, longest river)
■ Past tense verbs to describe events
■ Adverbials to place event in time (last year, a long time ago, everyday)
Generalize possible reasons for a development or event through…

■ Declarative statements to evaluate and interpret events (The fish are dying because people
throw trash in the ocean.)
■ Verbs and adjectives to judge behavior or moral character (wasting, destroying, bad)
■ Verbs to highlight agents and recipients
■ Evaluative language to summarize event (best, important, dangerous, sad)

GRADES

Argue
ELD-SS.2-3.Argue.Interpretive ELD-SS.2-3.Argue.Expressive
● Identifying topic and purpose (argue in favor ● Introduce topic
or against a position, present a balanced ● Select relevant information to
interpretation, challenge perspective) support claims with evidence from
● Analyzing relevant information from one or one or more sources
two sources to develop claims in response to ● Show relationships between claim,
compelling questions evidence, and reasoning
● Evaluating source credibility based on distinctions
between fact and opinion

■ Title, generalized nouns to introduce topic (Important People, Nurses, Community Helpers)
■ Declarative statement to present position and/or provide background information (Nurses are
the most important people in our community.)
■ Pronouns (they, we, us), demonstratives (these, this, that, those), and renaming subject
(nurses=they=helpers) to reference topic across text
■ Text connectors to sequence ideas, support (Three reasons why nurses are important. First…,
Next…, Finally)
Select relevant information to support claims with evidence from one or more sources through…
■ Prepositional phrases to identify time, place, (last year, in January, in our town, at school)
■ Past tense verbs to describe events (helped, fixed, took care of)
■ Evaluative verbs, adverbs, and adjectives to add author’s perspective (helped, nicely, best)
Show relationships between claim, evidence, and reasoning through…

■ Connectors (because, so, and) to link claims with evidence and reasoning (Nurses are
important because they help sick people feel better.)
■ Connectors show concession or comparison/contrast (if, but; Some people don’t like shots but
nurses do other things to help people.)
■ Summary statements to reiterate position (That’s why nurses are important community helpers.)


text:
• Language Functions (bold white text on a purple background)


detail.

GRADES

Narrate

Context: This text was written by a multilingual student in grade 2. As part of the language arts
program, the teacher asks students to write every day in a journal. This is a piece from that journal.
Prompt: It is journal writing time. You can write about whatever you would like. Maybe you want to
write a story, or some of you might want to write about characters from movies you like.
Language Expectation: ELD-LA.2-3.Narrate.Expressive

Multilingual learners use language to construct language arts narratives that
• Orient audience to context
• Develop story with time and event sequences, complication, resolution or ending

Features Olaf Features
Orient audience to This is Olaf Develop story

context through… with time and
he is playing
event sequences,
Pictures in Summer with complication,
resolution or ending
Noun groups to flowers and different
through…
introduce characters animals he likes
• Olaf Verbs to describe
Summer he is haveing
what characters do
Prepositional fun in Summer! • is playing
phrases to establish
• is haveing fun
time and location
• in Summer Example of Student Writing Verbs to describe
what characters feel
Engage and adjust • likes
for audience
through… Pronouns to
reference characters
Word choices to • Olaf … he …. he … he
convey attitudes
• haveing fun

GRADES

Explain

Context: This text was written by a multilingual third grader. As the teacher worked on supporting
students to develop explanations, she showed them how critical information was concentrated in the
noun groups. Together, the class learned how to expand the noun groups to include details such as
fewer sticky toe pads, the green anoles, etc. Students jointly constructed noun groups, comparing and
contrasting which ones included sufficient information needed to communicate hereditary traits. After
that, students wrote independently.
Prompt: Which green anoles (a type of lizard) were most likely to be caught by the brown anoles? Why
is that?
Language Expectation: ELD-SC.2-3.Explain.Expressive

Multilingual learners use language to construct scientific explanations that
• Describe observations and/or data about a phenomenon
• Develop a logical sequence between data or evidence and claim
• Compare multiple solutions to a problem considering how well they meet the criteria and
constraints of the design solution

Features Green and Brown Anoles Features
Describe The green anoles that were born with fewer Develop a logical
observations and/ sequence between
sticky toe scales are most likely to get caught
or data about data or evidence
a phenomenon by a brown anole because the brown anoles and claim through…
through… can’t climb that good. Causal connectors to
Declarative link events
statements to state • because
present facts
• The green anoles
to provide details
that were born …
• with fewer sticky
good.
toe scales
Cohesion to reference • by a brown anole
ideas across text
• a brown anole … Comparatives to
the brown anoles show similarities and
(renaming subject) differences
• fewer
Relating verbs to • most likely
state attributes • that good
• are

Remember…

language.

102
Grades 2-3 WIDA Proficiency Level Descriptors for the Interpretive Communication Mode (Listening, Reading, and Viewing)
around general around specific to meet a purpose to meet a purpose in a to meet a purpose through to meet a purpose
DISCOURSE topics (continents, topics (habitats, (to inform, narrate, short text generic (not genre-specific) through genre-specific
Organization shapes, animals) diet, behavior) with argue or explain) in organizational patterns in organizational patterns
of language with short sentences multiple related a series of extended texts (introduction, body, (paragraph openers and
simple sentences sentences conclusion) topic sentences signaling
relationships between
paragraphs)
repetitive chunks of frequently used a few different multiple cohesive a variety of cohesive a wide variety of cohesive
DISCOURSE meaning across text cohesive devices types of cohesive devices (synonyms, devices that connect larger devices that connect ideas
Cohesion of (red crayon, yellow (demonstratives: devices (pronoun antonyms) meaningful chunks of text throughout text (whole/part,
language crayon, blue crayon) this, that, these, referencing, etc.) (class/subclass: shapes class/subclass, substitution:
those) like circles, triangles, and The rectangle is a big one.)
rectangles) and ellipsis (There isn’t any.
[milk])
frequently used multi-word noun expanded noun expanded noun expanded noun groups with expanded noun groups
DISCOURSE multi-word noun groups with groups with groups with embedded clauses (three with a variety of embedded
Density of groups (green connectors (green classifiers (tree prepositional phrases little green tree frogs that clauses (three little green
language frogs) and slimy frogs) frogs and poison (three little green tree jumped into the water) tree frogs with long legs
frogs) frogs on the log) that swam away and didn’t
come back)
chunks of language simple sentences related simple multiple related simple simple and compound compound sentences
SENTENCE (stick to rocks and (They stick to rocks sentences (They sentences (They are sentences with familiar ways with frequently used ways
Grammatical coral) and coral.) look like plants. called anemones. of combining clauses (using of combining clauses
complexity They stick to rocks They look like plants. coordinating conjunctions: (coordinating conjunctions:
and coral.) They stick to rocks and They are called anemones Anemones look like plants
coral.) and they look like plants.) but they are sea animals.)
WORD, frequently used situation-specific an increasing a growing number of an expanding number a variety of words and
PHRASE words and phrases words and phrases number of words words and phrases in of words and phrases, phrases such as adverbials
Precision of in familiar contexts (How do we spell and phrases (my a variety of contexts including idioms and of time, manner, and place;
language and topics (time to that word?) favorite characters (nonfiction books) collocations (plus and verb types; and abstract
clean up) in this story) minus) nouns (in the book about
dolphins…)
Grades 2-3 WIDA Proficiency Level Descriptors for the Expressive Communication Mode (Speaking, Writing, and Representing)
single words short sentences sentences convey short text that conveys expanding text that text that conveys intended
DISCOURSE and phrases to linked by topic to intended purpose intended purpose using conveys intended purpose purpose using genre-
Organization represent ideas convey intended with emerging predictable organizational using generic (not genre- specific organizational
of language with an intended purpose organization patterns (signaled with specific) organizational patterns (opinion and
purpose (to inform, (topic sentence, some paragraph openers: patterns across paragraphs reasons; information and
narrate, share supporting details) Last week, When I was five, (introduction, body, details)
opinion) I think, etc.) conclusion)
DISCOURSE few frequently some frequently some formulaic a growing number an expanding number of a flexible number of
Cohesion of used cohesive used cohesive cohesive devices of cohesive devices cohesive devices (given/ cohesive devices (ellipsis,
language devices (repetition) devices (pronoun (emerging use of articles to new, whole/part, class/ substitution/omission)
(demonstratives) referencing) refer to the same word) subclass)
DISCOURSE Simple elaboration a few types of some types a growing number of types a variety of types of a wide variety of types
Density of (single nouns) elaboration of elaboration of elaboration (adding elaboration (adding in a of elaboration (adding in
language (adding a familiar (adding a newly articles or demonstratives variety of adjectives) embedded clauses after the
adjective to learned adjective to a noun: the or these noun (those storm clouds
describe a noun) to a noun) clouds) that we saw yesterday)

sentence sentence simple sentences sentences with emerging simple or compound compound and complex
fragments fragments and (A square has 4 use of clauses (We put sentences with familiar sentences with frequently
SENTENCE (triangles and emerging use of right angles.) triangles, then rectangles) ways of combining clauses used ways of combining
Grammatical rectangles) simple sentences (with some coordinating clauses (with a broad
complexity (triangle has three conjunctions: We put blue range of coordinating

sides) triangles, then we put red conjunctions: We put blue
triangles.) triangles, then red triangles,
but there was no pattern.)
few frequently some frequently a small repertoire a growing repertoire an expanding repertoire flexible repertoire of
WORD, used words and used words and of words and of words and phrases of words and phrases words and phrases such
PHRASE phrases with phrases with some phrases with with growing precision including idioms and as adverbials of time,
Precision of emerging precision precision (three developing (preschool friends, math collocations with manner, and place; verb
language (Time to eat?) groups of four precision (best time, after lunch) expanding precision (hard types; and abstract nouns
equals…) friend, the red ball) as a rock) with consistent precision
(rounding off and finding
the mean)
103
GRADES
Grades 4-5
4-5 In the upper elementary grades, the classroom is bustling
with activity as learners interact, interpret, and express
themselves in multimodal ways. These students are
beginning to think about more abstract ideas, and they are
developing the ability to understand different points of
view. They are improving their skills to plan and organize their thoughts and actions
as they predict, process information, connect causes and effects, distinguish opinions
from claims, and formulate claims substantiated with evidence. In the social–emotional
realm, these students have a growing need to be independent, but also to be
accepted and nurtured by family, adults in the school community, and peers.
Classrooms are windows for multilingual learners to make discoveries while

expanding their language repertoire in content area learning. The oral and written
language of fourth and fifth graders is becoming more sophisticated, and multilingual
learners are increasing their range of numeracy, literacy, and other academic
experiences through multiple languages and cultures. Authentic hands-on activities
offer opportunities for multilingual learners to interact in pairs and small groups to
enhance their learning. Collaborating in teams, multilingual learners rely on each
other to problem-solve, dialogue, and build relationships with their peers as they
share the world around them.

Level Descriptors).

Key Language Uses
Narrate • Add details about characters and settings

• Use dialogue to provide insight into characters’ motives and personalities
• Create images in the reader’s mind through descriptive language
• Interpret and construct narratives in a variety of contexts and purposes,
including fictional or historical narratives about significant individuals or
events
Inform • Provide objective general descriptions of entities and concepts of

observable and unobservable phenomena
• Share factual knowledge by moving from concrete and familiar topics to
unfamiliar topics
• Construct generalizations of concepts beyond experiences (e.g., compare
earthquakes and cyclones)
Explain • Identify consequences of actions or events

• Give account for the underlying causes of how something works or why
something happens
• Begin to show underlying causes of more abstract phenomena
Argue • Substantiate claims with evidence and reasoning

• Use evidence from texts or data to support claims
• Consider and engage with other voices, possibilities, and perspectives
• Argue about topics that go beyond students’ immediate contexts to topics
outside their realm of personal experience

The most prominent Key Language Uses in grades 4-5 are the basis for its Language Expectations.
the table.

●
2. Language for Language Arts ● ● ●
● ●
●

Language Functions

Language Features

GRADES

Inform
ELD-LA .4-5 .Inform .Interpretive ELD-LA .4-5 .Inform .Expressive

Interpret informational texts in language arts Construct informational texts in language arts that
by ● Introduce and define topic and/or entity for
● Identifying and summarizing main ideas audience Language
and key details ● Establish objective or neutral stance Functions (common
● Analyzing details and examples for key Add precision and details to define, describe,
attributes, qualities, and characteristics
●
patterns of language
compare, and classify topic and/or entity
● Evaluating the impact of key word use) appear here
● Develop coherence and cohesion throughout
choices in a text text and again below

■ Descriptive titles and generalized nouns to introduce topic and/or entity (Sea Turtles, The
Human Body, Rainforest Mammals)

classifying, defining)
■ Relating verbs (have, be, belong to, means, represents, is called) to define or describe topic Language
and/or entity (Marsupials are mammals that carry their babies in a pouch.)
Features
■ Timeless present verbs (carries, travels, swims) to indicate generalizable nature of information (examples
Establish objective or neutral stance through… of language
■ Declarative statements to provide objective, factual information
resources)
appear here
■ Technical word choices to add precise and descriptive information without evaluative
language (the red-bellied piranha versus the terrifying piranha)
■ Generalized nouns to identify class of things (marine life versus dolphins, sea turtles)
■ Reporting devices to integrate sourced information into report saying verbs (said, reported,
claims), direct and indirect quotes

GRADES

The Language Expectations and Language Functions of Standard 1 are meant to be interwoven and
paired with those of Standards 2-5. For this reason, remember that there are no specific Language
Features for Standard 1, and that the expectations for the interpretive and expressive communication
modes are the same. As you can see from the reference codes, the Language Expectations below are
the same for grades 4-12.
Narrate
ELD-SI.4-12.Narrate
● Identify and raise questions about what might be unexplained, missing, or left unsaid
● Recount and restate ideas to sustain and move dialogue forward
● Create closure, recap, and offer next steps
Inform
ELD-SI.4-12.Inform
● Define and classify facts and interpretations; determine what is known vs. unknown
● Report on explicit and inferred characteristics, patterns, or behavior
● Describe the parts and wholes of a system
● Sort, clarify, and summarize relationships
● Summarize most important aspects of information

GRADES

Explain
ELD-SI.4-12.Explain
● Generate and convey initial thinking
● Follow and describe cycles and sequences of steps or procedures and their causes and
effects
● Compare changing variables, factors, and circumstances
● Offer alternatives to extend or deepen awareness of factors that contribute to particular
outcomes
● Act on feedback to revise understandings of how or why something is or works in particular
ways
Argue
ELD-SI.4-12.Argue
● Generate questions about different perspectives
● Support or challenge an opinion, premise, or interpretation
● Evaluate changes in thinking, identifying trade-offs
● Refine claims and reasoning based on new information or evidence

GRADES

Narrate
● Identifying a theme from details ● Orient audience to context
● Analyzing how character attributes and ● Develop and describe characters and
actions develop across event sequences their relationships
● Determining the meaning of words and ● Develop story with complication and
phrases used in texts, including figurative resolution, time and event sequences
language, such as metaphors and similes ● Engage and adjust for audience

Orient audience to context through…
■ Expanded noun groups to state who or what the narrative is about
■ A variety of sentence types to establish the context e.g., questions, statements, dialog (“We
must think only of the things that we must do,” the old lady said.)
■ Adverbial and prepositional phrases to establish time and location (During the last century,
Last Tuesday, On Saturn’s second outer ring, High above the city)
■ Statements and questions to foreshadow or state complication (Would her dream ever come
true? She knew not to give up.)
Develop and describe characters and their relationships through…
■ Verbs to describe character behaviors (raced, explored), thoughts (wondered, believed),

feelings (hoped, longed for), speech (mumbled, screamed, questioned)
■ Expanded noun groups to add description and detail (seven powerful kings, curly-haired baby
girl)
■ Expanded verb groups to show relationship between characters (Uncle smiled lovingly at his
nephew. She whispered angrily into Sonia’s ear.)
■ Saying, thinking, and feeling dialog verbs to add nuance to characters’ relationships
■ Pronouns, demonstrative, renaming, synonyms to reference characters or ideas across the text
(he, his; these, this; Zeus=Greek God=King of Mt. Olympus)

Develop story with complication and resolution, time and event sequences through…
■ Dependent clauses to add details (the race, which only happened every four years)
■ A variety of verb tenses to locate events in time, including dialog (“Where are you going?” I
asked.)
■ Connectors to sequence time (later that night), and events (While the game was on, we slipped
out.)
■ Statements to provide closure, evaluate experience, or summarize narrative (finally, it was over,
the experience was enlightening, there are some things that can’t be seen but only felt.)
■ Evaluative word choices to describe author’s attitudes (awesome, scared, mean, enjoyed the
time, most people)
■ Literary devices to enrich the narrative, including simile (as cool as a cucumber),
personification, alliteration (lounging lizard), sensory words/phrases (tingling), onomatopoeia
(ZAP!)
■ Tone of voice, gesturing, acting behaviors to adjust for audience
■ Language to address reader/listener and draw them in (Listen while I tell you the most amazing
story.)

GRADES

Inform
● Identifying and summarizing main ideas audience
and key details ● Establish objective or neutral stance
● Analyzing details and examples for key ● Add precision and details to define, describe,
attributes, qualities, and characteristics compare, and classify topic and/or entity
● Evaluating the impact of key word ● Develop coherence and cohesion throughout
choices in a text text

■ Descriptive titles and generalized nouns to introduce topic and/or entity (Sea Turtles, The
Human Body, Rainforest Mammals)

classifying, defining)
■ Relating verbs (have, be, belong to, means, represents, is called) to define or describe topic
and/or entity (Marsupials are mammals that carry their babies in a pouch.)
■ Timeless present verbs (carries, travels, swims) to indicate generalizable nature of information
Establish objective or neutral stance through…
language (the red-bellied piranha versus the terrifying piranha)
■ Generalized nouns to identify class of things (marine life versus dolphins, sea turtles)
■ Reporting devices to integrate sourced information into saying verbs (said, reported, claims),
direct and indirect quotes

Add precision and details to define, describe, compare, and classify topic and/or entity through…
■ Adverbial and prepositional phrases to specify times and location (every year, during the 17th
century, in the North Atlantic, throughout Australia)
■ Comparing/contrasting connectors to differentiate between entities or components (unlike/

like, fewer/more than, however, likewise)
■ Variety of structures (past tenses, embedded clauses, passive voice, complex sentences) to
report on past events
■ Expanded noun groups and adjectives to add details to the concept or entity (spherical ball of
rocks or gas), and to classify or qualify information (environmental threats, greenhouse gasses)
■ Visuals (graphs, labeled diagrams, photos) to support key details
■ Pronouns, demonstratives, synonyms, and renaming to reference and link ideas/entities across
sections of text (his, he; these, this; tornado=natural disaster; Orca=ocean mammal=killer whale)
■ Ellipsis to reduce repetition and redundancy (Scientists asked legislators to make changes to
protect turtles and they did [make the changes])
■ Topic nouns to begin sentences or paragraphs across text
■ Nominalizations to represent abstract concepts (Leatherbacks are declining=this decline in

population)

GRADES

Argue
ELD-LA.4-5.Argue.Interpretive ELD-LA.4-5.Argue.Expressive
Interpret language arts arguments by Construct language arts arguments that
● Identifying main ideas ● Introduce and develop a topic clearly; state an
● Analyzing points of view about the opinion
same event or topic ● Support opinions with reasons and information
● Evaluating how details, reasons, and ● Use a formal style
evidence support particular points in ● Logically connect opinions to appropriate
a text evidence, facts, and details; offer a concluding
statement or section

Introduce and develop a topic clearly; state an opinion through…
■ Declarative statements to frame topic, provide background information, and state opinion (The
Proudest Blue provides a great example of being proud of your heritage.)
■ Noun groups (adjectives, embedded clauses) to add description and/or introduce topic
(Lance, a first-generation immigrant; Dinner, which was always wonderful)
■ Pronouns, synonyms, renaming subjects to maintain cohesion (they=the new

arrivals=immigrants=the foreigners)
■ First person (I think, In my opinion) or third person (this book provides, the author believes) to
state an opinion
Support opinions with reasons and information through…
■ A variety of clauses (adverbial, embedded) to support opinion and/or claim (quotes, examples,
detailed descriptions)
■ Expanded noun and verb groups to add detail (Faizah arrived for her first day of school with a
new backpack and light-up shoes.)
■ Connectors to elaborate an idea/interpretation (so, this means, therefore, a way to think about
this)
■ Connectors to link claim/opinion with evidence and reasoning (because, as a result, when, if,
although, but)
■ Modality to express obligation or certainty (might, could, must, need to, have to)

Use a formal style through…
■ First person (personal) or third person (neutral) to present point of view (The book tells us that
even through difficult times, we can still stick to our culture.)
■ Authoritative declarative sentences to evaluate and interpret events (The Proudest Blue
teaches us to be proud of our culture.)
■ Evaluative adjectives and adverbs to add writer’s perspective (beautiful, amazing,

unfortunately)
■ Emotive or objective language to appeal to logic or feelings (love flowed from everything she
made versus she cooked dinner)
Logically connect opinions to appropriate supporting evidence, facts, and details; offer a
concluding statement or section through…
■ That-clauses to link claim with evidence (This shows that the theme is)
■ Connectors to sequence points in the argument (first, furthermore, as evidenced by)
■ Summary statement to reiterate opinion or encourage a response (I recommend this book, a

book to help us remember)

GRADES

Explain
● Analyzing problem-solving steps ● Share solution with others
● Evaluating a pattern or structure that ● Describe data and/or steps to solve problem
follows a given rule ● State reasoning used to generate solution

Introduce concept or entity through…
■ Mathematical terms and phrases to describe concept, process, or purpose (the angles within a
circle can be measured with a protractor like this)
■ Relating verbs (belong to, are part of, be, have) to define or describe concept
Share solution with others through…
■ Generalized nouns to add precision to discussion (conversion, measurement, volume)
■ Language choices to reflect on completed and on-going process (we should have done this,
we might be able to, what if we try)
■ First person (I, we) to describe approach; third person to describe approach with neutral
stance of authority
■ Observational (notice, it appears, looks like) and comparative language (different from, similar
to, the same) to share results (We notice our process was different, but we have the same
solution.)

Describe data and/or steps to solve problem through…
■ Abstract, generalized, or multi-meaning noun groups to add precision to mathematical

descriptions (operation, associative property, area formula, function)
■ Past tense doing verbs (measured, converted) and thinking verbs (remembered, thought,
figured out) to recount steps
■ Visuals (charts, graphs, diagrams, manipulatives, drawings) to support approach and/or solution
■ Connectors to order steps (first, next, then) and indicate causal relationships (because, so, that
means, as a result)
■ Declarative statements to state conclusion with a neutral stance of authority (These two
fractions are equivalent because…)
■ Causal connectors to express reasoning (We multiplied the two numbers together because…)
■ Conjunctions (if/then, when/then, because, as, since, so that) to establish result/condition

relationships (if the field has a length that is twice its width, then the area is…)

GRADES

Argue
● Comparing conjectures with patterns, ● Create conjecture using definitions, patterns,
and/or rules and rules
● Distinguishing commonalities and ● Generalize commonalities and differences
differences among ideas in justifications across cases
● Extracting patterns or rules from solution ● Justify conclusions with patterns or rules
strategies to create generalizations ● Evaluate others’ arguments

Create conjecture using definitions, patterns, and rules through…
■ Relating verbs (have, belong to, be) to make a claim (9/15 is equivalent to 3/5 and 6/10 is an
equivalent fraction too because they are all multiples)
■ Adverbial phrases (for qualities, quantities, frequency) to add precision related to conjecture
(The interior angles of a triangle will always add up to 180°)
Generalize commonalities and differences across cases through…
■ Conditional clauses (when, if) to extend conjecture (If you remember the inverse operations,
you can figure out the missing quantity by…)
■ Declarative statements to present generalizable processes (The divisibility rules can help you
find all the factor pairs of a product.)

Justify conclusion with patterns or rules through…
■ Conditional structures (if/then, when) to demonstrate conclusions (Adding 3 to an even

number always gives you an odd number and if you add 3 to an odd number, you will get an
even number.)
■ Technical nouns and noun groups to add precision and details (exponents, decimals, inverse
operations, intersecting lines)
■ Drawings, manipulatives, diagrams, graphs, models to demonstrate thinking
Evaluate others’ arguments through…
■ Questions (how, what, why) and requests (could, would) to ask for clarification or information
(How did you know how to start? Could you explain this part of your diagram?)
■ Declarative statements to disagree/debate (I don’t think that’s right, I disagree, how did you, I
did it differently, let’s compare our process)

GRADES

Explain
● Defining investigable questions or ● Describe observations and/or data about a
design problems based on observations, phenomenon
data, and prior knowledge about a ● Establish neutral or objective stance in
phenomenon communicating results
● Obtaining and combining evidence and ● Develop reasoning to show relationships
information to help explain how or why a between evidence and claims
phenomenon occurs
● Summarize and/or compare multiple solutions
● Identifying evidence that supports to a problem based on how well they meet
particular points in an explanation the criteria and constraints of the design
solution

Describe observations and/or evidence about a phenomenon through…
■ Abstract nouns to introduce concepts, ideas, and technical terms (cycles, states of matter,
condensation)
■ Cohesion to reference ideas, people across text (pronouns, renaming subject, synonyms)
■ Relating verbs to state relationships or attributes (have, be, belong to)
■ Timeless verbs to state on-going facts about the phenomenon (ocean water evaporates)
Establish neutral or objective stance in communicating results through…
■ Passive voice and declarative statements (evaporation is caused by, ice and snow evaporate)
■ Word choices to moderate stance, e.g., hedging (could/might, sometimes, usually)
■ Objective language to adjust precision and/or invite shared interest

Develop reasoning to show relationships between evidence and claims through…
■ Nominalizations to represent abstract concepts (condensation)
■ Connectors to link clauses and combine ideas into logical relationships (so, because, and then),
or express causality (when, although, in order to)
■ A variety of ways to describe phenomena (relative clauses, declarative statements)
■ Given/new patterns to link relationships, add new details, and condense information into
abstract nouns
Summarize and/or compare multiple solutions to a problem based on how well they meet the
criteria and constraints of the design solution through…
■ Labeling/describing diagrams, graphs and tables to add information about the phenomenon
■ Ask and answer questions to clarify or hypothesize about phenomenon
■ Conditional clauses (if/then) to generalize phenomenon to additional contexts

GRADES

Argue
● Identifying relevant evidence from ● Introduce topic/phenomenon in issues
investigations of phenomena or design ● Make and define a claim based on evidence,
solutions data, and/or model
● Comparing reasoning and claims based ● Establish a neutral tone or an objective stance
on evidence
● Signal logical relationships among reasoning,
● Distinguishing among facts, reasoned relevant evidence, data, and/or a model when
judgment based on research findings, making a claim
and speculation in an explanation  

Introduce topic/phenomenon related to the natural and designed world(s) through…
■ Generalized nouns to define phenomenon (weathering, erosion, eruptions, mapping)
■ Relating verbs (have, belong to, be) to define topic/phenomenon (The Earth is shaped by many
forces like wind and water.)
■ Expanded noun phrases to add clarity, classify, or add descriptions (underground pressure,
marine shell fossils)
Make and define claim based on evidence, data, and/or model through…
■ Expanded noun groups to add precision and details (Earth’s cycles of heating and cooling)
■ Connectors to link ideas (as a result, therefore, over time)
■ Maps, diagrams, graphics, data to support claim/evidence

Establish a neutral tone or an objective stance through…
■ Passive voice to keep focus on topic (The Earth was shaped by many forces.)
■ Active verb groups to describe phenomenon (Water erodes rock over time.)
■ Declarative third person statements to record claim, observations, conclusion (Wind causes
erosion in three ways.)
Signal logical relationships among reasoning, relevant evidence, data, and/or a model when making
a claim through…
■ Connectors to signal time (next, at the same time), causality (therefore, consequently, as a
result, because), clarification (for example, this shows how)
■ Reference devices (pronouns, synonyms, renaming subject) to create cohesion across text
■ Modal verbs to describe possible impacts of phenomenon on various situations, including

human (Natural forces like tsunamis and volcanic eruptions can impact the Earth’s surface and
people’s safety.)

GRADES

Explain
Interpret social studies explanations by Construct social studies explanations that
● Determining different opinions in sources ● Introduce phenomena or events
for answering compelling and supporting ● Describe components, order, causes and
questions about phenomena or events effects, or cycles using relevant examples
● Analyzing sources for a series of and details
contributing factors or causes ● Generalize probable causes and effects of
● Evaluating disciplinary concepts and ideas developments or events
that are open to different interpretations

Introduce phenomena or events through…
■ Prepositional phrases of time, place to contextualize phenomena or events
■ Relating verbs (have, be) to define phenomena or events
■ Nouns to represent abstract concepts (factors, effects, economics)
■ Cohesion to reference ideas, people across text (pronouns, substitutions, renaming, synonyms,
collocations)
Describe components, order, causes and effects, or cycles using relevant examples and details
through…
■ Connectors to order, sequence, show relationships among ideas (the first factor, after the bill
passed, that caused)
■ Noun groups to provide details answering who, what, when, where (They made maple syrup in
the spring outside the winter camp.)
■ Verbs groups to add accuracy (traveled quickly and quietly)
Generalize probable causes and effects of developments or events through…
■ Word choices to evaluate, judge, or appreciate significance of event or phenomenon
■ Nominalizations to summarize events and name abstract phenomenon (city expansion)
■ Declarative statements to evaluate or interpret events

GRADES

Argue
or against a position, present a balanced ● Select relevant information to support
interpretation, challenge perspective) claims with evidence from multiple
● Analyzing relevant information from multiple sources
sources to develop claims in response to ● Establish perspective
compelling questions
● Show relationships between claims
● Evaluating point of view and credibility of with reasons and multiple sources of
source, based on distinctions between fact evidence
and opinion

■ Generalized nouns and descriptive title to introduce topic (Native Peoples of Wisconsin)
■ Declarative statements to present position and/or provide background information 
■ Expanded noun groups to provide detail about the topic with relative clauses (The Ho-Chunk,
an Indigenous Nation in Wisconsin)
■ Pronouns, synonyms, renaming subject to create cohesion
■ Connectors to structure paragraphs (first, In the beginning, meanwhile, as a result, In

conclusion)
Select relevant information to support claims with evidence gathered from multiple sources
through…
■ Variety of clauses (adverbial, embedded) to add details, examples, quotes, data (in the book,
according to, the author tells us)
■ Adverbial and prepositional phrases to specify time (duration, specific date, or range), location,
how or why something happened (During the 1800s, many native peoples were forced to move
west because of settlers from the east.)
■ Doing verbs (fled, hunted) to identify agent

Establish perspective through…
■ Passive voice to keep emphasis on main topic rather than who or what is doing the action (the
people were forced off their land). Alternately, use active voice to keep emphasis on who or
what is doing the action.
■ Evaluative verbs, adverbs, and adjectives to add author’s perspective (forced, lonely, worst)
■ Objective or emotive language to appeal to logic or feelings (relocated versus forcibly driven
from their home)
Show relationships between claims with reasons and multiple sources of evidence through…
■ Connectors to link claims with evidence and reasoning (because, so, and) 
■ Connectors to signal alternate points of view (one way, another way, on the other hand) 
■ Connectors to show comparison/contrast (if, unless, however)
■ Modality in summary statements to reiterate position, or create a call to action (should, must,
necessary to, might, could)


text:
• Language Functions (bold white text on a red background)


detail.

GRADES

Argue

Context: This is a mentor text developed by a teacher to apprentice her fourth-grade class to write
arguments. The teacher read, deconstructed, and analyzed the mentor text with her students to make
visible how the text is structured, as well as the way certain language features are employed to meet
the purpose of the argument. Then, the teacher and students jointly constructed another argument text
making use of similar structures and language features. 
Language Expectation: ELD-LA.4-5.Argue.Expressive

Multilingual learners use language to construct language arts arguments that
• Introduce and develop a topic clearly; state an opinion
• Support opinions with reasons and information
• Use a formal style
• Logically connect opinions to appropriate evidence, facts, and details; offer a concluding

Features School over Summer? Features
Introduce and Although there are many great things about Support opinions
develop a topic with reasons
vacations, students and teachers should go
clearly; state an and information
opinion through… to school over the summer. I will share several through…
reasons to support my position on this issue. Noun groups and
Declarative
statement to frame verb groups to add
the topic First, if students went to school over the detail
summer, they would forget less of what they • several reasons
• Although there
are … school over • school year
learned during the school year and be better
the summer. • would forget
prepared for the next grade. Also, some • do not go
First person to state students do not go on trips or go to camp, and
• would not get bored
an opinion
• I going to school over the summer means they
Logically connect
• my position would not get bored. opinions to
appropriate
Noun groups to evidence through…
introduce topic
• many great things Connectors to
about vacations sequence points in
• students and the argument
teachers • first
• also

Functions & School over Summer? Functions &
Features Continued Features
Introduce and Additionally, teachers work on their own Logically connect

develop a topic opinions to
during the summer anyway, and it would be a
clearly; state an appropriate
opinion through… better use of their time to work with students. evidence through…
Pronouns and As stated above, it is my position that going Connectors to

renaming subject to sequence points in
to school over the summer would benefit
maintain cohesion the argument
• teachers …. their students and teachers. • additionally
own … their time • as stated above
Use a formal style Support opinions

through… with reasons
and information
Third person to through…
present point of
view Modality to express
• teachers certainty
• students • would be …
Summary statement
to reiterate opinion
• As stated above, it
is my position that…
teachers.

GRADES

Explain

Context: This mentor text was developed by a researcher who modeled for fourth graders how to write
an explanation for a social studies unit focusing on the indigenous people of Wisconsin. Students learned
about who the groups of people are (and were) and studied the causes and effects of phenomena, such
as removing people from their land, sending children to boarding schools, and treaties. For their writing
assignment, students produced a factorial explanation where they identified and described the factors
that led to a particular outcome, such as loss of identity, loss of language, and loss of culture. 
Language Expectation: ELD-SS.4-5.Explain.Expressive

Multilingual learners use language to construct social studies explanations that
• Introduce phenomena or events
• Describe components, order, causes and effects, or cycles using relevant examples and details
• Generalize probable causes and effects of developments or events

Features Loss of Identity and the Menominee Features
Introduce phenomena Identity is who you are. So, to say that Describe
or events through… components, order,
you lost your identity is to say you lost
causes and effects,
Prepositional phrases who you are. This is what happened to the or cycles using
of time, place relevant examples
to contextualize Menominee Nation of Wisconsin.
and details through…
phenomenon or event
• from the forest The Menominee Nation is a group of Noun groups to
• before Europeans people native to Wisconsin. Their traditions provide details
arrived answering who, what,
• in western Wisconsin and identity come from the forest. Before when, where
• along the … Green the Europeans arrived the Menominee • the Menominee
Bay Nation of Wisconsin
• on the Wolf River lived in western Wisconsin along the shores • a group of people
of Lake Michigan and Green Bay. They native to Wisconsin
Relating verbs to • their tradition and
define phenomenon or hunted for animals and fished for sturgeon identity
event • the forest
on the Wolf River. The forest was very
• is, is, is • Menominee
important to them. The forest is their identity.
people
Cohesion to reference
Menominee people say, “we are the forest”.
people across text Verbs groups to add
• the Menominee accuracy
Nation, the • lived
Menominee, • hunted
Menominee people • fished
(renaming)

Functions & Loss of Identity and the Menominee Functions &
Introduce phenomena When the Europeans arrived in the 1600s, Describe

or events through… components, order,
everything changed for the worse. The
causes and effects,
Nouns to represent Menominee people lost their identity, or cycles using
abstract concepts relevant examples
almost forever. There are three factors
• identity and details through…
• factors which caused the Menominee to lose their
• homelands Connectors to order,
identity. The first is taking their land away, the
sequence, show
Cohesion to reference second is cutting down their forest, the third relationships among
ideas, people across is assimilation. ideas
text • there are three
• the first factor … this The first factor that caused the Menominee factors
… it (pronouns) • the first factor
people to lose their identity was that the
• they, they, they
(repetition) US government forced them to give up Noun groups to
• had to give up, provide details
their land. This happened first in the 1820s.
had to give up answering who or
(repetition) Native peoples from New York were pushed what
out of their homelands and were trying to • the US government
• native peoples
Generalize probable find a new place to live. The US government from New York
causes and
effects of events told the Menominee they had to give up • the Oneida and the
or developments Mochican
500,000 acres of their land to the Oneida
through… • 500,000 acres of
and the Mochican. It happened again in their land
Nominalizations to 1848, when Wisconsin became a state. They • some of the
summarize event Menominee leaders
had to give up the rest of their land. Without
and name abstract • 276,000 of forest
phenomenon their forests, they couldn’t be themselves. along the Wolf
• taking their land They lost their identity. Fortunately, some River
away
• cutting down their of the Menominee leaders fought back. In Verbs groups to add
forest 1854, they got back 276,000 of forest along accuracy
• assimilation • caused to lose
the Wolf River. • forced … to give up
• happened
• were pushed out
• were trying to find
• had to give up
• couldn’t be …
• lost

Functions & Loss of Identity and the Menominee Functions &
Introduce phenomena The second factor that caused the Describe

or events through… Menominee to lose their identity was components, order,
causes and effects,
Nouns to represent logging. The Menominee tradition was to or cycles using
abstract concepts only cut down mature trees. This is a way relevant examples
• tradition to protect the forest. Unfortunately, the and details through…
• assimilation
US forest service put a big sawmill on their Connectors to order,
Relating verbs to land and used it to clear-cut big sections sequence, show
define phenomenon of the forest. Clear-cut is when you cut relationships among
• is ideas
down everything at once. The forest service
• the second factor
Generalize probable also left behind lots of brush which caught • the third factor
causes and effects of fire and destroyed more of the forest. The • one time
events or developments • today
Menominee believe that they are the forest.
through…
When you cut down the forest, you cut Noun groups to
Word choices to down the people. provide details about
evaluate, judge, or who or what
appreciate significance The third factor that led to the Menominee • the second factor
of event to lose their identity was assimilation. that caused the
• unfortunately Menominee to lose
• destroyed …. their identity
• fortunately • the Menominee
• alive Fortunately, there were enough Menominee tradition
• almost lost forever people who fought the US government
• the US forest
• never do that again service
against taking their land, logging, and • big sections of the
Declarative statements assimilation. One time the Menominee forest
to evaluate or interpret elders lay down on the highway to • the Menominee
events elders
prevent the land from being sold. In 1969,
• Unfortunately, the • the Menonimee
a law was passed that gave them back identity
US … forest.
their Reservation. Today there are many • a group of people
• Fortunately, …
assimilation. Menominee people who still remember
Verb groups to add
• We should … group their identity and teach their ways to the accuracy
of people. children. So the Menonimee identity is still • fought
alive. But because of the bad things the US • lay down…to
prevent
government did, it was almost lost forever.
• was passed
We should remember what happened and • teach
never do that again to a group of people. • should remember

Remember…

language.
• Scaffolding learning increases accessibility for multilingual learners, supports and bolsters their
opportunities to meaningfully engage in grade-level content learning, and builds toward their

136
DISCOURSE around specific to meet a purpose to meet a purpose to meet a purpose to meet a purpose through to meet a purpose
Organization topics (clean water) (to inform, argue, in a short, through generic genre-specific organizational through genre-specific
of language with multiple related explain or narrate) connected text (not genre-specific) patterns (paragraph openers organizational patterns
simple sentences in a series of topic- organizational patterns and topic sentences (claim, evidence, reasoning)
related extended in a text (introduction, signaling relationships linking ideas, events, and
sentences body, conclusion) between paragraphs) reasons across a text
frequently used a few different multiple cohesive a variety of cohesive a wide variety of cohesive cohesive devices and
DISCOURSE cohesive devices types of cohesive devices (synonyms, devices that connect devices that connect ideas common strategies that
Cohesion of (repetition, devices (pronoun antonyms) larger meaningful throughout text including connect ideas throughout
language demonstratives) referencing, etc.) chunks of text substitution and ellipsis text (given/new)
(including class/
subclass, whole/part)
multi-word noun expanded noun expanded noun expanded noun groups expanded noun groups expanded noun groups
DISCOURSE groups with groups with groups with with embedded clauses with a variety of embedded with a wide variety
Density of connectors (mean classifiers (mean prepositional (my favorite character clauses (my favorite embedded clauses and
language and nasty bullies) and nasty fourth phrases (my favorite who stood up to the character who stood up to compacted noun groups
grade bullies) character in this bullies) the bullies and hardship) (nominalization: she stood
book) up to bullies = her courage)
simple sentences related simple multiple related simple or compound compound sentences with compound and complex
(Strong winds blow sentences (Winds simple sentences sentences with frequently used ways of sentences with a variety
SENTENCE through the forest.) blow through the (Winds blow familiar ways of combining clauses (Strong of ways of combining
Grammatical forest. The trees through the forest. combining clauses winds blow through the clauses addressing genre,
complexity sway and shake.) The trees sway (using coordinating forests, but the mighty oaks audience, and content area
and shake. Dead conjunction: The trees stand tall and proud.) (When strong winds blow
branches fall off to sway and shake, and through the forests, the
the ground.) dead branches fall off trees sway and shake.)
to the ground.)
WORD, situation-specific an increasing a growing number an expanding number a variety of words and a wide variety of words,
PHRASE words and phrases number of words of words and of words and phrases phrases, such as adverbials phrases, and expressions
Precision of (between those two and phrases (Over phrases in a including idioms and of time, manner, and place; with multiple meanings
language black wires) there on the variety of contexts collocations (push and verb types; collocations; and across content areas
board?) (lightbulb went off, pull, quit pulling my abstract nouns (the invisible (electric shock versus I’m
the electric circuit) leg) force between two magnets) shocked)
short sentences linked sentences that convey short text that conveys expanding text that text that conveys text that conveys
by topic to convey intended purpose with intended purpose conveys intended intended purpose intended purpose
an emerging sense of emerging organization using predictable purpose using generic using genre-specific using genre-specific
DISCOURSE purpose (to inform, (topic sentence, organizational patterns (not genre-specific) organizational patterns organizational patterns
Organization explain, argue, narrate) supporting details) (signaled with some organizational patterns (statement of position, with strategic ways of
of language paragraph openers: across paragraphs arguments, call to signaling relationships
first, and then, then) (introduction, body, action) between paragraphs
conclusion) with a and throughout text
variety of paragraph (the first reason, the
openers second reason, the
evidence is…)
some frequently some formulaic a growing number an expanding variety a flexible number a wide variety of
DISCOURSE used cohesive cohesive devices of cohesive devices of cohesive devices of cohesive devices cohesive devices
Cohesion of devices (repetition, (pronoun referencing, (emerging use of (given/new, whole/ (substitution, ellipsis, used in genre- and
language demonstratives) etc.) articles to refer to the part, class/subclass) given/new) discipline-specific ways
same word, synonyms,
antonyms)
a few types of some types of a growing number of a variety of types of a wide variety of types flexible range of types
elaboration (adding elaboration (adding types of elaboration elaboration (adding in of elaboration (adding of elaboration that
familiar adjectives to newly learned or (adding articles or a variety of adjectives in embedded clauses includes embedded
describe nouns: maple multiple adjectives to demonstratives to including concrete and after the noun: the sap clauses and condensed
DISCOURSE
syrup) nouns (thick, sweet, nouns: the dark syrup) abstract nouns: the which boiled for six noun groups
Density of
sticky maple syrup) long, slow process…) hours…) (elaborating: a sweet
language
sap that turned into a
delicious syrup after
hours of boiling and
condensing through
nominalization: this
tedious process)
137
138
CONTINUED
sentence fragments simple sentences (The sentences with simple or compound compound and compound and
and emerging use of red side pushed away. emerging use of sentences with complex sentences complex sentences
simple sentences (the The blue side stayed.) clauses (The red side familiar ways of with frequently characteristic of the
blue one, the red one) blocked the paperclip. combining clauses used ways of genre and content
The blue side picked it (with coordinating combining clauses area, with a variety of
SENTENCE up. They are opposites.) conjunctions: The (with coordinating ways of combining
Grammatical red side repelled the conjunctions: Neither clauses (with a range of
complexity paperclip, but also it….) the red one nor the techniques to extend,
blue one…) or shorten sentences:
The magnetic force
caused the paperclip
to lift off the table
because the paperclip
is metal.)
some frequently used a small repertoire of a growing repertoire an expanding a flexible repertoire a variety of words
words and phrases with words and phrases of words and phrases repertoire of of words and phrases, and phrases,
WORD, some precision (social with developing with growing precision words and phrases, such as adverbials including evaluation,
PHRASE studies, government) precision (branches of (the founders, “two if including idioms and of time, manner, and obligation, idioms,
Precision of government, executive by land…”) collocations with place; verb types; and and collocations
language power) expanding precision abstract nouns; with (necessary sacrifices,
(the lights are on but consistent precision outdated law, fit for a
nobody’s home…) (as a result of the war, king)
forming a new nation)
GRADES
Grades 6-8
6-8 Middle schoolers are developing a stronger sense of
independence, becoming more sophisticated thinkers
and problem solvers. As they develop, they can more
strategically self-regulate and plan how to use resources
(including multiple languages and cultures), make decisions, and take steps to address
academic challenges. They can use their thinking more flexibly, separate opinion from
fact, substantiate claims with evidence, and recognize perspective and bias.
The home–school connection continues to be an important facet of education for

middle-schoolers. Their interest in inquiry presents opportunities to explore various
cultural points of view. In school and at home, students, families, and educators can
discuss world events and issues while capitalizing on the community’s collective
linguistic and cultural knowledge.

Level Descriptors).

Key Language Uses
Narrate • Describe people, objects, and scenes using imagery, metaphors, and other
stylistic devices
• Manipulate pace to bring attention to key points in the narrative
• Underscore the significance of events
• Create tension and suspense
• Interpret and use historical narratives as primary source evidence in
constructing arguments
Inform • Manage information about entities according to their composition,

taxonomies, and classifications
• Identify and describe various relationships among ideas and information
• Interpret multiple sources of information to develop knowledge before
reporting on topics
• Construct research reports that require multiple sources of factual
information
Explain • Identify, analyze, and give account for causal, consequential, or systems
relationships
• Apply scientific reasoning to show how or why something works
• Construct explanations using models or representations
• Use evidence in the construction of scientific explanations
Argue • Interpret multiple sources of information to develop claims and

counterclaims
• Construct claims and offer them for debate
• Respond to counterclaims
• Contextualize and evaluate primary and secondary sources
• Analyze literary techniques, such as the development of theme and
characterization in works of fiction

The most prominent Key Language Uses in grades 6-8 are the basis for its Language Expectations
the table.

●
● ●
●

Language Functions
Language Expectations are built around a set of Language Functions Language Functions highlight

Language Features

GRADES

Inform
ELD-LA 6-8 Inform Interpretive ELD-LA 6-8 Inform Expressive

Interpret informational texts in language Construct informational texts in language arts that
arts by ● Introduce and define topic and/or entity for
● Identifying and/or summarizing audience Language Functions
main ideas and their relationship to Establish objective or neutral stance
supporting ideas
●
(common patterns
Add precision, details, and clarity about
● Analyzing observations and
●
of language use)
relevant attributes, qualities, characteristics,
descriptions in textual evidence for activities, and behaviors appear here and
key attributes, qualities, characteristics,
activities, and behaviors
● Develop coherence and cohesion throughout again below
text
● Evaluating the impact of author’s key
word choices over the course of a text

■ Generalized nouns and descriptive titles to introduce topic (Revolutions, Environmental

Disasters, Mining the Earth)

Language
classifying) Features
■ Relating verbs (have, be, belong to) to link an entity with its attributes; define, describe and (examples
classify (It was a cultural and intellectual movement.) of language
■ Timeless present verbs (rises, shapes, determines) to indicate generalizable nature of resources)
information appear here
■ Expanded noun groups to define key concepts (a period in European history that took place)

GRADES

Narrate
ELD-SI 4-12 Narrate
Inform
ELD-SI 4-12 Inform

GRADES

Explain
ELD-SI 4-12 Explain
effects
outcomes
ways
Argue
ELD-SI 4-12 Argue

GRADES

Narrate
ELD-LA 6-8 Narrate Interpretive ELD-LA 6-8 Narrate Expressive

● Identifying a theme or central idea that ● Orient audience to context and point of view
develops over the course of a text ● Develop and describe characters and their
● Analyzing how character attributes and relationships
actions develop in relation to events or ● Develop story, including themes with
dialogue complication and resolution, time, and event
● Evaluating impact of specific word sequences
choices about meaning and tone ● Engage and adjust for audience

Orient audience to context and point of view through…
■ Expanded noun groups to state who or what the narrative is about
■ A variety of sentence types to introduce the context such as rhetorical and other questions,
statements, dialog (Are we ever truly happy? It was confusing time, nothing seemed normal.)
■ Adverbial and prepositional phrases to establish time and location (They stood together
silently on the hill as the sun rose.)
■ Statements and questions to foreshadow or state complication (As she walked home, she felt
watched.)
Develop and describe characters and their relationships through…
■ Verbs to describe character behaviors (turned instinctively), thoughts (concerned), feelings

(pleased), speech (asked weakly)
■ Expanded verb groups to show relationship between characters
■ Saying, thinking, and feeling dialog verbs to add nuance to characters’ relationships (“Danny,”
the old man said, “I was angry. Forgive me.”)
■ Expanded noun groups to add description and detail (He was short, but strong, with light,
closely cut hair and a determined face.)
■ Cohesive devices (pronouns, demonstratives, renaming, synonyms) to reference characters or

ideas across the text

Develop story, including themes with complication and resolution, time, and event sequences
through…
■ Dependent clauses to add details (the race, which only happened every four years)
■ A variety of verb tenses to pace narrative and locate events in time, including dialog (“Where
are you going?,” I asked.)
■ Connectors to develop and link sections of text to sequence time (meanwhile, later), ideas (in
the first place, at this point), and add information (what’s more, likewise, in addition)
■ Statements to provide closure, evaluate experience, or summarize narrative (Finally, it was

over; The experience was enlightening; There are some things that can’t be seen but only felt.)
■ Evaluative word choices to describe author’s attitudes (with death-cold scorn in his voice;
pitiful, gracious, self-sacrificing, enriching)
■ Literary devices (similes and metaphors) to enrich the narrative (fly like an eagle, life is a
highway), alliteration (babbling brook), sensory words/phrases, and onomatopoeia (tick-tock)
■ Language to address reader/listener and draw them in (She scuffled away across the snowy
field like a small hunched animal.)

GRADES

Inform

● Identifying and/or summarizing audience
main ideas and their relationship to ● Establish objective or neutral stance
supporting ideas
● Add precision, details, and clarity about
● Analyzing observations and relevant attributes, qualities, characteristics,
descriptions in textual evidence for activities, and behaviors
activities, and behaviors ● Develop coherence and cohesion throughout
text

■ Generalized nouns and descriptive titles to introduce topic (Revolutions, Environmental

Disasters, Mining the Earth)

classifying)
■ Relating verbs (have, be, belong to) to link an entity with its attributes; define, describe, and
classify (It was a cultural and intellectual movement.)
■ Timeless present verbs (rises, shapes, determines) to indicate generalizable nature of

information
■ Expanded noun groups to define key concepts (a period in European history that took place)

Establish objective or neutral stance through…
language (the effects versus devastating effects)
■ Generalized nouns to maintain neutrality (millennials, stringed instruments, marsupials)
■ Variety of structures to define and describe entities (embedded clauses, relating verbs,
nominalizations, given/new patterns)
■ Reporting devices (saying verbs) to integrate sourced information into report (said, reported,
claims), direct and indirect quotes
Add precision, details, and clarity about relevant attributes, qualities, characteristics, activities, and
behaviors through…
■ Adverbial and prepositional phrases to specify time and location (in 1592, following the Middle
Ages, during the spring, along the ridge, located within the Earth’s core)
■ Expanded noun groups to add precision (strummed or plucked vibration of the strings)
■ Adjectives and adverbs to answer questions about quantity, size, shape, manner (microscopic,
right-angled, voraciously, precisely)
■ Contrasting connectors to differentiate between entities or components (unlike, as opposed to,

however)
■ Visuals (graphs, data, diagrams) to support key details
■ Referential devices (pronoun reference, synonyms, renaming, collocations) to link ideas across
sections of text
■ Topic or headings to serve as openers for sentences or paragraphs
■ Nominalization to condense clauses (it rained year after year=annual floods) or summarize key
ideas

GRADES

Argue
ELD-LA 6-8 Argue Interpretive ELD-LA 6-8 Argue Expressive

● Identifying and summarizing central ● Introduce and develop claim(s) and
idea distinct from prior knowledge or acknowledge counterclaim(s)
opinions ● Support claims with reasons and evidence that
● Analyzing how an author are clear, relevant, and credible
acknowledges and responds to ● Establish and maintain formal style
conflicting evidence or viewpoints
● Logically organize claim(s) with clear reasons
● Evaluating relevance, sufficiency of and relevant evidence; offer a conclusion
evidence, and validity of reasoning that
support claim(s)

Introduce and develop claim(s) and acknowledge counterclaim(s) through…
■ Declarative statements to frame topic, provide background information, state claim, and
acknowledge counterclaim (Graphic novels provide a unique way to read that appeals to many
teenagers.)
■ Noun groups to provide details (Maus, a graphic novel written and illustrated by Art
Spiegelman…)
■ Connectors to introduce alternative points of view (although, on the other hand, unlike,
contrary to common belief)
■ Pronouns, synonyms, collocations, renaming subjects to maintain cohesion (graphic

novels=these unique texts=young adult comic books)

Support claims with reasons and evidence that are clear, relevant, and credible through…
■ A variety of clauses (adverbial, embedded) to support opinion and/or claim(s) (quotes,

references, detailed descriptions, examples or other sources and data) (according to X, the
author’s claim)
■ Connectors to elaborate an idea/interpretation (so, this means, therefore, leading one to

believe, a way to think about this)
■ Connectors to link claim(s) with evidence and reasoning (because, as a result, when, if,
although, but)
■ Literary devices to support evidence and interpretation (similes and metaphors, alliteration,
idioms, figurative and sensory words/phrases, collocation, multilingual words/phrases)
■ Modality to express obligation or certainty (might, could, must, need to) or to open up to other
possibilities (possibly, apparently, perhaps, definitely, absolutely)
Establish and maintain formal style through…
■ First, second, third person use to connect with reader, build alliance, or maintain neutrality
(unjust power, a theme throughout the text, reminds us to be aware of our individual
resourcefulness as sources of hope in desperate situations)
■ Authoritative declarative sentences to evaluate and interpret events (Spiegelman’s clever use
of imagery and graphic layout presents a unique way of using the graphic novel format.)
■ Nouns, adjectives, verbs, and adverbs to adjust intensity and strength of message (somewhat
powerful versus incredibly powerful; ugly versus grotesque)
Logically organize claim(s) with clear reasons and relevant evidence; offer a conclusion through…
■ Connectors to support inferential conclusions (Students’ preference for graphic novels is

evident because/due to the rate these novels are checked out of the library.)
■ Comparing/contrasting connectors to differentiate between claims and counterclaims (unlike,

as opposed to, contrasted with, conversely, similarly, in spite of that)
■ Verb structures to present information in a variety of ways (past, timeless present, passive
voice)
■ Connectors to sequence points in the argument and maintain logical progression (one way,
another point, as mentioned previously, in addition)
■ Summary statement to reiterate claim(s), call to action, or encourage a response (While Maus
relies on images to get the point across, the message of how we dehumanize others is loud
and clear.)

GRADES

Explain
ELD-MA 6-8 Explain Interpretive ELD-MA 6-8 Explain Expressive

● Analyzing possible ways to represent and ● Share solution with others
solve a problem ● Describe data and/or problem-solving
● Evaluating model and rationale for strategy
underlying relationships in selected ● State reasoning used to generate solution
problem-solving approach

Introduce concept or entity through…
■ Mathematical terms and phrases to describe concept, process, or purpose (this probability
model, randomized sampling will provide more valid results)
Share solution with others through…
■ Generalized nouns to add precision to discussion (distributions, probability, frequencies)
■ First person (I, We) to describe approach; third person to describe approach with neutral
stance of authority
solution.)
■ Modality (verbs, adverbs, nouns, adjectives) to express opinions, degrees of certainty, or

temper disagreement (It’s a possibility, We have to do it this way, Maybe we could look at)

Describe data and/or problem-solving strategy through…
■ Abstract, generalized, or multi-meaning noun groups to add precision to mathematical

descriptions (randomized variation, proportional relationships, constituents)
■ Visual data displays (tables, tree diagrams, simulations, data charts, manipulatives) to clarify
approach and/or solution
■ Connectors to link sentences and longer stretches of text signaling details of time (next, at the
same time), causality (therefore, consequently, as a result), clarification (for example, as seen in
the model)
■ Passive voice verbs to explain or analyze (The variable is given a value of six.)
■ Timeless present verbs to present generalizable truths (The hypotenuse is opposite the right
angle.)
■ Causal connectors to express reasoning (We took these steps to solve problems with the ratios
because…)
■ Conditional conjunctions to propose future options (if/so, if/then) and generalized relationships
(if/will, if we follow the order of operations, we will show that…)

GRADES

Argue
ELD-MA 6-8 Argue Interpretive ELD-MA 6-8 Argue Expressive

● Comparing conjectures with previously ● Create conjecture, using definitions and
established results previously established results
● Distinguishing commonalities among ● Generalize logic across cases
strategies used ● Justify conclusions with evidence and
● Evaluating relationships between mathematical facts
evidence and mathematical facts to create ● Evaluate and critique others’ arguments
generalizations

Create conjecture, using definitions and previously established results through…
■ Conditional conjunctions (if or when) to make and justify conjecture (If I add 4/5 and 3/4, the
result will be less than 2 because each fraction is less than a whole number.)
■ Relating verbs (have, belong to, be) to define principles, operational theorems, and properties
(for right angled triangles the Pythagorean formula is a² + b² = c²)
■ Adverbial phrases (qualities, quantities, frequencies) to add precision related to conjecture

(For all integers, For every vote candidate A received, candidate B received three votes which
means…)
Generalize logic across cases through…
■ Declarative statements to present generalizable processes (The expression 4n-1 can be used
to find any value in the pattern.)
■ Verbs to apply mathematical principles (commands) (use, do, apply, divide) across cases (Use
the distributive property when there is no common factor.)

Justify conclusions with evidence and mathematical facts through…
■ Conditional structures (if/then, when) to demonstrate conclusions (If it’s a proportional

relationship then the ratio between the 2 variables is always going to be the same thing.)
■ Technical nouns and noun groups to add precision and details (coordinate plane, one-variable
equations, two- and three-dimensional shapes)
■ Models, drawings, graphs to demonstrate principles
Evaluate and critique others’ arguments through…
■ Questions (what, how, why, do), requests (could, would) to request information, clarification,
procedure (Could you show me how you got that answer? Why did you do…instead of…?)
■ Causal connectors (so, because, therefore) to identify misconceptions (The pattern is

multiplying by a factor of 2, so it can’t be a linear function.)
■ Negation (don’t, doesn’t, can’t) and obligation model verbs (have to, must, should, could,
might) to engage with others (I don’t think you can apply that theorem, I think you have to use
this….)

GRADES

Explain
ELD-SC 6-8 Explain Interpretive ELD-SC 6-8 Explain Expressive

● Defining investigable questions or ● Describe valid and reliable evidence from
design problems based on observations, sources about a phenomenon
information, and/or data about a ● Establish neutral or objective stance in how
phenomenon results are communicated
● Determining central ideas in complex ● Develop reasoning to show relationships
evidence and information to help explain among independent and dependent
how or why a phenomenon occurs variables in models and simple systems
● Evaluating scientific reasoning that shows ● Summarize patterns in evidence, making
why data or evidence adequately supports trade-offs, revising, and retesting
conclusions

Describe valid and reliable evidence from sources about a phenomenon through…
■ Abstract nouns to introduce concepts, ideas, and technical terms (effects, predator-prey
relationships, magnetic forces)
collocations)
■ Relating verb groups to state relationships or attributes (have, be, belong to)
■ A variety of ways to define phenomenon (relative clauses, declarative statements)
Establish neutral or objective stance in how results are communicated through…
■ Passive voice and declarative statements (Indonesia was formed by, tectonic plates have
shifted for billions of years)
■ Word choices to moderate stance (hedging) (could/might, a possibility, usually)
■ Objective and evaluative language to adjust precision and establish shared interest

Develop reasoning to show relationships among independent and dependent variables in models
and simple systems through…
■ Connectors to link clauses and combine ideas into logical relationships (as a result, therefore)
or order events
■ Variety of clause types to express causality (If magma is thick, gas bubbles cannot easily
escape, building pressure as the magma rises.)
abstract nouns
Summarize patterns in evidence, making trade-offs, revising, and retesting through…
■ Labeling/describing diagrams, graphics, data, statistics to add information about a

phenomenon
■ Ask and answer questions to theorize, clarify, and make extrapolations about a phenomenon
■ Conditional clauses (if/then) to generalize a phenomenon to additional contexts

GRADES

Argue
ELD-SC 6-8 Argue Interpretive ELD-SC 6-8 Argue Expressive

● Identifying convincing evidence from ● Introduce and contextualize topic/
data, models, and/or information from phenomenon in issues related to the natural
investigations of phenomena or design and designed world(s)
solutions ● Support or refute a claim based on data
● Comparing reasoning and claims based on and evidence
evidence from two arguments on the same ● Establish and maintain a neutral or
topic objective stance
● Evaluating whether they emphasize similar ● Signal logical relationships among
or different evidence and/or interpretations reasoning, evidence, data, and/or a model
of facts when making or defending a claim or
counterclaim

Introduce and contextualize topic/phenomenon in issues related to the natural and designed
world(s) through…
■ A variety of ways to define phenomenon (relative clauses, declarative statements, relational

verbs)
■ Abstract nouns to introduce concepts, ideas, and technical terms (molecules, atoms, reactions,
energy, regrouping)
■ A variety of verb groups (past, timeless present, future, conditional) to describe events known
or anticipated
Support or refute a claim based on data and evidence through…
■ Expanded noun groups to classify and/or add details (energy releasing reactions, reconfigured
molecular bonds)
■ Connectors to link clauses and establish logical relationships (as a result, therefore, to be more
precise, instead, however, on the other hand)
■ Variety of clause types to express causality (If the total number in each type of atom is
conserved, there is no change in the atom’s mass.)
■ Diagrams, models, data, graphics to add support to claim or evidence

Establish and maintain a neutral or objective stance through…
■ Passive voice and declarative statement to establish a factual stance (Some chemical reactions
release energy, others store it.)
■ Word choices to moderate stance (hedging) (could/might, a possibility, usually, often)
Signal logical relationships among reasoning, evidence, data, and/or a model when making or
defending a claim or counterclaim through…
abstract nouns
■ Cohesion to reference ideas, concepts, phenomena across text (pronouns, substitutions,

renaming subjects, collocations, synonyms)
result, because), clarification (for example, this shows how…)

GRADES

Explain
ELD-SS 6-8 Explain Interpretive ELD-SS 6-8 Explain Expressive

● Determining multiple points of view in ● Introduce and contextualize phenomena or
sources for answering compelling and events
supporting questions about phenomena or ● Establish perspective for communicating
events outcomes, consequences, or
● Analyzing sources for logical relationships documentation
among contributing factors or causes ● Develop reasoning, sequences with linear
● Evaluating experts’ points of agreement, and nonlinear relationships, evidence,
along with strengths and weakness of and details, acknowledging strengths and
explanations weaknesses
● Generalize multiple causes and effects of
developments or events

Introduce and contextualize phenomena or events through…
■ Prepositional phrases of time, place to contextualize phenomena or events (a place where

tourists already come)
■ A variety of structures (embedded clauses, relating verbs, nominalizations, noun groups) to

define phenomena or events
collocations)
Establish perspective for communicating outcomes, consequences, or documentation through…
■ Passive voice to emphasize main topic (British trade was disrupted by…)
■ Active verbs to highlight agents and recipients (The colonists disrupted British trade.)
■ Declarative statements to evaluate and interpret events (Feudalism was the ultimate system of
control for medieval society.)
■ Verbs and adjectives to judge behavior or moral character (rallied, conquered, cruel,
compassionate)

Develop reasoning, sequences with linear and nonlinear relationships, evidence, and details,
acknowledging strengths and weaknesses through…
■ Nominalizations to name abstract concepts, ideas, ideologies (colonization, feudalism)
■ Dependent clauses to express details as a result of place, manner, duration, extent
■ Complex sentences to clarify causal, linked, time-bound, or sequential relationships
■ Expanded noun groups to add details (living standards of 18th century people)
■ Connectors to maintain chronological, causal or logical relationships (as a result, meanwhile,

later, in order to)
Generalize multiple causes and effects of events and developments through…
■ Word choices to evaluate, judge, or appreciate significance of events or phenomena
■ Nominalizations to summarize events and name abstract phenomena

GRADES

Argue
ELD-SS 6-8 Argue Interpretive ELD-SS 6-8 Argue Expressive

● Identifying topic and purpose (argue ● Introduce and contextualize topic
in favor or against a position, present ● Select relevant information to support
a balanced interpretation, challenge claims with evidence gathered from
perspective) multiple sources
● Analyzing relevant information from ● Establish perspective
multiple sources to support claims
● Show relationships between claims and
● Evaluating point of view and credibility of counterclaims, differences in perspectives,
source based on relevance and intended and evidence and reasoning
use

Introduce and contextualize topic through…
■ Generalized nouns and a descriptive title to introduce topic (empire, excavation, The Cradle of
Modern Civilization)
■ A variety of verb tenses (past, timeless present, relational) to present position and/or provide
background information
■ Expanded noun groups with embedded and relative clauses to add details (Mesopotamia,
often referred to as the Cradle of Life, was located between the Tigris and Euphrates Rivers.)
■ Cohesion to reference ideas, people across text (pronouns, synonyms, substitutions, renaming,
collocations)
■ Connectors to structure paragraphs (first, in the beginning, meanwhile, as a result, in

conclusion)
abstract nouns

Select relevant information to support claims with evidence gathered from multiple
sources through…
■ A variety of clauses to frame details, examples, quotes, data (according to, historians dis/agree,
several sources suggest, these data suggest)
■ Adverbial and prepositional phrases to specify time (duration, specific date or range), location,
how or why something happened (during the late Neolithic period, the area between…)
■ A variety of verb forms to express agency in doing, thinking, saying, feeling actions (I
contradicted him, we support, they challenged)
■ Passive voice to keep emphasis on main topic rather than who or what is doing the action
(Soldiers were housed in primitive tents.) or to keep emphasis on who or what is doing the
action
■ Objective or emotive language to appeal to logic or feelings (credited with inventing the
wheel versus the greatest inventions of all times)
■ Evaluative verbs, adverbs, and adjectives to add author’s perspective (dominated, absolutely,
compelling)
Show relationships between claims and counterclaims, differences in perspectives, and evidence
and reasoning through…
■ Connectors to link claims with evidence and reasoning (because, but, as a result, when, if,
although, therefore)
■ Connectors to signal alternate points of view (on the other hand, contrary to common belief,
according to), show concession or comparison/contrast (while, although, instead, despite this,
however)
■ Modality in summary statements to reiterate position, or create a call to action (could be

argued, undoubtedly, ought to, may)


text:
• Language Functions (bold white text on a gold background)


detail.

GRADES

Narrate

Context: This is a mentor text developed by an ELA teacher to apprentice her seventh-grade students
to write narratives with a climax and resolution. When she taught her personal narrative unit, the
teacher read, deconstructed, and analyzed the mentor text with her students to make visible how the
text is structured as well as the way certain language features are employed to meet the purpose
of the narrative. For example, students learned to identify how writers use language to engage their
audience and build tension. Students later were able to use this kind of language in their own writing.
Language Expectation: ELD-LA 6-8 Narrate Expressive

Multilingual learners use language to construct language arts narratives that
• Orient the audience to context and point of view
• Develop and describe characters and their relationships
• Develop story, including themes with complication and resolution, time, and event sequences

Features Minerva Features
Orient the reader to I collapsed on the floor of my bedroom, Engage and adjust
the point of view and for audience
sobbing. I had been trying not to cry for 12
context through… through…
hours, and I couldn’t hold it in any longer.
First person signaling this Language to draw the
She was gone, and it was all my fault. I
is a personal narrative reader in
• I never should have moved to a new house. • collapsed
• my • sobbing
The day before, I moved from my • never should have
apartment to a new house. The house
to establish time and
Develop and
location was bigger than my apartment, with more
describe characters
• on the floor of my space for my furniture, my piano, and most and their
bedroom relationships
• for 12 hours importantly of all, my two cats. But soon
through…
• to a new house after I moved in, I thought I had made a
Verbs describing
Statement foreshadowing terrible mistake by bringing my cats here.
thoughts
complication • thought
• She was gone and it • had made
was all my fault.

Functions & Minerva Functions &
Develop the story with A contractor was at the house fixing the Develop and
complication through… describe characters
garage door. “Please make sure you don’t
and their
Dependent clauses to let the cats outside,” I told him. “Make sure relationships
add details through…
you don’t leave the door open.” Then I left
• fixing the garage door
• what to do out there the room to unpack - that is where I went Expanded verb groups
• to take my search • had never been
wrong.
back outside • started to search
• continued to search
A little while later I walked into the
A variety of verb tenses
• was kitchen and I noticed the garage door was Saying, thinking, and
• make feeling verbs
wide open. My heart started pounding.
• left…to unpack • told
• walked My cats had never been outside alone • noticed
• wouldn’t know before, and they wouldn’t know what to • called
• tried not to cry
Dialog do out there.
Cohesive devices
• “Please make sure
you don’t let the cats I quickly checked outside but I didn’t • my cats … they
… either cat …
outside” see either cat, so I started to search the
one cat … the
• “Minerva! Minerva!”
house. I found one cat, but not the other. other (pronoun
Develop the story Minerva was missing. I continued to referencing)
with time and event • Minerva …
search, getting more and more frantic as
sequences through… she (pronoun
I ran around the house looking inside and referencing)
Connectors to sequence
under and behind anything I could think of. Expanded noun
time
• a little while later She was nowhere to be found. I knew I groups to add
description and detail
had to take my search back outside.
Develop the story with • one cat, but not the
complication through… other
…
Prepositional phrases Engage and adjust
• around the house “Minerva! Minerva!” I called, my voice for audience
• under and behind shaking as I tried not to cry. With no luck through…
anything
finding her, I went back inside. Descriptive emotive
language builds
tension
• pounding
• missing
• nowhere to be
found

Develop the story with I called animal control to see if they had Develop and
complication through… describe characters
found any cats. They had not, and they
and their
Dependent clauses to told me to keep looking. They didn’t sound relationships
add details through…
optimistic. At that point it was almost 9
• to see if they had
found any cats. o’clock at night, and she had been missing Verbs to describe
• that I would probably behavior
since 9 o’clock that morning. 12 hours
never see her again. • called
and no sign of Minerva. “How could I • had found
let this happen?” I thought to myself. “I • whipped
Develop the story
with time and event • heard
can’t believe I rescued her from a shelter
sequences through… • searched
and then I lost her. She would have been
Connectors to sequence Expanded noun
better off if I had never gotten her at all.
time groups to add
• at that point I let it sink in that I would probably never description and detail
• since 9 o’clock see her again.” That’s how I ended up on • noise that sounded
like a cat’s meow
Connectors to link ideas the floor, crying.
• that’s how Engage and adjust
• just then ….
for audience
through…
Just then, as I started to pack my bag for
school, I heard a noise that sounded like Language to address
reader/listener and
a cat’s meow. I whipped my head around. draw them in
“Is that..?” I heard it again. It was so quiet • probably never see
her again
that it had to be coming from outside. I
• ended up on the
went back out and searched again. I even floor, crying.
looked up in the trees this time but she
wasn’t there. So I went back inside and
listened very carefully. I heard the meow
again but I still didn’t see her.

Orient audience to Then, as I looked behind the dryer for at Develop and describe
context and point of characters and
least the fifth time, I heard a tiny meow
view through… their relationships
and saw a little bit of fur poking out from through…
Prepositional phrases to
a hole in the wall. It looked like a hole
establish location Expanded noun
• behind the dryer where a mouse in a cartoon might live. But groups to add
• in the house it was no mouse - it was Minerva! description and detail
• in a little hole in the • a tiny meow
wall
I pulled her out of the hole in the wall and • a little bit of fur
• in one of her hiding • my expert hider
spots hugged her tightly. I kissed her on the
• up in the ceiling of the head and told her how happy I was to see
Saying, thinking, and
garage feeling verbs to add
• in my lap her. “I’ll never lose you again!” I said to her nuance to characters’
through happy tears. But then I thought, relationships
Prepositional phrases to • told
establish time “I never really lost her at all!” She was in
• said
• for at least the fifth the house the whole time, hiding in a little • thought
time
hole in the wall all day. I never knew a cat
• the whole time Cohesive devices to
• all day could do that! reference character
across text (repetition)
Develop story with Now I call her my expert hider, and • her … her … her
complication and whenever I can’t find her, I know not to
resolution, time and Engage and adjust for
panic. She’s just in one of her hiding spots- audience through…
event sequences
through… most recently it was up in the ceiling of
Evaluative word
Statements to provide the garage! choices to describe
closure, evaluate author’s attitudes
experience, or More often than not, however, she’s in • hugged her tightly
summarize narrative my lap snuggling and purring. The whole • kissed
• how happy
• Now I call her … to ordeal was exhausting, but when it was
• never lose
panic.
over, I felt more grateful than ever that I
• The whole ordeal
was exhausting, … adopted her. And when she’s curled up in
than ever that I my lap, I think she’s grateful, too.
adopted her.
• And when she’s
curled up in my lap,
I think she’s grateful,
too.

GRADES

Inform

Context: This text was written by a multilingual 8th grader. As part of the English language arts
curriculum, the students had been studying the genre of biography. Students were paired and
interviewed each other. Each wrote an “author biography” of a peer. (Kamaly Tineaval is a pseudonym).
Prompt: Imagine you are a biographer. Write a biography that tells the story of your subject.
Language Expectation: ELD-LA 6-8 Inform Expressive

Multilingual learners use language to construct informational texts in language arts that
• Introduce and define topic and/or entity for audience
• Establish an objective or neutral stance
• Add precision, details, and clarity about relevant attributes, qualities, characteristics, activities,
and behaviors
• Develop coherence and cohesion throughout text

Features Kamaly Tineaval Features
Introduce and define Kamaly Tineaval is an author/poet and Establish an objective

topic and/or entity for or neutral stance
student living in Leeds, Massachusetts.
audience through… through…
Kamaly Tineaval was born on January 8,
Opening statements Generalized nouns
to identify type of 2005, in Holyoke, Massachusetts but then • essays
information (describing) moved to PR for nursery school. Since • chapter books
• Kamaly … • coloring books
his birth he has explored through,
Massachusetts
essays, chapter books, coloring Add precision,
Relating verbs to link an details, and clarity
books, and so on. And finally found
entity with its attributes about complex
• is his safe spot in poems. attributes through…
Expanded noun groups Prepositional and

• an author/poet …, adverbial phrases
Massachusetts to specify time and
duration
Develop coherence and • on January 8, 2005
cohesion throughout • in Holyoke,
text through… Massachusetts
• since his birth
• Kamaly Tineaval
(repetition)
• Kamaly Tineaval … his
birth … his safe spot

Functions & Kamaly Tineaval Functions &
Develop coherence After moving back from PR to Holyoke and Add precision, details,
and cohesion and clarity about
then from Holyoke to Northampton, he
throughout text relevant attributes,
through… started new school at Leeds Elementary. qualities, characteristics,
When he was in elementary school, he activities, and behaviors
Referential devices through…
to link ideas across taught by his teachers how to speak English.
text Soon, he learned to write stories about the Adverbials and
• he … he … he prepositional phrases to
worst day of his life and his favorite seasons.
(repetition) specify time and location
He also learned from texting his mom that • after moving back
• Kamaly Tineaval…
he’s, his (pronoun he don’t know how to work the machine and from … Holyoke
referencing) keeping up with his Insta followers how to • from … Northampton
• the teacher … his • at Leeds Elementary
write. After elementary school he moved on
English teachers • in elementary school
to JFK, where he learned new things and is a • after elementary
Topic or headings school
better writer now.
to serve as openers • on to JFK
for sentences or Kamaly Tineaval writes all different kinds • where he … things
paragraphs • out there for others to
of poems to[sic], list poems, similes,
• Kamaly Tineaval see
• he utopia poems. Some poems that Kamaly
Tineaval has written are called, “I had a Expanded noun groups
to add precision
Goldfish”, “Seasons”, and “Things I hear in
• stories about the worst
the morning….” Kamaly Tineaval never won day of his life
an award, but never say never! He’s very • his Insta followers
• all different kinds …
determined to be the best author/poet he
poems.
can be and make his old/new teachers, • the best author/poet
friends, and family proud. he can be
• a new masterpiece
He mostly edits all of his pieces and makes called … bio
sure they’re presentable to the teacher. With
Adjectives and adverbs to
the help of his English teachers he gets his answer questions about
work out there for others to see, admire and size, shape, manner
• better
to gawk over. Right now Kamaly Tineaval is
• never, never
starting 8th grade and is also working on a • very determined
new masterpiece called “Kamaly Tineaval’s • old/new
Author bio” (coming out soon). • mostly
• presentable

Remember…

language.

172
to meet a purpose to meet a purpose in a to meet a purpose to meet a purpose to meet a purpose to meet a purpose
(to inform, narrate, short, connected text through generic through genre-specific through genre-specific reflective of genre
DISCOURSE entertain, argue, (not genre-specific) organizational patterns organizational patterns and discipline,
Organization explain) in a series organizational patterns (orientation and (claim, evidence, linking ideas, events,
of language of topic-related in texts (introduction, explanation sequence) reasoning) linking and reasons in a
sentences body, conclusion) ideas, events, and variety of ways
reasons (causes and
effects, factors and
outcomes, events and
consequences)
a few different multiple cohesive a variety of cohesive a wide variety of cohesive devices and various types of
DISCOURSE types of cohesive devices (synonyms, devices that connect cohesive devices common strategies cohesive devices and
Cohesion of devices (repetition, antonyms) larger meaningful that connect that connect ideas strategies that connect
language pronoun referencing, chunks of text (class/ ideas throughout throughout text (given/ ideas throughout text
demonstratives, etc.) subclass, whole/part) text (whole/part, new)
substitution, ellipsis)
expanded noun expanded noun groups expanded noun groups expanded noun expanded noun groups multiple ways of
groups with classifiers with prepositional with embedded groups with a variety with a wide variety of elaborating and
(crescent moon) phrases (waxing clauses (waxing of embedded clauses embedded clauses condensing text to
DISCOURSE crescent moon in the crescent moon that (predictable and and compacted noun enrich the meaning
Density of second half of the was growing each day) observable moon groups (nominalization) and add details
language month) phases in your characteristic of
particular time zone) genres and content
areas (the relative
positions of the sun,
earth, and moon cause
these changes)
related simple multiple related simple simple or compound compound sentences compound and a wide variety of
sentences (African sentences (African sentences with familiar with frequently used complex sentences sentence types
savannas are full of savannas are full of life. ways of combining ways of combining with a variety of ways that show a variety
wildlife.) Explore Tanzania.) clauses through clauses (A variety of of combining clauses of increasingly
SENTENCE (using coordinating wildlife live in the addressing genre, complex relationships
Grammatical conjunctions: African savanna such as…) audience, and content (condition, concession,
complexity savannas are unique area (Since it’s an contrast) addressing
and they have amazing ecosystem, it has a genre, audience,
wildlife.) variety of…) and content area
(The Black Rhino is
at risk of extinction,
unless…)
an increasing number a growing number of an expanding number a variety of words a wide variety of strategic use of various
of words and phrases words and phrases in of words and phrases and phrases such as words, phrases, and words, phrases, and
WORD, (don’t be late for class) a variety of contexts including idioms and adverbials of time, expressions with expressions with
PHRASE (inside the membrane) collocations (gravity is manner, and place; multiple meanings shades of meaning
Precision of bringing me down) verb types; and across content areas across content areas
language abstract nouns (at the (trembling in the
speed of light) corner, pounding
rain, the whisper of
dragonfly wings)
173
174
sentences that convey short text that conveys expanding text that text that conveys text that conveys text that conveys
intended purpose with intended purpose conveys intended intended purpose intended purpose intended purpose
emerging organization using predictable purpose using generic using genre-specific using genre-specific using genre-specific
DISCOURSE (topic sentence, organization (signaled (not genre-specific) organizational patterns organizational patterns organizational
Organization supporting details) with some paragraph organizational patterns (statement of position, with strategic ways patterns using a wide
of language openers: First…Finally, (introduction, body, arguments, call to of signaling range of ways to
In 1842, This is how conclusion) action) with a variety of relationships between signal relationships
volcanos form) paragraph openers paragraphs and throughout the text
throughout text
(the first reason, the
second reason, the
evidence…)
some formulaic a growing number an expanding number a flexible number a variety of cohesive a wide variety of
cohesive devices of cohesive devices of cohesive devices of cohesive devices devices used in genre- cohesive devices
DISCOURSE (repetition, pronoun (emerging use of (given/new, whole/ (ellipsis, substitution/ and discipline-specific (substitution, omission,
Cohesion of referencing, etc.) articles to refer to the part, class/subclass) omission) ways synonyms, antonyms,
language same word, synonyms, whole/part, class/
antonyms) subclass) used in
genre- and discipline-
specific ways
some types of a growing number of a variety of types of a wide variety of types a flexible range of multiple types of
elaboration (adding types of elaboration elaboration (adding of elaboration (adding types of elaboration elaboration and a
a newly learned (adding articles or classifiers: cumulus and in embedded clauses and some ways to growing number of
DISCOURSE
adjective to a noun) demonstratives to a cumulonimbus clouds) after the noun: those condense ideas (scary ways to condense
Density of
noun: the or these storm clouds that we looking storm clouds ideas throughout a text
language
clouds) saw yesterday) that turned dark in a
matter of minutes and
condensing through
nominalization: that
storm system)
simple sentences (The sentences with simple or compound compound sentences compound and a wide variety of
main character is Harry. emerging use sentences with familiar with frequently used complex sentences sentence types with
He is a wizard.) of clauses (no ways of combining ways of combining with a variety of ways increasingly complex
conjunctions: The main clauses (with some clauses (They fight the of combining clauses clause relationships
SENTENCE character is Harry. His coordinating forces of evil, yet they characteristic of the (condition, cause,
Grammatical friends are… They go to conjunctions: He goes can’t overcome them.) genre and content concession, contrast)
complexity Hogwarts.) to Hogwarts School area (with a range of addressing genre,
and his friends are…) techniques to extend, audience, and content
or shorten sentences: area (When Harry is
Harry has a lightning close to Voldemort, his
bolt scar because he scar throbs.)
was attacked when…)
a small repertoire of a growing repertoire an expanding a flexible repertoire a variety of words and a wide variety of words
words and phrases with of words and phrases repertoire of of words and phrases phrases, including and phrases with
WORD, developing precision with growing precision words and phrases such as adverbials evaluation and precision (weighing
PHRASE (order of operations, (kinetic energy, law of including idioms and of time, manner, and obligation, with 4.4 pounds on Earth,
Precision of on page 12) motion) collocations with place; verb types; and precision (stupid test, wrong answer)
language expanding precision abstract nouns with we should figure this according to the genre,
(love-hate relationship) consistent precision out) purpose and discipline
(fill the beaker to the
top line)
175
GRADES Grades 9-12
9-12 Multilingual learners bring knowledge of the world,
along with multiple languages and cultural insights,
to high school classrooms. Their values, experiences,
and socioemotional development are foundations for
formulating perspectives in the exploration of complex new ideas. Incorporating
students’ backgrounds and identities into meaningful topics can promote their
engagement in disciplinary practices. High schoolers are critical thinkers who develop
deep understandings, evaluate information and attitudes, make choices, and effect
change.
Multilingual learners must have access to meaningful rigorous coursework and

programs that maximize language development within and across disciplines. The
course of studies that multilingual learners choose in high school plays a critical
role in their successful transition to college or entrance into satisfying careers. Such
coursework, including advanced classes, should be delivered through an asset-based,
culturally and linguistically sustaining approach.
following materials for grades 9-12.

Level Descriptors).

Key Language Uses
Narrate • Interpret and construct narratives with complex plots, themes, and
developments
• Identify perspectives in historical narratives and discern authors’ intent in
presenting history in a particular light
• Develop characters in their own stories and connect themes to issues in
past and present
Inform • Manage information about entities according to their composition,

taxonomies, and classifications
• Identify and describe various relationships among ideas and information
• Use available new information to construct and revise research reports that
incorporate multiple sources of information
Explain • Analyze and evaluate data in explanations

• Identify multilayered causal or consequential relationships in social or
scientific phenomena
• Apply reasoning or theory to link evidence to the claims in explanations
• Construct and revise explanations based on evidence from multiple
sources
Argue • Construct claims that offer objective stance using less polarized language
so that claims appear more “balanced”
• Anticipate what evidence audiences will need and adjust evidence and
reasoning accordingly
• Adjust arguments based on new data from experiments
• Discern what types of arguments are needed, when they are needed, and
what purposes they meet in different content areas

The most prominent Key Language Uses in grades 9-12 are the basis for its Language Expectations
They are marked with a filled-in circle ( ● ) in the boxes of Table 3-13. The half-filled circle and
the open circle indicate lesser degrees of prominence of each Key Language Use; see the legend
underneath the table.

●
● ●
●

Language Functions
Language Expectations are built around a set of Language Functions Language Functions highlight

Language Features

GRADES

Inform

Interpret informational texts in language arts by Construct informational texts in language arts
● Identifying and/or summarizing central ideas that
● Analyzing descriptions and inferences in ● Introduce and define topic and/or entity
textual evidence for key attributes, qualities, for audience
characteristics, activities, and conceptual ● Establish an objective or neutral stance Language Functions
relationships ● Add precision, details, and clarity (common patterns
● Evaluating cumulative impact and refinement about complex attributes, qualities, of language use)
of author’s key word choices over the course characteristics, activities, and conceptual
of text relationships
appear here and
● Develop coherence and cohesion
again below
throughout text

■ Generalized nouns, descriptive titles, and headings to introduce topic and/or entity (Harlem
Renaissance, Langston Hughes, Shifting Perspectives on Climate Change)
■ Opening statements to identify type of information (describing, comparing/contrasting, Language

classifying) Features
■ Relating verbs (have, be, belong to, consist of) to link and define entity by its attributes (The (examples
Harlem Renaissance was the development of…)
of language
■ Expanded noun groups to define key concepts, add details or classify information (economic resources)
development that changed a nation, 200 years of occupation, extinct species)
appear here
Establish an objective or neutral stance through…
■ Generalized nouns to maintain neutral voice of authority (artists, scientists, prominent figures)
■ Reporting devices to acknowledge outside sources and integrate information into report as in
saying verbs and direct quotes (said, reported, claimed, predicted; expressions according to,
as mentioned by)

GRADES

Narrate
ELD-SI 4-12 Narrate
Inform
ELD-SI 4-12 Inform

GRADES

Explain
ELD-SI 4-12 Explain
effects
outcomes
ways
Argue
ELD-SI 4-12 Argue

GRADES

Narrate
ELD-LA 9-12 Narrate Interpretive ELD-LA 9-12 Narrate Expressive

● Identifying themes or central ideas that ● Orient audience to context and one or
develop over the course of a text multiple point(s) of view
● Analyzing how author choices about ● Develop and describe characters and
character attributes and actions relate to their relationships over a progression of
story elements (setting, event sequences, and experiences or events
context) ● Develop story, advancing the plot
● Evaluating the impact of specific word and themes with complications and
choices on meaning, tone, and explicit vs. resolutions, time and event sequences
implicit points of view ● Engage and adjust for audience

Orient audience to context and one or multiple point(s) of view through…
■ Title, heading, opening statements to capture readers’ interest (March. Two people, a man and
a woman, are walking along the corridor.)
■ Expanded noun groups to introduce the setting (the sands stretch into the distance, bands of
yellow, and grey and gold)
■ A variety of sentence types to introduce the context (rhetorical and other questions,
statements, points of view) (One good deed to set against other, darker, actions. What did it
matter?)
■ Statements and questions to foreshadow or introduce complications (Where the road led, he
didn’t know, but he was determined to leave David behind before the morning came.)

Develop and describe characters and their relationships over a progression of experiences or
events through…
■ Action verbs to describe character behaviors (Joe leaps into action, grabs his phone and dives
for the door, yelling for Julie to follow him.)
■ Complex sentences to establish context and characters (He stayed with the job because the
merchant, although he was an old grouch, treated him fairly.)
■ Attitudinal word choices to express character’s feelings, (very upset), appreciation (lovely,
fascinating), or judgment/evaluation (intricate, grossly incompetent)
■ Cohesive devices (pronouns, demonstratives, renaming, synonyms, collocation, deletion) (They

told us to sit, and we did.) to reference characters or ideas across the text
Develop story, advancing the plot and themes with complications and resolutions, time and event
sequences through…
■ A variety of verb tenses to pace the narrative and locate events in time, including dialog (The
wind told me you would be coming and that you would need help.)
■ Dependent clauses to add details (Village children scampered out the door, which left the
room strangely quiet.)
■ A variety of short and complex sentence structures to pace the narrative (The door flung open.
The snow spat at him, sleet slashed his face, winds whistled down the hall.)
■ Connectors to develop and link sections of text as in time, sequence, clarifying (for instance),
adding information (likewise, furthermore), contrast (on the other hand, even so, at least)
■ Statements to provide closure, evaluate experience, or summarize narrative
■ Word choices to advance mood (surprise, tension, humor, reflection) and to describe author’s
purpose (contemptuous eyes, his voice softened)
■ Literary devices to enrich the narrative as in similes and metaphors, alliteration, idioms
(butterflies in her stomach), figurative and sensory words/phrases, collocation, multilingual
words/phrases (he ate like a burro, focused and intentional)
■ Language to address reader/listener and draw them in (Instantly, the tension in the room
lessened.)

GRADES

Inform

characteristics, activities, and conceptual ● Establish an objective or neutral stance
relationships ● Add precision, details, and clarity
● Evaluating cumulative impact and refinement about complex attributes, qualities,
throughout text

■ Generalized nouns, descriptive titles, and headings to introduce topic and/or entity (Harlem
Renaissance, Langston Hughes, Shifting Perspectives on Climate Change)

classifying)
■ Relating verbs (have, be, belong to, consist of) to link and define entity by its attributes (The
Harlem Renaissance was the development of…)
■ Expanded noun groups to define key concepts, add details or classify information (economic
development that changed a nation, 200 years of occupation, extinct species)
Establish an objective or neutral stance through…
■ Generalized nouns to maintain neutral voice of authority (artists, scientists, prominent figures)
■ Reporting devices to acknowledge outside sources and integrate information into report as in
saying verbs and direct quotes (said, reported, claimed, predicted; expressions according to,
as mentioned by)

Add precision, details, and clarity about complex attributes, qualities, characteristics, activities, and
conceptual relationships through…
■ Adverbial and prepositional phrases to specify point in time or duration (on Sept 12, from 1910
to 1920, during World War II), location (in a NYC neighborhood), and manner (in a calculated
movement)
■ Technical word choices to define and classify entity (Jazz, characterized by polyrhythms and
improvisation was…)
■ Verb structures to present information in a variety of ways: timeless present indicates

generalizable nature (It chases and scavenges for food); passive voice focuses attention on
action (when the food is prepared)
■ Adjectives and adverbs to answer questions about quantity, size, shape, manner (abundant,
colossal, amorphous, rightfully)
■ Comparing/contrasting connectors to entities or components (unlike, as opposed to,

contrasted with, conversely, similarly, in spite of that)
■ Visual representations (graphs, data, diagrams) to support key details
■ Referential devices (pronoun reference, synonyms, renaming) (the subsequent social and
artistic explosion=the Harlem Renaissance) to link ideas across sections of text
■ Topic and/or entity, headings to serve as openers for sentences and paragraphs
■ Single technical nouns and collocations (improvisation, blues, piano, double bass) to define
class/subclass ( jazz/New Orleans, West African), general/specific (musician/Louis Armstrong),
whole/part relationships (historical influences on jazz)

GRADES

Argue
ELD-LA 9-12 Argue Interpretive ELD-LA 9-12 Argue Expressive

● Identifying and summarizing central ideas of ● Introduce and develop precise claims
primary or secondary sources and address counterclaims
● Analyzing use of rhetoric and details to ● Support claims and refute counterclaims
advance point of view or purpose with valid reasoning and relevant and
● Evaluating and corroborating relevance and sufficient evidence
sufficiency of evidence as well as validity of ● Establish and maintain a formal style and
reasoning to support claims objective tone
● Logically organize claims, counterclaims,
reasons, and evidence; offer a conclusion
with recommendations

Introduce and develop precise claims and address counterclaims through…
■ Declarative statements to frame topic, provide background information, state claim, and
acknowledge counterclaim (In “Tongue Tied” Maxine Hong Kingston captures her experience
of growing up as a Chinese American woman.)
■ Noun groups to provide details (The Harlem Renaissance’s intellectual, social, and artistic
explosion)
■ Connectors to introduce alternative points of view (although, on the other hand, unlike,
contrary to common belief)
■ Pronouns, synonyms, collocations, renaming subjects to maintain cohesion

(someone=character=s/he=teenager)

Support claims and refute counterclaims with valid reasoning and relevant and sufficient evidence
through…
■ A variety of clauses (adverbial, embedded) to support claim (quotes, references, detailed

descriptions, examples or other sources and data) and provide detail about issue/
literary technique (In “Letter from Birmingham Jail,” King’s extended allusions to multiple
philosophers…)
■ Connectors to elaborate an idea/interpretation (so, this means, therefore, leading one to

believe, a way to think about this)
■ Literary devices to support evidence and interpretation (similes and metaphors, alliteration,
idioms, figurative and sensory words/phrases, collocation, multilingual words/phrases)
■ Modality to express obligation or certainty (might, could, must, need to), to open up to other
possibilities (possibly, apparently, perhaps, definitely, absolutely), or to temper space for
negotiation (most would agree, could be a consideration)
Establish and maintain a formal style and objective tone through…
■ First, second, or third person to connect with reader, build alliance, or maintain neutrality (as
teenagers, we…)
■ Authoritative declarative sentences to evaluate and interpret events (Anzaldúa’s interweaving

of literary genres, languages, cultures, and identities in “Borderlands” is highly innovative.)
■ Nouns, adjectives, verbs, and adverbs to evaluate the positive/negative qualities of topic,
position, or evidence (a toxic perspective, contradictory information, impressive presentation,
successful outcome)
Logically organize claims, counterclaims, reasons, and evidence; offer a conclusion with
recommendations through…
■ A variety of structures to define, describe, interpret, and refute claims, evidence, reasoning
(embedded clauses, active and passive voice, nominalizations, given/new patterns)
■ Comparing/contrasting connectors to differentiate between claims and counterclaims (unlike,

as opposed to, contrasted with, conversely, similarly, in spite of that)
■ If/then clauses to support inferential conclusions (If these studies are accurate, then it is
reasonable to expect)
■ Cohesive devices (deletions, substitutions, ellipsis) to reduce repetition, redundancy

(Teens were told to stop and they did. Teens use social media as a substitute for in-person
socializing…if they do that…)
■ Connectors to sequence points in the argument and maintain logical progression (one way,
another point, as mentioned previously, in addition, it is clear then)
■ Summary statement to reiterate claim, call to action, encourage a response, or suggest next
steps

GRADES

Explain
ELD-MA 9-12 Explain Interpretive ELD-MA 9-12 Explain Expressive

● Identifying concept or entity ● Introduce mathematical concept or entity

● Analyzing data and owning problem-solving ● Share solutions with others
approaches ● Describe data and/or approach used to
● Evaluating rationales, models, and/or solve a problem
interpretations based on evidence and ● State reasoning used to generate own or
mathematical principles alternate solutions

Introduce a concept or entity through…
■ Mathematical terms and phrases to describe concept, process, or purpose (the sum of the
angles of a triangle is 180°)
Share solutions with others through…
■ Generalized nouns to add precision to discussion (congruence, theorems, bisector)
■ First person (I, We) to describe approach; third person to describe approach with neutral
stance of authority
solution.)
■ Modality (verbs, adverbs, nouns, adjectives) to express opinions, degrees of certainty, or

temper disagreement (it’s a possibility, that’s definitely wrong, we need to)

Describe data and/or approach to solve a problem through…
■ Abstract, generalized, or multi-meaning noun groups to provide precision to mathematical

descriptions (theorems, transformations, plane, translation, reflection)
■ Imperative verbs (factor, solve, invert, simplify, apply) to establish a process or approach
■ Visual data displays (drawings, software, demonstrations, reflective devices, tables, charts) to
clarify approach(es) and solution(s)
■ Connectors to link sentences and longer stretches of text signaling details of time (next, at the
same time), causality (therefore, consequently, as a result), clarification (for example, as seen in
the model).
■ Reference devices (personal and demonstrative pronouns, articles, text reference) to create
cohesion
State reasoning used to generate own or alternate solutions through…
■ Causal connectors to establish or refute relationship, solution, validity (the relationship is not a
function because a function is…)
■ Conditional conjunctions to propose future options (if/so, if/then) and generalized relationships
(if/will; if a transversal crosses parallel lines, then the alternate interior angles are congruent)

GRADES

Argue
ELD-MA 9-12 Argue Interpretive ELD-MA 9-12 Argue Expressive

Interpret concepts in arguments by Construct mathematics arguments that
● Comparing conjectures with previously ● Create precise conjecture, using
established results and stated assumptions definitions, previously established results,
● Distinguishing correct from flawed logic and stated assumptions
● Evaluating relationships among evidence ● Generalize logical relationships across

and mathematical principles to create cases
generalizations ● Justify (and refute) conclusions with
evidence and mathematical principles
● Evaluate and extend others’ arguments

Create precise conjecture, using definitions, previously established results, and stated assumptions
through…
■ Verb groups and sequential connectors (first, then) to recount and explain steps in solving
problems assumed to be solvable
■ Conditional (if, when) to make and justify conjecture (If a population doubles each week, then
it will always be 16 times the original population after 4 weeks.)
■ Adverbial phrases (qualities, quantities, frequencies) to add precision related to conjecture

(Lines with equivalent slopes will never intersect.)
■ Relating verbs (have, belong to, be) to define principles, operational theorems and
properties (an inscribed angle is the angle formed when… A rhombus is a parallelogram with
perpendicular diagonals.)
Generalize logical relationships across cases through…
■ Declarative statements to present generalizable processes (We don’t have outliers in our data.
We can use a dot plot or histogram.)
■ Verbs to apply mathematical principles, as in commands (use, do, apply) across cases (We
need to rewrite the equation to see if we can use factors to solve it.)

Justify (and refute) conclusions with evidence and mathematical principles through…
■ Conditional structures (if/then, when, given) to demonstrate conclusions (Given all the sides of
a cube are the same, take the length and raise it to the third power to find the volume.)
■ Technical nouns and noun groups to add precision and details (inscribed and circumscribed
circles, quadratic equations, recursive definition)
■ Models, drawings, graphs to demonstrate principles
Evaluate and extend other’s arguments through…
■ Questions (what, how, why, do), requests (could, would) to ask for information, clarification,
procedure (Could you show me how you got that answer? Why did you do…instead of…?)
■ Causal connectors (so, because, therefore) to identify misconceptions (These two figures have
to have the same volume because they have the same height and area even when you change
the shape; it’s Cavalieri’s principle.)
■ Negation (don’t, doesn’t, can’t) and obligation modal verbs (have to, must, should, could,
might) to engage with others (I don’t think you can apply that theorem, I think you have to use
this, I found a counterexample.)

GRADES

Explain
ELD-SC 9-12 Explain Interpretive ELD-SC 9-12 Explain Expressive

● Defining investigable questions or problems ● Describe reliable and valid evidence
based on observations, information, and/or from multiple sources about a
data about a phenomenon phenomenon
● Paraphrasing central ideas in complex ● Establish neutral or objective stance in
evidence, concepts, processes, and how results are communicated
information to help explain how or why a ● Develop reasoning to illustrate and/
phenomenon occurs or predict the relationships between
● Evaluating the extent to which reasoning, variables in a system or between
theory and/or models link evidence to claims components of a system
and support conclusions ● Summarize and refine solutions
referencing scientific knowledge,
evidence, criteria, and/or trade-offs

Describe reliable and valid evidence from multiple sources about a phenomenon through…
■ Abstract nouns to introduce concepts, ideas, and technical terms (effects, impairment,
perception, antioxidants)
■ Cohesion to reference ideas, information across text (pronouns, substitutions, renaming,

synonyms, collocations)
■ Relating verb groups to state relationships or attributes (have, be, belong to)
■ A variety of structures (embedded clauses, relating verbs, nominalizations, and noun groups) to
define a phenomenon
Establish neutral or objective stance in how results are communicated through…
■ Passive voice and declarative statements (The heat within the earth is transmitted. Disease
spreads through human contact.)
■ Word choices to moderate stance, such as hedging (could/might, a possibility, usually)
■ Objective and evaluative language to adjust precision, soften tone, acknowledge others

Develop reasoning to illustrate and/or predict the relationships between variables in a system or
between components of a system through…
■ Nominalizations to represent abstract concepts
■ Connectors to link clauses and combine ideas into logical relationships (as a result, therefore)
■ Variety of clause types to express causality (Unable to grow or repair themselves, the corals
eventually die.)
abstract nouns
Summarize and refine solutions referencing scientific knowledge, evidence, criteria, and/or trade-
offs through…
■ Labeling/describing diagrams, graphics, data, statistics to add information about a

phenomenon
■ Ask and answer questions to theorize, clarify, and make extrapolations about a phenomenon
■ Conditional clauses (if/then) to generalize a phenomenon to additional contexts

GRADES

Argue
ELD-SC 9-12 Argue Interpretive ELD-SC 9-12 Argue Expressive

● Identifying appropriate and sufficient ● Introduce and contextualize topic/
evidence from data, models, and/ phenomenon in current scientific or
or information from investigations of a historical episodes in science
phenomenon or design solutions ● Defend or refute a claim based on data
evidence from competing arguments or ● Establish and maintain an appropriate tone
design solutions and stance (neutral/objective or biased/
● Evaluating currently accepted explanations, subjective)
new evidence, limitations (trade-offs), ● Signal logical relationships among
constraints, and ethical issues reasoning, evidence, data, and/or models
when making and defending a claim,
counterclaim, and/or rebuttal

Introduce and contextualize topic/phenomenon in current scientific or historical episodes in
science through…
■ A variety of ways to define a phenomenon (relative clauses, declarative statements, relational

verbs)
■ Abstract nouns to introduce concepts, ideas, and technical terms (atmosphere, organisms,
carbon dioxide, noble gases)
■ A variety of verb groups (past, timeless present, future, conditional) to describe and/or
extrapolate events known or anticipated
Defend or refute claim based on data and evidence through…
■ Expanded noun groups to classify and/or add details (greenhouse gasses, gradual atmospheric
changes, irrevocable damage)
■ Connectors to link clauses and establish logical relationships (as a result, therefore, to be more
precise, instead, however, on the other hand)
■ Clauses to link claim with evidence and reasoning (based on these data, the scientific principle
here is…)
■ Diagrams, models, projections, data, graphics to add support to claim or evidence

Establish and maintain an appropriate tone and stance (neutral/objective or biased/subjective)
through…
■ Passive voice and declarative statements to establish a factual stance (Elliptical paths around
the sun are formed by orbiting objects. The sun’s radiation varies due to sudden solar flares.)
■ Word choice to moderate stance, i.e., hedging (undoubtedly, is likely, probable, a possibility,
usually, arguably)
Signal logical relationships among reasoning, evidence, data, and/or models when making and
defending a claim, counterclaim, and/or rebuttal through…
abstract nouns
■ Cohesion to reference ideas, concepts, phenomena across text, using pronouns, substitutions,
renaming subjects, collocations, synonym (fusion-radiation-energy)
result, because), clarification (for example, this shows how…)

GRADES

Explain
ELD-SS 9-12 Explain Interpretive ELD-SS 9-12 Explain Expressive

● Determining multiple types of sources, ● Introduce and contextualize multiple
points of view in sources, and potential phenomena or events
uses of sources for answering compelling ● Establish perspective for communicating
and supporting questions about intended and unintended outcomes,
phenomena or events consequences, or documentation
● Analyzing sources for logical relationships ● Develop sound reasoning, sequences
among contributing factors, causes, or with linear and nonlinear relationships,
related concepts evidence, and details with significant and
● Evaluating experts’ points of agreement pertinent information, acknowledging
and disagreement based on their strengths and weaknesses
consistency with explanation given its ● Generalize experts’ points of agreement
purpose and disagreement about multiple, complex
causes and effects of developments or
events

Introduce and contextualize multiple phenomena or events through…
■ Prepositional phrases to establish conditions, time, place (during the Industrial Revolution)
■ A variety of structures (embedded clauses, relating verbs, nominalizations, and noun groups) to
define phenomena or events
collocations)

Establish perspective for communicating intended and unintended outcomes, consequences, or
documentation through…
■ Passive voice to keep emphasis on main topic (Farm policies were enforced by regulatory
agents.)
■ Verbs to highlight agents and recipients (Migrant workers challenged farm policies.)
■ Declarative statements to evaluate and interpret events (Impressionist artists showcased a new
way to observe and depict the world.)
■ Evaluative verbs and adjectives to judge behavior or moral character (dominated, succumbed
to; ineffective, powerful)
Develop sound reasoning, sequences with linear and nonlinear relationships, evidence, and details
with significant and pertinent information, acknowledging strengths and weaknesses through…
■ Nominalizations to name abstract concepts, ideas, ideologies (racism, reunification,

criminalization)
■ Dependent clauses to express details that occur as a result of place, manner, duration, extent
■ Complex sentences to clarify causal, linked, time-bound or sequential relationships
■ Expanded noun groups to add details (One young girl lives in the urban streets of Chicago.)
■ Connectors to maintain chronological, causal or logical relationships (as a result, meanwhile,

therefore)
Generalize experts’ points of agreement and disagreement about multiple, complex causes and
effects of developments or events through…
■ Word choices to evaluate, judge, or appreciate significance of events or phenomena
■ Nominalizations to summarize event and name abstract phenomena

GRADES

Argue
ELD-SS 9-12 Argue Interpretive ELD-SS 9-12 Argue Expressive

● Identifying topic and purpose (argue in ● Introduce and contextualize topic
favor of or against a position, present ● Select relevant information to support
a balanced interpretation, challenge precise and knowledgeable claims with
perspective) evidence from multiple sources
● Analyzing relevant information to support ● Establish perspective
and/or revise claims with reliable and valid
evidence from multiple sources ● Show relationships between claims and
counterclaims, differences in perspectives,
● Evaluating credibility, accuracy, and evidence, and reasoning
relevancy of source based on expert
perspectives

Introduce and contextualize topic through…
■ Generalized nouns and descriptive title to introduce topic (occupation, reunification, The Allied
and Axis forces)
■ A variety of verb tenses (past, timeless present, relational) to present position and/or provide
background information
■ Expanded noun groups with embedded and relative clauses to add details (Germany’s
growing domination, which expanded into…)
■ Cohesion to reference ideas, people across text (pronouns, synonyms, substitutions, renaming,
collocations)
abstract nouns

Select relevant information to support precise and knowledgeable claims with evidence from
multiple sources through…
■ A variety of clauses to frame details, examples, quotes, data (according to, historians dis/agree,
several sources suggest, these data suggest)
■ Adverbial and prepositional phrases to specify time (duration, specific date or range), location,
how or why something happened
■ A variety of verb forms to express agency in doing, thinking, saying, feeling actions (they
decreed, she conspired, children were playing when)
■ Passive voice to keep emphasis on main topic rather than who or what is doing the action
(Those who resisted were rounded up and sent to work camps.) or to use active voice to keep
emphasis on who or what is doing the action.
■ Objective or emotive language to appeal to logic or feelings (forces, versus brave, focused
fighters)
■ Evaluative verbs, adverbs, and adjectives to add author’s perspective (tormented, bravely,
substantial)
Show relationships between claims and counterclaims, differences in perspectives, evidence, and
reasoning through…
■ Connectors to link claims with evidence and reasoning (because, but, as a result, when, if,
although, therefore)
■ Connectors to signal alternate points of view (on the other hand, contrary to common belief,
according to); show concession or comparison/contrast (while, although)
■ Modality in summary statements to reiterate position or create a call to action (could be

argued, undoubtedly, ought to, may)


text:
• Language Functions (bold white text on an orange background)


detail.

GRADES

Argue

Context: This essay draft was written by an 11th grader from Vietnam. Students had been defending
their textual interpretations and the validity of their analyses of authors’ uses of rhetorical strategies and
their effects. This assignment was completed after the class and the teacher had jointly deconstructed
and analyzed similar rhetorical strategies, both from published authors and from other students.
Prompt: Carefully read the first five paragraphs from Alice Walker’s “Everyday Use.” In the beginning
of the story, the narrator describes the idealistic world of television in juxtaposition to her “real life.”
Consider Walker’s rhetorical strategy in the context of this juxtaposition, and describe the effects.
Language Expectation: ELD-LA 9-12 Argue Expressive

Multilingual learners use language to construct language arts arguments that
• Introduce and develop precise claim(s) and address counterclaim(s)
• Support claims and refute counterclaims with valid reasoning and relevant and sufficient evidence
• Establish and maintain a formal style and objective tone
• Logically organize claims, counterclaims, reasons, and evidence; offer a conclusion with
recommendations

Features “Everyday Use” Features
Introduce and develop In “Everyday Use” Alice Walker Support claims and
precise claims through… refute counterclaims
intertwines context, unique organization
with valid reasoning
Declarative statements and juxtaposition to subtely shine a light on and relevant and
to frame topic, provide sufficient evidence
an almost invisible conflict.
background information, through…
state claim
Juxtaposition is the opposing views in A variety of clauses
• In “Everyday Use” …
content of adjacent paragraphs is used to to support claim
invisible conflict.
• what Mama wanted
show the continuing subject of division.
Noun groups to provide with a T.V. show
The introduction of Dee is begun with what providing the
details
• unique organization Mama wanted with a T.V. show providing dream setting
• an almost invisible • what Dee actually
the dream setting and what Dee actually is
conflict. is in real life.
• the opposing views in in real life.
content of adjacent
paragraphs
• the continuing subject
of division.

Functions & “Everyday Use” Functions &
Introduce and The contrast Dee shows to Mama’s Support claims with
develop precise valid reasoning and
hopes and dreams build slight negative
claims through… relevant and sufficient
tension to her arrival. The meek resentment evidence through…
Noun groups to
the reader initially has is superficial as the
provide details A variety of clauses
• slight negative standard Mama set was fantasy but, the (adverbial, embedded)
tension to her to support claim
prescence of the emotion set the stage
arrival • the prescence of the
for the conflict. The issue expands with
• the meek emotion set the stage
resentment the comparisons between Maggie and Dee for the conflict
reader initially has • to show the many
to show the many differences between
• the idea of differences between
sentimenal value the two. Later in the story Maggie and the two
• the memory of the Dee end up arguing over a quilt. The literal • as something to be
quilt. collected or chosen
argument itself is unremarkable and one-
• people remember not
Pronouns and sided as Mama has to defend Maggie; only the past but also
renaming subjects to their bloodline
the true conflict was in the idea of
maintain cohesion
• the contrast … the sentimental value. Dee puts value in the quilt Connectors to elaborate
conflict … the issue and not in the memory of the quilt. She sees on an idea/interpretation
… the true conflict • later in the story
the quilt or any heirloom as something to
(renaming)
• this (pronoun) be collected or chosen. Maggie and Mama
cherish memories and knowledge in their
entirety; it cannot be denied or rejected.
This mirrors the context and contributes
to the message of different ways people
remember not only the past but also their
bloodline.

Establish and The “Everyday Use” is set in an era Logically organize

maintain a formal claims, counterclaims,
where a new wave African-Americans took
style and objective reasons, and evidence;
tone through… the nation by storm. Such a massive and offer a conclusion with
recommendations
sudden surge of cultural created a schism
Third person to through…
maintain neutrality within the population. Maggie represents
• the “Everyday Use” A variety of structures
the old generation, characterized by her
• Maggie to define, describe,
• Dee shy and nervous persona. While Dee is interpret, and refute
the new breed of the loud and proud. The claims, evidence,
Authoritative reasoning
declarative sentences new outspoken group Dee symbolises
• the “Everyday Use”
to evaluate and created the back to Africa movement is set in an era where
interpret events (passive voice)
and revived African pride yet did little
• Such a massive … • the old generation,
to recognize the history of slavery and characterized by
population.
• Mama and subsequent liberation. Mama and Maggie’s her shy and nervous
Maggie’s…which persona (expanded
generation consider that to be a form
they are rising up noun group)
of ignorance and that they are no better • the back to
against.
than the people which they are rising up Africa movement
Nouns, adjectives, (noun group and
verbs, and adverbs to against. The quilt, names, arguments mean
nominalization)
evaluate the positive/ little without the context as the family • with which to draw
negative qualities of the real issues from
would have no background with which to
topic, position, or (subordinate clause)
evidence draw the real issues from. The differences
• as neither person
• took the nation by between Maggie and Dee would be represent anything
storm (causal)
comparable to a sitcom as neither person
• Such a massive and • the fight over the quilt
sudden surge represent anything. The fight over the quilt
(nominalization)
• the loud and proud has no signifigance without the backdrop • represents,
• the new outspoken • characterized,
of the civil rights movement.
group • created,
• did little to • symbolizes (verbs)
recognize
• a form of ignorance
• mean little
• has no signifigance

Establish and In the same vein the meaning of the essay Cohesive devices
maintain a formal
would be difficult to convey without the • personalities …. had
style and objective Dee and Maggie
tone through… constant separation in character personalities. been more similar
Had Dee and Maggie been more similar the (whole/part)
Authoritative
• context … the 70’s
declarative sentences representations of generations would have
(renaming)
to evaluate and been less pronounce. • juxtaposition …
interpret events
declaring their
• Had Dee and Context and juxtaposition work in unison nationality …. say
Maggie … less (renaming)
to focus on the issue of personal identity.
pronounce. • has many [people]
• Today … not just in The 70’s had half the African-American
confused (omission)
race. population declaring their nationality and
Connectors to
Nouns, adjectives, half wondering about what their ancestors
sequence points in the
verbs, and adverbs to would say. Today the same issue still persists argument and maintain
evaluate the positive/ logical progression
but not just in race. It also pervades the
negative qualities of • In the same vein
topic, position, or culture of our people and what it means • The 70’s
evidence to be anything, from gender roles to • Today
• pervades
sexual orientation, identity crises has many Summary statement to
• identity crises
• has many confused confused. “Everyday Use” does not offer a reiterate claim, call to
action, encourage a
solution or point to what is right, instead it
response, or suggest
sends the message that there are many ways next steps
to belong to the same group and yet, at the • “Everyday Use”
does not offer a …
same time be very different.
different

GRADES

Explain

Context: This mentor explanation text was developed by a teacher to illustrate the language required
for students to answer this type of Algebra 1 problem they might encounter on a final exam or
standardized test. The teacher read, deconstructed, and analyzed the mentor text with students to
make visible how the text is structured as well as the way certain language features are employed to
meet the purpose of the explanation.
Prompt: Give the domain and range of the relationship. Then tell whether the relation is a function.
Explain your answer. Y = X2-5
Language Expectation: ELD-MA 9-12 Explain Expressive

Multilingual learners use language to construct mathematical explanations that
• Introduce mathematical concept or entity
• Share solutions with others
• Describe data and/or approach used to solve a problem
• State reasoning used to generate own or alternate solutions

Features Grade 10 Algebra Features
Introduce a concept I explain that this equation is a function Share solutions with
through… others through
by providing a definition of the equation’s
Relating verbs to define domain and range and graphing what it Generalized nouns to
or describe concept add precision
looks like. This helps me see if the equation
• is, is, is, • equation
passes the vertical line test. • function
Mathematical terms and • domain
phrases to describe The domain is the set of all numbers that • range
concept, process
can be substituted for X in the equation. X
• the equation’s domain First person to
and range can be any real number, so the domain is describe approach
• the vertical line test all real numbers. • I
• X • me
• Y The range is all the possible numbers that Third person to
can be Y. describe approach
with neutral stance of
authority
• the domain
• the range

Functions & Grade 10 Algebra Functions &
Describe data and/ Because X2 is positive or at a minimum State reasoning used

or approach to to generate own or
0, X2-5 could be -5 or greater. This
solve a problem alternate solutions
through… means that the range is Y ≥ -5. through…
Connectors to link Therefore, the equation, Y = X2-5, Causal connectors

sentences and is a function because for every possible to establish or refute
longer stretches of relationship, solution,
value for X, there is only one value of Y.
text signaling validity
• one way One way to show that this is true, is to • because
(clarification) graph the equation and use the vertical line • therefore
• as shown below • because
test. If vertical lines intersect the graph at a
(clarification)
single point, then the equation is a function, Conditional conjunctions
Verbs to establish a to propose future
process or approach as shown below.
options (if/so, if/
• to graph then) and generalized
• intersect relationships (if/will)
Multi-meaning
• if … then
noun groups to
provide precision
to mathematical
descriptions
• positive
• the range
• function
• every possible
value
Reference devices
to create cohesion
• the equation …
the equation
(repetition)
• this … this
(repetition)
• X2-5 … X2-5
(repetition)
• Y ≥ -5 … Y
(renaming)
Visual data displays

to clarify approach
(es) and solution(s)

Remember…

language.

210
to meet a purpose to meet a purpose to meet a purpose to meet a purpose to meet a purpose According to
(to inform, narrate, through generic through specific through organizational reflective of genre authors’ strategic use
DISCOURSE
entertain) in a series (not genre-specific) organization patterns characteristic and discipline, linking of generic structure
Organization
of topic-related organization (orientation and of the genre (claim, ideas, events, and (combining different
of language
connected sentences (introduction, body, explanation sequence) evidence, reasoning) reasons in a variety genres to meet their
conclusion) that link ideas, events, of ways (causes and social purpose) for
and reasons across effects, factors and particular effects
text outcomes, events and and for a variety of
consequences) audiences
multiple cohesive a variety of cohesive a wide variety of cohesive devices and various types of authors’ strategic
DISCOURSE
devices (synonyms, devices that connect cohesive devices common strategies cohesive devices and and creative ways
Cohesion of
antonyms) larger meaningful that connect ideas that connect ideas strategies that connect to connect units of
language
chunks of text throughout a throughout a text ideas throughout a meaning throughout
including (class/ text (whole/part, (given/new) text a whole text
subclass, whole/part) substitution/omission)
expanded noun expanded noun expanded noun expanded noun a variety of noun authors’ strategic
groups with groups with groups with a variety groups with groups expanded use of noun groups
DISCOURSE
prepositional phrases embedded clauses of embedded clauses embedded clauses with pre- and and nominalization
Density of
(the chemical element (chemical element (chemical element and compacted postmodifiers (the to elaborate and
language
with the symbol H) that has these physical with the symbol Na noun groups chemical element with condense ideas
properties) and an atomic number (nominalization) the symbol H and characteristic of
11 that …) atomic number 1) various genres and
content areas
multiple related simple simple or compound compound sentences compound and a wide variety of authors’ strategic
sentences (All people sentences with with frequently used complex sentences sentence types use of sentences
have needs and wants. familiar ways of ways of combining with a variety of ways that show various that combine
This is called demand.) combining clauses clauses (coordinating of combining clauses increasingly complex clauses reflecting
(using coordinating conjunctions: All addressing genre, relationships increasingly complex
conjunction: All people have needs audience, and content (condition, cause, relationships
people have needs and wants but there area (Whenever concession, contrast) addressing genre,
SENTENCE
and wants and it’s are only limited…) there is an increased addressing genre, audience, and
Grammatical
called demand.) demand, the prices audience, and content content area
complexity
go up.) area (Despite the (Interest rates are
obvious problems with controlled by the
equity, some people…) Federal Reserve
Bank, although some
would argue…) with
awareness of how
various sentences
create different
effects
a growing number of an expanding number a variety of words a wide variety of strategic use of authors’ flexible
WORD, words and phrases in of words and phrases and phrases such as words, phrases, and various words, and strategic use of
PHRASE a variety of contexts including idioms and adverbials of time, expressions with phrases, and words and phrases
Precision of (sit tight for the collocations (to make manner, and place; multiple meanings expressions with across a variety
language announcements, in this a long story short) verb types; and across content areas shades of meaning of contexts and
novel) abstract nouns (within (division of power across content areas content areas (stares,
seconds) versus long division) (tumultuous and hesitates, agonizes
catastrophic events) and finally…)
211
212
short text that conveys expanding text that text that conveys text that conveys text that conveys elaborated text that
intended purpose conveys intended intended purpose intended purpose intended purpose conveys authors’
using predictable purpose using using genre-specific using genre-specific using genre-specific intended and strategic
DISCOURSE organization generic (not genre- organizational organizational organizational purpose, including
Organization (paragraph openers: specific) organization patterns (statement of patterns (claims patterns with a wide flexibility in combining
of language First…, Finally, In (introduction, body, position, arguments, and counterclaims range of ways to multiple genres for a
November, Plant cells conclusion) with some call to action) with a or rebuttals) with signal relationships variety of audiences
have…) paragraph openers variety of paragraph strategic ways of throughout the text and effects.
openers signaling relationships
between paragraphs
and throughout a text
DISCOURSE a growing number an expanding number a flexible number a variety of cohesive a wide variety of a flexible and strategic
Cohesion of of cohesive devices of cohesive devices of cohesive devices devices used in genre- cohesive devices use of cohesive
language (demonstratives, (given/new, whole/ (ellipsis, substitution/ and discipline-specific used in genre- and devices
repetition) part, class/subclass) omission) ways discipline-specific
ways
some types an expanding a variety of types of a wide variety of a flexible range of multiple and strategic
of elaboration number of types of elaboration (adding types of elaboration types of elaboration use of language
DISCOURSE (demonstratives: these elaboration (adding in embedded clauses and some ways to and a growing number features to elaborate
Density of five rules) classifiers: Roman after the noun: ancient condense ideas of ways to condense and condense ideas
language empire) kingdoms which were that includes ideas
buried by ash) embedded clauses
and condensed
noun groups through
nominalization
simple sentences simple or compound compound sentences compound and a wide variety of strategic use of
with emerging use of sentences with familiar with frequently used complex sentences sentence types multiple techniques
clauses (Bolivia is in ways of combining ways of combining with a variety of ways that show complex and strategies for
South America. It’s a clauses with some clauses that use of combining clauses clause relationships creating increasingly
SENTENCE home to…) coordinating a broad range of in characteristic of the (condition, cause, complex clause
Grammatical conjunctions (Bolivia techniques to connect genre and content concession, contrast) relationships that
complexity is in South America ideas (Democracy area (with a range of through addressing address genre,
and it’s a home to…) was established in the techniques to extend, genre, audience, audience, and content
1980s, yet, leaders…) or shorten sentences: and content area area (Even though
Although the northern (Despite the country’s Spanish is the official
part of…) suffering…) language, several
indigenous languages
are spoken.)
a growing repertoire an expanding a flexible repertoire a variety of words and a wide variety of flexible and strategic
of words and phrases repertoire of words of words and phrases phrases, including words and phrases use of various
WORD,
with growing precision and phrases such such as adverbials evaluation and with precision (the words and phrases
PHRASE
(mitosis, symbiotic as idioms and of time, manner, and obligation, with dictator ruled with (marveled at the Eiffel
Precision of
relationships) collocations with place; verb types; and precision (we shall terror) according to Tower) according to
language
expanding precision abstract nouns with overcome) the genre, purpose, the genre, purpose,
(miss the boat) consistent precision and discipline and discipline
(by exploring cultures,
later that day)
213
Section 4: Resources
INFORM
Argue
Key Language Uses: A Closer Look

Section 2 of this document, “Understanding the WIDA ELD Standards Framework,” introduces readers
to Key Language Uses. This resource takes a deeper dive into the common and unique linguistic and
organizational features of each Key Language Use, and includes the following:
• A brief review of the Key Language Uses

• A quick reference table that includes brief definitions, examples of genres, and curricular contexts
• Common linguistic and organizational features across Key Language Uses
• Unique linguistic and organizational features of each Key Language Use
• A definition of each Key Language Use
• Example genres within each Key Language Use
• Samples of how each Key Language Use is applied in a classroom setting across all grade
level clusters.
• Descriptions of how each Key Language Use appears across the disciplines
• Examples of how each Key Language Use interacts with and builds on other Key Language Uses
A Review of the Key Language Uses Figure 4-1: The Four Key Language Uses
The four Key Language Uses—Narrate, Inform, Explain,

Argue—represent prominent genre families in the context
of the disciplines to 1) help bring focus and coherence to NARRATE
the language of schooling and 2) prompt educators to
attend to language in systematic, explicit, and sustained
ways. Key Language Uses provide a natural source for ARGUE INFORM
collaboration between content and language teachers
and help educators make choices to prioritize and
organize content and language integration.
EXPLAIN
Section 4: Resources 217

As genre families, Key Language Uses overlap,
blend, and build on each other. They are not strict
Genres are multimodal types of texts
categorical divisions. For example, as students
(oral, written, visual) that recur frequently
develop complex explanations, they may Inform
for specific purposes, with specific
(by naming, defining, describing, or comparing
discourse organization and language
and contrasting something), and even Narrate
features (e.g., biographies).
(e.g., include an anecdote) as they work to help
their audiences accurately understand the how
Genres with similar characteristics (e.g.,
or why of a concept (Explain). Narratives can be
biographies, autobiographies, short
embedded within other expository structures,
stories) can be grouped together into
such as those in the families of Argue and Explain.
genre families (e.g., narrate).
Argue can incorporate elements of many Key
Language Uses, as it seeks to show an audience
Key Language Uses reflect the most
the validity of a position.
high-leverage genre families across
academic content standards. They are Educators who are aware of how genres work in
Narrate, Inform, Explain, and Argue school can offer students explicit and systematic
explanations of the way language works in
context. This understanding can also help
educators shift from seeing language as a static
inventory of structures to language as a functional resource for making meaning. In other words, Key
Language Uses draw attention to the language of schooling to help both students and educators see
that language use is shaped by
• The larger context of schooling

• The content area, topic, and purpose for using language
• The person(s) with whom one communicates
• Students’ identities and social roles
• The channel of communication
Table 4-1 offers a quick reference to the

definition of each Key Language Use,
along with examples of genres and
classroom applications.
POW

Table 4-1: Definitions of Key Language Uses
Key Language Use Sample Classroom

Genre Examples
(Genre Family) Applications
Narrate • Stories: personal recounts • My first day of school.

Represent of real experiences or • Imagine yourself as a person
experiences through imaginative creative stories in a particular historical
stories and histories (e.g., personal narrative, period.
short stories, novels, mystery, • Who are my heroes?
science fiction, fantasy)
• Histories: autobiographies,
memoirs, biographies, and
historical recounts
Inform • Descriptive, compositional, • What are environmental

Communicate factual classifying, contrastive or disasters?
information on a comparative reports • How are stars and planets
topic • Lab reports, investigation different?
reports, design reports, • How do cells divide?
problem-solution reports
Explain • Sequential • How does a bill become a

Give account for how • Causal law?
or why things work • Cyclical • Why do I have hiccups?
• Factorial • How does a caterpillar
• Consequential become a butterfly?
• Mathematical explanations • How are tornadoes formed?
Argue • Exposition (one side) • Should plastic straws be

Justify one’s claims • Discussion (both sides) banned?
using evidence and • Challenge • Defend, challenge, or qualify
reasoning • Critical response a character’s view of the
• Book, film, videogame relationship between wealth
reviews and justice.
• Mathematical arguments • A response to immigration
• Scientific arguments policy.
• Should masks be required in
a global pandemic?
• Develop mathematical
proofs.
(de Oliveira, 2016; Derewianka & Jones, 2018)

Common Linguistic and Organizational Features of Key Language Uses
While each Key Language Use has unique organizational structures and language features, several are
common across all Key Language Uses. In this section we highlight and discuss three such structures
and features:
• Noun groups
• Nominalization
• Given/new organizational pattern of discourse (also known as zig-zag)
Teachers who recognize how these common language features work in texts can explicitly teach them
to multilingual learners. This will help learners use these features across various Key Language Uses,
making these features portable. Ultimately, this recognition will increase students’ independence in
being able to read academic texts on their own, regardless of genre.
Noun Groups
Academic texts are often challenging because of the density of information packed in noun groups
connected with one simple verb (is, have, are, was). A noun group is a group of words relating to a
noun (e.g., a chemical element). An expanded noun group typically includes pre-modifiers (words that
go before the noun) and post-modifiers (words that go after the noun) that add information about the
noun.
element is a noun
NOUN GROUP: A group of words relating to a noun
a chemical element
EXPANDED NOUN GROUP: A noun group with pre-modifiers (words that go before the noun)
and post-modifiers (words that go after the noun) that add information about the noun
Oxygen is a chemical element with the symbol O and atomic number 8.
a chemical is the pre-modifier with the symbol O and atomic number 8

is the post-modifier
a chemical element with the

symbol O and atomic number 8
is a noun group

Nominalization
Nominalization is a prominent feature of written text. It occurs when events and qualities are
represented as “things,” using an abstract noun instead of a verb, adjective, or clause (e.g.,
discrimination, assumption). Many abstract and technical terms are nominalizations that help us
condense information (e.g., fragmentation, deposition, pollination). At the same time, nominalizations
often emphasize an end result of an action while making the doer of that action disappear.
Given/New Information
Given/new Information is an organizational pattern in written texts in English that functions to build
and sequence information between sentences. The given (or known) information is placed at the
beginning of the sentence. The new (or unknown) information is placed at the end of the sentence. In
the sentence that follows, the new information is picked up as given so that more information can be
added, typically through the use of nominalization. For example:
Given New
The most important thing bees do is pollinate
Pollination is the transfer of pollen from the pistil to the stamen.
Given New
The first sentence presents “The most important thing that bees do” as given information and
“pollinate” as new information. The second sentence starts with the nominalization “pollination,” now
as a given. The given/new pattern allows the second sentence to capture and build on the concept
pollinate as given so that more information can be added (e.g., the transfer of pollen from a stamen to
a pistil).
Educators can undoubtedly identify other common organizational patterns and language structures in
English. Being able to see how these patterns and structures connect to the Key Language Uses can
help you use them with your multilingual learners.

Unique Linguistic and Organizational Features of Key Language Uses
Narrate: Represent Experiences Through Stories and Histories
The Key Language Use Narrate refers to the way students use language to represent experience—real
or imaginary. This genre family has the function of engaging and/or informing the reader or audience.
(See Table 4-2 for examples.) The many genres that come under the umbrella of Narrate serve purposes
including to convey what one imagines, to share an experience, to entertain, to inform, and to persuade.
Narratives can take the form of stories, such as fictional creative short stories and novels, or nonfiction
news stories and anecdotes. They can also take the form of histories, such as chronicles, biographies,
and historical recounts.
Narratives tend to follow cultural story-telling patterns, and cultural norms for narratives can affect
students’ interpretations. It is important to be mindful that multilingual learners from different backgrounds
may approach aspects of narrative such as truth, identity, and themes according to their cultural norms.
Table 4-2: Narrate Genre Family
Sample Classroom
Sample Genres Purpose
Applications
Personal recount Reflect on experience by giving • How I came to this country

details of an incident • Our class field trip to the virtual
museum
Short stories Engage, encourage reflection, • The Rabbit and the Fox
entertain, or teach a moral lesson • Finding Helena
Anecdotes Share a short and amusing You won’t believe what happened!
episode about a real person
News stories Inform about newsworthy events Writing a story or blog for a
in a compelling way school newspaper: Safety in
School
Autobiographies Recount episodes in someone’s • A Long Walk to Here and Now

life as told by that person • Hard Lessons Learned
Biographies Recount episodes from another A Biography of Nelson Mandela

person’s life
Historical • Recount historical periods • The Ming Dynasty

recounts and • Recount and explain historical • The Victorian Era
accounts stages • U.S. Immigration History

Narrate Through the Years of Schooling
As students move through school, what they are expected to be able to do with Narrate changes
(see Table 4-3). Students are always expected to express their ideas, interact with others, and create
multimodal texts (written, oral, visual), but the resources they are expected to use become more
sophisticated and often build upon previously acquired ways of using language. As such, when a
multilingual learner arrives any time after early elementary school, they may need a great deal of
support in building up their resources for Narrate.
Table 4-3: Narrate Through the Years of Schooling
Upper Elementary and

Early Elementary Middle and High School
Middle
Young learners come to In upper elementary school Middle and high schoolers
school with experience and students expand their use of use language in increasingly
skill in telling stories. They language to strategic ways to
use language to narrate
when they
• Add details about • Add nuance to how they
people, characters, describe people, objects,
• Share and reflect on lived scenes, settings, and scenes, and actions
experiences actions • Use dialogue to provide
• Retell or create • Create images in the insight into character’s
imaginative stories reader’s mind through motives and personalities
that rely on shared richly descriptive • Underscore the
understanding with their language significance of events
audience • Interpret and develop • Manipulate pace to bring
• Create multimodal texts more complicated plots attention to key points in
that include drawings and • Move back and forth the narrative
spelling approximations between spoken and • Create tension and
written modes as they suspense
create increasingly • Draw on a range of
coherent multimodal language resources to
narratives for a variety of make narratives flow
contexts and purposes well and hang together
coherently

Narrate Across Content Areas
Narratives as a genre family are generally associated with literature or language arts; however,
narratives are present in all disciplines, as shown in Table 4-4.
Table 4-4: Narrate Across Content Areas
Language Arts Mathematics Science Social Studies
In language arts, In mathematics, In science, students In social studies,

students process students process process and students process
and produce and produce produce narratives and produce
narratives to narratives to to narratives to
• Convey real • Illustrate • Tell stories that • Communicate

or imaginary mathematical add meaning to their perspective
experience concepts technical and on what
through short • Contextualize abstract scientific happened, who
stories, novels, and build phenomena was involved,
anecdotes, stronger • Share and where and
memoirs, and connections to observations when it took
autobiographies the applications of how things place (settings,
• Develop and of math, bringing work and evolve, epochs)
process their them to life in and of how • Paint a larger
own identities story forms humans become picture of
interested in a particular
science event or social
phenomenon
How Narrate Interacts with other Key Language Uses

As a genre family that allows students to create real or imaginary stories and recount histories, the
Key Language Use Narrate relies largely on descriptions and sequencing of events. This way of using
language underlies the other Key Language Uses as well. It is typical, for example, for arguments to
include a personal story to connect with the audience, or for a science explanation to use a narrative to
illustrate a phenomenon.

Inform: Communicate Factual Information on a Topic
The Key Language Use Inform allows students to observe, record, and describe information about the
natural world around them. (See Table 4-5 for examples.) This genre family consists of texts that convey
facts in nonfiction contexts as students define, describe, compare, contrast, organize, categorize, or
classify something (for example, a favorite animal, a musical instrument, a planet, an epoch, or other
newly researched knowledge). Informational texts are often multimodal: they tend to include pictures,
symbols, charts, diagrams, illustrations, and other means that help to show relationships like parts to
whole, or classes/subclasses of things.
Table 4-5: Inform Genre Family
Sample Classroom
Sample Genres Purpose
Applications
Descriptive Give information about an • Dolphins

report entity by describing its uses, • Magnets
characteristics, physical attributes, • Stages of cell division
behavior, or other features
Classifying Organize and describe a field • Classes of environmental

report or topic into class and subclass disasters
hierarchies • Types of software
Comparative Identify similarities and differences • Stars and planets

report between two or more things • Mitosis and meiosis
Compositional Describe parts and wholes • Layers of the rainforest

report • The acoustic guitar
Lab report Describe experiments using the Types of techniques to separate

scientific method mixtures
Investigation Research a topic using a variety of The impact of COVID-19 on

report sources school learning
Design report Design and create a product, Designing and constructing

service, performance, or artwork multimedia compositions
Problem- Devise a solution to a problem Solutions report: robot arm

solution report designs for trash pick up

Inform Through the Years of Schooling
The language demands required for students through the Key Language Use Inform change
significantly throughout the years of schooling. The language for observing and describing information
shifts from describing people, places, and objects in the immediate environment to classifying and
categorizing more abstract phenomena involving deeper taxonomies. What students can demonstrate
with the language for informing depends on their knowledge of the topic; therefore, students need
support to research topics before reporting on them. Because linguistic demands of Inform increase
through the years of schooling, multilingual learners need ongoing explicit support with Inform across
the grades. The progression is shown here in Table 4-6.
Table 4-6: Inform Through the Years of Schooling

Middle
Young learners use In upper elementary school Middle and high schoolers
language for informing students expand their use of use language in increasingly
when they language to strategic ways to
• Report on topics they • Report on their • Provide extended

know well researched topics at a scientific classifications
• Discuss or write about distance and in general or technical information
people, places, or terms such as “Canine with much more
familiar things in their species” or “Dogs” in detail, precision, and
environment, such as “My general sophistication
dog Charlie” • Manage information • Share their research
about entities according findings through different
to their composition kinds of reports (e.g.,
and classifications, to more complex problem-
compare and contrast solution reports and lab
phenomena, and to reports)
analyze their features
My dog
charlie

Inform Across Content Areas
Because information reports are used to describe phenomena and entities, these texts are more
prevalent in science and social studies; however, they are also present in mathematics and language
arts. (See Table 4-7 for examples.)
Table 4-7: Inform Across Content Areas
In language arts, In mathematics, In science, In social studies,

students process students process students process students process
and produce and produce and produce and produce
information to information to information to information to
• Ask and answer • Ask and answer • Ask and answer • Ask and answer
questions about questions, questions about questions about
local and global explore, model, phenomena past and present
issues conjecture, test, • Explore solutions events
• Compare and and prove to problems • Pursue
contrast themes • Define and • Elaborate on investigations
in various works represent concepts and through the
• Research, concepts processes tools and lenses
summarize, draw • Engage in of geography,
conclusions, and problem-solving history,
report findings economics, and
political science
How Inform Interacts with other Key Language Uses

When students research a topic, the newfound knowledge can inform the basis for evidence in
arguments. The researched material can also inform the background of a narrative short story. When
students explain a phenomenon with a poster, they might need to inform by providing a definition of
key concepts, such as magnetism. When asked to explain how energy flows through an ecosystem, they
may need to inform by classifying the components of an ecosystem.
Notice that information reports are different from explanations because, for example, while the former
describes or classifies such phenomena as clouds, explanations are concerned with how clouds are
formed or why it rains.

Explain: Give Account for How or Why Things Work
The Key Language Use Explain centers on locating and substantiating the inner workings of
natural, artificial, and social phenomena (see Table 4-8). Explanations are more than descriptions or
recounts—they ask not only about the “what,” but the “how,” thus searching for causal relationships and
overarching theories to construct deeper understandings. As they grow in complexity, explanations
often draw on the unobservable or underlying concepts or mechanisms for how something works.
Table 4-8: Explain Genre Family
Sample Genres Purpose Sample Classroom Applications
Sequential Explain phenomena in a linear • How recycled paper is made

explanation sequence • How a bill becomes a law
Causal Explain phenomena in a linear • How a volcano erupts

explanation sequence showing how one • How a solar eclipse occurs
step causes the next • How we get hiccups
Cyclical Explain phenomena in a way • The life cycle of a frog

explanation that the last step is also the • The water cycle
beginning of the cycle
Systems Explain how a system works. • How the desert works as an

explanation Includes a description of the ecosystem
components and how they • How the branches of the
relate and interact with one government work
each other. • How school or local community
works as a system
Factorial Explain factors (multiple • Factors that create the conditions

explanation causes) that contribute to an for a tornado
event or outcome • Factors that led to World War II
Consequential Explain consequences • What are the consequences of

explanation (multiple effects) of an event not following our classroom
community rules?
• What happened as a result of
Westward Expansion in the U.S.?
• What were the consequences on
Native people?

Explain Through the Years of Schooling
The language demands required for students through the Key Language Use Explain change
significantly throughout the years of schooling. The language for explaining how or why things work
shifts from explaining observable phenomena in early years to explaining the underlying causes
and the inner workings of natural, built, or social phenomena in later ones. Explanations take on a
more multifaceted nature because they deal with complex phenomena involving multiple causes
and multiple effects. Because linguistic demands of Explain increase through the years of schooling,
multilingual learners need ongoing explicit support with Explain across grade levels. The progression is
shown in Figure 4-9.
Table 4-9: Explain Through the Years of Schooling

Middle
language for explaining students expand their use of use language in increasingly
when they language to strategic ways to
• Share their observations • Convey the underlying • Establish more complex

of the how and why of causes of phenomena connections between
observable and familiar (how magnets work) causes and effects
phenomena (life cycle of • Identify consequences of • Convey more abstract
a butterfly) events or actions (what concepts and
• Use diagrams, drawings, happens as a result) relationships among ideas
speech, and some writing • Establish connections and (how aerodynamics or
to process and produce relationships between electromagnetism work)
multimodal texts that are different ideas • Use multiple sources of
sequential (from farm to empirical evidence to
table) or cyclical (how locate and substantiate
a caterpillar becomes a underlying causes for
butterfly) phenomena

Explain Across Content Areas
Explain features prominently in the fields of science and social studies, as these two disciplines exist to
explain natural, artificial, and social phenomena. However, it is also present in other content areas, as
shown in Table 4-10.
Table 4-10: Explain Across Content Areas
In language arts, In mathematics, In science, In social studies,

students process students process students process students process
and produce and produce and produce and produce
explanations to explanations to explanations to explanations to
• Account for • Account for • Account for • Account for

how ideas, how something the underlying causal and
characters, and was done causes or consequential
themes develop (how students principles of relationships
in various literary determined a phenomena among events
and informational solution or came • Draw on and outcomes
works to a conclusion) scientific models, • Foreground
• Convey flaws principles, reasons that
in the chain of and ideas that contribute to
mathematical are based on outcomes
reasoning evidence • Account for
the effects or
consequences of
something
• Account for
how political,
economic, or
cultural systems
work
How Explain Interacts with other Key Language Uses

As students develop complex explanations, they may Inform (e.g., by naming, defining, describing, or
comparing and contrasting something), Narrate (e.g., include an anecdote), and Argue (e.g., make a
claim) as they work to help their audiences accurately understand the how or why of a concept.
Explanations share some features with the Key Language Use Inform. Yet, while Inform is concerned
with describing, classifying, or categorizing things, explanations ask students to substantiate the inner
workings, the how and why of phenomena or issues. For example, instead of merely describing types
of precipitation, explanations require that students convey why it rains or snows. Argue also shares
similarities and differences with Explain. Whereas Explain starts with the assumption of truthfulness as
it proceeds to answer questions about the why or how of something, Argue is concerned with making
others believe that something is true or persuading people to change their beliefs or behavior.

Argue: Justify One’s Claims Using Evidence and Reasoning
The Key Language Use Argue refers to the way students use language to change the audience’s
point of view, to bring about action, or to ask the audience to accept one’s position or evaluation of
a concept, issue, or problem. Argue has the function of validating, evaluating, and persuading by
supporting or challenging points of view, advocating for particular approaches, convincing based on
the merits of a proposed solution, interpreting messages in a text, or analyzing various aspects of a
literary work. The practice of constructing convincing arguments propels student thinking and learning,
develops critical judgement, and enhances oral language, writing, and research skills. (Table 4-11 shows
examples.)
Table 4-11: Argue Genre Family
Sample Genres Purpose Sample Classroom Applications
Persuasion Convince an audience to act in • Plastic straws should be banned!

a particular way • Save the rainforests!
Discussion Discuss two or more sides of an • Nuclear power, for or against?

issue • Online learning, pros and cons
Challenge Rebut a position on an issue • Graffiti is art

• A response to immigration policy
Review Assess the value of a work Reviews of books, films,

videogames
Interpretation Interpret message in a work, • What is the message/theme in

usually a literary text or art form The House on Mango Street?
• Literary elements in Bless Me
Ultima
Critical response Analyze and evaluate various • Analyze the representation of

aspects of a texts, including Mexicans in American Dirt
ideas, themes, messages, and
symbols

Argue Through the Years of Schooling
The language demands required for students to argue change significantly throughout the years of
schooling (see Table 4-12). The expression and elaboration of ideas shifts from describing personal
opinions about everyday topics to using research, data, and textual evidence to engage with abstract
concepts. Interacting with and convincing an audience requires increasing control over language
resources that express attitude and engage with possibilities. For example, creating coherent
and logical texts through textual organization, connectives, and reference becomes increasingly
sophisticated and varied. Multilingual learners need ongoing explicit support with Argue across the
grades.
Table 4-12: Argue Through the Years of Schooling
Early Elementary Upper Elementary Middle and High School
language for arguing to students expand their use of use language in increasingly
language to strategic ways to
• Express emotions, likes,
and dislikes on familiar • Substantiate claims with • Express attitudes, adjust
topics such as food and evidence and reasoning the strength of feelings
games on topics outside their and opinions, refer to
• Formulate and share realm of personal other perspectives, and
opinions through short experience engage the audience
multimodal texts about • Elaborate on ideas from • Sustain claims and
familiar issues research, data derived reasoning by weighing
from experiments, or evidence, evaluating data
citations from literary sources, and connecting
texts evidence to claims
• Engage with other • Contextualize and
voices, possibilities, and evaluate primary and
perspectives secondary sources
• Conduct and present
research
• Analyze sophisticated
literary texts

Argue Across Content Areas
The Key Language Use Argue is relevant to every content area. Students are expected to engage in
evaluation and persuasion in each discipline. Some distinctive features of Argue across the disciplines
are highlighted in Table 4-13.
Table 4-13: Argue Across Content Areas
In language arts, In math, students In science, students In social studies,

students process process and process and students process
and produce produce arguments produce arguments and produce
arguments to to to arguments to
• Determine the • Examine and • Test out claims • Interpret

validity of a claim, evaluate the about the world and analyze
position, belief, validity of • Evaluate the the nature
or conclusion conjectures limitations of a of historical
• Offer reasons (explanations) claim understandings
and evidence • Distinguish • Design solutions • Evaluate and
from multiple correct from • Engage in a communicate
sources to flawed reasoning process of understandings
support an • Examine reasoning that through political,
opinion or claim connections to is grounded in historical,
• Convince mathematical evidence geographic, and
someone to principles or • Reach economic lenses
believe or do previously agreements • Discuss and
something accepted ideas evaluate
• Respond to, sources that are
interpret, and grounded in
evaluate literary evidence
and informational
works
How Argue Interacts with Other Key Language Uses

Argue incorporates elements of other Key Language Uses as it seeks to show an audience the validity
of a position. For example, an anecdote Narrate may introduce the background of an argument,
definitions and facts Inform may frame the evidence to defend a claim, and an explanation Explain may
be the basis for evidence.
In science, in particular, there is an overlap between the Key Language Uses of Argue and Explain.
Explanations account for how or why things work (e.g., how energy flows through an ecosystem), and
arguments seek to use data as evidence for their claims.

Collaborative Planning for Content and Language
Integration: A Jump-Off Point for Curricular
Conversations
An Overview of Collaborative Planning
The WIDA ELD Standards Framework,
working in tandem with academic
content standards, defines the Collaboration is one of the four Big
language multilingual learners need Ideas of the WIDA English Language
as they engage in learning and Development Standards Framework,
prepare for college, career, and civic 2020 Edition
life. The framework upholds the goal
These four Big Ideas anchor the standards and are
of increasing equity for multilingual
interwoven throughout the document:
learners by promoting a culturally and
linguistically sustaining approach to 1 Equity for Multilingual Learners
education and by providing common 2 Teach Language and Content Together
and visible language expectations 3 Functional Approach to Language
in relation to grade-level academic 4 Collaboration Among Stakeholders
content. Attending to how students use
language in learning acknowledges that
all learners are language learners, and
all teachers are language teachers. For
multilingual students, this attention to
language use is especially critical.
One of the framework’s functions is

to serve as a guide for informing the
design of curriculum, instruction, and
assessment for multilingual learners.
Along with WIDA’s many resources (e.g.,
focus bulletins, professional learning), it
helps educators navigate the options for
engaging students in rigorous academic
content learning while simultaneously
promoting their language development.
To support this important work, we offer a springboard for discussion around collaborative planning for
curricular integration of content and language. This example showcases initial steps educators can take
to promote language development in content units of learning. It illustrates how educators can use
components of the WIDA ELD Standards Framework to help multilingual learners expand the ways they
use language to make meaning in the classroom and beyond.

Below are a few considerations about the WIDA ELD Standards Framework and the sample
collaborative planning process:
• The ELD Standards Framework is inclusive: multilingual learners can enter at many different
points and follow unique, individual language learning pathways It illustrates how students do
not need to attain a certain proficiency level before engaging in grade-level content learning.
WIDA resources are intended to guide educators—and not only ESL teachers—in a continual
process of designing instruction that builds on and expands students’ language strengths and
competencies.
• The ELD Standards Framework does not prescribe a specific curriculum, pedagogy, or teaching
methodology The sample collaborative planning process offers one possible way (among many
others) to use the framework to plan and deliver systematic, explicit, and sustained language
development in an embedded manner as multilingual learners learn grade-level content in
curricular units of study.
• The ELD Standards Framework can be used in flexible ways to ensure that all multilingual
learners are engaged in processes for making meaning across classrooms Educators can use
scaffolding practices as needed through innovative and accessible approaches that validate
multilingual learners’ home, school, and community experiences; leverage students’ multiple
languages; and offer students opportunities to interact with peers and adults in meaningful,
substantial ways. (For more information about scaffolding learning, see the WIDA resource library
on the WIDA website.)
• This sample collaborative planning process starts once educators have identified a well-
designed, content-rich curricular unit of study In cases where educators do not have an existing
unit to work with, additional planning work is needed to fully outline unit-level content and
language goals. This sample process is not intended as a basic introduction to curricular design.
• This sample collaborative planning process is intended to help educators define a unit’s
language development goals alongside the unit’s academic content goals Educators can use
the unit-level language goals to guide further planning at the lesson level. This sample process
offers a starting point for curricular conversations and prompts possible next steps to flesh out how
educators will guide multilingual learners towards meeting unit content and language goals.
• Educators can use the sample collaborative planning process in different ways based on their
role, instructional context, curriculum, and students For example, content area classroom
teachers can use this process to plan upcoming units of study in collaboration with language
specialists. Coaches, curriculum supervisors, and other administrators can use this process to
support classroom teachers as they collaborate and use the components of the framework to
inform language development planning across units of study or curriculum maps.

Administrative Support for Systemwide Collaboration
Multilingual learners are educated in a variety of settings, each with its own unique populations,
communities, resources, and approaches. Regardless of the type of educational setting
and programming, a coordinated effort among all district and school levels is necessary to
provide multilingual learners with coherent learning experiences and an equitable, high-quality
education. Several overlapping district and school teams are responsible for making decisions,
planning, and implementing programming and instruction for multilingual learners. These plans
are best realized when there is communication, coordination, buy-in, and shared responsibility
among these teams.
Although collaboration is not possible in every situation, every educator (administrators,

teachers, support personnel) is responsible for providing an effective and coherent program
for multilingual learners. In addition to district and school levels, administrators can support
collaboration at the classroom level by ensuring that content and language educators, as well
as other specialists and support personnel, have common planning time, regular opportunities
to interact in professional learning communities, and dedicated professional time for shared
planning of curriculum, instruction, and assessment for multilingual learners.
In these collaborative sessions, each educator brings expertise and knowledge from their
own field, as well as firsthand knowledge of student performance in their classroom. This
joint expertise and ongoing sharing of data can be a significant factor in the education
of multilingual learners, and a critical part of the infrastructure that supports intentional,
resourceful, and responsive design for the achievement and success of multilingual learners.
DISTRICT OFFICE

Figure 4-2: Sample Collaborative Planning Process
The Destination: Setting Unit-Level Goals
Steps Guiding Questions
1. Locate relevant WIDA ELD Standards What content (e.g., disciplinary practices,
by examining the unit’s content concepts, topics) are students expected
standards to learn?
2. Identify the most prominent Key • How are students being asked to
Language Uses by analyzing the unit’s use language in the unit?
content standards, summative • What Key Language Uses best reflect
assessments, essential questions, and how students will interact with
main learning events language?
3. Use Language Expectations to create What Language Expectations best reflect

unit language goals the language focus of the unit?
4. Unpack the Language Expectations, What Language Functions and Features are
Functions, and Features in the context essential for meeting content and language
of your unit goals and the end-of-unit assessment?
Getting There: Sequencing and Scašolding Daily Lessons
Considering the Language Expectations, Functions, and Features, sequence and adapt lesson
plans for continuous language development and active sca‡olding of student learning.

Sample Collaborative
Planning Process: Ms. Khoury
and Mr. Renner
The scenario in this section provides
multiple snapshots of how to leverage the
components and resources of the WIDA
ELD Standards Framework. It follows Ms.
Khoury, a 7th grade science teacher, as
she collaborates with Mr. Renner, an ESL
teacher, to incorporate systematic, explicit,
and sustained language development into a
science unit she will teach this year.
The unit they have chosen, Where does food

come from and where does it go next?, is
part of the OpenSciEd2 curriculum and has
been identified as an emerging example
of high quality curricular units designed to
meet state science standards. The unit was
developed to include educators’ perspectives, tested by teachers and schools, and improved over time
based on feedback from teachers and field testing. It was also intentionally designed with attention to
equity and making sure practices and instructional strategies support sense-making for all learners.
Where does food come from and where does it go next? focuses on matter cycling and
photosynthesis. In this unit, students develop and use a model to explain the cycling of matter and
flow of energy in a system of living and nonliving components. To develop this scientific model
and explanation, students ask and answer questions about phenomena, develop and implement
investigations to test out their ideas, and use the results of their investigations to explain phenomena.
To prepare for this task, Ms. Khoury gathered her unit materials, the state science standards, and the
WIDA ELD Standards Framework, 2020 Edition. She also reached out to Mr. Renner, the ESL teacher,
and scheduled some time for collaborative planning using the sample collaborative planning process.
(For more about collaborative planning, see the WIDA website.)
The Destination: Setting Unit-Level Goals

Step 1: Locate relevant WIDA ELD Standards by examining the unit’s content
standards
First, Ms. Khoury identified What content (e.g.,
content standards her students disciplinary practices,
are expected to learn in the unit concepts, topics)
and located relevant WIDA ELD are students expected
Standard statements in grade-level to learn?
cluster materials (See Table 4-14.).
2 See openscied.org

Table 4-14: The Unit’s Academic Content and WIDA ELD Standards
Academic Content Standards WIDA ELD Standards Statements
MS-PS1-3: Gather and make sense of ELD-SI: English language learners will
information to describe that synthetic communicate for social and instructional
materials come from natural resources and purposes within the school setting.
impact society.
ELD-SC: English language learners
MS-LS1-6: Construct a scientific explanation communicate information, ideas, and
based on evidence for the role of concepts necessary for academic success in
photosynthesis in the cycling of matter and the content area of science.
flow of energy into and out of organisms.
MS-LS2-3: Develop a model to describe the

cycling of matter and flow of energy among
living and nonliving parts of an ecosystem.
Focal Disciplinary Core Ideas (DCIs): LS1.C;

LS2.B; PS1.A; PS1.B; PS3.D
Focal Science and Engineering Practices

(SEPs): Developing and Using Models;
Constructing Explanations and Design
Solutions; Engaging in Argument from
Evidence; Obtaining, Evaluating, and
Communicating Information
Focal Crosscutting Concepts (CCCs):

Systems and System Models; Energy and
Matter
Step 2: Identify the most prominent How are students

Key Language Uses being asked to
use language in
Next, Ms. Khoury and Mr. Renner the unit?
analyzed the unit’s most important
elements such as content standards,
essential questions, summative
assessments, and main learning events.
Their analysis is shown in Table 4-15
They highlighted and outlined the

important ways students are expected to
use language to engage with the content
and demonstrate learning.

Table 4-15: Sample Content Unit Architecture
Content Standards Essential Questions
• MS-PS1-3: Gather • Where does food come from and where does it go next?
and make sense • How and why do plants have molecules that animals use to make
of information food and energy?
to describe that • How do these molecules move between living and non-living
synthetic materials parts of the ecosystem?
come from natural
resources and
Summary of Major Learning Activities
impact society.
• MS-LS1-6: Construct
a scientific To figure out how plants make food molecules and where plants get
explanation based the matter and energy to do that, students conduct investigations
on evidence that help them
for the role of • Develop a model to track the inputs and outputs of plants
photosynthesis • Carry out experiments to figure out how leaves and seeds interact
in the cycling of with the gases in the air around them in the light and the dark
matter and flow of • Develop and evaluate arguments from their evidence to figure out
energy into and out where plants are getting the energy and matter they need to live
of organisms. • Construct an explanation for the central role of photosynthesis in
• MS-LS2-3: Develop all food production, including synthetic foods
a model to describe • Obtain and communicate information to explain how matter gets
the cycling of matter from living things that have died back into the system through
and flow of energy processes done by decomposers
among living and • Develop and use a model to explain that the major atoms that
nonliving parts of an make up food (carbon, hydrogen, and oxygen) are continually
ecosystem recycled between living and nonliving parts of a system.
End of Unit Assessment
1. Use a model to explain how the snot worms make it possible for the system to access all this
new matter and energy from the whale fall. Include inputs and outputs of each component of
the system in your model. In the zoom-in, show what changes or processes you would expect
to see happening in the water or snot worms that you couldn’t see with just your eyes.
2. Complete a table with data and use it to explain what will happen to the system in time.
3. Add words and arrows to the partial food web (representation) below to explain why the
whale needs to live in the part of the ocean system near the surface.
As the teachers looked through the unit and began to identify language needed to meaningfully
engage in the main tasks and assessments, they noticed that some of the more important and recurring
tasks included maintaining progress trackers, reading informational texts, developing Driving Question
Boards, and having discussions for building understanding (see Table 4-16).
Ms. Khoury and Mr. Renner then looked closely at how students would be using language to engage in
these activities and learn.

Table 4-16: Progress Trackers, Reading Informational Text, Driving Question Boards,
and Building Understanding
Progress Tracker Activity (Sample from OpenSciEd Lesson 4)
Task: On chart paper, draw out the format, headings, and lesson question for the progress tracker
shown below for students to reference. Have students draw a three-box progress tracker directly
in their science notebooks. Ask them to list the sources of evidence from this lesson and use their
own words and pictures to describe what they figured out. This can be done individually or with a
partner. Below is one possible representation of a student progress tracker.
Example:
Reading Informational Text (Sample from OpenSciEd Lesson 7)
Task: Ask students to individually read How do scientists measure energy in food? and answer
Making Sense questions. Say, I came across this article that explains how food scientists make
food labels. Let’s take a few minutes to use what we see and read about food labels to help us
clarify our claims about matter and energy for our input and outputs of plants in the process of
photosynthesis. To help students gather information from the text and images, have them use the
Obtaining Information from Scientific Text Checklist.
Examples:

Driving Question Board (DQB)
DQB steps:
• The first student comes to the DQB with

their sticky note, faces the class, and
remains standing. The student reads
their question from their note and then
posts it on the DQB near the section
of the consensus model or the related
phenomena.
• The students who are listening should raise
their hands if they have a question that
relates to the question that was just read
aloud. The first student selects the next
student whose hand is raised.
• The second student reads their question and identifies what other question on the board it
relates to, and why or how. Then the second student places their question near the question it
most relates to and selects the next student.
This process continues until everyone has had a chance to post a question.
Building Understanding Discussions
A Building Understandings discussion is useful following an investigation because the purpose is

to focus students on drawing conclusions based on evidence. Your role during the discussion is
to invite students to share conclusions and claims and to push them to support their conclusions
and claims with evidence. Students can disagree with each other, and the class does not need
to reach consensus on all ideas shared, however areas of disagreement can motivate future
investigations. Helpful prompts during these kinds of discussions include:
• What can we conclude? How did you arrive at that conclusion?

• What’s your evidence?
• Does anyone have evidence to support Student A’s claim? What data do we have that
challenges Student B’s claim?
Next, Ms. Khoury and Mr. Renner used this information to

What Key Language Uses
identify the most prominent Key Language Use of the unit. best reflect how students
This helped them organize a focus for language will interact with language?
development.

They noticed how content standards and main learning events prioritized the Key Language Use of
Explain. They also noticed how Social and Instructional language was woven throughout the types of
multimodal interactions and discussions students would experience in the unit. Prominent language
demands they noticed in the unit included:
• Asking and answering questions to gather and make Which KLUs(s) to select?
Remember, all KLUs are
sense of information present across grades and
• Drawing conclusions from investigations disciplines, and can overlap
• Communicating results from investigations; listening to and build on each other.
others’ findings and building on them to clarify claims
and gather evidence
• Summarizing and using evidence from multimodal texts
(readings, videos, discussions) to explain how and why
things work
• Using models to explain how and why things work
As the teachers mapped out the language students would

need to learn and to demonstrate learning, they also
noted that students would be developing and sharing
claims supported by evidence throughout the unit. They
debated about whether to include Argue as a prominent
Key Language Use for the unit. Upon closer inspection,
they noticed that students would be developing claims
supported by evidence to explain why and how phenomena
worked. They also considered how the academic content
standards and the unit’s summative assessment focused
on explaining how things work and why they happen. As a
result, they decided that Explain was a better fit for this unit’s language development focus.
Step 3: Use Language Expectations to create unit language goals

Once Ms. Khoury and Mr.
Renner chose Explain as the What Language Expectations
best reflect the language
Key Language Use of the
focus of the unit?
unit, they looked at related
Language Expectations, as
shown in Table 4-17.

Table 4-17: Language Expectations with Embedded Language Functions
ELD Standard Language Expectations related to Explain
ELD-SI: Language ELD-SI.4-12.Explain: Multilingual learners interpret and express

for Social and explanations for social and instructional purposes that
Instructional • Generate and convey initial thinking
Purposes • Follow and describe cycles and sequences of steps or procedures
and their causes and effects
• Compare changing variables, factors, and circumstances
• Offer alternatives to extend or deepen awareness of factors that
contribute to particular outcomes
• Act on feedback to revise understandings of how or why something
is or why it works in particular ways
ELD-SC: The ELD-SC.6-8.Explain.Interpretive: Multilingual learners interpret

Language for scientific explanations by
Science • Defining investigable questions or design problems based on
observations, information, and/or data about a phenomenon
• Determining central ideas in complex evidence and information to
help explain how or why a phenomenon occurs
• Evaluating scientific reasoning that shows why data or evidence
adequately supports conclusions
ELD-SC.6-8.Explain.Expressive: Multilingual learners construct

scientific explanations that
• Describe valid and reliable evidence from sources about a
phenomenon
• Establish neutral or objective stance in how results are
communicated
• Develop reasoning to show relationships among independent and
dependent variables in models and simple systems
• Summarize patterns in evidence, making trade-offs, revising, and
retesting
Ms. Khoury and Mr. Renner could see that ELD-SI

worked well in conjunction with ELD-SC. They noted Use Language
how ELD-SI functions would be naturally interwoven in What about Expectations as
Language for they are or
day-to-day lessons as students more fluidly interacted,
Social and adapt them
engaged in inquiry and discussion, and took notes. Instructional into my own
Given its more interactive nature, ELD-SI reminded purposes? unit goals?
them that students communicate to learn but also to
convey personal needs and wants, to affirm their own
identities, and to form and maintain relationships.

The teachers wondered whether they should adapt the ELD-SC Explain Language Expectations into
more customized unit goals. Whereas they might do that for a different unit, in this case they decided
that, as they were, ELD-SC Explain interpretive and expressive Language Expectations sufficiently
prioritized the language they would need to systematically teach and assess throughout the unit.
Step 4: Unpack the Language Expectations, Functions, and Features in the context
of your unit
Ms. Khoury and Mr. Renner then began to unpack the Language Expectations represented throughout
the unit. They saw that each Language Expectation is built around a set of Language Functions (Table
4-18). They noticed that the Language Functions highlighted common patterns of language associated
with scientific explanations like the one required in the end-of-unit assessment. The Language Functions
helped them see how language works in the context of the unit, giving them ideas for how they could
design their instructional plan to help students practice and use this language.
For example, the teachers saw that students would need to use the Language Function “describe valid
and reliable evidence” to support their explanation about how whale falls work. In their explanation,
students would also need to establish a neutral stance that is typical of scientific discourse and
develop reasoning to show relationships among the inputs and outputs of their model of a whale fall
system. Finally, students would also need to summarize patterns in evidence as they watched the
whale fall video, completed the data table, and used this information as evidence in their explanation.
Next, the teachers wondered about what

other kinds of language resources students
What other
might be able to use to carry out these
language resources
Language Functions associated with a should I consider?
scientific explanation. They began to Language Features!
examine the Language Features. Language
Features are examples of various language
resources that carry out particular Language Functions, such as different types of sentences, clauses,
phrases, and words. See Table 4-18 for example Language Features.
Table 4-18: Example Language Features that are Commonly Associated with a Language Function
Language Function Commonly Associated Example Language Features
Describe valid and • Abstract nouns to introduce concepts, ideas, and technical terms
reliable evidence (effects, predator-prey relationships, magnetic forces)
from sources about a • Cohesion to reference ideas and information across text
phenomenon through (pronouns, substitutions, renaming, synonyms, collocations)
• Relating verb groups to state relationships or attributes (have, be,
belong to)
• A variety of ways to define phenomena (relative clauses,
declarative statements)

Figure 4-3 illustrates the process of how Ms. Khoury and Mr. Renner moved their focus from the WIDA
ELD Standard Statement all the way to specific Language Features.
Figure 4-3: Honing a Language Focus through the WIDA ELD Standards Framework
ELD Standard: Language for Science
Key Language Use: Explain
Language Expectations: Interpret and

construct scientific explanations…
Language Function: Describe valid

and reliable evidence from sources
about a phenomenon through:
Language Features:
• Abstract nouns
• A variety of ways to define a
phenomenon (e.g., relative clauses,
declarative statements)
• Cohesion to reference ideas and
information across text
(e.g., pronouns, substitutions,
renaming, synonyms, collocations)
• Relating verb groups to state
relationships or attributes
(e.g., have, be, belong to)
As they worked together and discussed how students would be using language to meet content
expectations, Ms. Khoury brought her expertise in the field of science, and Mr. Renner brought his in
the field of language development. As they dove deeper into the planning, Mr. Renner helped Ms.
Khoury learn more about Language Functions and Features, just as Ms. Khoury helped Mr. Renner learn
more about the scientific concepts and practices that would be the focus of language use.
Together, the teachers wrote a mentor text to demonstrate to students how language might work in a
systems explanation in the context of their unit. Later, the teachers would select one or two Language
Functions and Features to work on with students based on their needs and the unit goals. The mentor
text is shown on the next page in the center column. The teachers’ annotations appear in the left and
right hand columns, with colors indicating the connections between the annotations and the text itself.
You can find a key to these annotations in the Grade-level Cluster Materials, in Section 3.

Prompt: If nothing else is added to the
Functions & system, will the worms be able to live Functions &
Features after the whale fall is gone? Features
Describe valid and Worms will not be able to live on the seafloor Develop reasoning
reliable evidence after the whale fall is gone because the whale to show relationships
from sources about is an essential part of the system providing the
a phenomenon Connectors to link
worms with food and oxygen.
clauses and combine
Abstract nouns to ideas into logical
This is how ecosystems typically work: plants
introduce concepts, relationships
have a cycle where they take in carbon
ideas, and technical • then
dioxide, make sugars, and give off oxygen.
terms • because
• the whale fall Then, animals consume the oxygen, eat plants,
• however
• the system and give off carbon dioxide. • additionally
• ecosystems
The whale fall ecosystem is unusual because Variety of clauses to
• carbon dioxide
there are no plants. It is thousands of feet express causality
• oxygen
• the whale fall below the ocean surface where there is no • however, plants
ecosystem light; however, plants need light to absorb need light
• cellular respiration energy from the sun to make food. Since • to absorb energy …
plants are what take in CO2 and give off O2 food.
Cohesion to in ecosystems, without plants the whale fall • who are also eating
reference ideas and the whale carcass
is high in carbon dioxide and low in oxygen.
information across • Since there are
Additionally, other animals who are also eating
text no plants on the …
the whale carcass, such as octopi and eels,
• plants…they more oxygen
breathe in the little O2 there is and breathe
(pronouns)
out more carbon dioxide. The table shows that
• carbon dioxide…
Co2 (synonyms) after the whale bones are gone, the level of
• oxygen…O2 carbon dioxide on the sea floor will get higher
(synonyms) and higher and the level of oxygen will get
• worms…they lower and lower.
(pronouns)
Here is how worms make use of the whale fall.
• oxygen…this
(pronouns) Worms do cellular respiration by combining
oxygen with food. They get the food from
Relating verb groups the bones and they get their oxygen from the
to state relationships water. As they consume the bones, their food
or attributes starts to run out. Since there are no plants
• is
on the seafloor to give off more oxygen this
• are
starts running out too. Without this food and
oxygen, the worms will not be able to live on
the seafloor.

At this point in the process, the teachers had gained a solid understanding about what language
they wanted to prioritize in unit design. They felt confident that their unit goals identified language
students should strive toward using to meet content expectations. They also knew that once this
overall language destination was set in the service of content, they would spend more time fleshing
out specific aspects of language they would be targeting in daily lessons, considering students’
backgrounds, experiences, and English language proficiency levels.
Getting There: Sequencing and Scaffolding Daily Lessons

For the next part of the process, Ms. Khoury and Mr. Renner examined and adapted daily lesson plans
to ensure multilingual learners could meaningfully engage with grade-level content.
Once the teachers understood how Language Expectations, Functions, and Features represented the
language students would need to meet content objectives in the context of this unit, they turned to
their Can Do Student Portraits. (A WIDA Can Do Student Portrait is a written or electronic document
that focuses on a student’s strengths with specific information about the learner’s educational
background, languages, family, and interests—in addition to what the student can do in English; see the
WIDA website for more about these.)
Looking at the student data they had previously gathered, they considered students’ emerging
strengths and needs, patterns of language and content learning, personal preferences, and interests.
They used this information to select instructional approaches that were responsive to student needs
and preferences, planning to scaffold instruction as needed. They worked to embed explicit instruction
for developing language daily in the context of content learning.
Ms. Khoury and Mr. Renner also planned specific opportunities to look at student work together
and make sense of student progress. These collaborative meetings would help them figure out next
steps for addressing student strengths and needs. The meetings would also include planning for ways
to continue to scaffold the expansion of what students can do with language over time. Figure 4-4
highlights some questions Ms. Khoury and Mr. Renner asked as they planned their daily lessons.

Figure 4-4: Lesson Planning Considerations
Asset-based, culturally and Multiple means of engagement,

linguistically sustaining representation, action, and
• Are we leveraging what we know expression
about our students (backgrounds, • Are we providing multiple
assets, preferences, previous ways for students to build
experiences, language proficiency community and interact, acquire
levels, etc.) to plan and deliver knowledge and skills, engage
lessons? with disciplinary practices, and
• Are we incorporating students’
Pedagogy express their thinking? (multimodal
strengths? communication, use of multiple
• Are we addressing students’ languages, scaffolding)
needs? • Are we providing appropriate
• Are we identifying specific learning resources and materials
teacher and student moves we will that are supportive of unit
use, teach, and model to support language and content goals?
content and language learning?
Integrated learning Organization and pacing

• Are we providing opportunities for • Are we logically sequencing
students to expand what they can lessons so they build on each
do with language in interpretive other toward complexity and
and expressive ways? student independence?
• Are we helping students • Are we bridging from familiar
simultaneously learn content and to new, going from guided
language?
Lesson experiences to increasingly
• Are we attending to the three Flow independent ones?
dimensions of language • Are we adequately scaffolding
(discourse, sentence, word/phrase) challenging tasks?
in relation to the unit’s goals? • Are we providing enough time for
students to engage with, practice,
and demonstrate the content and
language we hope they will learn?
Responsive and data-informed Learning targets and alignment

instruction • Are we setting clear, actionable,
• Are we identifying flexible ways to and measurable content and
gather student performance data language goals?
in content and language? • Are we monitoring, assessing, and
• Are we analyzing and using documenting student progress
student performance data to Assessment toward stated unit content and
continuously inform instruction language goals?
and scaffolding?
• Are we including opportunities
to re-teach and/or reinforce
learning based on feedback from
assessment data?

In addition, Ms. Khoury and Mr. Renner developed a common list of classroom supports they could use
as needed to help students make meaning and learn language throughout the lesson.
• Connect familiar experiences and knowledge to new ones

• Use home discussion questions to involve families in discussions of the concepts covered in
school
• Allow multiple options for students to share their thinking and create their own representations of
ideas, including by using other languages, drawing, or using manipulatives
• List visually-supported key words, cross-disciplinary or technical language, and their meanings
• Present sketches, charts, and other visual supports for students to point to or refer to as needed
• Prompt students to generate lists of terms and ideas in English and other relevant languages
• Continuously revise conceptual webs, including sketches, graphic supports, and labels in relevant
languages
• Create visual displays/portrayals of student learning
• Model language to communicate ideas more precisely
• Use chart of language cues to point to various ways to respond to an idea (elaborate, support,
challenge, revise, clarify)
• Offer sentence frames that model use of language features needed to accomplish task
• Cue students to stretch language use as they share their thinking
• Provide sufficient wait time to allow students to formulate ideas in English
• Purposefully group students for low-pressure language formulation and peer assistance
As they adapted their daily lesson plans, Ms. Khoury and Mr. Renner reflected on the fluidity of the
process of curricular and instructional design. They saw themselves as explorers and learners who
benefited from each other’s expertise as well as from what they learned from their students. They were
committed to continuously learning about best design practices, content and language development,
as well as responsive and enriching pedagogies.
This collaborative process helped them understand what language students were really being asked
to use in service of content learning. Developing clarity about content and language goals better
positioned the teachers to make choices to organize and prioritize instruction, and to expand what
students can do with language in different contexts. Making content and language expectations
explicit and visible also better positioned the teachers to be more responsive to multilingual learners’
strengths and needs, and to strategically guide them toward deepening knowledge, enhancing critical
lenses, and increasing independence and agency.
To read more about collaboration, see the WIDA website.

Glossary
causal language: words, phrases, and clauses that express causes and effects. Typical spoken
language connectors are because and so. Additional connectors used mainly in writing include
therefore, consequently, as a result, nouns such as the result, the effects, and entire clauses (e.g.,
Unable to grow or repair themselves, the corals eventually die), verbs lead to, are caused by, resulting
in, and prepositions such as as, for, through.
clause: a unit of meaning that expresses a message, usually containing a verb (e.g., walk) and a subject
noun or noun phrase (e.g., They walked). Examples of clauses include the following:
• conditional clause: a clause that creates conditional meanings, meanings that pose a
hypothesis or impose conditions. A conditional clause usually connects to the beginning or
end of the independent clause with the conjunctions if or unless (e.g., The seeds will sprout in
a week unless someone forgets to water them. or Unless someone forgets to water the seeds,
they will sprout in a week.)
• dependent clause (also known as subordinate clause): a clause that depends on an
independent clause for its meaning and cannot stand alone (e.g., as the newly hatched
caterpillars grow or who eat their prey). One type of dependent clause is a relative clause.
• independent clause (also known as main clause): a clause that can stand alone to communicate
a complete idea and forms a complete sentence (e.g., Please take turns. or Sharks have rows of
teeth.). An independent clause usually has a subject (a noun) and a predicate (a verb), unlike a
dependent clause.
• relative clause: a dependent clause that starts with that, who, or which and adds details to its
noun. The relative clause (underlined) in the following example adds specificity to the word
“magnets”: Magnets that are strong enough can lead to personal injury. Also see expanded
noun group.
cognates: words that have similar spelling, pronunciation, and meaning across languages. For
example, el paquete in Spanish and packet in English for “packet,” pomidori [помідори] in Ukrainian
and pomodoro in Italian for “tomato.” False cognates are words that sound similar but have different
meanings. For example, embarazada (“pregnant” in Spanish) is not a cognate to embarrassed in English.
coherence: how text holds together at the discourse dimension of language through its logical links in
meanings. Coherent text makes sense; readers can understand its meaning and intent in the context in
which it is presented.
cohesion: how parts of text interconnect and flow with help from cohesive devices.
cohesive devices: words, phrases, clauses, and organizational patterns that tie ideas together so
they become unified in the whole text. Given/new is an organizational pattern; linguistic resources
include lexical cohesion, substitution or omission (also known as ellipsis), and reference devices (e.g.,
personal pronouns, demonstrative pronouns, qualifiers).
collocation: a group of words that habitually go together such as plus and minus, multiply and divide,
push and pull, up and down, ebb and flow, peanut butter and jelly. On the other hand, hearing these
collocations worded in different order would sound a bit unusual: minus and plus, flow and ebb.

communication modes: interpretive mode (listening, reading, and viewing) and expressive mode
(speaking, writing, and representing) are the two types of communication modes incorporated
into the WIDA English Language Development Standards Framework’s Language Expectations and
Proficiency Level Descriptors.
conjunctions: words that combine clauses or sentences. Examples of conjunctions include the
following:
• coordinating conjunctions: a conjunction placed between words, phrases, clauses, or

sentences of equal rank such as and, nor, yet, so, but, and others.
• subordinating conjunctions: a conjunction that introduces a subordinate clause and creates
concessive, contrastive, and causal relationships (e.g, while, although, however, because). See
connectors .
connectors: text connectives, coordinating and subordinating conjunctions, and linking phrases
used to connect ideas in sentences and signal different relationships (causal, additive, chronological).
Connectors create cohesion and logical development across a text. Examples of connectors:
• addition: and, and then, furthermore, in addition, apart from that, furthermore, besides, along
with, again, along with
• cause/consequence: because, so, despite, nevertheless, even though, so, therefore,
consequently, due to, because of this, as a result
• comparison/contrast: but, for example, instead, in other words, however, in fact, in that case,
while, although, on the other hand, despite
• concession: while, although
• condition: if, unless
• purpose: in order to, so
• sequence: first, second, finally, in the first place, to start with, at this point, to get back to the
point, in short, all in all, to conclude
• time: when, then, next, afterward, after a while, at the same time, at this moment, meanwhile,
previously, before that, finally
connotation and denotation: While the denotation of a word refers to its primary, dictionary meaning,
connotation refers to a range of secondary, inferred, or associated significances and feelings a word
may imply. Most words have denotative and connotative meanings that speakers and writers interpret
within their contexts of identity, history, culture, and situation. For example, the dictionary defines
“cheap” as inexpensive. Yet, cheap may invoke connotative meanings of frugality and good value,
whereas in another situation, the word may convey stinginess and poor quality.
cross-disciplinary language: common academic language used across content areas, e.g., analyze,
evaluate, critique, identify, evidence, analysis, summary, explanations.
culture: practices and beliefs members of a group share. Cultural practices are dynamic—changing
based on context.
declarative sentence: a sentence with subject-verb order, typically used to make statements that are
not commands or questions. For example, declarative sentences evaluate and interpret events (e.g.,
The review describes how the author used the graphic novel format.)

denotation of a word refers to its primary, dictionary meaning. See connotation and denotation .
density: see lexical density under text complexity
dimensions of language: a linguistic system can be described along three dimensions: discourse,
sentence, and word/phrase.
• discourse: discourse is the broadest dimension of language. Discourse imparts meaning across
an entire text (oral, written, visual), supported by the sentence and word/phrase dimensions.
To consider how a language user constructs a meaningful message, begin by looking at the
discourse dimension and the overarching message to see how language is organized to
communicate particular ideas, how language holds ideas together in a text (its cohesion),
and how loosely or tightly language is packed (its density). In the discourse dimension, the
text’s purpose, such as explaining how or why something happens, shapes its organizational
pattern. For example, typical discourse of mathematical explanations may include a statement
of solution to a problem, an explanation sequence, and an evaluation or justification of one’s
reasoning.
• sentence: a sentence is a word or group of words that states, asks, commands, or explains
an idea. As a dimension of language, sentences contribute to the grammatical complexity of
a text. Language users make choices in how they express ideas and their interrelationships
through clauses in various sentence types. These also help shape how a text is sequences and
connected. A sentence can be simple, compound, or complex. See sentence types.
• word/phrase: as a dimension of language, words and phrases add precision to communication.
For example, language users strategically select everyday, cross-disciplinary, or technical
language; employ multiple meanings and nuances of words and phrases; or play with their
shades of meaning.
disciplinary learning: learning in the disciplines, such as math or science, that includes learning how to
think, communicate, read, and write according to each discipline’s traditions.
discipline-specific language: language used in distinctive ways within each discipline or field. For
example, words like substitute, show, and intersect have particular meanings for mathematics. Defense,
extend, and goal have meanings specific to physical education. Each discipline or field contextualizes
the meaning of words such as table: table of data in math versus table as a piece of furniture. See also
everyday language and technical language .
everyday language: language for representing ideas in nontechnical ways (e.g., puppies instead of
canines, plussing instead of addition, reasons why instead of evidence, hills instead of effigy mounds).
See discipline-specific language and technical language .
evaluative language: language for expressing different attitudes, feelings, beliefs, or judgments toward
people and phenomena. Writers and speakers can use evaluative language to make moral judgments
of people’s behavior, assess the quality of objects, or build empathy and suspense. Evaluative language
includes nouns (e.g., disdain, emptiness, fear, admiration), verbs (e.g., frighten, laugh, reassure, dislike,
contradict), and adjectives (e.g., significant, trusting, irrelevant, worthless, shallow, mean).
expressive mode: The expressive mode includes speaking, writing, and representing . One of two
types of communication modes.

genres: multimodal texts (e.g., oral, written, visual, computer-mediated) that recur for specific
purposes, with specific discourse organization patterns and language features.
genre families: groups of genres with similar characteristics, purposes, and common organizational
structures (e.g., the biography, autobiography, and short story genres belong to the “narrate” genre
family). Each Key Language Use represents a specific genre family.
given/new: an organizational pattern that builds and sequences information from sentence to
sentence. The writer places the given (or known) information at the beginning of the sentence and the
new (or unknown) information at the end. In the sentence that follows, the new information is presented
as given so more information can be added, often through nominalization (see text complexity). For
example:
The most important thing that bees do [given] is pollinate [new]. Pollination [given] is the
transfer of pollen from a stamen to a pistil [new].
The first sentence presents “The most important thing that bees do” as given information and
“pollinate” as new information. The second sentence starts with the nominalization “pollination”
as a given. The given/new pattern allows the second sentence to capture and build on the
concept “pollinate” as given so more information can be added: the transfer of pollen from a
stamen to a pistil.
grammatical complexity: when multiple clauses are embedded in text to add details, illustrate,
elaborate, and/or create different logical relationships (e.g., conditional, causal, consequential).
See sentence types and connectors . Typically, literary writing is more grammatically complex,
while science writing is less grammatically complex but lexically dense. Spoken language is more
grammatically intricate and complex than written language.
imperative: a sentence with no subject, typically used for commands. (e.g., Put the wire on the other
side of the LED light.)
interpretive mode: The interpretive mode includes reading, listening, and viewing . One of two types
of communication modes.
interrogative: a sentence that asks a question (e.g., Why do we need to create a graph with data?). See
clause .
Key Language Uses: high-leverage genre families across academic content standards.
• Narrate: language to convey real or imaginary experiences through stories and histories.
Narratives serve many purposes, including to instruct, entertain, teach, or support persuasion.
• Inform: language to provide factual information. As students convey information, they define,
describe, compare, contrast, organize, categorize, or classify concepts, ideas, or phenomena.
• Explain: language to account for how things work or why things happen. As students explain,
they substantiate the inner workings of phenomena.
• Argue: language to develop claims and counterclaims, and to provide evidence to substantiate
them. Argue is also used to evaluate issues, advance or defend ideas or solutions, change the
audience’s point of view, or bring about action.

language: a dynamic system of choices used to communicate within a sociocultural context. Speakers
and writers make language choices to accomplish many purposes (e.g., to represent experiences, to
enact roles and relationships, and act upon the world).
language development: an interactive social process that occurs over time to expand what students
can do with language.
Language Expectations: goals for content-driven language instruction.
Language Features: examples of language resources that carry out specific Language Functions. (e.g.,
different types of sentences, clauses, phrases, and words).
Language Functions: common patterns of language use associated with the Language Expectations.
For example, a series of Language Functions is associated with the process of constructing narratives,
informing peers of newly gained knowledge, explaining phenomena, or engaging in scientific
argumentation.
lexicon: words/phrases or vocabulary of a language.
lexical cohesion: refers to the use of word association to tie together meanings in a text, such as
through
• repetition: e.g., Dolphins have fins. Dolphins use fins to swim.

• synonyms: phrases with similar meanings: parallel lines = lines that never meet
• antonyms: phrases with contrastive meanings: hot air goes up, cold air comes down
• hyponyms: words that identify a general class and a subclass: nations: Algeria, China, Haiti
• classifications that are more general or specific: mammals: monotremes, marsupials, and
placentals
• compositions that identify a whole and its parts: earth: mantle, outer core, inner core
lexical density: the amount of information in a clause’s noun group. Density increases with the number
of nouns, verbs, adjectives, and adverbs. In The phenomenon in which current is induced due to
relative motion between a coil and a magnet is called electromagnetic induction., the noun group has
seven content words that make it expanded and lexically dense. See nouns: expanded noun phrase.
linguistic and cultural sustainability: the preservation of languages, literacies, and other cultural
practices and identities of multilingual learners and communities.
linguistic repertoire: languages, language varieties, and registers that combine into a set of dynamic
resources from which language users can draw when they communicate. A linguistic repertoire is not
fixed from birth. Rather, people develop their language resources as they go through life by engaging
in a variety of contexts in local and global communities. See translanguaging.
listening: an interpretive mode of communication used in interpreting meanings created through

sound.
metacognitive awareness: people’s ability to consciously reflect on how they think and learn, including
by examining learning strategies, what works and why, and adjusting strategies as needed.
metacultural awareness: the ability to consciously reflect about cultural conceptualizations, both one’s
own and that of others. See culture.

metalanguage: language for talking about language. For example, vocabulary for talking about
cohesion includes lexical cohesion, synonyms, and antonyms.
metalinguistic awareness: the ability to reflect about language and how it works, the choices one
makes with language, how language influences and is influenced by context, as well as how language
use creates meanings and enacts relationships among people and things.
mode: a meaning-making system that includes such elements as oral and written language, symbols,
charts, tables, graphs, images, videos, voice, body positioning, and sound. See communication modes .
modifiers: words, phrases, or clauses that go before (called premodifiers) or after (called
postmodifiers) nouns. They add specificity, details, and precision to the main noun. Modifiers include
adjectives, adverbs, classifiers, and quantifiers. For example, dog → the dog → the beautiful dog → the
beautiful, tall dog → the beautiful, tall, 7-year-old dog → the beautiful, tall, 7-year-old black dog that
ran across the street …
multilingual learners: language learners who regularly come in contact with and/or interact in
languages in addition to English. Multilingual learners include English language learners, dual-language
learners, newcomers, students with interrupted formal schooling, long-term English learners, English
learners with disabilities, gifted and talented English learners, heritage language learners, students
with English as an additional language, and students who speak varieties of English or indigenous
languages.
multimodality: use of multiple means of communication, including spoken and written language,
gestures, facial expressions, images, equations, maps, symbols, diagrams, charts, videos, graphs, and
computer-mediated means.
nominalization: the conversion of verbs, adjectives, adverbs, or entire clauses into nouns, such as
from the verb “evaporate” to the noun “evaporation” and “persecuting” to “persecution.” For example,
Heated water evaporates faster. Evaporation increases as temperature rises.
nouns: nouns and noun phrases represent people, places, things, or ideas. A noun phrase includes a
noun (e.g., dog) plus its modifiers, including articles (e.g., the dog) and adjectives (e.g., the black dog).
• simple noun phrase: a group of words relating to a noun that may include a single modifier
such as an adjective or a classifier (e.g., a marsupial animal or this chemical element).
• expanded noun phrase: a group of words relating to a noun that typically includes
premodifiers and postmodifiers adding information about the noun. These modifiers can
include determiners (the bees), prepositional phrases (bees in the beehive), demonstratives
(these bees), adjectives or adjectival phrases (hardworking bees), quantifiers (many bees),
classifiers (Western honeybees, Carpenter bees), and relative clauses (bees that pollinate
crops and flowers), or a combination of these modifiers (hardworking, nonaggressive
pollinator bees that pollinate crops and flowers).
passive voice: sentences can be structured in the active voice (He made mistakes.) or the passive
voice (Mistakes were made.). In the passive voice, the object (or recipient) of an action is the subject of
a sentence, as in Magnetism was discovered about 4,000 years back in Greece. or The numbers were
multiplied by. Writers and speakers may intentionally use the passive voice to foreground an action’s
result, hide who is to blame for an action, or avoid mentioning the actor.

Proficiency Level Descriptors: a continuum of language development articulating how students might
develop language across six levels of English language proficiency.
reading: an interpretive mode of communication used to interpret meaning created thorough printed
words.
reference devices: words that bridge back or forward to people, things, or sections of a text. For
example:
• personal pronouns: such as you, she, they that refer to living and non-living things (e.g., People
use maps to find where they need to go.)
• articles: as in a, an, the. For example, in “Can you hold the pencil?,” “the” refers to a pencil that
the speaker or writer mentioned previously.
• demonstrative pronouns: such as this/these, that/those, there that refer to living and nonliving
things, places, or actions mentioned previously (e.g., Once you decide where you want to go,
you need to find out how to get there.)
• qualifiers: such as many/some/several (e.g., Maps used to be drawn by hand. Many had
pictures of fantastic beasts and other decorations.)
• comparatives: such as same/different, other, bigger/est, more/less (e.g., This map has a lot of
detail, but that one has more.)
• text reference: where a pronoun (such as this/these or that/those) works a substitute for an
idea or phenomenon previously described in the text (e.g., Maps are flat, but the world is
round. This is why globes are so useful.).
representing: an expressive mode of communication used to create meanings using images, graphic
representations, movement, video, graphics, or other visual means.
scaffolding: a contingent, collaborative process of supporting student development of new skills,

concepts, practices, and understandings to build student autonomy by providing the needed kind of
support that will trigger agency. Unlike a fixed, “one size fits all” set of routine supports, scaffolding
starts with high expectations for all students and provides them with high support so they can rise to
that challenge and perform tasks independently over time.
sentence types: there are three types of sentences: simple, compound, and complex.
• simple sentences: a simple sentence contains a single independent clause. Simple sentences
are not necessarily short (e.g., Pooh always liked a little something at eleven o’clock in the
morning.) nor are they always simple (e.g., On Earth (and elsewhere), trace amounts of various
elements continue to be produced from other elements as products of nuclear transmutation
processes.).
• compound sentences: a compound sentence contains two or more independent clauses, often
linked with connectives such as and, so, but, yet, either … or.
• complex sentences: containing multiple clauses, a complex sentence is useful for conveying
intricate and detailed relationships among ideas. The relationships among the clauses are
not equal in that one of the clauses is independent and the others are dependent. Clauses in
complex sentences are often joined by connectives such as after, before, as long as (for time);
as if, like (for comparison); because, since, in case, as a result of (for reason); as long as, unless
(for condition); although, even if, despite (for concession); besides, as well as (for addition),
except for, and instead of (for replacing) (Derewianka, 2013). See clause.

sociocultural context: the social and cultural environment in which people live and interact, or in which
something happens or develops. In reference to language use in schools, sociocultural context refers
to the interaction between students and the classroom environment, along with the influences that
shape the environment (e.g., purpose, topic, situation, participant’s identities and social roles, audience).
For example, the purpose of the communicative activity might be: to persuade someone to stop using
plastic straws, to warn someone of the impending storm, or to write a science explanation. The topic
might be force and motion in science, or the Industrial Revolution in history. The identities and social
roles of the language users, as well as their relationship, might be friend to friend or boss to employee.
speaking: an expressive mode of communication used to create meanings orally through spoken
language.
substitution or omission: words may be substituted or omitted as a text unfolds to avoid unnecessary
repetition. Any element of a clause or even an entire clause can be substituted or omitted.
• common noun substitutions: ones, some, other, another one, same one, else, more (e.g., There
were two rocks, and I chose the smooth one.)
• common verb substitutions: do, does, did, have, will (e.g., Some rocks break easily, but others
don’t.)
• other substitutions: so (e.g., Water can pass through rock. To do so, it has to find air spaces
that are connected.), none (e.g., If there are none, the water won’t pass through the rock.);
possessive pronouns: mine, yours, theirs, hers (e.g., My rock is permeable but hers isn’t.)
• omission: don’t, does, didn’t, haven’t, won’t (e.g., Water will pass through rock only if the air
spaces are connected. Otherwise, it won’t.)
technical language: specialized language that is central to building knowledge and conceptual
understanding within a specific field of study; language associated with a content area like science
(e.g., geothermal) and math (e.g., polynomials) or with fields like video games or sports. See also
everyday language and discipline-specific language .
text: a unit of meaning with a purpose in a particular context. Meaning can be created with different
meaning-making systems: art, words, sound, symbols, color, movement. Texts can be written, oral
(conversations or presentations), digital (websites or news broadcasts), visual (diagrams, art, posters,
advertisements), or a combination of all these types. This document defines texts as multimodal; they
can contain symbols, maps, timelines, drawings, and other modalities.
text complexity: how challenging a text is to process and interpret. Different features contribute to text
complexity, including (and see also) lexical density, nominalization, passive voice, and grammatical
complexity .
translanguaging: how multilingual learners access and use their full linguistic repertoires in
communication and learning, including by using more than one language.

verbs: a word or a combination of words that indicates action, a state of being, a condition, or a
relationship among ideas. For example:
• doing verbs represent actions: pull, attract, pollinate, added, subjugate.

• relating verbs show relationships between ideas: is, belongs to, consists of, has.
• thinking verbs represent thought: consider, imagine, wonder.
• feeling verbs represent feelings: admire, detest, respect, love.
• saying verbs indicate what someone or something has said: confirm, ask, whisper, challenge,
yell, contradict.
viewing: an interpretive mode of communication used in interpreting meanings created through

images, movement, video, graphics, etc.
writing: an expressive mode of communication used to create meanings using symbols (e.g., letters of
the alphabet, punctuation, numbers) to communicate ideas in a readable form.

Appendices
Appendix A: WIDA English Language Development
Standards Framework, 2020 Edition—Meeting ESSA
Title 1 Requirements
One use of the WIDA English Language Development Standards Framework, 2020 Edition, is to
serve as a policy document. In that capacity, this edition has been carefully crafted to comply with
requirements for English language proficiency standards under Title I of the Every Student Succeeds
Act (ESSA, 2015). Specifically, it addresses provisions outlined in the U.S. Department of Education’s
document, “A State’s Guide to the U.S. Department of Education’s Assessment Peer Review Process”
(U.S. Department of Education, 2018). Table A-1 outlines how relevant Critical Elements in this federal
guide apply to the 2020 Edition. WIDA entities can be confident that the consortium will meet its legal
obligation of English language proficiency standards and its alignment to assessment.
Table A-1: Critical Elements in Meeting ESSA Title 1 Requirements
Critical Element for Response Examples of

Peer Review of State According to WIDA locations where the
Requirements per
English Language ELD Standards evidence can be
ESSA
Proficiency Framework, 2020 found in the 2020
Assessment Systems Edition Edition
Critical Element The ELP* Correspondence • Correspondence

1 .1, Provision of ELP standards… Tables establish Tables can be found
Standards for all align to the State strong alignment in Appendix B.
English Learners and academic content of Language • Key Language Use
Critical Element standards Expectations to Distribution Tables
1 .2, Coherent and States’ academic for each grade-level
Progressive ELP content standards, cluster are found in
Standards that as do Key Language Section 3. Appendix
Correspond to the Use Distribution C presents a
State’s Academic Tables compilation of these
Content Standards tables from K-12.
*Since 2012, WIDA has referred to its language standards as language development to describe the
process over time rather than language proficiency that points to performance at a point in time.
Appendices 263
Requirements per
ESSA
Critical Element The ELP* Proficiency Level PLDs are presented

1 .1, Provision of ELP standards… Descriptors (PLDs) in Section 3, Grade-
Standards for all address the present 6 levels of Level Cluster Materials.
English Learners and different proficiency English language Appendix D, A
Critical Element levels of English proficiency Compilation of K-12
1 .2, Coherent and learners Proficiency Level
Progressive ELP Descriptors, with
Standards that Technical Notes, also
Correspond to the includes a listing of
State’s Academic PLDs in their complete
Content Standards K-12 progression; a
comparison between
the 2012 Performance
Definitions and
2020 PLDs; and
additional notes on
alignment of the 2020
PLDs with existing
WIDA performance
definitions, scales, and
tools.
The ELP* The 4 domains are Communication

standards… subsumed under Modes are illustrated
are derived from 2 communication in Section 2, The
the 4 domains of modes—Interpretive WIDA ELD Standards
speaking, listening, (listening, reading, Framework.
reading, and writing viewing) and
Expressive
(speaking, writing,
representing)
*Since 2012, WIDA has referred to its language standards as language development to describe the
process over time rather than language proficiency that points to performance at a point in time.

Requirements per
ESSA
Critical Element 1 .5, (This requirement WIDA designed Documentation of

Meaningful does not apply and adopted its consultation for this
Consultation in the to standards first edition of edition is available in
Development of and assessments ELP standards Appendix G.
Challenging State adopted prior to in 2004. It has
Standards and the passage of continued to involve
Assessments ESSA, December multiple entities in
2015) subsequent editions
through national
surveys, advisory
panels, focus groups,
SEA subcommittees,
and Board meetings.
Appendices 265
Appendix B: Correspondence Tables for Content
and Language Standards
The WIDA English Language Development Standards Framework, 2020 Edition, has been carefully
crafted to comply with requirements for English language proficiency standards under Title I of Every
Student Succeeds Act (ESSA, 2015; see Appendix A: Meeting ESSA Requirements). These requirements
are outlined in the U.S. Department of Education’s document, A State’s Guide to the U.S. Department of
Education’s Assessment Peer Review Process (U.S. Department of Education, 2018).
Critical Element 1.2 Coherent and Progressive ELP Standards that Correspond to the State’s Academic
Content Standards (U.S. Department of Education, 2018) states:
The ELP standards must contain language proficiency expectations that reflect the language
needed for ELs to acquire and demonstrate their achievement of the knowledge and skills
identified in the State’s academic content standards appropriate to each grade-level/grade-band
in at least reading/language arts, mathematics, and science.
The correspondence tables in this appendix are organized by grade-level cluster and Key Language
Use. They provide a sampling of evidence of a strong relationship (that is, correspondence) between
state academic content standards and WIDA ELD Standards. They also provide a preview of
information that may be included in state peer review submissions to the federal government. These
correspondences reinforce the connection between content and language as illustrated in each Key
Language Use and the WIDA Language Expectations.
For state peer review evidence, final correspondence determinations between the WIDA Language
Expectations and the state academic content standards may be made as part of future alignment
studies with educator panels. For more information on this process, see the Council of Chief State
School Officers (CCSSO) Framework for English Language Proficiency Development Standards
corresponding to the Common Core State Standards and the Next Generation Science Standards
[commonly referred to as the ELPD Framework] (CCSSO, 2014), Section 2.3.
Cautions on Unintended Interpretations of Sample Correspondence Tables

The sample high-leverage correspondences shared in this section intentionally preserve for educators
the critical choices to be made around the selection of curricular content and instructional approaches.
Use these types of high-leverage correspondences to
• Prioritize and engage multilingual learners in deep, rigorous instruction

• Offer flexible, yet consistent instruction and assessment
• Coordinate with other required standards
The correspondences included here are not intended to be interpreted as the only matches possible
between the WIDA ELD Standards Framework, 2020 Edition, and academic content standards. The
correspondences are the first step in the process used by educators and may potentially vary due to
situational circumstances, student-related factors, educator choice, and other considerations.

List of Sample Correspondence Tables
Kindergarten. 268
English Language Arts.Narrate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 268
Science.Inform. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269
Grade 1 . 271
Mathematics.Inform. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271
Social Studies.Argue. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273
Grades 2-3. 274
English Language Arts.Narrate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 274
Mathematics.Explain. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276
Grades 4-5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278
English Language Arts.Argue. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278
Science.Argue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 280
Grades 6-8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281
Mathematics.Argue. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281
Social Studies.Argue. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283
Grades 9-12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 284
English Language Arts.Inform. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 284
Science.Explain. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 286
Appendices 267
Kindergarten
English Language Arts.Narrate
Content Area Standards Sampling WIDA Language Expectations
Interpretive Communication Mode
Source: State Academic Content Standards for English ELD-LA.K.Narrate.Interpretive

Language Arts
Interpret language arts narratives
ELA.K.R.L.2 Key Ideas and Details: With prompting and (with prompting and support) by…
support, retell familiar stories, including key details. • Identifying key details
• Identifying characters, settings,
ELA.K.R.L.3 Key Ideas and Details: With prompting and
and major events
support, identify characters, settings, and major events in • Asking and answering questions
a story. about unknown words in a text
ELA.K.R.L.4 Craft and Structure: Ask and answer
questions about unknown words in a text.
Expressive Communication Mode
Source: State Academic Content Standards for English ELD-LA.K.Narrate.Expressive

Language Arts
Construct language arts
ELA.K.W.3 Text Types and Purposes: Use a combination narratives (with prompting and
of drawing, dictating, and writing to narrate a single support) that…
event or several loosely linked events, tell about the • Orient audience to story
events in the order in which they occurred, and provide • Describe story events
a reaction to what happened.

Science.Inform
Source: National Science Teaching Association (NSTA) ELD-SC.K.Inform.Interpretive

Matrix of Science and Engineering Practices (SEP), K-2
Interpret scientific informational
SEP 4: Analyzing and Interpreting Data texts by…
• Use observations (firsthand or from media) to • Determining what text is about
describe patterns and/or relationships in the natural • Defining or classifying a
and designed world(s) in order to answer scientific concept or entity
questions and solve problems.
• Compare predictions (based on prior experiences) to
what occurred (observable events).
SEP 8: Obtaining, Evaluating, and Communicating

Information
• Read grade-appropriate texts and/or use media
to obtain scientific and/or technical information to
determine patterns in and/or evidence about the
natural and designed world(s).
Appendices 269
Science.Inform, continued
Source: National Science Teaching Association (NSTA) ELD-SC.K.Inform.Expressive

Matrix of Science and Engineering Practices (SEP)
Construct scientific informational
SEP 4: Analyzing and Interpreting Data texts that…
• Record information (observations, thoughts, and • Introduce others to a topic or
ideas). entity
• Use and share pictures, drawings, and/or writings of • Provide details about an entity
observations.
• Use counting and numbers to identify and describe
patterns in the natural and designed world(s).
• Compare predictions (based on prior experiences) to
what occurred (observable events).
SEP 5: Using Mathematical and Computational Thinking

• Describe, measure, and/or compare quantitative
attributes of different objects and display the data
using simple graphs.
• Use quantitative data to compare two alternative
solutions to a problem.

Information
• Describe how specific images (e.g., a diagram
showing how a machine works) support a scientific or
engineering idea.
• Communicate information or design ideas and/or
solutions with others in oral and/or written forms using
models, drawings, writing, or numbers that provide
detail about scientific ideas, practices, and/or design
ideas.

Grade 1
Mathematics.Inform
Source: Standards for Mathematical Practices (MP) ELD-MA .1 .Inform .Interpretive
CCSS .MATH .PRACTICE .MP1 Make sense of problems Interpret mathematical

and persevere in solving them informational texts by…
• Identifying concept or entity
In first grade, students realize that doing mathematics • Describing attributes and
involves solving problems and discussing how they characteristics
solved them. Students explain to themselves the
meaning of a problem and look for ways to solve it.
Younger students may use concrete objects or pictures
to help them conceptualize and solve problems. They
may check their thinking by asking themselves, “Does this
make sense?” They are willing to try other approaches.
CCSS .MATH .PRACTICE .MP4 Model with mathematics
In early grades, students experiment with representing

problem situations in multiple ways including numbers,
words (mathematical language), drawing pictures,
using objects, acting out, making a chart or list,
creating equations, etc. Students need opportunities to
connect the different representations and explain the
connections. They should be able to use all of these
representations as needed.
CCSS .MATH .PRACTICE .MP7 Look for and make use of

structure
Mathematically proficient students look closely to

discern a pattern or structure. First graders begin to
discern a number pattern or structure. For instance, if
students recognize 12 + 3 = 15, then they also know 3 + 12
= 15. (Commutative property of addition.) To add 4 + 6 +
4, the first two numbers can be added to make a ten, so
4 + 6 + 4 = 10 + 4 = 14.
Appendices 271
Mathematics.Inform, continued
Source: Standards for Mathematical Practices (MP) ELD-MA .1 .Inform .Expressive
CCSS .MATH .PRACTICE .MP1 Make sense of problems Construct mathematical

and persevere in solving them informational texts that…
• Define or classify concept or
In first grade, students realize that doing mathematics entity
involves solving problems and discussing how they • Describe a concept or entity
solved them. Students explain to themselves the • Compare/contrast concepts or
meaning of a problem and look for ways to solve it. entities
Younger students may use concrete objects or pictures
to help them conceptualize and solve problems. They
may check their thinking by asking themselves, “Does this
make sense?” They are willing to try other approaches.
CCSS .MATH .PRACTICE .MP4 Model with mathematics
In early grades, students experiment with representing

problem situations in multiple ways including numbers,
words (mathematical language), drawing pictures,
using objects, acting out, making a chart or list,
creating equations, etc. Students need opportunities to
connect the different representations and explain the
connections. They should be able to use all of these
representations as needed.
CCSS .MATH .PRACTICE .MP7 Look for and make use of

structure
Mathematically proficient students look closely to

discern a pattern or structure. First graders begin to
discern a number pattern or structure. For instance, if
students recognize 12 + 3 = 15, then they also know 3 + 12
= 15. (Commutative property of addition.) To add 4 + 6 +
4, the first two numbers can be added to make a ten, so
4 + 6 + 4 = 10 + 4 = 14.

Social Studies.Argue
Source: College, Career, & Civic Life (C3) Framework ELD-SS.1.Argue.Interpretive
D3.1.K-2. Gather relevant information from one or two Interpret social studies arguments
sources while using the origin and structure to guide the by…
selection. • Identifying topic
• Analyzing evidence gathered
D3.2.K-2. Evaluate a source by distinguishing between from source
fact and opinion.
• Evaluating source based on
distinctions between fact and
opinion
Source: College, Career, & Civic Life (C3) Framework ELD-SS.1.Argue.Expressive
D4.1.K-2. Construct an argument with reasons. Construct social studies

arguments that…
D4.2.K-2. Construct explanations using correct • Introduce topic
sequence and relevant information. • Select relevant information to
support claim with evidence
• Show relationship between
claim, evidence and reasoning
Appendices 273
Grades 2-3
English Language Arts.Narrate
Source: State Academic Content Standards for English ELD-LA .2-3 .Narrate .Interpretive
Language Arts
Interpret language arts narratives
ELA .2 .R .L .1 Key Ideas and Details: Ask and answer such by…
questions as who, what, where, when, why, and how to • Identifying a central message
demonstrate understanding of key details in a text. from key details
• Identifying how character
ELA .2 .R .L .2 Key Ideas and Details: Recount stories, attributes and actions
including fables and folktales from diverse cultures, and contribute to event sequences
determine their central message, lesson, or moral. • Determining the meaning of
ELA .2 .R .L .3 Key Ideas and Details: Describe how words and phrases as they are
characters in a story respond to major events and used in texts, distinguishing
challenges. literal from nonliteral language
ELA .2 .R .L .4 Craft and Structure: Describe how words

and phrases (e.g., regular beats, alliteration, rhymes,
repeated lines) supply rhythm and meaning in a story,
poem, or song.
ELA .3 .R .L .1 Key Ideas and Details: Ask and answer

questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the
answers.
ELA .3 .R .L .2 Key Ideas and Details: Recount stories,

including fables, folktales, and myths from diverse
cultures; determine the central message, lesson, or
moral and explain how it is conveyed through key details
in the text.
ELA .3 .R .L .3 Key Ideas and Details: Describe characters

in a story (e.g., their traits, motivations, or feelings) and
explain how their actions contribute to the sequence of
events.
ELA .3 .R .L .4 Craft and Structure: Determine the meaning

of words and phrases as they are used in a text,
distinguishing literal from nonliteral language.

English Language Arts.Narrate, continued
Source: State Academic Content Standards for English ELD-LA .2-3 .Narrate .Expressive
Language Arts
ELA .2 .W .3 Text Types and Purposes: Write narratives narratives that…
in which they recount a well-elaborated event or short • Orient audience to context
sequence of events, include details to describe actions, • Develop story with time and
thoughts, and feelings, use temporal words to signal event sequences, complication,
event order, and provide a sense of closure. resolution or ending
ELA .3 .W .3 Text Types and Purposes: Write narratives to
develop real or imagined experiences or events using
effective technique, descriptive details, and clear event
sequences.
Appendices 275
Mathematics.Explain
Source: Standards for Mathematical Practices ELD-MA .2-3 .Explain .Interpretive
CCSS .MATH .PRACTICE .MP1 Make sense of problems Interpret mathematical

and persevere in solving them . explanations by…
• Identifying concept or entity
In second grade, students realize that doing
• Analyzing plan for problem-
mathematics involves solving problems and discussing
solving steps
how they solved them. Students explain to themselves
• Evaluating simple pattern or
the meaning of a problem and look for ways to solve it.
structure
They may use concrete objects or pictures to help them
conceptualize and solve problems. They may check their
thinking by asking themselves, “Does this make sense?”
They make conjectures about the solution and plan out a
problem-solving approach.
CCSS .MATH .PRACTICE .MP1 Make sense of problems

and persevere in solving them .
In third grade, students know that doing mathematics

involves solving problems and discussing how they
Third graders may use concrete objects or pictures to
help them conceptualize and solve problems. They may
check their thinking by asking themselves, “Does this
make sense?” They listen to the strategies of others and
will try different approaches. They often will use another
method to check their answers.

Mathematics.Explain, continued
Source: Standards for Mathematical Practices ELD-MA .2-3 .Explain .Expressive
CCSS .MATH .PRACTICE .MP1 Make sense of problems Construct mathematical

and persevere in solving them . explanations that…
• Introduce concept or entity
In second grade, students realize that doing • Describe solution and steps
mathematics involves solving problems and discussing used to solve problem with
how they solved them. Students explain to themselves others
the meaning of a problem and look for ways to solve it. • State reasoning used to
They may use concrete objects or pictures to help them generate solution
conceptualize and solve problems. They may check their
thinking by asking themselves, “Does this make sense?”
They make conjectures about the solution and plan out a
problem-solving approach.
CCSS .MATH .PRACTICE .MP1 Make sense of problems

and persevere in solving them .
In third grade, students know that doing mathematics

involves solving problems and discussing how they
Third graders may use concrete objects or pictures to
help them conceptualize and solve problems. They may
check their thinking by asking themselves, “Does this
make sense?” They listen to the strategies of others and
will try different approaches. They often will use another
method to check their answers.
Appendices 277
Grades 4-5
English Language Arts.Argue
Source: State Academic Content Standards for English ELD-LA .4-5 .Argue .Interpretive
Language Arts
Interpret language arts arguments
ELA .4 .R .I .2 Key Ideas and Details: Determine the main by…
idea of a text and explain how it is supported by key • Identifying main ideas
details; summarize the text. • Analyzing points of view about
same event or topic
ELA .4 .R .I .6 Craft and Structure: Compare and contrast • Evaluating how details,
a firsthand and secondhand account of the same event reasons and evidence support
or topic; describe the differences in focus and the particular points in a text
information provided.
ELA .4 .R .I .8 Integration of Knowledge and Ideas: Explain

how an author uses reasons and evidence to support
particular points in a text.
ELA .5 .R .I .2 Key Ideas and Details: Determine two or

more main ideas of a text and explain how they are
supported by key details; summarize the text.
ELA .5 .R .I .6 Craft and Structure: Analyze multiple

accounts of the same event or topic, noting important
similarities and differences in the point of view they
represent.
ELA .5 .R .I .8 Integration of Knowledge and Ideas: Explain

how an author uses reasons and evidence to support
particular points in a text, identifying which reasons and
evidence support which point(s).

English Language Arts.Argue, continued
Source: State Academic Content Standards for English ELD-LA .4-5 .Argue .Expressive
Language Arts
ELA .4 .SL .4 Presentation of Knowledge and Ideas: arguments that…
Report on a topic or text, tell a story, or recount an • Introduce and develop a topic
experience in an organized manner, using appropriate clearly and state an opinion
facts and relevant, descriptive details to support main • Support opinions with reasons
ideas or themes; speak clearly at an understandable and information
pace. • Use a formal style
• Logically connect opinions
ELA .4 .W .1 Text Types and Purposes: Write opinion to appropriate supporting
pieces on topics or texts, supporting a point of view with evidence, facts, and details, and
reasons and information. offer a concluding statement or
ELA .5 .SL .4 Presentation of Knowledge and Ideas: section
Report on a topic or text or present an opinion,
sequencing ideas logically and using appropriate facts
and relevant, descriptive details to support main ideas or
themes; speak clearly at an understandable pace.
ELA .5 .W .1 Text Types and Purposes: Write opinion

pieces on topics or texts, supporting a point of view with
reasons and information.
Appendices 279
Science.Argue
Source: National Science Teaching Association (NSTA) ELD-SC .4-5 .Argue .Interpretive
Matrix of Science and Engineering Practices (SEP), 3-5
Interpret scientific arguments by…
SEP 7: Engaging in Argument from Evidence • Identifying relevant evidence
• Compare and refine arguments based on an from data, models, and/or
evaluation of the evidence presented. information from investigations
• Distinguish among facts, reasoned judgment based on of phenomena or design
research findings, and speculation in an explanation. solutions
• Comparing reasoning and
claims based on evidence
• Distinguishing among facts,
reasoned judgment based
on research findings, and
speculation in an explanation
Source: National Science Teaching Association (NSTA) ELD-SC .4-5 .Argue .Expressive
Construct scientific arguments
SEP 7: Engaging in Argument from Evidence that…
• Construct and/or support an argument with evidence, • Introduce topic/phenomenon
data, and/or a model. in issues related to the natural
• Use data to evaluate claims about cause and effect. and designed world(s)
• Make a claim about the merit of a solution to a • Make and define a claim based
problem by citing relevant evidence about how it on evidence, data, and/or
meets the criteria and constraints of the problem. model
• Establish a neutral tone or an
objective stance
• Signal logical relationships
among reasoning, relevant
evidence, data, and/or a model
when making between claim,
evidence, and reasoning

Grades 6-8
Mathematics.Argue
Source: Standards for Mathematical Practice ELD-MA .6-8 .Argue .Interpretive
CCSS .MATH .PRACTICE .MP3 Construct viable arguments Interpret mathematics arguments
and critique the reasoning of others . by…
In grade 6, students construct arguments using verbal • Comparing conjectures with
or written explanations accompanied by expressions, previously established results
equations, inequalities, models, and graphs, tables, and • Distinguishing commonalities
other data displays (i.e. box plots, dot plots, histograms, among strategies used
etc.). They further refine their mathematical communication • Evaluating relationships between
skills through mathematical discussions in which they evidence and mathematical facts
critically evaluate their own thinking and the thinking of other to create generalizations
students. They pose questions like, “How did you get that?”
“Why is that true?” “Does that always work?” They explain
their thinking to others and respond to others’ thinking.
CCSS .MATH .PRACTICE .MP3 Construct viable arguments

and critique the reasoning of others .
In grade 7, students construct arguments using verbal

or written explanations accompanied by expressions,
equations, inequalities, models, and graphs, tables, and
other data displays (i.e. box plots, dot plots, histograms,
etc.). They further refine their mathematical communication
skills through mathematical discussions in which they
critically evaluate their own thinking and the thinking of other


equations, inequalities, models, and graphs, tables, and
other data displays (i.e. box plots, dot plots, histograms,
etc.). They further refine their mathematical communication
skills through mathematical discussions in which they
critically evaluate their own thinking and the thinking of other
Appendices 281
Mathematics.Argue, continued
Source: Standards for Mathematical Practice ELD-MA .6-8 .Argue .Expressive
CCSS .MATH .PRACTICE .MP3 Construct viable arguments Construct mathematics arguments
and critique the reasoning of others . that…
In grade 6, students construct arguments using verbal • Create conjecture, using
or written explanations accompanied by expressions, definitions and previously
equations, inequalities, models, and graphs, tables, established results
and other data displays (i.e. box plots, dot plots, • Generalize logic across cases
histograms, etc.). They further refine their mathematical
• Justify conclusions with
communication skills through mathematical discussions in
evidence and mathematical
which they critically evaluate their own thinking and the
thinking of other students. They pose questions like, “How facts
did you get that?” “Why is that true?” “Does that always • Evaluate and critique others’
work?” They explain their thinking to others and respond arguments
to others’ thinking.
equations, inequalities, models, and graphs, tables,
and other data displays (i.e. box plots, dot plots,
thinking of other students. They pose questions like, “How
did you get that?” “Why is that true?” “Does that always
work?” They explain their thinking to others and respond
equations, inequalities, models, and graphs, tables,
and other data displays (i.e. box plots, dot plots,
thinking of other students. They pose questions like, “How
did you get that?” “Why is that true?” “Does that always
work?” They explain their thinking to others and respond

Social Studies.Argue
Source: College, Career, & Civic Life (C3) Framework ELD-SS .6-8 .Argue .Interpretive
D3 .1 .6-8 . Gather relevant information from multiple Interpret social studies arguments
sources while using the origin, authority, structure, by…
context, and corroborative value of the sources to guide • Identifying topic and purpose
the selection. (e.g., argue in favor or against
a position, present a balanced
D3 .2 .6-8 . Evaluate the credibility of a source by
interpretation, challenge
determining its relevance and intended use.
perspective)
D3 .3 .6-8 . Identify evidence that draws information from • Analyzing relevant information
multiple sources to support claims, noting evidentiary from multiple sources to
limitations. support claims
• Evaluating point of view and
D3 .4 .6-8 . Develop claims and counterclaims while credibility of source based on
pointing out the strengths and limitations of both. relevance and intended use
Source: College, Career, & Civic Life (C3) Framework ELD-SS .6-8 .Argue .Expressive
D4 .1 .6-8 . Construct arguments using claims and Construct social studies

evidence from multiple sources, while acknowledging arguments that…
the strengths and limitations of the arguments. • Introduce and contextualize
topic
D4 .2 .6-8 . Construct explanations using reasoning, • Select relevant information to
correct sequence, examples, and details with relevant support claims with evidence
information and data, while acknowledging the strengths from multiple sources
and weaknesses of the explanations. • Establish perspective
CCSS .ELA-LITERACY .RH .6-8 .1 Cite specific textual • Show relationships between
evidence to support analysis of primary and secondary claims and counterclaims,
sources. differences in perspectives, and
evidence and reasoning
CCSS .ELA-LITERACY .RH .6-8 .8 Distinguish among fact,
opinion, and reasoned judgment in a text.
Appendices 283
Grades 9-12
English Language Arts.Inform
Source: State Academic Content Standards for English ELD-LA .9-12 .Inform .Interpretive
Language Arts
Interpret informational texts in
ELA .9-10 .R .I .1 Key Ideas and Details: Cite strong and language arts by…
thorough textual evidence to support analysis of what • Identifying and/or summarizing
the text says explicitly as well as inferences drawn from central ideas
the text. • Analyzing descriptions and
inferences in textual evidence
ELA .9-10 .R .I .2 Key Ideas and Details: Determine a for key attributes, qualities,
central idea of a text and analyze its development over characteristics, activities, and
the course of the text, including how it emerges and conceptual relationships
is shaped and refined by specific details; provide an • Evaluating cumulative impact
objective summary of the text. and refinement of author’s key
ELA .11-12 .R .I .1 Key Ideas and Details: Cite strong and word choices over the course
thorough textual evidence to support analysis of what of a text
the text says explicitly as well as inferences drawn from
the text, including determining where the text leaves
matters uncertain.
ELA .11-12 .R .I .2 Key Ideas and Details: Determine

two or more central ideas of a text and analyze their
development over the course of the text, including how
they interact and build on one another to provide a
complex analysis; provide an objective summary of the
text.

English Language Arts.Inform, continued
Source: State Academic Content Standards for English ELD-LA .9-12 .Inform .Expressive
Language Arts
Construct informational texts in
ELA .9-10 .W .2 Text Types and Purposes: Write language arts that…
informative/explanatory texts to examine and convey • Introduce and define topic and/
complex ideas, concepts, and information clearly and or entity for audience
accurately through the effective selection, organization, • Establish an objective or neutral
and analysis of content. stance
ELA .9-10 .W .7 Research to Build and Present Knowledge: • Add precision, details,
Conduct short as well as more sustained research and clarity about complex
projects to answer a question (including a self-generated attributes, qualities,
question) or solve a problem; narrow or broaden the characteristics, activities, and
inquiry when appropriate; synthesize multiple sources on conceptual relationships
the subject, demonstrating understanding of the subject • Develop coherence and
under investigation. cohesion throughout text
ELA .11-12 .W .2 Text Types and Purposes: Write
informative/explanatory texts to examine and convey
complex ideas, concepts, and information clearly and
accurately through the effective selection, organization,
and analysis of content.
ELA .11-12 .W .7 Research to Build and Present
Knowledge: Conduct short as well as more sustained
research projects to answer a question (including a
self-generated question) or solve a problem; narrow
or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating
understanding of the subject under investigation.
ELA .11-12 .W .HST .2 Text Types and Purposes: Write
informative/explanatory texts, including the narration of
historical events, scientific procedures/ experiments, or
technical processes.
ELA .11-12 .W .HST .7 Research to Build and Present
Knowledge: Conduct short as well as more sustained
research projects to answer a question (including a
self-generated question) or solve a problem; narrow
or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating
understanding of the subject under investigation.
Appendices 285
Science.Explain
Source: National Science Teaching Association (NSTA) ELD-SC .9-12 .Explain .Interpretive
Interpret scientific explanations
SEP 1: Asking Questions and Defining Problems by…
• Define a design problem that involves the • Defining investigable questions
development of a process or system with interacting or design problems based on
components and criteria and constraints that may observations, information, and/
include social, technical and/or environmental or data about a phenomenon
considerations. • Paraphrasing central ideas in
complex evidence, concepts,
SEP 6: Constructing Explanations (for Science) and
processes, and information
Designing Solutions (for Engineering)
to help explain how or why a
• Apply scientific reasoning, theory, and/or models phenomenon occurs
to link evidence to the claims to assess the extent to • Evaluating the extent to which
which the reasoning and data support the explanation reasoning, theory and/or
or conclusion. models link evidence to claims
SEP 8: Obtaining, Evaluating, and Communicating and support conclusions
Information
• Critically read scientific literature adapted for
classroom use to determine the central ideas or
conclusions and/or to obtain scientific and/or
technical information to summarize complex evidence,
concepts, processes, or information presented in a
text by paraphrasing them in simpler but still accurate
terms.
• Compare, integrate and evaluate sources of
information presented in different media or formats
(e.g., visually, quantitatively) as well as in words in
order to address a scientific question or solve a
problem.
• Evaluate the validity and reliability of and/or
synthesize multiple claims, methods, and/or designs
that appear in scientific and technical texts or media
reports, verifying the data when possible.

Science.Explain, continued
Source: National Science Teaching Association (NSTA) ELD-SC .9-12 .Explain .Expressive
Construct scientific explanations
SEP 6: Constructing Explanations (for Science) and that…
Designing Solutions (for Engineering) • Describe valid and reliable
• Construct and revise an explanation based on valid evidence (from multiple
and reliable evidence obtained from a variety of sources) about a phenomenon
sources (including students’ own investigations, • Establish neutral or objective
models, theories, simulations, peer review) and the stance in how results are
assumption that theories and laws that describe the communicated
natural world operate today as they did in the past • Develop reasoning to illustrate
and will continue to do so in the future. and/or predict relationships
• Apply scientific ideas, principles, and/or evidence between variables in a system
to provide an explanation of phenomena and solve or between components of a
design problems, taking into account possible system
unanticipated effects. • Summarize and refine solutions
• Apply scientific reasoning, theory, and/or models referencing evidence, criteria,
to link evidence to the claims to assess the extent to and/or trade-offs
which the reasoning and data support the explanation
or conclusion.
• Design, evaluate, and/or refine a solution to a complex
real-world problem, based on scientific knowledge,
student-generated sources of evidence, prioritized
criteria, and tradeoff considerations.

Information
• Communicate scientific and/or technical information
or ideas (e.g., about phenomena and/or the process
of development and the design and performance
of a proposed process or system) in multiple
formats (including orally, graphically, textually, and
mathematically).
• Evaluate the validity and reliability of and/or
synthesize multiple claims, methods, and/or designs
that appear in scientific and technical texts or media
reports, verifying the data when possible
Appendices 287
Appendix C: A Compilation of K-12 Key
Language Use Distribution Tables and Language
Expectations
Distribution of Key Language Uses in Kindergarten
1. Language for Social and Instructional Purposes ● ● ● ●

Distribution of Key Language Uses in Grade 1



● ●
●

●
● ●
●
Appendices 289

●
● ●
●

●
● ●
●

K
KINDERGARTEN
WIDA ELD STANDARD 1
Narrate
ELD-SI.K-3.Narrate
Inform
ELD-SI.K-3.Inform
Appendices 291
Explain
ELD-SI.K-3.Explain
Argue
ELD-SI.K-3.Argue

K
KINDERGARTEN
WIDA ELD STANDARD 2
Narrate
ELD-LA.K.Narrate.Interpretive ELD-LA.K.Narrate.Expressive
Interpret language arts narratives (with Construct language arts narratives (with
prompting and support) by prompting and support) that
● Identifying key details ● Orient audience to story
● Identifying characters, settings, and major ● Describe story events
events
● Asking and answering questions about
unknown words in a text
K
KINDERGARTEN
WIDA ELD STANDARD 2
Inform
ELD-LA.K.Inform.Interpretive ELD-LA.K.Inform.Expressive
descriptions of familiar attributes and
characteristics
or content area
Appendices 293
K
KINDERGARTEN
WIDA ELD STANDARD 3
Inform
ELD-MA.K.Inform.Interpretive ELD-MA.K.Inform.Expressive
Interpret mathematical informational texts (with Construct mathematical informational texts
prompting and support) by (with prompting and support) that
● Identifying concept or object ● Define or classify concept or entity
● Describing quantities and attributes ● Describe a concept or entity
K
KINDERGARTEN
WIDA ELD STANDARD 4
Inform
ELD-SC.K.Inform.Interpretive ELD-SC.K.Inform.Expressive
● Determining what text is about ● Introduce others to a topic or entity
● Defining or classifying a concept or entity ● Provide details about an entity

K
KINDERGARTEN
WIDA ELD STANDARD 4
Explain
ELD-SC.K.Explain.Interpretive ELD-SC.K.Explain.Expressive
● Defining investigable questions or simple ● Describe information from observations
design problems based on observations about a phenomenon
and data about a phenomenon ● Relate how a series of events causes
● Using information from observations to something to happen
find patterns and to explain how or why a ● Compare multiple solutions to a problem
phenomenon occurs
K
KINDERGARTEN
WIDA ELD STANDARD 5
Inform
ELD-SS.K.Inform.Interpretive ELD-SS.K.Inform.Expressive
Interpret informational texts in social Construct informational texts in social
studies by studies that
● Determining topic associated with a ● Introduce topic associated with a
compelling or supporting question compelling or supporting question
● Defining attributes and characteristics in ● Provide a detail about relevant information
relevant information
Appendices 295
GRADE

Narrate
ELD-SI.K-3.Narrate
Inform
ELD-SI.K-3.Inform

Explain
ELD-SI.K-3.Explain
Argue
ELD-SI.K-3.Argue
Appendices 297
GRADE

Language for Language Arts Narrate
ELD-LA.1.Narrate.Interpretive ELD-LA.1.Narrate.Expressive
● Identifying a central message from key details ● Orient audience to story
● Identifying how character attributes and actions ● Develop story events
contribute to an event ● Engage and adjust for audience
● Identifying words and phrases that suggest
feelings or appeal to the senses
GRADE
1
WIDA ELD STANDARD 2
Inform
ELD-LA.1.Inform.Interpretive ELD-LA.1.Inform.Expressive
arts by arts that
characteristics
topic or content area

GRADE

Inform
ELD-MA.1.Inform.Interpretive ELD-MA.1.Inform.Expressive
Interpret mathematical informational texts by Construct mathematical informational texts that
● Identifying concept or entity ● Define or classify concept or entity
● Describing attributes and characteristics ● Describe a concept or entity
GRADE
1
WIDA ELD STANDARD 4
Inform
ELD-SC.1.Inform.Interpretive ELD-SC.1.Inform.Expressive
● Determining what text is about ● Introduce others to topic or entity
● Defining or classifying concept or ● Define, describe, and classify concept, topic,
entity or entity
● Summarize observations or factual
information
Appendices 299
GRADE

Explain
ELD-SC.1.Explain.Interpretive ELD-SC.1.Explain.Expressive
design problems based on observations and a phenomenon
data about a phenomenon ● Relate how a series of events causes
● Analyzing several events and observations something to happen
to help explain how or why a phenomenon ● Compare multiple solutions to a problem
occurs
● Identifying information from observations
(that supports particular points in
explanations)
GRADE

Inform
ELD-SS.1.Inform.Interpretive ELD-SS.1.Inform.Expressive
Interpret informational texts in social studies by Construct informational texts in social studies
● Determining topic associated with that
compelling or supporting questions ● Introduce topic associated with compelling
● Defining and classifying attributes, or supporting questions
characteristics, and qualities in relevant ● Provide details about disciplinary ideas
information

GRADE

Argue
ELD-SS.1.Argue.Interpretive ELD-SS.1.Argue.Expressive
● Identifying topic ● Introduce topic
● Analyzing evidence gathered from source ● Select relevant information to support
● Evaluating source based on distinctions claim with evidence
between fact and opinion ● Show relationship between claim and
evidence, and reasoning
Appendices 301
GRADES

Narrate
ELD-SI.K-3.Narrate
Inform
ELD-SI.K-3.Inform

Explain
ELD-SI.K-3.Explain
Argue
ELD-SI.K-3.Argue
Appendices 303
GRADES

Narrate
● Identifying a central message from key details ● Orient audience to context
● Identifying how character attributes and ● Develop story with time and event
actions contribute to event sequences sequences, complication, resolution or
● Determining the meaning of words and phrases ending
as they are used in texts, distinguishing literal ● Engage and adjust for audience
from nonliteral language
GRADES

Inform
arts by arts that
● Identifying the main idea and key details ● Introduce and define topic and/or entity for
● Referring explicitly to descriptions audience
for themes and relationships among ● Add details to define, describe, compare,
series of events, ideas or concepts, or throughout text
procedural steps

GRADES

Explain
● Analyzing plan for problem-solving steps ● Describe solution and steps used to solve
● Evaluating simple pattern or structure problem with others
● State reasoning used to generate solution
GRADES
2-3

WIDA ELD STANDARD 3
Argue
● Identifying conjectures about what might be ● Create conjecture using definitions
true ● Generalize commonalities across cases
● Distinguishing connections among ideas in ● Justify conclusion steps and strategies in
justifications simple patterns
● Extracting mathematical operations and ● Identify and respond to others’
facts from solution strategies to create arguments
generalizations
Appendices 305
GRADES
2-3
WIDA ELD STANDARD 4
Explain
design problems based on observations, a phenomenon
data, and prior knowledge about a ● Develop a logical sequence between
phenomenon data or evidence and claim
● Obtaining and combining information from ● Compare multiple solutions to a problem
observations, and using evidence to help considering how well they meet the
explain how or why a phenomenon occurs criteria and constraints of the design
● Identifying information from observations solution
as well as evidence that supports particular
points in explanations
GRADES

Argue
● Identifying potential evidence from ● Introduce topic/phenomenon for an issue
investigations of phenomena or design ● Make a claim supported by relevant evidence
solutions
● Establish a neutral tone
● Analyzing whether evidence is relevant or
not
evidence, data, and/or a model when making
● Distinguishing between evidence and a claim
opinions

GRADES

Explain
Interpret social studies explanations by Construct social studies explanations
● Determining types of sources for answering that
compelling and supporting questions about ● Introduce phenomena or events
phenomena or events ● Describe components, order,
● Analyzing sources for event sequences and/or causes, or cycles
causes/effects ● Generalize possible reasons for a
● Evaluating disciplinary concepts and ideas development or event
associated with a compelling or supporting
question
GRADES

Argue
or against a position, present a balanced ● Select relevant information to
interpretation, challenge perspective) support claims with evidence from
● Analyzing relevant information from one or one or more sources
two sources to develop claims in response to ● Show relationships between claim,
compelling questions evidence, and reasoning
● Evaluating source credibility based on distinctions
between fact and opinion
Appendices 307
GRADES

Narrate
ELD-SI.4-12.Narrate
Inform
ELD-SI.4-12.Inform

Explain
ELD-SI.4-12.Explain
effects
outcomes
ways
Argue
ELD-SI.4-12.Argue
Appendices 309
GRADES

Narrate
● Identifying a theme from details ● Orient audience to context
● Analyzing how character attributes and ● Develop and describe characters and
actions develop across event sequences their relationships
● Determining the meaning of words and ● Develop story with complication and
phrases used in texts, including figurative resolution, time and event sequences
language, such as metaphors and similes ● Engage and adjust for audience
GRADES

Inform
● Identifying and summarizing main ideas audience
and key details ● Establish objective or neutral stance
● Analyzing details and examples for key ● Add precision and details to define, describe,
attributes, qualities, and characteristics compare, and classify topic and/or entity
● Evaluating the impact of key word ● Develop coherence and cohesion throughout
choices in a text text

GRADES

Argue
● Identifying main ideas ● Introduce and develop a topic clearly; state an
● Analyzing points of view about the opinion
same event or topic ● Support opinions with reasons and information
● Evaluating how details, reasons, and ● Use a formal style
evidence support particular points in ● Logically connect opinions to appropriate
a text evidence, facts, and details; offer a concluding
GRADES

Explain
● Analyzing problem-solving steps ● Share solution with others
● Evaluating a pattern or structure that ● Describe data and/or steps to solve problem
follows a given rule ● State reasoning used to generate solution
Appendices 311
GRADES

Argue
● Comparing conjectures with patterns, ● Create conjecture using definitions, patterns,
and/or rules and rules
● Distinguishing commonalities and ● Generalize commonalities and differences
differences among ideas in justifications across cases
● Extracting patterns or rules from solution ● Justify conclusions with patterns or rules
strategies to create generalizations ● Evaluate others’ arguments
GRADES

Explain
● Defining investigable questions or ● Describe observations and/or data about a
design problems based on observations, phenomenon
data, and prior knowledge about a ● Establish neutral or objective stance in
phenomenon communicating results
● Obtaining and combining evidence and ● Develop reasoning to show relationships
information to help explain how or why a between evidence and claims
phenomenon occurs
● Summarize and/or compare multiple solutions
● Identifying evidence that supports to a problem based on how well they meet
particular points in an explanation the criteria and constraints of the design
solution

GRADES

Argue
● Identifying relevant evidence from ● Introduce topic/phenomenon in issues
investigations of phenomena or design ● Make and define a claim based on evidence,
solutions data, and/or model
● Comparing reasoning and claims based ● Establish a neutral tone or an objective stance
on evidence
● Distinguishing among facts, reasoned relevant evidence, data, and/or a model when
judgment based on research findings, making a claim
and speculation in an explanation
GRADES

Explain
● Determining different opinions in sources ● Introduce phenomena or events
for answering compelling and supporting ● Describe components, order, causes and
questions about phenomena or events effects, or cycles using relevant examples
● Analyzing sources for a series of and details
contributing factors or causes ● Generalize probable causes and effects of
● Evaluating disciplinary concepts and ideas developments or events
that are open to different interpretations
Appendices 313
GRADES

Argue
or against a position, present a balanced ● Select relevant information to support
interpretation, challenge perspective) claims with evidence from multiple
● Analyzing relevant information from multiple sources
sources to develop claims in response to ● Establish perspective
compelling questions
● Show relationships between claims
● Evaluating point of view and credibility of with reasons and multiple sources of
source, based on distinctions between fact evidence
and opinion

GRADES

Narrate
ELD-SI.4-12.Narrate
Inform
ELD-SI.4-12.Inform
Appendices 315
Explain
ELD-SI.4-12.Explain
effects
outcomes
ways
Argue
ELD-SI.4-12.Argue

GRADES

Narrate
● Identifying a theme or central idea that ● Orient audience to context and point of view
develops over the course of a text ● Develop and describe characters and their
● Analyzing how character attributes and relationships
actions develop in relation to events or ● Develop story, including themes with
dialogue complication and resolution, time, and event
● Evaluating impact of specific word sequences
choices about meaning and tone ● Engage and adjust for audience
GRADES

Inform
● Identifying and/or summarizing audience
main ideas and their relationship to ● Establish objective or neutral stance
supporting ideas
● Add precision, details, and clarity about
● Analyzing observations and relevant attributes, qualities, characteristics,
descriptions in textual evidence for activities, and behaviors
● Develop coherence and cohesion throughout
activities, and behaviors
text
Appendices 317
GRADES

Argue
● Identifying and summarizing central ● Introduce and develop claim(s) and
idea distinct from prior knowledge or acknowledge counterclaim(s)
opinions ● Support claims with reasons and evidence that
● Analyzing how an author are clear, relevant, and credible
acknowledges and responds to ● Establish and maintain formal style
conflicting evidence or viewpoints
● Logically organize claim(s) with clear reasons
● Evaluating relevance, sufficiency of and relevant evidence; offer a conclusion
evidence, and validity of reasoning that
support claim(s)
GRADES

Explain
● Analyzing possible ways to represent and ● Share solution with others
solve a problem ● Describe data and/or problem-solving
● Evaluating model and rationale for strategy
underlying relationships in selected ● State reasoning used to generate solution
problem-solving approach

GRADES

Argue
● Comparing conjectures with previously ● Create conjecture, using definitions and
established results previously established results
● Distinguishing commonalities among ● Generalize logic across cases
strategies used ● Justify conclusions with evidence and
● Evaluating relationships between mathematical facts
evidence and mathematical facts to create ● Evaluate and critique others’ arguments
generalizations
GRADES

Explain
● Defining investigable questions or ● Describe valid and reliable evidence from
design problems based on observations, sources about a phenomenon
information, and/or data about a ● Establish neutral or objective stance in how
phenomenon results are communicated
● Determining central ideas in complex ● Develop reasoning to show relationships
evidence and information to help explain among independent and dependent
how or why a phenomenon occurs variables in models and simple systems
● Evaluating scientific reasoning that shows ● Summarize patterns in evidence, making
why data or evidence adequately supports trade-offs, revising, and retesting
conclusions
Appendices 319
GRADES

Argue
● Identifying convincing evidence from ● Introduce and contextualize topic/
data, models, and/or information from phenomenon in issues related to the natural
investigations of phenomena or design and designed world(s)
solutions ● Support or refute a claim based on data
evidence from two arguments on the same ● Establish and maintain a neutral or
topic objective stance
● Evaluating whether they emphasize similar ● Signal logical relationships among
or different evidence and/or interpretations reasoning, evidence, data, and/or a model
of facts when making or defending a claim or
counterclaim
GRADES

Explain
● Determining multiple points of view in ● Introduce and contextualize phenomena or
sources for answering compelling and events
supporting questions about phenomena or ● Establish perspective for communicating
events outcomes, consequences, or
● Analyzing sources for logical relationships documentation
among contributing factors or causes ● Develop reasoning, sequences with linear
● Evaluate experts’ points of agreement, and nonlinear relationships, evidence,
along with strengths and weakness of and details, acknowledging strengths and
explanations weaknesses
● Generalize multiple causes and effects of
developments or events

GRADES

Argue
a balanced interpretation, challenge claims with evidence gathered from
perspective) multiple sources
● Analyzing relevant information from ● Establish perspective
multiple sources to support claims
● Evaluating point of view and credibility of counterclaims, differences in perspectives,
source based on relevance and intended and evidence and reasoning
use
Appendices 321
GRADES

Narrate
ELD-SI.4-12.Narrate
Inform
ELD-SI.4-12.Inform

GRADES

Explain
ELD-SI.4-12.Explain
effects
outcomes
ways
Argue
ELD-SI.4-12.Argue
Appendices 323
GRADES

Narrate
● Identifying themes or central ideas that ● Orient audience to context and one or
develop over the course of a text multiple point(s) of view
● Analyzing how author choices about ● Develop and describe characters and
character attributes and actions relate to their relationships over a progression of
story elements (setting, event sequences, and experiences or events
context) ● Develop story, advancing the plot
● Evaluating the impact of specific word and themes with complications and
choices on meaning, tone, and explicit vs. resolutions, time and event sequences
implicit points of view ● Engage and adjust for audience
GRADES

Inform
characteristics, activities, and conceptual ● Establish an objective or neutral stance
relationships ● Add precision, details, and clarity
● Evaluating cumulative impact and refinement about complex attributes, qualities,
throughout text

GRADES

Argue
● Identifying and summarizing central ideas of ● Introduce and develop precise claims
primary or secondary sources and address counterclaims
● Analyzing use of rhetoric and details to ● Support claims and refute counterclaims
advance point of view or purpose with valid reasoning and relevant and
● Evaluating and corroborating relevance and sufficient evidence
sufficiency of evidence as well as validity of ● Establish and maintain a formal style and
reasoning to support claims objective tone
● Logically organize claims, counterclaims,
reasons, and evidence; offer a conclusion
with recommendations
GRADES

Explain
Multilingual learners use language to interpret Multilingual learners use language to
mathematical explanations by construct mathematical explanations that
● Identifying concept or entity ● Introduce mathematical concept or entity
● Analyzing data and owning problem-solving ● Share solutions with others
approaches ● Describe data and/or approach used to
● Evaluating rationales, models, and/or solve a problem
interpretations based on evidence and ● State reasoning used to generate own or
mathematical principles alternate solutions
Appendices 325
GRADES

Argue
Interpret concepts in arguments by Construct mathematics arguments that
● Comparing conjectures with previously ● Create precise conjecture, using
established results and stated assumptions definitions, previously established results,
● Distinguishing correct from flawed logic and stated assumptions
● Evaluating relationships among evidence ● Generalize logical relationships across

and mathematical principles to create cases
generalizations ● Justify (and refute) conclusions with
evidence and mathematical principles
● Evaluate and extend others’ arguments
GRADES

Explain
● Defining investigable questions or problems ● Describe reliable and valid evidence
based on observations, information, and/or from multiple sources about a
data about a phenomenon phenomenon
● Paraphrasing central ideas in complex ● Establish neutral or objective stance in
evidence, concepts, processes, and how results are communicated
information to help explain how or why a ● Develop reasoning to illustrate and/
phenomenon occurs or predict the relationships between
● Evaluating the extent to which reasoning, variables in a system or between
theory and/or models link evidence to claims components of a system
and support conclusions ● Summarize and refine solutions
referencing scientific knowledge,
evidence, criteria, and/or trade-offs

GRADES

Argue
● Identifying appropriate and sufficient ● Introduce and contextualize topic/
evidence from data, models, and/or phenomenon in current scientific or historical
information from investigations of a episodes in science
phenomenon or design solutions ● Defend or refute a claim based on data and
● Comparing reasoning and claims evidence
based on evidence from competing ● Establish and maintain an appropriate tone and
arguments or design solutions stance (neutral/objective or biased/subjective)
● Evaluating currently accepted ● Signal logical relationships among reasoning,
explanations, new evidence, limitations evidence, data, and/or models when making
(trade-offs), constraints, and ethical and defending a claim, counterclaim, and/or
issues rebuttal
GRADES

Explain
● Determining multiple types of ● Introduce and contextualize multiple
sources, points of view in sources, phenomena or events
and potential uses of sources for ● Establish perspective for communicating
answering compelling and supporting intended and unintended outcomes,
questions about phenomena or events consequences, or documentation
● Analyzing sources for logical ● Develop sound reasoning, sequences with
relationships among contributing linear and nonlinear relationships, evidence, and
factors, causes, or related concepts details with significant and pertinent information,
● Evaluating experts’ points of acknowledging strengths and weaknesses
agreement and disagreement based ● Generalize experts’ points of agreement and
on their consistency with explanation disagreement about multiple, complex causes
given its purpose and effects of developments or events
Appendices 327
GRADES

Argue
a balanced interpretation, challenge precise and knowledgeable claims with
perspective) evidence from multiple sources
● Analyzing relevant information to support ● Establish perspective
and/or revise claims with reliable and valid
evidence from multiple sources
counterclaims, differences in perspectives,
● Evaluating credibility, accuracy, and evidence, and reasoning
relevancy of source based on expert
perspectives

Appendix D: A Compilation of K-12 Proficiency
Level Descriptors, with Technical Notes
Expansion of the K-12 Performance Definitions into Proficiency Level
Descriptors for All Grade-Level Clusters
Since 2004, the WIDA K-12 Performance Definitions have offered an interpretation of student language
performance across five levels of English language proficiency. For the 2020 Edition, WIDA has
expanded the K-12 Performance Definitions into Proficiency Level Descriptors with six grade-level
clusters that provide elaborated, developmental interpretations for multilingual learners’ proficiency
levels in English. This appendix offers a comparison of the 2004 Performance Definitions and 2020
Both the 2004 K-12 Performance Definitions and 2020 grade-level cluster Proficiency Level Descriptors
use similar language performance criteria that focus on similar concepts:
• Organization
• Cohesion
• Density
• Grammatical Complexity
• Precision/Vocabulary Usage
However, the 2020 Proficiency Level Descriptors provide heightened emphasis on discourse; there
are three criteria provided in the discourse dimension and only one criterion each in the other two
dimensions (sentence and word/phrase).
Table D-1 provides a comparison of the 2014 Features of Academic Language (WIDA, 2014) and its
update, the 2020 Dimensions of Language in the Proficiency Level Descriptors: Criteria and Sample
Features (see Section 2 of this document).
Table D-1: Comparison of Criteria in 2014 Features of Academic Language Chart

and 2020 Dimensions of Language Table
2012 Performance Definitions

2020 Proficiency Level
(2014 Features of Academic
Descriptors
Language Table)
Discourse • Structure and variety of • Organization of language

Dimension organized speech/written text • Cohesion of language
• Coherence and cohesion of • Density of language
ideas
• Density of speech/written text
• Amount of speech/written text*
Sentence Types and variety of grammatical Grammatical complexity of

Dimension constructions language
Appendices 329
2012 Performance Definitions
2020 Proficiency Level
(2014 Features of Academic
Descriptors
Language Table)
Word/Phrase General, specific, and technical Precision of language

Dimension language • 3 types of language (everyday,
• Multiple meanings of words and cross-disciplinary, and technical)
phrases • Examples (e.g., multiple
• Collocations and idioms meanings, collocations, idioms,
• Nuances and shades of meaning shades of meaning, etc.)
*The 2020 Proficiency Level Descriptors measure excerpts of language; neither descriptors nor
examples within the Proficiency Level Descriptors describe the full amount of text that students can
process or produce (e.g., chapter books)
Similarities among 2012 K-12 Performance Definitions and 2020

Grade-Level Cluster Proficiency Level Descriptors
• Both K-12 Performance Definitions and grade-level cluster Proficiency Level Descriptors
conceptualize the linguistic system within a sociocultural context.
• Both are organized around three dimensions of language:
• The discourse dimension imparts overall meaning across an entire text, supported by the
sentence and word/phrase dimensions.
• The sentence dimension contributes to the grammatical complexity of how various sentence
types shape text sequencing and connections.
• The word/phrase dimension adds precision to communication. For example, language users
strategically select different three types of language; employ multiple meanings and nuances of
words and phrases; or play with their shades of meaning.
• Both describe the interpretive and expressive communication modes. (The 2012 edition used
the terms receptive and productive communication modes.) The two communication modes
encompass the four language domains (speaking, listening, reading, and writing), as outlined in
federal requirements for language proficiency standards.
• For both the K-12 Performance Definitions and the grade-level cluster Proficiency Level
Descriptors, proficiency levels are cumulative, meaning that each proficiency level includes and
builds on previous ones (e.g., the student proficiency descriptors for the end of PL4 include the
three previous sets of descriptors. The descriptors for the end of PL4 = End of PL1 + End of PL2 +
End of PL3 + End of PL4).

Figure D-1: Cumulative Expansion of Multilingual Learners’ Linguistic Resources
Level 6
End of PL1 + End of PL2 + End of PL3 + End of PL4 + End of PL5 + PL6 Reaching
End of PL5
Bridging
End of PL1 + End of PL2 + End of PL3 + End of PL4 + End of PL5
End of PL4
Expanding
End of PL1 + End of PL2 + End of PL3 + End of PL4
End of PL3
Developing
End of PL1 + End of PL2 + End of PL3
End of PL2
Emerging
End of PL1 + End of PL2
End of PL1
End of PL1 Entering
5. Both the K-12 Performance Definitions and the grade-level cluster Proficiency Level Descriptors
highlight the notion that, as multilingual learners gain proficiency in English, their abilities to
effectively use language across each of the criteria increases accordingly. As multilingual learners
progress across proficiency levels, they develop an increasing range of linguistic resources to use
when making meaning in context and in coordination with multimodal communication resources.
6. Both target end-of-level performance in order to provide aligned interpretations of WIDA

scale scores. Within each level, the progression of student language development may develop
differently.
7. Both include an assumption that appropriate scaffolding must be provided to the student. The
choice of scaffolding and multimodal communication (e.g., visual, auditory, tactile, kinesthetic) for
multilingual learners, including those with disabilities, should be based on various factors, including
the communicative purpose of the situation and the student’s level of language proficiency.
Appendices 331
Differences between K-12 Performance Definitions and Grade-Level
Cluster Proficiency Level Descriptors
Table D-2: Differences Between Performance Definitions and Proficiency Level Descriptors
Grade-Level Cluster Proficiency Level

K-12 Performance Definitions
Descriptors
• Describe student language development • Describe student language development

for activities that target the WIDA Model for activities that target the 2020 WIDA
Performance Indicators Language Expectations
• Reflect language development across the • Reflect language development at
K-12 grade span designated grade-level clusters that
correspond to those used with WIDA
ACCESS for ELLs (K, 1, 2-3, 4-5, 6-8, 9-12)
Offer five proficiency levels Offer five proficiency levels plus new
descriptors for PL6 (Reaching). It is important
to remember even when reaching the criteria
described in PL6 (Reaching), the student
continues onward with lifelong language
development.
Define three types of vocabulary: Clarify definitions for three types of

• General language: Everyday words or vocabulary:
expressions not typically associated with a • Everyday language: Language for
specific content area (e.g., describe, book) representing ideas in nontechnical ways
• Specific language: Words or expressions (e.g., dogs instead of canines)
used across multiple academic content • Cross-disciplinary language: Common
areas in school (e.g., chart, total, individual) academic language used across content
• Technical language: The most precise area contexts (e.g., analyze, evaluate,
words or expressions associated with topics summarize)
within academic content areas in school • Technical language: Specialized,
increasingly abstract language associated
with a content area such as science and
history (e.g., mitosis, imperialism)

Alignment of 2020 Grade-Level Cluster Proficiency Level Descriptors
with Existing WIDA Performance Definitions, Scales, and Tools
The single K-12 continuum of K-12 Performance Definitions was expanded into six grade-level cluster
Proficiency Level Descriptors to support consistency of proficiency level interpretations by state, local,
and school-based educators and to provide additional details that address developmental differences
in the complexity and range of language uses needed by primary and secondary students.
For federal peer review purposes, it is important for state education agencies to show that, in the new
2020 Edition, WIDA has not changed the fundamental nature of the scores aligned with the WIDA
English Language Development Standards. Thus, a key activity during 2019-2020 development work
was ensuring consistency and equivalency with the interpretations used with the 2012 Performance
Definitions and 2016 Standards Setting cut scores.
Thus, some key activities in the development of the 2020 Proficiency Level Descriptors focused
on ensuring consistency and equivalency with the interpretations used with the 2012 Performance
Definitions and 2016 Standards Setting cut scores. These activities included the following:
• Conducted literature review to identify key performance criteria to be measured
• Created alignment mapping between 2012 and 2020 performance criteria and tools
• Checked validity and calibrated equivalent difficulty levels in descriptors with evidence from
ACCESS for ELLs student samples and scoring tools
• Checked consequential validity with international, national, state, and local educator reviews and
panels
• Obtained external expert feedback and recommendations
• Checked to ensure proposed levels fit with descriptions of student performances for each grade-
level cluster on ACCESS for ELLs
Summary
The 2020 grade-level cluster Proficiency Level Descriptors have been carefully designed to ensure
consistency and equivalency with the interpretations used with the 2012 Performance Definitions and
2016 Standards Setting cut scores. The six grade-level clusters in the Proficiency Level Descriptors
provide elaborated, developmental interpretations for multilingual learners’ proficiency levels in
English.
Proficiency Level Descriptors for all grade-level clusters are provided beginning on the next page.
These are identical to the descriptors shown in the grade-level cluster materials.
Appendices 333
334
Grade K WIDA Proficiency Level Descriptors for the Interpretive Communication Mode (Listening, Reading, and Viewing)
DISCOURSE around topics (my around topics (all around topics (all to meet a purpose to meet a purpose in to meet a purpose in a
Organization family) with words, about me) with about me) with (to inform, narrate, a series of extended short text
of language pictures, phrases, or repetition, rhyming, repetition, rhyming, entertain) through sentences
chunks of language and common language and other language multiple related
patterns patterns with short sentences
sentences
patterned language patterned language repetitive words and some frequently used a few different types multiple types of
DISCOURSE with repetitive words with repetitive words phrases across a text cohesive devices of cohesive devices cohesive devices
Cohesion of and phrases (This is a (Brown bear, brown (demonstratives: this, (repetition, pronoun (synonyms, antonyms,
language duck. The duck says bear, what do you these, that, those) referencing, etc.) repetition)
quack, quack. This is a see?)
goat.)
DISCOURSE labels with single frequently used single frequently used multi- multi-word noun expanded noun expanded noun groups
Density of nouns (ball, car) noun groups (my toys, word noun groups (my groups with groups with classifiers with prepositional
language my car, your ball?) favorite book) connectors (a shiny (the red fire truck) phrases (the red fire
truck and a red ball) truck in the station)

words, pictures, and words, pictures, chunks of language simple sentences (She related simple multiple related simple
SENTENCE
phrases (Anna’s chair) phrases, and chunks of (sat in her chair, jumps picked it up.) sentences (She picked sentences (She picked
Grammatical
language (ran to her on her bed) it up. She carried it to it up. She carried it to
complexity
room) her room.) her room. She opened
it up.)
WORD, a few words and repeated words and frequently used words situation-specific an increasing number a growing number of
PHRASE phrases in familiar phrases in familiar and phrases in familiar words and phrases of words and phrases words and phrases in
Precision of contexts and topics contexts and topics contexts (time to clean (What sounds do we (We need four a variety of contexts
language (map, desk, hello) (sound it out, think up) hear?) different colors to (special visitor, school
first) make a pattern.) assembly)
Grade K WIDA Proficiency Level Descriptors for the Expressive Communication Mode (Speaking, Writing, and Representing)
DISCOURSE single words, phrases, phrases or short short sentences linked short sentences that sentences linked text that conveys an
Organization or chunks of language sentences to represent together to convey convey an intended together to convey intended purpose
of language to represent ideas ideas with an intended an intended purpose purpose with emerging an intended purpose with emerging
purpose (to describe, (and, then) organizational patterns (inform: The parrot eats organizational patterns
narrate, share nuts and seeds.) (first, and then, also,
opinion) next)
single words and an emerging use of a few frequently used some frequently used some formulaic a growing number
DISCOURSE
phrases related to cohesive devices cohesive devices cohesive devices cohesive devices of cohesive devices
Cohesion of
topic (water, leaf) (repetition: water, (repetition: this leaf (demonstratives) (pronoun referencing) (emerging use of
language
water, the water) is red, this leaf is articles to refer to the
yellow) same word)

limited elaboration simple elaboration simple types of a few types of some types of a growing number of
DISCOURSE (single words) (familiar single nouns) elaboration (newly elaboration (adding elaboration (adding types of elaboration
Density of learned single nouns) a familiar adjective to a newly learned (adding articles or
noun: the or these
clouds)
words, pictures, and words, pictures, sentence fragments sentence fragments simple sentences (Cats sentences with
SENTENCE phrases (cats and phrases and chunks of (cats and dogs) and emerging use like to climb. Dogs like emerging use of
Grammatical dogs) language (cats meow of simple sentences to run.) clauses (My cat sleeps
complexity and dogs bark) (Dogs sleep, Dogs all day. My dog runs all
bark.) the time. They are my
pets.)
frequently reoccurring emerging use of words few frequently used some frequently used a small repertoire of a growing repertoire
WORD,
words and phrases and phrases with words and phrases words and phrases words and phrases of words and phrases
PHRASE
(Good Morning, let’s attempted precision with emerging with some precision with developing with growing precision
Precision of
play) (Today is Friday, precision (lunch time, (my pattern is red, precision (beautiful (green and yellow
language
September 15.) morning meeting) blue, red, blue) butterfly, repeating stripes)
pattern)
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336
Grade 1 WIDA Proficiency Level Descriptors for the Interpretive Communication Mode (Listening, Reading, and Viewing)
DISCOURSE around topics (all around topics (all around topics (habitat, to meet a purpose in to meet a purpose in to meet a purpose
Organization about pandas) with about pandas) with diet, behavior) through a series of extended a short text (to inform, through generic
of language repetition, rhyming, short sentences multiple related simple sentences narrate, entertain) (not genre-specific)
and common language sentences organizational patterns
patterns in texts (beginning,
middle, end)
patterned language repetitive chunks of some frequently used a few different types multiple types of a variety of cohesive
DISCOURSE with repetitive words, meaning across a text cohesive devices of cohesive devices cohesive devices devices that connect
Cohesion of phrases, and sentences (Brown bear, brown (demonstratives: these, (repetition, pronoun (synonyms, antonyms, larger meaningful
language bear, what do you those, that, this) referencing, etc.) (We are all alike. We chunks of text (class/
see?) are all different.) subclass: animals like
dogs, cats, tigers)
DISCOURSE frequently used single frequently used multi- multi-word noun expanded noun expanded noun groups expanded noun groups
Density of word noun groups word noun groups (big groups with groups with classifiers with prepositional with embedded
language (dinosaurs) tall dinosaurs) connectors (a big and (the biggest meat- phrases (the meat- clauses (the biggest
hungry dinosaur) eating dinosaurs) eating dinosaurs in the meat-eating dinosaurs,
jungle) who lived at that time)
words, pictures, chunks of language simple sentences related simple multiple related simple simple and compound
phrases, and chunks of (turtles swimming) (Turtles swim in the sentences (Turtles are sentences (There are sentences with
language (turtle eggs) ocean.) reptiles. They like warm many types of turtles. familiar ways of
SENTENCE water.) Some live in the ocean. combining clauses
Grammatical Other turtles live in (using coordinating
complexity lakes and rivers.) conjunctions: Some
turtles eat only sea
grasses, but others
eat shrimp, crabs, and
small fish.)
WORD, repeated words and frequently used words situation-specific an increasing number a growing number of an expanding number
PHRASE phrases in familiar and phrases in familiar words and phrases of words and phrases words and phrases in of words and phrases,
Precision of contexts and topics contexts and topics (Plant the seeds in this (Tell me about your a variety of contexts including idioms and
language (classroom helpers) (Would you like to pot.) picture on the left.) (How many red collocations (plus and
share…?) triangles are there?) minus)
Grade 1 WIDA Proficiency Level Descriptors for the Expressive Communication Mode (Speaking, Writing, and Representing)
single words, phrases, phrases or short short sentences linked sentences that convey short texts that convey text that conveys an
DISCOURSE or chunks of language sentences to represent together to convey an an intended purpose an intended purpose intended purpose
Organization to represent ideas ideas with an intended intended purpose with an emerging using basic connectors (retelling an experience)
of language purpose (to describe, organizational pattern (first, and then, next) using generic
narrate, share opinion) (one day, first, last, I (beginning, middle,
think, etc.) end or sequencing)
organizational patterns
patterned language few frequently used some frequently used some formulaic a growing number an expanding number
DISCOURSE with repetitive phrases cohesive devices cohesive devices cohesive devices of cohesive devices of cohesive devices to
Cohesion of and sentences (The (repetition: The tiger… (simple pronouns: it, (pronoun referencing: (emerging use of connect larger bundles
language big, hungry bear…) The tiger…) they, she, he) my ball, her brother, articles to refer to of meaning (class/
they gave it to us, etc.) the same word, subclass: wild animals
substitution/ omission: like lions, bears, tigers)
that one, so did I)
limited elaboration simple elaboration a few types of some types of a growing number of a variety of types of
DISCOURSE (single words) (familiar single nouns) elaboration (adding elaboration (adding types of elaboration elaboration (adding in
Density of a familiar adjective to a newly learned (adding articles or a variety of adjectives)
noun: those big fluffy
white clouds)
words, pictures, sentence fragments sentence fragments simple sentences sentences with simple and compound
SENTENCE phrases, and chunks of (grow taller) and emerging use of (Plants need water. emerging use of sentences (with
Grammatical language (flowers and simple sentences (had They need sun.) clauses (Plants need some coordinating
complexity trees) no water so died) water but… They need conjunctions: Our
sun. Those ones died.) plants died and those
ones did too.)
Create precise meanings through everyday, cross-disciplinary, and disciplinary language with…
WORD, emerging use of words few frequently used some frequently used a small repertoire of a growing repertoire an expanding repertoire
PHRASE and phrases with words and phrases words and phrases words and phrases of words and phrases of words and phrases
Precision of attempted precision with emerging with some precision with developing with growing precision including idioms and
language (over there, line up in precision (lunch time, (have a nice day, I’m precision (best friend, (preschool friends, collocations, with
a row) clean up my desk) finished) the red ball) math time, after lunch) expanding precision (do
homework, saving time)
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338
around general around specific to meet a purpose to meet a purpose in a to meet a purpose through to meet a purpose
DISCOURSE topics (continents, topics (habitats, (to inform, narrate, short text generic (not genre-specific) through genre-specific
Organization shapes, animals) diet, behavior) with argue or explain) in organizational patterns in organizational patterns
of language with short sentences multiple related a series of extended texts (introduction, body, (paragraph openers and
simple sentences sentences conclusion) topic sentences signaling
relationships between
paragraphs)
repetitive chunks of frequently used a few different multiple cohesive a variety of cohesive a wide variety of cohesive
DISCOURSE meaning across text cohesive devices types of cohesive devices (synonyms, devices that connect larger devices that connect ideas
Cohesion of (red crayon, yellow (demonstratives: devices (pronoun antonyms) meaningful chunks of text throughout text (whole/part,
language crayon, blue crayon) this, that, these, referencing, etc.) (class/subclass: shapes class/subclass, substitution:
those) like circles, triangles, and The rectangle is a big one.)
rectangles) and ellipsis (There isn’t any.
[milk])
frequently used multi-word noun expanded noun expanded noun expanded noun groups with expanded noun groups
DISCOURSE multi-word noun groups with groups with groups with embedded clauses (three with a variety of embedded
Density of groups (green connectors (green classifiers (tree prepositional phrases little green tree frogs that clauses (three little green
language frogs) and slimy frogs) frogs and poison (three little green tree jumped into the water) tree frogs with long legs
frogs) frogs on the log) that swam away and didn’t
come back)
chunks of language simple sentences related simple multiple related simple simple and compound compound sentences
SENTENCE (stick to rocks and (They stick to rocks sentences (They sentences (They are sentences with familiar ways with frequently used ways
Grammatical coral) and coral.) look like plants. called anemones. of combining clauses (using of combining clauses
complexity They stick to rocks They look like plants. coordinating conjunctions: (coordinating conjunctions:
and coral.) They stick to rocks and They are called anemones Anemones look like plants
coral.) and they look like plants.) but they are sea animals.)
WORD, frequently used situation-specific an increasing a growing number of an expanding number a variety of words and
PHRASE words and phrases words and phrases number of words words and phrases in of words and phrases, phrases such as adverbials
Precision of in familiar contexts (How do we spell and phrases (my a variety of contexts including idioms and of time, manner, and place;
language and topics (time to that word?) favorite characters (nonfiction books) collocations (plus and verb types; and abstract
clean up) in this story) minus) nouns (in the book about
dolphins…)
single words short sentences sentences convey short text that conveys expanding text that text that conveys intended
DISCOURSE and phrases to linked by topic to intended purpose intended purpose using conveys intended purpose purpose using genre-
Organization represent ideas convey intended with emerging predictable organizational using generic (not genre- specific organizational
of language with an intended purpose organization patterns (signaled with specific) organizational patterns (opinion and
purpose (to inform, (topic sentence, some paragraph openers: patterns across paragraphs reasons; information and
narrate, share supporting details) Last week, When I was five, (introduction, body, details)
opinion) I think, etc.) conclusion)
DISCOURSE few frequently some frequently some formulaic a growing number an expanding number of a flexible number of
Cohesion of used cohesive used cohesive cohesive devices of cohesive devices cohesive devices (given/ cohesive devices (ellipsis,
language devices (repetition) devices (pronoun (emerging use of articles to new, whole/part, class/ substitution/omission)
(demonstratives) referencing) refer to the same word) subclass)
DISCOURSE Simple elaboration a few types of some types a growing number of types a variety of types of a wide variety of types
Density of (single nouns) elaboration of elaboration of elaboration (adding elaboration (adding in a of elaboration (adding in
language (adding a familiar (adding a newly articles or demonstratives variety of adjectives) embedded clauses after the
adjective to learned adjective to a noun: the or these noun (those storm clouds
describe a noun) to a noun) clouds) that we saw yesterday)

sentence sentence simple sentences sentences with emerging simple or compound compound and complex
fragments fragments and (A square has 4 use of clauses (We put sentences with familiar sentences with frequently
SENTENCE (triangles and emerging use of right angles.) triangles, then rectangles) ways of combining clauses used ways of combining
Grammatical rectangles) simple sentences (with some coordinating clauses (with a broad
complexity (triangle has three conjunctions: We put blue range of coordinating

sides) triangles, then we put red conjunctions: We put blue
triangles.) triangles, then red triangles,
but there was no pattern.)
few frequently some frequently a small repertoire a growing repertoire an expanding repertoire flexible repertoire of
WORD, used words and used words and of words and of words and phrases of words and phrases words and phrases such
PHRASE phrases with phrases with some phrases with with growing precision including idioms and as adverbials of time,
Precision of emerging precision precision (three developing (preschool friends, math collocations with manner, and place; verb
language (Time to eat?) groups of four precision (best time, after lunch) expanding precision (hard types; and abstract nouns
equals…) friend, the red ball) as a rock) with consistent precision
(rounding off and finding
the mean)
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340
DISCOURSE around specific to meet a purpose to meet a purpose to meet a purpose to meet a purpose through to meet a purpose
Organization topics (clean water) (to inform, argue, in a short, through generic genre-specific organizational through genre-specific
of language with multiple related explain or narrate) connected text (not genre-specific) patterns (paragraph openers organizational patterns
simple sentences in a series of topic- organizational patterns and topic sentences (claim, evidence, reasoning)
related extended in a text (introduction, signaling relationships linking ideas, events, and
sentences body, conclusion) between paragraphs) reasons across a text
frequently used a few different multiple cohesive a variety of cohesive a wide variety of cohesive cohesive devices and
DISCOURSE cohesive devices types of cohesive devices (synonyms, devices that connect devices that connect ideas common strategies that
Cohesion of (repetition, devices (pronoun antonyms) larger meaningful throughout text including connect ideas throughout
language demonstratives) referencing, etc.) chunks of text substitution and ellipsis text (given/new)
(including class/
subclass, whole/part)
multi-word noun expanded noun expanded noun expanded noun groups expanded noun groups expanded noun groups
DISCOURSE groups with groups with groups with with embedded clauses with a variety of embedded with a wide variety
Density of connectors (mean classifiers (mean prepositional (my favorite character clauses (my favorite embedded clauses and
language and nasty bullies) and nasty fourth phrases (my favorite who stood up to the character who stood up to compacted noun groups
grade bullies) character in this bullies) the bullies and hardship) (nominalization: she stood
book) up to bullies = her courage)
simple sentences related simple multiple related simple or compound compound sentences with compound and complex
(Strong winds blow sentences (Winds simple sentences sentences with frequently used ways of sentences with a variety
SENTENCE through the forest.) blow through the (Winds blow familiar ways of combining clauses (Strong of ways of combining
Grammatical forest. The trees through the forest. combining clauses winds blow through the clauses addressing genre,
complexity sway and shake.) The trees sway (using coordinating forests, but the mighty oaks audience, and content area
and shake. Dead conjunction: The trees stand tall and proud.) (When strong winds blow
branches fall off to sway and shake, and through the forests, the
the ground.) dead branches fall off trees sway and shake.)
to the ground.)
WORD, situation-specific an increasing a growing number an expanding number a variety of words and a wide variety of words,
PHRASE words and phrases number of words of words and of words and phrases phrases, such as adverbials phrases, and expressions
Precision of (between those two and phrases (Over phrases in a including idioms and of time, manner, and place; with multiple meanings
language black wires) there on the variety of contexts collocations (push and verb types; collocations; and across content areas
board?) (lightbulb went off, pull, quit pulling my abstract nouns (the invisible (electric shock versus I’m
the electric circuit) leg) force between two magnets) shocked)
short sentences linked sentences that convey short text that conveys expanding text that text that conveys text that conveys
by topic to convey intended purpose with intended purpose conveys intended intended purpose intended purpose
an emerging sense of emerging organization using predictable purpose using generic using genre-specific using genre-specific
DISCOURSE purpose (to inform, (topic sentence, organizational patterns (not genre-specific) organizational patterns organizational patterns
Organization explain, argue, narrate) supporting details) (signaled with some organizational patterns (statement of position, with strategic ways of
of language paragraph openers: across paragraphs arguments, call to signaling relationships
first, and then, then) (introduction, body, action) between paragraphs
conclusion) with a and throughout text
variety of paragraph (the first reason, the
openers second reason, the
evidence is…)
some frequently some formulaic a growing number an expanding variety a flexible number a wide variety of
DISCOURSE used cohesive cohesive devices of cohesive devices of cohesive devices of cohesive devices cohesive devices
Cohesion of devices (repetition, (pronoun referencing, (emerging use of (given/new, whole/ (substitution, ellipsis, used in genre- and
language demonstratives) etc.) articles to refer to the part, class/subclass) given/new) discipline-specific ways
same word, synonyms,
antonyms)
a few types of some types of a growing number of a variety of types of a wide variety of types flexible range of types
elaboration (adding elaboration (adding types of elaboration elaboration (adding in of elaboration (adding of elaboration that
familiar adjectives to newly learned or (adding articles or a variety of adjectives in embedded clauses includes embedded
describe nouns: maple multiple adjectives to demonstratives to including concrete and after the noun: the sap clauses and condensed
DISCOURSE
syrup) nouns (thick, sweet, nouns: the dark syrup) abstract nouns: the which boiled for six noun groups
Density of
sticky maple syrup) long, slow process…) hours…) (elaborating: a sweet
language
sap that turned into a
delicious syrup after
hours of boiling and
condensing through
nominalization: this
tedious process)
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CONTINUED
sentence fragments simple sentences (The sentences with simple or compound compound and compound and
and emerging use of red side pushed away. emerging use of sentences with complex sentences complex sentences
simple sentences (the The blue side stayed.) clauses (The red side familiar ways of with frequently characteristic of the
blue one, the red one) blocked the paperclip. combining clauses used ways of genre and content
The blue side picked it (with coordinating combining clauses area, with a variety of
SENTENCE up. They are opposites.) conjunctions: The (with coordinating ways of combining
Grammatical red side repelled the conjunctions: Neither clauses (with a range of
complexity paperclip, but also it….) the red one nor the techniques to extend,
blue one…) or shorten sentences:
The magnetic force
caused the paperclip
to lift off the table
because the paperclip
is metal.)
some frequently used a small repertoire of a growing repertoire an expanding a flexible repertoire a variety of words
words and phrases with words and phrases of words and phrases repertoire of of words and phrases, and phrases,
WORD, some precision (social with developing with growing precision words and phrases, such as adverbials including evaluation,
PHRASE studies, government) precision (branches of (the founders, “two if including idioms and of time, manner, and obligation, idioms,
Precision of government, executive by land…”) collocations with place; verb types; and and collocations
language power) expanding precision abstract nouns; with (necessary sacrifices,
(the lights are on but consistent precision outdated law, fit for a
nobody’s home…) (as a result of the war, king)
forming a new nation)
to meet a purpose to meet a purpose in a to meet a purpose to meet a purpose to meet a purpose to meet a purpose
(to inform, narrate, short, connected text through generic through genre-specific through genre-specific reflective of genre
DISCOURSE entertain, argue, (not genre-specific) organizational patterns organizational patterns and discipline,
Organization explain) in a series organizational patterns (orientation and (claim, evidence, linking ideas, events,
of language of topic-related in texts (introduction, explanation sequence) reasoning) linking and reasons in a
sentences body, conclusion) ideas, events, and variety of ways
reasons (causes and
effects, factors and
outcomes, events and
consequences)
a few different multiple cohesive a variety of cohesive a wide variety of cohesive devices and various types of
DISCOURSE types of cohesive devices (synonyms, devices that connect cohesive devices common strategies cohesive devices and
Cohesion of devices (repetition, antonyms) larger meaningful that connect that connect ideas strategies that connect
language pronoun referencing, chunks of text (class/ ideas throughout throughout text (given/ ideas throughout text
demonstratives, etc.) subclass, whole/part) text (whole/part, new)
substitution, ellipsis)
expanded noun expanded noun groups expanded noun groups expanded noun expanded noun groups multiple ways of
groups with classifiers with prepositional with embedded groups with a variety with a wide variety of elaborating and
(crescent moon) phrases (waxing clauses (waxing of embedded clauses embedded clauses condensing text to
DISCOURSE crescent moon in the crescent moon that (predictable and and compacted noun enrich the meaning
Density of second half of the was growing each day) observable moon groups (nominalization) and add details
language month) phases in your characteristic of
particular time zone) genres and content
areas (the relative

positions of the sun,
earth, and moon cause
these changes)
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344

related simple multiple related simple simple or compound compound sentences compound and a wide variety of
sentences (African sentences (African sentences with familiar with frequently used complex sentences sentence types
savannas are full of savannas are full of life. ways of combining ways of combining with a variety of ways that show a variety
wildlife.) Explore Tanzania.) clauses through clauses (A variety of of combining clauses of increasingly
SENTENCE (using coordinating wildlife live in the addressing genre, complex relationships
Grammatical conjunctions: African savanna such as…) audience, and content (condition, concession,
complexity savannas are unique area (Since it’s an contrast) addressing
and they have amazing ecosystem, it has a genre, audience,
wildlife.) variety of…) and content area
(The Black Rhino is
at risk of extinction,
unless…)
an increasing number a growing number of an expanding number a variety of words a wide variety of strategic use of various
of words and phrases words and phrases in of words and phrases and phrases such as words, phrases, and words, phrases, and
WORD, (don’t be late for class) a variety of contexts including idioms and adverbials of time, expressions with expressions with
PHRASE (inside the membrane) collocations (gravity is manner, and place; multiple meanings shades of meaning
Precision of bringing me down) verb types; and across content areas across content areas
language abstract nouns (at the (trembling in the
speed of light) corner, pounding
rain, the whisper of
dragonfly wings)
sentences that convey short text that conveys expanding text that text that conveys text that conveys text that conveys
intended purpose with intended purpose conveys intended intended purpose intended purpose intended purpose
emerging organization using predictable purpose using generic using genre-specific using genre-specific using genre-specific
DISCOURSE (topic sentence, organization (signaled (not genre-specific) organizational patterns organizational patterns organizational
Organization supporting details) with some paragraph organizational patterns (statement of position, with strategic ways patterns using a wide
of language openers: First…Finally, (introduction, body, arguments, call to of signaling range of ways to
In 1842, This is how conclusion) action) with a variety of relationships between signal relationships
volcanos form) paragraph openers paragraphs and throughout the text
throughout text
(the first reason, the
second reason, the
evidence…)
some formulaic a growing number an expanding number a flexible number a variety of cohesive a wide variety of
cohesive devices of cohesive devices of cohesive devices of cohesive devices devices used in genre- cohesive devices
DISCOURSE (repetition, pronoun (emerging use of (given/new, whole/ (ellipsis, substitution/ and discipline-specific (substitution, omission,
Cohesion of referencing, etc.) articles to refer to the part, class/subclass) omission) ways synonyms, antonyms,
language same word, synonyms, whole/part, class/
antonyms) subclass) used in
genre- and discipline-
specific ways
some types of a growing number of a variety of types of a wide variety of types a flexible range of multiple types of
elaboration (adding types of elaboration elaboration (adding of elaboration (adding types of elaboration elaboration and a
a newly learned (adding articles or classifiers: cumulus and in embedded clauses and some ways to growing number of
DISCOURSE
adjective to a noun) demonstratives to a cumulonimbus clouds) after the noun: those condense ideas (scary ways to condense
Density of
noun: the or these storm clouds that we looking storm clouds ideas throughout a text
language
clouds) saw yesterday) that turned dark in a
matter of minutes and
condensing through
nominalization: that
storm system)
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346

simple sentences (The sentences with simple or compound compound sentences compound and a wide variety of
main character is Harry. emerging use sentences with familiar with frequently used complex sentences sentence types with
He is a wizard.) of clauses (no ways of combining ways of combining with a variety of ways increasingly complex
conjunctions: The main clauses (with some clauses (They fight the of combining clauses clause relationships
SENTENCE character is Harry. His coordinating forces of evil, yet they characteristic of the (condition, cause,
Grammatical friends are… They go to conjunctions: He goes can’t overcome them.) genre and content concession, contrast)
complexity Hogwarts.) to Hogwarts School area (with a range of addressing genre,
and his friends are…) techniques to extend, audience, and content
or shorten sentences: area (When Harry is
Harry has a lightning close to Voldemort, his
bolt scar because he scar throbs.)
was attacked when…)
a small repertoire of a growing repertoire an expanding a flexible repertoire a variety of words and a wide variety of words
words and phrases with of words and phrases repertoire of of words and phrases phrases, including and phrases with
WORD, developing precision with growing precision words and phrases such as adverbials evaluation and precision (weighing
PHRASE (order of operations, (kinetic energy, law of including idioms and of time, manner, and obligation, with 4.4 pounds on Earth,
Precision of on page 12) motion) collocations with place; verb types; and precision (stupid test, wrong answer)
language expanding precision abstract nouns with we should figure this according to the genre,
(love-hate relationship) consistent precision out) purpose and discipline
(fill the beaker to the
top line)
to meet a purpose to meet a purpose to meet a purpose to meet a purpose to meet a purpose According to
(to inform, narrate, through generic through specific through organizational reflective of genre authors’ strategic use
DISCOURSE
entertain) in a series (not genre-specific) organization patterns characteristic and discipline, linking of generic structure
Organization
of topic-related organization (orientation and of the genre (claim, ideas, events, and (combining different
of language
connected sentences (introduction, body, explanation sequence) evidence, reasoning) reasons in a variety genres to meet their
conclusion) that link ideas, events, of ways (causes and social purpose) for
and reasons across effects, factors and particular effects
text outcomes, events and and for a variety of
consequences) audiences
multiple cohesive a variety of cohesive a wide variety of cohesive devices and various types of authors’ strategic
DISCOURSE
devices (synonyms, devices that connect cohesive devices common strategies cohesive devices and and creative ways
Cohesion of
antonyms) larger meaningful that connect ideas that connect ideas strategies that connect to connect units of
language
chunks of text throughout a throughout a text ideas throughout a meaning throughout
including (class/ text (whole/part, (given/new) text a whole text
subclass, whole/part) substitution/omission)
expanded noun expanded noun expanded noun expanded noun a variety of noun authors’ strategic
groups with groups with groups with a variety groups with groups expanded use of noun groups
DISCOURSE
prepositional phrases embedded clauses of embedded clauses embedded clauses with pre- and and nominalization
Density of
(the chemical element (chemical element (chemical element and compacted postmodifiers (the to elaborate and
language
with the symbol H) that has these physical with the symbol Na noun groups chemical element with condense ideas
properties) and an atomic number (nominalization) the symbol H and characteristic of
11 that …) atomic number 1) various genres and
content areas
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348
multiple related simple simple or compound compound sentences compound and a wide variety of authors’ strategic
sentences (All people sentences with with frequently used complex sentences sentence types use of sentences
have needs and wants. familiar ways of ways of combining with a variety of ways that show various that combine
This is called demand.) combining clauses clauses (coordinating of combining clauses increasingly complex clauses reflecting
(using coordinating conjunctions: All addressing genre, relationships increasingly complex
conjunction: All people have needs audience, and content (condition, cause, relationships
people have needs and wants but there area (Whenever concession, contrast) addressing genre,
SENTENCE
and wants and it’s are only limited…) there is an increased addressing genre, audience, and
Grammatical
called demand.) demand, the prices audience, and content content area
complexity
go up.) area (Despite the (Interest rates are
obvious problems with controlled by the
equity, some people…) Federal Reserve
Bank, although some
would argue…) with
awareness of how
various sentences
create different
effects
a growing number of an expanding number a variety of words a wide variety of strategic use of authors’ flexible
WORD, words and phrases in of words and phrases and phrases such as words, phrases, and various words, and strategic use of
PHRASE a variety of contexts including idioms and adverbials of time, expressions with phrases, and words and phrases
Precision of (sit tight for the collocations (to make manner, and place; multiple meanings expressions with across a variety
language announcements, in this a long story short) verb types; and across content areas shades of meaning of contexts and
novel) abstract nouns (within (division of power across content areas content areas (stares,
seconds) versus long division) (tumultuous and hesitates, agonizes
catastrophic events) and finally…)
short text that conveys expanding text that text that conveys text that conveys text that conveys elaborated text that
intended purpose conveys intended intended purpose intended purpose intended purpose conveys authors’
using predictable purpose using using genre-specific using genre-specific using genre-specific intended and strategic
DISCOURSE organization generic (not genre- organizational organizational organizational purpose, including
Organization (paragraph openers: specific) organization patterns (statement of patterns (claims patterns with a wide flexibility in combining
of language First…, Finally, In (introduction, body, position, arguments, and counterclaims range of ways to multiple genres for a
November, Plant cells conclusion) with some call to action) with a or rebuttals) with signal relationships variety of audiences
have…) paragraph openers variety of paragraph strategic ways of throughout the text and effects.
openers signaling relationships
between paragraphs
and throughout a text
DISCOURSE a growing number an expanding number a flexible number a variety of cohesive a wide variety of a flexible and strategic
Cohesion of of cohesive devices of cohesive devices of cohesive devices devices used in genre- cohesive devices use of cohesive
language (demonstratives, (given/new, whole/ (ellipsis, substitution/ and discipline-specific used in genre- and devices
repetition) part, class/subclass) omission) ways discipline-specific
ways
some types an expanding a variety of types of a wide variety of a flexible range of multiple and strategic
of elaboration number of types of elaboration (adding types of elaboration types of elaboration use of language
DISCOURSE (demonstratives: these elaboration (adding in embedded clauses and some ways to and a growing number features to elaborate
Density of five rules) classifiers: Roman after the noun: ancient condense ideas of ways to condense and condense ideas
language empire) kingdoms which were that includes ideas
buried by ash) embedded clauses
and condensed
noun groups through
nominalization
349
350
simple sentences simple or compound compound sentences compound and a wide variety of strategic use of
with emerging use of sentences with familiar with frequently used complex sentences sentence types multiple techniques
clauses (Bolivia is in ways of combining ways of combining with a variety of ways that show complex and strategies for
South America. It’s a clauses with some clauses that use of combining clauses clause relationships creating increasingly
SENTENCE home to…) coordinating a broad range of in characteristic of the (condition, cause, complex clause
Grammatical conjunctions (Bolivia techniques to connect genre and content concession, contrast) relationships that
complexity is in South America ideas (Democracy area (with a range of through addressing address genre,
and it’s a home to…) was established in the techniques to extend, genre, audience, audience, and content
1980s, yet, leaders…) or shorten sentences: and content area area (Even though
Although the northern (Despite the country’s Spanish is the official
part of…) suffering…) language, several
indigenous languages
are spoken.)
a growing repertoire an expanding a flexible repertoire a variety of words and a wide variety of flexible and strategic
of words and phrases repertoire of words of words and phrases phrases, including words and phrases use of various
WORD,
with growing precision and phrases such such as adverbials evaluation and with precision (the words and phrases
PHRASE
(mitosis, symbiotic as idioms and of time, manner, and obligation, with dictator ruled with (marveled at the Eiffel
Precision of
relationships) collocations with place; verb types; and precision (we shall terror) according to Tower) according to
language
expanding precision abstract nouns with overcome) the genre, purpose, the genre, purpose,
(miss the boat) consistent precision and discipline and discipline
(by exploring cultures,
later that day)
Appendix E: High-Level Comparison of WIDA
Standards Editions From 2004 to 2020
Figure E-1: Editions of the WIDA Language Standards
2004 2007 2012 2020
Since its inception in 2003, WIDA’s Can Do Philosophy has been its mantra and has underscored the
four editions of English language development standards—released in 2004, 2007, 2012, and 2020. The
editions of the standards have evolved over time to remain current with research, theory, policy,
practice, and the demands of academic content standards. Even as editions continue to evolve,
throughout the years WIDA has remained steadfast in its commitment to equitable educational
opportunities for multilingual learners as exemplified in its standards’ documents and resources, and it
stands behind the original five standards statements that have anchored all its editions.
Certain universal themes (although represented in slightly different ways) are threaded throughout the
four editions of the standards:
• First, WIDA has always envisioned language through a content lens (as is evident in its standards
statements) and the importance of intertwining the two constructs as a means of contextualizing
learning.
• Second, WIDA has maintained a functional approach to language development (as is evident in its
Language Functions), where a purpose has always been attached to meaningful communication.
• Historically, the standards statements have been couched in a larger framework that has included
K-12 Performance Definitions that, in 2020, have been converted to grade-level cluster Proficiency
Level Descriptors.
• Lastly, WIDA has always complied with federal requirements of the Elementary and Secondary
Education Act, for years representing language as four independent language domains—listening,
speaking, reading, and writing—and most recently combining and extending the language domains
to represent interpretive and expressive modes of communication.
See the next page to compare changes in thinking across the editions of the WIDA language
development standards.
Appendices 351
Table E-1: Comparison of Editions of the WIDA Language Standards
The 2012
WIDA Consortium The WIDA
Amplification
English Language English Language
of the WIDA WIDA ELD Standards
Proficiency Proficiency
English Language Framework, 2020 Edition
Standards, 2004 Standards, 2007
Development
Edition Edition
Standards
The WIDA Can- The WIDA Can- The WIDA Can- The WIDA Can-Do
Do Philosophy Do Philosophy Do Philosophy Philosophy and the Five ELD
and the Five and the Five and the Five Standards Statements
ELD Standards ELD Standards ELD Standards
Statements Statements Statements
Language Language Language Interpretive (Listening,

Domains: Domains: Domains: Reading, Viewing) and
Listening, Listening, Listening, Expressive (Speaking, Writing,
Speaking, Speaking, Speaking, Representing) Modes of
Reading, Writing Reading, Writing Reading, Writing Communication
Language Language Language Multimodal communication

Supports through Supports through Supports through infused throughout the
English Language Level 4 Level 4 document
Proficiency Levels
2-3
Functional View Functional View Functional View Functional View of Language:

of Language: of Language: of Language: Key Language Uses (Narrate,
Wide range Wide range Wide range Inform, Explain, Argue),
of Language of Language of Language the organizing frame for
Functions Functions Functions the standards statements,
within Model within Model within Model gain specificity in Language
Performance Performance Performance Expectations with supporting
Indicators Indicators Indicators Language Functions and
Features
K-12 Performance PreK-12 K-12 Performance Grade-level Cluster

Definitions Performance Definitions for Proficiency Level Descriptors
address three Definitions Receptive and (K, 1, 2-3, 4-5, 6-8, & 9-12) for
criteria: linguistic address three Productive interpretive and expressive
complexity; criteria: linguistic Language address Modes are aligned to the 2012
technical complexity, three dimensions— K-12 Performance Definitions
language; language control, discourse, and address three dimensions
phonological, vocabulary usage sentence, of language—discourse,
syntactic, and word/ sentence, and word/phrase—
and semantic phrase—within within a sociocultural context
understanding and a sociocultural
use context

The 2012
WIDA Consortium The WIDA
Amplification
English Language English Language
of the WIDA WIDA ELD Standards
Proficiency Proficiency
English Language Framework, 2020 Edition
Standards, 2004 Standards, 2007
Development
Edition Edition
Standards
ELD Standards ELD Standards WIDA Standards WIDA Standards Framework:

Statements, Statements, Framework: ELD Standards Statements,
Performance Performance Guiding Principles Key Language Uses, Language
Definitions, Definitions, Exemplifying Expectations, and Proficiency
and Model and Model the WIDA Can Level Descriptors
Performance Performance Do Philosophy,
Indicators as Indicators as Developmentally
centerpieces centerpieces Appropriate
for Frameworks for Formative Academic
for Large-Scale and Summative Language in
Assessment Frameworks Sociocultural
and Classroom Contexts,
Instruction and Performance
Assessment Definitions, Can
Do Descriptors,
and Standards &
their Matrices
Content topics Content topics Content Concepts derived from

in Model in Model Connections Academic Content Standards
Performance Performance to Academic and Disciplinary Practices tied
Indicators with Indicators with Content to Language Expectations
additional topics additional topics Standards along
addressed through addressed through with content
transformations transformations topics in strands
of Model
Performance
Indicators
Appendices 353
Appendix F: Theoretical Foundations of the WIDA
ELD Standards Framework, 2020 Edition
In the years since the 2012 Amplification of the WIDA English Language Development (ELD) Standards,
the U.S. educational terrain has changed substantively. A decade has passed since the adoption of
new state academic content standards, providing educators with time to build familiarity with the
performance expectations, disciplinary shifts, and 21st century skills described within these standards.
Policy has shifted as well, as states strive to meet requirements under the latest iteration of the
Elementary and Secondary School Act, the Every Student Succeeds Act (ESSA) of 2015.
Even as general educators’ familiarity with academic content standards increases, many still express
a strong need for explicit, practical guidance on how to best support multilingual learners’ access to
grade-level academic content standards. Yet, without increased access to such guidance and related
supports, there remains a risk that multilingual learners’ opportunities to develop language and literacy
resources for a range of purposes, audiences, and disciplinary situations may be limited rather than
fostered (Understanding Language Initiative, 2012; Walqui & Bunch, 2020). WIDA seeks to broaden the
reach of its guidance by creating ELD standards that are accessible, not only to language specialists,
but also to content specialists.
To provide clear guidance to diverse stakeholders in a changing educational landscape, WIDA has
used the 2020 Edition as an opportunity to clarify and renew the theoretical foundations of the WIDA
ELD Standards Framework. The 2020 Edition leverages a functional theoretical approach to language
development, more specifically to a variant of genre theory popularized for use in K-12 schools (e.g.,
Brisk, 2014; Derewianka & Jones, 2016; Gibbons, 2015; Humphrey et al., 2012; Schleppegrell, 2004).
In particular, by electing to organize the 2020 Edition around the high-leverage genre families most
prominent in content area standards (de Oliveira et al., 2019), WIDA is prompting K-12 educators to
attend to language development in a clear and systematic way during content learning, as well as
to prioritize language as a meaning-making resource, as opposed to a static inventory of rules and
structures. The 2020 Edition provides educators with resources to explicitly teach language in a way
that enhances learning in disciplinary contexts.
The following two sections of this document provide the following:
I. An overview of theoretical framing that permeates the Big Ideas in the 2020 Edition of the WIDA
ELD Standards Framework
II. Theories and research that informed the development of each of the four components in the WIDA
ELD Standards Framework
I. Big Ideas that Permeate the 2020 Edition of the WIDA ELD Standards
Framework
The theoretical underpinnings of WIDA English Language Development Standards Framework, 2020
Edition, remain connected to four Big Ideas that have propelled WIDA forward since its inaugural
edition of the ELD Standards in 2004.

Figure F-1: Four Big Ideas in WIDA ELD Standards Framework, 2020 Edition
EQUITY INTEGRATION
of Opportunity of Content and
and Access Language
FUNCTIONAL
COLLABORATION APPROACH
among Stakeholders
to Language Development
The four Big Ideas anchor the standards framework

and are interwoven throughout the document.
Equitable Opportunity and Access

For more than a decade, concerns about student Explicit language instruction has
achievement have focused attention on the need a stronger positive impact on
to improve student opportunity to learn (American enhancing equitable access and
Educational Research Association [AERA], American the academic performance of
Psychological Association [APA], & National Council on multilingual learners than simply
Measurement in Education [NCME], 2014). Researchers focusing on making content
have worked to expand general education opportunity- comprehensible.
to-learn models to include linguistic and cultural
dimensions impacting multilingual learners. A well-
received series of studies (summarized in Aguirre-
Muñoz & Ambiasca, 2010) challenged the conventional wisdom that language education should focus
on making content comprehensible (e.g., Krashen & Terrell, 1983) by finding that explicit instruction of
language has a stronger, positive impact on multilingual learner academic performance and improving
equitable access to grade-level curriculum, instruction, and assessment.
Another significant shift promoted in the 2020 Edition is an acknowledgement of the importance
of effective language use by students across a variety of contexts, rather than a more conventional
definition of language proficiency that focuses on student accuracy to match an idealized, yet static
form of English (Pennycook, 2010). While correctness and accuracy are not irrelevant, sole focus on
these in the classroom can ultimately exclude students from being effective language users. A focus on
effective language use ensures that variability of language production is accepted and built upon.
Appendices 355
An expanded view of language development in academic settings is designed to foster classroom
engagement of multilingual learners by supporting the use of initially “imperfect” English, for example,
as they participate in knowledge co-construction during classroom discussions (Canagarajah, 1999;
MacDonald et al., 2014). It is an important step in overcoming the tendency to perceive multilingual
learners as if they were failed native speakers (Kibler & Valdés, 2016) or to view multilingual learners’
cultural differences as deficits, devaluing the “funds of knowledge” found in individual, home, and
community strengths and resources (González et al., 2005). A commitment to an asset-based approach
is essential for multilingual learners to flourish in school and beyond (Grant, 2012).
Multilingual learners bring linguistic, cultural, experiential, and social and emotional funds of
knowledge (González et al., 2005) which they can access and enact, especially when taught through
culturally sustaining pedagogy (Paris, 2012). In the language development literature, what is known as
“taking the multilingual turn” encourages educators to view multilinguals not just as learners of
language in comparison to a monolingual benchmark, but to value multilinguals as language users
(Cook, 2003) “who have the ability to select, adapt, negotiate, and use a range of linguistic resources
that are appropriate in the context” (Mahboob & Dutcher, 2014, p. 117). Language development and
content learning are enhanced when multilingual learners use their full linguistic repertoires, including
translanguaging practices (García et al., 2017; Hornberger & Link, 2012; Wei, 2018). The belief in multiple,
multilingual competencies and an expanded view of language proficiency are reflected in the choice
to update the name of the Key Uses of Academic Language (WIDA, 2016) to Key Language Uses in the
2020 Edition.
Accordingly, a foundational assumption within the WIDA

ELD Standards Framework is the conceptualization A commitment to an asset-
of student academic performance not as purely an based approach is essential for
individual cognitive event, but as integrated within multilingual learners to flourish in
multiple sociocultural contexts and systems that include school and beyond.
social activity, local institutions and communities, and
broader ideologies (Douglas Fir Group, 2016). With this
in mind, the 2020 Edition seeks to help educators create
the conditions that support development of language and literacy while guarding against the inherently
limiting view that lack of success in schooling is a problem that originates primarily from within the child
(Escamilla, 2015).
The Big Idea of Equity moves beyond classroom walls to underscore some of the ways in which
language is inextricably connected with identity, culture, and race. Multilingual learners use and
develop language in school to successfully meet academic content standards, but also to interpret and
present different perspectives, build awareness of relationships, and affirm their identities (Cummins,
2001; Esteban-Guitart & Moll, 2014; May, 2014; Nieto, 2010). The Big Idea of Equity encourages
educators to leverage multilingual learners’ assets, challenge biases in education (e.g., in terms of
language, culture, and race), and develop student independence and agency (Little et al., 2017; Moll et
al., 1992; Nieto & Bode, 2018; Perley, 2011).

Integration of Content and Language
The convergence of language development and content learning has been supported in the literature
on language education since the 1980s (see Mohan, 1986; Bailey & Butler, 2003; Gottlieb, 2003, among
others), yet their integration did not appear in any set of U.S. English language proficiency standards
until WIDA’s inaugural edition in 2004. As recounted in Gottlieb (2016), WIDA’s positioning of its
standards has been situated in a long-term evolution of constructs influencing their design: In the
1980s, language teaching began to co-exist with content-based instruction; by the 2000s academic
language use became infused in content areas; and today, there is a movement toward unity of
language and content. As a result, the language-to-content relationship in ELD standards has grown
more coherent and intertwined over the years.
The tighter integration of language and academic

content has challenged the traditional separation By underscoring the multimodal
of language from other semiotic resources (Kress & nature of both language
van Leeuwen, 2001). In positioning the 2020 Edition development and content area
to spotlight the variety of ways in which disciplinary learning, the 2020 Edition seeks
language is used in content area learning, WIDA is to increase educators’ awareness
drawing educators’ attention to multimodality, the use of the multifaceted ways in which
of multiple means of communication. Multimodality is multilingual learners communicate
inherent to and essential for how students make meaning and construct meaning.
and engage in disciplinary practices. In addition to
the use of spoken and written language, students also
communicate through gestures, facial expressions,
images, equations, maps, symbols, diagrams, charts, videos, graphs, computer-mediated, and other
means (Kress, 2009; Unsworth & Macken-Horarik 2015).
The 2020 Edition integrates language and multimodal communication, defining text as spoken, written,
and multimodal (Choi & Yi, 2016; Jewitt, 2008; van Lier, 2004; Zwiers & Crawford, 2011). Honoring
students’ use of multimodalities is vitally important for providing them access to their full funds of
knowledge and complete range of meaning-making abilities, as use of multimodalities increases the
flexibility with which students can interpret and create meaning.
This spotlight on the multimodal nature of both language development and content area learning, and
on the multifaceted ways in which multilingual learners communicate and construct meaning creates
a natural connection to the principles of Universal Design for Learning, namely multiple means of
engagement, representation, and action and expression (CAST, 2015; Meyer & Rose, 2005).
In the 2020 ELD Standards Framework, the Language Expectations and the Proficiency Level
Descriptors are organized according to communication modes. A communication mode is defined as “a
socially and culturally shaped resource for making meaning” (Bezemer & Kress, 2008, p. 171). Examples
of modes include, but are not limited to, images, videos, symbols, charts, tables, graphs, and oral/
written language.
In the 2020 Edition, the four traditional domains of listening, reading, speaking, and writing have been
consolidated into two more inclusive modes of communication: interpretive and expressive. The
updated terms emphasize increased accessibility options for students and emphasize multimodal forms
of communication, namely viewing in conjunction with listening and reading, as well as representing in
Appendices 357
conjunction with speaking and writing (Cope & Kalantzis, 2015; New London Group, 1996). Expanded
accessibility options also support the alternative forms of communication used by those multilingual
learners with identified disabilities (Shafer Willner & Mokhtari, 2018).
Figure F-2: Communication Modes Used in WIDA 2020 Edition
IN
TE
RP
RE
+V
TI
Listening
V
ie
E
w
in
g
Writing MODES OF Reading
COMMUNICATION
+R
ep
Speaking
re
s
EX
en
P
tin
RE
g
SS
IV
E
Collaboration among Stakeholders

Multilingual learners are educated in a variety of settings, each with its own unique populations,
communities, resources, and approaches. Regardless of the type of educational setting and
programming, a collaborative effort among state, district, school, and classroom levels is to critical to
providing multilingual learners with coherent, equitable, and high-quality learning experiences.
Language development occurs in tandem with content

area learning and plays an important role in academic
Teacher collaboration has been
achievement (Boals et al., 2015; Bailey, 2013). It is crucial
linked to improved learning
for the academic success of multilingual learners that
outcomes and engagement,
both language specialists and content area teachers
particularly for multilingual
see themselves as having a responsibility to foster the
students.
language development of multilingual learners, and
for educational systems to move away from the idea
that language specialists alone should assume sole
responsibility for students’ language development (Valdés et al., 2014).

Teacher collaboration has been linked to improved learning outcomes and engagement, particularly
for multilingual students (Greenberg Motamedi et al., 2019). Collaborative work within trusting
environments offers a foundation for inquiry and reflection into educators’ own practices, thus
providing a base that supports educators in taking risks and addressing challenges in their own practice
(Darling-Hammond et al., 2017). As content and language teachers work together to plan and deliver
standards-based instruction, they support one another, share unique fields of expertise, and take
collective responsibility for the success of multilingual learners (Honigsfeld & Dove, 2011).
A Functional Approach to Language Development

The 2020 Edition renews and deepens WIDA’s
dedication to functional approaches to language
Language development occurs as
development, informed by systemic functional linguistics
learners expand their meaning-
(SFL) (e.g., Halliday & Matthiessen, 2004). In this
making repertoires to develop
theoretical tradition, language is defined as a resource
control over increasing ranges of
for making meaning rather than as a set of rules for
the registers and genres required
ordering isolated grammatical structures. Language
both for school and for the
offers a dynamic set of tools that can be used in the
learner’s own purposes.
service of learning disciplinary concepts and practices
(Schleppegrell, 2013). This theoretical perspective
assumes that we use language for particular purposes,
with particular audiences, and in particular sociocultural contexts. As such, the functional approach
portrays language as a system of choices—influenced by the context of culture and situation (Halliday
& Matthiessen, 2004).
Particularly relevant to language development and disciplinary learning is the SFL approach to genre,
or genre theory, which affords explicit and systematic explanation of the ways people use language for
social purposes (Martin & Rose, 2007; Hyland, 2007). In other words, a genre can refer to a culturally
situated, goal-oriented activity that uses recurrent patterns of language—such as ordering coffee,
reading an editorial opinion in a newspaper, or instructing someone how to do or make something
such as your favorite dish. Individual genres can be organized into broader genre families that use
similar, broad patterns—such as narrating, informing, explaining, arguing and other groupings (Rose
& Martin, 2012). As Mohan (1989) explains, “A genre is defined by its stages or schematic structures;
it is defined on sequential patterns of discourse” (p. 102). What’s most important is that genres are
constantly evolving and shaped by the cultural practices of various communities, in and outside of
school. Genres, therefore, are “not straightjackets, rather, they are flexible tools a writer uses to make
meaning” (Martin & Rothery, 1981, p. 47).
Appendices 359
When taking a functional approach, language development becomes more than a linear process of
increasingly accurate structures, but an expansion of what multilingual learners can do with language
in a diversity of contexts that expand through the years of schooling (Christie & Derewianka, 2008). In
other words, language development occurs as learners expand their meaning-making repertoires in
order to develop control over increasing ranges of the registers and genres required both for school
and for the learner’s own purposes (Hammond & Gibbons, 2005).
Building on the theoretical framing of the Big Ideas, the next section of this appendix details additional
theoretical bases and applications for the design of the WIDA ELD Standards Framework, 2020 Edition.
II. Theoretical Underpinnings of the Four Components in the WIDA ELD

Standards Framework, 2020 Edition
The Big Ideas discussed in the previous section are infused across the four components of the WIDA
ELD Standards Framework:
• ELD Standards Statements

• Key Language Uses
• Language Expectations
Figure F-3: The WIDA ELD Standards Framework, 2020 Edition
KEY LANGUAGE USES prominent language uses across disciplines
LANGUAGE EXPECTATIONS goals for content-driven language learning

across six levels
ELD Standards Statements

As noted previously, since 2004, the five original WIDA ELD Standard statements have emphasized the
importance of providing multilingual learners with opportunities to understand how language works
in the context of content area instruction (Bailey & Butler, 2003; Fang & Schleppegrell, 2008: Gottlieb,
2003; Mohan, 1986; Mohan et al., 2001; Scarcella, 2003; Schleppegrell, 2004). In the 2020 Edition, the
abbreviations of the five standard statements have been shortened to emphasize the message that
language is used for learning (Schleppegrell, 2013) and as a tool for deepening student engagement in
disciplinary learning (Valdés et al., 2014).

Table F-1: Updated Abbreviations for the WIDA ELD Standards, 2020 Edition
WIDA English Language Development Standards

Abbreviations
Statements
Standard 1: English language learners communicate for Social ELD Standard 1: Language
and Instructional purposes within the school setting for Social and Instructional
Purposes (ELD-SI)
Standard 2: English language learners communicate ELD Standard 2: Language

information, ideas, and concepts necessary for academic for Language Arts (ELD-LA)
success in the content area of Language Arts

information, ideas, and concepts necessary for academic for Mathematics (ELD-MA)
success in the content area of Mathematics

information, ideas, and concepts necessary for academic for Science (ELD-SC)
success in the content area of Science

information, ideas, and concepts necessary for academic for Social Studies (ELD-SS)
success in the content area of Social Studies
In the 2020 Edition, ELD Standard 1 (Language for Social and Instructional Purposes) has been
purposefully repositioned to emphasize the message that it applies across a range of educational
settings and is embedded throughout the four other ELD standards (Language for Language Arts,
Mathematics, Science, and Social Studies). This repositioning moves beyond the binary view of social
language as a precursor to academic language – introduced forty years ago using the configuration
of Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency
(CALP) (Cummins, 1981); since then, Cummins’ work has moved beyond the BICS/CALP dichotomy
(e.g., Cummins et al., 2015). In the 2020 edition, students’ everyday language is viewed as a legitimate
component of academic language development (May, 2014) and part of the system of choices
students make in order to most effectively meet activity purpose and other contextual variables (e.g.,
Derewianka & Jones, 2016; Halliday & Matthiessen, 2004)
Appendices 361
Figure F-4: Relationship among the WIDA ELD Standards
Standard 1 Standard 2 Standard 3 Standard 4 Standard 5

Language for Language for Language for Language for Language for
Social and Language Arts Mathematics Science Social Studies
Instructional
Purposes
The emphases in Standard 1 have heightened attention to the notion that language, social-emotional,
and cognitive development are interrelated processes that contribute to students’ success in school
and beyond (Aldana & Mayer, 2014; Barac & Bialystok, 2012; Gándara, 2015; Sánchez-López & Young,
2018). As students make their thinking visible (Ritchhart & Church, 2020), they communicate to learn, to
convey personal needs and wants, to affirm their own identities, and to form and maintain relationships.
The five WIDA ELD standards are shaped by the following definitions:
• Language: a dynamic system used by particular communities for communicating with others. The
choices we make with language enable us to accomplish many purposes, such as representing
experiences, sharing ideas, enacting roles and relationships, and acting upon the world (e.g.,
Derewianka & Jones, 2016; Halliday & Matthiessen, 2004).
• Language development: an interactive social process that occurs over time to expand what we
can do with language (e.g., Christie & Derewianka, 2008; Hammond & Gibbons, 2005).
• Sociocultural context: the association of language with the culture and community in which it is
used. In schools, it refers to the interaction among students and the classroom environment, along
with the influences that dynamically shape the environment, including purpose, topic, situation,
participant’s identities and social roles, and audience (e.g., Atkinson, 2011; Douglas Fir Group,
2016; Martin & Rose, 2007; Mohan, 1989). Other interrelated factors include social, emotional,
motivational, cognitive, developmental, biological, and temporal contexts in which learning occurs
(National Academies of Sciences, Engineering, and Medicine, 2018).
• Learning: The activation of developmental processes through interaction, collaboration, and

negotiation with knowledgeable others and peers as part of activities embedded in contexts
(Lantolf & Pavlenko, 1995; Leont’ev, 1978; Vygotsky, 1978).
In order to provide equitable access and opportunity for all students to learn and participate fully
in standards-based, grade-level mainstream curriculum, educators should scaffold learning for
multilingual learners across all levels of language proficiency (Hammond & Gibbons, 2005). Legally, all
multilingual learners are entitled access to curriculum, instruction, and assessment (U.S. Department
of Justice & U.S. Department of Education, 2015). An inherent part of sociocultural learning theories,
scaffolding refers to an interactionally driven, contingent, and collaborative process of supporting
student development of new skills, concepts, practices, and understandings to build student autonomy
by providing the kind of support that will trigger student agency (Hammond & Gibbons, 2005;
Vygotsky, 1978).

Key Language Uses
Figure F-5: Key Language Uses
NARRATE
ARGUE INFORM
EXPLAIN
In the 2020 Edition, WIDA organizes the ELD Standards Framework through Key Language Uses—
Narrate, Inform, Explain, Argue—prominent genre families selected through a systematic analysis of
academic content standards, disciplinary practices, and the literature. This re-orientation of the Key
Language Uses aligns with de Oliveira’s multi-year analyses of genre expectations found in state
content standards for English language arts, mathematics, social studies, and science (reported in de
Oliveira et al., 2019).
De Oliveira’s analysis describes the development of key

genres including narrating, informing, explaining, and The integration of genre theory
arguing, using theoretical alignment with the Sydney into the Key Language Uses
School architecture found in Systemic Functional organizes them into genre families
Linguistics and, more specifically, genre theory and more clearly foregrounds
(Derewianka & Jones, 2016; Halliday & Matthiessen, 2004; purpose for language use as a
Martin, 1985; Rothery, 1989). The American renditions of key variable among contextual
the Sydney School architecture were introduced in the factors that influence language
United States by Schleppegrell (2001, 2004, 2007 2013) choices and bring to the forefront
and have been further developed by a growing range of students’ authentic needs to
researchers (e.g., Brisk, 2014; Gebhard, 2019). accomplish various social and
instructional purposes (Standard
The integration of genre theory into the Key Language 1) and academic purposes
Uses organizes them into genre families and more (Standards 2-5).
clearly foregrounds purpose for language use as a
key variable among contextual factors that influence
language choices and bring to the forefront students’
authentic needs to accomplish various social and instructional purposes (Standard 1) and academic
purposes (Standards 2-5).
Appendices 363
WIDA recognizes that Key Language Uses are one of many different configurations for connecting
content to language through standards. The emphasis placed on these four Key Language Uses is not
intended to restrict curriculum and instruction; rather it accentuates the most prominent genre families
that emerged out of WIDA’s analysis as an organizing principle for the ELD Standards 2020 Edition.
Developed from a systematic analysis of academic content standards, Language Expectations define
specific contexts for language development and illustrate how language and content work together at
each grade-level cluster. As illustrated in Figure F-6, each Language Expectation has a reference code
that includes the WIDA ELD standard statement (incorporating an academic content area), grade-level
cluster, Key Language Use, and communication mode.
Figure F-6: Elements within WIDA Language Expectations
Mode of Communication: Expressive

Key Language Use: Narrate
Grade-Level Cluster
ELD Standard: ELD-LA.2-3.Narrate.Expressive: Multilingual learners construct language arts

Language for narratives that
Language Arts • Orient audience to context
• Develop story with time and event sequences, complication, resolution, or ending
The Language Expectations make visible the genres that are valued by particular communities, such as
identifying differences in what counts as evidence in social studies (i.e., primary versus secondary
sources) versus science (i.e., data). (See, for example, Fang & Schleppegrell, 2008; Gebhard, 2019; de
Oliveira et al, 2019). In doing so, the design of Language Expectations responds to calls to address the
interplay between content and language, showing how the most prominent Key Language Uses are
realized within disciplinary contexts (e.g., Gebhard, 2019; Lee, 2018).
The Language Expectations also support equitable

access for multilingual learners by making visible Language Expectations provide
common patterns of language use in academic contexts goals for multilingual learners at
that can be learned through explicit instruction (Aguirre- all levels of language proficiency.
Muñoz & Amabisca, 2010; Rothery, 1989; Rose & Martin,
2012). Thus, concomitant with the 2020 Edition’s emphasis
on high expectations, engaged learning, and improved
opportunity to learn for all multilingual learners, Language Expectations provide goals (for example, in
curricular units of learning) for multilingual learners at all levels of language proficiency.
In other words, while the 2012 Edition Model Performance Indicators embedded different language
expectations for multilingual learners at each proficiency level, the 2020 Edition ELD Standards
Framework is designed to separate grade-level cluster Language Expectations from individual
performance measures found in the Proficiency Level Descriptors. All multilingual learners should be
offered access to the same high expectations for content-driven language development.

The relationship between Language Expectations and Proficiency Level
Descriptors
Language Expectations offer goals for how all students might use language to meet academic
content standards.
Proficiency Level Descriptors describe how multilingual learners might develop language
across levels of English language proficiency as they move toward meeting Language
Expectations.
Language Functions and Language Features

The interpretive and expressive Language Expectations contain closely associated sets of Language
Functions and Features that have been selected to meet the purposes of schooling—for example, in the
process of learning scientific argumentation, explaining phenomena, constructing fictional narratives,
or informing their peers of their newly gained knowledge. The Language Functions showcase common
language patterns students might use to meet grade-level cluster language expectations as derived
from academic content standards. The associated Language Features are examples of language
resources students may need to carry out particular functions.
Together, Language Functions and Features form a dynamic and illustrative set exemplifying the
functional nature of language and language development (e.g., Derewianka, 1990, 2013; Derewianka &
Jones, 2016; Fang & Schleppegrell, 2008; Humphrey et al., 2012; Rose & Martin 2012).
Figure F-7: WIDA ELD Standards Framework: Relationship between Language Expectations, Language
Functions, and Language Features
KEY LANGUAGE USES prominent language uses across disciplines Associated Language
Functions and Language
LANGUAGE EXPECTATIONS goals for content-driven language learning Features: ways students
might use language
to meet the purposes
of schooling
across six levels
Appendices 365
The illustrative sets of Language Functions and Features offer a concrete way to shift to a focus on
language forms as part of functional language use connected with and in service of learning. In doing
so, choices around language use are situated in dynamic local versions that depend on local purposes
and contexts (Pennycook, 2010).
As student language proficiency increases, their language repertoires become more responsive to
the setting of the communicative event—that is, the student’s ability to select, adapt, negotiate, and
use a range of linguistic resources and meaning in different contexts (Mahboob & Dutcher, 2014).
The Proficiency Level Descriptors, described next, provide a tool for use with summative assessment
activities to gather evidence of multilingual learners’ expanding linguistic repertoires; yet, depending
on the situation, other tools may be just as or more appropriate for other purposes.

Grounded in language development theory, the For the purposes of
Proficiency Level Descriptors (PLDs) provide trajectories representation and understanding,
with typical language development targets (e.g., Bailey PLDs describe proficiency
& Heritage, 2014; Cook & MacDonald, 2014) across five in a linear way. However,
levels of English language proficiency, until proficiency language development is not a
level 6. PL6 is open ended: it indicates that for all of us, straightforward linear process
language development continues throughout life. across proficiency levels; it is
contingent on a variety of factors.
The 2020 PLDs maintain consistency with WIDA’s 2012 Therefore, multilingual learners
K-12 Performance Definitions but are expanded from may take various paths to develop
a single K-12 continuum into six grade-level cluster and reach Language Expectations.
continua. In this way, PLDs create equivalent, yet
more explicit, descriptions of the 2012 Performance
Definitions. PLDs have been cross-referenced to the
WIDA Interpretive Rubrics for Speaking and Writing; to a range of measurement tools and scales
used with WIDA ACCESS for ELLs (the summative English language proficiency assessment offered by
WIDA); to the Common EL Definition Project Reference Proficiency Level Descriptors (Linquanti, Cook,
Bailey, & MacDonald, 2016); and to the Language descriptors in the Common European Framework
(CEFR) (North, Piccardo, & Goodier, 2018).
The PLDs are designed to be used in coordination with language goals described in the Language
Expectations. They take a multi-dimensional view of language (Degand & Simon, 2008), and continue
to be written according to the discourse, sentence, and word/phrase dimensions. Discourse focuses
attention on how a text is a unit of meaning and not a string of disparate sentences (de Oliveira &
Schleppegrell, 2015; Fang 2011, 2020; Gebhard 2019; Halliday & Matthiessen, 2004; Humphrey et al.
2012). Choices language users make at the sentence (Derewianka 2013; Humphrey et al., 2012) and
word/phrase dimensions (Gibbons, 2015; Derewianka & Jones, 2016) contribute to how meaning is
created at the discourse dimension (Martin & Rose, 2007). Language choices in all three dimensions
contribute to how a text is purposely constructed to have the desired effect on its intended
audience(s).

Table F-2: The Dimensions of Language: A Short Reference
Dimension Criteria Focus on . . .
Discourse Organization How ideas are coherently organized to meet a purpose

of language through organizational patterns characteristic of the genre
Cohesion of How language connects ideas within and across sentences

language and discourse using a range of cohesive devices
Density of How information in noun groups is expanded or consolidated

language
Sentence Grammatical How relationships are expressed with clauses through simple,
complexity of compound, and complex sentences
language
Word/Phrase Precision of How everyday, cross-disciplinary, and technical language

language more effectively conveys precise meaning.
Using this theoretical perspective, the PLDs frame

language as a system of interlocking choices (Halliday
& Matthiessen, 2004). The descriptors examine how
take a multidimensional view of
students’ linguistic repertoires expand and become
languages as an interlocking
increasingly precise as they move from concrete,
set of choices. They continue
shared contexts (situation-embedded, more spoken-like
to be written according to the
communication) to increasing abstract, distant contexts
Discourse, Sentence, and Word/
(more written-like, literate communication) (Gibbons,
Phrase dimensions.
2015). The lead-in sentence for PLDs in each grade-level
cluster point to multilingual learners’ performance when
scaffolded appropriately.
Summary
The WIDA ELD Standards, 2020 Edition, provides educators with a set of tools that connects language
development for multilingual learners with academic content standards, multimodality, scaffolding,
student funds of knowledge, and support for effective language use. This document articulates
the theoretical foundations of the 2020 Edition and offers research-based rationales to prompt
K-12 educators to prioritize language as a meaning-making resource as they attend to language
development in systematic, explicit, and sustained ways during content learning. In doing so, the 2020
Edition renews and deepens WIDA’s commitment to equitable opportunity and access, integration
of content and language, collaboration among stakeholders, and a functional approach to language
development. With these Big Ideas in mind, the 2020 Edition seeks to further galvanize a purposeful
shift in national, state, and local educational systems, helping educators create the conditions that
support and sustain multilingual learners in developing the language, literacy, disciplinary knowledge,
and agency they need to flourish in a variety of contexts in school and beyond.
Appendices 367
Suggested Citation
Shafer Willner, L., Gottlieb, M., Kray, F. M., Westerlund, R., Lundgren, C., Besser, S., Warren, E., Cammilleri,
A., & Cranley, M. E. (2020). Appendix F: Theoretical foundations of the WIDA English language
development standards framework, 2020 edition. In WIDA English Language Development Standards
Framework, 2020 Edition. Wisconsin Center for Education Research at the University of Wisconsin–
Madison.
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Appendix G: Select References
This list of select references represent the four Big Ideas and other touchstones in the WIDA ELD
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Collaboration Among Stakeholders

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Content and Language Integration

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Equity of Opportunity and Access

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Linguistic and cultural dimensions of ELLs’ instructional contexts. Journal of Education for Students
Placed at Risk, 15(3), 259–278. DOI: 10.1080/10824669.2010.495691
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32(1), 241–267.
Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice.
Educational Research, 41(3), 93–97.
Appendices 375
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pedagogy. University of Michigan Press.
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A biliteracy lens. International Journal of Bilingual Education, 15(3), 261–278.
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Sciences of Learning, 858–861.
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The multilingual turn: Implications for SLA, TESOL and bilingual education (pp. 7–31). Routledge.
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standards alignment [Draft]. Center for Assessment. https://www.nciea.org/publications/RILS_3_
GC07.pdf
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setting project report. WIDA Research and Center for Applied Linguistics. University of Wisconsin–
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admins/lead/account/saa/assessmentpeerreview.pdf
Appendices 377
Standards
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(2010). Common Core State Standards for English language arts and literacy in history/social
studies, science, and technical subjects.
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(2010). Common Core State Standards for mathematics.
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by states. The National Academies Press.
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Levinson, M. (2013). The College, Career, and Civic Life (C3) framework for social studies state
standards: Guidance for enhancing the rigor of K-12 civics, economics, geography, and history.
National Council for the Social Studies.
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Board of Regents of the University of Wisconsin System.

Appendix H: Standards Development Process and
Acknowledgements
WIDA would like to extend its appreciation to the many educators who have inspired, supported,
and contributed to the development of the 2020 Edition of the English Language Development (ELD)
Standards Framework.
Since the WIDA ELD Standards were first published in 2004, they have highlighted the importance of
developing student language abilities in five schooling contexts described in the five WIDA Standards
Statements. As part of the regular development cycle, the 2004 edition was first revised in 2007 and
then further amplified in 2012. With each subsequent revision, the WIDA ELD Standards continue
to build on previous editions, incorporate emerging research, and address federal legislation and
associated policy trends.
Project Launch (November 2018)

In November of 2018, WIDA launched the development of the 2020 Edition of its ELD Standards. WIDA
wishes to extend its appreciation to representatives from all the state, territory, and federal education
agencies who contributed thoughtful feedback and guidance throughout the project.
Alabama Hawaii Montana Rhode Island

Alaska Idaho Nevada South Carolina
Bureau of Indian Illinois New Hampshire South Dakota
Education Indiana New Jersey Tennessee
Colorado Kentucky New Mexico U.S. Virgin Islands
Delaware Maine North Carolina Utah
Department of Defense Maryland North Dakota Vermont
Education Activity Massachusetts Northern Mariana Virginia
District of Columbia Michigan Islands Wisconsin
Florida Minnesota Oklahoma Wyoming
Georgia Missouri Pennsylvania
Quarterly SEA Review and Feedback (2018-2020)

Meeting quarterly, WIDA standards subcommittee members reviewed, discussed, and suggested next
steps on various iterations of conceptual questions and standards prototypes. SEA subcommittee
members also discussed issues related to standards adoption and implementation.
WIDA gratefully acknowledges the many contributions made by members of the standards
subcommittee.
Appendices 379
Table H-1: SEA Standards Subcommittee Members (2018-2020)
2018-2019 Subcommittee 2019-2020 Subcommittee 2020-2021

Members Members Subcommittee Members
Sam Aguirre (IL) Andrew Bennett (ID) Andrew Bennett (ID)

Ken Bond (NJ) Julie Chi (MN) Julie Chi (MN)
Julie Chi (MN) Jessica Costa (VA) Jessica Costa (VA)
Jacqueline Ellis (GA) Jacqueline Ellis (GA) Jacqueline Ellis (GA)
Fernanda Kray (MA) Cary Knight (DE) Cary Knight (DE)
Audrey Lesondak (WI) Audrey Lesondak (WI) Michele Lee (AL)
Barb Marquer (WY) Barb Marquer (WY) Barb Marquer (WY)
Sophia Masewicz (NV) Sophia Masewicz (NV) Sophia Masewicz (NV)
Flavia Molea Baker (RI) Flavia Molea Baker (RI) Rebekah Ottenbreit (CO)
Adam Pitt (IN) Adam Pitt (IN) Wendy Perron (NH)
Joann Runion (TN) Rebekah Ottenbreit (CO) Adam Pitt (IN)
Daniel Ruhl (OK)
Local Educational Agency Advisory Committee (2018-2020)

WIDA also received feedback on standards development issues and prototypes from the WIDA local
educational agency (LEA) advisory committee. WIDA appreciates the perspectives provided by local
educators serving on this committee.
Table H-2: LEA Advisory Committee Members
2018-2019 LEA Committee Members 2019-2020 LEA Committee Members
Nadra Shami (MI) Barb Hasting (NV)

Skip Cleavinger (KY) Vicky Saldala (FL)
Ellen Guettler (MT) Lorri Kondo (HI)
Deena Marshall (DC) Carolyn Bookmyer (IN)
Barb Hasting (NV) Travy Moncure (ME)
Vicky Saldala (FL) Claudia Franks (MO)
Christine Lay (PA) Christine Lay (PA)
Claudia Franks (MO) Jennifer Cox (TN)

Standards Alignment Panel (August 2019)
Prototype development work continued throughout spring and summer 2019. Along with regular
reviews by the members of the WIDA standards subcommittee, in August 2019, WIDA convened a panel
of national content and language alignment experts in order to ensure the 2020 Edition of the WIDA
ELD Standards would be positioned to meet peer review requirements. Thanks go to the following
individuals from the expert alignment panel for their important contributions.
August 2019 Alignment Panel Members

Sara Christopherson, University of Wisconsin-Madison (WCEPS)
Karin Hess, Educational Research in Action
Rebecca Kopriva, University of Wisconsin-Madison (ONPAR)
Steve Sireci, University of Massachusetts Amherst
Art Thacker, HumRRO
Laura Wright, University of Wisconsin-Madison (ONPAR)
Shu Jing Yen, Center for Applied Linguistics
WIDA Conference Teacher Focus Groups (October 2019)

After the August 2019 expert panel meeting, WIDA streamlined and narrowed its prototype down
to four components to create what is now known as the 2020 Edition of the WIDA ELD Standards
Framework: WIDA ELD Standards Statements, Key Language Uses, Language Expectations, and
As a check to ensure that the fall 2019 redevelopment work was positioned to meet state, district/
LEA, and school-based educator needs, WIDA convened five focus groups at the 2019 WIDA Annual
Conference in Providence, Rhode Island. WIDA appreciates the time and insights provided by the
following educators.
Table H-3: October 2019 Focus Group Participants, WIDA Annual Conference
Focus Group #1 Focus Group #2 Focus Group #3
District English Language District ELL Coordinators, District ELL Coordinators,

Learner (ELL) Coordinators, ELL/bilingual teachers, State Agency
ELL/bilingual teachers, general education/content Administrators
Instructional Coach, State teachers • Beth Vande Hey, WI
Agency Administrator • Kristina Robertson, MN • Maha Abdelkader, MD
• Lourdes Khosrozadeh, FL • Michelle Lindbloom, MT • Erica Bundy, TN
• Jamie Ingle, NC • Dana Gottlieb, MA • Susan Walz, NC
• Dana Greene, NC • M. Maija Talso, NV • Susan Murphy, SC SEA
• Amy Murphree, AL • Nicole Ponti, NH • Richard M. Knox, GA
• Carmen M Oquendo, CO • Linda Belnap, NV • Tamara Hewlett, MD
• Mirvat Habhab, MI • Elizabeth Eastman, RI • Cindy Cox, AL
• LaTonya Davis, SC • Leah Dobbs Black, AL
• Aoife Maria Burke, Brazil
• Ruby Yip, MD
• Daniel R Yip, MD
Appendices 381
Focus Group #4 Focus Group #5
Instructional Coaches, Higher Education Faculty

ELL & bilingual teachers,
Consultants • Tia Kimball (University of Northern Florida)
• Nancy Cloud (Rhode Island College)
• Glenda Harrell, NC • Peter Vigil (Metropolitan State, University of Denver)
• Andrew Rodgers, MI • Christine Leider (Boston University)
• Becca Gregory, TN • Kara Viesca (University of Nebraska-Lincoln)
• Heather Gilbert, ME • Sara Niño (Lasell University)
• Angie Thomas, SD • Trish Morita-Mullaney (Purdue University)
• Geraki Marie Kossonou, • Wayne E. Wright (Purdue University)
GA • Nancy Commins (University of Colorado, Denver)
• Greg Spoon, AL • Kristina Soprano (Roger Williams University)
• Jessica Lodle, NC
(national consultant)
• Lauren Adams, MA
Large-Scale Public Input (November – January 2019)

WIDA published its standards draft for large-scale input in late November 2019. WIDA would like to
thank the 1,275 respondents from both U.S. and international locations.
Proficiency Level Descriptor Review Panel (February 2020)

After several months of further development work and to address questions raised in the winter 2019-
2020 public input period, WIDA convened a statewide panel of 33 experienced K-12 educators from
small, medium, and large divisions [districts] from across Virginia. To ensure WIDA had adequately
addressed concerns raised during the public input period, the Virginia Performance Level Descritors
(PLD) panel was asked to review an updated January 2020 version of the interpretive language PLDs
to check the developmental accuracy. Moreover, to support consequential validity framing about local
uses of the PLDs, panelists were asked to create recommendations on appropriate uses for PLDs.
Educators and Advisors

Sonia Arellano Julie Kimble Lisa Stosch
Amanda Davis Rachel Lanier Suzanne Szigeti
Mariela Dekraker Brianna Massingale Ilene Teixeira
Sarah Eqab Sylvia McPeters Jessica Tipling
Kathleen Fay Erica Meadows Darina Walsh
Jane Flegal Katharine Padilla Mandy Walter
Marnie Garnier Anh-Tu Phillips Suzanne Whaley
Jennifer Gray Valerie Pinkney K. Nicola Williams
Claudia Goyzueta Vanessa Sekinger Jason Wright
Lauren Herr Mike Staroscik Hector Yanez

Researcher/Teacher Educator Panel (April 2020)
With development work on the 2020 Edition nearing fruition, in April 2020, WIDA convened two virtual
panels of nationally recognized institutes of higher education (IHE) experts for the following purposes:
1. To obtain feedback on the quality, relevance, and usefulness of the proposed 2020 Edition to IHE
teacher educators and researchers of K-12 content and language teachers and
2. To cross-check the degree to which the 2020 Edition met criteria outlined by internal WIDA
stakeholders, SEA stakeholders, and a previous expert panel on alignment issues.
WIDA appreciates the time and insights shared by panel members.
Table H-4: Researcher/Teacher Advisory Panel (April 2020)
April 7th Panel April 9th Panel
• Kathryn Accurso (University of British • Zenaida Aguirre-Muñoz (University of

Columbia) Houston)
• Luciana de Oliveira (University of Miami) • Zhihui Fang (University of Florida)
• Meg Gebhard (University of • Okhee Lee (New York University)
Massachusetts, Amherst) • Chris Leider (Boston University)
• Lorena Llosa (New York University) • Trish Morita-Mullaney (Purdue University)
• Chris Rivera (East Carolina University) • Kathy Swan (University of Kentucky)
• Russell Swinburne Romine (University of • Wayne Wright (Purdue University)
Kansas) • Jeff Zwiers (Stanford University)
• Patricia Velasco (Queens College)
Panel Survey Respondents
Margaret Hawkins (University of Wisconsin-Madison)

Claudia Rinaldi (Lasell University)
Educator Review Panel (June 2020)

In June of 2020, WIDA gathered input from practitioners via surveys and virtual panels regarding the
following:
• How educators envisioned using the 2020 Edition of the WIDA ELD standards to plan instruction
and develop curriculum
• Resources, materials, etc. that could be helpful to educators as they begin implementing the 2020
edition.
WIDA appreciates the time and insights provided by the following educators:
Appendices 383
Table H-5: Domestic and International Educators
Domestic U.S. Educators International Educators WIDA Fellows
Patricia Aube Averi Abraham Sonya Bertini

Allison Audet Victoria Astle Ceci Estes
Alyssa Baumgarten Gina Ballesteros Demetrica May
Tara Beardsley Naomi Barbour Cassandra Meyer
Jasanne Blanchard Rena Brown Catriona Moore
Emily Blitz Jamie Cardwell Nicole Ponti
Sam Blomberg Codie Chaudoin Denise Torres
Martha Boiselle Kathy Cromartie
Kristen Bolek Kim Curria
Jan Buckwalter Harsha Daryanani
Catherine Carney Siobhan Dean
Maria Coello Biarnes Maja Flom
Judy Da Costa Kim Guiry
Hannah DeSouza Rodriges Alexandra Gustad
Mike Gary Alina Guzganu
Moira Greenson Mats Haaland
Rebecca Grunko Holly Hitchcock
Melissa Keh Tan Huynh
Kerry Lamprey Shefali Jhaveri
Rachel Leslie Gavin Latham
Paula Merchant Jennifer Mayorga
Tricia Mintner Kate Murphy
Paulina Mitropolous Anne Neill
Moustafa Mouhieeddine Sue Nilsson
Janelle Nisly Juana Nolasco Cedillo
Beth O’Connor Sylvie Pauze
Cheryl Oliver John Roche
Jen Quinlan Sarah Sahr
Molly Ross Denise Serna
Gloria Salazar Shafali Shafali
Krista Smith Trinindita Shalihat
Ivone Spencer Kristin Simmers
Ann Tinker-Jackson Ryan Sova
Erika Tran Lynne Stallings
Serena Tyra Katie Tenenbaum
Irma Valerious Paul Thompson
John Willett Anca Toma
Jessie Williams Cristina Vallejo
Gina Yarmel Christine Vithayathil
Chelsea Wilson
Art Wong

Other Contributors
Thanks to the following researchers and educators who contributed in other ways to the development
of this project, including through additional reviews and submissions of language samples.
Katherine Accurso Holly Graham

Allison Audet Cory Hayden
Paige Besser Robert Measel
Rachel Ellis Stephanie Purrington
Elizabeth Folberg Rachel Ravelli
Meg Gebhard Alicia Serafin
Center for Applied Linguistics

WIDA gratefully acknowledges the following experts at the Center for Applied Linguistics for providing
feedback on the 2020 Edition.
Keira Ballantyne Justin Kelly

Tanya Bitterman Dorry Kenyon
Caitlin Gdowski Samantha Musser
Michele Kawood Shu Jing Yen
Appendices 385
WIDA Staff Contributions
The 2020 Edition was made possible through the efforts of the following WIDA staff members:
Table H-6: WIDA Standards Development Team
Original Development New Members to

Project Sponsor and
Team (Beginning Expanded Standards
Management Staff
November 2018) Development Team
Andrea Cammilleri Fernanda Kray Elizabeth Cranley

Content Lead (through Content Lead, Standards Project Sponsor
May 2020), State Relations, Subcommittee Content
Communications, Marketing Lead, State Relations, Annemarie Banas
Communications, Marketing Project Coordinator
Margo Gottlieb
Overall Design and Vision, Cynthia Lundgren John Cusimano
Content Developer, Key Language Uses, Project Manager
Conceptual Overviews Language Features Developer (through July 2019)
Lynn Shafer Willner Elizabeth Warren
Brandon Gingher
Proficiency Level Content Reviewer,
Project Manager
Descriptors, Alignment Standards Subcommittee
(beginning July 2019)
Architecture, State Relations Lead
Correspondences,
Language Expectations Ruslana Westerlund
Developer Key Language Uses,
Language Functions and
Features Developer
Editing and Graphic

Consultants Marketing
Design
Sharon Besser Rebecca Holmes Katie Rozas Fahrenkrug

Annotated Language Editor Integrated Marketing
Samples, Language Communications Lead
Janet Trembley
Functions, Language Features
Graphic Design Selena Franklin
Luciana de Oliveira Lynne Kroll
Glossary, Language Features Educator Research and
Insights
Elizabet Sena
Sample Unit Development

WIDA Staff Acknowledgments
The Standards Development Team would like to thank the following current and former WIDA staff
members who provided guidance and feedback during development.
WIDA Leadership
Tim Boals Gary Cook Ngoc-Diep Nguyen
Heather Buettner Elizabeth Cranley Merideth Trahan
Mariana Castro Jonathan Gibson Amber Wilke Fournier
Mark Chapman Dan Machmeier
WIDA Staff Contributors

Jennifer Aleckson Leslie Grimm Virginia Morales
Matt Amati Lori Hanna Edith Nava
Karen Bach Jenny Hill-Wild Christina Nelson
Kei Bishop Leslie Huff Jon Nordmeyer
Hannah Rose Brandt Andrew Kahn Stephen O’Connell
Aaron Burreson Amy King Melissa Paton
Laurene Christensen Justine Kolb Maureen Purcell
Miguel Colón Ortiz Rita MacDonald Fatima Rivera
Jessica Costa David MacGregor Courtney Skare
Jen Daniels Lorena Mancilla Amanda Spalter
Troy Dassler Rachel Maske Sonia Upton
Heather Elliot James Mitchell Kimberly Varnell
Dale Erlandson Daniella Molle Jennifer Wilfrid
Appendices 387

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Standards Framework, 2020 Edition

© 2020 Board of Regents of the University of Wisconsin System

WIDA Consortium Members

2 WIDA English Language Development Standards Framework, 2020 Edition

4 WIDA English Language Development Standards Framework, 2020 Edition

6 WIDA English Language Development Standards Framework, 2020 Edition

Table 1-1: WIDA ELD Standards Statements

WIDA ELD Standards Statements

English Language Development Standard 2: English language learners communicate information,

English Language Development Standard 3: English language learners communicate information,

English Language Development Standard 4: English language learners communicate

English Language Development Standard 5: English language learners communicate information,

• Equity of access and opportunity are essential for multilingual

• The five WIDA ELD Standards Statements—conceptual framing of

Section 3: • Representations of the WIDA ELD Standards Framework in sets of

• Key Language Uses: A Closer Look—extended definitions and

A. Meeting ESSA Requirements

10 WIDA English Language Development Standards Framework, 2020 Edition

From English Language Learners to Multilingual Learners

4. Multilingual learners’ language, social-emotional, and cognitive development are inter-related

8. Multilingual learners draw on their metacognitive, metalinguistic, and metacultural awareness to

12 WIDA English Language Development Standards Framework, 2020 Edition

District • Guide local policy, informational documents, and resources

Teachers • Collaborate with colleagues around integration of content and language

Assessment • Apply to large-scale annual and interim ELP assessment development

International • Craft a school-wide language policy

14 WIDA English Language Development Standards Framework, 2020 Edition

Big Ideas of the WIDA ELD Standards Framework,

Figure 1-1: Big Ideas in the 2020 Edition

Section 1: Big Ideas 17

• Set high expectations for all students

• Previous personal and educational experiences

Integration of Content and Language

18 WIDA English Language Development Standards Framework, 2020 Edition

In positioning the 2020 Edition to

The integration of content and language for multilingual learners promotes

• Understanding the connections between content and language

Collaboration among Stakeholders

Section 1: Big Ideas 19

Content and language teachers can work together to

• Plan and deliver grade-level standards-based instruction

Functional Approach to Language

To read more about all these Big

20 WIDA English Language Development Standards Framework, 2020 Edition

Figure 2-1: The Components of the WIDA ELD Standards Framework

KEY LANGUAGE USES prominent language uses across disciplines

LANGUAGE EXPECTATIONS goals for content-driven language learning

PROFICIENCY LEVEL DESCRIPTORS a continuum of language development

Section 2: Understanding the WIDA ELD Standards Framework 23

The five standards statements, introduced in Section

Abbreviated forms of the Five English Language Development Standards Statements

ELD Standard 1: Language for Social and Instructional Purposes (ELD-SI)

ELD Standard 2: Language for Language Arts (ELD-LA)

ELD Standard 3: Language for Mathematics (ELD-MA)

ELD Standard 4: Language for Science (ELD-SC)

ELD Standard 5: Language for Social Studies (ELD-SS)

Standard 1 Standard 2 Standard 3 Standard 4 Standard 5

Standard 1 encompasses multilingual learners’ use of language in the following situations:

Section 2: Understanding the WIDA ELD Standards Framework 25