pennsylvania english language proficiency...
TRANSCRIPT
Page 0
08/15/2007 Adapted from the WIDA document 2/2004.
Copyright © 2007 State of Pennsylvania. All rights reserved
Pennsylvania English Language Proficiency
Standards
Page 1
08/15/2007 Adapted from the WIDA document 2/2004.
Copyright © 2007 State of Pennsylvania. All rights reserved
TABLE OF CONTENTS
I. Introduction……………………………………………………………………... 2
II. Organization and Format of the Frameworks ………………………….... 3
A. The English Language Proficiency Standards…………………….... 3
B. The Language Domains…………………………………………….…… 4
C. The Language Proficiency Levels and Performance Definitions……………………….……………………….. 5
D. The Matrices, Strands, and Model Performance Indicators………………………………………………… 9
III. Alignment of the Model Performance Indicators and Versatility of the Framework…………………………………….…… 13
IV. Rationale for the English Language Proficiency Standards…………. 14
V. The Process of Developing English Language Proficiency Standards ……………………………………………………… 15
VI. Uses for the English Language Proficiency Standards………………. 17
VII. Pennsylvania’s English Language Proficiency Standards: Classroom/Formative Framework……………………………………….... 19
Large-Scale/Summative Framework…................................................... 50
VIII. Glossary of Terms ………………………………………………………….. 101
IX. Contributors to the Development of Pennsylvania’s PreK-12 English Language Proficiency Standards …………………………….. 103
X. Source Documents for the Development of Pennsylvania’s PreK-12 English Language Proficiency Standards…………………….. 103
XI. References Cited in the Introductory Overview …………………………103
Page 2
08/15/2007 Adapted from the WIDA document 2/2004.
Copyright © 2007 State of Pennsylvania. All rights reserved
I. Introduction Pennsylvania’s PreK-12 English Language Proficiency Standards (ELPS) comprise two separate standards documents; the Classroom/ Formative Framework and the WIDA Summative/ Large Scale Framework. The Classroom/ Formative Framework was modeled after WIDA’s English Language Proficiency Standards for English Language Learners in Kindergarten through Grade 12: Frameworks for Large-scale State and Classroom Assessment, developed by the WIDA consortium of states, and released in 2004. Though the framework was adopted, and the standards remained the same, the performance indicators for the PA ELPS were based on Pennsylvania’s criteria for its English Language Learners, as well as Pennsylvania’s content standards in the Core Curriculum content areas and PA Assessment Anchors for Language Arts, Mathematics, Science and Social Studies. After the development of the Formative / Classroom Framework, Pennsylvania formally joined the WIDA (World Class Instructional Design and Assessment) Consortium and adopted the WIDA Large Scale/Summative framework. The PA English Language Proficiency Standards meet the requirements of the No Child Left Behind Act of 2001 by providing a framework for standards-based instructional and assessment planning for English language learners so that they may attain English proficiency, develop high levels of academic attainment in English, and meet the same challenging commonwealth academic content and student academic achievement standards as all children are expected to meet. This document has been designed being mindful of all stakeholders in the Commonwealth of Pennsylvania impacted by linguistically and culturally diverse students who have not achieved a level of English proficiency equal to that of their native English speaking peers, and who are precluded from full access to the educational curricula because of that lack of proficiency. These stakeholders may include, but not be limited to: teachers; principals; administrators at both program and district levels; state instructional staff involved in curriculum development across all curriculum areas and personnel at PA Intermediate Units; test developers and administrators; teacher educators and staff developers; English language learners at all levels of proficiency and including those identified as learning disabled, and the families of those students. Federal legislation, through mandated assessment in both English language proficiency and academic achievement, has directed the attention of educators and educational researchers to more closely focus on academic language: what it is, when it is used, and how English language learners can acquire it. The Classroom/Formative framework is designed to be used with planning instruction and curriculum and extends itself to be used as a tool for classroom performance-based assessment as well. The Classroom/Formative framework is not designed to be used for large scale assessment. The Large Scale/Summative framework exists for this purpose. Furthermore, neither framework is designed to be used as a stand-alone placement chart for English Language Learners.
Page 3
08/15/2007 Adapted from the WIDA document 2/2004.
Copyright © 2007 State of Pennsylvania. All rights reserved
Both the Classroom/Formative and the Large Scale/Summative frameworks specifically address academic language development in the individual content areas. However, the classroom framework is specifically designed for use in the development and implementation of curriculum and instruction. It may also be used to address alternate forms of classroom assessment. Using this framework will allow the students’ performance to be measured using criteria which are much more classroom centered than the summative framework. The matrices in this document provide educators with a starting point for planning instruction and assessment of ELLs incorporating not only the developmental nature of the acquisition of social and academic language across proficiency levels, but also the increased incremental demands of language at various grade level clusters.
This document clearly depicts not only the cumulative nature of content development but also the cumulative nature of language development.
II. Organization and Format of the Frameworks
The following elements are included in the frameworks: ! Five English language proficiency standards (Social and Instructional, Language
Arts, Mathematics, Science, and Social Studies), ! Four language domains (listening, speaking, reading and writing), ! Five grade level clusters (PreK-K, 1-3, 4-5, 6-8, and 9-12), ! Five language proficiency levels (Entering, Beginning, Developing, Expanding, and
Bridging), and ! for the Formative framework: PA Content Standards or Assessment Anchors.
for the Summative framework: Example topic(s) Performance indicators across all standards are classified according to performance definitions that uniformly describe the levels of language proficiency and are derived from the stages of second language acquisition. These levels provide the parameters in which all model performance indicators function, and are further clarified in the “Can Do” descriptors (see pages 5-7).
A. The English Language Proficiency Standards
There are five English language proficiency standards that center on the language needed by English language learners in Grade levels PreK-12 attending schools in the state of Pennsylvania to succeed both socially and academically in education settings. Each of the English language proficiency standards addresses a specific context for language acquisition (social and instructional settings as well as academic language in the content areas of language arts, mathematics, science, and social studies). The framework is broken into five grade level clusters: PreK-K, 1-3, 4-5, 6-8, and 9-12.
Page 4
08/15/2007 Adapted from the WIDA document 2/2004.
Copyright © 2007 State of Pennsylvania. All rights reserved
The five Pennsylvania English Language Proficiency Standards are as follows:
B. The Language Domains Each of the five English language proficiency standards encompasses four languagedomains: listening, speaking, reading, and writing. The language domains reflect the modality of the communication that is further delineated by the language proficiency levels and their model performance indicators. The definitions of the language domains are as follows: Listening – process, understand, interpret, and evaluate spoken language in a variety of situations Speaking – engage in oral communication in a variety of situations for an array of purposes and audiences Reading – process, interpret, and evaluate written language, symbols and text with understanding and fluency Writing – engage in written communications in a variety of forms for an array of purposes and audiences Spolsky (1989), in his theory of second language learning, imposes a set of conditions that shape the acquisition process. Among them is the recognition that individual
English Language Proficiency Standard 1: English language learners communicate in English for SOCIAL AND INSTRUCTIONAL purposes within the school setting.
English Language Proficiency Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS.
English Language Proficiency Standard 3: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS. English Language Proficiency Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.
English Language Proficiency Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES.
Page 5
08/15/2007 Adapted from the WIDA document 2/2004.
Copyright © 2007 State of Pennsylvania. All rights reserved
language learners vary in their productive and receptive skills, with receptive language (listening and reading) generally developing prior to and to a higher level than productive language (speaking and writing). Thus, English language learners may not be at a uniform level of English language proficiency across the four domains at any given point in time. This pattern may also be reflected in their native language proficiency. Unless English language learners have received formal instruction in their native language, their oral language or literacy may not be fully developed for their age level. The differential language acquisition of these students in the four language domains must be taken into consideration in instructional planning and assessment.
C. The Language Proficiency Levels and Performance Definitions
The five language proficiency levels outline the progression of language development implied in the acquisition of English as an additional language. Levels 1 through 5 represent levels in the process of language acquisition. Level 6 represents parity with native English speakers.
1- ENTERING
2- BEGINNING
3- DEVELOPING
4- EXPANDING
5- BRIDGING
6 REACHI NG
P
ag
e 6
08
/15
/2007
Adap
ted
fro
m t
he
WID
A d
ocu
men
t 2
/2004
.
Co
pyri
gh
t ©
20
07
Sta
te o
f P
enn
sylv
ania
. A
ll r
igh
ts r
eser
ved
La
ng
ua
ge
Pe
rfo
rma
nc
e D
efi
nit
ion
s f
or
the
Levels
of
En
glish
La
ng
ua
ge
Pro
fic
ien
cy
Acro
ss t
he c
urr
icu
lum
…
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
at
the
giv
en
le
ve
l o
f E
ng
lis
h l
an
gu
ag
e p
rofi
cie
nc
y,
En
gli
sh
la
ng
ua
ge
le
arn
ers
in
Pe
nn
sylv
an
ia,
ca
n p
roc
es
s a
nd
un
de
rsta
nd
.
Pic
tori
al o
r gra
ph
ic
rep
rese
nta
tio
n o
f th
e
lan
gu
ag
e o
f th
e c
on
ten
t a
rea
s w
ith
min
ima
l co
mp
reh
en
sio
n.
G
en
era
l la
ng
ua
ge
re
late
d
to t
he
co
nte
nt
are
as.
G
en
era
l a
nd
so
me
sp
ecific
la
ng
ua
ge
of th
e c
on
ten
t a
rea
s.
S
pe
cific
an
d s
om
e
tech
nic
al la
ng
ua
ge
of
the
co
nte
nt a
rea
s.
T
he
te
ch
nic
al
lan
gu
ag
e o
f th
e
co
nte
nt
are
as.
at
the
giv
en
le
ve
l o
f E
ng
lis
h l
an
gu
ag
e p
rofi
cie
nc
y,
En
gli
sh
la
ng
ua
ge
le
arn
ers
in
Pe
nn
sylv
an
ia,
ca
n u
se
an
d p
rod
uc
e.
No
n-v
erb
al
co
mm
un
ica
tio
n,
sin
gle
w
ord
s o
r sh
ort
ph
rase
s
wh
ich
ma
y b
e
de
mo
nstr
ate
d b
y
rep
ea
tin
g a
nd
co
pyin
g
wo
rds a
nd
ph
rase
s,
or
use
of
firs
t la
ng
ua
ge
.
C
om
mo
n p
hra
se
s o
r sh
ort
se
nte
nce
s a
nd
so
me
ge
ne
ral a
ca
de
mic
la
ng
ua
ge
in
ora
l a
nd
w
ritt
en
co
mm
un
ica
tio
n
with
err
ors
th
at
ma
y
imp
ed
e m
ea
nin
g.
Fa
mili
ar
ora
l a
nd
wri
tte
n
lan
gu
ag
e o
f e
xp
an
de
d
se
nte
nce
len
gth
, sh
ort
p
ara
gra
ph
s, a
nd
aca
dem
ic
lan
gu
ag
e w
ith
occa
sio
na
l e
rro
rs.
O
ral a
nd
wri
tte
n
aca
de
mic
an
d t
ech
nic
al
lan
gu
ag
e o
f va
ryin
g
co
mp
lexity in
co
nte
xt
with
no
min
al e
rro
rs.
Ora
l o
r w
ritt
en
a
ca
de
mic
an
d
tech
nic
al la
ng
ua
ge
of
va
ryin
g c
om
ple
xity
ap
pro
ach
ing t
ha
t o
f E
ng
lish
pro
ficie
nt
pe
ers
with
min
ima
l e
rro
rs.
R E C E P T I V E P R O D U C T I V E
Fig
ure
1:
Lin
guis
tic c
hara
cte
ristics a
t le
vels
of
language p
roficie
ncy
Page 7
08/15/2007 Adapted from the WIDA document 2/2004.
Copyright © 2007 State of Pennsylvania. All rights reserved
CAN DO Descriptors for the Levels of English Language Proficiency
The CAN DO Descriptors offer teachers and administrators working with English language learners a range of expectations for student performance within a designated English language proficiency level of the Pennsylvania English language proficiency standards.
The CAN DO Descriptors are broad in nature, focusing on language functions generally found in the school setting, rather than language skills related to specific academic topics. A distinguishing feature of these descriptors, although not explicitly mentioned, is the presence of a variety of supports or strategies including visual or graphic support to enable English language learners’ access to the language and content requisite for success in school. Given the broad nature of these CAN DO Descriptors and the fact that they are not distinguished by grade level cluster, educators need to keep in mind the variability of students’ cognitive development, age and grade level differences, and their diversity of educational experiences.
The CAN DO Descriptors are an extension of the Performance Definitions for the Pennsylvania English Language Proficiency Standards. The CAN DO Descriptors apply to Pennsylvania’s Language Proficiency Standards for English Language Learners and ACCESS for ELLs™ scores and may assist teachers and administrators in describing linguistic abilities as well as interpreting the meaning of the score reports. In addition, the CAN DO Descriptors may help explain the speaking and writing rubrics associated with the English language proficiency assessment.
The CAN DO Descriptors are not instructional or assessment strategies, per se. They are samples of what English language learners may do to demonstrate comprehension in listening and reading as well as production in speaking and writing within a school setting. Unlike the strands of model performance indicators (see Figure 5 on page 11), the CAN DO Descriptors do not scaffold from one English language proficiency level to the next, meaning that they do not form a developmental strand encompassing a shared topic or theme. Rather, each English language proficiency level is to be viewed as a set of independent descriptors.
Presented in matrix format similar to the English language proficiency standards, educators should have ease in examining the CAN DO Descriptors across the language domains for the five levels of English language proficiency. It should be noted that students who are Newcomers or “Port of Entry”, may be working toward the skills noted in Entering. It can not be assumed that these students have mastered these skills in English upon entry into Pennsylvania schools. However, these students may be able to exhibit these linguistic skills in their first language (L1) and should be given the opportunity to do so to the extent practicable. English language proficiency level 6, Reaching, is reserved for those students who have reached parity with their English proficient peers.
For the most part, the CAN DO Descriptors are drawn from the English Language Proficiency Standards’ Framework for Large-Scale Assessment developed by the WIDA Consortium, and consistent with Pennsylvania’s Language Proficiency Standards for English Language Learners. These serve as the foundation for the English language proficiency assessment. Teachers are encouraged to supplement these bulleted points with additional ones from Pennsylvania’s Language Proficiency Standards for English Language Learners Pre-K through Grade 12. In that way, educators will have a full complement of what English language learners CAN DO as they move along the second language acquisition continuum.
Pa
ge
8
0
8/1
5/2
007
Adap
ted
fro
m t
he
WID
A d
ocu
men
t 2
/2004
.
Co
pyri
gh
t ©
20
07
Sta
te o
f P
enn
sylv
ania
. A
ll r
igh
ts r
eser
ved
CA
N D
O D
escri
pto
rs f
or
the L
evels
of
En
glish
Lan
gu
ag
e P
rofi
cie
nc
y,
co
nt’
d.
Th
e c
ha
racte
ristics w
ith
in e
ach
bo
x a
re ta
rget skill
s. F
or
the g
iven le
vel of E
nglis
h la
ng
uag
e p
roficie
ncy, E
ng
lish
la
ng
uag
e le
arn
ers
ca
n…
Lan
gu
ag
e
Do
main
Le
ve
l 1
En
teri
ng
L
eve
l 2
Beg
inn
ing
L
eve
l 3
De
velo
pin
g
Le
ve
l 4
Exp
an
din
g
Le
ve
l 5
Bri
dg
ing
Lis
ten
ing
!
Poin
t to
sta
ted p
ictu
res,
wo
rds,
phra
ses
!
Follo
w o
ne-s
tep o
ral
directions
!
Matc
h o
ral sta
tem
ents
to
obje
cts
, figure
s,
or
illustr
ations
!
Sort
pic
ture
s,
obje
cts
accord
ing t
o o
ral
instr
uctions
!
Follo
w t
wo-s
tep o
ral
directions
!
Matc
h info
rmation f
rom
ora
l d
escription
s t
o
obje
cts
, ill
ustr
ations
!
Locate
, sele
ct, o
rder
info
rmation f
rom
ora
l descri
ptions
!
Follo
w m
ulti-ste
p o
ral
directions
!
Cate
gorize o
r sequ
ence
ora
l in
form
atio
n u
sin
g
pic
ture
s,
ob
jects
!
Com
pare
an
d c
ontr
ast
functions,
rela
tionsh
ips
from
ora
l info
rmation
!
Analy
ze a
nd a
pply
ora
l in
form
ation
!
Identify
cause a
nd e
ffect
from
ora
l dis
co
urs
e
!
Dra
w c
onclu
sio
ns f
rom
ora
l in
form
ation
!
Constr
uct
mod
els
based
on o
ral dis
co
urs
e
!
Make c
on
nections f
rom
ora
l d
iscours
e
Read
ing
!
Matc
h icons a
nd
sym
bo
ls t
o w
ord
s,
phra
ses,
or
envir
onm
enta
l print
!
Identify
concep
ts a
bout
an
d t
ext
featu
res
!
Locate
and c
lassify
info
rmation
!
Identify
facts
and
explic
itly
sta
ted
m
essages
!
Sele
ct
lang
uag
e p
attern
s
associa
ted w
ith f
acts
!
Sequ
ence p
ictu
res,
events
, pro
cesses
!
Identify
main
id
eas
!
Use c
onte
xt c
lues t
o
dete
rmin
e m
ea
nin
g o
f w
ord
s
!
Inte
rpre
t in
form
ation o
r data
!
Fin
d d
eta
ils t
ha
t support
m
ain
ideas
!
Identify
wo
rd f
am
ilies,
figure
s o
f spe
ech
!
Co
nd
uct
rese
arc
h t
o
gle
an info
rmation f
rom
m
ultip
le s
ourc
es
!
Dra
w c
onclu
sio
ns f
rom
explic
it a
nd im
plic
it t
ext
Sp
eakin
g
!
Nam
e o
bje
cts
, peo
ple
, pic
ture
s
!
Answ
er
WH
-qu
estions
!
Ask W
H-q
uestions
!
Describ
e p
ictu
res,
events
, obje
cts
, people
!
Resta
te f
acts
!
Form
ula
te h
ypoth
eses,
make p
redic
tio
ns
!
Describe p
rocesses,
pro
ce
dure
s
!
Rete
ll sto
ries o
r events
!
Dis
cuss s
tories,
issues,
conce
pts
!
Giv
e s
peeches,
ora
l re
port
s
!
Offer
cre
ative s
olu
tions
to issues,
pro
ble
ms
!
Enga
ge in d
eb
ate
s
!
Exp
lain
ph
en
om
ena,
giv
e e
xam
ple
s,
and
justify
respo
nses
!
Expre
ss a
nd d
efe
nd
poin
ts o
f vie
w
Wri
tin
g
!
Lab
el o
bje
cts
, pic
ture
s,
dia
gra
ms
!
Dra
w in r
espo
nse t
o o
ral
directions
!
Pro
duce ico
ns,
sym
bo
ls,
wo
rds,
phra
ses t
o
conve
y m
essa
ges
!
Make lis
ts
!
Pro
duce d
raw
ings,
phra
ses,
short
sente
nces,
note
s
!
Giv
e info
rmation
requ
este
d f
rom
ora
l or
wri
tte
n d
irectio
ns
!
Pro
duce s
imple
expository
or
narr
ative
text
s
!
Com
pare
an
d c
ontr
ast
info
rmation
!
Describ
e e
ve
nts
, people
, pro
cesses,
pro
cedure
s
!
Sum
marize info
rmation
from
gra
ph
ics o
r note
s
!
Edit a
nd r
evis
e w
riting
!
Cre
ate
ori
gin
al id
eas o
r deta
iled r
espo
nses
!
Apply
info
rmation t
o n
ew
conte
xts
!
React
to m
ultip
le g
enre
s
and d
isco
urs
es
!
Au
tho
r m
ultip
le f
orm
s o
f w
riting
Level 6- Reaching
Page 9
08/15/2007 Adapted from the WIDA document 2/2004.
Copyright © 2007 State of Pennsylvania. All rights reserved
The performance definitions provide a global overview of the language acquisition process. They serve as a summary and synthesis of the model performance indicators for each language proficiency level. Three criteria or descriptors have been used to form the definitions. They are based on the students’ increasing: 1) comprehension and use of the technical language of the content areas (Lexical Levels); 2) linguistic complexity of oral interaction or writing (Discourse Levels); and 3) development of phonological, syntactic, and semantic understanding or usage as they move through the second language acquisition continuum. Attention has been given to guarantee that the academic language development delineated across the 5 levels of language proficiency incorporates various aspects of language (e.g. lexicon, syntax, grammar, and discourse). This is evident when noting that the language function at Level 1 targets the non-technical word and short phrase dimension of language whereas Level 5 addresses extended discourse incorporating technical vocabulary. Figure 3 provides the performance definitions for the language proficiency levels of the PA ELPS. It should be noted that the language functions should not be considered synonymous with PSSA Assessment Key Word Lists nor Bloom’s Taxonomy. Whereas Bloom’s Taxonomy reflects cognitive ability, the language functions of the PA ELPS reflect linguistic ability. Linguistic ability is not necessarily a reflection of cognitive ability. Complex thinking can be revealed through simplistic language, especially when support is present.
D. The Matrices, Strands, and Model Performance Indicators
Each language proficiency standard is illustrated by model performance indicators (MPI) that are representative samples from the corpus of language associated with English language learners’ acquisition of social and academic proficiencies. The MPI are functional, measurable indices of the language domains (listening, speaking, reading, and writing) and aimed at the targeted age/developmental levels of English Language Learners. As their label implies, MPI are simply examples of assessable tasks which students can be expected to know and/or be able to do as they approach the transition to the next level of English language proficiency in any given content area. These examples have been drawn from a combination of research on English language proficiency and core curriculum content (as appear in TESOL PreK-12 ESL Standards, and Pennsylvania’s academic content standards and PA Assessment Anchors). There are three components of each MPI:
1) language function (how the students use language), 2) content stem (the specific academic information the students are expected to
communicate), and 3) the support or strategy (the manner of assistance which will help students to
comprehend both the language and content needed). These components are illustrated in Figure 4.
Page 10
08/15/2007 Adapted from the WIDA document 2/2004.
Copyright © 2007 State of Pennsylvania. All rights reserved
UNDERSTANDING THE MODEL PERFORMANCE INDICATOR
Figure 4: The components of a Model Performance Indicator (MPI).
The MPI in these frameworks are adapted from both the indicators listed in the TESOL PreK-12 ESL Standards (1997) developed by Teachers of English to Speakers of Other Languages (TESOL) for PA ELPS Standard 1, and Pennsylvania’s content standards for the PSSA and the PA Assessment Anchors for PA ELPS Standards 2 through 5, using the model performance indicators developed by the WIDA consortium as the guide. The MPI are presented in a developmental sequence across language proficiency levels (horizontal) and language domains (vertical). In effect, these levels of language proficiency operationalize Cummins research on BICS (Basic Interpersonal Communication Skills) and CALP (Cognitive Academic Language Proficiency) by creating a continuum which illustrates and delineates these levels of social and
S
p
e
ak
I
n
g
L
i
S
t
en
I
n
g
Leve
l 6-
Re
ach
ing
Standard or Anchor
Level 5
Bridging
Level 4
Expanding
Level 3
Developing
Level 2
Beginning
Level 1
Entering
Tell a story that involves a specific
mathematical operation with a
partner
Language function
Sample MPI
Content stem
Support
English Language Proficiency Standard 3: Mathematics.
Grade Level Cluster: 4-5 Domain: LISTENING Proficiency Level 3
Tell a story that
involves a
specific
mathematical operation with
a partner
Tell a story that involves a specific
mathematical operation with a
partner
Tell a story that involves a specific
mathematical operation with a
partner
Follow multiFollow multi--step step
oral directionsoral directions to
select the unit of
measure needed
to determine the
degree of
accuracy in small groups.
S
p
e
ak
I
n
g
L
i
S
t
en
I
n
g
Leve
l 6-
Re
ach
ing
Standard or Anchor
Level 5
Bridging
Level 4
Expanding
Level 3
Developing
Level 2
Beginning
Level 1
Entering
Tell a story that involves a specific
mathematical operation with a
partner
Language function
Sample MPI
Content stem
Support
English Language Proficiency Standard 3: Mathematics.
Grade Level Cluster: 4-5 Domain: LISTENING Proficiency Level 3
Tell a story that
involves a
specific
mathematical operation with
a partner
Tell a story that involves a specific
mathematical operation with a
partner
Tell a story that involves a specific
mathematical operation with a
partner
Follow multiFollow multi--step step
oral directionsoral directions to
select the unit of
measure needed
to determine the
degree of
accuracy in small groups.
Follow multi-step oral directions to select the unit of measure
needed to determine the degree of
accuracy in small groups.
Page 11
08/15/2007 Adapted from the WIDA document 2/2004.
Copyright © 2007 State of Pennsylvania. All rights reserved
academic language development. They represent a full progression of linguistic complexity across content areas necessary for English language learners to move towards the attainment of PA academic content standards. For English Language Proficiency Standard 1 (Social and Instructional), the MPI refer to the language acquisition that may occur socially or within classroom and school contexts. For English Language Proficiency Standards 2 through 5 (language arts, math, science, and social studies) the MPI refer to academic language acquisition that must take place in content specific contexts. The content stems in each MPI were carefully drawn from the PA academic content standards and PSSA Assessment Anchors. The specific standards and/or anchors addressed in each strand are noted in a vertical column to the right of the Level 5 Bridging column. Standard 1 (Social and Instructional) is the only standard in which the MPI content stems were not drawn from PA academic content standards and PSSA Assessment Anchors, since social and instructional language is a content unique to ESL.
Figure 5:. The format of the English language proficiency standards framework for classroom instruction and performance-based assessment.
English Language
Proficiency LevelsA Model Performance
Indicator (MPI)
A Strand of Model Performance Indicators
PA Content Standard or PSSA Assessment Anchor
Page 12
08/15/2007 Adapted from the WIDA document 2/2004.
Copyright © 2007 State of Pennsylvania. All rights reserved
The MPI designed for Levels 1 through 4 (Entering, Beginning, Developing, and Expanding) incorporate visual, interactive, or graphic support in order to provide the students access to meaning. These supports or strategies provide multiple modalities to assist ELL to gain meaning from an age/grade appropriate task. This is consistent with Vygotsky’s concept of the Zone of Proximal Development. The MPI for Bridging (language proficiency level 5) assume students are exposed to and working with grade level material. Support at this level may be specifically stated or implied. It is important to note that English language learners identified as Bridging have still not achieved English language parity with their native English-speaking peers. Educators should be mindful of this, even though these English language learners are working with grade level material. A visual layout of the components of the standards is displayed in Figure 5. The English language proficiency levels head each vertical column and the language domains begin each horizontal row. The remaining cells contain model performance indicators, creating a strand or strands across proficiency levels within a grade level cluster.
To summarize, the total of more than 500 unique MPI in the completed Pennsylvania English Language Proficiency Standards document is calculated from the:
5 English language proficiency standards
X
4 language domains
X
5 grade level clusters, and
X
5 levels of language proficiency
The Grade Level Clusters have been thoughtfully designated. The increasing numbers of Preschool and K programs serving ELL are addressed with the PreK-K Grade Level Cluster. Pennsylvania’s Early Childhood Standards informed the development of the MPI at this level. The division between Grade 3 (the end of the ‘learning to read’ / skills development curriculum) and Grade 4 (the beginning of the ‘reading to learn/skills application curriculum) are recognized by the grade level clusters 1-3 and 4-5. The middle school and high school distinction are reflected in grade level clusters 6-8 and 9-12.
Professional development for all educators (including practitioners, administrators, counselors and teacher educators) working with English language learners in the Commonwealth of Pennsylvania will facilitate the implementation and use of Pennsylvania’s English Language Proficiency Standards in all content areas in all grades. The Pennsylvania Department of Education ESL/Bilingual Education program
Page 13
08/15/2007 Adapted from the WIDA document 2/2004.
Copyright © 2007 State of Pennsylvania. All rights reserved
area will provide this professional development. Continued conversations and sharing of ideas for implementation, as well as the inclusion of the matrices in statewide teacher preparation programs, will also familiarize personnel with and facilitate usage of the system.
III. Alignment of the Model Performance Indicators and Versatility of the Framework
The spiraling nature of curriculum across all grade levels and the developmental progression of the second language acquisition process across all ages of students have been taken into account in the development of the MPI. Reading the MPIhorizontally across language proficiency levels from 1 (Entering) to 5 (Bridging) is the basis for horizontal alignment while reading them downward (vertically) by language proficiency levels across grade level clusters (from PreK-K to 9-12) produces vertical alignment. The conscious attempt to align the MPI vertically and horizontally across the frameworks promotes systemic validity, from curriculum planning to delivery of instruction and serves to inform assessment of English language proficiency across all content areas. The MPI for each grade level cluster are built on the assumption that students have acquired the social and academic language proficiency associated with the previous indicators. However, students with limited formal schooling who enter high school may also need to be exposed to requisite MPI from lower grade level clusters as building blocks. It should be noted, however, that in all circumstances, the specific tasks designed for these students should be reflective of their age and cognitive development, and not just their language proficiency.
With the goal of producing a teacher-friendly document and in order to avoid redundancy (thus reducing the size of the document), an attempt has been made not to repeat MPI (either in other language domains or grade level clusters). To gain a thorough understanding of the scope of the content of the MPI for a grade level cluster, it is best to examine all language domains (listening, speaking, reading, and writing) across the classroom framework.
The flexibility and power of the MPI become evident through transformations. A transformation is the activity through which one of the 3 elements of the MPI (see figure 4) is changed or transformed to extend the usage of the MPI while being mindful of the language proficiency level for that MPI.
Page 14
08/15/2007 Adapted from the WIDA document 2/2004.
Copyright © 2007 State of Pennsylvania. All rights reserved
IV. Rationale for the English Language Proficiency Standards
The need to develop English language proficiency standards that compliment and extend Pennsylvania’s academic content standards stems from three sources: 1) pedagogy, 2) assessment, and 3) educational policy. These changes, spurred by the standards-based movement and federal regulations, directly impact English language learners in elementary and secondary schools throughout the United States. The Commonwealth of Pennsylvania, now required to implement English language proficiency standards, is responding to this mandate. The notion of how we, as bilingual and English as second language (ESL) educators, envision language proficiency as a vehicle for instruction has changed quite drastically over the past decade. In K-12 classrooms with English language learners, educators are recognizing the need to infuse subject matter content into language learning as an instructional approach (Chamot & O’Malley, 1994; Echevarria, Vogt, & Short, 2000; Snow & Brinton, 1997). As a result, our vision of language proficiency has expanded to encompass both contexts for developing language in school, in general, and standards, curriculum, and instruction, in particular. Standards-based instruction that integrates language and content represents a refinement of the seminal work by Cummins (1980,
Tell a story that involves a specific mathematical operation with a partner
Transforming a MPI within a strand
English Language Proficiency Standard 3: Mathematics. Classroom framework Grade Level Cluster: 4-5 Domain: SPEAKING Proficiency Level 3
Language function Content Stem Support
Describe the steps that involve a specific mathematical operation with a partner
Describe the steps to locate points using the coordinate plane with a partner
Describe the steps to locate points using the coordinate plane in a small group
Page 15
08/15/2007 Adapted from the WIDA document 2/2004.
Copyright © 2007 State of Pennsylvania. All rights reserved
1981), in which he first posits the constructs of basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP) (Gottlieb, 2003a). English language proficiency standards need to capture the full range and complexities of methodologies that blend language and content learning. To this end, we must expand the coverage of previous ESL or English language proficiency standards to bring them into alignment with practice. In addition, we must ensure that English language proficiency standards dovetail PA academic content standards to create a continuous pathway to academic success for Pennsylvania’s English language learners. The No Child Left Behind Act of 2001 has given us the impetus to embark on this journey of redefining instruction and performance based assessment for English language learners. Specific tenets within the Act (under Titles I and III) make it clear that states are to create English language proficiency standards, tied to their academic content standards, as the basis for a comprehensive instructional program for English language learners. In addition, English language learners in grade levels K-12 must be assessed annually for English language proficiency in listening, speaking, reading, and writing. English as a second language (ESL) benchmarks for the annual measurable achievement objectives are to be based on state English language proficiency standards. Educational policy regarding English language learners in our schools reiterates the need for states, school districts, and schools to comply with the requirements of this federal legislation.
V. The Process of Developing English Language Proficiency Standards
Pennsylvania’s PreK-12 English language proficiency standards represent an amalgam of the thinking of Pennsylvania’s educators of English language learners participating in the various development/writing teams. More than 50 teachers, administrators, teacher trainers and additional personnel at the classroom, district, IU, university and state levels, all closely or directly involved with creating and implementing programs for English language learners, have provided invaluable input and feedback to the process. The result is the creation of a useful document which serves to ground classroom instruction as well as stimulate and guide curriculum and assessment. The development of PA ELPS has been an arduous process.
The theoretical base for the standards comes from a model developed by the WIDA Consortium which envisions academic language proficiency as a three-dimensional figure that addresses language complexity, cognitive engagement, and context within the domains of language (Gottlieb, 2002; 2003). In the case of PA ELPS, the contexts of interaction are defined by the five standards themselves; that is, social and instructional settings, English language arts, mathematics, science, and social studies. Varying degrees of cognitive engagement are incorporated into the model performance indicators while the range of language complexity is expressed by the performance definitions.
Page 16
08/15/2007 Adapted from the WIDA document 2/2004.
Copyright © 2007 State of Pennsylvania. All rights reserved
It should be noted and emphasized that these standards are not content standards and as such do not replace any academic achievement standards. The Pennsylvania English Language Proficiency Standards are standards developed to advance academic language proficiency across the curriculum. Thus, there is a relationship that exists between the PA ELPS and the PA Content Standards and PSSA Assessment Anchors, for without appropriate development and comprehension of the academic language of the various content areas, academic achievement becomes an insurmountable task for Pennsylvania’s English language learners. The notion of academic language proficiency, the language used in the classroom or other academic settings directly tied to learning, has been acknowledged in research (Bailey & Butler, 2002; Stevens, Butler, & Castellon-Wellington, 2001) and has, in recent times, transformed instruction into content-based methodologies in second language classrooms. Thus, the Pennsylvania ELPS represent both the social and academic contexts that students encounter in school and provide the road map to sound instruction and assessment. PA ELPS are built upon the WIDA system developed by the WIDA consortium, of which Pennsylvania is a member. The initial consortium, under the direction of Margo Gottlieb, took existing theory and research and converted it into practice. Because TESOL’s (1997) ESL standards for preK-12 students have served as the national template, this document was used as a starting point for their analysis. In the initial WIDA document (2004), the team took the TESOL descriptors and sample progress indicators and classified those that were appropriate into 4 grade level clusters (K-2, 3-5, 6-8, 9-12) and language proficiency levels which provided the foundation for the matrix. The Pennsylvania team extended the work that the WIDA group had done by expanding the grade level clusters to five: PreK-K, 1-3, 4-5, 6-8, 9-12. The PreK grade level was introduced to include and recognize Pennsylvania’s Early Childhood Standards. The break between grades 3 and 4 was purposeful. The Pennsylvania team chose to follow traditional curriculum, which recognizes a shift from “learning to read” up through third grade to “reading to learn” beginning in fourth grade. Initial steps for the development of Pennsylvania’s ELPS began with a review of the WIDA document’s Social and Instructional classroom matrix, followed by a comparison of the WIDA MPI in the content areas of Language Arts, Mathematics, Science, and Social Studies. Special attention was given to the grade level clusters for PreK-K, 1-3 and 4-5, since these clusters did not exist in the original WIDA matrix. For the content areas, Pennsylvania’s team members examined the Pennsylvania standards in the four curriculum content areas, as well as the Reading and Math Anchors, and compared the existing MPI. In some cases, the WIDA MPI were adopted, in some cases they were reassigned to another grade level cluster or language proficiency, and in other cases new MPI were written. The team applied specific criteria for the selection, inclusion, and augmentation of the WIDA MPI taking into account the following considerations:
Page 17
08/15/2007 Adapted from the WIDA document 2/2004.
Copyright © 2007 State of Pennsylvania. All rights reserved
! The language complexity required of the standard; ! The level of cognitive engagement required of the student; ! The presence of a developmental progression in relation to the other standards;
and ! An equal representation of content standards across language domains for a
given grade level cluster. After the process of reviewing and/or reassigning MPI from the WIDA document was completed and additional MPI were developed, the completed matrix was reviewed for vertical and horizontal alignment as described earlier in this document.
VI. Uses for the English Language Proficiency Standards
The primary use of the English language proficiency standards is to guide curriculum development and alignment, instruction, and assessment for English language learners. In doing so, the English language proficiency standards, by incorporating the language of the classroom as well as that of the academic subject areas, provide a pathway to academic success for English language learners. Acquiring a new language involves the integration of all language domains. Listening, speaking, reading, and writing are naturally interwoven in the instruction of English language learners within the Classroom/Formative Framework. It is suggested, therefore, that for teaching, the series of MPI (all 4 domains) at a grade level cluster serve as the starting point for creating content/language integrated lessons. Furthermore, by transforming the MPI across language domains (a process described previously in this document), teachers and administrators will maximize the use of the language proficiency standards. The intersection of different content areas lends itself to thematic teaching, an endorsed approach for English language learners (Freeman & Freeman, 2002). Teachers should use the MPI to develop curricular themes or units of instruction that involve multiple content areas. While keeping in mind that each MPI includes a language skill, example of appropriate content, and a suggested performance support, teachers may interchange content while maintaining the integrity of the language skill and method of performance proposed in the MPI when planning curriculum and instruction.Furthermore, teachers can formulate both language and content objectives for curriculum and instruction from the standards’ MPI. Pennsylvania’s Language Proficiency Standards for English Language Learners have been carefully developed to comply with the requirements of Titles I and III of the NoChild Left Behind Act of 2001. They represent the work and commitment of dedicated professionals across Pennsylvania, lead by the ESL/Bilingual Education program area at the Pennsylvania Department of Education. It is hoped that educators throughout the
Page 18
08/15/2007 Adapted from the WIDA document 2/2004.
Copyright © 2007 State of Pennsylvania. All rights reserved
Commonwealth find these standards a useful starting point in the education of all English language learners in preschool through high school. For further information on the WIDA Summative framework and/or information on the W-APT, or Access for ELLs ®, please go to www.wida.us
Page 19
08/15/2007 Adapted from the WIDA document 2/2004.
Copyright © 2007 State of Pennsylvania. All rights reserved
VII. Pennsylvania’s English Language Proficiency Standards:
Pennsylvania English Language
Proficiency Standards:
Classroom/Formative
Framework
Pen
nsy
lvan
ia E
ng
lish
Lan
guag
e P
rofi
cien
cy S
tan
dar
ds
Cla
ssro
om
/Form
ativ
e F
ram
ework
08
/15
/2007
Adap
ted
fro
m t
he
WID
A d
ocu
men
t 2
/2004
.
Co
pyri
gh
t ©
20
07
Sta
te o
f P
enn
sylv
ania
. A
ll r
igh
ts r
eser
ved
Pag
e 2
0
Exam
ple
To
pic
s a
nd
Th
em
es f
or
2007 E
ng
lish
Lan
gu
ag
e P
rofi
cie
ncy S
tan
dard
s
Gra
de L
evel
Clu
ste
r: P
reK
-K
Sta
nd
ard
1:
Socia
l and
instr
uctional la
nguage
Sta
nd
ard
2:
The
language o
f la
nguage
art
s
Sta
nd
ard
3:
The
language o
f m
ath
em
atics
Sta
nd
ard
4:
The
language o
f scie
nce
Sta
nd
ard
5:
The
language o
f socia
l stu
die
s
! C
lassro
om
s
! C
olo
rs
! F
ee
ling
s
! G
am
es
! H
yg
ien
e &
sa
fety
! M
usic
& m
ovem
ent
! R
ecre
atio
na
l o
bje
cts
&
activitie
s
! R
ou
tin
es
! S
ch
oo
l ! S
elf &
fa
mily
! S
ocia
l b
eh
avio
r ! S
pa
tia
l re
latio
ns
Ge
nre
s
! C
ha
nts
& s
on
gs
! F
air
y t
ale
s! N
urs
ery
rh
ym
es
! P
ictu
re b
oo
ks
To
pic
s
! C
on
ce
pts
ab
ou
t p
rin
t! E
nvir
on
me
nta
l p
rin
t! S
am
e &
diffe
ren
t ! S
ou
nd
s &
sym
bo
ls
(Ph
on
em
ic a
wa
ren
ess)
! S
tory
ele
me
nts
! A
ttri
bu
tes
! E
qu
iva
len
cy
! G
eo
me
tric
sh
ap
es
! M
ea
su
rem
en
t o
f tim
e
(c
ale
nd
ar,
clo
cks)
! M
ea
su
rem
en
t to
ols
! N
um
be
r se
nse
! N
um
be
rs &
op
era
tio
ns
! P
att
ern
s
! Q
uantity
! S
ize
! S
pa
tia
l re
latio
ns
! T
em
pe
ratu
re
! W
eig
ht
! A
ir
! A
nim
als
! B
od
y p
art
s
! C
ha
ng
e in
se
lf &
e
nviro
nm
en
t ! C
olo
rs
! F
orc
es in
natu
re
! L
ivin
g a
nd
no
n-l
ivin
g
thin
gs
! N
igh
t/ D
ay
! R
ocks
! S
afe
ty p
ractice
s
! S
cie
ntific p
roce
ss
! S
ea
so
ns
! S
en
se
s
! W
ate
r ! W
ea
the
r
! C
lassro
om
/Sch
oo
l ! C
loth
ing
! C
om
mu
nity w
ork
ers
! F
am
ilie
s
! F
oo
d
! F
rie
nd
s
! H
olid
ays &
sym
bo
ls
! H
om
es in
a
co
mm
un
ity/H
ab
ita
ts
! L
oca
tio
n o
f o
bje
cts
&
pla
ce
s
! N
eig
hb
orh
oo
d
! S
ea
so
ns
! S
he
lte
r ! T
ran
sp
ort
atio
n
Pen
nsy
lvan
ia E
ng
lish
Lan
guag
e P
rofi
cien
cy S
tan
dar
ds
Cla
ssro
om
/Form
ativ
e F
ram
ework
08
/15
/2007
Adap
ted
fro
m t
he
WID
A d
ocu
men
t 2
/2004
.
Co
pyri
gh
t ©
20
07
Sta
te o
f P
enn
sylv
ania
. A
ll r
igh
ts r
eser
ved
Pag
e 2
1
Englis
h L
anguage P
roficie
ncy S
tandard
1:
Englis
h language learn
ers
com
munic
ate
in E
nglis
h f
or
SO
CIA
L A
ND
IN
ST
RU
CT
ION
AL
purp
oses w
ithin
the s
chool settin
g.
Gra
de L
evel
Clu
ste
r: P
reK
-K
L
evel
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Sta
nd
ard
or
An
ch
or
Listening
Fo
llow
sim
ple
ora
l co
mm
an
ds w
ith
vis
ua
l cu
es.
Fo
llow
sim
ple
co
mm
an
ds
with
ou
t vis
ua
l cu
es a
s a
gro
up.
Fo
llow
ora
l co
mm
an
ds t
o
sh
ow
sim
ple
sp
atia
l re
latio
ns w
ith
re
al lif
e
ob
jects
as a
gro
up
.
Fo
llow
ora
l d
ire
ctio
n a
s
pre
se
nte
d in
co
nve
rsa
tio
n
or
dra
ma w
ith a
sto
ry o
r m
usic
as a
gro
up
.
Fo
llow
se
qu
en
tia
l co
mm
an
ds w
ith
vis
ua
l o
r n
on
-ve
rba
l cu
es.
RL
1.6
A,
B
1.6
A
Reading
Ma
tch
, so
rt o
r cla
ssify
pic
ture
s o
f fa
mily
me
mb
ers
o
r fa
mili
ar
ico
ns u
sin
g v
isu
al
cu
es.
Re
co
gn
ize
ow
n n
am
e a
nd
/or
na
me
s o
f fa
mili
ar
ad
ults a
nd
ch
ildre
n f
rom
a lis
t.
Na
me
le
tte
rs f
rom
ow
n
na
me
to
le
tte
rs f
ou
nd
in
cla
ssro
om
pri
nt
wo
rkin
g
with a
pa
rtne
r.
Ma
tch
pic
ture
s o
f co
mm
on
ob
jects
to
fa
mili
ar
wo
rds w
ork
ing
w
ith a
pa
rtne
r.
Re
ad
wo
rds/p
hra
se
s
tha
t is
fu
nctio
na
l p
rin
t w
ith
vis
ua
l cu
es.
L1
.1H
, I,
J,
K
1.1
B,
G,
H
Speaking
Sta
te b
asic
au
tob
iog
rap
hic
al
info
rma
tio
n u
sin
g v
isu
al
cu
es o
r p
rom
pts
.
Use
on
e w
ord
or
sh
ort
p
hra
se
s t
o e
xp
ress lik
es o
r d
islik
es o
f ite
ms o
r co
nce
pts
a
s illu
str
ate
d.
Pa
rtic
ipa
te/in
tera
ct
in
eve
ryd
ay c
on
ve
rsa
tio
n.
Ve
rba
lly r
esp
on
d t
o
sp
ecific
qu
estio
ns in
e
ve
ryd
ay c
on
ve
rsa
tio
n
wo
rkin
g w
ith
a p
art
ne
r.
Ask a
nd
an
sw
er
rele
va
nt
qu
estio
ns a
nd
sh
are
exp
eri
en
ce
s a
s
a g
roup.
EL
1.6
H,
K,
L
1.6
C,
E
Writing
Use
dra
win
gs t
o e
xp
ress
tho
ug
hts
an
d f
ee
ling
s a
s
su
pp
ort
ed
by p
oste
rs o
r p
ictu
re d
ictio
na
rie
s.
Dra
w o
r la
be
l fa
mili
ar
ob
jects
a
s s
up
po
rte
d b
y p
oste
rs,
bo
oks,
etc
.
Wri
te b
asic
pe
rso
na
l in
form
atio
n a
s d
ire
cte
d b
y te
ach
er.
Wri
te la
be
ls f
or
vis
ua
l re
pre
se
nta
tio
ns o
f e
ve
ryd
ay o
bje
cts
usin
g a
w
ord
wa
ll w
ork
ing
with
a
part
ner.
Re
pre
se
nt
sto
rie
s
an
d/o
r e
xp
eri
en
ce
s
thro
ug
h a
co
mb
ina
tio
n
of
pic
ture
s,
wo
rds a
nd
p
hra
se
s w
ork
ing
with
a
part
ner.
L1
.5B
, C
, D
1.5
F
Level 6- Reaching
Fra
me
wo
rk f
or
FO
RM
AT
IVE
/CL
AS
SR
OO
M I
nstr
uctio
n a
nd A
ssessm
ent
Sta
te B
oar
d A
ppro
ved
, M
arch
2005
Pen
nsy
lvan
ia E
ng
lish
Lan
guag
e P
rofi
cien
cy S
tan
dar
ds
Cla
ssro
om
/Form
ativ
e F
ram
ework
08
/15
/2007
Adap
ted
fro
m t
he
WID
A d
ocu
men
t 2
/2004
.
Co
pyri
gh
t ©
20
07
Sta
te o
f P
enn
sylv
ania
. A
ll r
igh
ts r
eser
ved
Pag
e 2
2
Englis
h L
anguage P
roficie
ncy S
tandard
2:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
fo
r academ
ic s
uccess in t
he c
onte
nt
are
a o
f L
AN
GU
AG
E A
RT
S.
Gra
de L
evel
Clu
ste
r: P
reK
-K
L
evel
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Sta
nd
ard
or
An
ch
or
Listening
Pa
rtic
ipa
te in
gro
up
so
ng
s,
ch
an
ts,
or
recita
tio
ns t
ha
t re
qu
ire
ap
pro
pria
te p
hys
ica
l a
ctio
ns (
su
ch
as: “
Itsy
Bitsy
Spid
er”
).
Po
int
to p
ictu
res o
f ite
ms
refe
rre
d t
o in
so
ng
s a
s t
he
y a
re c
alle
d o
ut
(su
ch
as:
sp
ide
r, h
ea
d o
r sh
ou
lde
r).
Pe
rfo
rm p
hysic
al a
ctio
ns
ind
ep
en
de
ntly
in r
esp
on
se
to
so
ng
s o
r p
oe
ms t
ha
t h
ave
be
en
pre
vio
usly
re
he
ars
ed
.
Re
en
act
pa
rt o
f a
sto
ry,
po
em
or
sce
ne
as a
gro
up.
Re
en
act
or
dra
ma
tize
an
ill
ustr
ate
d g
rad
e le
ve
l sto
ry o
r p
oe
m t
ha
t h
as
be
en
re
ad
alo
ud
.
RL
1.6
A,
1.6
A
Reading
Ma
tch
pic
ture
s,
ob
jects
or
lett
ers
as a
gro
up
. M
atc
h p
ictu
res o
r o
bje
cts
to
th
e p
rin
ted
wo
rd a
s a
gro
up
.
Ma
tch
pic
ture
s o
r o
bje
cts
to
ph
rase
s a
nd
se
nte
nce
s
wo
rkin
g w
ith
a p
art
ne
r.
Se
qu
en
ce
a s
et
of
thre
e
pic
ture
s t
o c
rea
te a
sto
ry
wo
rkin
g w
ith
a p
art
ne
r.
Ma
ke
pre
dic
tio
ns a
nd
in
fere
nce
s b
ase
d o
n a
p
ictu
re b
oo
k w
ork
ing
with
a p
art
ne
r.
C1
.3A
1
.1B
Speaking
An
sw
er
WH
-qu
estio
ns a
bo
ut
a v
isu
ally
su
pp
ort
ed
nu
rse
ry
rhym
e.
Ask W
H-q
ue
stio
ns a
bo
ut
a
vis
ua
lly s
up
po
rte
d n
urs
ery
rh
yme.
Re
tell
a n
urs
ery
rh
yme
w
ith
vis
ua
l su
pp
ort
s.
Su
mm
ari
ze
th
e e
ve
nts
in
a
nu
rse
ry r
hym
e u
sin
g
vis
ua
l su
pp
ort
s.
Exp
ress a
n o
pin
ion
ab
ou
t th
e m
ora
l o
f a
nu
rse
ry
rhym
e w
ork
ing
with
a
part
ner.
EL
O1
.6I,
K
1.6
B
Writing
De
pic
t a
n e
xp
erie
nce
or
eve
nt
with
a d
raw
ing
as
mo
de
led
.
De
pic
t e
xp
eri
en
ce
s u
sin
g
reco
gn
iza
ble
dra
win
gs a
nd
/or
scri
bb
le w
ritin
g in
a g
rou
p.
Wri
te s
tori
es a
nd
/or
exp
erie
nce
s t
hro
ug
h
pic
ture
s,
lett
ers
an
d w
ord
s
in a
gro
up
.
Wri
te s
tori
es a
nd
/or
exp
erie
nce
s t
hro
ug
h a
co
mb
ina
tio
n o
f p
ictu
res,
wo
rds a
nd
ph
rase
s
wo
rkin
g w
ith
a p
art
ne
r.
Wri
te s
tori
es a
nd
/or
exp
erie
nce
s t
hro
ug
h a
co
mb
ina
tio
n o
f w
ord
s,
ph
rase
s a
nd
sh
ort
se
nte
nce
s w
ork
ing
with
a
part
ner.
L1
.5A
, B
, C
, F
Level 6- Reaching
Fra
me
wo
rk f
or
FO
RM
AT
IVE
/CL
AS
SR
OO
M I
nstr
uctio
n a
nd A
ssessm
ent
Sta
te B
oar
d A
ppro
ved
, M
arch
2005
Pen
nsy
lvan
ia E
ng
lish
Lan
guag
e P
rofi
cien
cy S
tan
dar
ds
Cla
ssro
om
/Form
ativ
e F
ram
ework
08
/15
/2007
Adap
ted
fro
m t
he
WID
A d
ocu
men
t 2
/2004
.
Co
pyri
gh
t ©
20
07
Sta
te o
f P
enn
sylv
ania
. A
ll r
igh
ts r
eser
ved
Pag
e 2
3
Englis
h L
anguage P
roficie
ncy S
tandard
3:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
fo
r academ
ic s
uccess in t
he c
onte
nt
are
a o
f M
ath
em
ati
cs.
Gra
de L
evel
Clu
ste
r: P
reK
-K
L
evel
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Sta
nd
ard
or
An
ch
or
Listening
Ho
ld u
p t
he
co
rre
ct
nu
mb
er
of
fin
ge
rs a
s m
od
ele
d w
he
n
the
te
ach
er
ca
lls o
ut
a
nu
mb
er
fro
m
1-1
0.
Re
sp
on
d t
o s
imp
le r
eq
ue
sts
o
r co
mm
an
ds a
s m
od
ele
d
tha
t in
clu
de
nu
mb
ers
fro
m
1-1
0.
Se
lect
ma
nip
ula
tive
s t
o
de
mo
nstr
ate
u
nd
ers
tan
din
g o
f sim
ple
m
ath
sto
rie
s w
ork
ing
with
a p
art
ne
r.
Asse
mb
le m
od
els
of
ora
lly
sta
ted
ma
th s
tori
es u
sin
g
the
fla
nn
el b
oa
rd.
Cre
ate
vis
ua
l re
pre
se
nta
tio
ns o
f m
ath
sto
rie
s w
ith
a p
art
ne
r a
s
told
by
the
te
ach
er.
LM
2.1
2
.1
Readin
g
Ide
ntify
ob
jects
by c
olo
r,
sh
ap
e a
nd
siz
e a
s a
gro
up
.
So
rt o
bje
cts
by
att
rib
ute
s,
acco
rdin
g t
o d
escrip
tive
w
ord
s o
r p
hra
se
s,
work
ing
with a
pa
rtne
r.
Pa
tte
rn r
ea
l-lif
e o
bje
cts
by
co
lor,
sh
ap
e a
nd
siz
e
wo
rkin
g w
ith
a p
art
ne
r.
Ma
tch
so
rte
d a
nd
/or
pa
tte
rne
d r
ea
l-lif
e o
bje
cts
to
th
eir
de
scri
ptive
wo
rds
wo
rkin
g w
ith
a p
art
ne
r.
Dra
w c
on
clu
sio
ns a
bo
ut
pa
tte
rne
d o
bje
cts
wo
rkin
g
with a
pa
rtne
r.
LM
2.8
A,
B,
C,
D
LM
2.9
D
2.9
Speaking
Re
cite
nu
mb
ers
fro
m 1
-10
sh
ow
ing
th
e c
orr
ect
nu
mb
er
of
fin
ge
rs.
Ech
o in
str
ucto
r’s p
rod
uctio
n
of
nu
mb
er
na
me
s,
co
un
tin
g
pro
ce
ss a
nd
sim
ple
ca
teg
ori
za
tio
n u
sin
g a
sso
rte
d
ma
nip
ula
tive
s.
Pa
rtic
ipa
te in
a g
rou
p
so
ng
or
ch
an
t in
vo
lvin
g
nu
mb
ers
an
d g
estu
res.
Pa
rtic
ipa
te in
gro
up
d
iscu
ssio
ns p
ert
ain
ing
to
p
ositio
n a
nd
nu
mb
ers
of
ob
jects
.
Exp
lain
an
d d
em
on
str
ate
h
ow
to
pla
y a
ga
me
th
at
invo
lve
s q
ua
ntity
in
a
wh
ole
gro
up
.
LM
2.1
A
2.1
Writing
Use
dra
win
gs t
o e
xp
ress
exa
mp
les o
f m
atc
he
d p
air
s
as m
od
ele
d.
Cre
ate
a c
ou
ntin
g b
oo
k
co
llab
ora
tive
ly w
ith
th
e c
lass
de
pic
tin
g m
atc
he
d s
ets
.
Illu
str
ate
an
d la
be
l m
ath
co
nce
pts
de
pic
tin
g
activiti
es in
th
e c
lassro
om
(s
uch
as:
usin
g t
ally
m
ark
s a
s p
art
of
a s
urv
ey)
w
ork
ing
with
a p
art
ne
r.
Cre
ate
dra
win
gs o
r w
ritin
gs t
ha
t ill
ustr
ate
m
ath
em
atica
l co
nce
pts
w
ith
in a
sm
all
gro
up
.
Wri
te a
ma
th s
en
ten
ce
w
ith
nu
me
rals
an
d
nu
mb
er
wo
rds f
rom
a
wo
rd w
all.
LM
2.1
2
.1
Level 6- Reaching
Fra
me
wo
rk f
or
FO
RM
AT
IVE
/CL
AS
SR
OO
M I
nstr
uctio
n a
nd A
ssessm
ent
Sta
te B
oar
d A
ppro
ved
, M
arch
2005
Pen
nsy
lvan
ia E
ng
lish
Lan
guag
e P
rofi
cien
cy S
tan
dar
ds
Cla
ssro
om
/Form
ativ
e F
ram
ework
08
/15
/2007
Adap
ted
fro
m t
he
WID
A d
ocu
men
t 2
/2004
.
Co
pyri
gh
t ©
20
07
Sta
te o
f P
enn
sylv
ania
. A
ll r
igh
ts r
eser
ved
Pag
e 2
4
Englis
h L
anguage P
roficie
ncy S
tandard
4:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
fo
r academ
ic s
uccess in t
he c
onte
nt
are
a o
f S
cie
nce.
Gra
de L
evel
Clu
ste
r: P
reK
-K
L
evel
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Sta
nd
ard
or
An
ch
or
Listening
Ide
ntify
ma
teri
als
use
d in
a
scie
ntific p
roce
ss b
y p
oin
tin
g
to p
ictu
res,
gra
ph
ics,
or
ob
jects
as d
ire
cte
d b
y a
te
ach
er.
Co
llect
the
ma
teri
als
ne
ed
ed
fo
r th
e c
om
ple
tio
n o
f a
scie
ntific p
roce
ss a
s d
ire
cte
d
by
a t
ea
ch
er
or
oth
er
ad
ult
he
lpe
r.
Re
sp
on
d t
o W
H-q
ue
stio
ns
ab
ou
t th
e m
ate
ria
ls
ne
ed
ed
to
co
mp
lete
a
scie
ntific p
roce
ss w
ith
in a
sm
all
gro
up
.
Fo
llow
ora
l d
ire
ctio
ns in
th
e c
om
ple
tio
n o
f a
scie
ntific p
roce
ss w
ork
ing
w
ith a
pa
rtne
r.
Re
sp
on
d t
o p
rob
ing
q
ue
stio
ns a
bo
ut
a
scie
ntific p
roce
ss w
ith
in a
sm
all
gro
up
.
SC
3.2
, 3
.4,
3.5
3
.1
3.2
H
Reading
Ma
tch
ite
ms o
n a
fla
nn
el
bo
ard
acco
rdin
g t
o w
ea
the
r o
r se
aso
ns a
s a
gro
up
.
So
rt ite
ms f
ou
nd
in
th
e s
ky
du
rin
g t
he
da
y a
nd
ite
ms
fou
nd
in
th
e s
ky
at
nig
ht
usin
g la
be
led
ma
nip
ula
tive
s.
Ide
ntify
th
e s
ea
so
ns
ba
se
d o
n p
ictu
res in
a
bo
ok w
ork
ing
with
a
part
ner.
Cla
ssify
clo
thin
g a
nd
a
ctiviti
es a
sso
cia
ted
with
d
iffe
ren
t se
aso
ns u
sin
g
lab
ele
d p
ictu
re c
ard
s.
Dra
w c
on
clu
sio
ns a
fte
r re
ad
ing
a p
ictu
re b
oo
k
about
da
y a
nd n
ight
wo
rkin
g w
ith
a p
art
ne
r.
SC
3.5
A
3.1
D,
G,
J,
K
3.5
C, G
, H
Speaking
Na
me
th
e c
orr
ect
se
nse
to
th
e p
ictu
red
bo
dy p
art
as a
gro
up.
Te
ll a
bo
ut
so
me
thin
g t
ha
t ta
ste
s o
r sm
ells
go
od
usin
g
pic
ture
s w
ork
ing
with
a
part
ner.
Ide
ntify
an
d d
escri
be
th
ing
s in
th
e e
nvir
on
me
nt
as a
gro
up
.
Dis
cu
ss h
ow
th
ing
s t
aste
, sm
ell,
lo
ok,
an
d fe
el u
sin
g
vis
ua
l cu
es.
De
scri
be
th
e d
iffe
ren
ce
s
in o
pp
osite
s (
su
ch
as:
sw
eet/sou
r) w
ork
ing w
ith
a p
art
ne
r.
SC
3.2
B,
C
SC
3.4
A,
D
3.2
E,
F
Writing
Co
llect
an
d id
en
tify
pic
ture
s
of
livin
g t
hin
gs w
ith
in a
sm
all
gro
up.
Dra
w p
ictu
res o
f liv
ing
an
d
no
n-l
ivin
g t
hin
gs w
ork
ing
with
a p
art
ne
r.
So
rt a
nd
la
be
l p
ictu
res o
f liv
ing
an
d n
on
-liv
ing
th
ing
s,
usin
g le
tte
rs,
scri
bb
les a
nd
/or
lett
er
like
fo
rms.
Dra
w a
nd
la
be
l p
ictu
res o
f a
du
lt a
nd
ba
by a
nim
als
w
ith
wo
rds o
r in
ve
nte
d
sp
elli
ng
s f
rom
a p
ictu
re
dic
tio
na
ry.
Dra
w a
nd
la
be
l th
e life
cyc
le o
f liv
ing
th
ing
s w
ith
w
ord
s o
r sh
ort
se
nte
nce
s
wo
rkin
g in
pa
irs o
r tr
iad
s.
SC
3.2
E
SC
3.3
A,
C
3.3
B,
J,
K
Level 6- Reaching
Fra
me
wo
rk f
or
FO
RM
AT
IVE
/CL
AS
SR
OO
M I
nstr
uctio
n a
nd A
ssessm
ent
Pen
nsy
lvan
ia E
ng
lish
Lan
guag
e P
rofi
cien
cy S
tan
dar
ds
Cla
ssro
om
/Form
ativ
e F
ram
ework
08
/15
/2007
Adap
ted
fro
m t
he
WID
A d
ocu
men
t 2
/2004
.
Co
pyri
gh
t ©
20
07
Sta
te o
f P
enn
sylv
ania
. A
ll r
igh
ts r
eser
ved
Pag
e 2
5
Englis
h L
anguage P
roficie
ncy S
tandard
5:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
fo
r academ
ic s
uccess in t
he c
onte
nt
are
a o
f S
oc
ial
Stu
die
s.
Gra
de L
evel
Clu
ste
r: P
reK
-K
L
evel
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Sta
nd
ard
or
An
ch
or
Listening
Ide
ntify
ne
igh
bo
rho
od
sig
ns
fro
m o
ral d
escri
ptio
ns.
Ma
tch
vis
ua
ls o
f w
ork
ers
to
th
eir n
eig
hb
orh
oo
d w
ork
p
lace
ba
se
d o
n o
ral
de
scri
ptio
ns.
Lo
ca
te n
eig
hb
orh
oo
d
pla
ce
s o
n a
ma
p b
ase
d
on
ora
l d
escri
ptio
ns o
f p
lace
me
nt.
Lo
ca
te n
eig
hb
orh
oo
d
bu
ildin
gs o
n a
ma
p u
sin
g
ora
l d
ire
ctio
ns.
Co
mp
lete
a n
eig
hb
orh
oo
d
ma
p b
ase
d o
n o
ral
dir
ectio
ns.
SS
7.3
D,
F,
G,
H
7.1
A
Reading
Re
co
gn
ize
s s
elf in
dra
win
gs
or
ph
oto
gra
ph
s.
Ide
ntifie
s s
elf a
nd
fa
mily
m
em
be
rs in
dra
win
gs o
r p
ho
tog
rap
hs.
Ma
tch
es la
be
ls to
co
mm
un
ity
wo
rke
rs o
r th
eir
ro
les in
pic
ture
s a
nd
d
raw
ing
s.
Ma
tch
es la
be
ls to
ill
ustr
atio
ns o
f n
eig
hb
orh
oo
d o
r co
mm
un
ity.
Se
qu
en
ce
sce
ne
s f
rom
a
sim
ple
sto
ry in
vo
lvin
g
ne
igh
bo
rho
od
, co
mm
un
ity
or
fam
ily u
sin
g
illu
str
atio
ns,
dra
win
gs o
r lit
era
ry p
rop
s.
SS
6.1
A
SS
7.3
C
6.1
A
Speaking
Re
pe
at
na
me
s o
f ite
ms
loca
ted
in
a c
om
mu
nity
usin
g v
isu
als
an
d c
ue
s (
su
ch
a
s:
fla
g,
ne
igh
bo
r, m
ap
an
d
str
ee
t).
Na
me
co
mm
un
ity o
bje
cts
w
he
n p
rese
nte
d w
ith
a v
isu
al
cu
e.
Sh
are
cu
ltu
ral
exp
eri
en
ce
s u
sin
g p
rop
s
an
d g
estu
res (
su
ch
as:
sh
ow
an
d t
ell
a f
avo
rite
fo
od).
En
ga
ge
in
dis
cu
ssio
n
ab
ou
t co
mm
un
ity
activiti
es (
su
ch
as:
a
sh
op
pin
g t
rip
or
trip
to
th
e
pa
rk).
Te
ll a
re
al o
r m
ake
b
elie
ve
sto
ry a
bo
ut
a
fam
ily o
r cla
ss t
rip
. S
S7
.3C
Writing
Re
pre
se
nts
se
lf in
dra
win
gs.
Dra
ws a
nd
la
be
ls s
elf a
s a
co
mp
on
en
t o
f a
fa
mily
un
it.
La
be
ls s
elf a
nd
fa
mily
m
em
be
rs u
sin
g s
cri
bb
les,
lett
er-
like
fo
rms a
nd
in
ve
nte
d s
pe
llin
g in
d
raw
ing
s o
r ill
ustr
atio
ns.
Dra
ws illu
str
atio
n o
f sch
oo
l, n
eig
hb
orh
oo
d o
r co
mm
un
ity;
use
s a
co
mb
ina
tio
n o
f p
icto
gra
ph
ic le
tte
rs a
nd
re
al le
tte
rs t
o d
escri
be
ill
ustr
atio
n.
Dra
ws illu
str
atio
n o
f se
lf in
fa
mily
, n
eig
hb
orh
oo
d o
r co
mm
un
ity;
write
s s
imp
le
wo
rds o
r p
hra
se
s
de
scrib
ing
illu
str
atio
n.
SS
7.3
C
Level 6- Reaching
Fra
me
wo
rk f
or
FO
RM
AT
IVE
/CL
AS
SR
OO
M I
nstr
uctio
n a
nd A
ssessm
ent
Pen
nsy
lvan
ia E
ng
lish
Lan
guag
e P
rofi
cien
cy S
tan
dar
ds
Cla
ssro
om
/Form
ativ
e F
ram
ework
08
/15
/2007
Adap
ted
fro
m t
he
WID
A d
ocu
men
t 2
/2004
.
Co
pyri
gh
t ©
20
07
Sta
te o
f P
enn
sylv
ania
. A
ll r
igh
ts r
eser
ved
Pag
e 2
6
Exam
ple
To
pic
s a
nd
Th
em
es f
or
2007 E
ng
lish
Lan
gu
ag
e P
rofi
cie
ncy S
tan
dard
s
Gra
de L
evel
Clu
ste
r: 1
-3
Sta
nd
ard
1:
Socia
l and
instr
uctional la
nguage
Sta
nd
ard
2:
The
language o
f la
nguage
art
s
Sta
nd
ard
3:
The
language o
f m
ath
em
atics
Sta
nd
ard
4:
The
language o
f scie
nce
Sta
nd
ard
5:
The
language o
f socia
l stu
die
s
!
Every
day o
bje
cts
!
Feelin
gs &
em
otions
!
Fo
llow
ing
dire
ctio
ns
!
Inte
rests
, o
pin
ions &
p
refe
rences
!
Leis
ure
activitie
s
!
Lik
es, d
islik
es &
ne
eds
!
Pers
onal
co
rrespo
nde
nce
!
Pers
onal in
form
ation
!
Sch
oo
l are
as, p
ers
on
ne
l &
activitie
s
Ge
nre
s
!
Fic
tion (
litera
ry text)
!
Fo
lkta
les
!
No
n-f
ictio
n (
exp
osito
ry
text)
!
Poetr
y
!
Pre
dic
ab
le b
oo
ks
To
pic
s
!
Co
mpo
und
wo
rds
!
Ele
ments
of sto
ry
!
Hom
ophones
!
Phonic
s/P
honem
ic
aw
are
ne
ss
!
Rh
ym
ing
word
s
!
Ro
le p
lay
!
Sequence o
f sto
ry
!
Spatial re
lations
!
Sto
ry telli
ng
!
Word
fam
ilies
!
Ba
sic
op
era
tion
s
(ad
ditio
n &
sub
tra
ction
) !
Ca
pa
city
!
Estim
ation
!
Gra
ph
s
!
Inte
rpre
tation o
f data
!
Measure
ment to
ols
(s
tand
ard
, n
on
-sta
nd
ard
, m
etr
ic)
!
Money
!
Nu
mbe
r se
nse
!
Pattern
s
!
Pla
ce
va
lue
!
Sh
ap
es
!
Siz
e
!
Sym
metr
y
!
Tim
e (
dig
ita
l & a
na
log)
!
Tw
o-
an
d th
ree
- d
ime
nsio
na
l sh
ap
es
!
We
igh
t !
Wh
ole
nu
mbe
rs/
Quantity
!
Anim
als
!
Astr
onom
y
!
Body p
art
s
!
Ch
an
ge
!
Ch
em
ica
l or
ph
ysic
al
att
rib
ute
s
!
Eart
h &
sky
!
Forc
e &
motion
!
Gra
vity
!
Life
cycle
s
!
Lig
ht
!
Liv
ing
/Non
-liv
ing
th
ings
!
Magnetis
m
!
Na
tura
l re
sourc
es
!
Org
an
ism
s &
e
nviro
nm
en
t !
Pla
nts
!
Re
ne
wa
ble
& n
on
-re
new
ab
le r
eso
urc
es
!
Se
nses
!
So
un
d
!
Wa
ter
cycle
!
We
ath
er
!
We
ath
ering
& e
rosio
n
!
Art
ifacts
of th
e p
ast
!
Ce
leb
ration
s/C
usto
ms
!
Citiz
en
sh
ip
!
Com
munity w
ork
ers
!
Cultura
l herita
ge
!
Fam
ilies &
re
sponsib
ilities
!
Ho
mes &
ha
bita
ts
!
La
nd
fo
rms
!
Money &
bankin
g
!
Ne
igh
borh
ood
s &
co
mm
un
itie
s
!
Pro
ducts
in
the
m
ark
etp
lace
!
Repre
senta
tions o
f th
e
eart
h (
maps, glo
bes &
photo
gra
ph
s)
!
Ru
les
!
Se
ason
s
!
Tim
e &
chro
no
logy
!
Use
of re
so
urc
es &
la
nd
Pen
nsy
lvan
ia E
ng
lish
Lan
guag
e P
rofi
cien
cy S
tan
dar
ds
Cla
ssro
om
/Form
ativ
e F
ram
ework
08
/15
/2007
Adap
ted
fro
m t
he
WID
A d
ocu
men
t 2
/2004
.
Co
pyri
gh
t ©
20
07
Sta
te o
f P
enn
sylv
ania
. A
ll r
igh
ts r
eser
ved
Pag
e 2
7
Englis
h L
anguage P
roficie
ncy S
tandard
1:
Englis
h language learn
ers
com
munic
ate
in E
nglis
h f
or
SO
CIA
L A
ND
IN
ST
RU
CT
ION
AL
purp
oses w
ithin
the s
chool settin
g.
Gra
de L
evel
Clu
ste
r: 1
-3
L
evel
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Sta
nd
ard
or
An
ch
or
Listening
Po
sitio
n m
an
ipu
lative
s o
r re
alia
acco
rdin
g t
o o
ne
-ste
p
ora
l co
mm
an
ds t
o s
ho
w
sp
atia
l re
latio
ns (
su
ch
as:
“P
ut
the
bo
oks o
n t
he
ta
ble
”).
Po
sitio
n m
an
ipu
lative
s o
r re
alia
acco
rdin
g t
o m
ultip
le
ora
l co
mm
an
ds t
o s
ho
w
sp
atia
l re
latio
ns (
su
ch
as:
“Pu
t th
e c
ub
es in
a r
ow
a
cro
ss t
he
pa
pe
r”).
Fo
llow
ora
l d
ire
ctio
ns
ve
rify
ing
re
qu
ests
with
cu
es f
rom
te
ach
ers
or
pe
ers
(su
ch
as:
“Fo
ld t
he
p
ap
er
in h
alf a
nd
pla
ce
it
on
yo
ur
tab
le t
he
lo
ng
w
ay”
).
Fo
llow
sim
ple
ora
l d
ire
ctio
ns w
ith
vis
ua
l o
r n
on
ve
rba
l su
pp
ort
(su
ch
a
s:
“Wri
te y
ou
r n
am
e o
n
the
to
p le
ft-h
an
d s
ide
of
the p
aper”
).
Fo
llow
se
qu
en
ce
fro
m
mu
ltip
le o
ral d
ire
ctio
ns
(su
ch
as:
“Write
yo
ur
na
me
on
th
e t
op
le
ft-h
an
d
sid
e o
f th
e p
ap
er,
th
en
pu
t th
e d
ate
on
th
e t
op
rig
ht-
ha
nd
sid
e”)
.
Reading
Re
sp
on
d t
o ico
ns,
pic
ture
s,
an
d/o
r w
ord
s o
n b
oa
rd
ga
me
s o
r in
activitie
s.
Re
sp
on
d t
o w
ord
s a
nd
/or
ph
rase
s o
n b
oa
rd g
am
es o
r in
activiti
es.
Fo
llow
wri
tte
n d
ire
ctio
ns
su
pp
ort
ed
vis
ua
lly.
Fo
llow
wri
tte
n d
ire
ctio
ns,
with p
eer
or
teacher
assis
tan
ce
.
Fo
llow
hig
h f
req
ue
ncy
wri
tte
n d
ire
ctio
ns.
Speaking
Giv
e a
nd
ask f
or
pe
rmis
sio
n
or
ma
ke
re
qu
ests
usin
g
ge
stu
res a
s n
ee
de
d.
Sh
are
fe
elin
gs a
nd
em
otio
ns,
like
s o
r d
islik
es u
sin
g v
isu
al
su
pp
ort
s.
Dis
cu
ss in
tere
sts
, o
pin
ion
s,
or
pre
fere
nce
s
wo
rkin
g w
ith
a p
art
ne
r.
Pe
rsu
ad
e p
ee
rs t
o jo
in in
a
ctiviti
es o
r g
am
es b
y w
ork
ing
with
in a
sm
all
gro
up.
Ne
go
tia
te s
olu
tio
ns t
o
pro
ble
ms,
inte
rpe
rso
na
l m
isu
nd
ers
tan
din
gs a
nd
/or
dis
pu
tes w
ork
ing
with
a
part
ner.
Writing
Illu
str
ate
pe
rso
na
l e
xp
eri
en
ce
s w
ork
ing
with
a
part
ner.
La
be
l ill
ustr
atio
ns o
f p
ers
on
al
exp
eri
en
ce
s w
ith
ph
rase
s
an
d s
ho
rt s
en
ten
ce
s w
ork
ing
w
ith a
pa
rtne
r.
Pa
rtic
ipa
te in
a s
ha
red
w
ritin
g a
ctivity
ab
ou
t a
co
mm
on
exp
eri
en
ce
(s
uch
as:
a f
ield
tri
p o
r g
ue
st
sp
ea
ke
r).
Wri
te a
n e
ma
il m
essa
ge
u
sin
g a
pic
ture
dic
tio
na
ry.
Wri
te in
a d
ialo
gu
e jo
urn
al
ab
ou
t p
ers
on
al
exp
eri
en
ce
s.
Level 6- Reaching
Fra
me
wo
rk f
or
FO
RM
AT
IVE
/CL
AS
SR
OO
M I
nstr
uctio
n a
nd A
ssessm
ent
Sta
te B
oar
d A
ppro
ved
, M
arch
2005
Pen
nsy
lvan
ia E
ng
lish
Lan
guag
e P
rofi
cien
cy S
tan
dar
ds
Cla
ssro
om
/Form
ativ
e F
ram
ework
08
/15
/2007
Adap
ted
fro
m t
he
WID
A d
ocu
men
t 2
/2004
.
Co
pyri
gh
t ©
20
07
Sta
te o
f P
enn
sylv
ania
. A
ll r
igh
ts r
eser
ved
Pag
e 2
8
Englis
h L
anguage P
roficie
ncy S
tandard
2:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
fo
r academ
ic s
uccess in t
he c
onte
nt
are
a o
f L
AN
GU
AG
E A
RT
S.
Gra
de L
evel
Clu
ste
r: 1
-3
L
evel
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Sta
nd
ard
or
An
ch
or
Listening
Po
int
to illu
str
ation
s d
urin
g
tea
ch
er’
s r
ea
din
g o
f p
ictu
re
bo
oks.
So
rt p
ictu
res o
f sh
ort
se
gm
en
ts o
f a
re
ad
alo
ud
u
sin
g a
gra
ph
ic o
rga
niz
er.
Se
qu
en
ce
pic
ture
s f
rom
a
rea
d-a
lou
d u
sin
g a
g
rap
hic
org
an
ize
r.
Re
sp
on
d t
o a
re
ad
-alo
ud
b
y ro
le-p
layi
ng w
ork
ing
with a
pa
rtne
r.
Dra
w c
on
clu
sio
ns f
rom
a
rea
d-a
lou
d u
sin
g a
g
rap
hic
org
an
ize
r.
1.6
.3B
Reading
Re
tell
sto
rie
s u
sin
g a
se
rie
s
of
pic
ture
s.
Ma
tch
se
nte
nce
str
ips t
o
illu
str
atio
ns in
a s
tory
.
Se
qu
en
ce
a s
eri
es o
f ill
ustr
ate
d s
en
ten
ce
str
ips
to t
ell
a s
tory
.
Ide
ntify
ph
rase
s o
r se
nte
nce
s in
a s
tory
th
at
su
pp
ort
th
e m
ain
id
ea
w
ork
ing
with
a p
art
ne
r.
Pa
rtic
ipa
te in
a r
ea
din
g/
lite
ratu
re c
ircle
to
dra
w
co
nclu
sio
ns a
bou
t g
rad
e
leve
l te
xt.
R3
.A1
.3
Speaking
An
sw
er
WH
-qu
estio
ns
ba
se
d o
n illu
str
atio
ns in
re
sp
on
se
to
sto
rie
s,
ch
an
ts
or
po
em
s.
De
scrib
e a
ch
ara
cte
r fr
om
an
ill
ustr
ate
d s
tory
to
a p
art
ne
r.
Re
tell
a s
tory
usin
g
pic
ture
pro
mp
ts w
ith
a
part
ner.
Dis
cu
ss r
ea
so
ns fo
r a
ch
ara
cte
r’s a
ctio
ns
wo
rkin
g w
ith
a p
art
ne
r.
Ju
stify
re
aso
ns f
or
a
ch
ara
cte
r’s a
ctio
ns w
ith
vis
ua
l su
pp
ort
s.
1.6
D
1.6
E
Writing
La
be
l fa
mily
me
mb
ers
in
a
dra
win
g o
r p
ictu
re u
sin
g a
w
ord
wa
ll.
Wri
te s
ho
rt s
en
ten
ce
s a
bo
ut
a f
am
ily p
ictu
re o
r d
raw
ing
u
sin
g a
wo
rd w
all.
Wri
te a
jo
urn
al e
ntr
y a
bo
ut
a f
am
ily e
ve
nt
usin
g
a p
ictu
re d
ictio
na
ry o
r w
ord
wa
ll.
Write
a p
ara
gra
ph
d
escrib
ing
a f
am
ily t
rip
u
sin
g a
gu
ide
d m
od
el.
Write
a le
tte
r to
a f
rie
nd
d
escri
bin
g a
fa
mily
va
ca
tio
n u
sin
g a
gu
ide
d
mo
de
l.
1.4
.3A
Level 6- Reaching
Fra
me
wo
rk f
or
FO
RM
AT
IVE
/CL
AS
SR
OO
M I
nstr
uctio
n a
nd A
ssessm
ent
Sta
te B
oar
d A
ppro
ved
, M
arch
2005
Pen
nsy
lvan
ia E
ng
lish
Lan
guag
e P
rofi
cien
cy S
tan
dar
ds
Cla
ssro
om
/Form
ativ
e F
ram
ework
08
/15
/2007
Adap
ted
fro
m t
he
WID
A d
ocu
men
t 2
/2004
.
Co
pyri
gh
t ©
20
07
Sta
te o
f P
enn
sylv
ania
. A
ll r
igh
ts r
eser
ved
Pag
e 2
9
Englis
h L
anguage P
roficie
ncy S
tandard
3:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
fo
r academ
ic s
uccess in t
he c
onte
nt
are
a o
f M
ath
em
ati
cs.
Gra
de L
evel
Clu
ste
r: 1
-3
L
evel
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Sta
nd
ard
or
An
ch
or
Listening
Po
int
to p
ictu
res o
f fig
ure
s
ba
se
d o
n t
ea
ch
er’
s o
ral
de
scri
ptio
ns o
f m
ea
su
rab
le
att
rib
ute
s.
So
rt a
nd
cla
ssify
fig
ure
s
ba
se
d o
n t
ea
ch
er’
s o
ral
de
scri
ptio
ns o
f m
ea
su
rab
le
att
rib
ute
s w
ork
ing
with
a
part
ner.
Lo
ca
te a
fig
ure
fro
m
gro
up
s o
f o
bje
cts
ba
se
d
on
ora
l d
escri
ptio
ns o
f m
ea
su
rab
le a
ttri
bu
tes
wo
rkin
g w
ith
a p
art
ne
r.
Co
mp
are
an
d c
on
tra
st
me
asu
rab
le
ch
ara
cte
ristics o
f d
iffe
ren
t fig
ure
s b
ase
d o
n o
ral
de
scri
ptio
ns u
sin
g m
od
els
w
ith
in a
sm
all
gro
up
.
Co
nstr
uct
a m
od
el o
f a
fig
ure
by
liste
nin
g t
o o
ral
cri
teri
a (
su
ch
as:
“It
ha
s
fou
r sid
es.
Th
e le
ng
th is
six
in
ch
es”)
in
a s
ma
ll gro
up.
M3
.B1
M
3.C
1
Reading
Ma
tch
na
me
s o
f m
ea
su
rem
en
t to
ols
to
re
alia
.
Lo
ca
te,
fro
m a
ch
art
, th
e
co
rre
ct
too
l to
me
asu
re a
fig
ure
wo
rkin
g w
ith
a p
art
ne
r.
Se
qu
en
ce
th
e s
tep
s t
o
me
asu
re a
n o
bje
ct
usin
g
se
nte
nce
str
ips w
ork
ing
w
ith a
pa
rtne
r.
De
term
ine
th
e t
oo
l u
se
d
to s
olv
e a
me
asu
rem
en
t p
rob
lem
wo
rkin
g w
ith
a
part
ner.
Se
lect
an
d u
se
th
e c
orr
ect
me
asu
rem
en
t to
ol to
so
lve
a w
ord
pro
ble
m in
a
gra
de
le
ve
l te
xt
with
in a
sm
all
gro
up
.
M3
. B
2
Speaking
Na
me
th
e o
pe
ratio
n t
o b
e
use
d t
o s
olv
e a
sim
ple
ma
th
sto
ry p
rob
lem
usin
g a
ch
art
.
Re
sta
te t
he
ste
ps o
f a
n
op
era
tio
n a
fte
r a
te
ach
er
exp
lan
atio
n w
ith
in a
sm
all
gro
up
De
scri
be
th
e s
tep
s u
se
d
in a
n o
pe
ratio
n t
o s
olv
e a
m
ath
pro
ble
m t
o a
part
ner.
Dis
cu
ss t
he
op
era
tio
n
ne
ce
ssa
ry t
o s
olv
e a
p
rob
lem
with
in a
sm
all
gro
up.
Ju
stify
th
e o
pe
ratio
n u
se
d
to s
olv
e a
ma
th s
tory
p
rob
lem
usin
g a
gra
ph
ic
org
an
ize
r.
M3
. A
2
Writing
Dra
w a
nd
la
be
l tw
o-
an
d
thre
e-d
ime
nsio
na
l o
bje
cts
u
sin
g a
pic
ture
dic
tio
na
ry.
Wri
te a
lis
t o
f ch
ara
cte
ristics
of
two-
an
d t
hre
e-
dim
en
sio
na
l o
bje
cts
wo
rkin
g
with a
pa
rtne
r
Wri
te a
de
scri
ptio
n o
f tw
o-
an
d t
hre
e-d
ime
nsio
na
l o
bje
cts
usin
g r
ea
lia
wo
rkin
g w
ith
a p
art
ne
r.
Lis
t th
e s
tep
s o
f th
e
pro
ce
du
re f
or
co
nstr
uctin
g
two
- and t
hre
e-
dim
en
sio
na
l o
bje
cts
with
in
a s
ma
ll g
rou
p.
Wri
te a
n e
ntr
y in
a m
ath
jo
urn
al a
na
lyzin
g h
ow
co
mm
on
re
al lif
e o
bje
cts
h
ave
th
e a
ttrib
ute
s o
f tw
o-
an
d t
hre
e-d
ime
nsio
na
l sh
ap
es u
sin
g a
gu
ide
d
mo
de
l.
M3
. C
1
Level 6- Reaching
Fra
me
wo
rk f
or
FO
RM
AT
IVE
/CL
AS
SR
OO
M I
nstr
uctio
n a
nd A
ssessm
ent
Sta
te B
oar
d A
ppro
ved
, M
arch
2005
Pen
nsy
lvan
ia E
ng
lish
Lan
guag
e P
rofi
cien
cy S
tan
dar
ds
Cla
ssro
om
/Form
ativ
e F
ram
ework
08
/15
/2007
Adap
ted
fro
m t
he
WID
A d
ocu
men
t 2
/2004
.
Co
pyri
gh
t ©
20
07
Sta
te o
f P
enn
sylv
ania
. A
ll r
igh
ts r
eser
ved
Pag
e 3
0
Englis
h L
anguage P
roficie
ncy S
tandard
3:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
fo
r academ
ic s
uccess in t
he c
onte
nt
are
a o
f S
cie
nce.
Gra
de L
evel
Clu
ste
r: 1
-3
L
evel
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Sta
nd
ard
or
An
ch
or
Listening
Ob
se
rve
mo
ve
me
nt
of
rea
l lif
e o
bje
cts
by
follo
win
g o
ne
-ste
p d
ire
ctio
ns.
Exp
lore
mo
ve
me
nt
of
ob
jects
b
ase
d o
n o
ral sta
tem
en
ts b
y p
oin
tin
g t
o p
ictu
res o
r o
bje
cts
.
Co
mp
are
mo
ve
me
nt
of
rea
l-lif
e o
bje
cts
by
follo
win
g m
ultip
le s
tep
d
ire
ctio
ns.
Pre
dic
t m
ove
me
nt
of
ob
jects
ba
se
d o
n o
ral
de
scri
ptio
ns t
hro
ug
h t
he
u
se
of
illu
str
atio
ns a
nd
o
the
r g
rap
hic
re
pre
se
nta
tio
ns.
Co
nstr
uct
a m
od
el
de
mo
nstr
atin
g t
he
eff
ects
o
f fo
rce
on
mo
tio
n b
ase
d
on
ora
l d
escri
ptio
ns.
3.4
.4C
Reading
Ma
tch
la
be
ls t
o m
ag
azin
e
pic
ture
s (
su
ch
as:
an
ima
ls
an
d t
oo
ls)
fro
m liv
ing
/no
n-
livin
g c
ate
go
rie
s.
Lo
ca
te a
nd
cla
ssify
info
rma
tio
n a
sso
cia
ted
with
n
atu
ral re
so
urc
es,
tech
no
log
ies o
r to
ols
with
in a
sm
all
gro
up
.
Use
co
nte
xt
clu
es t
o
de
fin
e k
ey
vo
ca
bu
lary
a
sso
cia
ted
with
na
tura
l re
so
urc
es,
tech
no
log
ies
or
too
ls w
ork
ing
with
a
part
ner.
Inte
rpre
t in
form
atio
n
asso
cia
ted
with
na
tura
l re
so
urc
es,
tech
no
log
ies
or
too
ls u
sin
g g
rap
hs a
nd
ch
art
s.
Ma
ke
in
fere
nce
s
asso
cia
ted
with
na
tura
l re
so
urc
es,
tech
no
log
ies
or
too
ls f
rom
mo
difie
d
gra
de
-le
ve
l te
xt.
3.2
.4A
3
.3.4
A
Speaking
Ide
ntify
an
d s
ort
pa
rts t
ha
t m
ake
up
a s
yste
m (
su
ch
as:
lea
f/ro
ots
to
tre
e)
wo
rkin
g
with a
pa
rtne
r.
De
scrib
e t
he
pa
rts o
f th
e
bo
dy
pre
se
nte
d in
a m
od
el o
r ill
ustr
atio
n w
ork
ing
with
a
part
ner.
De
scri
be
a s
yste
m o
f th
e
bo
dy
an
d h
ow
it
wo
rks
fro
m c
ha
rts a
nd
ill
ustr
atio
ns w
ork
ing
with
a
part
ner.
Pre
dic
t a
nd
dis
cu
ss t
he
e
ffe
cts
on
th
e w
ho
le if
a
pa
rt is m
issin
g (
su
ch
as:
roo
ts/p
lan
ts)
wo
rkin
g w
ith
a p
art
ne
r.
Exp
lain
th
e r
ela
tio
nsh
ips
of
pa
rts t
o w
ho
le b
ase
d
on
qu
estio
ns (
su
ch
as:
root/pla
nt)
with a
part
ner.
3.1
.4A
Writing
Ma
tch
an
d la
be
l o
bje
cts
or
pic
ture
s o
f d
iffe
ren
t m
ate
ria
ls o
r te
xtu
res w
ith
th
eir
so
urc
es (
su
ch
as:
pa
pe
r w
ith
tre
es).
Ma
ke
co
llag
es o
r d
raw
ing
s t
o
pro
du
ce
ph
rase
s a
nd
sh
ort
se
nte
nce
s a
bo
ut
ob
jects
m
ad
e o
f d
iffe
ren
t m
ate
ria
ls
an
d t
extu
res (
su
ch
as:
pa
pe
r,
co
tto
n,
or
wo
ol)
.
De
scrib
e a
nd
re
co
rd
ob
jects
ma
de
of
diffe
ren
t m
ate
ria
ls o
r te
xtu
res f
rom
p
ictu
res o
r re
alia
(su
ch
a
s:
“Th
e s
ilk is s
hin
y a
nd
sm
oo
th”)
.
Su
mm
ari
ze
th
e p
roce
ss
for
ma
kin
g d
iffe
ren
t n
atu
ral a
nd
syn
the
tic
ma
teri
als
usin
g a
gra
ph
ic
org
an
ize
r.
Pro
duce a
re
port
e
va
lua
tin
g t
he
use
fuln
ess
of
va
rio
us g
oo
ds
pro
du
ce
d f
rom
na
tura
l a
nd
syn
the
tic m
ate
ria
ls
ba
se
d o
n c
lass a
ctiviti
es.
3.4
.4A
3
.5.4
A
3.5
.4B
Level 6- Reaching
Fra
me
wo
rk f
or
FO
RM
AT
IVE
/CL
AS
SR
OO
M I
nstr
uctio
n a
nd A
ssessm
ent
Pen
nsy
lvan
ia E
ng
lish
Lan
guag
e P
rofi
cien
cy S
tan
dar
ds
Cla
ssro
om
/Form
ativ
e F
ram
ework
08
/15
/2007
Adap
ted
fro
m t
he
WID
A d
ocu
men
t 2
/2004
.
Co
pyri
gh
t ©
20
07
Sta
te o
f P
enn
sylv
ania
. A
ll r
igh
ts r
eser
ved
Pag
e 3
1
Englis
h L
anguage P
roficie
ncy S
tandard
3:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
fo
r academ
ic s
uccess in t
he c
onte
nt
are
a o
f S
oc
ial
Stu
die
s.
Gra
de L
evel
Clu
ste
r: 1
-3
L
evel
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Sta
nd
ard
or
An
ch
or
Listening
Po
int
to p
ictu
res in
re
sp
on
se
to
qu
estio
ns a
bo
ut
birth
da
y
ce
leb
ratio
ns o
f o
the
r cu
ltu
res a
fte
r lis
ten
ing
to
a
sto
ry.
Ide
ntify
illu
str
atio
ns f
rom
te
ach
er
de
scri
ptio
ns a
fte
r lis
ten
ing
to
a s
tory
on
b
irth
da
y ce
leb
ratio
ns.
Se
qu
en
ce
pic
ture
ca
rds
aft
er
liste
nin
g t
o a
sto
ry
ab
ou
t a
birth
da
y ce
leb
ratio
n in
an
oth
er
cu
ltu
re.
Co
mp
are
an
d c
on
tra
st
bir
thd
ay
ce
leb
ratio
ns in
th
e U
S w
ith
th
at
of
oth
er
cu
ltu
res a
fte
r lis
ten
ing
to
a
sto
ry.
Re
en
act
a s
tory
ab
ou
t a
b
irth
da
y ce
leb
ratio
n in
a
no
the
r cu
ltu
re.
7.3
.3
Reading
Ide
ntify
ch
ron
olo
gic
al e
ve
nts
fr
om
le
ft t
o r
igh
t o
n a
tim
elin
e u
sin
g v
isu
al cu
es.
Lo
ca
te h
isto
rica
l eve
nts
on
a
tim
elin
e u
sin
g v
isu
al cu
es.
Se
qu
en
ce
pe
op
le/e
ve
nts
in
ch
ron
olo
gic
al o
rde
r o
n
a t
ime
line
with
in a
sm
all
gro
up
Se
qu
en
ce
eve
nts
gle
an
ed
fr
om
a s
ho
rt h
isto
rica
l p
assa
ge
on
a t
ime
line
w
ork
ing
with
a p
art
ne
r.
Dra
w c
on
clu
sio
ns a
bo
ut
eve
nts
to
sh
ow
his
tori
ca
l in
terr
ela
tio
nsh
ips u
sin
g
gra
de
le
ve
l te
xt
wo
rkin
g
with a
pa
rtne
r
8.1
.3 A
Speaking
Na
me
pla
ce
s o
n m
ap
s
wo
rkin
g w
ith
a p
art
ne
r (s
uch
a
s:
“Th
is is t
he
ho
sp
ita
l”).
Ask a
nd
an
sw
er
WH
-q
ue
stio
ns a
bo
ut
loca
tio
ns o
f p
lace
s o
n a
ma
p w
ork
ing
w
ith a
pa
rtne
r (s
uch a
s:
“W
he
re is P
en
nsyl
va
nia
”)?
Giv
e d
ire
ctio
ns f
rom
on
e
pla
ce
to
an
oth
er
usin
g a
m
ap
.
Pla
n a
tri
p u
sin
g a
ma
p
wo
rkin
g w
ith
a p
art
ne
r.
En
ga
ge
in
a d
iscu
ssio
n
ab
ou
t th
e
be
ne
fits
/ch
alle
ng
es o
f tr
ave
ling
to
va
rio
us
loca
tio
ns u
sin
g a
ma
p
ke
y.
7.1
.3 A
, B
Writing
Ma
tch
pic
ture
s o
f co
mm
un
ity
lea
de
rs w
ith
wo
rds c
op
ied
fr
om
a w
ord
ba
nk.
Co
mp
lete
a g
rap
hic
o
rga
niz
er
of
the
hie
rarc
hy
of
co
mm
un
ity
lea
de
rs in
yo
ur
city,
to
wn
or
co
un
ty w
ith
in a
sm
all
gro
up
.
Wri
te s
en
ten
ce
s
de
scri
bin
g t
he
jo
bs o
f co
mm
un
ity
lea
de
rs
wo
rkin
g w
ith
a p
art
ne
r.
Write
a p
ara
gra
ph
d
escri
bin
g t
he
jo
bs o
f th
e
ele
cte
d o
ffic
ials
in y
ou
r city,
to
wn
or
co
un
ty
wo
rkin
g w
ith
a p
art
ne
r.
Wri
te a
sh
ort
essa
y d
escri
bin
g t
he
im
po
rta
nce
o
f co
mm
un
ity
lea
de
rsh
ip
usin
g a
gra
ph
ic o
rga
niz
er.
5.2
.3 D
Level 6- Reaching
Fra
me
wo
rk f
or
FO
RM
AT
IVE
/CL
AS
SR
OO
M I
nstr
uctio
n a
nd A
ssessm
ent
Pen
nsy
lvan
ia E
ng
lish
Lan
guag
e P
rofi
cien
cy S
tan
dar
ds
Cla
ssro
om
/Form
ativ
e F
ram
ework
08
/15
/2007
Adap
ted
fro
m t
he
WID
A d
ocu
men
t 2
/2004
.
Co
pyri
gh
t ©
20
07
Sta
te o
f P
enn
sylv
ania
. A
ll r
igh
ts r
eser
ved
Pag
e 3
2
Exam
ple
To
pic
s a
nd
Th
em
es f
or
2007 E
ng
lish
Lan
gu
ag
e P
rofi
cie
ncy S
tan
dard
s
Gra
de L
evel
Clu
ste
r: 4
-5
Sta
nd
ard
1: S
ocia
l and
instr
uctio
na
l la
ng
ua
ge
S
tan
dard
2: T
he language o
f la
ng
ua
ge
art
s
Sta
nd
ard
3: T
he
language o
f m
ath
em
atic
s
Sta
nd
ard
4: T
he
lan
gua
ge
of scie
nce
S
tan
dard
5: T
he
lan
gua
ge
of so
cia
l stu
die
s
!
Cla
ssro
om
supplie
s o
r assig
nm
ents
!
Follo
win
g d
irections
!
Health &
safe
ty
!
Info
rmation g
ath
eri
ng
!
Leis
ure
activitie
s
!
Pers
on
al in
form
ation o
r experi
ences
!
Rule
s &
pro
ce
dure
s
Gen
res
!
Bio
gra
ph
y &
au
tob
iog
rap
hy
!
Fa
ble
s
!
Fa
iry
tale
s
!
Fanta
sy
!
Fo
lklo
re
!
Info
rma
tio
na
l te
xts
!
Le
ge
nd
s
!
Mys
terie
s
!
Myt
hs
!
Na
rra
tive
s
!
Pro
se
!
Scie
nce
fic
tion
!
Ta
ll ta
les
To
pic
s
!
Aff
ixe
s &
ro
ot
wo
rds
!
Co
mp
reh
en
sio
n s
tra
teg
ies
!
Co
nve
ntio
ns &
me
ch
an
ics
!
Ed
itin
g &
re
vis
ing
!
Exp
licit &
in
fere
ntia
l in
form
atio
n
!
Fa
ct
& o
pin
ion
!
Flu
en
cy
str
ate
gie
s
!
Hyp
erb
ole
!
Ma
in id
ea
s/D
eta
ils
!
Org
an
iza
tio
n o
f te
xts
!
Ph
on
em
es/P
ho
no
log
y
!
Po
ints
of
vie
w
!
Sto
ry e
lem
en
ts &
typ
es o
f g
en
res
!
Sto
ry g
ram
ma
r !
Str
ate
gie
s
!
Te
xt
str
uctu
re &
org
an
iza
tio
n
!
Angle
s
!
Are
a
!
Basic
op
era
tio
ns
(Multip
lication &
Div
isio
n)
!
Cost/
Money
!
Data
an
aly
sis
!
Decim
als
!
Descriptive s
tatistics
!
Equiv
ale
nt
form
s
(Fra
ctions,
Decim
als
, P
erc
ent)
!
Fra
ctions
!
Larg
e w
ho
le n
um
bers
!
Me
tric
sys
tem
!
Pattern
s &
Rela
tionship
s
!
Perc
ent
!
Perim
ete
r !
Pla
ce v
alu
e
!
Poly
gons
!
Scale
!
Sets
!
Str
ate
gie
s f
or
pro
ble
m
solv
ing
!
Thre
e-d
imensio
na
l shap
es
!
Bo
dy
sys
tem
s
!
Cells
& o
rgan
ism
s
!
Eart
h h
isto
ry/
Mate
rials
!
Eco
log
y &
conserv
ation
!
Ecosys
tem
s
!
Ele
ctr
icity
!
En
erg
y so
urc
es
!
Foods &
nutr
itio
n
!
Forc
es o
f natu
re
!
Fossils
!
Geolo
gic
al fo
rms
!
Heat
!
Liv
ing s
yste
ms
!
Magn
etism
!
Natu
ral re
sourc
es
!
Natu
re
!
Repro
duction &
here
dity
!
Scie
ntific inqu
iry
!
Sim
ple
machin
es
!
Sola
r sys
tem
!
Sta
tes o
f m
att
er
!
Weath
er
pattern
s
!
Bra
nch
es o
f govern
ment
!
Colo
niz
atio
n
!
Com
munitie
s
!
Cro
ss-c
ultura
l experi
ences
!
Exp
lore
rs
!
Goods &
serv
ices
!
His
torica
l e
ve
nts
, figure
s &
le
ad
ers
!
Imm
igra
tio
n/
Mig
ration
!
Leg
en
ds &
scale
s
!
Maps &
glo
bes/
Locations
!
Nee
ds o
f gro
ups,
socie
ties &
culture
s
!
Neig
hb
ors
Nort
h &
S
outh
!
Pre
his
tori
c a
nim
als
!
Reso
urc
es &
pro
ducts
!
Tim
es long a
go
!
Tools
& a
rtifacts
!
Topogra
ph
y !
Tra
de r
oute
s
!
U.S
. docum
ents
!
U.S
. re
gio
ns:
Riv
ers
, coasts
, m
ounta
ins,
desert
s,
pla
ins
Pen
nsy
lvan
ia E
ng
lish
Lan
guag
e P
rofi
cien
cy S
tan
dar
ds
Cla
ssro
om
/Form
ativ
e F
ram
ework
08
/15
/2007
Adap
ted
fro
m t
he
WID
A d
ocu
men
t 2
/2004
.
Co
pyri
gh
t ©
20
07
Sta
te o
f P
enn
sylv
ania
. A
ll r
igh
ts r
eser
ved
Pag
e 3
3
Englis
h L
anguage P
roficie
ncy S
tandard
1:
Englis
h language learn
ers
com
munic
ate
in E
nglis
h f
or
SO
CIA
L A
ND
IN
ST
RU
CT
ION
AL
purp
oses w
ithin
the s
chool settin
g.
Gra
de L
evel
Clu
ste
r: 4
-5
L
evel
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Sta
nd
ard
or
An
ch
or
Listening
Fo
llow
vis
ua
lly s
up
po
rte
d
on
e-s
tep
ora
l d
ire
ctio
ns t
o
co
mp
lete
ta
sks (
su
ch
as:
ma
kin
g a
pe
an
ut
bu
tte
r a
nd
je
lly s
an
dw
ich
).
Ma
tch
ma
teri
als
an
d/o
r re
so
urc
es n
ee
de
d t
o
co
mp
lete
ta
sks w
ith
th
eir
use
s b
ase
d o
n r
ea
lia a
nd
o
ral d
escri
ptio
ns.
Fo
llow
mu
lti-ste
p o
ral
dire
ctio
ns t
o s
ele
ct
ma
teri
als
or
reso
urc
es
ne
ed
ed
to
co
mp
lete
ta
sks
wo
rkin
g w
ith
a p
art
ne
r.
Analy
ze a
nd a
pply
vis
ua
lly s
up
po
rte
d o
ral
info
rma
tio
n t
o c
om
ple
te a
ta
sk.
Dra
w c
on
clu
sio
ns b
ase
d
on
ora
l d
isco
urs
e a
bo
ut
ma
teri
als
ne
ed
ed
to
co
mp
lete
a t
ask w
ith
in a
sm
all
gro
up
.
Reading
Ma
tch
wo
rds o
r p
hra
se
s t
o
ico
ns o
r p
ictu
res a
sso
cia
ted
w
ith
sch
oo
l o
r co
mm
un
ity.
Cla
ssify
ph
rase
s a
nd
sh
ort
se
nte
nce
s a
sso
cia
ted
with
sch
oo
l o
r co
mm
un
ity u
sin
g
gra
ph
ic o
rga
niz
ers
.
Use
co
nte
xt
clu
es t
o
de
term
ine
me
an
ing
of
wo
rds a
sso
cia
ted
with
sch
oo
l o
r co
mm
un
ity in
vis
ua
lly s
up
po
rte
d t
exts
.
Inte
rpre
t in
form
atio
n
ab
ou
t sch
oo
l o
r co
mm
un
ity
usin
g a
va
rie
ty
of
pri
nte
d m
ate
ria
ls d
uri
ng
sh
are
d r
ea
din
g.
Dra
w c
on
clu
sio
ns a
bo
ut
sch
oo
l o
r co
mm
un
ity
usin
g a
va
rie
ty o
f p
rin
ted
m
ate
ria
ls d
uri
ng
sh
are
d
rea
din
g.
Speaking
Ask f
or
assis
tan
ce
with
a
task o
r fo
r n
ee
de
d s
up
plie
s
usin
g r
ea
lia.
Ask W
H-q
ue
stio
ns a
bo
ut
a
task w
ork
ing
with
a p
art
ne
r.
Ask q
ue
stio
ns t
o s
ee
k
info
rma
tio
n in
ord
er
to
pro
vid
e o
pin
ion
s,
pre
fere
nce
s o
r w
ish
es
with
in a
sm
all
gro
up
.
Ask f
or
or
pro
vid
e
cla
rifica
tio
n o
f in
form
atio
n
by
pa
rap
hra
sin
g id
ea
s in
sm
all
gro
up
s.
Ask f
or
or
pro
vid
e s
pe
cific
in
form
atio
n t
ha
t co
nfirm
s
or
de
nie
s b
elie
fs u
sin
g
gra
ph
ic s
up
po
rt.
Writing
La
be
l p
ictu
res t
ha
t ill
ustr
ate
so
cia
lly a
nd
cu
ltu
rally
a
pp
rop
ria
te b
eh
avio
rs in
sch
oo
l u
sin
g a
pic
ture
d
ictio
na
ry.
Write
sh
ort
ph
rase
s o
r se
nte
nce
s t
o d
escri
be
so
cia
lly a
nd
cu
ltu
rally
a
pp
rop
ria
te b
eh
avio
rs in
sch
oo
l a
s illu
str
ate
d.
Pro
du
ce
a w
ritt
en
so
lutio
n
to c
orr
ect
an
in
ap
pro
pria
te
be
ha
vio
r in
sch
oo
l w
ith
a
tea
m.
Su
mm
arize
a v
ari
ety
of
so
lutio
ns t
o c
orr
ect
an
in
ap
pro
pria
te b
eh
avio
r in
sch
oo
l w
ith
a t
ea
m.
Cre
ate
mu
ltim
ed
ia
bro
ch
ure
s c
on
tra
stin
g
ap
pro
pri
ate
Am
erica
n
sch
oo
l b
eh
avio
rs w
ith
th
ose
of
oth
er
co
un
trie
s
wo
rkin
g w
ith
a p
art
ne
r.
Level 6- Reaching
Fra
me
wo
rk f
or
FO
RM
AT
IVE
/CL
AS
SR
OO
M I
nstr
uctio
n a
nd A
ssessm
ent
Sta
te B
oar
d A
ppro
ved
, M
arch
2005
Pen
nsy
lvan
ia E
ng
lish
Lan
guag
e P
rofi
cien
cy S
tan
dar
ds
Cla
ssro
om
/Form
ativ
e F
ram
ework
08
/15
/2007
Adap
ted
fro
m t
he
WID
A d
ocu
men
t 2
/2004
.
Co
pyri
gh
t ©
20
07
Sta
te o
f P
enn
sylv
ania
. A
ll r
igh
ts r
eser
ved
Pag
e 3
4
Englis
h L
anguage P
roficie
ncy S
tandard
2:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
fo
r academ
ic s
uccess in t
he c
onte
nt
are
a o
f L
AN
GU
AG
E A
RT
S.
Gra
de L
evel
Clu
ste
r: 4
-5
L
evel
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Sta
nd
ard
or
An
ch
or
Listening
Ma
tch
pic
ture
s o
f ch
ara
cte
rs
fro
m a
n illu
str
ate
d s
tory
to
o
ral d
escri
ptio
ns.
Se
qu
en
ce
ke
y e
ve
nts
aft
er
liste
nin
g t
o a
n illu
str
ate
d
sto
ry.
Inte
ract
with
te
ach
ers
a
nd
/or
pe
ers
du
rin
g
sh
are
d r
ea
din
g t
o s
ho
w
co
mp
reh
en
sio
n u
sin
g
vis
ua
l cu
es.
De
mo
nstr
ate
sim
ilari
tie
s
an
d d
iffe
ren
ce
s a
mo
ng
va
rio
us c
ha
racte
rs in
vis
ua
lly s
up
po
rte
d f
ictio
n.
Dra
w c
on
clu
sio
ns f
rom
o
rally
re
ad
gra
de
le
ve
l fictio
n d
uri
ng
lite
ratu
re
circle
s.
1.6
.5.A
,B,D
Reading
Ma
tch
ico
ns a
nd
sym
bo
ls t
o
wo
rds a
nd
ph
rase
s f
rom
ill
ustr
ate
d t
exts
.
Se
lect
lan
gu
ag
e p
att
ern
s
asso
cia
ted
with
a v
ari
ety
of
illu
str
ate
d lite
rary
wo
rks
(su
ch
as:
“On
ce
up
on
a
tim
e”)
.
Ide
ntify
ele
me
nts
fro
m a
va
rie
ty o
f ill
ustr
ate
d
lite
rary
wo
rks w
ith
in a
sm
all
gro
up
.
Ide
ntify
fig
ure
s o
f sp
ee
ch
fr
om
va
rio
us f
orm
s o
f lit
era
ture
usin
g a
gra
ph
ic
org
an
ize
r.
Inte
rpre
t g
rad
e le
ve
l lit
era
ture
with
in a
sm
all
gro
up.
1.3
.5.A
-F
Speaking
An
sw
er
WH
-qu
estio
ns
ba
se
d o
n v
isu
ally
su
pp
ort
ed
in
form
atio
n a
bo
ut
sto
rie
s.
Re
tell
sto
ry e
lem
en
ts u
sin
g
facts
an
d illu
str
atio
ns.
De
scri
be
ma
jor
issu
es
an
d c
on
flic
ts in
va
rio
us
lite
rary
wo
rks w
ith
in a
sm
all
gro
up
.
Dis
cu
ss is
su
es a
nd
co
nce
pts
in
a v
ari
ety
of
lite
rary
wo
rks w
ith
in a
sm
all
gro
up
.
Exp
ress a
nd
de
fen
d
po
ints
of
vie
w o
f lit
era
ry
ch
ara
cte
rs f
rom
a v
isu
ally
su
pp
ort
ed
gra
de
le
ve
l te
xt.
1.6
.5.D
,E
Writing
Pro
du
ce
an
d o
rga
niz
e
sym
bo
ls,
wo
rds a
nd
ph
rase
s
to c
on
ve
y m
essa
ge
s u
sin
g a
p
ictu
re d
ictio
na
ry.
Lis
t th
e s
tep
s t
o c
om
ple
te a
g
ive
n t
ask u
sin
g a
gra
ph
ic
org
an
ize
r.
Wri
te a
se
rie
s o
f se
nte
nce
s w
ith
a m
ain
to
pic
an
d s
up
po
rtin
g
de
tails
usin
g a
gu
ide
d
mo
de
l.
Wri
te a
n e
ssa
y b
ase
d o
n
a p
ers
on
al e
xp
eri
en
ce
w
ork
ing
with
a p
art
ne
r.
Re
vis
e w
ritin
g f
or
log
ic
an
d o
rde
r o
f id
ea
s w
ith
fe
ed
ba
ck f
rom
te
ach
ers
a
nd
pe
ers
.
1.4
.5.E
,F
1.5
.5.A
,C
Level 6- Reaching
Fra
me
wo
rk f
or
FO
RM
AT
IVE
/CL
AS
SR
OO
M I
nstr
uctio
n a
nd A
ssessm
ent
Sta
te B
oar
d A
ppro
ved
, M
arch
2005
Pen
nsy
lvan
ia E
ng
lish
Lan
guag
e P
rofi
cien
cy S
tan
dar
ds
Cla
ssro
om
/Form
ativ
e F
ram
ework
08
/15
/2007
Adap
ted
fro
m t
he
WID
A d
ocu
men
t 2
/2004
.
Co
pyri
gh
t ©
20
07
Sta
te o
f P
enn
sylv
ania
. A
ll r
igh
ts r
eser
ved
Pag
e 3
5
Englis
h L
anguage P
roficie
ncy S
tandard
3:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
fo
r academ
ic s
uccess in t
he c
onte
nt
are
a o
f M
ath
em
ati
cs.
Gra
de L
evel
Clu
ste
r: 4
-5
L
evel
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Sta
nd
ard
or
An
ch
or
Listening
Se
lect
the
ap
pro
pri
ate
to
ol to
co
mp
lete
a v
isu
ally
su
pp
ort
ed
me
asu
rem
en
t ta
sk a
s d
ire
cte
d b
y th
e
tea
ch
er.
Fo
llow
tw
o-s
tep
ora
l d
ire
ctio
ns t
o d
ete
rmin
e
ap
pro
pria
te m
ea
su
rem
en
ts
wo
rkin
g w
ith
a p
art
ne
r.
Fo
llow
mu
lti-ste
p o
ral
dir
ectio
ns t
o s
ele
ct
the
u
nit o
f m
ea
su
re n
ee
de
d t
o
de
term
ine
th
e d
eg
ree
of
accu
racy
in s
ma
ll g
rou
ps.
Co
mp
are
an
d c
on
tra
st
the
fu
nctio
ns o
f va
rio
us
me
asu
rem
en
t to
ols
ba
se
d
on
ora
l d
escri
ptio
ns u
sin
g
rea
lia.
Se
lect
an
d a
pp
ly
ap
pro
pri
ate
to
ols
an
d
form
ula
e t
o m
ea
su
re
we
igh
t, m
ass,
ca
pa
city,
a
rea
, a
nd
pe
rim
ete
r b
ase
d o
n o
ral d
escri
ptio
ns
wo
rkin
g w
ith
a p
art
ne
r.
M5
.B.1
.3
M5
.B.2
.1
Reading
Ma
tch
na
me
s a
nd
de
fin
itio
ns
of
two-
an
d t
hre
e-
dim
en
sio
na
l fig
ure
s w
ith
p
ictu
res o
r m
od
els
.
Id
en
tify
sp
ecific
att
rib
ute
s
ab
ou
t tw
o-
an
d t
hre
e-
dim
en
sio
na
l sh
ap
es u
sin
g a
p
ictu
re d
ictio
na
ry.
Id
en
tify
tw
o-
or
thre
e-
dim
en
sio
na
l fig
ure
s b
ase
d
on
writt
en
de
scri
ptio
ns
usin
g a
gra
ph
ic o
rga
niz
er.
C
lassify
two
- o
r th
ree
- d
ime
nsio
na
l fig
ure
s b
ase
d
on
writt
en
de
scri
ptio
ns o
f th
eir a
ttrib
ute
s w
ork
ing
w
ith a
pa
rtne
r.
D
raw
co
nclu
sio
ns a
bo
ut
gra
ph
ica
lly r
ep
rese
nte
d
ge
om
etr
ic c
on
ce
pts
usin
g
gra
de
le
ve
l te
xts
.
M5
.C.1
Speaking
An
sw
er
WH
-qu
estio
ns a
bo
ut
ma
the
ma
tica
l o
pe
ratio
ns
usin
g m
an
ipu
lative
s.
Re
sta
te m
ath
em
atica
l o
pe
ratio
ns w
ith
th
e u
se
of
vis
ua
l su
pp
ort
s.
Te
ll a
sto
ry t
ha
t in
vo
lve
s a
sp
ecific
ma
the
ma
tica
l o
pe
ratio
n w
ork
ing
with
a
part
ner.
Dis
cu
ss t
he
ste
ps t
o s
olv
e
pro
ble
ms w
ith
in a
sm
all
gro
up.
De
fen
d t
he
ma
the
ma
tica
l o
pe
ratio
ns u
se
d t
o s
olv
e a
p
rob
lem
fro
m a
g
rap
hic
ally
su
pp
ort
ed
g
rad
e le
ve
l te
xt.
M5
.A.2
Writing
Wri
te m
ath
em
atica
l se
nte
nce
s b
ase
d o
n v
isu
al
rep
rese
nta
tio
ns.
Wri
te a
nd
so
lve
m
ath
em
atica
l se
nte
nce
s
ba
se
d o
n w
ord
pro
ble
ms
wo
rkin
g w
ith
a p
art
ne
r.
Wri
te t
he
ste
ps u
se
d t
o
so
lve
ma
the
ma
tica
l p
rob
lem
s w
ith
in a
sm
all
gro
up.
Cre
ate
an
d s
olv
e a
m
ath
em
atica
l p
rob
lem
in
a
ma
th jo
urn
al u
sin
g a
g
uid
ed
mo
de
l.
Exp
lain
th
e p
roce
ss u
se
d
in s
olv
ing
a s
pe
cific
ma
th
pro
ble
m f
rom
a g
uid
ed
m
od
el.
M5
.A.2
M
5.D
.2
Level 6- Reaching
Fra
me
wo
rk f
or
FO
RM
AT
IVE
/CL
AS
SR
OO
M I
nstr
uctio
n a
nd A
ssessm
ent
Sta
te B
oar
d A
ppro
ved
, M
arch
2005
Pen
nsy
lvan
ia E
ng
lish
Lan
guag
e P
rofi
cien
cy S
tan
dar
ds
Cla
ssro
om
/Form
ativ
e F
ram
ework
08
/15
/2007
Adap
ted
fro
m t
he
WID
A d
ocu
men
t 2
/2004
.
Co
pyri
gh
t ©
20
07
Sta
te o
f P
enn
sylv
ania
. A
ll r
igh
ts r
eser
ved
Pag
e 3
6
Englis
h L
anguage P
roficie
ncy S
tandard
4:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
fo
r academ
ic s
uccess in t
he c
onte
nt
are
a o
f S
cie
nce.
Gra
de L
evel
Clu
ste
r: 4
-5
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Sta
nd
ard
or
An
ch
or
Listening
Ide
ntify
ag
ricu
ltu
ral to
ols
an
d
ma
ch
ine
ry u
sin
g p
ictu
res
an
d r
ea
lia f
ollo
win
g o
ral
dir
ectio
ns.
Se
lect
an
d la
be
l th
e
ap
pro
pria
te o
rally
de
scrib
ed
a
gri
cu
ltu
ral to
ols
an
d
ma
ch
ine
ry u
sin
g r
ea
lia.
Ca
teg
ori
ze
ag
ricu
ltu
ral
tech
no
log
y ch
oic
es (
su
ch
a
s:
pa
st
an
d p
rese
nt
tech
no
log
y u
se
) u
sin
g r
ea
l lif
e e
xa
mp
les.
Co
mp
are
ora
lly d
escri
be
d
ag
ricu
ltu
ral te
ch
no
log
y ch
oic
es (
su
ch
as:
pa
st
an
d p
rese
nt
tech
no
log
y u
se
) u
sin
g r
ea
l lif
e
exa
mp
les.
Eva
lua
te a
gri
cu
ltu
ral
tech
no
log
y a
nd
en
erg
y
use
fro
m o
ral
exp
lan
atio
ns o
f g
rad
e-
leve
l m
ate
ria
ls.
S4
.A.1
.1
S4
.A.2
.2
S4
.D.1
.2
Reading
Ma
tch
la
be
ls a
nd
sym
bo
ls o
f re
cyc
lab
le m
ate
ria
l u
sin
g
rea
lia.
Ide
ntify
wa
ys t
o c
on
se
rve
w
ate
r an
d e
nerg
y f
rom
vis
ua
lly s
up
po
rte
d c
ap
tio
ns
or
sh
ort
sta
tem
en
ts (
su
ch
as:
“Sto
p le
avin
g lig
hts
on
”).
Se
qu
en
ce
de
scri
ptive
se
nte
nce
s a
nd
pic
ture
s t
o
illu
str
ate
th
e r
ecyclin
g
pro
ce
ss.
Inte
rpre
t te
xts
to
fin
d
so
lutio
ns t
o e
nviro
nm
en
tal
pro
ble
ms w
ith
in a
sm
all
gro
up.
Re
se
arc
h t
he
eff
ects
of
po
llutio
n o
n t
he
co
mm
un
ity
usin
g g
rad
e
leve
l re
ad
ing
ma
teri
als
.
S4
.A.1
.1
S4
.B.3
.3
S4
.A.1
.3
Speaking
Na
me
th
ing
s f
ou
nd
in
na
ture
(s
uch
as:
le
ave
s,
inse
cts
or
rocks)
with
in a
sm
all
gro
up
.
Re
sp
on
d t
o W
H-q
ue
stio
ns
ab
ou
t n
atu
ral sys
tem
s u
sin
g
pic
ture
s a
nd
re
alia
.
De
scri
be
ho
w s
yste
ms in
n
atu
re a
re o
rga
niz
ed
w
ork
ing
with
a p
art
ne
r.
Exp
lain
fe
atu
res o
f n
atu
ral
ph
en
om
en
a u
sin
g a
g
rap
hic
org
an
ize
r.
Eva
lua
te a
nd
exp
lain
ch
ara
cte
ristics o
f n
atu
ral
sys
tem
s f
rom
gra
de
-le
ve
l m
ate
ria
l.
S4
.B.2
.1
S4
.D.1
.2
S4
.D.2
.1
S4
.D.3
.1
Writing
Dra
w a
nd
la
be
l p
ictu
res o
f scie
ntific p
he
no
me
na
ba
se
d
on
ob
se
rva
tio
ns (
su
ch
as:
life
cyc
les).
Dra
w p
ictu
res a
nd
re
co
rd
ob
se
rva
tio
ns o
f scie
ntific
ph
en
om
en
a b
ase
d o
n
vis
ua
ls/r
ea
lia.
De
scrib
e a
nd
re
co
rd
ob
se
rva
tio
ns o
f scie
ntific
ph
en
om
en
a o
n a
tri-f
old
scie
nce
bo
ard
.
Cre
ate
jo
urn
als
ba
se
d o
n
scie
ntific o
bse
rva
tio
ns
fro
m c
lassro
om
e
xp
erim
en
ts.
Su
mm
ari
ze
exp
lan
atio
ns
an
d o
bse
rva
tio
ns in
a
scie
ntific jo
urn
al u
sin
g
gra
de
-le
ve
l m
ate
ria
ls.
S4
.A.1
.1
S4
.A.1
.3
S4
.A.2
.1
Level 6- Reaching
Fra
me
wo
rk f
or
FO
RM
AT
IVE
/CL
AS
SR
OO
M I
nstr
uctio
n a
nd A
ssessm
ent
Pen
nsy
lvan
ia E
ng
lish
Lan
guag
e P
rofi
cien
cy S
tan
dar
ds
Cla
ssro
om
/Form
ativ
e F
ram
ework
08
/15
/2007
Adap
ted
fro
m t
he
WID
A d
ocu
men
t 2
/2004
.
Co
pyri
gh
t ©
20
07
Sta
te o
f P
enn
sylv
ania
. A
ll r
igh
ts r
eser
ved
Pag
e 3
7
Englis
h L
anguage P
roficie
ncy S
tandard
5:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
fo
r academ
ic s
uccess in t
he c
onte
nt
are
a o
f S
oc
ial
Stu
die
s.
Gra
de L
evel
Clu
ste
r: 4
-5
L
evel
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Sta
nd
ard
or
An
ch
or
Listening
Po
int
to f
igu
res f
rom
PA
h
isto
ry b
ase
d o
n o
ral
de
scri
ptio
ns w
ith
vis
ua
l su
pp
ort
.
So
rt p
ictu
res o
f e
ve
nts
an
d
loca
tio
ns in
PA
his
tory
ba
se
d
on
ora
l cla
ssific
atio
ns
wo
rkin
g w
ith
a p
art
ne
r.
Se
qu
en
ce
PA
his
tori
ca
l e
ve
nts
de
scri
be
d o
rally
u
sin
g a
tim
elin
e w
ork
ing
w
ith a
pa
rtne
r.
Ide
ntify
th
e d
iffe
ren
ce
b
etw
ee
n f
act
an
d o
pin
ion
fr
om
a P
A h
isto
rica
l sp
ee
ch
usin
g a
gu
ide
d
mo
de
l.
Dra
w c
on
clu
sio
ns a
bo
ut
PA
his
tori
ca
l e
ven
ts
thro
ug
h o
ral d
isco
urs
e
aft
er
vie
win
g a
re
-e
na
ctm
en
t.
5.2
.6.A
-C
5.3
.6.A
-D
Reading
Ma
tch
im
mig
ran
t g
rou
ps t
o
va
rio
us c
ou
ntr
ies o
f o
rig
in
usin
g illu
str
ate
d m
ap
s a
nd
g
lob
es.
Ide
ntify
ma
jor
imm
igra
tio
n o
r m
igra
tio
n r
ou
tes u
sin
g m
ap
s
an
d g
lob
es.
Inve
stig
ate
an
d o
rga
niz
e
gra
ph
ica
lly s
up
po
rte
d
info
rma
tio
n a
bo
ut
imm
igra
tio
n o
r m
igra
tio
n
pa
tte
rns.
Co
mp
are
gra
ph
ica
lly
su
pp
ort
ed
in
form
atio
n
ab
ou
t im
mig
ratio
n o
r m
igra
tio
n p
att
ern
s f
ou
nd
o
n t
he
In
tern
et
an
d/o
r in
n
ew
sp
ap
ers
.
Ide
ntify
re
aso
ns a
nd
e
xp
lan
atio
ns f
or
imm
igra
tio
n o
r m
igra
tio
n
ba
se
d o
n g
rad
e le
ve
l m
ultic
ultu
ral sto
rie
s.
8.3
.6.A
,D
8.4
.6.A
,B
Speaking
Na
me
th
e t
hre
e b
ran
ch
es o
f g
ove
rnm
en
t in
re
sp
on
se
to
W
H-q
ue
stio
ns w
ith
vis
ua
l su
pp
ort
.
Ide
ntify
an
d d
escri
be
ma
jor
fed
era
l g
ove
rnm
en
t d
ocu
me
nts
usin
g a
gra
ph
ic
org
an
ize
r.
De
scri
be
th
e s
tep
s o
f h
ow
a
bill
be
co
me
s a
law
usin
g
se
qu
en
tia
l la
ng
ua
ge
w
ork
ing
with
a p
art
ne
r.
Dis
cu
ss t
he
ro
les o
f a
se
na
tor
an
d a
co
ng
ressm
an
usin
g a
g
rap
hic
org
an
ize
r.
En
ga
ge
in
de
ba
tes a
bo
ut
the
rig
hts
an
d
resp
on
sib
ilities o
f a
citiz
en
a
s p
art
of
a s
ma
ll g
rou
p.
5.2
.6.A
-C
5.3
.6.A
-D
Writing
La
be
l p
ictu
res o
f fig
ure
s/e
ve
nts
in
PA
his
tory
.
Wri
te s
ho
rt s
tate
me
nts
ab
ou
t P
A h
isto
rica
l fig
ure
s u
sin
g a
g
rap
hic
org
an
ize
r.
Co
mp
are
an
d c
on
tra
st
eve
nts
in
PA
his
tory
with
m
ultip
le s
en
ten
ce
s u
sin
g
a g
uid
ed
mo
de
l.
Write
a s
ho
rt p
ara
gra
ph
su
mm
ari
zin
g in
form
atio
n
fro
m n
ote
s o
n a
n e
ve
nt
in
PA
his
tory
.
Wri
te a
pe
rsu
asiv
e e
ssa
y a
bo
ut
the
im
po
rta
nce
of
a
his
tori
ca
l fig
ure
in
PA
u
sin
g v
isu
ally
su
pp
ort
ed
g
rad
e le
ve
l re
so
urc
es.
8.2
.6.A
8
.3.6
.A,C
8
.4.6
.A
Level 6- Reaching
F
ram
ew
ork
fo
r F
OR
MA
TIV
E/C
LA
SS
RO
OM
Instr
uctio
n a
nd A
ssessm
ent
Pen
nsy
lvan
ia E
ng
lish
Lan
guag
e P
rofi
cien
cy S
tan
dar
ds
Cla
ssro
om
/Form
ativ
e F
ram
ework
08
/15
/2007
Adap
ted
fro
m t
he
WID
A d
ocu
men
t 2
/2004
.
Co
pyri
gh
t ©
20
07
Sta
te o
f P
enn
sylv
ania
. A
ll r
igh
ts r
eser
ved
Pag
e 3
8
Exam
ple
To
pic
s a
nd
Th
em
es f
or
2007 E
ng
lish
Lan
gu
ag
e P
rofi
cie
ncy S
tan
dard
s
Gra
de L
evel
Clu
ste
r: 6
-8
Sta
nd
ard
1: S
ocia
l and
instr
uctio
na
l la
ng
ua
ge
S
tan
dard
2: T
he
lan
gua
ge
of la
ng
ua
ge
art
s
Sta
nd
ard
3: T
he
language o
f m
ath
em
atic
s
Sta
nd
ard
4: T
he
lan
gua
ge
of scie
nce
S
tan
dard
5: T
he
lan
gua
ge
of so
cia
l stu
die
s
!
Assig
nm
ents
/Researc
h
!
Chara
cte
r develo
pm
ent
!
Instr
uctions
!
Resourc
es &
supplie
s
!
Schoo
l be
havio
r !
Schoo
l lif
e
!
Socia
l in
tera
ction
!
Use o
f in
form
ation
!
Use o
f m
ultip
le r
esourc
es
!
Use o
f re
gis
ter
Gen
res
!
Adventu
re
!
Balla
ds
!
Editori
als
!
His
torica
l docu
ments
!
Hum
an inte
rest
!
Multi-m
edia
!
Myt
ho
log
y !
Poetr
y/F
ree v
ers
e
!
Scie
nce f
iction
!
Technic
al te
xts
To
pic
s
!
Alli
tera
tion
!
Auth
or’s p
urp
ose
!
Bio
gra
ph
ies
!
Dia
log
ue
!
Gra
mm
ar
!
Litera
cy
devic
es
!
Meta
phors
& s
imile
s
!
Multim
ed
ia
!
Multip
le m
ea
nin
gs
!
Pers
on
ific
atio
n
!
Syn
on
yms,
anto
nym
s &
hom
opho
nes
!
Test-
takin
g a
nd
com
pre
hensio
n
str
ate
gie
s
!
The W
riting P
rocess
!
Use o
f re
sourc
es
(inclu
din
g s
trate
gie
s &
editin
g)
!
Alg
ebra
ic E
qua
tions
!
Are
a,
volu
me &
circum
fere
nce
!
Com
ple
x 2
- &
3-
dim
ensio
nal fig
ure
s
!
Data
sets
& p
lots
!
Decim
als
!
Estim
ation
!
Facto
rs
!
Fra
ctions
!
Geom
etr
ic r
ela
tions
!
Inte
gers
!
Inte
rpre
ting d
ata
&
sta
tistics
!
Lin
e s
egm
ents
& a
ngle
s
!
Measure
s o
f centr
al
tende
ncy
(mea
n,
media
n,
mode,
ran
ge)
!
Metr
ic &
sta
nd
ard
un
its o
f m
easure
ment
!
Para
llel lin
es
!
Perc
ent
!
Perim
ete
r !
Pro
ba
bili
ty
!
Pro
ble
m s
olv
ing
!
Ratio &
pro
port
ion
!
Square
root
!
Sta
tistics
!
Whole
num
bers
!
Ato
ms &
mole
cule
s
!
Bacte
ria t
o p
lan
ts
!
Bod
y sys
tem
s &
org
ans
!
Chem
ical build
ing b
locks
!
Clim
ate
zones
!
Com
ets
& m
ete
orite
s
!
Cyc
les
!
Ele
me
nts
& c
om
pou
nds
!
Form
s o
f energ
y !
Lig
ht
!
Motion &
forc
e
!
Natu
ral dis
aste
rs
!
Pro
cesses
!
Repro
duction
!
Scie
ntific inven
tions o
r dis
coveries
!
Sola
r sys
tem
!
Tem
pera
ture
chan
ges
!
Popula
tions,
resourc
es &
envir
onm
ents
!
Soun
d
!
Scie
ntific t
oo
ls o
r in
str
um
ents
!
Scie
ntific M
eth
od
!
Univ
ers
e:
Sta
rs a
nd
pla
nets
!
Wate
r
!
Agriculture
!
Am
erica’s
sto
ry
!
Ancie
nt/M
edie
val
civ
ilizatio
ns
!
Bill
of
Rig
hts
!
Civ
ic r
ights
&
respo
nsib
ilities
!
Civ
il W
ar
!
Colo
niz
atio
n
!
Cou
ntr
ies &
co
ntine
nts
!
Cultura
l pers
pe
ctives &
fr
am
es o
f re
fere
nce
!
Econom
ic t
ren
ds
!
Form
s &
org
an
izatio
n o
f govern
ment
!
Fre
edom
& d
em
ocra
cy
!
Geogra
phic
fe
atu
res
!
His
torica
l figure
s a
nd
events
!
Hum
an r
esourc
es
!
Lon
gitu
de/L
atitu
de/
Tim
e
zones
!
Maps
!
Revolu
tion
!
Sla
very
!
Tre
nds a
nd c
hang
es
!
U.S
. C
onstitu
tion
Pen
nsy
lvan
ia E
ng
lish
Lan
guag
e P
rofi
cien
cy S
tan
dar
ds
Cla
ssro
om
/Form
ativ
e F
ram
ework
08
/15
/2007
Adap
ted
fro
m t
he
WID
A d
ocu
men
t 2
/2004
.
Co
pyri
gh
t ©
20
07
Sta
te o
f P
enn
sylv
ania
. A
ll r
igh
ts r
eser
ved
Pag
e 3
9
Englis
h L
anguage P
roficie
ncy S
tandard
1:
Englis
h language learn
ers
com
munic
ate
in E
nglis
h f
or
SO
CIA
L A
ND
IN
ST
RU
CT
ION
AL
purp
oses w
ithin
the s
chool settin
g.
Gra
de L
evel
Clu
ste
r: 6
-8
L
evel
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Sta
nd
ard
or
An
ch
or
Listening
Ide
ntify
po
sitiv
e a
nd
n
eg
ative
be
ha
vio
rs f
rom
ora
l sta
tem
en
ts s
up
po
rte
d b
y
illu
str
atio
ns (
su
ch
as:
in
sch
oo
l, o
n t
he
pla
ygro
un
d,
in
gym
cla
ss o
r o
n t
he
bu
s).
Ro
le-p
lay
exa
mp
les o
f e
tiq
ue
tte
an
d m
an
ne
rs
asso
cia
ted
with
activiti
es
ba
se
d o
n illu
str
ate
d o
ral
de
scri
ptio
ns (
su
ch
as:
sp
ort
s
rule
s o
r tu
rn t
akin
g).
Ro
le-p
lay
po
sitiv
e w
ays
of
inte
ractin
g s
ocia
lly a
nd
cu
ltu
rally
ba
se
d o
n o
ral
de
scri
ptio
ns w
ork
ing
with
a p
art
ne
r.
Ro
le-p
lay
to id
en
tify
p
ositiv
e r
eso
lution
s t
o
pe
er
pre
ssu
re b
ase
d o
n
ora
l d
escri
ptio
ns w
ork
ing
w
ith a
pa
rtne
r.
Ma
ke
co
nn
ectio
ns t
o s
elf
fro
m o
ral sce
na
rio
s
invo
lvin
g p
ee
r p
ressu
re.
Reading
Ma
tch
pic
ture
s a
nd
sym
bo
ls
to w
ord
s a
nd
ph
rase
s in
e
ve
ryd
ay p
rin
t.
Cla
ssify
top
ics id
en
tifie
d
thro
ug
h e
ve
ryd
ay p
rin
t su
pp
ort
ed
by v
isu
als
.
So
rt r
ele
va
nt
info
rma
tio
n
fro
m irr
ele
va
nt
info
rma
tio
n
on
to
pic
s g
ath
ere
d f
rom
e
ve
ryd
ay p
rin
t th
at
is
vis
ua
lly s
up
po
rte
d.
Inte
rpre
t in
form
atio
n o
n
top
ics g
ath
ere
d f
rom
e
ve
ryd
ay p
rin
t th
at
is
vis
ua
lly s
up
po
rte
d.
Dra
w c
on
clu
sio
ns o
n
top
ics g
ath
ere
d f
rom
e
ve
ryd
ay p
rin
t th
at
is
vis
ua
lly s
up
po
rte
d.
Speaking
Offer
gre
etings,
co
mp
lime
nts
, in
tro
du
ctio
ns,
or
fare
we
lls in
au
the
ntic
co
nte
xt
usin
g o
ne
or
two
w
ord
s.
Ask W
H-q
ue
stio
ns o
r e
xch
an
ge
in
form
atio
n
su
pp
ort
ed
vis
ua
lly.
Initia
te o
r e
ng
ag
e in
co
nve
rsa
tio
n w
ith
pe
ers
.
Use
id
iom
atic e
xp
ressio
ns
or
sla
ng
in
co
nve
rsa
tio
n
with
pe
ers
.
Use
hu
mo
r o
r sa
rca
sm
in
co
nve
rsa
tio
n w
ith
pe
ers
.
Writing
Write
“T
o d
o”
lists
th
rou
gh
p
ictu
res a
nd
wo
rds u
sin
g a
p
ictu
re d
ictio
na
ry.
Write
sh
ort
ph
rase
s o
r se
nte
nce
s a
bo
ut
pe
rso
na
lly
rele
va
nt
tasks w
ork
ing
with
a
part
ner.
Wri
te s
imp
le p
ara
gra
ph
s
ab
ou
t p
ers
on
ally
re
leva
nt
tasks w
ork
ing
with
a
part
ner.
Re
vis
e p
ara
gra
ph
s a
bo
ut
pe
rso
na
lly r
ele
va
nt
tasks
with a
peer.
Wri
te r
esp
on
se
s t
ha
t in
clu
de
la
ng
ua
ge
with
m
ultip
le m
ea
nin
gs (
su
ch
a
s:
idio
ms)
ab
ou
t p
ers
on
ally
re
leva
nt
tasks
usin
g n
ote
s a
nd
/or
gra
ph
ic o
rga
niz
ers
.
Level 6- Reaching
Fra
me
wo
rk f
or
FO
RM
AT
IVE
/CL
AS
SR
OO
M I
nstr
uctio
n a
nd A
ssessm
ent
Sta
te B
oar
d A
ppro
ved
, M
arch
2005
Pen
nsy
lvan
ia E
ng
lish
Lan
guag
e P
rofi
cien
cy S
tan
dar
ds
Cla
ssro
om
/Form
ativ
e F
ram
ework
08
/15
/2007
Adap
ted
fro
m t
he
WID
A d
ocu
men
t 2
/2004
.
Co
pyri
gh
t ©
20
07
Sta
te o
f P
enn
sylv
ania
. A
ll r
igh
ts r
eser
ved
Pag
e 4
0
Englis
h L
anguage P
roficie
ncy S
tandard
2:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
fo
r academ
ic s
uccess in t
he c
onte
nt
are
a o
f L
AN
GU
AG
E A
RT
S.
Gra
de L
evel
Clu
ste
r: 6
-8
L
evel
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Sta
nd
ard
or
An
ch
or
Listening
Ma
tch
ch
ara
cte
rs t
o t
he
ir
ch
ara
cte
r tr
aits (
su
ch
as:
he
lpfu
l, k
ind
, e
tc.)
aft
er
vie
win
g a
sh
ort
skit o
r d
ram
a.
Org
an
ize
ch
ara
cte
rs a
nd
se
ttin
gs a
cco
rdin
g t
o s
ce
ne
s
fro
m a
sh
ort
skit o
r d
ram
a.
Re
en
act
a s
ce
ne
fro
m a
skit o
r d
ram
a a
tte
nd
ed
w
ith
in a
sm
all
gro
up
.
Re
act
to b
asic
hu
mo
r in
a
skit o
r d
ram
a.
Dra
w c
on
clu
sio
ns f
rom
g
rad
e le
ve
l d
ram
a.
1.6
.8.A
1
.6.8
.B
Reading
Ide
ntify
wo
rds o
r p
hra
se
s
su
pp
ort
ed
by illu
str
atio
ns
asso
cia
ted
with
va
rio
us
ge
nre
s.
Cla
ssify
vis
ua
lly s
up
po
rte
d
vo
ca
bu
lary
in
co
nte
xt
asso
cia
ted
with
va
rio
us
ge
nre
s r
ea
d w
ith
in a
sm
all
gro
up.
Ma
tch
vis
ua
lly s
up
po
rte
d
de
tails
th
at
hig
hlig
ht
the
m
ain
id
ea
s f
ou
nd
in
e
xce
rpts
fro
m v
ari
ou
s
ge
nre
s.
Ide
ntify
ge
nre
s b
ase
d o
n
lan
gu
ag
e s
tru
ctu
res
inte
gra
ted
in
to t
ext
(su
ch
a
s:
“Th
e m
ora
l o
f th
e
sto
ry”)
with
in a
sm
all
gro
up.
Infe
r ty
pe
s o
f g
en
res
asso
cia
ted
with
wri
tte
n
de
scri
ptio
ns o
r su
mm
ari
es
fro
m g
rad
e-le
ve
l te
xt
wo
rkin
g w
ith
in a
tria
d.
R8
.A.1
R
8.A
.2
Speaking
An
sw
er
WH
-qu
estio
ns
ba
se
d o
n c
om
ic b
oo
k
ve
rsio
ns o
f a
ge
ap
pro
pri
ate
sto
rie
s,
pla
ys o
r n
ove
ls.
Re
sta
te f
acts
fro
m v
isu
ally
su
pp
ort
ed
in
form
atio
n in
n
ew
sp
ap
ers
, m
ag
azin
es o
r b
roch
ure
s.
Pre
dic
t fu
ture
ou
tco
me
s o
f a
dra
ma
, so
ng
or
ma
ga
zin
e a
rtic
le t
o a
sm
all
gro
up
.
Pre
se
nt
su
mm
ari
es o
f stu
de
nt-
se
lecte
d t
rad
e
bo
oks o
r sh
ort
sto
rie
s
with
in a
sm
all
gro
up
.
Giv
e b
oo
k s
um
ma
rie
s o
r re
vie
ws,
inclu
din
g
cri
tiq
ue
s,
ap
pro
pri
ate
to
g
rad
e-l
eve
l w
ith
in a
sm
all
gro
up.
1.6
.8.C
1
.6.8
.D
1.6
.8.E
Writing
Wri
te w
ord
s a
nd
ph
rase
s
usin
g b
ilin
gu
al o
r p
ictu
re
dic
tio
na
rie
s.
Wri
te p
hra
se
s o
r sh
ort
se
nte
nce
s u
sin
g a
gra
ph
ic
org
an
ize
r.
Cre
ate
sim
ple
pa
rag
rap
hs
usin
g a
gra
ph
ic o
rga
niz
er.
Cre
ate
pa
rag
rap
hs o
r lo
ng
er
co
mp
ositio
ns u
sin
g
the
sa
uri
, d
ictio
na
rie
s o
r ch
ecklis
ts.
Se
lf-a
sse
ss a
nd
re
vis
e
pro
ce
ss w
ritin
g u
sin
g
rub
rics w
ork
ing
with
a
part
ner.
1.4
.8.A
-C
1.5
.8
Level 6- Reaching
Fra
me
wo
rk f
or
FO
RM
AT
IVE
/CL
AS
SR
OO
M I
nstr
uctio
n a
nd A
ssessm
ent
Sta
te B
oar
d A
ppro
ved
, M
arch
2005
Pen
nsy
lvan
ia E
ng
lish
Lan
guag
e P
rofi
cien
cy S
tan
dar
ds
Cla
ssro
om
/Form
ativ
e F
ram
ework
08
/15
/2007
Adap
ted
fro
m t
he
WID
A d
ocu
men
t 2
/2004
.
Co
pyri
gh
t ©
20
07
Sta
te o
f P
enn
sylv
ania
. A
ll r
igh
ts r
eser
ved
Pag
e 4
1
Englis
h L
anguage P
roficie
ncy S
tandard
3:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
fo
r academ
ic s
uccess in t
he c
onte
nt
are
a o
f M
ath
em
ati
cs.
Gra
de L
evel
Clu
ste
r: 6
-8
L
evel
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Sta
nd
ard
or
An
ch
or
Listening
Ma
tch
ora
l d
escri
ptio
ns o
f g
eo
me
tric
sh
ap
es t
o r
ea
l w
orl
d o
bje
cts
(su
ch
as:
a
glo
be
= a
sp
he
re)
usin
g
rea
lia.
So
rt g
eo
me
tric
sh
ap
es a
s
de
scri
be
d o
rally
wo
rkin
g w
ith
a p
art
ne
r.
Ca
teg
ori
ze
ge
om
etr
ic
sh
ap
es b
ase
d o
n o
ral
de
scri
ptio
ns u
sin
g g
rap
hic
o
rga
niz
ers
.
Co
mp
are
an
d c
on
tra
st
the
ch
ara
cte
ristics o
f g
eo
me
tric
sh
ap
es b
ase
d
on
ora
l d
escri
ptio
ns u
sin
g
gra
ph
ic o
rga
niz
ers
.
Co
nstr
uct
sca
le m
od
els
of
thre
e-d
ime
nsio
na
l fig
ure
s
ba
se
d o
n o
ral d
escri
ptio
ns
fro
m g
rad
e-le
ve
l te
xt
wo
rkin
g in
te
am
s.
M8
.C.1
Reading
Se
lect
a s
ymb
ol to
ma
ke
a
co
rre
ct
ma
the
ma
tica
l se
nte
nce
(su
ch
as:
9 (
>)
7).
Se
lect
the
co
rre
ct
form
ula
fr
om
a g
ive
n lis
t fo
r a
wo
rd
pro
ble
m (
su
ch
as:
dis
tan
ce
, a
rea
, e
tc.)
.
Fo
llow
wri
tte
n d
ire
ctio
ns
to c
rea
te a
ma
the
ma
tica
l e
qu
atio
n b
ase
d o
n
exa
mp
les.
Ide
ntify
esse
ntia
l in
form
atio
n n
ee
de
d t
o
so
lve
a v
isu
ally
su
pp
ort
ed
w
ord
pro
ble
m.
Inte
rpre
t th
e in
form
atio
n
fro
m a
vis
ua
lly s
up
po
rte
d
gra
de
-le
ve
l p
rob
lem
to
fin
d t
he
an
sw
er.
M8
.A.2
M
8.A
.3
M8
.D.1
M
8.D
.2
Speaking
Ora
lly id
en
tify
ma
th t
erm
s a
s
de
pic
ted
on
fla
sh
ca
rds o
r a
n
um
be
r lin
e.
Re
sta
te t
he
ste
ps in
so
lvin
g a
m
ath
pro
ble
m t
ha
t is
d
ep
icte
d v
isu
ally
.
Exp
lain
th
e s
tep
s u
se
d t
o
so
lve
a m
ath
pro
ble
m a
s
de
pic
ted
vis
ua
lly.
Offer
an a
ltern
ative
so
lutio
n t
o s
olv
ing
a m
ath
p
rob
lem
with
in a
sm
all
gro
up.
An
aly
ze
th
e p
roce
ss f
or
so
lvin
g g
rad
e-l
eve
l m
ath
p
rob
lem
s w
ork
ing
with
a
part
ner.
M8
.A.2
M
8.A
.3
M8
.D.2
M
8.E
.4
Writing
La
be
l a
ba
r g
rap
h w
ith
title
, a
pp
rop
ria
te s
ca
le,
lab
els
an
d
a k
ey
usin
g a
mo
de
l.
Wri
te p
hra
se
s o
r sh
ort
se
nte
nce
s t
o d
escri
be
da
ta in
ch
art
s a
nd
gra
ph
s u
sin
g a
g
rap
hic
org
an
ize
r.
Co
mp
are
an
d/o
r co
ntr
ast
da
ta in
ch
art
s a
nd
gra
ph
s
usin
g a
gra
ph
ic o
rga
niz
er.
Cre
ate
an
ap
pro
pria
te
gra
ph
fo
r a
giv
en
se
t o
f d
ata
wh
ile w
ork
ing
with
a
part
ner.
Wri
te a
ju
stifica
tio
n t
o a
g
rad
e le
ve
l o
pe
n-e
nd
ed
ite
m d
ea
ling
with
da
ta
(su
ch
as:
“W
hy
a c
ircle
g
rap
h w
ou
ld b
e t
he
be
st
wa
y to r
epo
rt the
data
”)
usin
g a
gra
ph
ic o
rga
niz
er.
M8
.E.1
Level 6- Reaching
Fra
me
wo
rk f
or
FO
RM
AT
IVE
/CL
AS
SR
OO
M I
nstr
uctio
n a
nd A
ssessm
ent
Sta
te B
oar
d A
ppro
ved
, M
arch
2005
Pen
nsy
lvan
ia E
ng
lish
Lan
guag
e P
rofi
cien
cy S
tan
dar
ds
Cla
ssro
om
/Form
ativ
e F
ram
ework
08
/15
/2007
Adap
ted
fro
m t
he
WID
A d
ocu
men
t 2
/2004
.
Co
pyri
gh
t ©
20
07
Sta
te o
f P
enn
sylv
ania
. A
ll r
igh
ts r
eser
ved
Pag
e 4
2
Englis
h L
anguage P
roficie
ncy S
tandard
4:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
fo
r academ
ic s
uccess in t
he c
onte
nt
are
a o
f S
cie
nce.
Gra
de L
evel
Clu
ste
r: 6
-8
L
evel
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Sta
nd
ard
or
An
ch
or
Listening
Ma
tch
sp
oke
n w
ord
s o
r p
hra
se
s a
bo
ut
scie
ntific
facts
with
illu
str
atio
ns (
su
ch
a
s:
ligh
t, s
ou
nd
, w
ate
r, s
tars
a
nd
/or
pla
ne
ts).
Co
nstr
uct
scie
ntific m
od
els
w
ith
vis
ua
l su
pp
ort
s f
rom
ora
l d
ire
ctio
ns (
su
ch
as:
“Sh
ow
h
ow
lig
ht
tra
ve
ls;
sh
ow
ho
w
so
un
d t
rave
ls;
sh
ow
th
e
wa
ter
cyc
le;
sh
ow
ho
w t
he
e
art
h g
oe
s a
rou
nd
th
e s
un
”).
Cla
ssify
exa
mp
les o
f p
rop
ert
ies (
su
ch
as:
pro
pe
rtie
s o
f lig
ht,
wa
ter,
so
un
d,
sta
rs a
nd
/or
pla
ne
ts)
de
scri
be
d o
rally
a
nd
with
vis
ua
l su
pp
ort
s.
De
mo
nstr
ate
ho
w
pro
pe
rtie
s (
su
ch
as:
pro
pe
rtie
s o
f lig
ht,
wa
ter,
so
un
d,
sta
rs a
nd
/or
pla
ne
ts)
ap
ply
to
eve
ryd
ay
life
usin
g o
ral d
escri
ptio
ns
an
d v
isu
al su
pp
ort
s.
Ve
rify
exp
lan
atio
ns o
f th
e
scie
ntific p
rop
ert
ies o
f lig
ht,
wa
ter,
so
un
d,
sta
rs
or
pla
ne
ts t
hro
ug
h o
ral
sce
na
rio
s a
nd
te
ach
er-
dir
ecte
d a
ctivitie
s.
S8
.A.1
.1
Reading
Org
an
ize
na
tura
l p
roce
sse
s
on
a t
ime
line
fro
m h
ea
dlin
es
with
illu
str
atio
ns.
Se
lect
ke
y in
form
atio
n
reg
ard
ing
na
tura
l p
roce
sse
s
fro
m in
form
atio
n g
lea
ne
d
fro
m illu
str
ate
d t
ext.
Ide
ntify
ch
ara
cte
ristics
an
d c
on
ditio
ns r
ela
ted
to
n
atu
ral p
roce
sse
s f
rom
g
rap
hic
org
an
ize
rs.
Cre
ate
a g
rap
hic
o
rga
niz
er
co
mp
arin
g
na
tura
l p
roce
sse
s u
sin
g
mu
ltip
le w
ritt
en
so
urc
es
wo
rkin
g w
ith
a p
art
ne
r.
Inte
rpre
t im
pa
ct
of
na
tura
l p
roce
sse
s o
n p
eo
ple
, p
lace
s a
nd
th
e
en
vir
on
me
nt
as p
rese
nte
d
in g
rad
e-l
eve
l te
xt.
S8
.A.1
.1
S8
.A.1
.3
S8
.A.3
.1
S8
.A.3
.2
S8
A.3
.3
S8
.B.3
.2
Speaking
Ide
ntify
ch
an
ge
s o
ve
r tim
e
(su
ch
as:
ph
ase
s o
f th
e
mo
on
; a
ba
cu
s t
o c
om
pu
ter)
w
ith
vis
ua
ls.
De
scri
be
ora
lly p
att
ern
s
occu
rrin
g in
na
ture
with
vis
ua
ls.
De
scri
be
ora
lly t
he
se
qu
en
tia
l p
att
ern
s
occu
rrin
g in
te
ch
no
log
y o
r n
atu
re u
sin
g v
isu
als
.
Dis
cu
ss c
ha
ng
es in
p
att
ern
s in
te
ch
no
log
y a
nd
/or
na
ture
usin
g a
g
rap
hic
org
an
ize
r w
ork
ing
w
ith a
pa
rtne
r.
Exp
lain
ou
tco
me
s o
f p
att
ern
s b
ase
d o
n
evid
en
ce
fro
m
ch
art
s/g
rap
hs f
ou
nd
in
g
rad
e-l
eve
l m
ate
ria
l.
S8
.B.3
.2
S8
.A.3
.3
S8
.A.3
.1
S8
.A.2
.1
S8
.A.1
.3
Writing
La
be
l th
e s
ymb
ols
re
pre
se
ntin
g t
he
ste
ps o
f th
e
scie
ntific m
eth
od
usin
g a
w
ord
ba
nk in
sm
all
gro
up
s.
De
ve
lop
a w
ritt
en
lis
t o
f th
e
ste
ps in
th
e s
cie
ntific m
eth
od
w
ork
ing
with
a p
art
ne
r.
Cre
ate
a b
rie
f o
utlin
e f
or
an
exh
ibit f
ollo
win
g t
he
scie
ntific m
eth
od
in
pa
irs
or
tria
ds.
Cre
ate
scie
nce
exh
ibits
with
exp
an
de
d w
ritt
en
d
escri
ptio
ns o
f e
ach
ste
p
of
the
scie
ntific m
eth
od
w
ork
ing
with
a p
art
ne
r.
Wri
te a
de
taile
d r
ep
ort
of
a s
cie
ntific in
ve
stig
atio
n
wo
rkin
g w
ith
a p
art
ne
r.
S8
.A.1
.1
S8
.A.1
.2
S8
.A.2
.1
S8
.A.3
.2
S8
.A.3
.3
Level 6- Reaching
Fra
me
wo
rk f
or
FO
RM
AT
IVE
/CL
AS
SR
OO
M I
nstr
uctio
n a
nd A
ssessm
ent
Pen
nsy
lvan
ia E
ng
lish
Lan
guag
e P
rofi
cien
cy S
tan
dar
ds
Cla
ssro
om
/Form
ativ
e F
ram
ework
08
/15
/2007
Adap
ted
fro
m t
he
WID
A d
ocu
men
t 2
/2004
.
Co
pyri
gh
t ©
20
07
Sta
te o
f P
enn
sylv
ania
. A
ll r
igh
ts r
eser
ved
Pag
e 4
3
Englis
h L
anguage P
roficie
ncy S
tandard
5:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
fo
r academ
ic s
uccess in t
he c
onte
nt
are
a o
f S
oc
ial
Stu
die
s.
Gra
de L
evel C
luste
r: 6
-8
L
evel
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Sta
nd
ard
or
An
ch
or
Listening
Lo
ca
te p
lace
s o
r g
eo
gra
ph
ic
fea
ture
s o
n a
ma
p f
rom
ora
l co
mm
an
ds.
Se
lect
ap
pro
pri
ate
ma
ps t
o
ide
ntify
re
gio
ns,
co
un
trie
s o
r la
nd
form
s f
rom
ora
l sta
tem
en
ts.
Se
lect
ap
pro
pri
ate
ma
ps
ba
se
d o
n o
ral d
escri
ptio
ns
ab
ou
t re
gio
ns,
co
un
trie
s,
lan
dfo
rms o
r h
igh
wa
ys.
Co
mp
are
an
d c
on
tra
st
diffe
ren
t ty
pe
s o
f m
ap
s
fro
m o
ral d
escri
ptio
ns
Co
nstr
uct
a
rep
rese
nta
tio
n o
f d
iffe
ren
t ty
pe
s o
f m
ap
s f
rom
ora
l d
escri
ptio
ns.
7.1
.9.B
7
.2.9
.B
7.3
.9A
8
.1.9
.B
Reading
Ide
ntify
in
form
atio
n f
rom
te
xt
an
d c
ha
rts w
ith
gra
ph
ic
su
pp
ort
.
Cla
ssify
da
ta b
ase
d o
n
info
rma
tio
n f
rom
te
xt
an
d
ch
art
s u
sin
g a
gra
ph
ic
org
an
ize
r.
Co
mp
are
da
ta b
ase
d o
n
info
rma
tio
n f
rom
te
xt
an
d
ch
art
s u
sin
g a
gra
ph
ic
org
an
ize
r.
An
aly
ze
da
ta b
ase
d o
n
info
rma
tio
n a
nd
ch
art
s in
sm
all
gro
up
s.
Pre
dic
t fu
ture
tre
nd
s
ba
se
d o
n d
ata
gle
an
ed
fr
om
gra
de
-le
ve
l te
xt
an
d
ch
art
s w
ith
in a
sm
all
gro
up.
7.1
.9.A
7
.3.9
.A,D
8
.1.9
.B
Speaking
Na
me
his
tori
ca
l fig
ure
s in
p
ho
tog
rap
hs a
nd
ill
ustr
atio
ns.
De
scri
be
his
tori
ca
l fig
ure
s
fro
m p
ho
tog
rap
hs,
illu
str
atio
ns o
r vid
eo
s.
Ro
le-p
lay
sce
ne
s f
rom
th
e
live
s o
f h
isto
rica
l fig
ure
s
fro
m p
ho
tog
rap
hs,
illu
str
atio
ns o
r vid
eo
s.
Off
er
alte
rna
tive
s t
o t
he
a
ctio
ns o
f h
isto
rica
l fig
ure
s b
ase
d o
n
mu
ltim
ed
ia.
De
ba
te o
r d
efe
nd
a
de
cis
ion
or
action
of
a
his
tori
ca
l fig
ure
in
te
am
s.
8.3
.9.A
,C,D
8
.4.9
.A,C
,D
Writing
La
be
l p
ictu
res o
f h
isto
rica
l e
ve
nts
.
Wri
te p
hra
se
s a
nd
sh
ort
se
nte
nce
s a
bo
ut
his
tori
ca
l e
ve
nts
usin
g g
rap
hic
o
rga
niz
ers
.
Co
mp
are
an
d/o
r co
ntr
ast
his
tori
ca
l e
ve
nts
usin
g
gra
ph
ic o
rga
niz
ers
.
Gene
rate
a w
ritte
n
su
mm
ary
of
his
tori
ca
l e
ve
nts
usin
g g
rap
hic
o
rga
niz
ers
.
Au
tho
r a
n e
ssa
y a
bo
ut
a
his
tori
ca
l e
ve
nt
usin
g
gra
ph
ic o
rga
niz
ers
.
8.1
.9.C
,D
8.2
.9.A
,B,C
,D
Level 6- Reaching
Fra
me
wo
rk f
or
FO
RM
AT
IVE
/CL
AS
SR
OO
M I
nstr
uctio
n a
nd A
ssessm
ent
Pen
nsy
lvan
ia E
ng
lish
Lan
guag
e P
rofi
cien
cy S
tan
dar
ds
Cla
ssro
om
/Form
ativ
e F
ram
ework
08
/15
/2007
Adap
ted
fro
m t
he
WID
A d
ocu
men
t 2
/2004
.
Co
pyri
gh
t ©
20
07
Sta
te o
f P
enn
sylv
ania
. A
ll r
igh
ts r
eser
ved
Pag
e 4
4
Exam
ple
To
pic
s a
nd
Th
em
es f
or
2007 E
ng
lish
Lan
gu
ag
e P
rofi
cie
ncy S
tan
dard
s
Gra
de L
evel
Clu
ste
r: 9
-12
Sta
nd
ard
1:
Socia
l and instr
uctional
language
Sta
nd
ard
2:
The
language o
f la
nguage
art
s
Sta
nd
ard
3:
The
language o
f m
ath
em
atics
Sta
nd
ard
4:
The
language o
f scie
nce
Sta
nd
ard
5:
The
language o
f socia
l stu
die
s
!
Cla
ssro
om
routines
!
Pers
on
al &
busin
ess
com
munic
atio
n
!
Pers
on
al pre
fere
nces
!
Poin
ts o
f vie
w
!
Recom
me
nd
ations/
sugg
estio
ns
!
Schoo
l lif
e
!
Socia
l &
cultura
l tr
aditio
ns
& v
alu
es
!
Stu
dy
skill
s s
trate
gie
s
!
Info
rmation g
ath
eri
ng
!
Work
pla
ce r
ea
din
ess
Gen
res
!
Allu
sio
n
!
Auto
bio
gra
ph
ical &
bio
gra
phic
al na
rratives
!
Com
edie
s
!
Critical com
me
nta
ry
!
Epic
s
!
Litera
ry g
enre
s
!
Mono
log
ues/s
olil
oqu
y
!
Multic
ultura
l/w
orld
litera
ture
!
Rese
arc
h &
investigation
!
Tra
gedie
s
To
pic
s
!
Analo
gie
s
!
Auth
or’s p
ers
pective/
Poin
t of
vie
w
!
Bia
s
!
Litera
l &
fig
ura
tive
lan
gua
ge
!
Pa
rod
y !
Satire
!
Sym
bolis
m
!
Word
derivatio
ns
(ety
mo
log
y)
!
Angle
s
!
Con
gru
ence
!
Data
dis
pla
ys &
in
terp
reta
tion
!
Derive
d a
ttribute
s
!
Form
ula
s &
eq
uatio
ns
!
Math
em
atical re
lations &
fu
nctions
!
Po
wers
!
Pro
ble
m s
olv
ing
!
Quadri
late
rals
!
Roots
!
Scale
& p
roport
ion
!
Spee
d &
accele
ratio
n
!
Theore
tic p
rob
abili
ty
!
Thre
e-d
imensio
na
l figure
s
!
Trigonom
etr
ic f
unctio
ns
(sin
e,
cosin
e,
tang
ent)
!
Ato
ms &
mole
cule
s/
Nucle
ar
str
uctu
res
!
Chem
ical &
ph
ysic
al
chan
ge
!
Cla
ssific
ation
!
Com
poun
ds
!
Conserv
atio
n o
f energ
y &
m
att
er
!
Conste
llations
!
Ecolo
gy
& a
da
pta
tion
!
Food c
ha
ins
!
Forc
es &
motion
!
Genetics &
here
dity
!
Life c
ycle
s
!
Mete
oro
log
y
!
Nucle
ar
cha
ng
e
!
Scie
nce &
socie
tal is
su
es
!
Scie
ntific r
esea
rch &
in
vestigatio
n
!
Scie
ntific t
oo
ls &
equ
ipm
ent
!
Sim
ple
org
anis
ms
!
Taxonom
ic s
yste
ms-
V
ert
ebra
tes &
In
vert
ebra
tes
!
Bankin
g a
nd m
one
y
!
Behavio
rs o
f in
div
idua
ls &
gro
ups
!
Conflic
t re
solu
tion
!
Cultura
l div
ers
ity
&
cohesio
n
!
Federa
l, c
ivil,
indiv
idu
al
rights
!
Glo
ba
l eco
nom
y
!
His
torical figure
s &
tim
es
!
Hum
an p
op
ula
tions
!
Indiv
idua
l rig
hts
&
respo
nsib
ilities
!
Inte
rdep
en
den
ce a
mon
g
sta
tes &
nation
s
!
Inte
rnatio
na
l &
m
ultin
ation
al
org
aniz
ations
!
Ph
ysic
al cha
racte
ristics o
f re
gio
ns &
pla
ces
!
Pro
duction,
co
nsum
ption,
& d
istr
ibution o
f re
sourc
es
!
Socia
l is
sues &
ineq
uitie
s
!
Supp
ly a
nd d
em
and
!
Supre
me C
ourt
cases
!
Su
rve
y re
se
arc
h
!
The s
tory
of
the U
.S
!
World h
isto
ries/
civ
ilizatio
ns/c
ulture
s
Pen
nsy
lvan
ia E
ng
lish
Lan
guag
e P
rofi
cien
cy S
tan
dar
ds
Cla
ssro
om
/Form
ativ
e F
ram
ework
08
/15
/2007
Adap
ted
fro
m t
he
WID
A d
ocu
men
t 2
/2004
.
Co
pyri
gh
t ©
20
07
Sta
te o
f P
enn
sylv
ania
. A
ll r
igh
ts r
eser
ved
Pag
e 4
5
Englis
h L
anguage P
roficie
ncy S
tandard
1:
Englis
h language learn
ers
com
munic
ate
in E
nglis
h f
or
SO
CIA
L A
ND
IN
ST
RU
CT
ION
AL
purp
oses w
ithin
the s
chool settin
g.
Gra
de L
evel
Clu
ste
r: 9
-12
L
evel
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Sta
nd
ard
or
An
ch
or
Listening
Fo
llow
in
str
uctio
ns o
r re
qu
ests
fro
m p
ee
rs
su
pp
ort
ed
by g
estu
res (
su
ch
a
s:
“M
ee
t m
e a
t m
y lo
cke
r after
8th p
eriod
”).
Pro
ce
ss a
nd
re
sp
on
d t
o
dis
co
urs
e f
rom
un
fam
ilia
r sp
ea
ke
rs w
ith
vis
ua
l su
pp
ort
(s
uch
as:
at
asse
mb
lies o
r o
n
fie
ld t
rip
s).
Pro
ce
ss a
nd
re
sp
on
d t
o
dis
co
urs
e f
rom
in
dir
ect
so
urc
es (
su
ch
as:
ca
sse
tte
s o
r C
Ds)
wo
rkin
g
with a
pa
rtne
r.
Fo
llow
, p
roce
ss a
nd
re
sp
on
d t
o
an
no
un
ce
me
nts
ove
r th
e
inte
rco
m w
ith
pe
er
su
pp
ort
.
An
aly
ze
an
d in
terp
ret
the
a
pp
rop
ria
ten
ess o
f o
ral
me
ssa
ge
s o
r in
form
atio
n
fro
m a
va
rie
ty o
f so
urc
es
(su
ch
as:
po
pu
lar
so
ng
s
an
d v
oic
em
ail
me
ssa
ge
s)
with
in a
sm
all
gro
up
.
Reading
Pre
vie
w v
isu
ally
su
pp
ort
ed
te
xt
to g
lea
n b
asic
fa
cts
.
Co
nn
ect
info
rma
tio
n f
rom
vis
ua
lly s
up
po
rte
d t
ext
to
se
lf.
Skim
/sca
n m
ate
ria
l to
co
nfirm
in
form
atio
n o
r h
ypo
the
se
s w
ork
ing
with
a p
art
ne
r.
Su
mm
ari
ze
in
form
atio
n
fro
m a
va
rie
ty o
f vis
ua
lly
su
pp
ort
ed
prin
t re
so
urc
es.
Eva
lua
te h
ypo
the
se
s
ba
se
d o
n in
form
atio
n f
rom
vis
ua
lly s
up
po
rte
d t
ext.
Speaking
Sta
te p
refe
ren
ce
s f
or
typ
es
of
mu
sic
, g
am
es,
TV
p
rog
ram
s o
r re
cre
atio
na
l a
ctiviti
es u
sin
g p
ictu
res.
De
scri
be
pre
ferr
ed
mo
vie
s,
ma
ga
zin
es,
sto
rie
s,
or
au
tho
rs t
o a
pa
rtn
er.
Co
mp
are
an
d c
on
tra
st
pla
ys,
film
s,
bo
oks,
so
ng
s,
co
mp
ute
r p
rog
ram
s o
r m
ag
azin
e a
rtic
les u
sin
g
rea
lia.
Re
co
mm
en
d g
am
es,
so
ng
s,
bo
oks,
film
s o
r co
mp
ute
r p
rog
ram
s w
ith
a
peer.
Critiq
ue
an
d e
va
lua
te
pla
ys,
film
s,
bo
oks,
so
ng
s,
co
mp
ute
r p
rog
ram
s,
or
ma
ga
zin
e a
rtic
les w
ith
in a
sm
all
gro
up
.
Writing
Lis
t co
mm
on
pe
rso
na
l in
tere
sts
wo
rkin
g w
ith
a
part
ner.
Cre
ate
a g
rap
hic
org
an
ize
r a
bo
ut
co
mm
on
pe
rso
na
l in
tere
sts
wo
rkin
g w
ith
a
part
ner.
De
ve
lop
in
terv
iew
q
ue
stio
ns f
or
a p
ers
on
al
inte
rest
qu
estio
nn
air
e
with
in a
sm
all
gro
up
.
Wri
te a
su
mm
ary
of
info
rma
tio
n f
rom
pe
rso
na
l in
tere
st
qu
estio
nn
air
es
with
in a
sm
all
gro
up
.
Ma
ke
writt
en
co
nclu
sio
ns
an
d in
fere
nce
s a
bo
ut
da
ta
co
llecte
d f
rom
q
ue
stio
nn
air
es w
ork
ing
w
ith a
pa
rtne
r.
Level 6- Reaching
Fra
me
wo
rk f
or
FO
RM
AT
IVE
/CL
AS
SR
OO
M I
nstr
uctio
n a
nd A
ssessm
ent
Sta
te B
oar
d A
ppro
ved
, M
arch
2005
Pen
nsy
lvan
ia E
ng
lish
Lan
guag
e P
rofi
cien
cy S
tan
dar
ds
Cla
ssro
om
/Form
ativ
e F
ram
ework
08
/15
/2007
Adap
ted
fro
m t
he
WID
A d
ocu
men
t 2
/2004
.
Co
pyri
gh
t ©
20
07
Sta
te o
f P
enn
sylv
ania
. A
ll r
igh
ts r
eser
ved
Pag
e 4
6
Englis
h L
anguage P
roficie
ncy S
tandard
2:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
fo
r academ
ic s
uccess in t
he c
onte
nt
are
a o
f L
AN
GU
AG
E A
RT
S.
Gra
de L
evel
Clu
ste
r: 9
-12
L
evel
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Sta
nd
ard
or
An
ch
or
Listening
Ma
tch
ora
l sta
tem
en
ts f
rom
sp
ea
ke
rs w
ho
use
vis
ua
l o
r g
rap
hic
su
pp
ort
to
ob
jects
, fig
ure
s o
r ill
ustr
atio
ns.
Ma
tch
in
form
atio
n f
rom
sp
ea
ke
rs o
r m
ed
ia t
o o
bje
cts
o
r ill
ustr
atio
ns w
ork
ing
with
a
part
ner.
Fo
rm g
en
era
l id
ea
s b
ase
d
on
in
form
atio
n f
rom
sp
ea
ke
rs o
r m
ed
ia w
ith
in
a s
ma
ll g
rou
p.
Analy
ze a
nd a
pply
in
form
atio
n f
rom
sp
ea
ke
rs
or
me
dia
wo
rkin
g w
ith
a
part
ner.
Dra
w c
on
clu
sio
ns b
ase
d
on
in
form
atio
n a
cq
uire
d
fro
m v
isu
ally
su
pp
ort
ed
le
ctu
res o
n a
to
pic
fo
un
d
in g
rad
e-l
eve
l te
xt.
1.6
.11
.A
Reading
Ide
ntify
ke
y te
xt
fea
ture
s
usin
g v
isu
ally
su
pp
ort
ed
ch
art
s.
Gle
an
in
form
atio
n f
rom
vis
ua
lly s
up
po
rte
d t
exts
usin
g
gra
ph
ic o
rga
niz
ers
.
Co
mp
are
/Co
ntr
ast
info
rma
tio
n a
mo
ng
m
ultip
le s
ou
rce
s (
su
ch
as:
text,
so
urc
e d
ocu
me
nts
or
Inte
rne
t) u
sin
g g
rap
hic
o
rga
niz
ers
.
Syn
the
siz
e r
ele
va
nt
info
rma
tio
n f
rom
va
rie
d
ge
nre
s o
r so
urc
es,
inclu
din
g t
he
In
tern
et,
w
ork
ing
with
a p
art
ne
r.
Eva
lua
te t
he
va
lidity o
f e
sse
ntia
l id
ea
s in g
rad
e-
leve
l te
xts
with
in a
co
op
era
tive
gro
up
.
R.1
1.A
.2
R.1
1.B
.1
Speaking
An
sw
er
WH
-qu
estio
ns w
ith
o
ne
or
mo
re w
ord
s b
ase
d o
n
vis
ua
lly s
up
po
rte
d g
rad
ed
re
ad
ers
.
Ask a
nd
an
sw
er
WH
-q
ue
stio
ns a
bo
ut
a b
oo
k o
r p
lay
usin
g g
uid
ed
pro
mp
ts.
Re
tell
a lite
rary
se
lectio
n
usin
g v
isu
al s
up
po
rts t
o a
part
ner.
Giv
e p
ers
ua
siv
e
sp
ee
ch
es s
up
po
rte
d
vis
ua
lly.
En
ga
ge
in
fo
rma
l d
eb
ate
s,
ve
rify
ing
re
so
urc
es t
o
dis
tin
gu
ish
fa
ct
fro
m
op
inio
n u
sin
g v
isu
al
su
pp
ort
s.
1.6
.11
.E
Writing
Lis
t ke
y w
ord
s p
ert
ain
ing
to
re
leva
nt
top
ics u
sin
g
bili
ng
ua
l o
r p
ictu
re
dic
tio
na
rie
s.
Lis
t ke
y p
hra
se
s o
n r
ele
va
nt
top
ics u
sin
g a
vis
ua
lly
su
pp
ort
ed
gra
ph
ic o
rga
niz
er.
Ta
ke
no
tes a
nd
ge
ne
rate
se
nte
nce
ou
tlin
es o
n
rele
va
nt
top
ics w
ork
ing
w
ith a
pa
rtne
r.
Cre
ate
su
mm
ary
p
ara
gra
ph
s f
rom
no
tes
usin
g c
he
cklis
ts o
r m
od
el
pa
rag
rap
hs.
Wri
te e
ssa
ys b
ase
d o
n
no
tes f
rom
le
ctu
res.
1.4
.11
.B
1.5
.11
.B
Level 6- Reaching
Fra
me
wo
rk f
or
FO
RM
AT
IVE
/CL
AS
SR
OO
M I
nstr
uctio
n a
nd A
ssessm
ent
Sta
te B
oar
d A
ppro
ved
, M
arch
2005
Pen
nsy
lvan
ia E
ng
lish
Lan
guag
e P
rofi
cien
cy S
tan
dar
ds
Cla
ssro
om
/Form
ativ
e F
ram
ework
08
/15
/2007
Adap
ted
fro
m t
he
WID
A d
ocu
men
t 2
/2004
.
Co
pyri
gh
t ©
20
07
Sta
te o
f P
enn
sylv
ania
. A
ll r
igh
ts r
eser
ved
Pag
e 4
7
Englis
h L
anguage P
roficie
ncy S
tandard
3:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
fo
r academ
ic s
uccess in t
he c
onte
nt
are
a o
f M
ath
em
ati
cs.
Gra
de L
evel
Clu
ste
r: 9
-12
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Sta
nd
ard
or
An
ch
or
Listening
Ide
ntify
pro
pe
rtie
s o
f g
eo
me
tric
fig
ure
s (
su
ch
as:
pa
ralle
ls,
dia
go
na
ls a
nd
co
ng
rue
nt
sid
es)
ba
se
d o
n
ora
l sta
tem
en
ts s
up
po
rte
d
vis
ua
lly w
ith
in a
sm
all
gro
up
.
So
rt o
rally
de
scri
be
d
ge
om
etr
ic f
igu
res u
sin
g
ma
nip
ula
tive
s s
up
po
rte
d b
y a
p
icto
ria
l vo
ca
bu
lary
ch
art
.
Gene
rate
2-D
an
d 3
-D
fig
ure
s b
ase
d o
n m
ulti-
ste
p o
ral d
ire
ctio
ns
wo
rkin
g w
ith
a p
art
ne
r.
Ide
ntify
ge
om
etr
ic f
igu
res
ba
se
d o
n o
rally
pre
se
nte
d
de
du
ctive
pro
ofs
wo
rkin
g
with a
pa
rtne
r.
Ge
ne
rate
tra
nsfo
rma
tio
ns
of
ge
om
etr
ic s
ha
pe
s
ba
se
d o
n o
ral d
ire
ctio
ns
usin
g c
om
pu
ter
so
ftw
are
o
r p
ap
er
an
d p
en
cil
wo
rkin
g w
ith
a p
art
ne
r.
M.1
1.C
.1
Reading
Ma
tch
da
ta w
ith
th
e c
orr
ect
gra
ph
(su
ch
as:
a d
ata
ta
ble
to
a c
ircle
gra
ph
) w
ork
ing
w
ith a
pa
rtne
r.
Lo
ca
te k
ey
da
ta o
n a
gra
ph
w
ork
ing
with
a p
art
ne
r.
Dra
w c
on
clu
sio
ns u
sin
g
co
mp
ara
tive
la
ng
ua
ge
b
ase
d o
n d
ata
in
a g
rap
h
wo
rkin
g w
ith
a p
art
ne
r.
An
aly
ze
co
nclu
sio
ns
dra
wn
fro
m d
ata
on
a
gra
ph
with
in a
sm
all
gro
up.
Pre
dic
t th
e im
pa
ct
of
ch
an
ge
s in
da
ta d
isp
laye
d
on
a g
rap
h w
ith
in a
sm
all
gro
up.
M.1
1.E
.1
Speaking
Ide
ntify
th
e o
rde
r o
f o
pe
ratio
ns u
sin
g v
isu
al
su
pp
ort
.
Se
qu
en
ce
ste
ps in
th
e o
rde
r o
f o
pe
ratio
ns in
pro
ble
m
so
lvin
g r
ely
ing
on
me
nta
l m
ath
or
thin
k-a
lou
d w
ith
in a
sm
all
gro
up
.
Dis
cu
ss t
he
so
lutio
n t
o a
p
rob
lem
in
vo
lvin
g t
he
o
rde
r o
f o
pe
ratio
ns w
ith
in
a s
ma
ll g
rou
p.
Exp
lain
th
e s
olu
tio
n t
o a
p
rob
lem
in
vo
lvin
g t
he
o
rde
r o
f o
pe
ratio
ns u
sin
g
vis
ua
l su
pp
ort
s.
An
aly
ze
th
e s
olu
tio
n t
o a
p
rob
lem
in
vo
lvin
g t
he
o
rde
r o
f o
pe
ratio
ns
wo
rkin
g w
ith
a p
art
ne
r.
M.1
1.A
.3
Writing
Co
py
the
pro
ce
ss u
se
d t
o
so
lve
an
alg
eb
raic
eq
ua
tio
n,
ine
qu
alit
y o
r e
xp
ressio
n.
Wri
te a
nd
so
lve
a s
imp
le
alg
eb
raic
eq
ua
tio
n,
ine
qu
alit
y o
r e
xp
ressio
n u
sin
g a
gu
ide
d
mo
de
l.
Wri
te t
he
ste
ps u
se
d t
o
so
lve
an
alg
eb
raic
e
qu
atio
n,
ine
qu
alit
y o
r e
xp
ressio
n u
sin
g a
wo
rd
ba
nk.
Wri
te a
ju
stifica
tio
n t
o t
he
so
lutio
n o
f a
n a
lge
bra
ic
eq
ua
tio
n,
ine
qu
alit
y o
r e
xp
ressio
n u
sin
g a
wo
rd
ba
nk.
Wri
te a
wo
rd p
rob
lem
th
at
fits
an
alg
eb
raic
eq
ua
tio
n,
ine
qu
alit
y o
r e
xp
ressio
n
wo
rkin
g w
ith
a p
art
ne
r.
M.1
1.D
.2
Level 6- Reaching
Fra
me
wo
rk f
or
FO
RM
AT
IVE
/CL
AS
SR
OO
M I
nstr
uctio
n a
nd A
ssessm
ent
Sta
te B
oar
d A
ppro
ved
, M
arch
2005
Pen
nsy
lvan
ia E
ng
lish
Lan
guag
e P
rofi
cien
cy S
tan
dar
ds
Cla
ssro
om
/Form
ativ
e F
ram
ework
08
/15
/2007
Adap
ted
fro
m t
he
WID
A d
ocu
men
t 2
/2004
.
Co
pyri
gh
t ©
20
07
Sta
te o
f P
enn
sylv
ania
. A
ll r
igh
ts r
eser
ved
Pag
e 4
8
Englis
h L
anguage P
roficie
ncy S
tandard
4:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
fo
r academ
ic s
uccess in t
he c
onte
nt
are
a o
f S
cie
nce.
Gra
de L
evel
Clu
ste
r: 9
-12
L
evel
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Sta
nd
ard
or
An
ch
or
Listening
Co
llect
an
d p
rep
are
m
ate
ria
ls n
ee
de
d f
or
scie
ntific e
xp
eri
me
nts
ba
se
d
on
sin
gle
-ste
p o
ral
dir
ectio
ns.
Re
plic
ate
scie
ntific
e
xp
erim
en
ts f
rom
ora
l d
ire
ctio
ns w
ith
in a
sm
all
gro
up.
Co
mp
lete
an
exp
eri
me
nt
ba
se
d o
n o
ral d
escri
ptio
ns
of
scie
ntific issu
es
wo
rkin
g w
ith
a p
art
ne
r.
Ma
ke
in
fere
nce
s a
nd
d
raw
co
nclu
sio
ns b
ase
d
on
exp
erim
en
tal d
ata
p
rese
nte
d o
rally
.
Co
nd
uct
scie
ntific
inve
stig
atio
ns u
sin
g m
ulti-
me
dia
re
so
urc
es (
su
ch
a
s:
tap
es,
lectu
res a
nd
vid
eo
).
S.1
1.A
.2.1
Reading
Ma
tch
pic
ture
s o
f scie
ntific
eq
uip
me
nt
with
th
eir
use
s
(su
ch
as:
“Te
lesco
pe
– s
ee
sta
rs”)
.
Se
lect
pic
ture
s o
f scie
ntific
eq
uip
me
nt
ba
se
d o
n w
ritt
en
d
escri
ptio
ns o
f scie
ntists
wh
o
use
th
em
(su
ch
as:
“Bio
log
ists
use
this
to
ol to
se
e c
ells
”).
Ide
ntify
scie
ntific
eq
uip
me
nt
ne
ed
ed
fo
r scie
ntific in
ve
stig
atio
ns
ba
se
d o
n illu
str
ate
d
wri
tte
n s
ce
na
rio
s.
Sp
ecify
scie
ntific
eq
uip
me
nt
asso
cia
ted
w
ith
illu
str
ate
d w
ritt
en
d
escri
ptio
ns o
f scie
ntific
inve
stig
atio
ns.
Eva
lua
te t
he
ap
pro
pria
te
use
of
scie
ntific
eq
uip
me
nt
ba
se
d o
n
rea
din
gs f
rom
scie
ntific
inve
stig
atio
ns.
S.1
1.A
.2.2
Speaking
Ide
ntify
scie
ntific is
su
es
(su
ch
as:
nu
cle
ar
en
erg
y)
fro
m p
ictu
res a
nd
vid
eo
.
Giv
e e
xa
mp
les o
f scie
ntific
issu
es t
ha
t a
ffe
ct e
ve
ryd
ay
life
(su
ch
as:
po
llutio
n)
ba
se
d
on
illu
str
atio
ns.
De
scrib
e w
ays
to
re
so
lve
scie
ntific issu
es (
su
ch
as:
“We
ca
n r
ed
uce
po
llutio
n
by”
) w
ork
ing
with
a
part
ner.
Dis
cu
ss s
ocie
tal
imp
lica
tio
ns o
f scie
ntific
issu
es u
sin
g g
rap
hic
o
rga
niz
ers
.
Pa
rtic
ipa
te in
a d
eb
ate
on
scie
ntific issu
es (
su
ch
as:
nu
cle
ar
en
erg
y)
usin
g
no
tes.
S.1
1.A
.1.2
Writing
Use
dra
win
gs,
wo
rds a
nd
p
hra
se
s t
o a
nsw
er
WH
-q
ue
stio
ns o
n la
b r
ep
ort
s
ba
se
d o
n s
cie
nce
e
xp
eri
me
nts
with
in a
sm
all
gro
up.
Use
ph
rase
s o
r se
nte
nce
s,
with
dia
gra
ms,
to a
nsw
er
qu
estio
ns o
n la
b r
ep
ort
s
ba
se
d o
n e
xp
eri
me
nts
w
ork
ing
with
a p
art
ne
r.
Com
ple
te lab r
ep
ort
s
follo
win
g s
tep
-by-s
tep
p
roce
du
res b
ase
d o
n
exp
erim
en
ts.
Pro
du
ce
la
b r
ep
ort
s f
rom
o
utlin
es o
r le
arn
ing
lo
gs
ba
se
d o
n s
cie
nce
e
xp
erim
en
ts.
Pro
du
ce
de
taile
d la
b
rep
ort
s b
ase
d o
n g
rad
e-
leve
l scie
nce
e
xp
erim
en
ts.
S.1
1.A
.2.1
Level 6- Reaching
Fra
me
wo
rk f
or
FO
RM
AT
IVE
/CL
AS
SR
OO
M I
nstr
uctio
n a
nd A
ssessm
ent
Pen
nsy
lvan
ia E
ng
lish
Lan
guag
e P
rofi
cien
cy S
tan
dar
ds
Cla
ssro
om
/Form
ativ
e F
ram
ework
08
/15
/2007
Adap
ted
fro
m t
he
WID
A d
ocu
men
t 2
/2004
.
Co
pyri
gh
t ©
20
07
Sta
te o
f P
enn
sylv
ania
. A
ll r
igh
ts r
eser
ved
Pag
e 4
9
Englis
h L
anguage P
roficie
ncy S
tandard
5:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
fo
r academ
ic s
uccess in t
he c
onte
nt
are
a o
f S
oc
ial
Stu
die
s.
Gra
de L
evel
Clu
ste
r: 9
-12
L
evel
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Sta
nd
ard
or
An
ch
or
Listening
Ide
ntify
dis
trib
utio
n o
f n
atu
ral
reso
urc
es a
rou
nd
th
e w
orld
fr
om
vis
ua
lly s
up
po
rte
d o
ral
sta
tem
en
ts.
Ind
ica
te a
va
ilab
ility
of
na
tura
l re
so
urc
es f
rom
vis
ua
lly
su
pp
ort
ed
ora
l sta
tem
en
ts.
Co
mp
are
ava
ilab
ility
of
na
tura
l re
so
urc
es o
f tw
o
or
mo
re c
ou
ntr
ies f
rom
vis
ua
lly s
up
po
rte
d o
ral
sta
tem
en
ts.
An
aly
ze
dis
trib
utio
n o
f p
rod
ucts
fro
m n
atu
ral
reso
urc
es a
mo
ng
glo
ba
l m
ark
ets
fro
m v
isu
ally
su
pp
ort
ed
ora
l d
escri
ptio
ns.
Inte
rpre
t im
plic
atio
ns o
f d
istr
ibu
tio
n o
f p
rod
ucts
fr
om
na
tura
l re
so
urc
es
am
on
g g
lob
al m
ark
ets
fr
om
vis
ua
lly s
up
po
rte
d
ora
l d
escri
ptio
ns.
6.3
.12
C
Reading
Ide
ntify
ke
y vo
ca
bu
lary
re
late
d t
o lo
ca
l, s
tate
an
d
na
tio
na
l g
ove
rnm
en
t su
pp
ort
ed
vis
ua
lly.
Lo
ca
te a
nd
cla
ssify
the
ro
les
an
d r
esp
on
sib
ilitie
s o
f lo
ca
l,
sta
te a
nd
na
tio
na
l g
ove
rnm
en
ts u
sin
g g
rap
hic
o
rga
niz
ers
.
Su
mm
ari
ze
th
e r
ole
s a
nd
re
sp
on
sib
ilities o
f lo
ca
l,
sta
te a
nd
na
tio
na
l g
ove
rnm
en
t w
ith
in a
sm
all
gro
up.
Co
mp
are
an
d c
on
tra
st
the
ro
les o
f lo
ca
l, s
tate
an
d
na
tio
na
l g
ove
rnm
en
ts
usin
g a
Ve
nn
dia
gra
m.
Dra
w c
on
clu
sio
ns a
bo
ut
the
re
sp
on
sib
ilitie
s o
f lo
ca
l, s
tate
an
d n
atio
na
l g
ove
rnm
en
ts b
ase
d o
n
imp
licit a
nd
exp
licit t
exts
w
ork
ing
with
a p
art
ne
r.
5.3
.12
A
Speaking
Re
sp
on
d t
o W
H-q
ue
stio
ns
ab
ou
t cu
rre
nt
or
pa
st
eve
nts
in
wo
rld
his
tory
su
pp
ort
ed
vis
ua
lly.
De
scrib
e c
urr
en
t o
r p
ast
eve
nts
in
wo
rld
his
tory
su
pp
ort
ed
vis
ua
lly.
Dis
cu
ss p
ers
on
al
co
nn
ectio
ns t
o c
urr
en
t o
r p
ast
eve
nts
in
wo
rld
h
isto
ry u
sin
g r
ea
lia.
An
aly
ze
cu
rre
nt
or
pa
st
eve
nts
in
wo
rld
his
tory
w
ork
ing
with
a p
art
ne
r.
Critiq
ue
cu
rre
nt
or
pa
st
issu
es o
r p
olic
ies in
wo
rld
h
isto
ry w
ork
ing
with
a
part
ner.
8.4
.12
A
Writing
La
be
l th
e p
hys
ica
l ch
ara
cte
ristics o
f p
lace
s o
n
a m
ap
or
a c
ha
rt w
ith
in a
sm
all
gro
up
.
Wri
te s
ho
rt p
hra
se
s
de
scri
bin
g t
he
ph
ysic
al
ch
ara
cte
ristics o
f p
lace
s
usin
g a
gra
ph
ic o
rga
niz
er.
Pro
du
ce
an
ou
tlin
e o
f th
e
ph
ysic
al ch
ara
cte
ristics o
f p
lace
s f
rom
in
form
atio
n
pre
se
nte
d v
ia a
gra
ph
ic
org
an
ize
r.
Cre
ate
a m
ulti-p
ara
gra
ph
e
ssa
y fr
om
an
ou
tlin
e
de
scri
bin
g t
he
ph
ysic
al
ch
ara
cte
ristics o
f p
lace
s
an
d r
eg
ion
s w
ork
ing
with
a p
art
ne
r.
Write
a r
ese
arc
h p
ap
er
an
aly
zin
g t
he
ph
ysic
al
ch
ara
cte
ristics o
f p
lace
s
an
d r
eg
ion
s u
sin
g g
rap
hic
o
rga
niz
ers
.
7.2
.12
A
Level 6- Reaching
Fra
me
wo
rk f
or
FO
RM
AT
IVE
/CL
AS
SR
OO
M I
nstr
uctio
n a
nd A
ssessm
ent
WIDA Consortium English Language Proficiency Standards
Summative Assessment Framework
Copyright © 2007 The Board of Regents of the University of Wisconsin System. All rights reserved
Page 50
WIDA
Large Scale/Summative
Framework
The Large Scale/Summative Framework was developed by the WIDA
Consortium. These matrices provide the foundation for the W-APT and
Access. All aspects of this framework are the same as the framework
used for the PA ELPS with one exception: The Grade Level Clusters.
Note the WIDA Grade Level Clusters are PreK-K, 1-2, 3-5, 6-8, 9-12.
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 5
1
Englis
h L
anguage P
roficie
ncy S
tandard
1:
Englis
h language learn
ers
com
munic
ate
in E
nglis
h f
orS
oc
ial
and In
str
uc
tio
na
lpurp
oses w
ithin
the s
chool settin
g.
Gra
de
Le
ve
l C
lus
ter:
Pre
K-K
Exam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Listening
Recre
ation
al
obje
cts
and
activitie
s
Identify
recre
ational
obje
cts
(e.g
., b
alls
, sw
ings)
fro
m
pic
ture
s (
of school,
pla
yg
rou
nd
, or
pa
rk
sce
nes)
as d
ire
cte
d
ora
lly
Fo
llow
on
e-s
tep
ora
l d
irectio
ns fro
m
pic
ture
s o
f re
cre
atio
na
l ob
jects
used
in a
ctivitie
s a
nd
ora
l sta
tem
ents
Fo
llow
tw
o-s
tep
ora
l d
irectio
ns p
ert
ain
ing
to
use
of re
cre
atio
na
l obje
cts
in a
ctivitie
s
fro
m p
ictu
res a
nd
o
ral d
escrip
tio
ns
(e.g
., “
Pic
k u
p the
ball.
Then g
ive
it to
a
frie
nd.”
)
Indic
ate
use o
f re
cre
atio
na
l ob
jects
in
activitie
s fro
m
pic
ture
s a
nd
co
mp
lex o
ral
directions (
e.g
.,
“Sh
ow
me
how
to
p
ass th
e b
all
fro
m
pers
on to p
ers
on.”
)
Sim
ula
te p
layi
ng
activitie
s a
ccord
ing
to p
ictu
res a
nd
se
qu
en
tia
l ora
l descriptions (
e.g
.,
“Make
tw
o r
ow
s.
Choo
se a
friend.
Ha
ve
th
e frien
d g
o
be
twee
n th
e r
ow
s.”
)
Speaking
Socia
l B
ehavio
r
Resta
te p
olit
e w
ord
s
or
exp
ressio
ns w
he
n
mo
de
led
(e
.g.,
“Ple
ase
” an
d “
Th
an
k
yo
u”)
in
sh
ort
d
ialo
gu
es
Ma
ke
po
lite
re
qu
ests
fr
om
mo
de
ls o
r g
estu
res (
e.g
.,
“Ple
ase
sit d
ow
n.”
)
Use
po
lite
la
ng
ua
ge
in
convers
ations
(e.g
., r
ole
pla
y
tele
ph
on
e ta
lk)
Giv
e c
om
plim
en
ts,
off
er
ap
olo
gie
s, o
r e
xp
ress g
ratitu
de
w
ithin
convers
ations
Adapt polit
e
lan
gua
ge
to
so
cia
l situations
ap
pro
pria
te to
audie
nce
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 5
2
Englis
h L
anguage P
roficie
ncy S
tandard
1:
Englis
h language learn
ers
com
munic
ate
in E
nglis
h f
orS
oc
ial
and
Ins
tru
cti
on
al
purp
oses w
ithin
the s
chool settin
g.
Gra
de
Le
ve
l C
lus
ter:
Pre
K-K
E
xam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Reading
Cla
ssro
om
P
air
sha
pes o
f w
ord
s
rela
ted to illu
str
ate
d
cla
ssro
om
obje
cts
w
ith p
rint vers
ions
Associa
te s
ou
nds o
r le
tte
rs o
f ill
ustr
ate
d
cla
ssro
om
obje
cts
w
ith w
ord
s in p
rint
Matc
h labele
d
pic
ture
s o
f fa
mili
ar
obje
cts
to those in
ill
ustr
ate
d c
lassro
om
scenes (
e.g
., “
Here
is
a p
ictu
re w
ith a
w
ord
in
sid
e. F
ind
th
e
sa
me w
ord
in the
cla
ssro
om
.”)
Ide
ntify
wo
rds o
r p
hra
ses w
ithin
ill
ustr
ate
d c
lassro
om
sce
nes
Re
late
mea
nin
g o
f p
hra
ses o
r sho
rt
se
nte
nce
s in
ill
ustr
ate
d c
lassro
om
sce
nes
Writing
Routines
Tra
ce
, cop
y, o
r depic
t daily
routines
in d
raw
ings
Repro
duce initia
l le
tte
rs a
sso
cia
ted
w
ith
da
ily r
ou
tine
s
fro
m la
be
led
d
raw
ings o
r ill
ustr
ate
d m
odels
Label pic
ture
s o
f daily
routines fro
m
illustr
ate
d m
odels
u
sin
g w
ord
s w
ith
in
ve
nte
d s
pe
llin
gs
Describ
e d
aily
ro
utines fro
m
illustr
ate
d m
odels
u
sin
g w
ord
s a
nd
p
hra
ses w
ith
invente
d s
pelli
ngs
Co
mpo
se
no
tes
ab
ou
t d
aily
rou
tin
es
usin
g p
hra
ses o
r sh
ort
se
nte
nce
s w
ith
in
ve
nte
d s
pe
llin
gs
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 5
3
Englis
h L
anguage P
roficie
ncy S
tandard
2:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
for
academ
ic s
uccess in t
he c
onte
nt
are
a o
fL
an
gu
ag
e A
rts
.
Gra
de
Le
ve
l C
lus
ter:
Pre
K-K
E
xam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Listening
Colo
rs
Ma
tch
co
lors
in
pic
ture
s a
s m
odele
d
ora
lly (
e.g
., “
Here
is
so
me
thin
g r
ed
. S
ho
w m
e a
noth
er
red
one
.”)
Dis
ting
uis
h o
bje
cts
in
pic
ture
s b
y co
lor
as d
escribe
d o
rally
(e
.g., “
There
is a
bla
ck b
ear.
Poin
t to
b
lack
bea
r.”)
Pla
ce
pic
ture
s
involv
ing c
olo
rs
acco
rdin
g to
ora
l directions (
e.g
.,
“First is
the y
ello
w
pa
per.
Th
e b
lue
p
ap
er
go
es o
n to
p.”
)
Arr
ang
e a
se
rie
s o
f pic
ture
s involv
ing
co
lors
accord
ing
to
o
ral d
irectio
ns
Org
an
ize
pic
ture
s to
cre
ate
co
lor
dis
pla
ys
accord
ing to
descrip
tive o
ral
dis
co
urs
e
Speaking
Nurs
ery
rh
ym
es
Re
pe
at w
ord
s o
r p
hra
ses fro
m
co
mm
on
nurs
ery
rh
ym
es s
up
po
rte
d b
y
illu
str
atio
ns
Com
ple
te n
urs
ery
rh
ym
e p
hra
ses fro
m
illustr
ate
d m
odels
(e
.g., “
Jack a
nd J
ill
we
nt u
p a
___
.”)
Descri
be
pe
rso
ns o
r events
in n
urs
ery
rh
ym
es fro
m
illu
str
atio
ns
Dis
cuss w
ha
t h
ap
pe
ns (
plo
t o
r events
) fr
om
nurs
ery
rh
ym
e illu
str
ations
Pa
raph
rase
nu
rse
ry
rhym
es fro
m
illu
str
atio
ns
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 5
4
Englis
h L
anguage P
roficie
ncy S
tandard
2:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
for
academ
ic s
uccess in t
he c
onte
nt
are
a o
fL
an
gu
ag
e A
rts
.
Gra
de
Le
ve
l C
lus
ter:
Pre
K-K
E
xam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Reading
Feelin
gs
Ma
tch
sym
bo
ls o
r ic
on
s w
ith
p
ho
togra
ph
s o
r fa
cia
l e
xp
ressio
ns th
at
exp
ress fe
elin
gs
(e.g
., h
ap
py fa
ce)
Sele
ct m
atc
hin
g
pairs o
f ill
ustr
ate
d
wo
rds th
at e
xpre
ss
feelin
gs
Fin
d e
xam
ple
s o
f re
pea
ted
wo
rds th
at
exp
ress fe
elin
gs in
ill
ustr
ate
d text (e
.g.,
“sad
girl,”
“sad
bo
y”)
Pre
dic
t fe
elin
gs
based o
n illu
str
ate
d
phra
ses (
e.g
., o
n
bo
ok c
overs
)
Cre
ate
‘sto
ries’
about fe
elin
gs fro
m
illustr
ate
d text
Writing
Environm
enta
l print
Dra
w o
r tr
ace
exam
ple
s o
f environm
enta
l print
(e.g
., fro
m c
ere
al
bo
xe
s, T
sh
irts
)
Copy e
xam
ple
s o
f environm
enta
l print
fro
m la
be
led
ico
ns o
r o
bje
cts
Pro
duce
na
me
s o
f o
bje
cts
or
icon
s
repre
se
nte
d in
environm
enta
l print
usin
g in
ve
nte
d
spelli
ngs (
e.g
., !
su
n)
Lis
t exam
ple
s o
f environm
enta
l print
in illu
str
ate
d s
cenes
usin
g icon
s, w
ord
s,
or
phra
ses w
ith
inve
nte
d s
pe
llin
gs
Giv
e e
xam
ple
s o
f environm
enta
l print
in illu
str
ate
d s
cenes
usin
g p
hra
ses o
r sh
ort
se
nte
nce
s w
ith
in
ve
nte
d s
pe
llin
gs
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 5
5
Englis
h L
anguage P
roficie
ncy S
tandard
3:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
for
academ
ic s
uccess in t
he c
onte
nt
are
a o
fM
ath
em
ati
cs
.
Gra
de
Le
ve
l C
lus
ter:
Pre
K-K
E
xam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Listening
Pa
tte
rns
Imitate
pattern
so
un
ds w
ith p
hysic
al
movem
ent fr
om
m
odelin
g (
e.g
., c
lap,
sn
ap
, sn
ap
, sto
mp
)
Se
lect “
Wh
at co
mes
ne
xt?
” in
illu
str
ate
d
pa
tte
rns a
ccord
ing
to
o
ral d
irectio
ns
Sort
pattern
s fro
m
non-p
attern
s in
pic
ture
s fro
m o
ral
dir
ectio
ns
Identify
pattern
s
from
pic
ture
s (
e.g
.,
“girl, b
oy, g
irl,
bo
y”)
fr
om
ora
l directions
Form
pattern
s fro
m
pic
ture
s (
e.g
., “
the
tall
girl, the s
hort
girl;
the
ta
ll b
oy, th
e s
ho
rt
boy”)
fro
m d
eta
iled
ora
l d
irectio
ns
Speaking
Siz
e
Indic
ate
siz
e o
f o
bje
cts
in
pic
ture
s
(e.g
., “
sm
all”
, “b
ig”)
u
sin
g g
estu
res a
nd
w
ord
s
Specify s
ize o
f o
bje
cts
in
pic
ture
s
(e.g
., “
a s
mall
ball,
” “a
big
ba
ll”)
Descri
be
th
e
rela
tio
nsh
ip b
etw
een
th
e s
ize o
f tw
o
ob
jects
in
pic
ture
s
usin
g c
om
para
tive
phra
ses (
e.g
.,
“sm
alle
r,”
“big
ge
r”)
Pose c
om
para
tive
qu
estio
ns o
r sta
tem
en
ts a
bo
ut
siz
e fro
m p
ictu
res o
r ill
ustr
ate
d s
cenes
(e.g
., “
This
is the
big
gest.”)
Make
up r
ela
ted
se
nte
nce
s o
r “s
tories”
abo
ut
diff
ere
nces in
siz
e
usin
g c
om
para
tive
la
ng
ua
ge
fro
m
illustr
ate
d s
cenes
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 5
6
Englis
h L
anguage P
roficie
ncy S
tandard
3:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
for
academ
ic s
uccess in t
he c
onte
nt
are
a o
fM
ath
em
ati
cs
.
Gra
de
Le
ve
l C
lus
ter:
Pre
K-K
E
xam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Reading
Ge
om
etr
ic
shapes
Matc
h p
ictu
res o
f re
al-lif
e o
bje
cts
(e.g
.,
bo
ok o
r w
indo
w)
with
figure
s o
f geom
etr
ic
sh
ap
es
Cla
ssify p
ictu
res o
f re
al-lif
e o
bje
cts
accord
ing to
ge
om
etr
ic s
ha
pes
(e.g
., c
ircle
s o
r sq
ua
res)
So
rt d
iag
ram
s o
f g
eo
me
tric
sha
pes
accord
ing to their
firs
t le
tter
(e.g
., “
c”
or
“r”)
Fin
d p
airs o
f m
atc
hin
g w
ord
s a
nd
d
iag
ram
s o
f g
eo
me
tric
sha
pes
Ide
ntify
wo
rds fo
r g
eo
me
tric
sha
pes
fro
m la
be
led
d
iag
ram
s
Writing
Tim
e
Dra
w, tr
ace, or
copy
pic
ture
s fro
m m
od
els
to
exp
ress tim
es o
f day (
e.g
., n
ight tim
e
or
day tim
e)
De
pic
t tim
es o
f d
ay
(nig
ht tim
e o
r day
tim
e)
from
illu
str
ate
d
sce
nes a
nd
mo
de
ls
usin
g icons, le
tters
, o
r scrib
ble
writin
gs
Expre
ss tim
es o
f day
(morn
ing, noon, or
nig
ht)
fro
m illu
str
ate
d
sce
nes a
nd
mo
de
ls
usin
g w
ord
s w
ith
in
vente
d s
pelli
ngs
Com
ple
te “
sto
ries”
rela
ted to tim
es o
f day fro
m illu
str
ate
d
sce
nes a
nd
mo
de
ls
usin
g w
ord
s o
r p
hra
ses w
ith
inve
nte
d s
pe
llin
gs
Pro
duce
th
oug
hts
or
“sto
ries”
abo
ut tim
es
of day r
ela
ted to
eve
nts
or
actio
ns
usin
g p
hra
ses o
r sh
ort
se
nte
nce
s w
ith
in
ve
nte
d s
pe
llin
gs
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 5
7
Englis
h L
anguage P
roficie
ncy S
tandard
4:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
for
academ
ic s
uccess in t
he c
onte
nt
are
a o
fS
cie
nc
e.
Gra
de
Le
ve
l C
lus
ter:
Pre
K-K
E
xam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Listening
Liv
ing a
nd
non–liv
ing
thin
gs
Cla
ssify liv
ing o
r n
on
-liv
ing
th
ing
s
fro
m o
ral sta
tem
en
ts
an
d p
ictu
res
Ma
tch
ora
l d
escrip
tio
ns o
f liv
ing
o
r n
on-liv
ing
th
ings
with p
ictu
res (
e.g
., “
It
lives in w
ate
r. It
sw
ims.”
)
Identify
liv
ing o
r non-
livin
g thin
gs fro
m
WH
- q
uestio
ns a
nd
pic
ture
s (
e.g
.,
“Wh
ich
an
imal h
as
no
le
gs?
”)
Matc
h featu
res (
e.g
.,
feath
ers
/ birds,
fur/
do
gs,
skin
/pe
op
le)
of liv
ing
o
r n
on-liv
ing
th
ings
acco
rdin
g to
pic
ture
s
and o
ral directions
Org
an
ize
pic
ture
s
with
la
be
ls o
r o
the
r g
raph
ic
repre
senta
tions o
f fe
atu
res o
f liv
ing o
r n
on
-liv
ing
th
ing
s
de
scrib
ed
ora
lly
Speaking
We
ath
er
Nam
e fam
iliar
obje
cts
in
ph
oto
gra
ph
s o
r ill
ustr
atio
ns
associa
ted
with
w
ea
the
r co
nditio
ns
Descri
be
we
ath
er
co
nd
itio
ns fro
m
ph
oto
gra
ph
s o
r ill
ustr
ations (
e.g
.,
“win
dy”)
Pre
dic
t w
ea
the
r co
nd
itio
ns fro
m
illustr
ate
d s
cenes
(e.g
., “
It’s
goin
g to
rain
.”)
Co
mpa
re o
r co
ntr
ast
we
ath
er
co
nditio
ns
in illu
str
ate
d s
cenes
Expre
ss lik
es,
dis
likes, o
r p
refe
rences, w
ith
re
aso
ns, re
late
d to
w
ea
the
r co
nditio
ns
from
illu
str
ate
d
sce
nes
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 5
8
Englis
h L
anguage P
roficie
ncy S
tandard
4:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
for
academ
ic s
uccess in t
he c
onte
nt
are
a o
fS
cie
nc
e.
Gra
de
Le
ve
l C
lus
ter:
Pre
K-K
E
xam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Reading
Body p
art
s
Apply
concepts
of
print to
books a
bout
body p
art
s (e
.g.,
“Th
e b
ook is a
bo
ut
eyes, S
how
me the
title o
f th
e b
ook.”
)
Pa
ir la
be
led
pic
ture
s
of body p
art
s w
ith
ma
tch
ing
icon
s
Associa
te labe
led
pic
ture
s o
f body
part
s w
ith initia
l co
nson
an
ts (
e.g
.,
nose-
n)
Fin
d la
be
led
pic
ture
s
of body p
art
s w
ith
the s
am
e initia
l consonant (e
.g.,
fingers
-feet)
Matc
h p
ictu
res o
f b
od
y p
art
s w
ith
wo
rds
Writing
Scie
ntific
inquiry
Pro
duce
dra
win
gs o
f m
ate
ria
ls n
eed
ed
fo
r scie
ntific inquiry fro
m
lab
ele
d p
ictu
res
Co
py n
am
es o
f m
ate
ria
ls n
eed
ed
fo
r scie
ntific inquiry fro
m
lab
ele
d p
ictu
res
Re
pro
du
ce
a lis
t o
f m
ate
ria
ls n
eed
ed
fo
r scie
ntific inquiry
(e.g
., b
ean, w
ate
r,
soil)
fro
m labele
d
pic
ture
s u
sin
g w
ord
s
with invente
d
sp
elli
ngs
Descri
be
ma
teri
als
used in s
cie
ntif
ic
inq
uiry u
sin
g w
ord
s
or
phra
ses w
ith
invente
d s
pelli
ngs
Re
late
expe
rie
nce
s
fro
m u
se
of m
ate
ria
ls
in s
cie
ntific inquiry
usin
g p
hra
ses o
r sh
ort
se
nte
nce
s w
ith
in
ve
nte
d s
pe
llin
gs
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 5
9
Englis
h L
anguage P
roficie
ncy S
tandard
5:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
for
academ
ic s
uccess in t
he c
onte
nt
are
a o
fS
oc
ial
Stu
die
s.
Gra
de
Le
ve
l C
lus
ter:
Pre
K-K
Exam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Listening
Tra
nsp
ort
atio
n
Associa
te s
ou
nds o
f diffe
rent m
ode
s o
f tr
ansport
ation w
ith
pic
ture
s (
e.g
.,
“Wh
ich
go
es c
hoo
ch
oo
?”)
Identify
modes o
f tr
ansport
ation fro
m
vis
ua
lly s
up
po
rte
d
rhym
es o
r cha
nts
(e
.g.,
“T
he
Wh
ee
ls
on
th
e B
us”)
Matc
h p
ictu
res o
f m
od
es o
f tr
ansport
ation w
ith
descrip
tive
sta
tem
en
ts (
e.g
.,
“An
air
pla
ne
go
es
fast.
”)
Pa
ir m
od
es o
f tr
ansport
ation w
ith
their e
nvironm
ent
(e.g
., “
Th
e je
t flie
s in
th
e a
ir,”
) based o
n
pic
ture
s a
nd
ora
l d
irectio
ns
Diffe
ren
tia
te m
od
es
of tr
ansport
atio
n
fro
m th
e p
ast o
r p
rese
nt b
ased
on
p
ictu
res a
nd
ora
l d
escrip
tio
ns
Speaking
Ho
me
s in
a
co
mm
un
ity/
Ha
bita
ts
Repeat nam
es o
f diffe
rent ty
pes o
f h
om
es o
r ha
bita
ts
fro
m m
od
els
an
d
illustr
ations (
e.g
.,
ho
use
, n
est,
po
nd)
Matc
h h
om
es o
r h
ab
ita
ts to
anim
als
in
illu
str
ate
d s
cenes
usin
g p
hra
ses o
r ch
un
ks o
f la
ng
ua
ge
(e
.g.,
be
e h
ive
)
Describ
e d
iffe
ren
t ty
pes o
f hom
es o
r habitats
fro
m
illustr
ate
d s
cenes
usin
g p
hra
ses o
r sh
ort
se
nte
nce
s
Co
mpa
re a
nd
contr
ast diffe
rent
types o
f hom
es o
r habitats
fro
m
illustr
ate
d s
cenes
usin
g r
ela
ted
se
nte
nce
s
Pro
vid
e d
eta
iled
in
form
ation a
bout
hom
es o
r habitats
(e
.g., p
ers
onal
ad
dre
ss o
r “A
bird
liv
es in a
nest in
a
tree.”
)
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 6
0
Englis
h L
anguage P
roficie
ncy S
tandard
5:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
for
academ
ic s
uccess in t
he c
onte
nt
are
a o
fS
oc
ial
Stu
die
s.
Gra
de
Le
ve
l C
lus
ter:
Pre
K-K
E
xam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Reading
Food
Reco
gn
ize
fo
od
-re
late
d s
ym
bo
ls o
r ic
ons in illu
str
ations
Ma
tch
pic
ture
s a
nd
w
ord
s to w
ord
s
about fo
od fro
m
va
rio
us s
ou
rce
s
(e.g
., la
be
ls o
n c
ans
or
cart
ons)
Fin
d la
be
led
pic
ture
s
of fo
od b
y initia
l so
un
ds o
r co
nson
an
ts (
e.g
.,
pin
eap
ple
, p
ea
s)
Sort
pic
ture
s o
f fo
od
by in
itia
l so
und
s o
r co
nson
an
ts (
e.g
.,
“Fin
d food
s that sta
rt
with the letter
B.”
)
Identify
food w
ord
s
in illu
str
ate
d p
hra
ses
or
sho
rt s
en
ten
ces
Writing
School
Dra
w p
ers
ona
l re
sp
onses to
pe
op
le,
pla
ce
s, o
r ob
jects
in
sch
oo
l fr
om
pic
ture
s
or
mo
de
ls
Re
pre
se
nt p
eo
ple
, p
lace
s, o
r ob
jects
in
sch
oo
l fr
om
pic
ture
s
an
d m
ode
ls u
sin
g
letters
or
scribble
w
ritings
La
be
l pe
op
le,
pla
ce
s, o
r ob
jects
in
sch
oo
l fr
om
pic
ture
s
an
d m
ode
ls u
sin
g
wo
rds w
ith
inve
nte
d
sp
elli
ngs
Ma
ke
lis
ts o
f p
eo
ple
, p
lace
s, o
r ob
jects
in
sch
oo
l fr
om
pic
ture
s
an
d m
ode
ls u
sin
g
wo
rds o
r p
hra
ses
with invente
d
sp
elli
ngs
Cre
ate
“sto
ries”
ab
ou
t p
eo
ple
, p
lace
s, o
r ob
jects
in
sch
oo
l fr
om
pic
ture
s
usin
g p
hra
ses o
r sh
ort
se
nte
nce
s w
ith
in
ve
nte
d s
pe
llin
gs
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 6
1
Englis
h L
anguage P
roficie
ncy S
tandard
1:
Englis
h language learn
ers
com
munic
ate
in E
nglis
h f
orS
oc
ial
and
Ins
tru
cti
on
al
purp
oses w
ithin
the s
chool settin
g.
Gra
de
Le
ve
l C
lus
ter:
1-2
E
xam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Listening
School are
as,
pers
onnel, a
nd
activitie
s
Identify
sym
bols
, o
bje
cts
, o
r p
eo
ple
a
ssocia
ted
with
cla
ssro
om
s o
r sch
oo
l are
as,
pe
rso
nn
el, o
r activitie
s fro
m
pic
ture
s a
nd
ora
l sta
tem
en
ts (
e.g
.,
“Off
ice”
or
“Exit”)
Lo
ca
te s
ch
ool a
reas,
pe
rso
nn
el, o
r a
ctivitie
s d
escribe
d
ora
lly w
ith v
isual
su
pport
(e.g
., c
orn
er
of th
e r
oom
, w
ash
roo
m d
ow
n th
e
ha
ll)
Ma
tch
sch
oo
l are
as,
pe
rso
nn
el, o
r a
ctivitie
s d
escribe
d
ora
lly to illu
str
ate
d
sch
oo
l or
cla
ssro
om
sce
nes
Sort
school are
as,
pe
rso
nn
el, o
r a
ctivitie
s fro
m n
on
-
sch
oo
l are
as,
pe
rso
nn
el, o
r activitie
s a
ccord
ing
to o
ral d
escrip
tio
ns
with
vis
ua
l sup
po
rt
(e.g
., “
Wh
ich
pe
rso
n
do
es n
ot w
ork
in the
sch
oo
l?”)
Ma
tch
ora
l d
escrip
tio
ns o
f sch
oo
l are
as,
pe
rso
nn
el, o
r activitie
s w
ith
ind
ivid
ua
l n
eed
s o
r situations (
e.g
.,
“If…
then;”
“S
uppose…
”)
Speaking
Every
day
ob
jects
N
am
e e
very
day
ob
jects
dep
icte
d
vis
ually
when g
iven
choic
es (
e.g
., Is this
a
bo
ok o
r a
co
okie
?)
Tell
prim
ary
function
or
use o
f every
day
ob
jects
dep
icte
d
vis
ually
(e.g
., “
You
pu
t fo
od
on
a p
late
.”)
Rela
te m
ultip
le
fun
ctio
ns o
r uses o
f e
ve
ryd
ay o
bje
cts
d
ep
icte
d v
isua
lly
(e.g
., “
I do
ho
mew
ork
on th
e
tab
le a
nd
ea
t d
inn
er
there
.”)
Co
mpa
re/c
ontr
ast
uses o
f every
day
ob
jects
dep
icte
d
vis
ually
(e.g
., “
I w
ash
m
yself w
ith s
oap. I
dry
myself w
ith a
to
wel.”)
Evalu
ate
and g
ive
reaso
ns fo
r u
se
fuln
ess o
f e
ve
ryd
ay o
bje
cts
(e
.g., “
Pencils
are
b
ett
er
tha
n c
rayo
ns
for
writing
. Y
ou
ca
n
write
nea
ter
with
p
encils
.”)
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 6
2
Englis
h L
anguage P
roficie
ncy S
tandard
1:
Englis
h language learn
ers
com
munic
ate
in E
nglis
h f
orS
oc
ial
and
Ins
tru
cti
on
al
purp
oses w
ithin
the s
chool settin
g.
Gra
de
Le
ve
l C
lus
ter:
1-2
E
xam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Reading
Pe
rso
na
l in
form
atio
n
Matc
h illu
str
ate
d
wo
rds w
ith
ban
k o
f w
ord
s a
bo
ut se
lf
Identify
illu
str
ate
d
ph
rases r
efle
ctiv
e o
f se
lf (
e.g
., “
go to
sch
oo
l,”
”go
ho
me
”)
An
sw
er
yes/n
o o
r ch
oic
e q
uestio
ns
about self in
illustr
ate
d text (e
.g.,
“Are
yo
u a
cat?
”)
Sele
ct ill
ustr
ate
d
sente
nces r
eflective
of se
lf (
e.g
., “
I go to
school on
Fridays.”
)
Dis
ting
uis
h b
etw
een
tr
ue
an
d fa
lse
info
rmation a
bout
se
lf (
e.g
., “
I have
thre
e e
yes.”
)
Writing
Pe
rso
na
l co
rre
sp
on
d-
en
ce
Tra
ce
, cop
y, o
r p
rodu
ce
word
s a
bou
t se
lf u
sin
g m
od
els
a
nd
pic
ture
s
Ma
ke
lis
ts fo
r va
ryin
g p
ers
on
al
pu
rpo
se
s u
sin
g
mo
de
ls a
nd
pic
ture
s
(e.g
., n
ee
ded s
cho
ol
su
pp
lies)
Rela
te p
ers
onal
facts
usin
g m
od
els
and p
ictu
res (
e.g
., “
I h
ave
bro
wn
eye
s.”
)
Co
mpo
se
pers
ona
l m
essages for
frie
nds
usin
g m
od
els
an
d
pic
ture
s
Na
rra
te o
r com
po
se
p
ers
ona
l sto
rie
s fro
m
pic
ture
s
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 6
3
Englis
h L
anguage P
roficie
ncy S
tandard
2:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
for
academ
ic s
uccess in t
he c
onte
nt
are
a o
fL
an
gu
ag
e A
rts
.
Gra
de
Le
ve
l C
lus
ter:
1-2
E
xam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Listening
Se
qu
en
ce
of
sto
ry
Matc
h p
ictu
res to
se
nte
nce
s r
ea
d
alo
ud
Ord
er
pic
ture
s o
f re
late
d s
en
ten
ces
rea
d a
lou
d tha
t u
se
o
rdin
al n
um
era
ls o
r se
qu
en
tia
l la
ng
uag
e
(e.g
., first, s
eco
nd,
last; first, then, next)
Se
qu
ence
pic
ture
s
of sto
ries r
ead
alo
ud
by b
egin
nin
g,
mid
dle
, a
nd
en
d
Ma
tch
sto
ry
se
qu
ence
re
ad
alo
ud
to
a s
eries o
f p
ictu
res (
e.g
., O
nce
u
po
n a
tim
e…
.an
d
they liv
ed h
appily
ever
after)
Se
lect lo
gic
al
ou
tco
me
s o
r e
nd
ing
s
to s
tori
es r
ead
alo
ud
Speaking
Sto
ry e
lem
en
ts
Na
me
pe
rsons
(cha
racte
rs)
or
se
ttin
gs o
f sto
ries
fro
m p
ictu
re b
oo
ks
Descri
be
ch
ara
cte
rs
or
se
ttin
gs o
f sto
ries
fro
m p
ictu
re b
oo
ks
Sta
te m
ain
ideas o
r th
em
es o
f sto
ries,
inclu
din
g c
hara
cte
rs
or
se
ttin
gs, fr
om
pic
ture
books o
r ill
ustr
ate
d s
hort
sto
ries
Na
rra
te m
ain
eve
nts
o
f p
lot se
quen
ces in
giv
en tim
e fra
mes o
f pic
ture
books o
r ill
ustr
ate
d s
hort
sto
ries
Re
/te
ll sto
rie
s u
sin
g
sto
ry e
lem
en
ts fro
m
pic
ture
books o
r sh
ort
sto
rie
s
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 6
4
Englis
h L
anguage P
roficie
ncy S
tandard
2:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
for
academ
ic s
uccess in t
he c
onte
nt
are
a o
fL
an
gu
ag
e A
rts
.
Gra
de
Le
ve
l C
lus
ter:
1-2
E
xam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Reading
Ph
on
ics/
Ph
on
em
ic
aw
are
ne
ss
Associa
te le
tte
r so
un
ds (
at
begin
nin
g, m
iddle
, or
en
d o
f w
ord
s)
with
fa
mili
ar
pic
ture
s in
conte
xt
Ma
tch
le
tters
/dia
gra
phs
with
in a
nd
acro
ss
wo
rds w
ith
pic
ture
s
in c
onte
xt
So
rt w
ord
s a
nd
phra
ses, w
ith v
isual
su
pport
, in
to
ph
ono
log
ica
l or
se
man
tic c
ate
go
rie
s
(e.g
., c
th
at so
un
ds
like
k, c th
at so
un
ds
like
s)
Ide
ntify
wo
rds w
ith
p
ho
ne
tic v
aria
tio
n in
ill
ustr
ate
d p
hra
ses o
r sente
nces (
e.g
.,
wo
rds w
ith
sile
nt
lett
ers
)
Ma
tch
se
nte
nces
tha
t co
nta
in w
ord
s
with
ph
on
etic
variation w
ith
pic
ture
s
Writing
Wo
rd f
am
ilie
s
Re
pro
du
ce
ill
ustr
ate
d w
ord
pa
irs
by fam
ilies (
e.g
., c
at,
ha
t)
Ge
nera
te lis
ts o
f w
ord
fam
ilies fro
m
illustr
ate
d m
odels
Ma
ke
ori
gin
al
sta
tem
en
ts o
r q
uestio
ns u
sin
g
illustr
ate
d w
ord
fa
mili
es
Pro
duce
re
late
d
se
nte
nce
s u
sin
g
illustr
ate
d w
ord
fa
mili
es
Cre
ate
fic
tional
sto
ries u
sin
g w
ord
fa
mili
es
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 6
5
Englis
h L
anguage P
roficie
ncy S
tandard
3:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
for
academ
ic s
uccess in t
he c
onte
nt
are
a o
fM
ath
em
ati
cs
.
Gra
de
Le
ve
l C
lus
ter:
1-2
E
xam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Listening
Tw
o a
nd
th
ree
-d
ime
nsio
na
l sh
ap
es
Identify
tw
o-
or
thre
e-d
imen
sio
na
l sh
ap
es d
ep
icte
d in
ill
ustr
atio
ns
de
scrib
ed
ora
lly
(e.g
., “
Fin
d a
sh
ap
e
like the s
un.”
)
Matc
h a
ttribute
s o
f tw
o-
or
thre
e-
dim
ensio
na
l sh
ap
es
described o
rally
to
obje
cts
(e.g
., “
Fin
d a
sh
ap
e w
ith
4 s
ides.”
)
Identify
obje
cts
co
mpo
se
d o
f m
ultip
le tw
o-
or
thre
e-d
imen
sio
na
l sh
ap
es d
escrib
ed
ora
lly (
e.g
., “
Put
thre
e c
ircle
s o
n to
p
of e
ach
oth
er.
Wh
at
do y
ou s
ee?”)
Co
nstr
uct a
nd
id
entify
tw
o-
or
thre
e-d
imen
sio
na
l fig
ure
s d
escrib
ed
ora
lly (
e.g
., “
Put tw
o
line
s u
p a
nd
do
wn
a
nd
tw
o lin
es a
cro
ss.
Wh
at sh
ape
do
yo
u
ha
ve
?”)
Alter
two-
or
thre
e-
dim
ensio
na
l sh
ap
es
to m
ake
oth
ers
b
ase
d o
n o
ral
dis
cours
e (
e.g
.,
“Take
one
sid
e a
wa
y
from
a s
quare
. M
ove
the
th
ree
lin
e
se
gm
en
ts to
ma
ke
a
sh
ap
e. W
ha
t d
o y
ou
h
ave
?”)
Speaking
Ba
sic
op
era
tio
ns
Recite m
ath
-rela
ted
wo
rds o
r p
hra
ses
rela
ted
to
basic
opera
tions fro
m
pic
ture
s o
f eve
ryday
ob
jects
and
ora
l sta
tem
en
ts
Resta
te b
asic
opera
tions fro
m o
ral
sta
tem
en
ts, re
ferr
ing
to
pic
ture
s o
f e
ve
ryd
ay o
bje
cts
(e
.g., “
Ten p
encils
a
nd
ten
more
are
tw
en
ty.”
)
Descri
be
re
pre
senta
tions o
f b
asic
ope
ratio
ns
from
pic
ture
s o
f every
day o
bje
cts
and o
ral descriptions
(e.g
., “
Th
ere
are
se
ven
do
gs
alto
ge
ther.
”)
Co
mpa
re/c
ontr
ast
ba
sic
ope
ratio
ns
needed in p
rob
lem
solv
ing fro
m p
ictu
res
and o
ral descriptions
(e.g
., “
This
one s
ays
ta
ke
aw
ay/m
inus/
subtr
act. T
hat one
sa
ys p
lus/a
dd.”
)
Exp
lain
pro
cesse
s
invo
lvin
g b
asic
opera
tions fro
m
pic
ture
s a
nd
gra
de
le
ve
l o
ral
de
scrip
tio
ns
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 6
6
Englis
h L
anguage P
roficie
ncy S
tandard
3:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
for
academ
ic s
uccess in t
he c
onte
nt
are
a o
fM
ath
em
ati
cs
.
Gra
de
Le
ve
l C
lus
ter:
1-2
E
xam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Reading
Estim
atio
n
Money
Matc
h labele
d
pic
ture
s w
ith
g
en
era
l w
ord
s
rela
ted
to
estim
ation (
e.g
., a
lo
t, a
little)
to
pic
ture
s o
f vary
ing
qu
an
tities
Ma
tch
wo
rds o
r phra
ses r
ela
ted to
estim
ation (
e.g
.,
ab
ou
t 2
0 c
en
ts)
to
pic
ture
s o
f vary
ing
qu
an
tities
Identify
language
associa
ted
with
e
stim
atio
n in
ill
ustr
ate
d p
hra
ses
or
sen
tences (
e.g
.,
“I s
ee
clo
se
to
10
0
nic
ke
ls.”
)
Ord
er
illu
str
ate
d
se
nte
nce
s in
volv
ing
estim
ation (
e.g
., “
I h
ave
on
e d
olla
r.
Ca
nd
y c
osts
aro
un
d
40
cen
ts. I can
bu
y
two p
ieces.”
)
Analy
ze m
ath
se
nte
nce
s fro
m
gra
de
le
ve
l m
ate
rials
to identify
e
stim
atio
n
str
ate
gie
s
Writing
Wh
ole
nu
mb
ers
L
ab
el w
ho
le
num
bers
fro
m
gra
ph
s o
r vis
ua
ls
an
d w
ord
ba
nks
(e.g
., fro
m 1
-100)
Pro
duce
ph
rases
with
who
le n
um
be
rs
fro
m g
rap
hs o
r vis
ua
ls a
nd
wo
rd
banks (
e.g
., tw
enty
-one c
rayons)
Lis
t uses o
f w
hole
num
bers
fro
m
gra
ph
s o
r vis
ua
ls
usin
g p
hra
ses o
r sh
ort
se
nte
nce
s
Descri
be
or
co
mpa
re w
hole
num
bers
fro
m
gra
ph
s o
r vis
ua
ls
usin
g c
om
pou
nd
or
co
mp
lex s
en
ten
ce
s
(e.g
., “
Th
ere
are
3
ten
s a
nd
2 o
ne
s.”
)
Cre
ate
sto
ries u
sin
g
wh
ole
nu
mbers
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 6
7
Englis
h L
anguage P
roficie
ncy S
tandard
4:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
for
academ
ic s
uccess in t
he c
onte
nt
are
a o
fS
cie
nc
e.
Gra
de
Le
ve
l C
lus
ter:
1-2
Exam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Listening
Ch
em
ica
l o
r p
hysic
al
att
rib
ute
s
Identify
obje
cts
accord
ing to
chem
ical or
ph
ysic
al
pro
pe
rtie
s fro
m
pic
ture
s a
nd
ora
l sta
tem
en
ts
Ma
tch
ob
jects
accord
ing to
chem
ical or
ph
ysic
al
pro
pe
rtie
s fro
m
pic
ture
s a
nd
ora
l d
escrip
tio
ns
Gro
up
ob
jects
accord
ing to
chem
ical or
ph
ysic
al
pro
pe
rtie
s fro
m
pic
ture
s a
nd
ora
l sta
tem
en
ts (
e.g
.,
“Wa
ter
and
milk
are
liq
uid
s. F
ind
an
oth
er
liquid
.”)
Ra
nk o
bje
cts
accord
ing to
chem
ical or
ph
ysic
al
pro
pe
rtie
s fro
m
pic
ture
s a
nd
ora
l descriptions (
e.g
.,
from
co
ldest to
w
arm
est)
An
aly
ze
ob
jects
b
ase
d o
n c
hem
ica
l o
r p
hysic
al
pro
pe
rtie
s fro
m o
ral
dis
co
urs
e
Speaking
We
ath
er
Use
word
s o
r phra
ses r
ela
ted to
we
ath
er
fro
m
pic
ture
s o
r p
ho
togra
ph
s (
e.g
.,
“clo
uds in
sky”)
Ma
ke
sta
tem
en
ts
ab
ou
t w
ea
ther
fro
m
pic
ture
s o
r p
ho
togra
ph
s (
e.g
. “I
t’s r
ain
ing.”
)
Ask q
ue
stions a
bou
t w
ea
the
r fr
om
pic
ture
s o
r p
ho
togra
ph
s
Fo
recast w
eath
er
an
d p
rovid
e r
ea
so
ns
fro
m p
ictu
res o
r p
ho
togra
ph
s
Eva
lua
te a
nd
we
igh
options r
ela
ted to
we
ath
er
fore
ca
stin
g
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 6
8
Englis
h L
anguage P
roficie
ncy S
tandard
4:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
for
academ
ic s
uccess in t
he c
onte
nt
are
a o
fS
cie
nc
e.
Gra
de
Le
ve
l C
lus
ter:
1-2
E
xam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Reading
Liv
ing
org
an
ism
s
Identify
liv
ing
org
an
ism
s fro
m
sym
bo
ls,
ph
oto
gra
ph
s,
gra
ph
s, or
cha
rts
with
la
be
ls
Cla
ssify liv
ing
org
anis
ms (
e.g
.,
bir
ds o
r m
am
ma
ls)
by u
sin
g p
ictu
res,
icons, and text w
ith
gra
ph
ic o
rga
niz
ers
(e
.g. T
ch
art
)
Com
ple
te g
raphs o
r ch
art
s u
sin
g
pic
ture
s, ic
ons, and
text re
late
d to liv
ing
org
an
ism
s
Resp
on
d to
q
uestio
ns a
bo
ut
gra
ph
s o
r ch
art
s
rela
ted to liv
ing
org
an
ism
s u
sin
g
ico
ns a
nd
te
xt
Inte
rpre
t g
raph
s o
r ch
art
s r
ela
ted to
livin
g o
rgan
ism
s
usin
g icon
s a
nd
explic
it g
rade level
text
Writing
Ch
an
ge
N
ote
diffe
rence o
r ch
an
ge
by lab
elin
g
dra
win
gs o
r copyin
g
word
s fro
m w
ord
banks (
e.g
., b
ab
y to
ma
n)
Identify
change
acco
rdin
g to
sta
ges
of p
roce
sses o
r cycle
s (
e.g
., fro
m
se
ed
s to
pla
nts
or
from
ca
terp
illars
to
butterf
lies)
usin
g
dra
win
gs, w
ord
s, or
ph
rases
Descri
be
ch
an
ge
in
p
rocesse
s o
r cycle
s
de
pic
ted
in
vis
ua
ls
usin
g p
hra
ses a
nd
sh
ort
se
nte
nce
s
Co
mpa
re/c
ontr
ast
ch
an
ge
de
pic
ted
in
vis
ua
ls u
sin
g a
se
rie
s o
f se
nte
nce
s
Exp
lain
th
e p
rocess
of ch
ang
e in
vis
ua
ls
usin
g c
on
necte
d
tho
ug
hts
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 6
9
Englis
h L
anguage P
roficie
ncy S
tandard
5:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
for
academ
ic s
uccess in t
he c
onte
nt
are
a o
fS
oc
ial
Stu
die
s.
Gra
de
Le
ve
l C
lus
ter:
1-2
E
xam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Listening
Ma
ps a
nd
g
lob
es
Lo
ca
te r
efe
ren
ce
p
oin
ts o
r ic
ons o
n
maps fro
m o
ral
co
mm
an
ds
Identify
majo
r p
hysic
al fe
atu
res o
n
ma
ps b
ase
d o
n o
ral
directions (
e.g
.,
“Fin
d th
e ta
ll m
ounta
ins.”
)
Identify
pla
ces o
n
ma
ps u
sin
g
directionalit
y b
ased
on
a s
eri
es o
f o
ral
sta
tem
en
ts
Dis
ting
uis
h a
mo
ng
g
eo
gra
ph
ic loca
tio
ns
on
ma
ps b
ase
d o
n
ora
l d
escrip
tio
ns
Follo
w tra
vel ro
ute
s
on
ma
ps b
ase
d o
n a
se
rie
s o
f d
irectio
na
lity a
nd
se
qu
ence
sta
tem
en
ts
Speaking
Co
mm
un
ity
wo
rke
rs
Na
me
co
mm
un
ity
wo
rkers
fro
m
pic
ture
s o
r ill
ustr
ate
d
sce
nes
Sta
te r
ole
s o
f com
munity w
ork
ers
fr
om
pic
ture
s o
r ill
ustr
ate
d s
cenes
Descri
be
en
co
un
ters
or
inte
ractions w
ith
com
munity w
ork
ers
fr
om
illu
str
ate
d
sce
nes
Expla
in im
port
ance
or
con
trib
ution
s o
f com
munity w
ork
ers
fr
om
illu
str
ate
d
sce
nes
Pre
dic
t im
pact of
com
munity w
ork
ers
in
em
erg
encie
s o
r u
nusu
al s
itu
atio
ns
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 7
0
Englis
h L
anguage P
roficie
ncy S
tandard
5:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
for
academ
ic s
uccess in t
he c
onte
nt
are
a o
fS
oc
ial
Stu
die
s.
Gra
de
Le
ve
l C
lus
ter:
1-2
E
xam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Reading
Ce
leb
ratio
ns/
Cu
sto
ms
Matc
h labele
d
pic
ture
s w
ith
ill
ustr
ate
d
ce
leb
ration
s o
r custo
ms in
U.S
. o
r in
tern
ationally
Sort
labele
d p
ictu
res
accord
ing to
ce
leb
ration
s o
r custo
ms in
U.S
. o
r in
tern
ationally
Co
mpa
re/c
ontr
ast
explic
it info
rmation
ab
ou
t ce
lebra
tio
ns o
r custo
ms in
U.S
. o
r in
tern
ationally
fro
m
illustr
ate
d text
Inte
rpre
t explic
it
info
rmation a
bout
ce
leb
ration
s o
r custo
ms in
U.S
or
inte
rnationally
fro
m
illustr
ate
d text
Inte
rpre
t im
plic
it
info
rmation a
bout
ce
leb
ration
s o
r custo
ms in
U.S
. o
r in
tern
ationally
fro
m
illustr
ate
d text
Writing
Pro
du
cts
in
th
e
ma
rke
tpla
ce
R
epro
duce o
r la
bel
sym
bo
ls o
r lo
go
s fo
r p
rodu
cts
in
th
e
mark
etp
lace
Descri
be
pro
du
cts
in
th
e m
ark
etp
lace
from
illu
str
ate
d
exam
ple
s
Co
mpa
re/c
ontr
ast
attribute
s o
f tw
o
pro
du
cts
in
th
e
mark
etp
lace fro
m
illustr
ate
d e
xam
ple
s
Sta
te u
ses o
f p
rodu
cts
in
th
e
mark
etp
lace fro
m
illustr
ate
d e
xam
ple
s
Eva
lua
te u
se
fuln
ess
of p
rod
ucts
in th
e
ma
rke
tpla
ce
an
d
pro
vid
e r
eason
s fo
r ch
oic
es o
r decis
ions
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 7
1
Englis
h L
anguage P
roficie
ncy S
tandard
1:
Englis
h language learn
ers
com
munic
ate
in E
nglis
h f
orS
oc
ial
and In
str
uc
tio
na
lpurp
oses w
ithin
the s
chool settin
g.
Gra
de
Le
ve
l C
lus
ter:
3-5
E
xam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Listening
Follo
win
g
directions
Fo
llow
on
e-s
tep
ora
l co
mm
an
ds
support
ed v
isually
or
mo
de
led
Fo
llow
tw
o-s
tep
ora
l co
mm
an
ds
support
ed v
isually
th
at in
volv
e
lan
gua
ge
of re
qu
est
(e.g
., “
Ple
ase o
pen
yo
ur
bo
ok a
nd
poin
t to
a p
ictu
re.”
)
Fo
llow
mu
lti-ste
p
ora
l co
mm
and
s
support
ed v
isually
th
at in
corp
ora
te
lan
gua
ge
of re
qu
est
(e.g
., “
I’m
askin
g y
ou
to c
lose
yo
ur
bo
ok,
put it in y
our
desk,
an
d g
et in
lin
e.”
)
Fo
llow
a s
erie
s o
f o
ral d
irectio
ns
support
ed v
isually
th
at in
volv
e
lan
gua
ge
of re
qu
est
(e.g
., “
First, I w
ould
lik
e y
ou
to
…T
he
n,
ple
ase
…F
ina
lly,…
”)
Fo
llow
mu
ltip
le
linguis
tically
com
ple
x
ora
l d
irectio
ns th
at
involv
e language o
f re
quest (e
.g.,
“Be
fore
yo
u w
ash
your
hands, ple
ase
be
so
kin
d a
s to
cle
an
up
th
e m
ess
un
der
yo
ur
de
sk.”
)
Speaking
Pers
onal
info
rmation
Resp
on
d to
ye
s/n
o,
WH
-, o
r choic
e
questions a
bout self
fro
m p
ictu
re p
rom
pts
and m
ode
ls (
e.g
.,
“Are
you a
boy o
r a
gir
l?”)
Resp
on
d to
p
ers
ona
l, o
pen
-e
nd
ed
qu
estio
ns
fro
m p
ictu
re p
rom
pts
u
sin
g p
hra
ses o
r sh
ort
se
nte
nce
s
Expre
ss info
rmation
about self in
resp
onse
to
pic
ture
p
rom
pts
usin
g
se
nte
nce
s
Rela
te p
ers
onal
info
rma
tion
usin
g
co
nn
ecte
d ide
as in
re
sp
onse
to
pic
ture
p
rom
pts
React to
issues
ba
se
d o
n p
ers
ona
l in
form
ation o
ffering
justification for
resp
onse
in
e
xte
nd
ed
dis
co
urs
e
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 7
2
Englis
h L
anguage P
roficie
ncy S
tandard
1:
Englis
h language learn
ers
com
munic
ate
in E
nglis
h f
orS
oc
ial
and
Ins
tru
cti
on
al
purp
oses w
ithin
the s
chool settin
g.
Gra
de
Le
ve
l C
lus
ter:
3-5
E
xam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Reading
Leis
ure
activitie
s
Sele
ct genera
l th
em
es r
ela
ted
to
le
isure
activitie
s fro
m
pic
ture
s a
nd
wo
rds
or
phra
ses (
e.g
.,
“Pla
y b
all.
”)
Identify
overa
ll m
essa
ge
fro
m
vis
ually
or
gra
phic
ally
su
pp
ort
ed
exa
mp
les
of le
isure
activ
itie
s
(e.g
., “
He p
lays
socce
r a
fte
r sch
oo
l.”)
Lo
ca
te in
form
atio
n in
vis
ually
or
gra
phic
ally
support
ed text on
leis
ure
activitie
s
(e.g
., s
occer
sch
edu
le)
Com
pare
info
rmation
from
vis
ually
or
gra
phic
ally
support
ed text on
leis
ure
activitie
s
(e.g
., s
occer
sch
edu
le fo
r S
ep
tem
ber
an
d
Octo
be
r)
Infe
r in
form
atio
n o
n
leis
ure
activitie
s fro
m
text (e
.g., tra
vel
bro
ch
ure
)
Writing
Rule
s o
r pro
cedure
s
La
be
l or
pro
du
ce
ic
ons fo
r scho
ol
rule
s o
r pro
ced
ure
s
from
illu
str
ate
d
sce
nes a
nd
mo
de
ls
Lis
t d
os a
nd
do
n’ts
reg
ard
ing
scho
ol
rule
s o
r pro
ced
ure
s
from
illu
str
ate
d
scenes (
e.g
., “
Don’t
run
in
th
e h
alls
.”)
Giv
e e
xam
ple
s o
f sch
oo
l ru
les o
r pro
cedure
s fro
m
illustr
ate
d s
cenes for
sp
ecific
situ
atio
ns
(e.g
., fire d
rills
, lu
nch
roo
m)
Expla
in the
use
fuln
ess o
r im
po
rtan
ce
of scho
ol
rule
s o
r pro
ced
ure
s
from
illu
str
ate
d
sce
nes o
f spe
cific
situations
Dis
cuss o
r pro
pose
m
odific
ations to o
r consequences o
f b
reakin
g s
cho
ol
rule
s o
r pro
ced
ure
s
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 7
3
Englis
h L
anguage P
roficie
ncy S
tandard
2:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
for
academ
ic s
uccess in t
he c
onte
nt
are
a o
fL
an
gu
ag
e A
rts
.
Gra
de
Le
ve
l C
lus
ter:
3-5
E
xam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Listening
Explic
it a
nd
in
fere
ntial
info
rmation
Ma
tch
ora
l sta
tem
en
ts fro
m
narr
ative o
r expository
mate
rial
to their illu
str
ate
d
repre
se
nta
tion
s
De
term
ine
lite
ral
me
an
ing
s o
f o
ral
pa
ssag
es fro
m
narr
ative o
r expository
mate
rial
and m
atc
h to
illu
str
atio
ns
Ma
ke
pre
dic
tion
s
from
ora
l dis
cours
e
on n
arr
ative o
r expository
mate
rial
su
pp
ort
ed
by
illustr
ations (
e.g
.,
ora
l re
ad
ing
of
rea
listic fic
tion
)
Identify
cause/ effect
in o
ral d
isco
urs
e
from
narr
ative
or
expository
mate
rial
su
pp
ort
ed
by
illu
str
atio
ns
Ma
ke
co
nn
ectio
ns
an
d d
raw
co
nclu
sio
ns fro
m
ora
l d
isco
urs
e u
sin
g
gra
de
le
ve
l m
ate
ria
ls
Speaking
Sto
ry e
lem
ents
and t
ypes o
f genre
s
Na
me
sto
ry
ele
me
nts
of va
rio
us
genre
s (
e.g
., n
on-
fictio
n w
ork
s, fa
iry
tale
s, m
yth
s, fa
ble
s,
or
leg
en
ds)
de
pic
ted
vis
ually
Describ
e s
tory
e
lem
en
ts o
f va
rio
us
ge
nre
s s
upp
ort
ed
by
illu
str
atio
ns
Su
mm
arize
sto
ry
line
s, is
sue
s o
r co
nflic
ts in
vari
ous
genre
s, support
ed
by illu
str
ations
Dis
cuss
rela
tio
nsh
ips a
mo
ng
id
eas o
r o
ffe
r o
pin
ion
s o
n is
su
es
or
con
flic
ts in
va
rio
us
ge
nre
s s
upp
ort
ed
by
illu
str
atio
ns
Pro
pose
op
tio
ns o
r so
lution
s to
issu
es o
r co
nflic
ts in
vari
ous
ge
nre
s a
nd
su
pp
ort
re
sp
onse
with
de
tails
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 7
4
Englis
h L
anguage P
roficie
ncy S
tandard
2:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
for
academ
ic s
uccess in t
he c
onte
nt
are
a o
fL
an
gu
ag
e A
rts
.
Gra
de
Le
ve
l C
lus
ter:
3-5
Exam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Reading
Bio
gra
phy a
nd
auto
bio
gra
phy
Fin
d identify
ing
info
rmation o
n
bio
gra
phie
s fro
m
illustr
ations, w
ord
s,
or
phra
ses
Se
qu
ence
eve
nts
in
b
iog
rap
hic
al
ske
tche
s u
sin
g
illustr
ations a
nd
gra
ph
ic o
rga
niz
ers
(e
.g., tim
elin
es)
Sort
rele
vant fr
om
irre
leva
nt
bio
gra
ph
ica
l in
form
ation
usin
g
illustr
ations a
nd
gra
ph
ic o
rga
niz
ers
Co
mpa
re/c
ontr
ast
bio
gra
ph
ica
l in
form
ation fro
m tw
o
pers
ons u
sin
g
illustr
ations a
nd
gra
ph
ic o
rga
niz
ers
Inte
gra
te
bio
gra
ph
ica
l in
form
ation to form
o
pin
ion
s o
n p
eo
ple
Writing
Co
nve
ntio
ns
and m
echanic
s
Identify
basic
co
nven
tio
ns o
r m
echa
nic
s in
te
xt
(e.g
., u
se o
f capital
lett
ers
)
Diffe
ren
tia
te a
mo
ng
u
ses o
f con
ve
ntio
ns
or
mech
anic
s in
illustr
ate
d s
ente
nces
(e.g
., those that end
in p
eriod
s o
r q
uestio
n m
ark
s)
Use
con
ve
ntio
ns o
r m
echa
nic
s in
ill
ustr
ate
d p
assages
(e.g
., c
om
mas to
ind
ica
te a
serie
s)
Revis
e illu
str
ate
d
text accord
ing to
sp
ecifie
d
co
nven
tio
ns o
r m
echa
nic
s (
e.g
.,
co
mb
ine
se
nte
nce
s
to m
ake
appositiv
es)
Pro
vid
e e
xa
mp
les
an
d r
ea
so
ns fo
r u
se
of specifie
d
co
nven
tio
ns o
r m
echa
nic
s (
e.g
.,
“Wh
y d
o w
e n
ee
d
co
mm
as?
”)
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 7
5
Englis
h L
anguage P
roficie
ncy S
tandard
3:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
for
academ
ic s
uccess in t
he c
onte
nt
are
a o
fM
ath
em
ati
cs
.
Gra
de
Le
ve
l C
lus
ter:
3-5
E
xam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Listening
Pa
tte
rns,
rela
tions,
and
functions
Identify
math
sym
bo
ls o
r a
ttrib
ute
s
ba
se
d o
n o
ral
sta
tem
en
ts a
nd
vis
ual support
(e
.g., s
ize o
f obje
cts
)
Com
pare
math
sym
bo
ls o
r a
ttri
bu
tes
ba
se
d o
n o
ral
sta
tem
en
ts o
r q
uestio
ns a
nd
vis
ua
l su
pport
(e.g
., “
Whic
h
sid
e is
sho
rter?
” “W
hic
h s
ign
sa
ys
less th
an
?”)
Identify
exam
ple
s o
f re
lations, pattern
s,
or
functions o
f m
ath
sym
bo
ls o
r a
ttri
bu
tes
ba
se
d o
n o
ral
sta
tem
en
ts a
nd
vis
ual support
(e.g
.,
diffe
rences in length
, w
idth
, or
heig
ht)
Ma
tch
la
ng
uag
e o
f re
lations, pattern
s,
or
fun
ction
s to
e
xa
mp
les b
ase
d o
n
ora
l d
escrip
tio
ns a
nd
vis
ua
l o
r gra
ph
ic
su
pport
(e.g
., “
If the
ne
xt n
um
ber
is
alw
ays
do
ub
le th
e
last n
um
be
r, h
ow
m
uch g
reate
r w
ill
it b
e?
”)
Sele
ct m
ath
em
atical
mo
de
ls b
ased
on
pattern
s, re
latio
ns,
or
fun
ction
s
de
scrib
ed
in
ora
l d
isco
urs
e
Speaking
Pla
ce v
alu
e
Larg
e w
hole
num
bers
Nam
e p
lace v
alu
es
or
larg
e w
hole
n
um
bers
usin
g
pic
ture
s a
nd
mo
de
ls
(e.g
., fo
r n
um
be
rs o
f 3
to
7 d
igits)
Describ
e d
iffe
rences
in p
lace v
alu
es o
r la
rge
wh
ole
nu
mb
ers
fr
om
pic
ture
s o
r m
od
els
Giv
e e
xam
ple
s o
f pla
ce v
alu
es o
r la
rge
wh
ole
nu
mbers
fro
m
pic
ture
s o
r m
od
els
Apply
uses o
f pla
ce
valu
es o
r la
rge
wh
ole
nu
mbers
pre
sente
d o
rally
fr
om
mo
de
ls
Cre
ate
an
d d
escribe
situations invo
lvin
g
pla
ce v
alu
es o
r la
rge
wh
ole
nu
mbers
fro
m
gra
de
le
ve
l m
od
els
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 7
6
Englis
h L
anguage P
roficie
ncy S
tandard
3:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
for
academ
ic s
uccess in t
he c
onte
nt
are
a o
fM
ath
em
ati
cs
.
Gra
de
Le
ve
l C
lus
ter:
3-5
E
xam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Reading
Str
ate
gie
s f
or
pro
ble
m
solv
ing
Ma
tch
fig
ure
s o
r fo
rmula
s to k
ey
vo
ca
bu
lary
usin
g
illustr
ate
d e
xam
ple
s
(e.g
., 3
x 5
says
”multip
ly”)
Identify
key
vocabula
ry in m
ath
se
nte
nce
s u
sin
g
illustr
ate
d e
xam
ple
s
(e.g
., “
You m
ultip
ly 3
b
yfive to fin
d the
an
sw
er.
”)
Fin
d s
yn
on
ym
s fo
r ke
y v
ocabula
ry in
m
ath
conte
xts
usin
g
illustr
ate
d e
xam
ple
s
(e.g
., “
How
many a
re
left w
hen y
ou take
a
way?”)
Pa
raph
rase
in
form
ation fro
m
illustr
ate
d m
ath
text
usin
g s
yn
on
ym
s fo
r ke
y v
ocabula
ry (
e.g
.,
“How
man
y a
re left?
M
eans, “W
hat is
the
rem
ain
der?
”)
Exp
lain
use
of
vocabula
ry, usin
g
synonym
s, in
gra
de
level m
ath
text as
clu
es fo
r pro
ble
m-
so
lvin
g
Writing
Thre
e-
dim
ensio
nal
shapes
Dra
w o
r cop
y n
am
es
of th
ree-d
imensio
nal
sh
ap
es fro
m la
be
led
m
od
els
(e
.g.,
co
ne
s,
cylin
ders
, or
prism
s)
Ma
ke
lis
ts o
f re
al-
wo
rld
exa
mp
les o
f th
ree-d
imen
sio
na
l sh
ap
es fro
m la
be
led
m
od
els
Descri
be
att
rib
ute
s
of th
ree-d
imensio
nal
sh
ap
es fro
m la
be
led
m
od
els
or
cha
rts
Co
mpa
re/c
ontr
ast
attribute
s o
f th
ree-
dim
ensio
na
l sh
ap
es
fro
m la
be
led
mo
de
ls
or
chart
s (
e.g
., “
A _
_
is lik
e a
__
beca
use
_
_.”
)
Incorp
ora
te
de
scrip
tio
ns o
f th
ree
-d
ime
nsio
na
l sh
ap
es
into
re
al-w
orld
sto
ries
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 7
7
Englis
h L
anguage P
roficie
ncy S
tandard
4:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
for
academ
ic s
uccess in t
he c
onte
nt
are
a o
fS
cie
nc
e.
Gra
de
Le
ve
l C
lus
ter:
3-5
E
xam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Listening
Sta
tes o
f m
att
er
Identify
exam
ple
s o
f sta
tes o
f m
atter,
fr
om
ora
l sta
tem
en
ts
with
vis
ua
l sup
po
rt
Dis
ting
uis
h a
mo
ng
exam
ple
s o
f sta
tes
of m
atter
from
ora
l sta
tem
en
ts a
nd
vis
ual support
(e.g
.,
“A c
ha
ir is s
olid
. A
p
illo
w is
so
lid. F
ind
a
no
ther
so
lid.”
)
Hyp
oth
esiz
e c
han
ge
in
sta
tes o
f m
atter
from
ora
l d
escrip
tio
ns a
nd
vis
ual support
(e.g
. “I
ta
ke
ice
cub
es o
ut o
f th
e fre
ezer.
I p
ut
them
in the s
un.
Wh
at w
ill h
app
en
?”)
An
aly
ze
re
latio
nsh
ips
be
twee
n s
tate
s o
f m
atter
from
ora
l d
isco
urs
e a
nd
vis
ua
l su
pport
(e.g
., “
Whic
h
one w
ill m
elt the
faste
st?
”)
Identify
series o
f ch
an
ges in
sta
tes o
f m
att
er
base
d o
n o
ral
rea
din
g o
f g
rad
e
level m
ate
rial (e
.g.,
from
liq
uid
to s
team
, b
ack to
liq
uid
)
Speaking
Body o
r liv
ing
syste
ms
Na
me
ba
sic
pa
rts o
f syste
ms d
ep
icte
d
vis
ually
(e.g
.,
org
an
s, b
on
es)
Cla
ssify o
r giv
e
exam
ple
s o
f part
s o
f syste
ms d
ep
icte
d
vis
ually
(e.g
., “
Heart
a
nd
blo
od
go
to
ge
the
r.”)
Describ
e fu
nctio
ns o
f syste
ms o
r th
eir
p
art
s u
sin
g v
isu
al
su
pp
ort
Dis
cuss im
port
an
ce
, a
nd
use
fuln
ess o
f syste
ms o
r th
eir
p
art
s u
sin
g v
isu
al
su
pp
ort
Hyp
oth
esiz
e h
ow
ch
an
ge
aff
ects
syste
ms o
r th
eir
p
art
s (
e.g
., b
rea
kin
g
a le
g)
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 7
8
Englis
h L
anguage P
roficie
ncy S
tandard
4:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
for
academ
ic s
uccess in t
he c
onte
nt
are
a o
fS
cie
nc
e.
Gra
de
Le
ve
l C
lus
ter:
3-5
E
xam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Reading
Eart
h m
ate
rials
Matc
h labele
d
pic
ture
s r
epre
se
nting
eart
h m
ate
rials
with
voca
bula
ry (
e.g
.,
“Whic
h o
ne is a
ro
ck?”)
Associa
te
de
scrip
tive
ph
rases
with p
ictu
res o
f eart
h
ma
teri
als
Cla
ssify o
r diffe
rentiate
am
ong
ea
rth
ma
teri
als
usin
g
ch
art
s, ta
ble
s, or
gra
ph
ic o
rga
niz
ers
Inte
rpre
t in
form
ation
on
ea
rth
ma
teri
als
from
chart
s, ta
ble
s,
gra
ph
ic o
rga
niz
ers
Apply
info
rmation o
n
eart
h m
ate
rials
to
ne
w c
on
texts
usin
g
gra
de level te
xt
Writing
Sola
r syste
m
Co
py n
am
es o
f a
str
on
om
ica
lob
jects
fr
om
la
be
led
dia
gra
ms (
e.g
.,
pla
nets
, sta
rs)
Describ
e fe
atu
res o
f a
str
on
om
ica
lob
jects
fr
om
la
be
led
d
iag
ram
s
Co
mpa
re/c
ontr
ast
astr
on
om
ica
lob
jects
fr
om
dia
gra
ms o
r gra
phs (
e.g
., s
ize,
dis
tance
fro
m s
un
)
Dis
cuss
rela
tio
nsh
ips
be
twee
n
astr
on
om
ica
lob
jects
fr
om
dia
gra
ms o
r g
raph
s
Evalu
ate
pote
ntial
use
fuln
ess o
f a
str
on
om
ica
lob
jects
(e
.g., life o
n the
mo
on
, so
lar
po
wer)
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 7
9
Englis
h L
anguage P
roficie
ncy S
tandard
5:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
for
academ
ic s
uccess in t
he c
onte
nt
are
a o
fS
oc
ial
Stu
die
s.
Gra
de
Le
ve
l C
lus
ter:
3-5
E
xam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Listening
Tra
de r
oute
s
Identify
info
rmation
on
tra
de
ro
ute
s fro
m
ora
l sta
tem
ents
su
pp
ort
ed
gra
phic
ally
or
vis
ually
(e.g
., p
oin
ts
on
tim
elin
es o
r ic
on
s
on
ma
ps)
Arr
ange info
rmation
on
tra
de
ro
ute
s fro
m
tim
elin
es, gra
phs,
ch
art
s, m
aps, or
oth
er
vis
ua
l or
gra
ph
ic a
ids
acco
rdin
g to
ora
l d
irectio
ns
Ord
er
or
se
qu
ence
in
form
ation o
n tra
de
route
s fro
m
tim
elin
es, gra
phs,
ch
art
s, m
aps, or
oth
er
vis
ua
l or
gra
ph
ic a
ids
acco
rdin
g to
ora
l d
irectio
ns
Inte
rpre
t in
form
ation
on
tra
de
ro
ute
s fro
m
tim
elin
es, gra
phs,
ch
art
s, m
aps, or
oth
er
vis
ua
l or
gra
ph
ic a
ids a
nd
ora
l d
irectio
ns
Dra
w c
onclu
sio
ns
fro
m in
form
atio
n o
n
trade r
oute
s fro
m
vis
ua
l o
r gra
ph
ic
aid
s a
nd
ora
l d
isco
urs
e
Speaking
Explo
rers
Rela
te info
rmation
ab
ou
t e
xp
lore
rs
de
pic
ted
in
ill
ustr
ate
d s
cenes
Giv
e e
xam
ple
s o
f w
ha
t e
xp
lore
rs d
o o
r did
fro
m illu
str
ate
d
sce
nes
Sta
te r
ea
so
ns fo
r explo
ration fro
m
illustr
ate
d g
raphs, or
ch
art
s
Co
mpa
re/c
ontr
ast
acco
mp
lishm
en
ts o
f e
xp
lore
rs fro
m
illustr
ate
d g
raphs o
r ch
art
s
Expla
in, w
ith d
eta
ils,
co
ntr
ibu
tio
ns o
f e
xp
lore
rs to
his
tory
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 8
0
Englis
h L
anguage P
roficie
ncy S
tandard
5:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
for
academ
ic s
uccess in t
he c
onte
nt
are
a o
f S
oc
ial
Stu
die
s.
Gra
de
Le
ve
l C
lus
ter:
3-5
E
xam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Reading
His
torical
eve
nts
, fig
ure
s,
and leaders
Ma
tch
exa
mple
s o
f his
torical even
ts w
ith
illustr
ations a
nd
lab
els
Identify
featu
res,
pe
op
le, o
r e
ve
nts
d
ep
icte
d in
ill
ustr
ations a
nd
ph
rases
Co
mpa
re/c
ontr
ast
diffe
rent tim
e p
eriods
or
pe
op
le u
sin
g
gra
ph
ic o
rga
niz
ers
a
nd
se
nte
nces
Inte
rpre
t effects
of
his
torica
l e
ven
ts o
n
pe
op
le’s
liv
es d
urin
g
diffe
rent tim
e p
eriods
usin
g g
rap
hic
org
aniz
ers
and text
Pre
dic
t th
e fu
ture
b
ase
d o
n h
isto
rica
l e
ve
nts
or
pe
op
le’s
a
ctio
ns u
sin
g g
rade
le
vel te
xt
Writing
Com
munitie
s
and r
egio
ns
Label fe
atu
res o
f co
mm
un
itie
s o
r re
gio
ns d
ep
icte
d in
p
ictu
res o
r m
ap
s
Descri
be
co
mm
un
itie
s o
r re
gio
ns d
ep
icte
d in
p
ictu
res o
r m
ap
s
Co
mpa
re/c
ontr
ast
aspe
cts
of
co
mm
un
itie
s o
r re
gio
ns w
ith
oth
er
on
es d
ep
icte
d in
p
ictu
res o
r m
ap
s
(e.g
., loca
tion,
people
, pla
ces,
resourc
es)
Dis
cuss
rela
tio
nsh
ips
be
twee
n
co
mm
un
itie
s a
nd
sta
tes o
r re
gio
ns
de
pic
ted
in
pic
ture
s
or
ma
ps
Analy
ze r
esourc
es o
f co
mm
un
itie
s o
r re
gio
ns a
nd
dis
cu
ss
acco
mp
lishm
en
ts o
r n
ee
ds
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 8
1
Englis
h L
anguage P
roficie
ncy S
tandard
1:
Englis
h language learn
ers
com
munic
ate
in E
nglis
h f
or S
oc
ial
and In
str
uc
tio
na
l purp
oses w
ithin
the s
chool settin
g.
Gra
de
Le
ve
l C
lus
ter:
6-8
E
xam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Listening
Resourc
es o
r supplie
s
Identify
needed
resourc
es o
r su
pplie
s for
activitie
s
fro
m p
ictu
res a
nd
o
ral sta
tem
ents
(e
.g.,
pe
ncils
, p
ap
er,
co
mpu
ters
)
Ma
tch
nee
ded
re
sourc
es o
r su
pp
lies w
ith
typ
es
of activitie
s fro
m
pic
ture
s a
nd
ora
l sta
tem
en
ts (
e.g
.,
ca
lcu
lato
rs o
r m
ath
b
ooks)
Ca
tego
rize
ne
ed
ed
re
sourc
es o
r su
pp
lies w
ith
typ
es
of activitie
s fro
m
pic
ture
s a
nd
ora
l d
escrip
tio
ns
Analy
ze a
ctivitie
s
an
d m
atc
h w
ith
ne
ede
d r
esourc
es
ba
se
d o
n p
ictu
res
and o
ral dis
cours
e
Eva
lua
te a
nd
se
lect
reso
urc
es n
ee
de
d
for
activitie
s b
ased
on
ora
l d
iscou
rse
Speaking
Instr
uctio
ns o
r assig
nm
ents
R
epeat or
respond
to o
ral in
str
uctio
ns o
r vis
ua
lly s
up
po
rte
d
assig
nm
ents
Pa
raph
rase
or
rete
ll o
ral in
str
uction
s o
r vis
ua
lly s
up
po
rte
d
assig
nm
en
ts (
e.g
.,
reca
p o
f h
om
ew
ork
)
Su
mm
arize
ora
l in
str
uctio
ns o
r vis
ua
lly s
up
po
rte
d
assig
nm
ents
Analy
ze a
nd r
eflect
up
on
ora
l in
str
uctio
ns o
r vis
ua
lly s
up
po
rte
d
assig
nm
en
ts (
e.g
.,
thro
ugh thin
k-
alo
uds)
Expla
in, in
deta
il,
reaso
ns fo
r in
str
uctio
ns o
r a
ssig
nm
en
ts,
ap
pro
pria
te fo
r
gra
de
le
ve
l
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 8
2
Englis
h L
anguage P
roficie
ncy S
tandard
1:
Englis
h language learn
ers
com
munic
ate
in E
nglis
h f
or S
oc
ial
and In
str
uc
tio
na
l purp
oses w
ithin
the s
chool settin
g.
Gra
de
Le
ve
l C
lus
ter:
6-8
E
xam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Reading
Use o
f in
form
ation
Lo
ca
te fa
cts
on
socia
lly-r
ela
ted
to
pic
s (
e.g
., s
chool
da
nces)
fro
m
vis
ua
lly s
up
po
rte
d
info
rmation
Identify
info
rmation
on
socia
lly-r
ela
ted
to
pic
s fro
m
illustr
ate
d text
Su
mm
arize
in
form
ation o
n
socia
lly-r
ela
ted
to
pic
s fro
m
illustr
ate
d text (e
.g.,
on
bill
bo
ard
s, a
ds, o
r in
str
uctio
ns)
Inte
rpre
t in
form
ation
on
socia
lly-r
ela
ted
to
pic
s fro
m
illustr
ate
d text (e
.g.,
dir
ectio
ns fo
r a
b
oa
rd o
r vid
eo
g
am
e)
Infe
r in
form
atio
n o
n
socia
lly-r
ela
ted
to
pic
s fro
m text
Writing
Sch
oo
l lif
e
Ma
ke
lis
ts
associa
ted
with
school lif
e fro
m
vis
ua
ls a
nd
wo
rd/
ph
rase
ba
nks (
e.g
.,
su
bje
cts
or
cla
sses)
Ou
tlin
e o
r com
ple
te
gra
ph
ic o
rga
niz
ers
about school l
ife
(e.g
., w
eekly
sch
edu
le w
ith tim
es
and s
ubje
cts
)
Dis
cuss lik
es a
nd
dis
likes o
f diffe
rent
aspe
cts
of sch
oo
l lif
e
usin
g g
rap
hic
org
aniz
ers
(e.g
.,
favorite
subje
cts
on
T c
hart
)
Su
gg
est id
eas fo
r m
akin
g c
ha
ng
es to
school lif
e (
e.g
.,
rearr
an
gin
g
sch
edu
les o
r a
dd
ing
clu
bs)
usin
g g
raph
ic
org
an
ize
rs
Pro
pose
ch
an
ges to
school lif
e a
nd g
ive
reaso
ns fo
r ch
oic
es
(e.g
., p
olic
ies o
r p
roce
du
res)
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 8
3
Englis
h L
anguage P
roficie
ncy S
tandard
2:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
for
academ
ic s
uccess in t
he c
onte
nt
are
a o
f L
an
gu
ag
e A
rts
.
Gra
de
Le
ve
l C
lus
ter:
6-8
Exam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Listening
Lite
rary
devic
es
Ide
ntify
wo
rds a
nd
phra
ses r
ela
ted to
diffe
rent tim
e fra
mes
follo
win
g o
ral
directio
ns w
ith v
isu
al
su
pport
(e.g
.,
“be
fore
,” “
du
rin
g,”
“a
fte
r”)
Ma
tch
ora
l p
hra
se
s
or
sen
tences
support
ed v
isually
w
ith d
iffe
rent tim
e
fram
es (
e.g
., “
long
ag
o,”
“ri
gh
t no
w,”
“in
th
e futu
re.”
)
Identify
use o
f lit
era
ry d
evic
es
rela
ted to d
iffe
rent
tim
e fra
mes in
vis
ua
lly s
up
po
rte
d
dis
cours
e (
e.g
.,
fore
sh
ado
win
g o
r fla
sh
ba
ck)
An
aly
ze
use
of
litera
ry d
evic
es
rela
ted to d
iffe
rent
tim
e fra
mes in
vis
ua
lly s
up
po
rte
d
ora
l p
assa
ges
Inte
rpre
t use o
f lit
era
ry d
evic
es
rela
ted to d
iffe
rent
tim
e fra
mes
pre
sente
d o
rally
fr
om
gra
de level te
xt
Speaking
Bio
gra
phie
s
An
sw
er
WH
- o
r ch
oic
e q
uestio
ns
fro
m p
ictu
res r
ela
ted
to
bio
gra
phie
s (
e.g
.,
“Is h
e a
n o
ld m
an
or
a y
ou
ng
ma
n?
”)
Descri
be
pic
ture
s o
r tim
elin
es r
ela
ted
to
b
iog
rap
hie
s
Sta
te b
iog
raph
ica
l in
form
ation
ba
sed
on
tim
elin
es o
r oth
er
gra
ph
ic o
rga
niz
ers
Su
mm
arize
po
ints
fr
om
outlin
es o
r g
raph
ic o
rga
niz
ers
o
n b
iogra
ph
ies
Assum
e c
ha
racte
r ro
les u
sin
g n
ote
s o
n
gra
de
le
ve
l b
iog
rap
hie
s
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 8
4
Englis
h L
anguage P
roficie
ncy S
tandard
2:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
for
academ
ic s
uccess in t
he c
onte
nt
are
a o
f L
an
gu
ag
e A
rts
.
Gra
de
Le
ve
l C
lus
ter:
6-8
Exam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Reading
Fig
ure
s o
f speech
(alli
tera
tion
, m
eta
phors
, pers
onific
ation,
sim
iles)
Resp
on
d to
lite
ral
qu
estio
ns th
at
involv
e fig
ure
s o
f sp
eech fro
m v
isually
su
pp
ort
ed
phra
se
s
(e.g
., ”
Where
is the
bu
zzin
g b
ee?”)
Ide
ntify
wo
rds o
r p
hra
ses
repre
se
nting
fig
ure
s
of speech in v
isually
su
pp
ort
ed
re
late
d
sente
nces (
e.g
., lik
e
or
as)
Ca
tego
rize
or
cla
ssify fig
ure
s o
f sp
eech in v
isually
su
pp
ort
ed
passa
ges
Identify
fig
ure
s o
f sp
ee
ch
an
d m
atc
h
to th
eir m
ea
nin
gs in
vis
ua
lly s
up
po
rte
d
text
Inte
rpre
t figure
s o
f sp
ee
ch
in
gra
de
le
vel te
xt
Writing
Syn
on
ym
s,
an
ton
ym
s,
hom
ophones
Matc
h fam
iliar
sym
bo
ls, w
ord
s, o
r p
hra
ses w
ith
anto
nym
s fro
m w
ord
b
anks a
nd
vis
ua
ls
Descri
be
fa
mili
ar
people
, pla
ces,
eve
nts
in
phra
ses o
r se
nte
nce
s w
ith
syn
on
ym
s o
r anto
nym
s u
sin
g
wo
rd b
anks a
nd
vis
ua
ls
Rew
rite
vis
ually
su
pp
ort
ed
p
ara
gra
phs u
sin
g
syn
on
ym
s o
r a
nto
nym
s to
ch
an
ge
conte
xt or
purp
ose
of com
munic
ation
(e.g
., s
witc
h p
ositiv
e
with
ne
ga
tive
tra
its)
Pro
duce
ori
gin
al
ide
as th
at
incorp
ora
te
synonym
s,
anto
nym
s, or
ho
mo
ph
one
s fro
m
vis
ua
lly s
up
po
rte
d
ma
teria
l
Cre
ate
sto
ries o
r essays that in
clu
de
synonym
s,
anto
nym
s, or
ho
mo
ph
one
s
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 8
5
Englis
h L
anguage P
roficie
ncy S
tandard
3:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
for
academ
ic s
uccess in t
he c
onte
nt
are
a o
f M
ath
em
ati
cs
.
Gra
de
Le
ve
l C
lus
ter:
6-8
Exam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Listening
Pe
rce
nt/
F
ractions
Identify
pro
port
ional
repre
senta
tion o
f o
bje
cts
fro
m o
ral
directio
ns a
nd
g
raph
s o
r vis
ua
ls
(e.g
., “
Tw
o h
alv
es
ma
ke
a w
ho
le. F
ind
half a
piz
za.”
)
Fo
llow
mu
lti-ste
p
ora
l d
irectio
ns to
ch
an
ge
pro
port
ion
al
repre
se
nta
tion
in
g
raph
s o
r vis
ua
ls
Matc
h e
very
day
exam
ple
s o
f perc
ent
or
fractions w
ith o
ral
de
scrip
tio
ns u
sin
g
gra
ph
ic o
r vis
ua
l su
pport
(e.g
.,
inte
rest or
taxes)
Analy
ze e
very
day
situations invo
lvin
g
pe
rce
nt or
fractio
ns
fro
m o
ral scen
arios
with
gra
ph
ic o
r vis
ua
l su
pport
(e.g
., “
You
bu
y s
om
e jean
s fo
r $
25
do
llars
an
d
sa
les tax is 7
%. H
ow
w
ou
ld y
ou
fig
ure
ou
t th
e to
tal co
st?
”)
Apply
ways o
f usin
g
pe
rce
nt or
fractio
ns
in g
rade
le
ve
l situations fro
m o
ral
dis
co
urs
e
Speaking
Lin
e s
egm
ents
Identify
lin
e
se
gm
en
ts fro
m
pic
ture
s o
f eve
ryday
ob
jects
De
fin
e o
r d
escribe
ty
pes o
f lin
e
se
gm
en
ts fro
m
pic
ture
s o
f eve
ryday
obje
cts
(e.g
., “
These
sid
es a
re p
ara
llel.”)
Co
mpa
re/c
ontr
ast
types o
f lin
e
se
gm
en
ts fro
m
dia
gra
ms (
e.g
.,
para
llel vs.
pe
rpe
nd
icu
lar
line
s)
Expla
in h
ow
to
solv
e
pro
ble
ms u
sin
g
diffe
rent ty
pes o
f lin
e
se
gm
en
ts fro
m
dia
gra
ms
Su
mm
arize
appro
aches to
solv
ing g
rade level
pro
ble
ms u
sin
g
diffe
rent ty
pes o
f lin
e
se
gm
en
ts
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 8
6
Englis
h L
anguage P
roficie
ncy S
tandard
3:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
for
academ
ic s
uccess in t
he c
onte
nt
are
a o
f M
ath
em
ati
cs
.
Gra
de
Le
ve
l C
lus
ter:
6-8
Exam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Reading
Perim
ete
r/
Are
a
Matc
h v
ocabula
ry
associa
ted
with
p
erim
ete
r or
are
a
with
gra
ph
ics,
sym
bols
, or
figure
s
Identify
vis
ually
su
pp
ort
ed
exa
mp
les
of perim
ete
r or
are
a
used
in
re
al-w
orld
situation (
e.g
., p
ain
t a
ro
om
)
Cla
ssify v
isu
ally
su
pp
ort
ed
exa
mp
les
of perim
ete
r or
are
a
used
in
re
al-w
orld
situations
Ord
er
ste
ps fo
r co
mpu
tin
g p
erim
ete
r o
r a
rea
in
real-w
orl
d
situations u
sin
g
se
qu
en
tia
l la
ng
uag
e
Se
lect re
aso
ns fo
r u
ses o
f p
erim
ete
r o
r a
rea
in g
rad
e le
ve
lte
xt
Writing
Alg
ebra
ic
equations
Sh
ow
pic
torial
repre
se
nta
tion
s o
r la
be
l te
rms r
ela
ted
to
a
lge
bra
ic e
qua
tio
ns
fro
m m
od
els
or
vis
ua
ls
Giv
e e
xam
ple
s a
nd
exp
ress m
ean
ing
of
term
s r
ela
ted
to
a
lge
bra
ic e
qua
tio
ns
fro
m m
od
els
or
vis
ua
ls
Descri
be
ma
th
opera
tions,
pro
ce
du
res,
pattern
s, or
functions
invo
lvin
g a
lgeb
raic
e
qu
ation
s fro
m
mo
de
ls o
r vis
ua
ls
Pro
duce e
very
day
math
pro
ble
ms
invo
lvin
g a
lgeb
raic
e
qu
ation
s a
nd
e
xp
lain
how
to
p
rob
lem
-so
lve
fro
m
mo
de
ls o
r vis
ua
ls
Su
mm
arize
or
pre
dic
t in
form
atio
n
ne
ede
d to
so
lve
p
rob
lem
s in
vo
lvin
g
alg
ebra
ic e
qua
tio
ns
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 8
7
Englis
h L
anguage P
roficie
ncy S
tandard
4:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
for
academ
ic s
uccess in t
he c
onte
nt
are
a o
f S
cie
nc
e.
Gra
de
Le
ve
l C
lus
ter:
6-8
Exam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Listening
Scie
ntific t
ools
o
r in
str
um
en
ts
Matc
h s
cie
ntific tools
o
r in
str
um
en
ts w
ith
pic
ture
s fro
m o
ral
sta
tem
en
ts (
e.g
.,
su
nd
ial)
Cla
ssify s
cie
ntific
too
ls o
r in
str
um
en
ts
with p
ictu
res a
nd
lab
els
fro
m o
ral
directions (
e.g
.,
“Te
lesco
pe
s a
nd
sund
ials
go w
ith the
sky.”
)
Identify
exam
ple
s o
f scie
ntific to
ols
or
instr
um
en
ts a
nd
th
eir
u
ses fro
m p
ictu
res
and o
ral dis
cours
e
Co
mpa
re/c
ontr
ast
exam
ple
s o
f scie
ntific to
ols
or
instr
um
en
ts a
nd
u
ses fro
m o
ral
descriptions (
e.g
.,
diff
ere
nces b
etw
een
te
lesco
pe
s a
nd
m
icro
scop
es)
Infe
r uses o
f scie
ntific to
ols
or
instr
um
en
ts fro
m
ora
l re
ad
ing
of g
rad
e
level m
ate
rial
Speaking
Scie
ntific
dis
coveries
Use v
ocabula
ry
associa
ted
with
scie
ntific d
isco
ve
ries
ba
se
d o
n
illustr
ations (
e.g
., x
-ra
ys o
r vaccin
es)
Descri
be
scie
ntific
dis
co
ve
rie
s b
ased
on illu
str
ations
Co
mpa
re/c
ontr
ast
scie
ntific d
isco
ve
ries
de
scrib
ed
ora
lly w
ith
vis
ual support
(e.g
.,
“__
is s
imila
r to
/ diffe
rent fr
om
__
because _
_.”
)
Imagin
e futu
re
scie
ntific d
isco
ve
ries
ba
se
d o
n o
ral a
nd
vis
ua
l clu
es (
e.g
., “
In
100 y
ears
, w
e c
ould
/ m
ay/m
ight....”
)
Pre
dic
t pote
ntial
impact of scie
ntific
dis
co
ve
rie
s o
n life
b
ase
d o
n o
ral
evid
ence
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 8
8
Englis
h L
anguage P
roficie
ncy S
tandard
4:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
for
academ
ic s
uccess in t
he c
onte
nt
are
a o
f S
cie
nc
e.
Gra
de
Le
ve
l C
lus
ter:
6-8
Exam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Reading
Cycle
s
Pro
cesses
Matc
h labele
d
dia
gra
ms o
f cycle
s
or
pro
ce
sses w
ith
voca
bula
ry fro
m
wo
rd/p
hra
se
ba
nks
(e.g
., n
itro
gen c
ycle
)
So
rt o
r cla
ssify
d
escrip
tive
ph
rases
and d
iag
ram
s b
y
cycle
s o
r pro
cesse
s
Se
qu
ence
descrip
tive
se
nte
nce
s a
nd
d
iag
ram
s a
cco
rdin
g
to c
ycle
s o
r p
rocesse
s (
e.g
.,
mito
sis
or
meio
sis
)
Identify
cycle
s o
r p
rocesse
s fro
m
descrip
tive
pa
rag
rap
hs a
nd
d
iag
ram
s
Associa
te c
ycle
s o
r p
rocesse
s w
ith
th
eir
fun
ctio
ns fro
m g
rade
le
vel te
xt (e
.g., “
In
ord
er
to _
__
, it is
necessary
to _
___.”
)
Writing
Form
s o
f energ
y
Matc
h o
r cla
ssify
form
s o
f energ
y fro
m
every
day illu
str
ate
d
exam
ple
s a
nd
models
(e.g
., lig
ht,
so
un
d, h
ea
t)
Lis
t and d
escribe
exam
ple
s o
f ill
ustr
ate
d form
s o
f energ
y fro
m w
ord
/ p
hra
se
ba
nks
Co
mpa
re/c
ontr
ast
two
fo
rms o
f e
ne
rgy
de
pic
ted
vis
ua
lly
(e.g
., “
__
_ a
nd
__
_
are
alik
e/d
iffe
rent in
th
ese w
ays.”
)
Expla
in u
ses o
f d
iffe
ren
t fo
rms o
f energ
y d
epic
ted
vis
ually
(e.g
., “
__ is
used
to _
__.”
)
Eva
lua
te a
nd
de
fen
d
uses o
f diffe
rent
form
s o
f energ
y
(e.g
., “
I th
ink s
ola
r energ
y is b
est
be
ca
use
…”)
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 8
9
Englis
h L
anguage P
roficie
ncy S
tandard
5:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
for
academ
ic s
uccess in t
he c
onte
nt
are
a o
f S
oc
ial
Stu
die
s.
Gra
de
Le
ve
l C
lus
ter:
6-8
Exam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Listening
Agriculture
Id
entify
agricultura
l ic
ons o
n m
aps o
r g
raph
s fro
m o
ral
sta
tem
en
ts (
e.g
.,
“Fin
d c
orn
on th
e
ma
p.”
)
Lo
ca
te r
eso
urc
es o
r a
gricu
ltura
l p
rod
ucts
o
n m
aps o
r gra
phs
from
ora
l descriptions (
e.g
.,
“Corn
is a
n
import
ant cro
p in the
Mid
west. S
how
w
here
co
rn is
gro
wn
.”)
Dis
ting
uis
h a
mo
ng
re
sourc
es o
r a
gricu
ltura
l p
rod
ucts
o
n m
aps o
r gra
phs
from
ora
l descri
ptions (
e.g
., “
IL
gro
ws c
orn
an
d
wheat. G
A h
as
co
tto
n a
nd
ric
e.”
)
Fin
d p
att
ern
s
associa
ted
with
re
sourc
es o
r a
gricu
ltura
l p
rod
ucts
o
n m
aps o
r gra
phs
de
scrib
ed
ora
lly
(e.g
., “
The M
idw
est
pro
duces m
ore
corn
th
an
th
e S
ou
th a
s it
ha
s a
co
ole
r clim
ate
.”)
Dra
w c
onclu
sio
ns
ab
ou
t re
sou
rce
s o
r a
gricu
ltura
l p
rod
ucts
o
n m
aps o
r gra
phs
de
scrib
ed
ora
lly fro
m
gra
de
le
ve
l m
ate
ria
l
Speaking
Am
erica’s
sto
ry
Co
nn
ect e
ve
nts
with
people
in U
.S.
his
tory
usin
g
tim
elin
es, gra
phic
s,
or
illu
str
atio
ns
Descri
be
fe
atu
res o
r ch
ara
cte
ristics o
f m
ajo
r e
ven
ts o
r people
in U
.S.
his
tory
dep
icte
d in
tim
elin
es, gra
phic
s,
or
illu
str
atio
ns
Dis
cuss s
ign
ific
ance
o
f m
ajo
r e
ve
nts
or
people
in U
.S.
his
tory
dep
icte
d in
tim
elin
es, gra
phic
s,
or
illu
str
atio
ns (
e.g
.,
“Th
e A
merican
R
evolu
tion w
as
import
ant
be
ca
use
…”)
Pro
vid
e r
ea
so
ns fo
r m
ajo
r e
ven
ts o
r p
eo
ple
’s a
ction
s in
U
.S. his
tory
depic
ted
in
tim
elin
es,
gra
ph
ics, o
r ill
ustr
atio
ns
Exp
lain
ca
use
an
d
effect of m
ajo
r e
ve
nts
and
pe
op
le’s
a
ctio
ns in
U.S
. his
tory
(e.g
., “
This
h
ap
pe
ne
d a
s a
re
su
lt
of…
”)
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 9
0
Englis
h L
anguage P
roficie
ncy S
tandard
5:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
for
academ
ic s
uccess in t
he c
onte
nt
are
a o
f S
oc
ial
Stu
die
s.
Gra
de
Le
ve
l C
lus
ter:
6-8
Exam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Reading
Civ
ic r
ights
and
responsib
ilities
Identify
rig
hts
or
responsib
ilities o
f people
in U
.S. or
oth
er
co
un
trie
s
usin
g illu
str
ations
and labe
ls, or
ph
rases
Ma
tch
rig
hts
or
responsib
ilities o
f people
in U
.S. or
oth
er
co
un
trie
s
usin
g illu
str
ations
and w
ritten
sta
tem
en
ts
Sele
ct exam
ple
s o
f ri
gh
ts o
r re
sponsib
ilities o
f people
in U
.S. or
oth
er
co
un
trie
s
usin
g illu
str
ations
and w
ritten
de
scrip
tio
ns
An
aly
ze
rig
hts
or
responsib
ilities o
f people
in U
.S. or
oth
er
co
un
trie
s
usin
g illu
str
ate
d
text
Infe
r ri
gh
ts o
r re
sponsib
ilities o
f people
in U
.S. or
oth
er
co
un
trie
s
from
gra
de level
text
Writing
Form
s a
nd
org
aniz
ation o
f g
ove
rnm
en
t
Label fe
atu
res o
f U
.S. or
oth
er
go
ve
rnm
en
ts u
sin
g
vis
ua
ls o
r gra
ph
ics
an
d w
ord
/ p
hra
se
b
anks
Descri
be
fe
atu
res
of U
.S. or
oth
er
go
ve
rnm
en
ts u
sin
g
vis
ua
ls o
r gra
ph
ics
an
d w
ord
/ p
hra
se
b
anks
Co
mpa
re/c
ontr
ast
fea
ture
s o
r fu
nctio
ns
of U
.S. or
oth
er
go
ve
rnm
en
ts u
sin
g
gra
ph
ic o
rga
niz
ers
(e
.g., e
xecutiv
e,
leg
isla
tive
, a
nd
ju
dic
ial b
ran
ch
es)
An
aly
ze
fu
nctio
ns
of U
.S. or
oth
er
go
ve
rnm
en
ts in
re
sponse to c
urr
ent
eve
nts
usin
g
gra
ph
ic o
rga
niz
ers
Dis
cuss a
nd
justify
re
lative
e
ffe
ctive
ness o
f fo
rms o
r o
rgan
iza
tio
n o
f g
ove
rnm
en
ts
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 9
1
Englis
h L
anguage P
roficie
ncy S
tandard
1:
Englis
h language learn
ers
com
munic
ate
in E
nglis
h f
or S
oc
ial
and In
str
uc
tio
na
l purp
oses w
ithin
the s
chool settin
g.
Gra
de
Le
ve
l C
lus
ter:
9-1
2
Exam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Listening
Cla
ssro
om
ro
utines
Resp
on
d n
on-
verb
ally
to s
imple
co
mm
an
ds
pe
rta
inin
g to
cla
ssro
om
rou
tin
es
usin
g r
ea
lia o
r ill
ustr
ations (
e.g
.,
“Clo
se
your
book.”
)
Resp
on
d n
on-
verb
ally
to
descrip
tive
co
mm
an
ds
pe
rta
inin
g to
cla
ssro
om
rou
tin
es
usin
g r
ea
lia o
r ill
ustr
ations (
e.g
.,
“Sh
ow
me
th
e
begin
nin
g o
f th
e
thir
d p
ara
gra
ph
.”)
Resp
on
d n
on-
verb
ally
to m
ulti-
ste
p, d
escrip
tive
co
mm
an
ds
pe
rta
inin
g to
cla
ssro
om
rou
tin
es
usin
g r
ea
lia o
r ill
ustr
atio
ns
Resp
on
d n
on-
verb
ally
to idio
matic
exp
ressio
ns
pe
rta
inin
g to
cla
ssro
om
rou
tin
es
usin
g r
ea
lia o
r ill
ustr
atio
ns
Resp
on
d n
on-
verb
ally
to fig
ura
tive
lan
gua
ge
pert
ain
ing
to
cla
ssro
om
ro
utines (
e.g
., u
se o
f h
yp
erb
ole
s o
r m
eta
ph
ors
)
Speaking
Pers
onal
pre
fere
nces
An
sw
er
ch
oic
e
qu
estio
ns th
at
exp
ress lik
es a
nd
d
islik
es fro
m v
isu
als
(e
.g., ”
Do y
ou lik
e
__
__o
r _
__
?”)
Re
ply
to
a r
an
ge
of
qu
estio
ns th
at
exp
ress p
ers
on
al
pre
fere
nces fro
m
vis
ua
ls
Exp
ress p
ers
on
al
pre
fere
nces a
nd
giv
e
reaso
ns fo
r se
lection
fr
om
vis
ua
ls
Expla
in, ela
bora
te,
an
d d
efe
nd
pe
rso
na
l p
refe
rences fro
m
vis
ua
ls
Dis
cuss a
nd
su
pp
ort
ch
an
ges in
pe
rso
na
l p
refe
rences o
ve
r tim
e
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 9
2
Englis
h L
anguage P
roficie
ncy S
tandard
1:
Englis
h language learn
ers
com
munic
ate
in E
nglis
h f
or S
oc
ial
an
d In
str
uc
tio
na
l purp
oses w
ithin
the s
chool settin
g.
Gra
de
Le
ve
l C
lus
ter:
9-1
2
Exam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Reading
Info
rma
tio
n
gath
ering
Identify
text
featu
res o
r w
eb
resourc
es u
sed for
in-c
lass o
r h
om
ew
ork
a
ssig
nm
en
ts
(e.g
., title
s o
r auth
ors
)
Matc
h u
se o
f te
xt
featu
res o
r w
eb
resourc
es w
ith
assig
nm
ents
(e
.g., T
able
of
Co
nte
nts
or
ho
me
p
ag
es to
fin
d
top
ics)
Ma
tch
typ
es o
f b
ooks, re
fere
nces,
or
web
resou
rces
with info
rmation
ne
ede
d fo
r assig
nm
ents
Use text fe
atu
res o
r
web r
esourc
es to
confirm
info
rmation
for
assig
nm
en
ts
(e.g
., indexes o
r g
lossari
es)
Sca
n e
ntr
ies in
b
ooks, re
fere
nces,
or
web
sites to
lo
ca
te info
rmation
for
assig
nm
en
ts
Writing
Pers
onal and
busin
ess
com
munic
ation
Com
ple
te form
s
rea
d o
rally
with
id
entify
ing
info
rmation o
r pro
duce facts
about self
Com
ple
te r
eal-lif
e
form
s fro
m m
od
els
(e
.g., leases,
applic
ations,
lice
nses)
Cre
ate
or
respond
to p
ers
onal and
bu
sin
ess
co
rrespo
nde
nce
fr
om
models
(e.g
.,
an
nou
nce
men
ts,
invitations)
Pro
duce
exte
nd
ed
p
ers
ona
l a
nd
b
usin
ess
co
rrespo
nde
nce
(e
.g., s
ocia
l le
tters
, a
uto
bio
gra
ph
ica
l essa
ys)
Com
pose a
variety
of pers
onal and
bu
sin
ess
co
rrespo
nde
nce
(e
.g., e
ditorials
, re
vie
ws, or
resu
mes)
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 9
3
Englis
h L
anguage P
roficie
ncy S
tandard
2:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
for
academ
ic s
uccess in t
he c
onte
nt
are
a o
f L
an
gu
ag
e A
rts
.
Gra
de
Le
ve
l C
lus
ter:
9-1
2
Exam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Listening
Bia
s
Identify
info
rmation
fro
m s
ou
rces w
ith
o
pp
osin
g v
iew
s
ba
se
d o
n o
ral
directio
ns a
nd
vis
ua
l su
pport
(e.g
., fro
m
ma
gazin
es o
r new
spapers
)
Sort
info
rmatio
n fro
m
so
urc
es w
ith
o
pp
osin
g v
iew
s
ba
se
d o
n o
ral
de
scrip
tio
ns a
nd
vis
ual support
(e.g
.,
pro
or
con
sta
tem
en
ts)
as a
p
recurs
or
for
identify
ing b
ias
Co
mpa
re a
nd
contr
ast in
form
ation
fro
m v
ari
ous s
ourc
es
to d
ete
ct bia
s b
ased
o
n o
ral d
iscou
rse
a
nd
vis
ua
l o
r g
raph
ic
su
pp
ort
Analy
ze info
rmation
fro
m v
ari
ous s
ourc
es
to identify
bia
s
ba
se
d o
n o
ral
dis
co
urs
e w
ith o
r w
ith
ou
t vis
ua
l or
gra
ph
ic s
uppo
rt
Evalu
ate
info
rmation
fro
m v
ari
ous s
ourc
es
to d
ete
rmin
e e
xte
nt
of b
ias b
ased o
n o
ral
dis
co
urs
e
Speaking
Multip
le
meanin
gs
Nam
e e
xam
ple
s o
f hig
h-f
requency
wo
rds o
r p
hra
ses
with m
ultip
le
me
an
ing
s fro
m
vis
ua
ls (
e.g
., d
inn
er
table
, T
ab
le o
f C
on
ten
ts)
Giv
e e
xam
ple
s o
f u
se
of w
ord
s o
r phra
ses w
ith m
ultip
le
me
an
ing
s fro
m
vis
uals
(e.g
., “
Use
th
e w
ord
‘ta
ble
’ as in
math
and E
nglis
h
cla
sse
s.”
)
Apply
exam
ple
s o
f
wo
rds, p
hra
se
s, o
r se
nte
nce
s w
ith
m
ultip
le m
eanin
gs
fro
m v
isu
als
to
va
rio
us c
on
texts
Expla
in e
xam
ple
s o
f w
ord
s, p
hra
se
s, o
r se
nte
nce
s w
ith
m
ultip
le m
eanin
gs
from
ora
l in
put w
ith
or
without vis
ual
su
pp
ort
Dis
cuss in
fere
nce
s
or
nuances fro
m o
ral
dis
co
urs
e c
on
tain
ing
m
ultip
le m
eanin
gs
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 9
4
Englis
h L
anguage P
roficie
ncy S
tandard
2:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
for
academ
ic s
uccess in t
he c
onte
nt
are
a o
f L
an
gu
ag
e A
rts
.
Gra
de
Le
ve
l C
lus
ter:
9-1
2
Exam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Reading
Auth
or’s
pe
rsp
ective
and p
oin
t of
vie
w
Ide
ntify
wo
rds a
nd
phra
ses r
ela
ted to
auth
or’s p
ers
pective
in illu
str
ate
d
se
nte
nce
s
Identify
main
ideas
rela
ted
to
au
tho
r’s
pers
pective in
illustr
ate
d s
eries o
f re
late
d s
en
ten
ces
Identify
main
ideas
an
d s
up
po
rtin
g
deta
ils r
ela
ted to
auth
or’s p
ers
pective
in illu
str
ate
d
pa
rag
rap
hs
An
aly
ze
au
tho
r’s
pers
pective in
illustr
ate
d text
Inte
rpre
t auth
or’s
pers
pective in
litera
ry text and
apply
to o
ther
co
nte
xts
Writing
Litera
l and
figura
tive
language
Pro
duce
lite
ral w
ord
s
or
phra
ses fr
om
ill
ustr
atio
ns
Exp
ress id
eas u
sin
g
lite
ral la
ngu
ag
e fro
m
illu
str
atio
ns
Use e
xam
ple
s o
f lit
era
l and fig
ura
tive
language in c
onte
xt
from
illu
str
ations
Pro
duce
an
d
ela
bora
te o
n
exam
ple
s o
f lit
era
l and fig
ura
tive
lan
gua
ge
with
or
without ill
ustr
ations
Co
mpo
se
narr
ative
s
usin
g lite
ral an
d
figura
tive language
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 9
5
Englis
h L
anguage P
roficie
ncy S
tandard
3:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
for
academ
ic s
uccess in t
he c
onte
nt
are
a o
f M
ath
em
ati
cs
.
Gra
de
Le
ve
l C
lus
ter:
9-1
2
Exam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Listening
Angle
s
Identify
angle
s fro
m
fig
ure
s a
nd
ora
l co
mm
ands (
e.g
., “
A
tria
ng
le h
as th
ree
angle
s; find a
n
angle
.”)
Co
mpa
re a
ngle
s
fro
m fig
ure
s a
nd
ora
l co
mm
ands (
e.g
.,
“Fin
d th
e s
malle
st o
r acute
angle
.”)
Sele
ct angle
s fro
m
fig
ure
s a
nd
de
taile
d
ora
l d
escrip
tio
ns
Ch
oo
se
an
gle
s
form
ed u
nder
va
rio
us c
on
diti
on
s
fro
m fig
ure
s a
nd
ora
l sce
narios (
e.g
.,
an
gle
s fo
rmed
fro
m
slo
pe
s o
f lin
es)
Identify
change in
an
gle
s u
nd
er
va
rio
us
conditio
ns fro
m o
ral
rea
din
g o
f g
rad
e
level m
ate
rial (e
.g.,
“If a
rig
ht a
ng
le is
rota
ted, th
en...”
)
Speaking
Math
em
atical
rela
tions a
nd
functions
Na
me
varia
ble
s fro
m
illustr
ations a
nd
nota
tion
Rela
te functions o
f tw
o v
aria
ble
s fro
m
illustr
ations a
nd
nota
tion
Giv
e e
xam
ple
s o
f re
pre
senta
tions o
f fu
nctio
ns o
f tw
o
va
ria
ble
s fro
m
illustr
ations a
nd
nota
tion
Inte
rpre
t re
pre
senta
tions o
f fu
nctio
ns o
f tw
o
variable
s w
ith o
r w
ith
ou
t vis
ua
l su
pp
ort
Analy
ze functions o
f o
ne
va
riab
le in
re
latio
n to
ano
the
r (e
.g., r
ate
s o
f ch
an
ge
, in
terc
ep
ts,
ze
ros, asym
pto
tes)
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 9
6
Englis
h L
anguage P
roficie
ncy S
tandard
3:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
for
academ
ic s
uccess in t
he c
onte
nt
are
a o
f M
ath
em
ati
cs
.
Gra
de
Le
ve
l C
lus
ter:
9-1
2
Exam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Reading
Pow
ers
R
oots
Identify
num
bers
in
vo
lvin
g p
ow
ers
or
roo
ts w
ith
in v
isu
ally
su
pp
ort
ed
word
s o
r p
hra
ses
Ma
tch
num
bers
in
vo
lvin
g p
ow
ers
or
roots
with v
isually
su
pp
ort
ed
sen
ten
ce
s
Cla
ssify e
xam
ple
s
an
d n
on
-exam
ple
s o
f p
ow
ers
or
roots
w
ithin
vis
ually
support
ed text
Co
mpa
re/c
ontr
ast
use
of p
ow
ers
or
roo
ts in
word
p
rob
lem
s w
ith o
r w
ith
ou
t vis
ua
l su
pp
ort
An
aly
ze
re
aso
ns fo
r u
se
of p
ow
ers
or
roo
ts in
gra
de le
ve
l te
xt
Writing
Form
ula
s a
nd
equations
Ord
er
ele
me
nts
of
eq
ua
tion
s o
r fo
rmula
s fro
m w
ord
/ p
hra
se
ba
nks a
nd
m
od
els
Descri
be
eq
ua
tio
ns
or
form
ula
s u
sin
g
figure
s a
nd n
ota
tion
fro
m w
ord
/phra
se
b
anks a
nd
mo
de
ls
(e.g
., facto
rs o
r co
eff
icie
nts
)
Se
qu
ence
ste
ps fo
r so
lvin
g p
rob
lem
s
invo
lvin
g e
qua
tio
ns
or
form
ula
s u
sin
g
figure
s, nota
tion, and
se
qu
en
tia
l la
ng
uag
e
Expla
in u
ses o
f e
qu
ation
s o
r fo
rmu
las u
sin
g
figure
s, nota
tion, and
co
mp
lex s
en
ten
ce
s
(e.g
., “
Giv
e
exam
ple
s o
f w
hen
yo
u w
ou
ld u
se
…”)
Pro
vid
e a
ra
tion
ale
fo
r se
lectio
n o
f e
qu
ation
s o
r fo
rmula
s u
sed for
pro
ble
m s
olv
ing
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 9
7
Englis
h L
anguage P
roficie
ncy S
tandard
4:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
for
academ
ic s
uccess in t
he c
onte
nt
are
a o
f S
cie
nc
e.
Gra
de
Le
ve
l C
lus
ter:
9-1
2
Exam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Listening
Ato
ms,
mole
cule
s,
nucle
ar
str
uctu
res
Locate
ato
mic
, m
ole
cu
lar,
or
nu
cle
ar
str
uctu
res fro
m
dia
gra
ms a
nd o
ral
sta
tem
en
ts
(e.g
., c
ells
)
Dis
ting
uis
h b
etw
een
ty
pes o
f ato
mic
, m
ole
cula
r, o
r n
ucle
ar
str
uctu
res
fro
m d
iagra
ms a
nd
o
ral sta
tem
ents
(e
.g., p
lant cells
, anim
al cells
)
Matc
h functions o
f re
late
d a
tom
ic,
mo
lecu
lar,
or
nu
cle
ar
str
uctu
res fro
m
dia
gra
ms a
nd o
ral
descriptions (
e.g
.,
ho
me
osta
sis
/ d
orm
ancy)
Co
mpa
re/c
ontr
ast
fun
ctio
ns o
f re
late
d
ato
mic
, m
ole
cula
r, o
r n
ucle
ar
str
uctu
res
fro
m d
iagra
ms a
nd
o
ral d
escrip
tio
ns
Ma
tch
ana
logie
s (
of
the functions)
of
rela
ted a
tom
ic,
mo
lecu
lar,
or
nu
cle
ar
str
uctu
res fro
m o
ral
de
scrip
tio
ns o
f g
rad
e
level m
ate
rial
Speaking
Fo
od
ch
ain
s
Life
cycle
s
Ide
ntify
co
mpo
ne
nts
o
f ch
ain
s o
r cycle
s
fro
m d
iagra
ms o
r g
raph
ic o
rga
niz
ers
Giv
e e
xam
ple
s o
f co
mpo
nen
ts o
r fu
nctio
ns o
f ch
ain
s
or
cyc
les fro
m
dia
gra
ms o
r gra
ph
ic
org
aniz
ers
Descri
be
se
qu
ence
w
ithin
chain
s o
r cycle
s fro
m
dia
gra
ms o
r gra
ph
ic
org
aniz
ers
Dis
cuss h
ow
ch
ain
s
or
cyc
les a
re
inte
rdep
end
en
t w
ith
or
withou
t vis
ual or
gra
ph
ic s
uppo
rt
Expla
in a
nd g
ive
exam
ple
s o
f th
e
itera
tive n
atu
re o
f ch
ain
s o
r cycle
s
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 9
8
Englis
h L
anguage P
roficie
ncy S
tandard
4:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
for
academ
ic s
uccess in t
he c
onte
nt
are
a o
f S
cie
nc
e.
Gra
de
Le
ve
l C
lus
ter:
9-1
2
Exam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Reading
Scie
ntific
researc
h a
nd
investigation
Identify
data
fro
m
scie
ntific r
esea
rch
fr
om
table
s, chart
s,
or
gra
phs
Ma
tch
so
urc
es o
f d
ata
de
pic
ted in
ta
ble
s, chart
s, or
gra
ph
s fro
m
scie
ntific s
tudie
s
with
rese
arc
h
qu
estio
ns
An
sw
er
qu
estio
ns o
n
use o
f data
fro
m
scie
ntific r
esea
rch
pre
sente
d in table
s,
ch
art
s, or
gra
phs
with text
Inte
rpre
t scie
ntific
researc
h d
ata
pre
sente
d in text and
tab
les
Infe
r sig
nific
an
ce
of
da
ta p
resen
ted
in
gra
de level te
xt on
scie
ntific r
esea
rch
Writing
Taxonom
ies
La
be
l e
xa
mp
les fro
m
diffe
rent ta
xonom
ies
usin
g illu
str
ations
an
d w
ord
/ p
hra
se
b
anks (
e.g
., o
ne
-ce
ll p
lan
ts a
nd
anim
als
)
Describ
e fe
atu
res o
f ta
xo
no
mie
s u
sin
g
illustr
ations a
nd
gra
ph
ic o
rga
niz
ers
(e
.g., v
ert
ebra
tes
an
d in
ve
rteb
rate
s)
Co
mpa
re a
nd
contr
ast fe
atu
res o
f ta
xonom
ies fro
m
illustr
ations a
nd
gra
ph
ic o
rga
niz
ers
Su
mm
arize
fe
atu
res
of ta
xonom
ies fro
m
illustr
ations a
nd
gra
ph
ic o
rga
niz
ers
Inte
gra
te info
rmation
about ta
xonom
ies
into
essa
ys o
r re
port
s
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 9
9
Englis
h L
anguage P
roficie
ncy S
tandard
5:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
for
academ
ic s
uccess in t
he c
onte
nt
are
a o
f S
oc
ial
Stu
die
s.
Gra
de
Le
ve
l C
lus
ter:
9-1
2
Exam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Listening
Glo
bal
econom
y
Ide
ntify
pro
ducts
re
late
d to
econ
om
ic
tre
nds o
f re
gio
ns o
r co
untr
ies fro
m o
ral
sta
tem
en
ts, m
ap
s
and c
hart
s (
e.g
., “
Oil
is p
art
of th
e w
orld
’s
econom
y. F
ind
co
untr
ies w
ith o
il.”)
Ma
tch
re
gio
ns o
r co
un
trie
s w
ith s
imila
r e
con
om
ic tre
nd
s
from
ora
l d
escrip
tio
ns, m
ap
s
an
d c
ha
rts
Fin
d e
xam
ple
s o
f re
gio
ns o
r cou
ntr
ies
tha
t h
ave
sim
ilar
econ
om
ic tre
nd
s
fro
m d
escrip
tive
ora
l sce
narios, m
ap
s a
nd
ch
art
s
Co
mpa
re/c
ontr
ast
the
econ
om
ic tre
nd
s
of re
gio
ns o
r co
untr
ies fr
om
ora
l d
isco
urs
e, m
ap
s a
nd
ch
art
s
Analy
ze im
pact of
econ
om
ic tre
nd
s o
n
reg
ion
s o
r cou
ntr
ies
from
ora
l re
ad
ing o
f g
rade
le
ve
l m
ate
ria
l
Speaking
Socia
l is
sues
and inequitie
s
Nam
e e
lem
en
ts o
f m
ajo
r socia
l is
su
es
or
ine
qu
itie
s
de
pic
ted
in
ill
ustr
ations (
e.g
.,
wa
r)
Ch
ara
cte
rize
ma
jor
socia
l is
sue
s o
r in
eq
uitie
s d
ep
icte
d
in illu
str
ations (
e.g
.,
sla
ve
ry)
Giv
e e
xam
ple
s o
r d
escrip
tio
ns o
f so
cia
l is
su
es o
r in
eq
uitie
s
de
pic
ted
in
ill
ustr
ations o
r p
olit
ica
l ca
rtoo
ns
Exp
lain
ho
w m
ajo
r socia
l is
sue
s o
r in
eq
uitie
s d
ep
icte
d in
ill
ustr
ations o
r p
olit
ica
l ca
rtoo
ns
ha
ve
cha
nged
ou
r liv
es
Dis
cuss a
nd
po
se
so
lution
s to
so
cia
l is
su
es o
r in
eq
uitie
s
de
pic
ted
in
ill
ustr
ations o
r p
olit
ica
l ca
rtoo
ns
Level 6- Reaching
WID
A C
on
sort
ium
En
gli
sh L
angu
age
Pro
fici
ency
Sta
nd
ards
Su
mm
ati
ve A
sses
smen
t F
ram
ewo
rk
Co
pyri
gh
t ©
20
07
Th
e B
oar
d o
f R
egen
ts o
f th
e U
niv
ersi
ty o
f W
isco
nsi
n S
yst
em.
All
rig
hts
res
erv
ed
Pag
e 1
00
Englis
h L
anguage P
roficie
ncy S
tandard
5:
Englis
h language learn
ers
com
munic
ate
info
rmation,
ideas,
and c
oncepts
necessary
for
academ
ic s
uccess in t
he c
onte
nt
are
a o
f S
oc
ialS
tud
ies
.
Gra
de
Le
ve
l C
lus
ter:
9-1
2
Exam
ple
T
opic
s
Level
1
En
teri
ng
Level
2
Be
gin
nin
gL
evel
3
Develo
pin
g
Level
4
Exp
an
din
gL
evel
5
Bri
dg
ing
Reading
World h
isto
ries,
civ
iliza
tio
ns,
and c
ulture
s
Ma
tch
peo
ple
or
pla
ce
s w
ith
pe
rio
ds
in w
orld
his
tory
th
rough illu
str
ations,
word
s/p
hra
ses, and
tim
elin
es
Identify
featu
res o
f
pe
riod
s in
worl
d
his
tory
fro
m p
hra
ses
or
sen
tences a
nd
tim
elin
es
Cla
ssify featu
res o
f p
eri
od
s in
worl
d
his
tory
fro
m
descrip
tive
se
nte
nce
s a
nd
tim
elin
es (
e.g
.,
befo
re o
r after
Fre
nch
Re
vo
lutio
n)
Co
mpa
re/c
ontr
ast
fea
ture
s o
f p
erio
ds in
w
orld
his
tory
ba
se
d
on
pa
ragra
phs a
nd
tim
elin
es
Analy
ze featu
res o
f p
eri
od
s in
worl
d
his
tory
fro
m g
rade
level te
xt
Writing
His
torical
fig
ure
s a
nd
tim
es
Label s
ignific
ant
ind
ivid
ua
ls o
r h
isto
rica
l tim
es in
polit
ics, econom
ics,
or
socie
ty u
sin
g
illustr
ations o
r p
ho
togra
ph
s a
nd
m
od
els
Ou
tlin
e c
on
trib
utio
ns
of sig
nific
ant
ind
ivid
ua
ls o
r h
isto
rica
l tim
es in
polit
ics, econom
ics,
or
socie
ty u
sin
g
illustr
ations o
r p
ho
togra
ph
s a
nd
m
od
els
Descri
be
co
ntr
ibu
tio
ns o
f sig
nific
an
t in
div
idu
als
or
his
torica
l tim
es in
polit
ics, econom
ics,
or
socie
ty u
sin
g
illustr
ations o
r p
ho
togra
ph
s a
nd
m
od
els
Dis
cuss h
ow
sig
nific
an
t in
div
idu
als
or
his
torica
l tim
es h
ave
im
pa
cte
d p
olit
ics,
econ
om
ics, or
socie
ty u
sin
g
illustr
ations o
r p
ho
togra
ph
s
Exp
lain
an
d e
va
lua
te
co
ntr
ibu
tio
ns o
f sig
nific
an
t in
div
idu
als
or
his
torica
l tim
es in
polit
ics, econom
ics,
or
socie
ty
Level 6- Reaching
08/15/2007 Adapted from the WIDA document 2/2004.
Copyright © 2007 State of Pennsylvania. All rights reserved
Page 101
VIII. Glossary of Terms
Academic Language: the language used in school to gain newer, deeper understanding of subject matter Academic Content Standards: statements that define what students are expected to know and be able to do in order to attain competency in challenging subject matter with schooling Academic success: demonstrated knowledge needed to meet PA academic content standards Commands: imperative statements Communicate: express understanding and use of language through listening, speaking, reading, or writing Content stem: the element of the MPI which aligns with PA content demands/standards Descriptions: a cohesive series of sentences that include explanations with details (more than three but less than discourse level) English language learners: linguistically and culturally diverse students who have been identified according to Title 22, PA School Code Chapter 4.26 and the Basic Education Circular (BEC) July 2001, as having levels of English language proficiency that preclude them from accessing, processing, and acquiring unmodified grade level content in English and, thereby, qualifying for support services. Framework for classroom assessment: English language proficiency standards that include model performance indicators that largely represent procedural knowledge, involving the process of learning. Instructional purposes: related to learning in the classroom and school environments Language domains: the areas of language proficiency – listening, speaking, reading, and writing Language Functions: descriptions of how language is used or definitions of the intent of the communication; the element of the MPI which denotes how language will be used Language proficiency levels: the demarcations along the second language acquisition continuum that is defined within the standards by a series of model performance indicators
08/15/2007 Adapted from the WIDA document 2/2004.
Copyright © 2007 State of Pennsylvania. All rights reserved
Page 102
Language proficiency standards: statements that define the language necessary for English language learners to attain social and academic competencies associated with schooling Listening: the domain of language proficiency that encompasses how students process, understand, interpret, and evaluate spoken language in a variety of situations Model performance indicators: sample kernel ideas or concepts composed of language functions, content, and contexts that exemplify the language proficiency levels of the language proficiency standards Performance standards: statements that define the extent to which students are meeting the stated standards; in the instance of English language proficiency standards, performance standards, performance definitions correspond to definitions of what students can do at each proficiency level Reading: the domain of language proficiency that encompasses how students process, interpret, and evaluate written language, symbols, and text with understanding and fluency Realia: real-life objects, displays, or materials, such as having young children sort colors using M & Ms rather than picture cards of different cards of different colors Social purposes: the basic fluency needed to interact or communicate effectively in a variety of situations within school Speaking: the domain of language proficiency that encompasses how students engage in oral communication in a variety of situations for a variety of purposes and audiences Statements: declarative sentences of fact Strand: the series of model performance indicators from language proficiency level 1, entering, through 5 Bridging, within a grade level cluster and language domain Visually/graphically supported: print or text that is accompanied by pictures, illustrations, photographs, charts, tables, graphs, graphic organizers, or reproductions that enables English language learners opportunities to access meaning from multiple sources Writing: the domain of language proficiency that encompasses how students engage in written communication in a variety of forms for a variety of purposes and audiences
08/15/2007 Adapted from the WIDA document 2/2004.
Copyright © 2007 State of Pennsylvania. All rights reserved
Page 103
IX. Contributors to the Development of Pennsylvania’s PreK-12 English Language Proficiency Standards
The Pennsylvania Department of Education ESL/bilingual education program staff would like to thank:
! Lynore Carnuccio, Lead Developer.
! the PDE Division of Standards and Curriculum.
! the core PA ELPS Training Development Committee.
! the many educators from across the Commonwealth who contributed to the development of the ELPS from 2004 to 2007.
X. Source Documents for the Development of Pennsylvania’s Prek-12 English Language Proficiency Standards
Early Learning Standards for PreKindergarten. (2004). Harrisburg, PA: Pennsylvania
Department of Education.
http://www.pde.state.pa.us/early_childhood/cwp/view.asp?A=179&Q=101706
ESL standards for K-12 students. (1997). Alexandria, VA: Teachers of English to
Speakers of Other Languages.
Academic Standards. (2004). Harrisburg, PA: Pennsylvania Department of Education.
http://www.pde.state.pa.us/stateboard_ed/cwp/view.asp?a=3&Q=76716&stateboard_ed
Nav=|5467|&pde_internetNav=|
Purple Math – Your Algebra Resource. (2000). www.Purplemath.com
English Language Proficiency Standards for English Language Learners in
Kindergarten through Grade 12. (2004). WIDA Consortium.
http://www.wida.us/Resources/standards
XI. References Cited in the Introductory Overview Document
Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford: Oxford
University Press.
08/15/2007 Adapted from the WIDA document 2/2004.
Copyright © 2007 State of Pennsylvania. All rights reserved
Page 104
Bailey, A. L., & Butler, F. A. (2002). An evidentiary framework for operationalizing academic language for broad application to K-12 education: A design document. Los Angeles: University of California, Los Angeles, National Center for the Study of Evaluation/ National Center for Research on Evaluation, Standards, and Student Testing.
Chamot, A. U., & O'Malley, J. M. (1994). The CALLA handbook: Implementing the academic language learning approach. Reading, MA: Addison-Wesley.
Cummins, J. (1980). The cross-lingual dimensions of language proficiency: Implications for bilingual education and the optimal age issue. TESOL Quarterly, 14,175-18
Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In California State Department of Education (Ed) Schooling and language minority students: A theoretical framework. Los Angeles: California State University, Evaluation, Dissemination and Assessment Center.
Echevarria, J., Vogt, M.E., & Short, D. (2000). Making content comprehensible for English language learners: The SlOP model. Boston: Allyn & Bacon.
Freeman, Y.S., & Freeman, D. (2002). Closing the achievement gap: How to reach formal-schooling and long-term English learners. Portsmouth, NH: Heinemann.
Gottlieb, M. (2003a). Large-scale assessment of English language learners: Addressing educational accountability in K-12 settings. Professional Paper #6. Alexandria, VA: Teachers of English to Speakers of Other Languages.
Gottlieb, M. (2003b). Keynote addresses for OKTESOL, Norman, OK, "Complementing State and Local Assessment for English Language Learners,” and MITESOL, Ann Arbor, MI, "Assessment and Accountability in a Standards-based World".
Gottlieb, M. (2002). Wisconsin alternate assessment for Limited English Proficient students: Teacher's guide. Madison, WI: Wisconsin Department of Public Instruction.
Gottlieb, M. (2000). Standards-based, large-scale state assessment. In M. A. Snow (Ed.), Implementing the ESL standards for Pre-K-12 students through teacher education. Alexandria, VA: Teachers of English to Speakers of Other Languages. Halliday, M.A.K. (1976). System and function in language. London: Oxford University Press.
Halliday, M.A.K. (1973). Explorations in the functions of language. London: Arnold
Snow, M.A., & Brinton,D.M. (eds), (1997). The content-based classroom: Perspectives on integrating language and content. White Plains, NY: Addison-Wesley.
08/15/2007 Adapted from the WIDA document 2/2004.
Copyright © 2007 State of Pennsylvania. All rights reserved
Page 105
Spolsky, B. (1989). Conditions for second language learning. Oxford: Oxford University Press. Stevens, R.A., Butler, F.A., & Castellon-Wellington, M. (2001). Academic language assessment and content assessment: Measuring the progress of English language learners (CSE Technical Report 552). Los Angeles: University of California, Los Angeles, Center for the Study of Evaluation/National Center for Research on Evaluation, Standards, and Student Testing. Vygotsky, L., (2005), Interaction between learning and development. In P. A. Richard-Amato & M. A. Snow (Ed), Academic Success for English Language Learners. White