# data[].attributes.headline
Orient audience to context through…Pictures, descriptive title, opening statements (It was a dark and stormy night; “What?!” exclaimed Mom) to capture the reader’s interestExpanded noun groups to introduce characters (the old man on the block, the hungry little mouse)Adverbials and prepositional phrases to establish time and location (a hundred years ago, when I was six, on the playground, around the corner)Statements to introduce problem or complication (The boat began to leak. It all started when…)Develop story with time and event sequences, complication, resolution, or ending through…Saying verbs (yelled, said, whispered) to add details about characters in dialogsVerbs to describe what characters do, think, and feelPronouns, renaming, and synonyms to reference characters, situations, or ideas across the text (Miguel=my little brother=he; that night=the worst night)Connectors to sequence time (first, next, and then) and events (before, after, later), and to combine and link event details (and, but, so)Verbs and adjectives to judge behavior and situation (mended, destroyed, nasty, thoughtful)Declarative statements to provide closure (The End, It was over for good.)Engage and adjust for audience through…Language to address reader/listener and draw them in (It was so exciting!)Word choices to convey attitudes, develop suspense, share excitement (my amazing adventure, super interesting, fantastic!)Sensory and literary language (yucky), onomatopoeia (BOOM! CRASH!) to add interestTone of voice, gesturing, acting behaviors to adjust for story audiencePictures and other graphics to complement storyline

# data[].attributes.subject
Orient audience to context through…Pictures, descriptive title, opening statements (It was a dark and stormy night; “What?!” exclaimed Mom) to capture the reader’s interestExpanded noun groups to introduce characters (the old man on the block, the hungry little mouse)Adverbials and prepositional phrases to establish time and location (a hundred years ago, when I was six, on the playground, around the corner)Statements to introduce problem or complication (The boat began to leak. It all started when…)Develop story with time and event sequences, complication, resolution, or ending through…Saying verbs (yelled, said, whispered) to add details about characters in dialogsVerbs to describe what characters do, think, and feelPronouns, renaming, and synonyms to reference characters, situations, or ideas across the text (Miguel=my little brother=he; that night=the worst night)Connectors to sequence time (first, next, and then) and events (before, after, later), and to combine and link event details (and, but, so)Verbs and adjectives to judge behavior and situation (mended, destroyed, nasty, thoughtful)Declarative statements to provide closure (The End, It was over for good.)Engage and adjust for audience through…Language to address reader/listener and draw them in (It was so exciting!)Word choices to convey attitudes, develop suspense, share excitement (my amazing adventure, super interesting, fantastic!)Sensory and literary language (yucky), onomatopoeia (BOOM! CRASH!) to add interestTone of voice, gesturing, acting behaviors to adjust for story audiencePictures and other graphics to complement storyline

# data[].attributes.headline
Introduce and define topic, Describe attributes and characteristics with facts, definitions, and relevant details, Title, generalized nouns to introduce topic (The Desert, Lizards)Relating verbs (have, be, belong to) to define topic (Lizards are reptiles.) or state of entity (The river is lone.)Pronouns (it, they), demonstratives (this, these, that, those), renaming (lizard=it) to reference topic across text

# data[].attributes.subject
Introduce and define topic, Describe attributes and characteristics with facts, definitions, and relevant details, Title, generalized nouns to introduce topic (The Desert, Lizards)Relating verbs (have, be, belong to) to define topic (Lizards are reptiles.) or state of entity (The river is lone.)Pronouns (it, they), demonstratives (this, these, that, those), renaming (lizard=it) to reference topic across text

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Proficiency level descriptors for 2nd Inform

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Proficiency level descriptors for 2nd Inform

# data[].attributes.headline
Develop coherence and cohesion throughout text through…

# data[].attributes.subject
Develop coherence and cohesion throughout text through…

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

# data[].attributes.headline
Add details to define, describe, compare, and classify topic or entity through…

# data[].attributes.subject
Add details to define, describe, compare, and classify topic or entity through…

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Noun groups to add description and precision that answer questions about what something is like, or the color, shape, size (four bright blue eggs)

Prepositional phrases to describe place or location (next to the water, inside the Earth)

Timeless present verbs (swims, eats, migrates) to indicate generalizable nature of information

Visuals (drawings, labeled diagrams, graphics) to support key ideas

Signal words to show comparisons (bigger than, the fastest, more colorful, unlike, but, similar to, different from)

# data[].attributes.headline
Introduce and define topic and/or entity for audience through…

# data[].attributes.subject
Introduce and define topic and/or entity for audience through…

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Descriptive title, generalized nouns to introduce topic and/or entity (The Mississippi River, Whales)

Opening statements to identify type of information (describing, comparing/contrasting, classifying)

Relating verbs (have, be, belong to) to define or describe topic and/or entity (Penguins are birds that cannot fly.)

Factual statements without evaluative language (brown caribou versus really cool caribou)

(Abby)

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(Abby)

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PLD.6-8.EXP.Dis-Org.PL2 Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will…Create coherent texts (spoken, written, multimodal) using short text that conveys intended purpose using predictable organization (signaled with some paragraph openers: First… Finally, In 1842, This is how volcanos form)

# data[].attributes.subject
PLD.6-8.EXP.Dis-Org.PL2 Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will…Create coherent texts (spoken, written, multimodal) using short text that conveys intended purpose using predictable organization (signaled with some paragraph openers: First… Finally, In 1842, This is how volcanos form)

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Expressive: Multilingual learners will construct informational texts in language arts that: 

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Expressive: Multilingual learners will construct informational texts in language arts that: 

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1. Introduce and define topic and/or entity for audience 2. Add details to define, describe, compare, and classify topic and/or entity. 3. Develop coherence and cohesion throughout text.
(Abby)

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	ELD-LA.1.Inform.Expressive Introduce and define topic and/or entity for audience. Describe attributes and characteristics with facts, definitions, and relevant details

# data[].attributes.subject
	ELD-LA.1.Inform.Expressive Introduce and define topic and/or entity for audience. Describe attributes and characteristics with facts, definitions, and relevant details

# data[].attributes.headline
Introduce and define topic and/or entity for audience through…Generalized nouns and descriptive titles to introduce topic (Revolutions, Environmental Disasters, Mining the Earth)Opening statements to identify type of information (describing, comparing/contrasting, classifying)Relating verbs (have, be, belong to) to link an entity with its attributes; define, describe, and classify (It was a cultural and intellectual movement.)Timeless present verbs (rises, shapes, determines) to indicate generalizable nature of informationExpanded noun groups to define key concepts (a period in European history that took place)

# data[].attributes.subject
Introduce and define topic and/or entity for audience through…Generalized nouns and descriptive titles to introduce topic (Revolutions, Environmental Disasters, Mining the Earth)Opening statements to identify type of information (describing, comparing/contrasting, classifying)Relating verbs (have, be, belong to) to link an entity with its attributes; define, describe, and classify (It was a cultural and intellectual movement.)Timeless present verbs (rises, shapes, determines) to indicate generalizable nature of informationExpanded noun groups to define key concepts (a period in European history that took place)

# data[].attributes.headline
**Language Functions and Associated Language Features**Orient audience to context through…* Expanded noun groups to state who or what the narrative is about* A variety of sentence types to establish the context e.g., questions, statements, dialog *(“We must think only of the things that we must do,” the old lady said.)** Adverbial and prepositional phrases to establish time and location *(During the last century, Last Tuesday, On Saturn’s second outer ring, High above the city)** Statements and questions to foreshadow or state complication *(Would her dream ever come true? She knew not to give up.)*Develop and describe characters and their relationships through…* Verbs to describe character behaviors *(raced, explored)*, thoughts *(wondered, believed)*, feelings *(hoped, longed for)*, speech *(mumbled, screamed, questioned)** Expanded noun groups to add description and detail *(seven powerful kings, curly-haired baby girl)** Expanded verb groups to show relationship between characters *(Uncle smiled lovingly at his nephew. She whispered angrily into Sonia’s ear.)** Saying, thinking, and feeling dialog verbs to add nuance to characters’ relationships* Pronouns, demonstrative, renaming, synonyms to reference characters or ideas across the text *(he, his; these, this; Zeus=Greek God=King of Mt. Olympus)*Develop story with complication and resolution, time and event sequences through…* Dependent clauses to add details *(the race, which only happened every four years)** A variety of verb tenses to locate events in time, including dialog *(“Where are you going?” I asked.)** Connectors to sequence time *(later that night)*, and events *(While the game was on, we slipped out.)** Statements to provide closure, evaluate experience, or summarize narrative *(finally, it was over, the experience was enlightening, there are some things that can’t be seen but only felt.)* Engage and adjust for audience through…* Evaluative word choices to describe author’s attitudes *(awesome, scared, mean, enjoyed the time, most people)** Literary devices to enrich the narrative, including simile *(as cool as a cucumber)*, personification, alliteration *(lounging lizard)*, sensory words/phrases *(tingling)*, onomatopoeia *(ZAP!)** Tone of voice, gesturing, acting behaviors to adjust for audience* Language to address reader/listener and draw them in *(Listen while I tell you the most amazing story.)*

# data[].attributes.subject
**Language Functions and Associated Language Features**Orient audience to context through…* Expanded noun groups to state who or what the narrative is about* A variety of sentence types to establish the context e.g., questions, statements, dialog *(“We must think only of the things that we must do,” the old lady said.)** Adverbial and prepositional phrases to establish time and location *(During the last century, Last Tuesday, On Saturn’s second outer ring, High above the city)** Statements and questions to foreshadow or state complication *(Would her dream ever come true? She knew not to give up.)*Develop and describe characters and their relationships through…* Verbs to describe character behaviors *(raced, explored)*, thoughts *(wondered, believed)*, feelings *(hoped, longed for)*, speech *(mumbled, screamed, questioned)** Expanded noun groups to add description and detail *(seven powerful kings, curly-haired baby girl)** Expanded verb groups to show relationship between characters *(Uncle smiled lovingly at his nephew. She whispered angrily into Sonia’s ear.)** Saying, thinking, and feeling dialog verbs to add nuance to characters’ relationships* Pronouns, demonstrative, renaming, synonyms to reference characters or ideas across the text *(he, his; these, this; Zeus=Greek God=King of Mt. Olympus)*Develop story with complication and resolution, time and event sequences through…* Dependent clauses to add details *(the race, which only happened every four years)** A variety of verb tenses to locate events in time, including dialog *(“Where are you going?” I asked.)** Connectors to sequence time *(later that night)*, and events *(While the game was on, we slipped out.)** Statements to provide closure, evaluate experience, or summarize narrative *(finally, it was over, the experience was enlightening, there are some things that can’t be seen but only felt.)* Engage and adjust for audience through…* Evaluative word choices to describe author’s attitudes *(awesome, scared, mean, enjoyed the time, most people)** Literary devices to enrich the narrative, including simile *(as cool as a cucumber)*, personification, alliteration *(lounging lizard)*, sensory words/phrases *(tingling)*, onomatopoeia *(ZAP!)** Tone of voice, gesturing, acting behaviors to adjust for audience* Language to address reader/listener and draw them in *(Listen while I tell you the most amazing story.)*

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Multilingual learners will construct language arts narratives that Orient audience to context  Develop story with time and event sequences, complication, resolution, or ending Engage and adjust for audience 

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Multilingual learners will construct language arts narratives that Orient audience to context  Develop story with time and event sequences, complication, resolution, or ending Engage and adjust for audience 

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ELD-LA.4-5.Narrate.Expressive Multilingual learners will construct language arts narratives thatOrient audience to contextDevelop and describe characters and their relationshipsDevelop story with complication and resolution, time and event sequencesEngage and adjust for audience

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ELD-LA.4-5.Narrate.Expressive Multilingual learners will construct language arts narratives thatOrient audience to contextDevelop and describe characters and their relationshipsDevelop story with complication and resolution, time and event sequencesEngage and adjust for audience

# data[].attributes.headline
PLD.2-3.EXP.Dis-Org.PL2 Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will…Create coherent texts (spoken, written, multimodal) using short sentences linked by topic to convey intended purpose

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PLD.2-3.EXP.Dis-Org.PL2 Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will…Create coherent texts (spoken, written, multimodal) using short sentences linked by topic to convey intended purpose

# data[].attributes.body
(Abby)

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State reasoning used to generate solution through…Causal connectors to express reasoning (We took these steps to solve problems with the ratios because…)Conditional conjunctions to propose future options (if/so, if/then) and generalized relationships (if/will, if we follow the order of operations, we will show that…)

# data[].attributes.subject
State reasoning used to generate solution through…Causal connectors to express reasoning (We took these steps to solve problems with the ratios because…)Conditional conjunctions to propose future options (if/so, if/then) and generalized relationships (if/will, if we follow the order of operations, we will show that…)

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Connect ideas across a whole text through an expanding number of cohesive devices (given/new, whole/ part, class/subclass)

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Connect ideas across a whole text through an expanding number of cohesive devices (given/new, whole/ part, class/subclass)

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Multilingual learners will construct mathematical explanations thatIntroduce concept or entityShare solution with othersDescribe data and/or problem-solving strategyState reasoning used to generate solution

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Multilingual learners will construct mathematical explanations thatIntroduce concept or entityShare solution with othersDescribe data and/or problem-solving strategyState reasoning used to generate solution

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Develop a logical sequence between data or evidence and claim through Timeless verbs to state on-going facts about phenomenon (Rain forests create oxygen.) and Clauses to express sequences in time (after digestion, when the air cools)

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Develop a logical sequence between data or evidence and claim through Timeless verbs to state on-going facts about phenomenon (Rain forests create oxygen.) and Clauses to express sequences in time (after digestion, when the air cools)

# data[].attributes.headline
Language Functions and Associated Language FeaturesIntroduce and define topic and/or entity for audience through…Generalized nouns and descriptive titles to introduce topic (Revolutions, Environmental Disasters, Mining the Earth)Opening statements to identify type of information (describing, comparing/contrasting, classifying)Relating verbs (have, be, belong to) to link an entity with its attributes; define, describe, and classify (It was a cultural and intellectual movement.)Timeless present verbs (rises, shapes, determines) to indicate generalizable nature of informationExpanded noun groups to define key concepts (a period in European history that took place)

# data[].attributes.subject
Language Functions and Associated Language FeaturesIntroduce and define topic and/or entity for audience through…Generalized nouns and descriptive titles to introduce topic (Revolutions, Environmental Disasters, Mining the Earth)Opening statements to identify type of information (describing, comparing/contrasting, classifying)Relating verbs (have, be, belong to) to link an entity with its attributes; define, describe, and classify (It was a cultural and intellectual movement.)Timeless present verbs (rises, shapes, determines) to indicate generalizable nature of informationExpanded noun groups to define key concepts (a period in European history that took place)

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Adverbial and prepositional phrases to establish time and location (They stood together silently on the hill as the sun rose.)

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Adverbial and prepositional phrases to establish time and location (They stood together silently on the hill as the sun rose.)

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Multilingual learners will construct scientific explanations thatDescribe observations and/or data about a phenomenonDevelop a logical sequence between data or evidence and claimCompare multiple solutions to a problem considering how well they meet the criteria and constraints of the design solution

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Multilingual learners will construct scientific explanations thatDescribe observations and/or data about a phenomenonDevelop a logical sequence between data or evidence and claimCompare multiple solutions to a problem considering how well they meet the criteria and constraints of the design solution

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ELD-SI.K-3.Inform Multilingual learners will…Define and classify objects or conceptsDescribe characteristics, patterns, or behaviorDescribe parts and wholesSort, clarify, and summarize ideasSummarize information from interaction with others and from learning experiences

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ELD-SI.K-3.Inform Multilingual learners will…Define and classify objects or conceptsDescribe characteristics, patterns, or behaviorDescribe parts and wholesSort, clarify, and summarize ideasSummarize information from interaction with others and from learning experiences

# data[].attributes.headline
ELD-SI.K-3.Inform Multilingual learners will…Define and classify objects or conceptsDescribe characteristics, patterns, or behaviorDescribe parts and wholesSort, clarify, and summarize ideasSummarize information from interaction with others and from learning experiences

# data[].attributes.subject
ELD-SI.K-3.Inform Multilingual learners will…Define and classify objects or conceptsDescribe characteristics, patterns, or behaviorDescribe parts and wholesSort, clarify, and summarize ideasSummarize information from interaction with others and from learning experiences

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ELD-LA.4-5.Narrate.InterpretiveMultilingual learners will interpret language arts narratives byIdentifying a theme from detailsAnalyzing how character attributes and actions develop across event sequences. Determining the meaning of words and phrases used in texts, including figurative language, such as metaphors and similes

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ELD-LA.4-5.Narrate.InterpretiveMultilingual learners will interpret language arts narratives byIdentifying a theme from detailsAnalyzing how character attributes and actions develop across event sequences. Determining the meaning of words and phrases used in texts, including figurative language, such as metaphors and similes

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Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will…Criteria ofLanguage	CriteriaDefinition	End of Level 1	End of Level 2	End of Level 3	End of Level 4	End of Level 5	Level 6Organization	Understand how coherent texts are created…⇒to meet a purpose in a series of topic-related connected sentencesto meet a purpose through generic organizationto meet a purpose through specific organizationto meet a purpose through organizational patterns characteristic of the genre that link ideas, events, and reasons across textto meet a purpose reflective of genre and discipline, linking ideas, events, and reasons in a variety of waysAccording to authors’ strategic use of generic structure for particular effects and for a variety of audiencesCohesion	Understand how ideas are connected across a whole text through…⇒multiple cohesive devicesa variety of cohesive devices that connect larger meaningful chunks of texta wide variety of cohesive devices that connect ideas throughout a textcohesive devices and common strategies that connect ideas throughout a textvarious types of cohesive devices and strategies that connect ideas throughout a textauthors’ strategic and creative ways to connect units of meaning throughout a whole textDensity	Understand how ideas are elaborated or condensed through . . .⇒expanded noun groups with prepositional phrasesexpanded noun groups with embedded clausesexpanded noun groups with a variety of embedded clausesexpanded noun groups with embedded clauses and compacted noun groupsa variety of noun groups expanded with pre- and post- modifiersauthors’ strategic use of noun groups and nominalization to develop ideas characteristic of various genres and content areasGrammatical Complexity	Understand how meanings are extended or enhanced through…⇒multiple related simple sentences simple or compound sentences with familiar ways of combining clausescompound sentences with frequently used ways of combining clausescompound and complex sentences with a variety of ways of combining clauses addressing genre, audience, and content areaa wide variety of sentence types that show various increasingly complex relationships addressing genre, audience, and content areaauthors’ strategic use of sentences that combine clauses reflecting increasingly complex relationships addressing genre, audience, and content area with awareness of how various sentences create different effectsPrecision	Understand how precise meanings are created through everyday, cross-disciplinary, and technical language through…⇒a growing number of words and phrases in a variety of contextsan expanding number of words and phrases including idioms and collocationsa variety of words and phrases such as adverbials of time, manner, and place; verb types; and abstract nounsa wide variety of words, phrases, and expressions with multiple meanings across content areasstrategic use of various words, phrases, and expressions with shades of meaning across content areasauthors’ flexible and strategic use of words and phrases across a variety of contexts and content areasSee Glossary on pp. 251-259.

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Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will…Criteria ofLanguage	CriteriaDefinition	End of Level 1	End of Level 2	End of Level 3	End of Level 4	End of Level 5	Level 6Organization	Understand how coherent texts are created…⇒to meet a purpose in a series of topic-related connected sentencesto meet a purpose through generic organizationto meet a purpose through specific organizationto meet a purpose through organizational patterns characteristic of the genre that link ideas, events, and reasons across textto meet a purpose reflective of genre and discipline, linking ideas, events, and reasons in a variety of waysAccording to authors’ strategic use of generic structure for particular effects and for a variety of audiencesCohesion	Understand how ideas are connected across a whole text through…⇒multiple cohesive devicesa variety of cohesive devices that connect larger meaningful chunks of texta wide variety of cohesive devices that connect ideas throughout a textcohesive devices and common strategies that connect ideas throughout a textvarious types of cohesive devices and strategies that connect ideas throughout a textauthors’ strategic and creative ways to connect units of meaning throughout a whole textDensity	Understand how ideas are elaborated or condensed through . . .⇒expanded noun groups with prepositional phrasesexpanded noun groups with embedded clausesexpanded noun groups with a variety of embedded clausesexpanded noun groups with embedded clauses and compacted noun groupsa variety of noun groups expanded with pre- and post- modifiersauthors’ strategic use of noun groups and nominalization to develop ideas characteristic of various genres and content areasGrammatical Complexity	Understand how meanings are extended or enhanced through…⇒multiple related simple sentences simple or compound sentences with familiar ways of combining clausescompound sentences with frequently used ways of combining clausescompound and complex sentences with a variety of ways of combining clauses addressing genre, audience, and content areaa wide variety of sentence types that show various increasingly complex relationships addressing genre, audience, and content areaauthors’ strategic use of sentences that combine clauses reflecting increasingly complex relationships addressing genre, audience, and content area with awareness of how various sentences create different effectsPrecision	Understand how precise meanings are created through everyday, cross-disciplinary, and technical language through…⇒a growing number of words and phrases in a variety of contextsan expanding number of words and phrases including idioms and collocationsa variety of words and phrases such as adverbials of time, manner, and place; verb types; and abstract nounsa wide variety of words, phrases, and expressions with multiple meanings across content areasstrategic use of various words, phrases, and expressions with shades of meaning across content areasauthors’ flexible and strategic use of words and phrases across a variety of contexts and content areasSee Glossary on pp. 251-259.

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PLD.4-5.EXP.Dis-Org.PL3 Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will…Create coherent texts (spoken, written, multimodal) using short text that conveys intended purpose using predictable organizational patterns (signaled with some paragraph openers: first, and then, then)

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PLD.4-5.EXP.Dis-Org.PL3 Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will…Create coherent texts (spoken, written, multimodal) using short text that conveys intended purpose using predictable organizational patterns (signaled with some paragraph openers: first, and then, then)

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ELD-LA.6-8.Narrate.Interpretive

Multilingual learners will interpret language arts narratives by

Identifying a theme or central idea that develops over the course of a text

Analyzing how character attributes and actions develop in relation to events or dialogue

Evaluating impact of specific word choices about meaning and tone

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ELD-SI.K-3.NarrateMultilingual learners will…Share ideas about one's own and others' lived experiences and previous learningConnect stories with images and representations to add meaningAsk questions about what others have sharedRecount and restate ideasDiscuss how stories might end or next steps7ELD-SI.4-12.NarrateMultilingual learners will…Share ideas about one’s own and others’ lived experiences and previous learningConnect stories with images and representations to add meaningIdentify and raise questions about what might be unexplained, missing, or left unsaidRecount and restate ideas to sustain and move dialogue forwardCreate closure, recap, and offer next steps

# data[].attributes.subject
ELD-SI.K-3.NarrateMultilingual learners will…Share ideas about one's own and others' lived experiences and previous learningConnect stories with images and representations to add meaningAsk questions about what others have sharedRecount and restate ideasDiscuss how stories might end or next steps7ELD-SI.4-12.NarrateMultilingual learners will…Share ideas about one’s own and others’ lived experiences and previous learningConnect stories with images and representations to add meaningIdentify and raise questions about what might be unexplained, missing, or left unsaidRecount and restate ideas to sustain and move dialogue forwardCreate closure, recap, and offer next steps

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Inform NotesInform: Language to provide factual information. As students convey information, they define, describe, compare, contrast, organize, categorize, or classify concepts, ideas, or phenomena.Examples of Individual Genres Within the Genre Family of Inform:Descriptive, compositional, classifying, contrastive or comparative reportsLab reports, investigation reports, design reports, problem-solution reports

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Inform NotesInform: Language to provide factual information. As students convey information, they define, describe, compare, contrast, organize, categorize, or classify concepts, ideas, or phenomena.Examples of Individual Genres Within the Genre Family of Inform:Descriptive, compositional, classifying, contrastive or comparative reportsLab reports, investigation reports, design reports, problem-solution reports

# data[].attributes.headline
ELD-SI.4-12.NarrateMultilingual learners will…Share ideas about one’s own and others’ lived experiences and previous learningConnect stories with images and representations to add meaningIdentify and raise questions about what might be unexplained, missing, or left unsaidRecount and restate ideas to sustain and move dialogue forwardCreate closure, recap, and offer next stepsELD-SI.4-12.InformMultilingual learners will…Define and classify facts and interpretations; determine what is known vs. unknownReport on explicit and inferred characteristics, patterns, or behaviorDescribe the parts and wholes of a systemSort, clarify, and summarize relationshipsSummarize most important aspects of informationELD-SI.4-12.ExplainMultilingual learners will…Generate and convey initial thinkingFollow and describe cycles and sequences of steps or procedures and their causes and effectsCompare changing variables, factors, and circumstancesOffer alternatives to extend or deepen awareness of factors that contribute to particular outcomesAct on feedback to revise understandings of how or why something is or works in particular ways7ELD-SI.4-12.ArgueMultilingual learners will…Generate questions about different perspectivesSupport or challenge an opinion, premise, or interpretationClarify and elaborate ideas based on feedbackEvaluate changes in thinking, identifying trade-offsRefine claims and reasoning based on new information or evidence

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ELD-SI.4-12.NarrateMultilingual learners will…Share ideas about one’s own and others’ lived experiences and previous learningConnect stories with images and representations to add meaningIdentify and raise questions about what might be unexplained, missing, or left unsaidRecount and restate ideas to sustain and move dialogue forwardCreate closure, recap, and offer next stepsELD-SI.4-12.InformMultilingual learners will…Define and classify facts and interpretations; determine what is known vs. unknownReport on explicit and inferred characteristics, patterns, or behaviorDescribe the parts and wholes of a systemSort, clarify, and summarize relationshipsSummarize most important aspects of informationELD-SI.4-12.ExplainMultilingual learners will…Generate and convey initial thinkingFollow and describe cycles and sequences of steps or procedures and their causes and effectsCompare changing variables, factors, and circumstancesOffer alternatives to extend or deepen awareness of factors that contribute to particular outcomesAct on feedback to revise understandings of how or why something is or works in particular ways7ELD-SI.4-12.ArgueMultilingual learners will…Generate questions about different perspectivesSupport or challenge an opinion, premise, or interpretationClarify and elaborate ideas based on feedbackEvaluate changes in thinking, identifying trade-offsRefine claims and reasoning based on new information or evidence

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ELD-SI.4-12.NarrateMultilingual learners will…Share ideas about one’s own and others’ lived experiences and previous learningConnect stories with images and representations to add meaningIdentify and raise questions about what might be unexplained, missing, or left unsaidRecount and restate ideas to sustain and move dialogue forwardCreate closure, recap, and offer next stepsELD-SI.4-12.InformMultilingual learners will…Define and classify facts and interpretations; determine what is known vs. unknownReport on explicit and inferred characteristics, patterns, or behaviorDescribe the parts and wholes of a systemSort, clarify, and summarize relationshipsSummarize most important aspects of informationELD-SI.4-12.ExplainMultilingual learners will…Generate and convey initial thinkingFollow and describe cycles and sequences of steps or procedures and their causes and effectsCompare changing variables, factors, and circumstancesOffer alternatives to extend or deepen awareness of factors that contribute to particular outcomesAct on feedback to revise understandings of how or why something is or works in particular waysELD-SI.4-12.ArgueMultilingual learners will…Generate questions about different perspectivesSupport or challenge an opinion, premise, or interpretationClarify and elaborate ideas based on feedbackEvaluate changes in thinking, identifying trade-offsRefine claims and reasoning based on new information or evidence

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ELD-SI.4-12.NarrateMultilingual learners will…Share ideas about one’s own and others’ lived experiences and previous learningConnect stories with images and representations to add meaningIdentify and raise questions about what might be unexplained, missing, or left unsaidRecount and restate ideas to sustain and move dialogue forwardCreate closure, recap, and offer next stepsELD-SI.4-12.InformMultilingual learners will…Define and classify facts and interpretations; determine what is known vs. unknownReport on explicit and inferred characteristics, patterns, or behaviorDescribe the parts and wholes of a systemSort, clarify, and summarize relationshipsSummarize most important aspects of informationELD-SI.4-12.ExplainMultilingual learners will…Generate and convey initial thinkingFollow and describe cycles and sequences of steps or procedures and their causes and effectsCompare changing variables, factors, and circumstancesOffer alternatives to extend or deepen awareness of factors that contribute to particular outcomesAct on feedback to revise understandings of how or why something is or works in particular waysELD-SI.4-12.ArgueMultilingual learners will…Generate questions about different perspectivesSupport or challenge an opinion, premise, or interpretationClarify and elaborate ideas based on feedbackEvaluate changes in thinking, identifying trade-offsRefine claims and reasoning based on new information or evidence

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This is a tool for exploring the WIDA English Language Development (ELD) Standards Framework. Explore by ELD Standards Statement and grade-level cluster, or by Key Language Use and communication mode. Explore Proficiency Level Descriptors (PLDs) by grade-level cluster and communication mode.

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This is a tool for exploring the WIDA English Language Development (ELD) Standards Framework. Explore by ELD Standards Statement and grade-level cluster, or by Key Language Use and communication mode. Explore Proficiency Level Descriptors (PLDs) by grade-level cluster and communication mode.

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Introduce and define topic and/or entity for audience through…Descriptive title, generalized nouns to introduce topic and/or entity (The Mississippi River, Whales)Opening statements to identify type of information (describing, comparing/contrasting, classifying)Relating verbs (have, be, belong to) to define or describe topic and/or entity (Penguins are birds that cannot fly.)Factual statements without evaluative lan

# data[].attributes.subject
Introduce and define topic and/or entity for audience through…Descriptive title, generalized nouns to introduce topic and/or entity (The Mississippi River, Whales)Opening statements to identify type of information (describing, comparing/contrasting, classifying)Relating verbs (have, be, belong to) to define or describe topic and/or entity (Penguins are birds that cannot fly.)Factual statements without evaluative lan

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Language Expectations by Key Language Use and Communication Mode NotesTo support all multilingual learners at all language proficiency levels during language development instruction, explore the Language Expectations by Key Language Use and Communication Mode.The Key Language Uses focus attention on four prominent genre families found in and across current academic content standards: Narrate, Inform, Explain, and Argue. These four broad genre families make visible the common patterns of language that students need to learn to engage in English language arts, mathematics, science, and social studies.WIDA highlights the importance of using and developing language through integrated communication modes, including oral, written, visual, and kinesthetic modes of communication.Bolding has been added to wording within the Language Expectations to indicate what changes as the grade-level cluster increases.

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Language Expectations by Key Language Use and Communication Mode NotesTo support all multilingual learners at all language proficiency levels during language development instruction, explore the Language Expectations by Key Language Use and Communication Mode.The Key Language Uses focus attention on four prominent genre families found in and across current academic content standards: Narrate, Inform, Explain, and Argue. These four broad genre families make visible the common patterns of language that students need to learn to engage in English language arts, mathematics, science, and social studies.WIDA highlights the importance of using and developing language through integrated communication modes, including oral, written, visual, and kinesthetic modes of communication.Bolding has been added to wording within the Language Expectations to indicate what changes as the grade-level cluster increases.

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Introduce and define topic and/or entity for audienceAdd details to define, describe, compare, and classify topic and/or entityDevelop coherence and cohesion throughout text

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Introduce and define topic and/or entity for audienceAdd details to define, describe, compare, and classify topic and/or entityDevelop coherence and cohesion throughout text

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ELD-LA.2-3.Inform.Expressive Multilingual learners will construct informational texts in language arts thatIntroduce and define topic and/or entity for audienceAdd details to define, describe, compare, and classify topic and/or entityDevelop coherence and cohesion throughout text

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ELD-LA.2-3.Inform.Expressive Multilingual learners will construct informational texts in language arts thatIntroduce and define topic and/or entity for audienceAdd details to define, describe, compare, and classify topic and/or entityDevelop coherence and cohesion throughout text

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ELD-SI.K-3.Narrate Multilingual learners will…Share ideas about one's own and others' lived experiences and previous learningConnect stories with images and representations to add meaningAsk questions about what others have sharedRecount and restate ideasDiscuss how stories might end or next steps

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ELD-SI.K-3.Narrate Multilingual learners will…Share ideas about one's own and others' lived experiences and previous learningConnect stories with images and representations to add meaningAsk questions about what others have sharedRecount and restate ideasDiscuss how stories might end or next steps

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ELD-LA.2-3.Inform.Interpretive Multilingual learners will interpret informational texts in language arts by* Identifying the main __idea__ and key details* __Referring explicitly to descriptions for themes and relationships among meanings__* __Describing relationship between a series of events, ideas or concepts, or procedural steps__

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ELD-LA.2-3.Inform.Interpretive Multilingual learners will interpret informational texts in language arts by* Identifying the main __idea__ and key details* __Referring explicitly to descriptions for themes and relationships among meanings__* __Describing relationship between a series of events, ideas or concepts, or procedural steps__