2012 AMPLIFICATION OF

The English Language

Development Standards
KINDERGARTENGRADE 12
INCLUDING
Features and examples of academic language
Connections to state content standards,
including the Common Core State Standards
and Next Generation Science Standards
Higher-order thinking at all levels of
language profciency
2012 AMPLIFICATION OF
The English Language
Development Standards
KINDERGARTEN - GRADE 12
iv
Copyright Notice
WIDAs 2012 Amplifcation of the English Language Development Standards, KindergartenGrade 12
(WIDA ELD Standards) is owned by the Board of Regents of the University of Wisconsin System on
behalf of the WIDA Consortium. Te WIDA ELD Standards are protected by United States copyright
laws and may not be reproduced, modifed, or distributed, including posting, without the prior written
permission of the Wisconsin Center for Education Research (WCER) and the Board of Regents of the
University of Wisconsin System. Te WIDA ELD Standards are for your personal, noncommercial use
only. You may not alter or remove any trademark, copyright, or other notice from copies of this booklet.
Fair use of the WIDA ELD Standards includes reproduction for the purpose of teaching (including
multiple copies). If you are not sure whether your use of this booklet and the WIDA ELD Standards
falls within fair use or if you want permission to use the copyrighted WIDA ELD Standards for
purposes other than personal or fair use, please contact the WIDA Help Desk at help@wida.us or
1-866-276-7735.
2012 Board of Regents of the University of Wisconsin System, on behalf of the WIDA
Consortiumwww.wida.us.
Tird printing, 2013

2013 WIDA Consortium Members
Alabama
Alaska
Colorado
Delaware
District of Columbia
Georgia
Hawaii
Illinois
Kentucky
Maine
Maryland
Massachusetts
Michigan
Minnesota
Mississippi
Missouri
Montana
Nevada
New Hampshire
New Jersey
New Mexico
North Carolina
North Dakota
Northern Mariana Islands
Oklahoma
Pennsylvania
Rhode Island
South Dakota
Utah
Vermont
Virginia
Wisconsin
Wyoming
2013 Non-member States Formally Adopting the WIDA ELD Standards
Idaho South Carolina Tennessee
v
FOREWORD:
WIDAs Framework for Language
Development Standards
WIDAs Framework for Language Development Standards, depicted below, consists of a set of interactive
and interdependent components that exemplify WIDAs vision for academic language development. Tis
framework is the foundation for WIDAs work on the creation of language development standards.
Te conceptualization of academic language and what language development looks like in academic
contexts has been and continues to be upheld by WIDAs Can Do Philosophy and Guiding Principles of
Language Development. WIDAs Can Do Philosophy is based on the belief that all students bring to their
learning cultural and linguistic practices, skills, and ways of knowing from their homes and communities.
WIDA believes that as educators, our role is to craft instruction that capitalizes on and builds upon
these assets. Tis belief is based on a synthesis of the literature related to working with culturally
and linguistically diverse students. Using this work as a frame, WIDA drafted its Guiding Principles
from a synthesis of literature and research related to language development and efective instructional
practices for language learners. Tese Guiding Principles represent WIDAs core beliefs about language
development.
Using the Can Do Philosophy and Guiding Principles of Language Development as a foundation, WIDA
identifed prominent Features of Academic Language. Academic language, in this framework, is viewed as
a vehicle for communicating and learning within Sociocultural Contexts; in other words, the interactions
between diferent people for specifc purposes and across diferent learning environments infuence how
language is used.
At the core of WIDAs Framework are the Performance Defnitions along with the Language
Development Standards and their representative Matrices. Te Performance Defnitions delineate what
the various levels of language profciency look like, informed by the Features of Academic Language.
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WIDAs Framework for Language Development Standards
vi
Te Standards Matrices help educators envision what language development might look like in PreK12
classrooms scafolded across levels of language profciency within the fve standards. Tese matrices
are used in conjunction with the Performance Defnitions to describe possible student trajectories for
academic language development.
Te components of WIDAs Framework interact and infuence each other in the design of curricula,
language instruction, and assessment of language learners. Teachers and school leaders are encouraged
to emphasize specifc elements of the Framework in their language instruction to ft the specifc needs of
individual students and contexts. In doing so, all stakeholders can participate in shaping the education of
our increasingly diverse population.
1
Table of Contents and List of Figures
Section 1: Understanding the WIDA Standards Framework ............................................................. 3
Te Five Standards ............................................................................................................................... 3
Grade Levels and Clusters .................................................................................................................... 4
Components of the Standards Framework ............................................................................................ 4
Integrated, Expanded, and Complementary Strands ........................................................................... 12
College and Career Readiness for ELLs .............................................................................................. 14
Uses of WIDAs Standards Framework: Collaborate and Advocate! ..................................................... 14
Customizing Strands for Your Local Context ...................................................................................... 14
Strands of Model Performance Indicators Representing the WIDA English Language
Development Standards
Section 2: Integrated Strands ........................................................................................................... 18
KindergartenGrade 5 ........................................................................................................................ 18
Grades 612 ....................................................................................................................................... 20
Section 3: Expanded Strands ............................................................................................................ 22
Kindergarten ...................................................................................................................................... 22
Grade 1 .............................................................................................................................................. 24
Grade 2 .............................................................................................................................................. 26
Grade 3 .............................................................................................................................................. 28
Grade 4 .............................................................................................................................................. 30
Grade 5 .............................................................................................................................................. 32
Grade 6 .............................................................................................................................................. 34
Grade 7 .............................................................................................................................................. 36
Grade 8 .............................................................................................................................................. 38
Grades 910 ....................................................................................................................................... 40
Grades 1112 ..................................................................................................................................... 42
Section 4: Strands by Grade Level .................................................................................................... 45
Kindergarten ...................................................................................................................................... 46
Grade 1 .............................................................................................................................................. 52
Grade 2 .............................................................................................................................................. 58
Grade 3 .............................................................................................................................................. 64
Grade 4 .............................................................................................................................................. 70
Grade 5 .............................................................................................................................................. 76
Grade 6 .............................................................................................................................................. 82
Grade 7 .............................................................................................................................................. 88
Grade 8 .............................................................................................................................................. 94
Grades 910 ..................................................................................................................................... 100
Grades 1112 ................................................................................................................................... 106
2
Appendices
Appendix A: Glossary of Terms and Expressions Related to WIDAs Standards ................................ 112
Appendix B: Selected References ...................................................................................................... 117
Appendix C: Index of Strands by Grade Level .................................................................................. 120
Appendix D: Acknowledgements and Development Process ............................................................. 124
List of Figures
Figure A: Te English Language Development Standards ..................................................................... 3
Figure B: Standard, Grade Level, Example Topic, and Connection ....................................................... 4
Figure C: Example Context for Language Use ...................................................................................... 5
Figure D: Cognitive Function .............................................................................................................. 5
Figure E: Domain and Levels ............................................................................................................... 6
Figure F: Te Features of Academic Language in WIDAs Standards ..................................................... 7
Figure G: WIDA Performance Defnitions Listening and Reading, Grades K12 ................................. 8
Figure H: WIDA Performance Defnitions Speaking and Writing, Grades K12 .................................. 9
Figure I: Model Performance Indicator (MPI) .................................................................................... 10
Figure J: Excerpt of Performance Defnitions for Listening and Reading at Level 4............................. 10
Figure K: Examples of Sensory, Graphic, and Interactive Supports ..................................................... 11
Figure L: Strand of Model Performance Indicators ............................................................................. 12
Figure M: Topic-related Language ...................................................................................................... 12
Figure N: Excerpt of an Expanded Strand .......................................................................................... 13
Figure O: Guiding Questions for Drafting Strands of MPIs ............................................................... 15
Figure P: A Blank Template for Drafting Strands of MPIs .................................................................. 16
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WIDAs focus has always been on advancing academic language development and academic achievement
for English language learners (ELLs). We continue to tirelessly promote our belief that ELLs enrich
our school communities with their many contributions and strengths. However, the WIDA standards
framework has evolved since its introduction in 2004. With the release of this publication in 2012, our
goal is to make the framework more meaningful to those who work to support the success of this diverse
group of students. Tis introduction will orient you to the components of the current framework.
The Five Standards
Te WIDA English Language Development (ELD) Standards represent the social, instructional, and
academic language that students need to engage with peers, educators, and the curriculum in schools.
Figure A: The English Language Development Standards
Standard Abbreviation
English Language
Development
Standard 1
English language learners communicate for Social and
Instructional purposes within the school setting
Social and
Instructional
language
English Language
Development
Standard 2
English language learners communicate information, ideas
and concepts necessary for academic success in the content
area of Language Arts
The language of
Language Arts
English Language
Development
Standard 3
English language learners communicate information, ideas
and concepts necessary for academic success in the content
area of Mathematics
The language of
Mathematics
English Language
Development
Standard 4
English language learners communicate information, ideas
and concepts necessary for academic success in the content
area of Science
The language of
Science
English Language
Development
Standard 5
English language learners communicate information, ideas
and concepts necessary for academic success in the content
area of Social Studies
The language of
Social Studies
Standard 1 recognizes the importance of social language in student interaction with peers and teachers
in school and the language students encounter across instructional settings. Standards 25 address
the language of the content-driven classroom and of textbooks, which typically is characterized by a
SECTION 1:
Understanding the WIDA Standards Framework
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more formal register and a specifc way of communicating (e.g., academic vocabulary, specifc syntactic
structures, and characteristic organizational patterns and conventions).
Grade Levels and Clusters
WIDA recognizes that English language development occurs over multiple years, is variable, and depends
on many factors (e.g., age, maturation, classroom experiences, programming, motivation, and attitudes),
which makes it difcult to establish fxed language expectations for any grade level or age. With this in
mind, WIDA has organized the ELD standards around grade-level clusters (see 2007 Edition). In the
current framework, we provide examples for individual grade levels from Kindergarten through 8th grade
and for grade-level clusters 910 and 1112. Te purpose for having examples at the individual grade
levels is so that educators recognize content topics pertaining to their grade level and, most importantly,
as a reminder that instruction for ELLs must be age and developmentally appropriate. However, as
language development is a multi-year process, we encourage educators to look at examples of language
development across a cluster of grade levels to get a fuller picture of what language development might
look like for their students. WIDA plans to develop and release a separate publication containing
standards for PreKindergarteners (3-5-year-olds) in the future, as language development for this age
group is unique and merits additional research.
Components of the Standards Framework
An important feature in the WIDA standards framework is an explicit CONNECTION to state content
standards. Te connection displays the content standard referenced in the example topic or example
context for language use. Te standards that appear in this section are drawn from the Common Core
State Standards (CCSS), the Next Generation Science Standards (NGSS), and content standards from
other states, like Alaska, Minnesota, and Virginia, who chose not to adopt the CCSS or the NGSS but
maintain their rigor.
Figure B: Standard, Grade Level, Example Topic, and Connection
Tis example addresses the Common Core Reading Standard for Literature, Craft and Structure #6 for
fourth grade. Since this standard is broad, a topic was chosen among many that relate to the content
standard. In the example above, the example topic is Narration. For a complete list of example topics
appearing in this publication, please see Appendix C on pp. 120123.
WIDA recognizes that language learning is maximized in authentic and relevant contexts. In the
standards framework, the EXAMPLE CONTEXT FOR LANGUAGE USE includes the task or
situation in which communication occurs, for example, when students engage in group work or conduct
GRADE 4
CONNECTION: Common Core Reading Standards for Literature, Craft and Structure #6 (Grade 4):
EXAMPLE CONTEXT FOR LANGUAGE USE: Students explore features of print in a variety of books with unique topics, formatting, and styles.
COGNITIVE FUNCTION:
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Level 1
Entering
Level 2
Emerging
Level 3
Developing
Level 4
Expanding
Level 5
Bridging L
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6

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Identify language that
indicates narrative points of
view (e.g., I v. he/she)
from illustrated text using
word/phrase banks with a
partner
Identify language that
indicates narrative points of
view (e.g., he felt scared)
from illustrated text using
word/phrase banks with a
partner
Categorize passages based
on narrative points of view
from illustrated text using
word/phrase banks with a
partner
Compare narrative points
of view in extended texts
using graphic organizers
with a partner
Compare and contrast
narrative points of view in
extended texts
:
person, third person
ELP STANDARD 2: The Language of Language Arts EXAMPLE TOPIC: Narration
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research online. It also includes who participates in the communication, the intended audience, and
the types of roles the diferent participants enact. In the example related to group work, the students
may have roles assigned to them, such as facilitator or note taker, and the language expected for each of
these roles is diferent. Likewise, if all participants in the group are peers, that also has an impact on the
language used. Te curriculum is also part of the context, since it impacts the register, genre, and text
types that students and educators will need to try out or explore.
Figure C: Example Context for Language Use
Te curriculum of Language Arts shares some language features with other subject areas, while also
possessing some unique features of its own. Te example context above describes multiple parts of
a Language Arts lesson including whole group collaborative learning as well as student exploration
that could take place individually, in partners, or in small groups. While the genre for this topic is set
as narrative, the crafting of the context is left open for educators to incorporate their own ideas and
resources. Students may encounter a variety of text types within the narrative genre, such as recounts,
descriptions, opinions, or dialogue. Further, narratives can vary in the way they are organized (e.g.,
sequential or not, shifts in points of view) and how forms and conventions are used to create efects
(e.g., process or action verbs, tenses, simple, compound, and complex sentences). When educators make
strategic decisions about the texts or oral language students will process or produce and how they will
approach a given task, they can shape the example context for language use to guide students language
and content learning.
Learning through participation in tasks within and outside the classroom requires particular levels of
cognitive demand. WIDA expresses this cognitive demand in our standards framework through the
COGNITIVE FUNCTION. For example, students need to understand language in the instructions
to conduct an experiment. After the students perform the experiment, they need to analyze their
observations and evaluate their original hypotheses. Understand, analyze, and evaluate are all examples
of cognitive functions. WIDA has adopted the language used by Blooms revised taxonomy (Anderson &
Krathwohl, 2001*) to represent a uniform cognitive demand across all levels of language profciency.
Figure D: Cognitive Function
*Anderson, L.W. & D.R. Krathwohl (eds.) (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Blooms
Taxonomy of Educational Objectives. New York: Longman.
GRADE 4
CONNECTION: Common Core Reading Standards for Literature, Craft and Structure #6 (Grade 4):
EXAMPLE CONTEXT FOR LANGUAGE USE: Students explore features of print in a variety of books with unique topics, formatting, and styles.
COGNITIVE FUNCTION:
R
E
A
D
I
N
G
Level 1
Entering
Level 2
Emerging
Level 3
Developing
Level 4
Expanding
Level 5
Bridging L
e
v
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l

6

R
e
a
c
h
i
n
g
Identify language that
indicates narrative points of
view (e.g., I v. he/she)
from illustrated text using
word/phrase banks with a
partner
Identify language that
indicates narrative points of
view (e.g., he felt scared)
from illustrated text using
word/phrase banks with a
partner
Categorize passages based
on narrative points of view
from illustrated text using
word/phrase banks with a
partner
Compare narrative points
of view in extended texts
using graphic organizers
with a partner
Compare and contrast
narrative points of view in
extended texts
:
person, third person
ELP STANDARD 2: The Language of Language Arts EXAMPLE TOPIC: Narration
GRADE 4
CONNECTION: Common Core Reading Standards for Literature, Craft and Structure #6 (Grade 4):
EXAMPLE CONTEXT FOR LANGUAGE USE: Students explore features of print in a variety of books with unique topics, formatting, and styles.
COGNITIVE FUNCTION:
R
E
A
D
I
N
G
Level 1
Entering
Level 2
Emerging
Level 3
Developing
Level 4
Expanding
Level 5
Bridging L
e
v
e
l

6

R
e
a
c
h
i
n
g
Identify language that
indicates narrative points of
view (e.g., I v. he/she)
from illustrated text using
word/phrase banks with a
partner
Identify language that
indicates narrative points of
view (e.g., he felt scared)
from illustrated text using
word/phrase banks with a
partner
Categorize passages based
on narrative points of view
from illustrated text using
word/phrase banks with a
partner
Compare narrative points
of view in extended texts
using graphic organizers
with a partner
Compare and contrast
narrative points of view in
extended texts
:
person, third person
ELP STANDARD 2: The Language of Language Arts EXAMPLE TOPIC: Narration
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In Figure D, the cognitive function runs along the diferent levels of language profciency to emphasize
that the process of analysis applies to all students, regardless of their level of language profciency.
Educators need to maintain the cognitive demand of a task as they diferentiate the language of
instruction and assessment to ensure educational equity for all students. In the example, students have to
compare and contrast diferent points of view in a narrative. Te mental process involved in doing so is
analysis. At an entering level of language profciency, although students can analyze, they do not yet have
the language necessary to process extended texts. Tey can, however, locate familiar words and phrases in
context and then analyze whether they indicate a point of view.
ELLs need to construct meaning from oral and written language as well as to express complex ideas
and information. To achieve this goal, students must practice using language in diferent DOMAINS.
WIDAs standards framework addresses four language domains: listening, speaking, reading, and writing.
Tis organization helps educators plan balanced opportunities for language learning and take advantage
of stronger English language skills in one domain to support their development in the other domains.
Tis format does not imply, however, that language domains are used, taught, or learned in isolation.
Te nature of language necessitates the integration of language domains; for example, during classroom
interactions, students have to listen and speak to carry on a conversation. In general, to show processing
or comprehension of language, students need to produce language either orally, in writing, or using
semiotics (signs or symbols). Section 2: Integrated Strands on pp. 1821 showcases how the language
domains are realistically integrated within units of instruction. Te rest of the examples of language
performance, as shown below, portray language used within a single domain, in this case, reading.
Figure E: Domain and Levels
Language develops across diferent LEVELS OF LANGUAGE PROFICIENCY. WIDAs standards
framework distinguishes fve levels of language profciency, defned by specifc criteria. Level 6, Reaching,
represents the end of the continuum rather than another level of language profciency. In other words,
level 6 represents language performance that meets all the criteria for level 5.
WIDA organizes social, instructional, and academic language into three levels: discourse level, sentence
level, and word/phrase level. Te FEATURES OF ACADEMIC LANGUAGE in Figure F delineate
academic language at each of these levels, which correspond to the criteria of Linguistic Complexity,
Language Forms and Conventions, and Vocabulary Usage. Tese three criteria represent WIDAs view of
the language of school. Notice that the criteria are framed within the sociocultural context that highlights
the purpose of the communication and, most importantly, the participants and their experiences.
GRADE 4
CONNECTION: Common Core Reading Standards for Literature, Craft and Structure #6 (Grade 4):
EXAMPLE CONTEXT FOR LANGUAGE USE: Students explore features of print in a variety of books with unique topics, formatting, and styles.
COGNITIVE FUNCTION:
R
E
A
D
I
N
G
Level 1
Entering
Level 2
Emerging
Level 3
Developing
Level 4
Expanding
Level 5
Bridging L
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6

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a
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:
person, third person
ELP STANDARD 2: Language of Language Arts EXAMPLE TOPIC: Narration
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Figure F: The Features of Academic Language in WIDAs Standards

Te Features of Academic Language operate within sociocultural contexts for language use.
Performance Criteria Features
Discourse
Level
Linguistic
Complexity
(Quantity and variety of
oral and written text)
Amount of speech/written text
Structure of speech/written text
Density of speech/written text
Organization and cohesion of ideas
Variety of sentence types
Sentence
Level
Language Forms and
Conventions
(Types, array, and use of
language structures)
Types and variety of grammatical structures
Conventions, mechanics, and fuency
Match of language forms to purpose/
perspective
Word/Phrase
Level
Vocabulary Usage
(Specifcity of word or
phrase choice)
General, specifc, and technical language
Multiple meanings of words and phrases
Formulaic and idiomatic expressions
Nuances and shades of meaning
Collocations
Te sociocultural contexts for language use involve the interaction between the student
and the language environment, encompassing the
Register
Genre/Text type
Topic
Task/Situation
Participants identities and social roles
Te three criteria used to defne each level of language profciency are displayed in two sets of
PERFORMANCE DEFINITIONS. One set of Performance Defnitions (see Figure G) is for receptive
language and represents how ELLs process language to comprehend information, ideas, or concepts in
either oral or written communication. Te other set of Performance Defnitions (see Figure H) is for
productive language and shows how students use language to express information, ideas, or concepts in
either oral or written communication.
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Students do not follow one common process for language development. As a matter of fact, language
development is dependent on many factors (e.g., student personality, language exposure, program design,
service delivery, scafolding, models for language). Terefore, the Performance Defnitions outline many
possible pathways to students language development.
WIDAs standards framework shows examples of how language is processed or produced within a
particular context through MODEL PERFORMANCE INDICATORS (MPIs). MPIs are meant to be
examples and not fxed guidelines of the language with which students may engage during instruction
and assessment.
Figure I: Model Performance Indicator (MPI)

Te MPI above represents how language might be processed in the context presented by students with
English language profciency at Level 4, Expanding, in reading. In this example, students compare
narrative points of view in extended texts with a partner. WIDAs MPIs are composed of three main
parts: the language function, the content stem, and supports.
LANGUAGE FUNCTIONS are the linguistic processes used in receiving or conveying a message. Tis
frst part of the MPI describes how ELLs process or produce language. In this example, ELLs identify
language related to narrative points of view and derive meaning from it by comparing. MPIs need to be
used in conjunction with the Performance Defnitions to provide a better picture of the language in the
example MPI. Recall that the Performance Defnitions illustrate the language that students are able to
process or produce at the diferent levels of language profciency. Te performance defnition for level 4
for receptive language is presented in Figure J below.
Figure J: Excerpt of Performance Defnitions for Listening and Reading at Level 4
Educators can use this information to better understand the type of language that students will have to
process in the text as they compare narrative points of view with a partner.
At each grade, toward the end of a given level of English language profciency, and with instructional support, English language learners will process
Discourse Level Sentence Level Word/Phrase Level
Linguistic Complexity Language Forms and Conventions Vocabulary Usage
Level 4
Expanding
Connected discourse with a variety of
sentences
Expanded related ideas
A variety of complex grammatical
constructions
Sentence patterns characteristic of particular
content areas
Specifc and some technical content-area
language
Words or expressions with multiple
meanings across content areas
GRADE 4
CONNECTION: Common Core Reading Standards for Literature, Craft and Structure #6 (Grade 4):
EXAMPLE CONTEXT FOR LANGUAGE USE: Students explore features of print in a variety of books with unique topics, formatting, and styles.
COGNITIVE FUNCTION:
R
E
A
D
I
N
G
Level 1
Entering
Level 2
Emerging
Level 3
Developing
Level 4
Expanding
Level 5
Bridging L
e
v
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l

6

R
e
a
c
h
i
n
g
Identify language that
indicates narrative points of
view (e.g., I v. he/she)
from illustrated text using
word/phrase banks with a
partner
Identify language that
indicates narrative points of
view (e.g., he felt scared)
from illustrated text using
word/phrase banks with a
partner
Categorize passages based
on narrative points of view
from illustrated text using
word/phrase banks with a
partner
Compare narrative points
of view in extended texts
using graphic organizers
with a partner
Compare and contrast
narrative points of view in
extended texts
:
person, third person
ELP STANDARD 2: The Language of Language Arts EXAMPLE TOPIC: Narration
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Te second element of the MPI is the CONTENT STEM. Te content stem is derived from state and
national content standards, including the Common Core and Next Generation Science Standards.
Te content stem denotes WIDAs view that language development should be integrated with content
instruction and assessment through meaningful and authentic contexts.
Te third element of the MPI is the instructional SUPPORT. It is always listed at the end of the MPI
and illustrates the importance of scafolding language development for ELLs, at least through level 4. In
the example in Figure I, the support is using graphic organizers with a partner. Working with a partner
is an interactive support because it allows for increased interaction and engagement of students. However,
working with a partner is not always enough to scafold language development. Educators need to
organize their instruction and assessment with intention, especially considering students roles in partner
and group work, to ensure the efcacy of any support. In this example, level 4 students might also refer
to graphic organizers as they read to remind them of key language related to each narrative point of view.
WIDA categorizes supports as sensory, graphic, or interactive, with some examples of each below.
Figure K: Examples of Sensory, Graphic, and Interactive Supports
Sensory Supports Graphic Supports Interactive Supports
Real-life objects (realia)
Manipulatives
Pictures & photographs
Illustrations, diagrams, & drawings
Magazines & newspapers
Physical activities
Videos & flms
Broadcasts
Models & fgures
Charts
Graphic organizers
Tables
Graphs
Timelines
Number lines
In pairs or partners
In triads or small groups
In a whole group
Using cooperative group
structures
With the Internet (websites) or
software programs
In the native language (L1)
With mentors

For each domain represented in this document, we present MPIs for language profciency levels 15.
We call this a STRAND of MPIs and this arrangement helps students and their teachers envision how
language may look as a progression from one level of language profciency to the next. As discussed
before, a strand of MPIs represents one of many possible pathways in language development within a
particular context. Students and educators can modify or transform existing strands of MPIs to make
them more relevant to their local curriculum or classroom instruction. Educators can then use strands
to a) match students performance to levels of language development, b) create language targets and
objectives that go beyond students independent level of language profciency, and/or c) diferentiate the
language of the content to match the level of students language profciency.
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Figure L: Strand of Model Performance Indicators
In the example above, a student with language profciency at level 4 for reading is able to compare
narrative points of view in extended texts using graphic organizers with a partner. Compare and contrast
narrative points of view in extended texts could be the language target for the unit.
Another important feature in the standards framework is the TOPIC-RELATED LANGUAGE. Tese
are example content-related words and expressions to which all students of that grade level should
be exposed, regardless of their language profciency. Although students may be at diferent points in
their language development trajectory, when learning particular content, certain specifc and technical
language is essential for engaging in learning the ideas and concepts presented. Terefore, through the use
of scafolding and supports, students should have the opportunity to interact with that language. In the
example below, the topic-related language includes: narrate, narration, frst person, and third person.
Figure M: Topic-related Language
Integrated, Expanded, and Complementary Strands
As part of the 2012 standards framework, WIDA decided to include several special strands. Two
integrated strands are presented on pp. 1821 that show how extensive units of instruction integrate
the use of all four language domains.
Te expanded strand for each grade level (see pp. 2244) shows examples of the features of academic
language and could be used in collaboration between language and content area educators. Te purpose
of these strands is to a) show how the MPIs are connected to the Performance Defnitions, b) provide
concrete examples of language at discourse, sentence, and word/phrase levels, and c) inform teachers
planning and instruction as they identify language that might be appropriate for their students. You will
notice that for these types of strands, the levels are presented in overlapping tiers. Figure N on the next
page shows examples of the features of academic language associated with levels 24. Each expanded
strand ofers language features for levels 13 and 35 as well.
GRADE 4
CONNECTION: Common Core Reading Standards for Literature, Craft and Structure #6 (Grade 4):
EXAMPLE CONTEXT FOR LANGUAGE USE: Students explore features of print in a variety of books with unique topics, formatting, and styles.
COGNITIVE FUNCTION:
R
E
A
D
I
N
G
Level 1
Entering
Level 2
Emerging
Level 3
Developing
Level 4
Expanding
Level 5
Bridging L
e
v
e
l

6

R
e
a
c
h
i
n
g
Identify language that
indicates narrative points of
view (e.g., I v. he/she)
from illustrated text using
word/phrase banks with a
partner
Identify language that
indicates narrative points of
view (e.g., he felt scared)
from illustrated text using
word/phrase banks with a
partner
Categorize passages based
on narrative points of view
from illustrated text using
word/phrase banks with a
partner
Compare narrative points
of view in extended texts
using graphic organizers
with a partner
Compare and contrast
narrative points of view in
extended texts
:
person, third person
ELP STANDARD 2: The Language of Language Arts EXAMPLE TOPIC: Narration
GRADE 4
CONNECTION: Common Core Reading Standards for Literature, Craft and Structure #6 (Grade 4):
EXAMPLE CONTEXT FOR LANGUAGE USE: Students explore features of print in a variety of books with unique topics, formatting, and styles.
COGNITIVE FUNCTION:
R
E
A
D
I
N
G
Level 1
Entering
Level 2
Emerging
Level 3
Developing
Level 4
Expanding
Level 5
Bridging L
e
v
e
l

6

R
e
a
c
h
i
n
g
Identify language that
indicates narrative points of
view (e.g., I v. he/she)
from illustrated text using
word/phrase banks with a
partner
Identify language that
indicates narrative points of
view (e.g., he felt scared)
from illustrated text using
word/phrase banks with a
partner
Categorize passages based
on narrative points of view
from illustrated text using
word/phrase banks with a
partner
Compare narrative points
of view in extended texts
using graphic organizers
with a partner
Compare and contrast
narrative points of view in
extended texts
:
person, third person
ELP STANDARD 2: The Language of Language Arts EXAMPLE TOPIC: Narration
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13
In the example in Figure N, students language
performance for Linguistic Complexity might
exhibit multiple related simple and compound
sentences with emerging cohesion. Students
use of Language Forms and Conventions might
include the use of comparatives, conjunctions in
compound sentences, and prepositions in idiomatic
expressions. Lastly, students at this level would use
specifc words and expressions of the content area,
such as plus tax and on sale. Te distinction
between the three performance criteria is not fxed,
but fuid; in other words, some language features
relate to more than one of the performance criteria.
In this example, the use of compound sentences
could be seen through diferent perspectives.
First, students might use them to connect related
ideas and organize extended discourse as part of
Linguistic Complexity. Compound sentences are
also a sentence structure pertaining to Language
Forms and Conventions. At the word/phrase level,
students need particular vocabulary such as conjunctions to produce these sentences. All three criteria
include language that addresses the language function of compare and contrast. A great variety of
language features may be introduced to achieve that goal, depending on students individual strengths and
needs.
It is important to remember that these strands are examples and not guidelines. Knowing your students
and your curriculum as well as engaging in ongoing formative assessment will inform your understanding
of what your individual students can do and possible next steps in their language instruction. Because
multiple pathways to language profciency exist and because each student brings unique experiences and
knowledge to the classroom, individual students may or may not already know the language shown in the
examples. Terefore, we recommend that these strands be used to trigger a focus on language, but not to
prescribe curriculum or suggest a specifc trajectory towards language profciency.
In addition to strands for each of WIDAs fve ELD standards, the framework includes one
complementary strand per grade level to reach out to all educators who work with ELLs. Tese
strands represent our belief that language learning occurs throughout the school day and in formal and
informal settings. We wish to recognize that academic language permeates schooling and that all teachers
are in fact language teachers.
WIDAs complementary strands cover:
Te Language of Music and Performing Arts
Te Language of the Humanities
Te Language of Visual Arts
Te Language of Health and Physical Education
Te Language of Technology and Engineering
Figure N: Excerpt of an Expanded Strand
Levels 24
Linguistic
Complexity
Discourse Level
Tere are many phones. We
selected the smart phone. Some
phones are cheaper, but the
smart phone can do more. Te
price was $400 plus tax. It was
on sale for 15% of.
Language Forms
& Conventions
Sentence Level
cheap cheaper
expensive more expensive
Some phones are cheaper,
but
on sale
15% of
Vocabulary
Usage
Word/Phrase Level
plus tax
on sale
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14
College and Career Readiness for ELLs
Together, the components of the WIDA standards framework support the instruction and assessment of
ELLs. Te language represented in this framework should work alongside the content expectations in the
classroom. Currently, college and career readiness standards, including the Common Core State Standards
and Next Generation Science Standards, guide many states in setting their curricular goals. Tese new
content standards exemplify many of the language features of WIDAs original standards framework, namely:
a focus on oral language development
literacy across the content areas
attention to genre, text type, register, and language forms and conventions
use of instructional supports
As part of the amplifcation process, WIDA has reviewed the college and career readiness standards to
enhance their representation within its current framework. We have intentionally addressed the language
demands presented in these content standards in numerous ways, from selecting particular instructional
supports emphasized in the content standards, to ensuring that students at all levels of language profciency
have opportunities to engage in the cognitive challenges represented in those content standards.
In addition to the core knowledge and skills represented in content standards, students need to develop
social language and cross-cultural competencies to be successful in school and beyond. ELLs will beneft
tremendously from direct instruction in these aspects of language development, represented particularly
in ELD Standard 1, as well as across the other four ELD standards. Finally, WIDA encourages educators
to recognize and maximize the language, knowledge, and skills that students bring from their homes and
communities, empowering them to explore their own unique pathways to college and career success.
Uses of WIDAs Standards Framework: Collaborate and Advocate!
WIDAs mission of advancing the academic language development and academic achievement of ELLs
starts with our standards. Te standards framework exemplifes our belief in the assets, contributions,
and potential of ELLs. We encourage educators to work collaboratively, to use the framework to make
the standards suitable to local contexts, and to connect them to other resources available in the school
community. We hope this framework serves as a starting point to help students, families, teachers, and
administrators in their advocacy eforts promoting ELLs access to grade-level, standards-based content
curriculum as well as extra-curricular opportunities. Trough careful attention to language development and
scafolded support that builds on students particular strengths, all learners in the educational community
will beneft. For ELLs in particular, this is an essential start for their journey to academic achievement.
Customizing Strands for Your Local Context
WIDAs strands of MPIs are only examples that illustrate diferentiated language expectations related to
content-area instruction within one language domain. We invite teachers to look back at our 2007 Edition
for additional examples and to create, innovate, transform, and customize the standards matrices to best
meet the needs of their ELLs and language education programs. Figure O shows the questions educators
should ask themselves when planning instruction for ELLs or when drafting additional strands of MPIs.
Figure P contains a blank template that can be copied and reused for this purpose.
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#
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R E A D I N G
L
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l

1
E
n
t
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r
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g
L
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l

2
E
m
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g
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L
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3
D
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p
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L
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4
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5
B
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3
8
G
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8
C
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#
9

(
G
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8
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:

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a

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L I S T E N I N G
L
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v
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1
E
n
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L
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2
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m
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5
B
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#
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L I S T E N I N G
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2
E
m
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4
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d
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g
L
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l

5
B
r
i
d
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g
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m
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C
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n
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h
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8
8
G
R
A
D
E

7
C
O
N
N
E
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T
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N
:

C
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#
1

(
G
r
a
d
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7
)
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.


L I S T E N I N G
L
e
v
e
l

1
E
n
t
e
r
i
n
g
L
e
v
e
l

2
E
m
e
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g
i
n
g
L
e
v
e
l

3
D
e
v
e
l
o
p
i
n
g
L
e
v
e
l

4
E
x
p
a
n
d
i
n
g
L
e
v
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l

5
B
r
i
d
g
i
n
g
Level 6 Reaching
I
d
e
n
t
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f
y

p
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t
s

o
f

v
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w

f
r
o
m

o
r
a
l

s
t
a
t
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m
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n
t
s

u
s
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g

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g
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p
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a
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a
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w
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b
a
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l
a
s
s
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f
y

p
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f

v
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f
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m

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t
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m
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u
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g
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o
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a
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s

a
n
d

w
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d

b
a
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C
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p
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p
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v
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f
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d
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c
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u
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g
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s

a
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w
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b
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d
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w
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b
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-
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A
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D

L
A
N
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U
A
G
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:

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t
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a
t

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f

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p
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c
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w
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s
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a
c
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l
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m
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v
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w
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D

S
T
A
N
D
A
R
D

1
:

S
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c
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&

I
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L
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T
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P
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C
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R
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f
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c
t
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v
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l
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8
9
G
R
A
D
E

7
C
O
N
N
E
C
T
I
O
N
:

C
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m
m
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n

C
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t
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p
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C
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n

a
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C
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l
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a
b
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t
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#
2

(
G
r
a
d
e

7
)
:

A
n
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l
y
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t
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m
a
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p
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f
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(
G
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8
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L
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1
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2
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#
4

(
G
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8
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L I S T E N I N G
L
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1
E
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L
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2
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5
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R E A D I N G
L
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1
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6

(
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#
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Appendix A: Glossary of Terms and Expressions Related to
WIDAs Standards
academic content standards: the skills and knowledge expected of students in the core content areas
for each grade level
academic language: the oral and written text required to succeed in school that entails deep
understanding and communication of the language of content within a classroom environment; revolves
around meaningful application of specifc criteria related to Linguistic Complexity at the discourse level,
Language Forms and Conventions at the sentence level, and Vocabulary Usage at the word/phrase level
within the particular context in which communication occurs
amplifed strands: a framework for representing the WIDA English Language Development Standards
that extends to include examples of the three performance criteria of academic language (Linguistic
Complexity, Language Forms and Conventions, Vocabulary Usage) across levels of language profciency
cognitive functions: the mental processes involved in learning
cohesion: a feature of academic language at the discourse level involving the grammatical and lexical
elements within and across sentences that hold text together to give it meaning
collocations: words or phrases that naturally co-occur with each other, (e.g., peanut butter and jelly,
or a strong resemblance)
Common Core State Standards: the skills and knowledge expected of students in English language
arts, mathematics (KindergartenGrade 12), and literacy in history/social studies, science, and technical
subjects, (Grades 612); adopted by the vast majority of states in the U.S. in 2010
complementary strands: the use of the standards framework to represent critical areas of schooling
outside the fve English language development standards, including music and performing arts, the
humanities, visual arts, health and physical education, technology, and engineering
complex sentence: one independent clause joined by one or more dependent clauses with a
subordinator such as because, since, after, although, or when or a relative pronoun such as that, who, or
which (e.g., When school started, the students were excited.)
compound sentence: two or more independent clauses joined by coordinating conjunctions (e.g., for,
and, nor, but, or, yet, so), semicolons, or a semicolon followed by a conjunctive adverb (e.g., School
started today; the students were excited.)
content stem: the element of model performance indicators, derived from state and national content
standards, including the Common Core State Standards and Next Generation of Science Standards, that
provides a standards-referenced example for contextualizing language development
113
connections to academic content standards: examples of the association or correspondence of
content to language standards
discourse: extended oral or written language conveying multiple connected ideas; its language features
are shaped by the genre, text type, situation, and register
domains: see language domains
English language learners (ELLs): linguistically and culturally diverse students who have been
identifed (by a WIDA screener and other placement criteria) as having levels of English language
profciency that require language support to achieve grade-level content in English
example context for language use: element of the standards matrix situating the representation of
the English language development standards within a sociocultural setting that considers the register,
genre/text type, topic, and task
example topic: element of the standards matrix listing a theme or concept derived from state and
national content standards that provides a context for language development
expanded sentences: complete thoughts that contain descriptive language or two ideas that are
combined using connectors (and, but, or)
features of academic language: the performance criteria of oral and written communication that
include Linguistic Complexity at the discourse level, Language Forms and Conventions at the sentence
level, and Vocabulary Usage at the word/phrase level
formulaic expressions: a feature of academic language at the sentence level that represents a string of
words acquired as a single chunk, such (e.g., How are you?)
framework: see standards framework
general language: words or expressions not typically associated with a specifc content area (e.g.,
describe or book)
genres: socially-defned ways in which language (e.g., oral and written) is used to participate in
particular contexts to serve specifc purposes
instructional language: the language that typifes classroom discourse from teacher to teacher across
content areas, such as Open your books to page ___.
instructional supports: sensory, graphic, and interactive resources embedded in instruction and
assessment that assist students in constructing meaning from language and content
114
integrated strands: a framework for representing the WIDA ELD Standards in which grade levels,
language domains, and standards are combined in diferent confgurations
L1: the frst language a student acquires; usually refers to a home language(s) other than English,
although for some English language learners, L2 (English) may be developing simultaneously alongside
L1
L2: the second language a student acquires; usually refers to English as an additional language
language development standards: language expectations for English language learners represented
within progressive levels of language profciency
language domains: the modalities of language; listening, speaking, reading, and writing
language function: the purpose for which oral or written communication is being used; language
functions guide the choices in language use and structure as well as the social relationships being
established; frst element of model performance indicators that indicates how English language learners
process or use language to demonstrate their language profciency
language profciency: a persons competence in processing (through listening and reading) and
producing (through speaking and writing) language
Language Forms and Conventions: the grammatical structures, patterns, syntax, and mechanics
associated with sentence level meaning; one of three criteria that constitute the Performance Defnitions
levels of language profciency: the division of the second language acquisition continuum into stages
descriptive of the process of language development; the WIDA ELD Standards have six levels of language
profciency: 1Entering, 2Emerging, 3Developing, 4Expanding, 5Bridging, and 6Reaching
Linguistic Complexity: the organization, cohesion, and relationship between ideas expressed in the
variety and kinds of sentences that make up diferent genres and text types in oral or written language at
the discourse level; one of three criteria that constitute the Performance Defnitions
model performance indicator (MPI): a single cell within the standards matrix that is descriptive of a
specifc level of English language development for a language domain within a grade or grade-level cluster
Next Generation Science Standards: the skills and knowledge expected of students in science and
engineering; draft released for states review in May 2012
Performance Defnitions: the criteria that defne the Linguistic Complexity, Language Forms and
Conventions, and Vocabulary Usage for receptive and productive language across the fve levels of
language profciency
115
productive language: communicating meaning through the language domains of speaking and
writing
profciency: see language profciency
realia: real-life objects used as instructional supports for language and content learning
receptive language: the processing of language through listening and reading
register: features of language that vary according to the context, the groups of users and purpose of the
communication (e.g., the speech used when students talk to their peers versus their principal)
scafolding: careful shaping of the supports (e.g., processes, environment, and materials) used to
build on students already acquired skills and knowledge to support their progress from level to level of
language profciency
simple sentence: an independent clause with a subject and a predicate; can also have a compound
subject and/or predicate (e.g., Te students and teachers were excited.)
social language: the everyday registers used in interactions outside and inside school
sociocultural context: the association of language with the culture and society in which it is used; in
reference to schooling, understandings of sociocultural context revolve around the interaction between
students and the classroom language environment, which includes both curriculum and those involved in
teaching and learning
specifc language: words or expressions used across multiple academic content areas in school (e.g.,
chart, total, individual)
standards framework: the components representing WIDAs fve ELD Standards, including the
standards themselves, the Features of Academic Language, the Performance Defnitions, and the strands
of model performance indicators (standards matrix)
standards matrix: the basic framework for representing the English language development standards
including a strand of model performance indicators, connection to state content standards, example
context for language use, cognitive function, and topic-related language
strands of model performance indicators (MPIs): the fve sequential or scafolded levels of English
language profciency for a given topic and language domain within the standards matrix
supports: see instructional supports
technical language: the most precise words or expressions associated with topics within academic
content areas in school
116
text types: categories of text that employ particular language features for specifc purposes
topic-related language: grade-level words and expressions, including those with multiple meanings
and cognates, that are associated with the example topic within the standards matrix
visual support: accompanying the use of written or oral language with illustrations, photographs,
charts, tables, graphs, graphic organizers, etc. to give ELLs additional opportunities to access meaning
Vocabulary Usage: the specifcity of words or phrases for a given topic and context; one of three
criteria that constitute the Performance Defnitions
117
Appendix B: Selected References
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Appendix C: Index of Strands by Grade Level
Te tables below reference the language domains and example topics presented in WIDAs 2012
Amplifcation of the English Language Development Standards. As this publication does not include a strand
for every domain within each of the fve standards, we encourage educators to look for examples across
surrounding grade levels or refer to WIDAs 2007 Edition (available at www.wida.us) for additional
examples of language development. We also invite educators to adapt, customize, and create new strands
of model performance indicators to meet the needs of their ELLs. A blank template for this purpose is
provided on p. 16.
Kindergarten
ELD Standard Example Topic Language Domain
1: Social & Instructional Language* Classroom collaboration Speaking
2: Te Language of Language Arts Features of print Listening
3: Te Language of Mathematics Attributes of objects Speaking
4: Te Language of Science Body parts & senses Reading
5: Te Language of Social Studies Self & family Writing
Complementary: Te Language of Music &
Performing Arts
Rhythm Listening
Grade 1
ELD Standard Example Topic Language Domain
1: Social & Instructional Language Recreational classroom activities Reading
2: Te Language of Language Arts Text elements Writing
3: Te Language of Mathematics* Measurement of objects Listening
4: Te Language of Science Force & motion Listening
5: Te Language of Social Studies Neighborhoods/Communities Speaking
Complementary: Te Language of the Humanities Multiculturalism Reading
Grade 2
ELD Standard Example Topic Language Domain
1: Social & Instructional Language School areas, personnel, & activities Listening
2: Te Language of Language Arts Storytelling/Experiential recounting Speaking
3: Te Language of Mathematics Money Reading
4: Te Language of Science Life cycles Writing
5: Te Language of Social Studies* Historical times & people Reading
Complementary: Te Language of Visual Arts Visual characteristics Speaking

*denotes expanded strand
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Grade 3
ELD Standard Example Topic Language Domain
1: Social & Instructional Language Research interests Writing
2: Te Language of Language Arts* Giving feedback for revision Writing
3: Te Language of Mathematics Area Listening
4: Te Language of Science Electricity & magnets Speaking
5: Te Language of Social Studies Civic participation Reading
Complementary: Te Language of Health &
Physical Education
Healthy choices Listening
Grade 4
ELD Standard Example Topic Language Domain
1: Social & Instructional Language Community practices Speaking
2: Te Language of Language Arts Narration Reading
3: Te Language of Mathematics Lines & angles Writing
4: Te Language of Science* Earth history/materials Listening
5: Te Language of Social Studies Maps & globes/Locations Listening
Complementary: Te Language of Technology &
Engineering
Multimedia publishing Writing
Grade 5
ELD Standard Example Topic Language Domain
1: Social & Instructional Language* Peer assessment Speaking
2: Te Language of Language Arts Text evidence Listening
3: Te Language of Mathematics Coordinate plane Speaking
4: Te Language of Science Solar system Reading
5: Te Language of Social Studies Exploration Writing
Complementary: Te Language of Music &
Performing Arts
Song lyrics Reading
*denotes expanded strand
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Grade 6
ELD Standard Example Topic Language Domain
1: Social & Instructional Language Behavioral expectations Reading
2: Te Language of Language Arts Peer editing Writing
3: Te Language of Mathematics* Ratio & rate Writing
4: Te Language of Science Ecosystems Listening
5: Te Language of Social Studies Forms & organization of
government
Speaking
Complementary: Te Language of the Humanities Interpretation of oral histories Speaking
Grade 7
ELD Standard Example Topic Language Domain
1: Social & Instructional Language Refective listening Listening
2: Te Language of Language Arts Main ideas Speaking
3: Te Language of Mathematics Algebraic equations Reading
4: Te Language of Science Scientifc inquiry Writing
5: Te Language of Social Studies* Agriculture Reading
Complementary: Te Language of Visual Arts Art media, techniques, & processes Listening
Grade 8
ELD Standard Example Topic Language Domain
1: Social & Instructional Language Peer pressure Writing
2: Te Language of Language Arts* Literature analysis Listening
3: Te Language of Mathematics Transformation of two-dimensional
fgures
Listening
4: Te Language of Science Forms of energy Speaking
5: Te Language of Social Studies Globalization Reading
Complementary: Te Language of Health &
Physical Education
Personal health & ftness Writing
*denotes expanded strand
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Grades 910
ELD Standard Example Topic Language Domain
1: Social & Instructional Language Collaborative discussion Speaking
2: Te Language of Language Arts Bias Reading
3: Te Language of Mathematics Right triangles Writing
4: Te Language of Science* Dependent & independent variables Speaking
5: Te Language of Social Studies Supply & demand Listening
Complementary: Te Language of Technology &
Engineering
Technology & ethics Reading
Grades 1112
ELD Standard Example Topic Language Domain
1: Social & Instructional Language* Informed decisions (college &
career)
Reading
2: Te Language of Language Arts Satire Listening
3: Te Language of Mathematics Mathematical relations & functions Speaking
4: Te Language of Science Chemical reactions Reading
5: Te Language of Social Studies Historical fgures & times Writing
Complementary: Te Language of Music &
Performing Arts
Musical genres Speaking
*denotes expanded strand
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Appendix D: Acknowledgements and Development
Process

WIDA would like to extend its appreciation to the many individuals who have inspired, supported, and
contributed to the development of this edition of the English language development standards. Tis
section outlines the formal process by which WIDA conceptualized, drafted, and reviewed this 2012
amplifcation of the WIDA standards and acknowledges those educators who were a part of that process,
with apologies to many others who contributed ideas via less formal interactions.
First, it is important to acknowledge the numerous educators who were involved in the development of
the 2004 and 2007 Editions of the WIDA English Language Profciency Standards. In 200304, more
than 65 teachers, administrators, and researchers at the classroom, district, state, university, and national
levels provided input and feedback. Te frst major standards development meeting in May 2004
included representatives from eight states and involved close analysis of the national TESOL (1997) ESL
standards for preK12 students, as well as individual states language and content standards. Performance
indicators from these standards were examined and expanded to highlight their language functions. After
intensive review and revisions by the WIDA standards development team and partner staf at the Center
for Applied Linguistics, the large-scale assessment framework emerged. Later that year, the classroom
framework was added and in 2004, both were published.
In 200607, stakeholder consensus about several new ideas for the standards called for action. First
among these was the need to separate PreKKindergarten standards from those for grades 1 and 2, along
with the desire to reformat for ease of use, the decision to add a sixth profciency level and fnally, the
need to incorporate example topics and genres from all member states content standards. Upon release
of the 2007 Edition, the Consortium included 15 states. Te drafts of the 2007 Edition were approved
by a Standards Review Committee consisting of state and local educational agency representatives, as well
as WIDA staf and partners at the Center for Applied Linguistics. As with all of WIDAs standards work,
the drafts were also vetted by the Consortium Board of member state representatives.
Te 2012 amplifcation development process began with the goal of improving how WIDA illustrates
academic language within its standards framework, especially considering the wide impact of the
Common Core State Standards on curriculum, instruction, and assessment. WIDA presented ideas,
plans, and templates at focus groups, meetings, and professional learning workshops, as well as shared its
vision with Consortium member states, Board representatives, and its Standards National Advisory Panel.
Overall, the development of this edition involved hundreds of teachers, consultants, administrators,
university faculty, and test developers. Te visionary leadership of Dr. Margo Gottlieb and Andrea
Cammilleri ensured that all voices were heard and the best interests of students and teachers were always
the main focus.
In February and March of 2010, WIDA held two initial feedback sessions. Consortium member state
educational agency representatives were invited to attend and/or nominate attendees, and several higher
education instructors and professional development facilitators were recruited. Participants in these
events were asked to share how the 2004 and 2007 Editions of the WIDA ELP Standards had been used
in their educational contexts and they rated 24 possible uses on their level of success to date. Next, they
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were invited to rank their interest in 15 proposed resources that could support greater understanding
and use of the WIDA ELP Standards. Later, they discussed and rated many proposed new features to the
standards matrix. Finally, they reviewed an early draft of the new standards matrix and responded to some
guiding questions.
Tanks to the following individuals for their important contributions at these events:
Feedback Session, February 23, 2010, Arlington Heights, IL
Maria Barreras, Madison Metropolitan School District, WI
Miguel Fernandez, Ph.D., Cicero Public School District 99, IL
Betzaida Gomez, Milwaukee Public Schools, WI
Lorena Gueny, Milwaukee Public Schools, WI
Harriette Herrera, Consultant, DePaul University, IL
John Hilliard, Illinois Resource Center, IL
Seon Hwa Eun, Illinois State Board of Education, IL
Tammy King, Illinois Resource Center, IL
Robin M. Lisboa, Illinois State Board of Education, IL
Alan Matan, Maine Township High School District 207, IL
Robin Rivas, Milwaukee Public Schools, WI
Gladys Rodriguez, Cicero Public School District 99, IL
Cristina Sanchez-Lopez, Illinois Resource Center, IL
Amaveli Ugaz, Madison Metropolitan School District, WI
Judy Yturriago, Ph.D., Northeastern Illinois University, IL
Diane Zendejas, Chicago Public School District 299, IL
Feedback Session, March 2, 2010, Washington, D.C.
Katarina Brito, District of Columbia Public Schools, DC
Nora Bustios, Oyster-Adams Bilingual School, DC
Curt Emmel, Manassas City Public Schools, VA
Matilde Rosa Jimenez, Manassas City Public Schools, VA
Carol Johnson, Georgia Department of Education, GA
Megan Moore, Manassas City Public Schools, VA
Bethany Nickerson, Ph.D., District of Columbia Ofce of the State Superintendent of Education, DC
Regina Postogna, Asbury Park School District, NJ
Mari Rasmussen, Ph.D., National Clearinghouse for English Language Acquisition (NCELA)
Sarah Rosenbaum, Manassas City Public Schools, VA
Mindi Teich, District of Columbia Public Schools, DC
Jon Valentine, Georgia Department of Education, GA
WIDA also convened a Standards National Advisory Panel Meeting consisting of experts and
representatives from our Consortiums state-level leaders in March 2010. Te group discussed the
vision for the future of WIDAs standards-based system of oferings and brainstormed the frst draft of
WIDAs Guiding Principles of Language Development to serve as the theoretical foundation for the
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project. Participants discussed how to bring these principles to life within the standards matrices, the
Resource Guide, and through other complementary eforts such as professional development. Finally,
they brainstormed how to encourage buy-in from wider groups of stakeholders, address the needs of sub-
groups of ELLs, incorporate multicultural elements and perspectives into the standards and standards-
based resources, and address the Common Core State Standards.
Standards National Advisory Panel Meeting, March 1617, 2010
Diane August, Ph.D., Center for Applied Linguistics
Alison Bailey, Ph.D., University of California, Los Angeles
Gisela Ernst-Slavit, Ph.D., Washington State University
John Hilliard, Illinois Resource Center
Anne Katz, Ph.D., Consultant
Robin M. Lisboa, Illinois State Board of Education
Joanne Marino, North Carolina Department of Public Instruction
Mary Lou McCloskey, Ph.D., Educo
Robert Measel, Rhode Island Department of Education
Mark Nigolian, Burlington School District, VT
Janet Orr, TEAL Services
Robin Rivas, Milwaukee Public Schools, WI
Dely Roberts, Alabama State Department of Education
At WIDAs June 2010 Consortium Board meeting in Richmond, VA, progress on the project was shared
along with preliminary drafts of a strand. Twenty WIDA member states sent representatives to this
meeting and together, they endorsed the plans of the standards development team.
Over the remaining months of 2010, WIDA fnalized the Guiding Principles of Language Development,
drafted Performance Defnitions, and convened another national group of experts known as the Madison
Academic Language Working Group. Tis group was charged with defning and elaborating the core
components of academic language to support student growth, and continues to think about how to
efectively disseminate this information to various stakeholders including teachers and administrators,
researchers, policy-makers, and others.
Concurrently, the WIDA standards development team worked to fnalize a draft matrix, and shared it
with about 20 educators participating in WIDAs institute. Te draft matrix was brought to the Executive
Committee of the WIDA Consortium Board for discussion and approval in December 2010. Te
Executive Committee consisted of state educational agency representatives from six WIDA states (each
representing a region) and one local educational agency representative.
In February and April of 2011, WIDA brought together groups of language educators to learn about
the updated standards matrix and begin drafting grade-level strands of model performance indicators.
Te grade-level and linguistic expertise of the following educators generated creative ideas for the draft
strands. WIDA is grateful for their ongoing commitment to the project.
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Grades K5 Strand-Writing Workshop, February 1718, 2011, Madison, WI
Karen Alderson, CCSD#15, Palatine, IL
Donna DeVito, Cicero Public School District 99, IL
Pamela Dorn, Madison Metropolitan School District, WI
Rocio Fisher, West Chicago District 33, IL
Maritza Guilamo, West 40 Intermediate Service Center No. 2, IL
Mary Lattas, CCSD#15, Palatine, IL
Bonnie Nagel, District 300, Carpentersville, IL
Guadalupe Navarro, West Chicago District 33, IL
Carla OConnor, CCSD#15, Palatine, IL
Ruth Reinl, Consultant
Robin Rivas, Milwaukee Public Schools, WI
Leslie Sandeen, Madison Metropolitan School District, WI
Allison Yount, West Chicago District 33, IL
Grades 412 Strand-Writing Workshop, April 1314, 2011, Arlington Heights, IL
Jorge Almodovar, District 300, Carpentersville, IL
Kelly Buczkiewicz, CCSD#15, Palatine, IL
Peg Christiansen, Township High School District 214, Arlington Heights, IL
Griselda Flores, Chicago Public School District 299, IL
Alma Giner-Garcia, Albuquerque Public Schools, NM
Maria Gregorio, CCSD#59, Arlington Heights, IL
Shelia Heck, Township High School District 214, Arlington Heights, IL
Greg Hansen, Albuquerque Public Schools, NM
Leticia Hernandez, Chicago Public School District 299, IL
Kari Jaeckel-Rodriguez, Evanston Township High School, IL
Tammy King, Illinois Resource Center, IL
Ben Kollasch, Middleton-Cross Plains Area School District, WI
Ruthann Lewis, Madison Metropolitan School District, WI
Hanna Martin, School District of Beloit, WI
Emily Miller, Madison Metropolitan School District, WI
Guadalupe Navarro, West Chicago District 33, IL
Kaitlin Parrett, CCSD#59, Arlington Heights, IL
Patricia Payne, Evanston Township High School, IL
Josh Torison, School District of Beloit, WI
Magali Williams, IL
WIDA continued to review the strands created by educators, and in June 2011, presented an overview
of the development process and an example expanded standards matrix to the full WIDA Consortium
Board, which was met with enthusiasm by the 26 state educational agency representatives in attendance.
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In late July 2011, the educators listed below were invited to WIDAs ofce in Madison, WI to focus on
revising the example context for language use accompanying each strand.
Example Context for Language Use Event, July 27, 2011, Madison, WI
Pamela Dorn, Madison Metropolitan School District, WI
Ben Kollasch, Middleton-Cross Plains Area School District, WI
Maureen Kuhn-Rojas, Naperville School District #203, IL
Ruthann Lewis, Madison Metropolitan School District, WI
Hanna Martin, School District of Beloit, WI
Sarah Symes, Madison Metropolitan School District, WI
Josh Torison, School District of Beloit, WI
WIDA shared drafts of the Features of Academic Language, Performance Defnitions, and three grade
levels of strands with its Standards National Advisory Panel during August 2011. In response to guiding
questions, participants gave written feedback and shared their perspectives in an interactive webinar.
Teir approval prompted WIDA to publish its full draft for public review.
Standards National Advisory Panel Interactive Webinar, August 30, 2011
Alison Bailey, Ph.D., University of California, Los Angeles
Gisela Ernst-Slavit, Ph.D., Washington State University
John Hilliard, Illinois Resource Center
Anne Katz, Ph.D., Consultant
Joanne Marino, North Carolina Department of Public Instruction
Mary Lou McCloskey, Ph.D., Educo
Mark Nigolian, Burlington School District, VT
Janet Orr, TEAL Services
Robin Rivas, Milwaukee Public Schools, WI
In September 2011, WIDA released a draft of the Features of Academic Language, strands of model
performance indicators for each grade level, and supplemental materials, including a tutorial. Educators
across the country were invited to submit an anonymous web form with overall comments about the
draft and its usefulness for language teachers and general education teachers. Additionally, surveys were
made available for educators to consider the appropriateness of the specifc elements of one strand of
model performance indicators at each grade level. After the close of the comment period in November,
this information was compiled and reviewed to inform edits and enhancements to the fnal version of this
edition. In all, over 675 grade-level surveys were submitted along with over 100 comments.
During the draft release period, the Center for Applied Linguistics also conducted a review of the
expanded matrices with a particular focus on improving the accuracy of linguistic features represented
at each profciency level and grade level. Te following WIDA project staf at CAL participated in the
review and/or the aforementioned events:
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WIDA Project Staf at the Center for Applied Linguistics, Washington, D.C.
Dorry Kenyon, Ph.D.
Abby Davis
Lakisha Dockett
Stephanie Gibson
Daniel Ginsberg
Michele Kawood
David MacGregor, Ph.D.
Jennifer Norton
Abbe Spokane
Anna Todorova
Kathryn Wolf
Following the draft review, many comments and insights from the feld were incorporated, and some
features were revised or added. At the WIDA Consortium Board meeting in June 2012, state educational
agency representatives from thirty states received near-fnal draft copies and participated in discussions
about implementing the 2012 amplifcation. Upon release of the publication, additional eforts will take
place to ensure ongoing alignment to state and national standards and engage educators in professional
development around the standards framework.
Te following WIDA staf members and consultants participated in events and/or shared their time and
expertise over the course of the project:
WIDA Staf Contributors
Meredith Alt
Alissa Blair
Tim Boals, Ph.D.
Don Bouchard
Michelle Carson
H. Gary Cook, Ph.D.
Margot Downs
Emily Evans Fanaeian
Leslie Grimm
Susana Ibarra Johnson
Maureen Keithley
Bob Kohl
Naomi Lee, Ph.D.
Todd Lundberg, Ph.D.
Rita MacDonald
Lorena Mancilla
Jesse Markow
Daniella Molle, Ph.D.
Connie North, Ph.D.
Melissa Paton
Nancy Rydberg
Amanda Spalter
Samantha Stevens
Pakou Vang
Patricia Venegas
Carsten Wilmes, Ph.D.
This publication was made possible by the tireless eforts of the following WIDA staf
members:
WIDA ELD Standards Development Team
Margo Gottlieb, Ph.D., Lead Developer
Andrea Cammilleri, Assistant Director, Educator Resources & Technology
Mariana Castro, Director of Professional Development
M. Elizabeth Cranley, Ph.D., WIDA Associate Director
Janet Trembley, Graphic Design
Tank you, everyone, for your contributions!
2012 Board of Regents of the University of Wisconsin System,
on behalf of the WIDA Consortium
www.wida.us