Alignment of the World-Class Instructional Design and Assessment (WIDA) Standards for learning English as a Second Language (ESL), with the Common Core State Standards (CCSS): ENGLISH LANGUAGE ARTS STANDARDS

NEWARK PUBLIC SCHOOLS

2 CEDAR STREET

NEWARK, NEW JERSEY 07102

OFFICE OF BILINGUAL EDUCATION

Alignment of the World-Class Instructional Design and Assessment (WIDA) Standards

For Learning English as a Second Language (ESL)

With the Common Core State Standards (CCSS)

ENGLISH LANGUAGE ARTS STANDARDS

WIDA GRADE LEVEL CLUSTER:

  • 9 - 12

WIDA STANDARDS:

  • Standard 1: English language learners communicate for SOCIAL AND INSTRUCTIONAL purposes within the school setting (SIL)
  • Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS (LoLA)
  • Standard 3: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS (LoMA)
  • Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE (LoS)
  • Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES (LoSS)

WIDA LANGUAGE DOMAINS:

  • Listening ─ process, understand, interpret, and evaluate spoken language in a variety of situations
  • Speaking ─ engage in oral communication in a variety of situations for a variety of purposes and audiences
  • Reading ─ process, interpret, and evaluate written language, symbols, and text with understanding and fluency
  • Writing ─ engage in written communication in a variety of forms for a variety of purposes and audiences

English Language Arts Standards » Home » English Language Arts Standards for:

  • Reading: Literature & Informational Text
  • Writing
  • Speaking and Listening
  • Language

English Language Arts Standards

» Speaking & Listening »

Grades 9-10 & Grades 11-12

Features of Academic Language and Performance Definitions

Common Core State Standards / WIDA Standards
English Language Arts Standards » Speaking & Listening »
Grade 9-10 & Grade 11-12 / Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS (LoLA)
Comprehension and Collaboration
·  CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. / Listening ─ process, understand, interpret, and evaluate spoken language in a variety of situations
Speaking ─ engage in oral communication in a variety of situations for a variety of purposes and audiences
o 
o  CCSS.ELA-Literacy.SL.9-10.1a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
o  CCSS.ELA-Literacy.SL.9-10.1b Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.11-12.1a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
o  CCSS.ELA-Literacy.SL.11-12.1b Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
· 
DOMAIN: Listening ESL I (L1 & L2) / ESL II (L2 & L3) / ESL III (L3 & L4) / ESL IV (L4 & L5)
L1 Entering / L2 Beginning / L3 Developing / L4 Expanding / L5 Bridging
·  Point to or show basic
parts, components, features, characteristics, and properties of objects, organisms, or persons named orally
• Match everyday oral information to pictures, diagrams, or photographs
• Group visuals by common traits named orally
• Identify resources, places, products, figures from oral statements, and visuals / • Match or classify oral
descriptions to real-life
experiences or visually represented, content-related examples
• Sort oral language
statements according to
time frames
• Sequence visuals according to oral directions / • Evaluate information
in social and academic
conversations
• Distinguish main ideas from supporting points in oral, content-related discourse
• Use learning strategies
described orally
• Categorize content-based examples described orally / • Distinguish between
multiple meanings of oral words or phrases in social and academic contexts
• Analyze content-related tasks or assignments based on oral discourse
• Categorize examples of genres read aloud
• Compare traits based on Visuals/ oral descriptions using specific and some technical language / • Interpret cause and effect scenarios from oral discourse
• Make inferences from oral discourse containing satire, sarcasm, or humor
• Identify and react to subtle
differences in speech and
register (e.g., hyperbole,
satire, comedy)
• Evaluate intent of speech
and act accordingly
DOMAIN: Speaking ESL I (L1 & L2) / ESL II (L2 & L3) / ESL III (L3 & L4) / ESL IV (L4 & L5)
• Answer yes/no or choice
questions within context
of lessons or personal
experiences
• Provide identifying
information about self
• Name everyday objects and pre-taught vocabulary
• Repeat words, short phrases memorized chunks of language / • Describe persons, places,
events, or objects
• Ask WH- questions to
clarify meaning
• Give features of content based material
• Characterize issues,
situations, regions shown in illustrations / • Suggest ways to resolve issues or pose solutions
• Compare/contrast features, traits, characteristics using general and some specific language
• Sequence processes, cycles, procedures, events
• Conduct interviews or gather information through oral interaction
• Estimate, make predictions or pose hypotheses from models / • Take a stance and use evidence to defend it
• Explain content-related issues and concepts
• Compare and contrast points of view
• Analyze and share pros and cons of choices
• Use and respond to gossip, slang, and idiomatic expressions
• Use speaking strategies / • Interpret cause and effect scenarios from oral discourse
• Make inferences from oral discourse containing satire, sarcasm, or humor
• Identify and react to subtle
differences in speech and
register (e.g., hyperbole,
satire, comedy)
• Evaluate intent of speech
and act accordingly

Features of Academic Language and Performance Definitions

Common Core State Standards / WIDA Standards
English Language Arts Standards » Speaking & Listening »
Grade 9-10 & Grade 11-12 / Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS (LoLA)
Comprehension and Collaboration
CCSS.ELA-Literacy.SL.9-10.1c Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. / Listening ─ process, understand, interpret, and evaluate spoken language in a variety of situations
Speaking ─ engage in oral communication in a variety of situations for a variety of purposes and audiences
· 
o  CCSS.ELA-Literacy.SL.9-10.1d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented
·  CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
·  CCSS.ELA-Literacy.SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
o  CCSS.ELA-Literacy.SL.11-12.1c Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
o  CCSS.ELA-Literacy.SL.11-12.1d Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
·  CCSS.ELA-Literacy.SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
·  CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
DOMAIN: Listening ESL I (L1 & L2) / ESL II (L2 & L3) / ESL III (L3 & L4) / ESL IV (L4 & L5)
L1 Entering / L2 Beginning / L3 Developing / L4 Expanding / L5 Bridging
·  Point to or show basic
parts, components, features, characteristics, and properties of objects, organisms, or persons named orally
• Match everyday oral information to pictures, diagrams, or photographs
• Group visuals by common traits named orally
• Identify resources, places, products, figures from oral statements, and visuals / • Match or classify oral
descriptions to real-life
experiences or visually represented, content-related examples
• Sort oral language
statements according to
time frames
• Sequence visuals according to oral directions / • Evaluate information
in social and academic
conversations
• Distinguish main ideas from supporting points in oral, content-related discourse
• Use learning strategies
described orally
• Categorize content-based examples described orally / • Distinguish between
multiple meanings of oral words or phrases in social and academic contexts
• Analyze content-related tasks or assignments based on oral discourse
• Categorize examples of genres read aloud
• Compare traits based on Visuals/ oral descriptions using specific and some technical language / • Interpret cause and effect scenarios from oral discourse
• Make inferences from oral discourse containing satire, sarcasm, or humor
• Identify and react to subtle
differences in speech and
register (e.g., hyperbole,
satire, comedy)
• Evaluate intent of speech
and act accordingly
DOMAIN: Speaking ESL I (L1 & L2) / ESL II (L2 & L3) / ESL III (L3 & L4) / ESL IV (L4 & L5)
• Answer yes/no or choice
questions within context
of lessons or personal
experiences
• Provide identifying
information about self
• Name everyday objects and pre-taught vocabulary
• Repeat words, short phrases memorized chunks of language / • Describe persons, places,
events, or objects
• Ask WH- questions to
clarify meaning
• Give features of content based material
• Characterize issues,
situations, regions shown in illustrations / • Suggest ways to resolve issues or pose solutions
• Compare/contrast features, traits, characteristics using general and some specific language
• Sequence processes, cycles, procedures, events
• Conduct interviews or gather information through oral interaction
• Estimate, make predictions or pose hypotheses from models / • Take a stance and use evidence to defend it
• Explain content-related issues and concepts
• Compare and contrast points of view
• Analyze and share pros and cons of choices
• Use and respond to gossip, slang, and idiomatic expressions
• Use speaking strategies / • Interpret cause and effect scenarios from oral discourse
• Make inferences from oral discourse containing satire, sarcasm, or humor
• Identify and react to subtle
differences in speech and
register (e.g., hyperbole,
satire, comedy)
• Evaluate intent of speech
and act accordingly

Features of Academic Language and Performance Definitions

Common Core State Standards / WIDA Standards
English Language Arts Standards » Speaking & Listening »
Grade 9-10 & Grade 11-12 / Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS (LoLA)
Presentation of Knowledge and Ideas
CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. / Listening ─ process, understand, interpret, and evaluate spoken language in a variety of situations
Speaking ─ engage in oral communication in a variety of situations for a variety of purposes and audiences
· 
CCSS.ELA-Literacy.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
CCSS.ELA-Literacy.SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 here for specific expectations.)
·  CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
·  CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
CCSS.ELA-Literacy.SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 here for specific expectations.)
DOMAIN: Listening ESL I (L1 & L2) / ESL II (L2 & L3) / ESL III (L3 & L4) / ESL IV (L4 & L5)
L1 Entering / L2 Beginning / L3 Developing / L4 Expanding / L5 Bridging
·  Point to or show basic
parts, components, features, characteristics, and properties of objects, organisms, or persons named orally
• Match everyday oral information to pictures, diagrams, or photographs
• Group visuals by common traits named orally
• Identify resources, places, products, figures from oral statements, and visuals / • Match or classify oral
descriptions to real-life
experiences or visually represented, content-related examples
• Sort oral language
statements according to
time frames
• Sequence visuals according to oral directions / • Evaluate information
in social and academic
conversations
• Distinguish main ideas from supporting points in oral, content-related discourse
• Use learning strategies
described orally
• Categorize content-based examples described orally / • Distinguish between
multiple meanings of oral words or phrases in social and academic contexts
• Analyze content-related tasks or assignments based on oral discourse
• Categorize examples of genres read aloud
• Compare traits based on Visuals/ oral descriptions using specific and some technical language / • Interpret cause and effect scenarios from oral discourse
• Make inferences from oral discourse containing satire, sarcasm, or humor
• Identify and react to subtle
differences in speech and
register (e.g., hyperbole,
satire, comedy)
• Evaluate intent of speech
and act accordingly
DOMAIN: Speaking ESL I (L1 & L2) / ESL II (L2 & L3) / ESL III (L3 & L4) / ESL IV (L4 & L5)
• Answer yes/no or choice
questions within context
of lessons or personal
experiences
• Provide identifying
information about self
• Name everyday objects and pre-taught vocabulary
• Repeat words, short phrases memorized chunks of language / • Describe persons, places,
events, or objects
• Ask WH- questions to
clarify meaning
• Give features of content based material
• Characterize issues,
situations, regions shown in illustrations / • Suggest ways to resolve issues or pose solutions
• Compare/contrast features, traits, characteristics using general and some specific language
• Sequence processes, cycles, procedures, events
• Conduct interviews or gather information through oral interaction
• Estimate, make predictions or pose hypotheses from models / • Take a stance and use evidence to defend it
• Explain content-related issues and concepts
• Compare and contrast points of view
• Analyze and share pros and cons of choices
• Use and respond to gossip, slang, and idiomatic expressions
• Use speaking strategies / • Interpret cause and effect scenarios from oral discourse
• Make inferences from oral discourse containing satire, sarcasm, or humor
• Identify and react to subtle
differences in speech and
register (e.g., hyperbole,
satire, comedy)
• Evaluate intent of speech
and act accordingly

English Language Arts Standards