The WIDA English Language Development Standards
The WIDA English Development (ELD) Standards represent the social, instructional, and academic language that students need to engage with peers, educators, and the curriculum in schools.
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)
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SYLLABUS:
Our ESOL Classes will be using the National Geographic - Inside Language, Literacy, and Content Curriculum.
Students will take a placement test to determine which level of the curriculum they will be studying.
There are 6 different levels within this curriculum:
1) Inside the USA & Inside Phonics (Students who have been in the USA for less than or equal to 1 year and SLIFE)
Unit 1: Nice to Meet You
Unit 2 : Your School
Unit 3: Your School Day
Unit 4: Everything You Do
Unit 5: At Lunch
Unit 6: Information Everywhere
Unit 7: How Do You Feel?
Unit 8: Brrr! Put On Your Coat!
Unit 9: Around Town
Unit 10: All Year Long
2) Fundamentals Volume 1 - (Bee) (Students who are ACCESS Literacy Level 1.0-1.9)
Quarter 1:
Quarter 2:
Quarter 3:
Quarter 4:
Unit 8: Friend to Friend
Unit 9: Let's Celebrate
3) Fundamentals Volume 2 - (Tiger) (Students who are ACCESS Literacy Level 2.0-2.4)
Quarter 1:
Unit 1: Here to Help
Unit 2 : Make a Difference!
Quarter 2:
Unit 3: Our Living Planet
Unit 4: Past and Present
Quarter 3:
Unit 5: Tell Me More
Unit 6: Personal Best
Quarter 4:
Unit 7: This Land Is Our Land
Unit 8: Harvest Time
Unit 9: Superstars
4) Level A - (Fox) (Students who are ACCESS Literacy Level 2.5-2.9)
Quarter 1:
Unit 1: Finding Your Own Place
Unit 2 : Water for Life
Quarter 2:
Unit 3: Natural Forces
Unit 4: Creepy Classics
Quarter 3:
Unit 5: The Drive to Discover
Unit 6: Struggle for Freedom
Quarter 4:
Unit 7: Star Power
Unit 8: Art and Soul
5) Level B - (Alligator) (Students who are ACCESS Literacy Level 3.0-3.4)
Quarter 1:
Unit 1: Imagine the Possibilities
Unit 2 : Play to Your Strengths
Quarter 2:
Unit 3: A New Chapter
Unit 4: Every Body is a Winner
Quarter 3:
Unit 5: Close Encounters
Unit 6: To the Rescue
Quarter 4:
Unit 7: More Than a Game
Unit 8: Global Warnings
6) Level C - (Frog) (Students who are ACCESS Literacy Level 3.4-4.0)
Quarter 1:
Unit 1: Decision Point
Unit 2 : Stand or Fall
Quarter 2:
Unit 3: Making a Difference
Unit 4: At Home In the World
Quarter 3:
Unit 5: Our Precious World
Unit 6: Conflict and Resolution
Quarter 4:
Unit 7: Fair Is Fair
Unit 8: Food For Thought
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Click here: ESOL Standards and ELDA Performance Level Descriptors Correlation Chart
This document serves as a crosswalk between the SC English for Speakers of Other Languages (ESOL) standards and the Performance Level Descriptors for the English Language Development Assessment (ELDA) test of language proficiency which is the statewide assessment of English language proficiency (ELP) administered in South Carolina. This crosswalk is intended for use by both ESOL and mainstream teachers to offer additional guidance in the instruction of English language learners (ELLs) in the state’s public schools. This document is designed to assist teachers with using the SC ESOL standards and ELDA Performance Descriptors as a tool to better make instructional decisions as they work to accommodate their ELLs, differentiate and modify instruction, and ultimately move LEP students more rapidly toward English proficiency.
The ESOL standards have been developed by the State Department of Education with the assistance of ESOL teachers throughout South Carolina and are based on the standards used to develop the ELDA assessment of English proficiency developed by the ELDA State Collaborative on Assessment and Student Standards (SCASS). The central objective of these standards is that our ELLs become proficient in English in all four language domains: listening, speaking, reading, and writing. It is important for both ESOL and mainstream educators who teach ELLs to remember that these are not stand-alone standards but are aligned with the achievement of the challenging state academic content and student academic standards and are designed to be used in conjunction with the regular grade-appropriate content standards.
The ELDA Performance Level Descriptors (PLDs) and ELDA test of ELP were developed by a consortium of states in a rigorous process, ensuring credible assessments. Experts in second-language acquisition, including linguists and early childhood specialists, were engaged in the conception and advised throughout the development process of the ELDA test and PLDs. The ELDA Performance Level Descriptors give an overview of what a child should be able to do linguistically at each proficiency level in the four language domains. The ESOL standards, indicators within each of the four language domains, and ELDA Performance Level Descriptors generally reflect a progression from the easiest to the most difficult tasks for ELLs; however, this arrangement should be regarded as a framework for the levels of English mastery rather than the order in which tasks should be taught.
The teacher’s ordering of tasks will depend upon such factors as the amount of formal education that individual students have had in their native language, the English skills that they have already acquired, their age, and their grade level. It is also important to note that students can be working at different levels of ELP within the four language domains and that both the ESOL standards and the Performance Level Descriptors should be used in conjunction according to where individual students are working within the four language domains. Also, note that while this document serves as a general guide to how the ELP Levels within the PLDs correlates to ESOL Standards, final decisions about how to best accommodate ELLs should be based on individual student needs.