WiDA
The English Language Proficiency Standards
1) Social and Instructional Language: English language learners communicate for Social and Instructional purposes within the school setting.
2) The language of Language Arts: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
3) The language of Mathematics: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics.
4) The language of Science: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science.
5) The language of Social Studies: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.
The Language Domains
Each of the five language proficiency standards encompass four language domains that define how ELLs process and use language.
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, understand, interpret, and evaluate written language, symbols and text with understanding and fluency.
Writing:engage in written communication in a variety of situations for a variety of purposes and audiences.
The Language Proficiency Levels
The five language proficiency levels outline the progression of language development in the acquisition of English.
6-Reaching
5- Bridging
4-Expanding
3-Developing
2-Beginning/Emerging
1-Entering
Performance Definitions
6-Reaching
specialized or technical language reflective of the content areas at grade level
a variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specified grade level
oral or written communication in English comparable to English-proficient peers
5-Bridging
specialized or technical language of content areas
a variety of sentences lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays or reports
oral or written language approaching comparability to that of English-proficient peers when presented with grade level material
4-Expanding
specific and some technical language of the content areas
a variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences or paragraphs
oral or written language with minimal phonological, syntactic or semantic errors that do not impede the overall meaning of the communication when presented with oral or written connected discourse with sensory, graphic or interactive support
3-Developing
general and some specific language of the content areas
expanded sentences in oral interaction or written paragraphs
oral or written language with phonological, syntactic or semantic errors that may impede the communication, but retain much of its meaning, when presented with oral or written, narrative or expository descriptions with sensory, graphic or interactive support
2-Beginning/Emerging
general language related to the content areas
phrases or short sentences
oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of the communication when presented with one-to multiple-step commands, directions, questions, or a series of statements with sensory, graphic or interactive support.
1-Entering
pictorial or graphic representations of the language of the content areas
words, phrases or chunks of language when presented with one-step commands, directions, WH-, choice or yes/no questions, or statements with sensory, graphic or interactive support
oral language with phonological, syntactic, or semantic errors that often impede meaning when presented with basic oral commands, direct questions, or simple statements with sensory, graphic or interactive support