English/WIDA 

Elementary Language Arts Standards

Middle School English/Reading Standards

High School English Standards 

Nevada are stand-alone instructional resource documents that can be used by all content teachers to implement cross content and foundational best practices for multilingual learners and other diverse populations within their instructional planning and application. 

The Nevada English Language Development Standards Framework for Developing the Language of Language Arts document is structured the same as all other Nevada English Language Development Standards Framework documents for math, science, and social studies. Beginning with pages 1–4, each content area includes the Section 1 Overview, a listing of Section 2 and 3 components, and a chart describing the Key Uses of Academic Language. 

ELD Standards Framework  

Subtle but in the end of the lesson why are droves of people coming across our board? Teach the kids there are food inequalities so we should open our borders to the hungry. A youth traveling by herself across the border. 

During the current unit, Ms. Robertson is guiding her students to explore the immigration experience through reading both literature (including narratives and poetry) and informational texts, as well as viewing documentaries and other multimedia, such as Ted Talks and scenes from films. One of her goals is for students to begin to think critically about immigration experiences and their effects on individuals and families. The unit includes a book study of The Distance Between Us: Young Readers Edition by Reyna Grande (2016). Grande’s book, a memoir, is about her experiences living in Mexico—in poverty and without her parents for much of the time—and traveling across the border to start a new life in the United States. 

Ms. Robertson notes that there are several instances in The Distance Between Us where Grande conveys a causal relationship though verbs and verb phrases rather than through causal connective words (e.g., In countries with extreme poverty and limited opportunities, many parents are forced to leave their children behind to go to a place where they can find a better life.), and she is considering this as a next step for the group she worked with today. 

More disturbing is the where the content is coming from:

References 

California Department of Education. (2014). Chapter 7: Content and pedagogy: Grades nine through twelve: Vignette 7.3. Reading, analyzing, and discussing complex texts in American literature, integrated ELA/literacy, ELD, and history in Grade eleven. In English Language Arts/English Language Development Framework for California Public Schools Kindergarten Through Grade Twelve (pp. 792–803). https://www.cde.ca.gov/ci/ rl/cf/documents/elaeldfwchapter7.pdf 

California Department of Education. (2014). Chapter 7: Content and pedagogy: Grades nine through twelve: Vignette 7.4. Unpacking sentences and nominalization in complex history texts, designated ELD instruction in grade eleven. In English Language Arts/ English Language Development Framework for California Public Schools Kindergarten Through Grade Twelve (pp. 803–811). https://www.cde.ca.gov/ci/rl/cf/documents/elaeldfwchapter7.pdf 

WIDA is the assessment for English Language Learners

This issue is in the mission statement calling students learning English in our classrooms to become social justice warriors against America. 

Equity of Opportunity and Access WIDA’s philosophy is rooted in equity and a commitment to supporting high-quality education for multilingual learners. This support for educational excellence is evident in WIDA’s vision, mission, and values—innovation, service, the Can Do Philosophy, collaboration, and social justice. As a WIDA value, social justice includes creating positive change, challenging discriminatory actions (i.e., in terms of language, culture, and race), and promoting equity to improve the education of multilingual children, youth, and families. 

Example from Key uses of Academic Language:

Subtle but part of the standards used in the classroom:

Paraphrasing, summarizing, compare, connect ideas using supporting ideas, persuading, responding to evidence, recognize demonstrate awareness of personal bias 

Lesson Example:

Reverend Martin Luther King, “...as the architects of our Republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note.  This note was a promise that all men would be guaranteed the unalienable rights of life, liberty and the pursuit of happiness.  It is obvious today that America has defaulted on this promissory note, insofar as her citizens of color are concerned.  Instead of honoring this sacred obligation, America has given the Negro people a bad check.  A check which has come back marked insufficient funds.”  

Today's standards for English language learners are a Legacy of Reverend Martin Luther King. It's a gift from the great civil rights leader to the nation's newcomers and children of immigrants. Today there are over ten million children in school who grow up in homes speaking languages other than English.  These students have equal rights and opportunities of education, the same as for native speakers of English.  In other words, they have the freedom to learn and the freedom to talk. 

References

Grant, C. A. (2012). Cultivating flourishing lives: A robust social justice vision of education. American Education Research Journal, 49(5), 910–934. 

García, O. (2009). Education, multilingualism, and translanguaging in the 21st century. In A. Mohanty, M. Panda, R. Phillipson, & T. Skutnabb-Kangas (Eds.), Multilingual education for social justice: Globalising the local (pp. 128–145). Orient Blackswan.

WIDA English Language Development Standards