{"CFDocument":{"identifier":"97c883b4-8590-454f-b222-f28298ec9a81","uri":"https://standards.wida.us/uri/97c883b4-8590-454f-b222-f28298ec9a81","creator":"WIDA","title":"WIDA English Language Development Standards Framework, 2020 Edition","lastChangeDateTime":"2025-12-16T14:05:15+00:00","officialSourceURL":"https://wida.wisc.edu/teach/standards/eld/2020","publisher":"Board of Regents of the University of Wisconsin","description":"This is a tool for exploring the WIDA English Language Development (ELD) Standards Framework. Explore by ELD Standards Statement and grade-level cluster, or by Key Language Use and communication mode. Explore Proficiency Level Descriptors (PLDs) by grade-level cluster and communication mode.","subject":["English Language Development"],"language":"en","adoptionStatus":"Adopted","statusStartDate":"2021-06-01","notes":"Suggested citation: WIDA. (2020). WIDA English language development standards framework, 2020 edition: Kindergarten\u2013grade 12. Board of Regents of the University of Wisconsin System."},"CFItems":[{"identifier":"891c27bf-2689-48c7-b476-70625a007788","uri":"https://standards.wida.us/uri/891c27bf-2689-48c7-b476-70625a007788","fullStatement":"Kindergarten","humanCodingScheme":"PLD.K","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-20T16:46:30+00:00"},{"identifier":"a9269b89-9e6b-4836-9663-8034821175c3","uri":"https://standards.wida.us/uri/a9269b89-9e6b-4836-9663-8034821175c3","fullStatement":"Grade 1","humanCodingScheme":"PLD.1","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-20T16:46:38+00:00"},{"identifier":"ba686ba2-05e7-4c91-8db6-7b55bb660a99","uri":"https://standards.wida.us/uri/ba686ba2-05e7-4c91-8db6-7b55bb660a99","fullStatement":"Language Expectations by WIDA ELD Standard Statements and Grade-Level Cluster","notes":"To support all multilingual learners at all language proficiency levels during content area instruction and assessment, explore the Language Expectations by ELD Standard Statement and Grade-Level Cluster.\n\nWIDA's five **ELD Standards Statements** are more conceptual in nature, emphasizing the importance of content-based language learning in English Language Arts (ELA), mathematics, science, and social studies. The 2020 ELD Standards Framework reinforces the original intent of the five Standards Statements and employ new abbreviations to emphasize the use of language *for* thinking and acting in the world.\n\n**Bolding** has been added to wording within the Language Expectations to indicate what changes as the grade-level cluster increases.","language":"eng","educationLevel":["KG","01","02","03","04","05","06","07","08","09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T15:00:36+00:00"},{"identifier":"b260f90e-de59-4c32-83c0-023d6254333e","uri":"https://standards.wida.us/uri/b260f90e-de59-4c32-83c0-023d6254333e","fullStatement":"ELD Standard 1: Language for Social and Instructional Purposes","notes":"**English Language Development Standard 1: English language learners communicate for Social and Instructional purposes within the school setting.**\n\nELD Standard 1 Language Expectations are presented in two wide-ranging spans: Grades K-3 (primary and early elementary school) and Grades 4-12 (upper elementary school and beyond).\n\nELD Standard 1 Language Expectations (and Language Functions) can be readily interwoven or paired with those in ELD Standards 2-5 (Language for Language Arts, Mathematics, Science, and Social Studies) since students use include social language, approximations, and translanguaging as a natural part of academic discussions and explorations.","language":"eng","educationLevel":["KG","01","02","03","04","05","06","07","08","09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-03T16:23:11+00:00"},{"identifier":"dcc89279-b756-467d-a64f-abb7e112abbb","uri":"https://standards.wida.us/uri/dcc89279-b756-467d-a64f-abb7e112abbb","fullStatement":"ELD Standard 2: Language for Language Arts","notes":"English Language Development Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts.","language":"eng","educationLevel":["KG","01","02","03","04","05","06","07","08","09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-03-29T22:18:05+00:00"},{"identifier":"3e3a5805-2bd6-40b2-93da-289de4a984dd","uri":"https://standards.wida.us/uri/3e3a5805-2bd6-40b2-93da-289de4a984dd","fullStatement":"ELD Standard 3: Language for Mathematics","notes":"English Language Development Standard 3: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics","language":"eng","educationLevel":["KG","01","02","03","04","05","06","07","08","09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-03-29T22:18:15+00:00"},{"identifier":"d6dca239-3daf-45fb-8c2d-3a1f6a696d51","uri":"https://standards.wida.us/uri/d6dca239-3daf-45fb-8c2d-3a1f6a696d51","fullStatement":"ELD Standard 4: Language for Science","notes":"English Language Development Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Science.","language":"eng","educationLevel":["KG","01","02","03","04","05","06","07","08","09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-03-29T22:18:24+00:00"},{"identifier":"b8841135-4a8c-48cd-8e84-adff7d07e58d","uri":"https://standards.wida.us/uri/b8841135-4a8c-48cd-8e84-adff7d07e58d","fullStatement":"ELD Standard 5: Language for Social Studies","notes":"English Language Development Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies.","language":"eng","educationLevel":["KG","01","02","03","04","05","06","07","08","09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-03-29T22:18:37+00:00"},{"identifier":"5ba78c52-7a09-4a32-a11f-6990da0a82cf","uri":"https://standards.wida.us/uri/5ba78c52-7a09-4a32-a11f-6990da0a82cf","fullStatement":"Grades 2-3","humanCodingScheme":"PLD.2-3","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T15:07:41+00:00"},{"identifier":"95d012b2-ddf3-4287-b180-636c616a55da","uri":"https://standards.wida.us/uri/95d012b2-ddf3-4287-b180-636c616a55da","fullStatement":"Grades 4-5","humanCodingScheme":"PLD.4-5","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-20T16:46:51+00:00"},{"identifier":"bd674acc-821b-44ec-901e-4548ec6896d2","uri":"https://standards.wida.us/uri/bd674acc-821b-44ec-901e-4548ec6896d2","fullStatement":"Grades 6-8","humanCodingScheme":"PLD.6-8","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-20T16:46:58+00:00"},{"identifier":"9a26e41c-9154-46f0-b09d-ad74d11f7f6d","uri":"https://standards.wida.us/uri/9a26e41c-9154-46f0-b09d-ad74d11f7f6d","fullStatement":"Grades 9-12","humanCodingScheme":"PLD.9-12","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-18T22:56:13+00:00"},{"identifier":"accc72b3-1e3a-4822-9908-669c382b2822","uri":"https://standards.wida.us/uri/accc72b3-1e3a-4822-9908-669c382b2822","fullStatement":"Multilingual learners will\u2026\n* Share ideas about one's own and others' lived experiences and previous learning\n* Connect stories with images and representations to add meaning\n* Ask questions about what others have shared\n* Recount and restate ideas\n* Discuss how stories might end or next steps","humanCodingScheme":"ELD-SI.K-3.Narrate","language":"eng","educationLevel":["KG","01","02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-02T17:12:29+00:00"},{"identifier":"02f34f50-2394-4aa5-a453-3907a2e2d9f3","uri":"https://standards.wida.us/uri/02f34f50-2394-4aa5-a453-3907a2e2d9f3","fullStatement":"Multilingual learners will\u2026\n* Define and classify objects or concepts\n* Describe characteristics, patterns, or behavior\n* Describe parts and wholes\n* Sort, clarify, and summarize ideas\n* Summarize information from interaction with others and from learning experiences\n","humanCodingScheme":"ELD-SI.K-3.Inform","language":"eng","educationLevel":["KG","01","02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-02T17:12:29+00:00"},{"identifier":"6c5fff3a-c798-4671-a227-c89a994497a6","uri":"https://standards.wida.us/uri/6c5fff3a-c798-4671-a227-c89a994497a6","fullStatement":"Multilingual learners will\u2026\n* Share initial thinking with others\n* Follow and describe cycles in diagrams, steps in procedures, or causes and effects\n* Compare and contrast objects or concepts\n* Offer ideas and suggestions\n* Act on feedback to revise understandings of how or why something works\n","humanCodingScheme":"ELD-SI.K-3.Explain","language":"eng","educationLevel":["KG","01","02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-02T17:12:29+00:00"},{"identifier":"37d4fc94-a76c-4f6a-8574-dcfd168b851c","uri":"https://standards.wida.us/uri/37d4fc94-a76c-4f6a-8574-dcfd168b851c","fullStatement":"Multilingual learners will\u2026\n* Ask questions about others\u2019 opinions\n* Support own opinions with reasons\n* Clarify and elaborate ideas based on feedback\n* Defend change in one\u2019s own thinking\n* Revise one\u2019s own opinions based on new information","humanCodingScheme":"ELD-SI.K-3.Argue","language":"eng","educationLevel":["KG","01","02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-02T17:12:29+00:00"},{"identifier":"f8c8d74e-6ec5-41e8-ae57-7611993b4c35","uri":"https://standards.wida.us/uri/f8c8d74e-6ec5-41e8-ae57-7611993b4c35","fullStatement":"Multilingual learners will interpret language arts narratives (with prompting and support) by\n* Identifying key details\n* Identifying characters, settings, and major events\n* Asking and answering questions about unknown words in a text","humanCodingScheme":"ELD-LA.K.Narrate.Interpretive","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:27:44+00:00"},{"identifier":"d793f5d7-265d-4763-86ba-64f7463cd9b7","uri":"https://standards.wida.us/uri/d793f5d7-265d-4763-86ba-64f7463cd9b7","fullStatement":"Multilingual learners will construct language arts narratives (with prompting and support) that\n* Orient audience to story\n* Describe story events","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-LA.K.Narrate.Expressive","notes":"**Language Functions and Associated Language Features**\n\nOrient audience to story through\u2026\n* Pictures, words, title, simple statements, or common story expressions to introduce context [DISCOURSE]\n* Noun groups to state who or what the story is about *(tall man, baby bear)*\t[WORD/PHRASE]\n* Prepositional phrases to specify location and time *(at Grandma\u2019s house, by the river; in the winter, at night)*\t[WORD/PHRASE]\n\nDescribe story events through\u2026\n*  Connectors to establish sequence *(then, after, and)* [DISCOURSE]\n*  Pronouns and renaming to reference a character across the text *(the girl=she=Nancy)*\t[DISCOURSE]\n*  Verbs to describe character actions *(jumped), feelings (was sad), behaviors (eating)* [SENTENCE] [WORD/PHRASE]","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-03T03:47:00+00:00"},{"identifier":"6926251f-b6b4-44e3-ab91-442a5e2ac9e6","uri":"https://standards.wida.us/uri/6926251f-b6b4-44e3-ab91-442a5e2ac9e6","fullStatement":"Multilingual learners will interpret informational texts in language arts (with prompting and support) by\n* Identifying main topic and key details\n* Asking and answering questions about descriptions of familiar attributes and characteristics\n* Identifying word choices in relation to topic content area","humanCodingScheme":"ELD-LA.K.Inform.Interpretive","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:27:44+00:00"},{"identifier":"6d10fa34-3134-4141-ab26-db40ec81eff7","uri":"https://standards.wida.us/uri/6d10fa34-3134-4141-ab26-db40ec81eff7","fullStatement":"Multilingual learners will construct informational texts in language arts (with prompting and support) that\n* Introduce topic for audience\n* Describe details and facts","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-LA.K.Inform.Expressive","notes":"**Language Functions and Associated Language Features**\n\nIntroduce topic for audience through\u2026\n* Oral recounting to share information *(The farmers grow food.)*[DISCOURSE]\n* Pictures, words, title to identify topic [DISCOURSE] [WORD/PHRASE]\n* Pronouns to reference entity *(farmers=they)*  [DISCOURSE] [WORD/PHRASE]\n\nDescribe details and facts through\u2026\n* Visuals *(labeled drawings)* to support information\t[DISCOURSE]\n[WORD/PHRASE]\n* Verbs to label actions *(farming)* [DISCOURSE]\n[SENTENCE]\n*Prepositional phrases to tell about where *(on the farm, in the trees)* \t[DISCOURSE]\t[WORD/PHRASE]\n* Nouns to label visuals *(fruit, oranges)*\t[WORD/PHRASE]","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-03T03:45:24+00:00"},{"identifier":"96d9c265-097e-4ccb-b63b-e2755998bf93","uri":"https://standards.wida.us/uri/96d9c265-097e-4ccb-b63b-e2755998bf93","fullStatement":"Multilingual learners will interpret scientific informational texts by\n* Determining what text is about\n* Defining or classifying a concept or entity","humanCodingScheme":"ELD-SC.K.Inform.Interpretive","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:29:17+00:00"},{"identifier":"272e29d6-4408-4a8a-8d3d-f4bbed6f77c6","uri":"https://standards.wida.us/uri/272e29d6-4408-4a8a-8d3d-f4bbed6f77c6","fullStatement":"Multilingual learners will construct scientific informational texts that\n* Introduce others to a topic or entity\n* Provide details about an entity","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-SC.K.Inform.Expressive","notes":"**Language Functions and Associated Language Features**\n\nIntroduce others to a topic or entity through\u2026\n* Generalized nouns to identify class of things *(pollinators, insects)*[DISCOURSE] [WORD/PHRASE]\n* Pronouns *(it, they)* to reference entity or idea *(insects=they)* (demonstratives identify that this is a plant) [DISCOURSE]\n* Pictures, words, drawings to introduce others to the topic [DISCOURSE]\n[WORD/PHRASE]\n* Oral recounting to share information *(The butterflies fly for a really long time.)* [DISCOURSE]\n\nProvide details about an entity through\u2026\n* Adjectives to add details *(red and black wings)* [DISCOURSE]\n[WORD/PHRASE]\n* Verbs to label actions *(fly, grow, eat)* [SENTENCE]\n[WORD/PHRASE]\n* Simple sentences to describe the phenomenon (A feather floats.)\t[SENTENCE]\n* Relating verbs *(be, have)* to define entity (Butterflies are pollinators. Butterflies have antennae.)* [SENTENCE]\n[WORD/PHRASE]\n* Prepositional phrases to tell about where *(in the trees, on the flowers, next to, above, below)* [WORD/PHRASE]\n* Pictures, labeled drawings, words to categorize, compare, and contrast information *(moths=night, butterflies=day)* [WORD/PHRASE]","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-03T04:06:10+00:00"},{"identifier":"64403399-38a8-42ae-bf07-85c87c3eb958","uri":"https://standards.wida.us/uri/64403399-38a8-42ae-bf07-85c87c3eb958","fullStatement":"Multilingual learners will interpret scientific explanations by\n* Defining investigable questions or simple design problems based on observations and data about a phenomenon\n* Using information from observations to find patterns and to explain how or why a phenomenon occurs","humanCodingScheme":"ELD-SC.K.Explain.Interpretive","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:29:42+00:00"},{"identifier":"675aee0d-3a58-43c9-bb5e-0adaae1a8a44","uri":"https://standards.wida.us/uri/675aee0d-3a58-43c9-bb5e-0adaae1a8a44","fullStatement":"Multilingual learners will construct scientific explanations that\n* Describe information from observations about a phenomenon\n* Relate how a series of events causes something to happen\n* Compare multiple solutions to a problem","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-SC.K.Explain.Expressive","notes":"**Language Functions and Associated Language Features**\n\nDescribe information from observations about a phenomenon through\u2026\n* Single words to identify context *(floating, sinking)* [WORD/PHRASE]\n* Relating verbs *(have, be)* to state relationships or attributes SENTENCE] [WORD/PHRASE]\n* Pictures, diagrams, to add information or illustrate phenomenon [WORD/PHRASE]\n\nRelate how a series of events causes something to happen through\u2026\n* Nouns to represent concepts *(investigation)* [DISCOURSE] [WORD/PHRASE]\n* Cohesion to reference ideas, people across text, including pronouns, articles, demonstratives *(it, a, the, this, that)* [DISCOURSE]\n* Simple sentences to describe the phenomenon *(A feather floats.)*  [SENTENCE]\n* Causal connectors to combine ideas into logical relationships *(so, because, when/then)* [SENTENCE]\n* Connectors to link or compare observations *(Paper floats but rocks sink.)* \t[DISCOURSE]\n\nCompare multiple solutions to a problem through\u2026\n* Simple statements to represent conclusions *(Heavy things float.)* [SENTENCE]","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-04T00:47:31+00:00"},{"identifier":"6686eb39-e608-469b-ba8a-15ff2bcd02f2","uri":"https://standards.wida.us/uri/6686eb39-e608-469b-ba8a-15ff2bcd02f2","fullStatement":"Multilingual learners will interpret informational texts in social studies by\n* Determining topic associated with a compelling or supporting question\n* Defining attributes and characteristics in relevant information","humanCodingScheme":"ELD-SS.K.Inform.Interpretive","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:27:44+00:00"},{"identifier":"97368a5b-be68-41f9-81bf-9b022835d56f","uri":"https://standards.wida.us/uri/97368a5b-be68-41f9-81bf-9b022835d56f","fullStatement":"Multilingual learners will construct informational texts in social studies that\n* Introduce topic associated with a compelling or supporting question\n* Provide a detail about relevant information","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-SS.K.Inform.Expressive","notes":"**Language Functions and Associated Language Features**\n\nIntroduce topic associated with a compelling or supporting questions through\u2026\n* Pictures, words, title to identify topic or concept *(My Neighborhood, Activities)* [DISCOURSE]\n* Visuals *(labeled drawings, diagrams)* to share information about topic attributes [DISCOURSE]\n[WORD/PHRASE]\n\nProvide a detail about relevant information through\u2026\n* Nouns to label visuals or cultural items *(family members, weather words, food, events)* [DISCOURSE]\n[WORD/PHRASE]\n* Adjectives to add description to labeled nouns and simple sentences *(It is a sunny day.)* [DISCOURSE]\n[WORD/PHRASE]\n* Verbs to label actions and activities *(dancing, cooking)* [SENTENCE] [WORD/PHRASE]\n* Prepositional phrases to tell about location (on the block, in the house, next to the store, at Grandma\u2019s house, on the bus) [DISCOURSE] [WORD/PHRASE]","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-04T00:51:27+00:00"},{"identifier":"44f7239f-66f2-4e90-bc56-d13142b37a00","uri":"https://standards.wida.us/uri/44f7239f-66f2-4e90-bc56-d13142b37a00","fullStatement":"Multilingual learners will interpret language arts narratives by\n* Identifying a __central__ message from key details\n* Identifying how character __attributes and actions contribute to an event__\n* __Identifying words and phrases that suggest feelings or appeal to the senses__","humanCodingScheme":"ELD-LA.1.Narrate.Interpretive","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:36:20+00:00"},{"identifier":"a9cbb6ae-0c50-4db4-8640-801976549896","uri":"https://standards.wida.us/uri/a9cbb6ae-0c50-4db4-8640-801976549896","fullStatement":"Multilingual learners will construct language arts narratives that\n* Orient audience to story\n* __Develop story events__\n* __Engage and adjust for audience__","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-LA.1.Narrate.Expressive","notes":"**Language Functions and Associated Language Features**\n\nOrient audience to story through\u2026\n* Pictures, words, title, statements or common story expressions *(Once upon a time)* to introduce context [DISCOURSE]\n* Simple statements to introduce the problem *(They got lost.)* [DISCOURSE] [SENTENCE]\n* Noun groups to state who or what the story is about *(the white swans, Joey\u2019s big family)* [WORD/PHRASE]\n* Prepositional phrases to specify location and time (by the river, in the barn, during the summer, last year, every night) [WORD/PHRASE]\n\nDevelop story events through\u2026\n* Simple statement to provide closure *(The End, And then we went home.)* [DISCOURSE] [SENTENCE]\n* Connectors to sequence time *(first, next, and then), and events (before, after, later)*, and to combine and link event details *(and, but, so)* [DISCOURSE]\n* Pronouns, renaming, and synonyms to reference a character or idea across the text *(my neighbor=Bob, the tree fort=my special place)* [DISCOURSE] [WORD/PHRASE]\n* Verbs to describe what characters do, think, feel, and say [SENTENCE] [WORD/PHRASE]\n\nEngage and adjust for audience through\u2026\n* Pictures and other graphics to complement the storyline [DISCOURSE]\n* Word choices to convey attitudes, develop suspense, share excitement (my best friend, really scary, wonderful!) [WORD/PHRASE]\n* Literary and familiar expressions *(big, ugly monster; run, run as fast as you can!)*, sensory language *(yucky) onomatopoeia (BOOM! CRASH!)* to add interest; tone of voice and gesturing to tell a story [WORD/PHRASE]\n* Tone of voice, gesturing to tell a story [WORD/PHRASE]","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-07T15:36:55+00:00"},{"identifier":"ba2b02ea-ee35-442b-a452-dd93cb0073de","uri":"https://standards.wida.us/uri/ba2b02ea-ee35-442b-a452-dd93cb0073de","fullStatement":"Multilingual learners will interpret mathematical informational texts by\n* Identifying concept __or entity__\n* Describing attributes and __characteristics__","humanCodingScheme":"ELD-MA.1.Inform.Interpretive","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:27:44+00:00"},{"identifier":"acb17527-5967-4e98-9b80-d6d1f5f951b2","uri":"https://standards.wida.us/uri/acb17527-5967-4e98-9b80-d6d1f5f951b2","fullStatement":"Multilingual learners will construct mathematical informational texts that\n* Define or classify concept or entity\n* Describe a concept or entity\n* Compare/contrast concepts or entities","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-MA.1.Inform.Expressive","notes":"**Language Functions and Associated Language Features**\n\nDefine or classify concept or entity through\u2026\n* Generalized nouns to identify class of things *(shapes, patterns, properties)* [DISCOURSE] [WORD/PHRASE]\n* Relating verbs *(be, have)* to define, describe, or classify *(Rectangles have four sides. This is a closed shape.)* [SENTENCE] [WORD/PHRASE]\n\nDescribe a concept or entity through\u2026\n* Common phrasal verbs *(part of, put together)* to describe concepts (These two halves are part of the whole triangle.)  [SENTENCE] [WORD/PHRASE]\n* Expanded noun groups to add specificity *(this has three equal sides)*  [WORD/PHRASE]\n* Technical word choices to add precision and detail *(flat or solid shapes)*  [WORD/PHRASE]\n\nCompare/contrast concepts or entities through\u2026\n* Conditional clauses *(if/then)* to demonstrate relationships *(If I put these shapes together then I can make a rectangle.)* [SENTENCE]\n* Causal connectors *(because, so)* to link ideas and provide reasoning *(These two shapes are the same kind because they both have four sides.)*  [SENTENCE]\n* Compare/contrast signals *(both, same, different, but)* to differentiate attributes of objects *(They are both solids but this one is a triangle and this one is a cube.)* [WORD/PHRASE]","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-07T15:40:30+00:00"},{"identifier":"8a95d57e-26ba-49ed-b2a9-c22ad743532c","uri":"https://standards.wida.us/uri/8a95d57e-26ba-49ed-b2a9-c22ad743532c","fullStatement":"Multilingual learners will interpret mathematical informational texts (with prompting and support) by\n* Identifying concept or object\n* Describing quantities and attributes","humanCodingScheme":"ELD-MA.K.Inform.Interpretive","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:29:06+00:00"},{"identifier":"56fc8a8e-8253-4403-8865-8829b19185f3","uri":"https://standards.wida.us/uri/56fc8a8e-8253-4403-8865-8829b19185f3","fullStatement":"Multilingual learners will construct mathematical informational texts (with prompting and support) that\n* Define or classify concept or entity\n* Describe a concept or entity\n* Compare/contrast concepts or entities","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-MA.K.Inform.Expressive","notes":"**Language Functions and Associated Language Features**\n\nDefine or classify concept or entity through\u2026\n* Relating verbs *(be, have)* to define, describe, or classify (The pattern is red, blue, red, blue.)* [SENTENCE]\n[WORD/PHRASE]\n* Single nouns to represent class of things *(colors, shapes, patterns)* [WORD/PHRASE]\n\nDescribe a concept or entity through\u2026\n* Sequential signals *(first, second, then, last)* to describe patterns *(First is a green bear, then two blue bears.)* [DISCOURSE]\n* Expanded noun groups to add specificity *(The red star has five points.)* [DISCOURSE]\n[WORD/PHRASE]\n* Prepositional phrases *(behind, on top of, under, next to, below, above)* to specify location (The blue star is next to the green triangle.)*[WORD/PHRASE]\n\nCompare/contrast concepts or entities through\u2026\n* Causal language (because, so) and demonstration to provide reasoning *(I can make a triangle because I have three sticks.)*\t[SENTENCE]\n* Comparison/contrast language *(both, same, different)* and pointing to differentiate between entities *(This pattern is different than that one.)* [WORD/PHRASE]","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-03T03:57:26+00:00"},{"identifier":"fb9e9309-49ba-4ebf-adeb-dd612bd9a048","uri":"https://standards.wida.us/uri/fb9e9309-49ba-4ebf-adeb-dd612bd9a048","fullStatement":"Multilingual learners will interpret scientific informational texts by\n* Determining what text is about\n* Defining or classifying a concept or entity","humanCodingScheme":"ELD-SC.1.Inform.Interpretive","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:27:44+00:00"},{"identifier":"258373f7-31e1-477e-a4e7-b87b6c946f33","uri":"https://standards.wida.us/uri/258373f7-31e1-477e-a4e7-b87b6c946f33","fullStatement":"Multilingual learners will construct scientific informational texts that\n* Introduce others to __topics or entities__\n* __Define, describe, and classify concept, topic, or entity__ \n* __Summarize observations or factual information__","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-SC.1.Inform.Expressive","notes":"**Language Functions and Associated Language Features**\n\nIntroduce others to the topic or entity through . . .\n* Generalized nouns to introduce topic or idea *(Whales, Sound, Patterns)* [DISCOURSE] [WORD/PHRASE]\n* Openers to address audience *(Have you ever wondered about\u2026? Did you know\u2026?)* [DISCOURSE] [WORD/PHRASE]\n* Pronouns *(it, they)* and demonstratives *(this, that, these, those)* to reference entity or concept across text *(Paper vibrates. It makes a sound.)* [DISCOURSE] [WORD/PHRASE]\n* Relating verbs *(belong to, have, be)* to define or present state of entity *(Whales are mammals.)* [SENTENCE] [WORD/PHRASE]\n\n\nDefine, describe, and classify concept, topic or entity through . . .\n* Noun groups to add details that answer questions about what something is like, qualities, and descriptions *(floating objects; long, brown fur)*  [DISCOURSE] [WORD/PHRASE]\n* Visuals *(labeled drawings, graphs, tables)* to support information  [DISCOURSE] [WORD/PHRASE]\n* Qualifiers *(some, all, many)* to describe observation or fact *(some things float, all sound is vibration, many dolphins hunt together)*  [DISCOURSE] [WORD/PHRASE]\n* Sequences words *(first, and, then, next, last)* to clarify order or sequence of events *(First whales swim to cold water, then..)* [DISCOURSE] [WORD/PHRASE]\n* Timeless present verbs to indicate generalizable nature of action *(floats, sinks, eats, swims, turns)*  [SENTENCE] [WORD/PHRASE]\n\nSummarize observations or factual information through . . . . . .\n* Speculation to hypothesize to additional contexts *(I think, I wonder if \u2026)* [DISCOURSE] [SENTENCE]\n* Declarative statements to present conclusions *(Some objects float and some sink.)* )* [DISCOURSE] [SENTENCE]\n* Compare/contrast signals *(-er, -est, bigger than, more, both, but, different)* to differentiate or summarize attributes, details or behaviors *(Feathers float better than paper.)* [WORD/PHRASE]","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-07T15:53:54+00:00"},{"identifier":"f6f7a765-eb24-4e17-a47f-84e0e6031904","uri":"https://standards.wida.us/uri/f6f7a765-eb24-4e17-a47f-84e0e6031904","fullStatement":"Multilingual learners will interpret scientific explanations by\n* Defining investigable questions or simple design problems based on observations and data about a phenomenon\n* __Analyzing several events and observations to help explain how or why a phenomenon occurs__\n* __Identifying__ information from observations __(that supports particular points in explanations)__","humanCodingScheme":"ELD-SC.1.Explain.Interpretive","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:27:44+00:00"},{"identifier":"3d896c98-379e-4f9f-8bc8-35218fa76f76","uri":"https://standards.wida.us/uri/3d896c98-379e-4f9f-8bc8-35218fa76f76","fullStatement":"Multilingual learners will construct scientific explanations that\n* Describe __observations and/or data__ about a phenomenon\n* Relate how a series of events causes something to happen\n* Compare multiple solutions to a problem","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-SC.1.Explain.Expressive","notes":"**Language Functions and Associated Language Features**\n\nDescribe observations and/or data about a phenomenon through . . .\n* Openers to engage audience *(Did you know how frogs change?)* [DISCOURSE] [SENTENCE]\n* Pictures, diagrams, graphs to add information or illustrate content [DISCOURSE] [WORD/PHRASE]\n* Cohesion to reference ideas, people across text *(pronouns, renaming subject, demonstratives-this, that)* [DISCOURSE] [WORD/PHRASE]\n* Abstract and technical terms to add precision *(tadpole, adapt, life cycle)* [WORD/PHRASE]\n\nRelate how a series of events causes something to happen through . . .:\n* Connectors to express sequences in time *(first, next, last)* [DISCOURSE] [WORD/PHRASE]\n* Prepositional phrases to provide details about where, when, how *(Tadpoles live in the water.)* [DISCOURSE] [WORD/PHRASE]\n* Relating verbs *(have, be, belong to)* and conjunctions to state relationships or compare attributes *(Tadpoles have gills but frogs have lungs.)* [SENTENCE] [WORD/PHRASE]\n* Timeless verbs to state on-going facts about phenomenon *(Tadpoles change into frogs)* [SENTENCE] [WORD/PHRASE]\n\nCompare multiple solutions to a problem through . . .:\n* Declarative statements to present conclusions *(Living things grow and change.)* [DISCOURSE] [SENTENCE]\n*Speculation to hypothesize to additional contexts (I think, I wonder if \u2026) [DISCOURSE] [SENTENCE]\n* Visual data displays *(charts, graphs)* to support explanation [WORD/PHRASE]","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-07T16:00:23+00:00"},{"identifier":"265945a5-c97b-43f8-bed1-4ae2beb133c5","uri":"https://standards.wida.us/uri/265945a5-c97b-43f8-bed1-4ae2beb133c5","fullStatement":"Multilingual learners will interpret informational texts in social studies by\n* Determining topic associated with compelling or supporting questions\n* Defining __and classifying attributes__, characteristics, and __qualities__ in relevant information","humanCodingScheme":"ELD-SS.1.Inform.Interpretive","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:27:44+00:00"},{"identifier":"34c5989a-b651-40c2-9088-111022bd8c43","uri":"https://standards.wida.us/uri/34c5989a-b651-40c2-9088-111022bd8c43","fullStatement":"Multilingual learners will construct informational texts in social studies that\n* Introduce topic associated with compelling or supporting questions\n* Provide details __about disciplinary ideas__","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-SS.1.Inform.Expressive","notes":"**Language Functions and Associated Language Features**\n\nIntroduce topic associated with compelling or supporting questions through\u2026\n* Generalized nouns to introduce topic *(weather, maps, environment)* [DISCOURSE] [WORD/PHRASE]\n* Pronouns *(it, they)*, demonstratives *(this, these, that, those)*, to reference topic or ideas across text [DISCOURSE] [WORD/PHRASE]\n* Relating verbs *(have, be, belong)* to define topic or type of information *(There are seven continents.)* [DISCOURSE] [SENTENCE]\n* Verbs *(are going to, will,)* to link compelling questions with topic *(We\u2019re going to learn about what people do in different places.)* [SENTENCE] [WORD/PHRASE]\n\nProvide details about disciplinary ideas through\u2026\n* Compound sentences to add details *(Rice grows in hot and wet places.)* [SENTENCE]\n* Visuals, labeled drawings to support ideas and information [WORD/PHRASE]\n* Noun groups to describe and add precision to answer questions about what something is like, its quantity, qualities *(hot places, many countries, lots of rain)* [WORD/PHRASE]\n* Prepositional phrases to describe place or location *(below the Equator, on the corner, underground, in the desert)* [WORD/PHRASE]\n* Adverbials to specify periods of time, duration, specific points in time *(last year, long ago, August 12, in the future, everyday)* [WORD/PHRASE]","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-07T16:04:46+00:00"},{"identifier":"049b0a8f-2a1a-41f4-a27f-238ae8f0c20a","uri":"https://standards.wida.us/uri/049b0a8f-2a1a-41f4-a27f-238ae8f0c20a","fullStatement":"Multilingual learners will interpret social studies arguments by\n* Identifying topic\n* Analyzing evidence gathered from source\n* Evaluating source based on distinctions between fact and opinion","humanCodingScheme":"ELD-SS.1.Argue.Interpretive","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:27:44+00:00"},{"identifier":"b3d9782f-d333-4475-b930-c547851532f1","uri":"https://standards.wida.us/uri/b3d9782f-d333-4475-b930-c547851532f1","fullStatement":"Multilingual learners will construct social studies arguments that\n* Introduce topic\n* Select relevant information to support claim with evidence\n* Show relationship between claim, evidence and reasoning","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-SS.1.Argue.Expressive","notes":"**Language Functions and Associated Language Features**\n\nIntroduce topic through\u2026\n* Title, generalized nouns to introduce topic *(Fresh fruit for lunch)* [DISCOURSE] [WORD/PHRASE]\n* Declarative statements to identify position *(School lunch should have fresh fruit.)* and/or provide background information *(Fruit is good for children to eat.)* [DISCOURSE] [SENTENCE]\n* Pronouns *(it, they, we, our)*, demonstratives *(these, this, that, those)*, and renaming subject *(food=it; students=we=children)* to reference topic across text [DISCOURSE] [WORD/PHRASE]\n\nSelect relevant information to support claim with evidence through\u2026\n* Expanded noun phrases to add details *(fresh fruit, healthy food) [DISCOURSE] [WORD/PHRASE]\n* Visuals *(labeled drawings)* to support purpose [DISCOURSE] [WORD/PHRASE]\n* Relating verbs *(have, be)* to identify topic *(Fruit is part of the food pyramid. Children need fruit every day.)* [SENTENCE] [WORD/PHRASE]\n* Prepositional phrases to identify time and place *(every day, at lunch, in school)* [WORD/PHRASE]\n\nShow relationship between claim and evidence, and reasoning through\u2026\n* Connectors *(because, so, and)* to link claims with evidence and reasoning *(We should eat fruit every day because it has vitamins to help us grow.)* [DISCOURSE] [WORD/PHRASE]","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-07T16:15:39+00:00"},{"identifier":"caf59a21-46b6-49aa-8e21-0e2c4dd17120","uri":"https://standards.wida.us/uri/caf59a21-46b6-49aa-8e21-0e2c4dd17120","fullStatement":"Multilingual learners will interpret language arts narratives by\n* Identifying a central message from key details\n* Identifying how character attributes and actions contribute to __event sequences__\n* __Determining the meaning of words and phrases as they are used in texts, distinguishing literal from nonliteral language__","humanCodingScheme":"ELD-LA.2-3.Narrate.Interpretive","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:27:44+00:00"},{"identifier":"86e9d648-ab67-455d-9795-0c99389c4bd8","uri":"https://standards.wida.us/uri/86e9d648-ab67-455d-9795-0c99389c4bd8","fullStatement":"Multilingual learners will construct language arts narratives that\n* Orient audience to context\n* __Develop story with time and event sequences, complication, resolution, or ending__\n* Engage and adjust for audience","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-LA.2-3.Narrate.Expressive","notes":"**Language Functions and Associated Language Features** \n\nOrient audience to context through\u2026\n* Pictures, descriptive title, opening statements *(It was a dark and stormy night; \u201cWhat?!\u201d exclaimed Mom)* to capture the reader\u2019s interest [DISCOURSE] [WORD/PHRASE]\n* Expanded noun groups to introduce characters *(the old man on the block, the hungry little mouse)* [DISCOURSE] [WORD/PHRASE]\n* Statements to introduce problem or complication *(The boat began to leak. It all started when\u2026)* [DISCOURSE] [SENTENCE]\n* Adverbials and prepositional phrases to establish time and location *(a hundred years ago, when I was six, on the playground, around the corner)* [WORD/PHRASE]\n\nDevelop story with time and event sequences, complication, resolution, or ending through\u2026\n* Declarative statements to provide closure *(The End, It was over for good.)* [DISCOURSE] [SENTENCE]\n* Pronouns, renaming, and synonyms to reference characters, situations, or ideas across the text * (Miguel=my little brother=he; that night=the worst night)* [DISCOURSE] [WORD/PHRASE]\n* Connectors to sequence time *(first, next, and then)* and events *(before, after, later)*, and to combine and link event details *(and, but, so)* [DISCOURSE [WORD/PHRASE]\n* Verbs and adjectives to judge behavior and situation *(mended, destroyed, nasty, thoughtful)* [WORD/PHRASE]\n* Saying verbs *(yelled, said, whispered)* to add details about characters in dialogs [WORD/PHRASE]\n* Verbs to describe what characters do, think, and feel [WORD/PHRASE]\n\nEngage and adjust for audience through\u2026\n* Tone of voice, gesturing, acting behaviors to adjust for story audience [DISCOURSE]\n* Pictures and other graphics to complement storyline [DISCOURSE]\n* Language to address reader/listener and draw them in *(It was so exciting!)* [WORD/PHRASE]\n* Word choices to convey attitudes, develop suspense, share excitement *(my amazing adventure, super interesting, fantastic!)* [WORD/PHRASE]\n* Sensory and literary language *(yucky)*, onomatopoeia *(BOOM! CRASH!)* to add interest [WORD/PHRASE]","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-07T22:09:15+00:00"},{"identifier":"d1d0b2a0-1e48-4f2f-b9f9-433387384658","uri":"https://standards.wida.us/uri/d1d0b2a0-1e48-4f2f-b9f9-433387384658","fullStatement":"Multilingual learners will interpret informational texts in language arts by\n* Identifying the main __idea__ and key details\n* __Referring explicitly to descriptions for themes and relationships among meanings__\n* __Describing relationship between a series of events, ideas or concepts, or procedural steps__","humanCodingScheme":"ELD-LA.2-3.Inform.Interpretive","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:27:44+00:00"},{"identifier":"d4157c71-c55c-4f56-8ae5-fcc27e043cab","uri":"https://standards.wida.us/uri/d4157c71-c55c-4f56-8ae5-fcc27e043cab","fullStatement":"Multilingual learners will construct informational texts in language arts that\n* Introduce and define topic and/or entity for audience\n* __Add details to define, describe, compare, and classify topic and/or entity__\n* __Develop coherence and cohesion throughout text__","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-LA.2-3.Inform.Expressive","notes":"**Language Functions and Associated Language Features**\n\nIntroduce and define topic and/or entity for audience through\u2026\n* Opening statements to identify type of information *(describing, comparing/contrasting, classifying)* [DISCOURSE] [SENTENCE]\n* Descriptive title, generalized nouns to introduce topic and/or entity *(The Mississippi River, Whales)* [DISCOURSE] [WORD/PHRASE]\n* Factual statements without evaluative language *(brown caribou versus really cool caribou)* [DISCOURSE] [WORD/PHRASE]\n* Relating verbs *(have, be, belong to)* to define or describe topic and/or entity *(Penguins are birds that cannot fly.)* [SENTENCE] [WORD/PHRASE]\n\nAdd details to define, describe, compare, and classify topic or entity through\u2026\n* Visuals *(drawings, labeled diagrams, graphics)* to support key ideas [DISCOURSE] [WORD/PHRASE]\n* Timeless present verbs *(swims, eats, migrates)* to indicate generalizable nature of information [SENTENCE] [WORD/PHRASE]\n* Noun groups to add description and precision that answer questions about what something is like, or the color, shape, size *(four bright blue eggs)* [WORD/PHRASE]\n* Prepositional phrases to describe place or location *(next to the water, inside the Earth)* [WORD/PHRASE]\n* Signal words to show comparisons *(bigger than, the fastest, more colorful, unlike, but, similar to, different from)* [WORD/PHRASE]\n\nDevelop coherence and cohesion throughout text through\u2026\n* Headings to organize information *(Habitat, Diet, Parts of a Plant)* [DISCOURSE] [WORD/PHRASE]\n* Pronouns *(he, it, they)*, demonstratives *(this, these, that, those)*, renaming *(penguins=flightless birds=they)* to reference ideas and entities across text [DISCOURSE] [WORD/PHRASE]\n* Single nouns to represent abstract concepts *(habitat, ecosystem, watershed)* [WORD/PHRASE]","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-07T22:03:08+00:00"},{"identifier":"2e261b10-856a-4fee-bedd-54213c90edd1","uri":"https://standards.wida.us/uri/2e261b10-856a-4fee-bedd-54213c90edd1","fullStatement":"Multilingual learners will interpret mathematical explanations by\n* Identifying concept or entity\n* Analyzing plan for problem-solving steps\n* Evaluating simple pattern or structure","humanCodingScheme":"ELD-MA.2-3.Explain.Interpretive","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2023-02-02T21:25:10+00:00"},{"identifier":"a292d38b-ce22-463b-8bde-07d6f5e13917","uri":"https://standards.wida.us/uri/a292d38b-ce22-463b-8bde-07d6f5e13917","fullStatement":"Multilingual learners will construct mathematical explanations that\n* Introduce concept or entity\n* Describe solution and steps used to solve problem with others\n* State reasoning used to generate solution","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-MA.2-3.Explain.Expressive","notes":"**Language Functions and Associated Language Features**\n\nIntroduce a concept or entity through\u2026\n* Generalized nouns to identify concept *(fractions, equations, plot graphs)*  [WORD/PHRASE]\n* Relating verbs *(be, have)* to define or describe concept *(Fractions are pieces of a whole thing.)* [WORD/PHRASE]\n* Mathematical terms to describe concept, process, purpose, or action *(mean, quotient, divide, subtract, reduce)* [WORD/PHRASE]\n\nDescribe solution and steps used to solve problem with others through\u2026\n* Connectors to order steps *(first, next, then)* and show causal relationships *(because, so, then)* [DISCOURSE] [WORD/PHRASE]\n* Abstract nouns to establish context *(process, answer, approach, solution)* [DISCOURSE] [WORD/PHRASE]\n* Past tense doing *(added, grouped)* and thinking *(thought, remembered)* verbs to recount steps [SENTENCE] [WORD/PHRASE]\n* Visuals *(charts, diagrams, manipulatives, drawings)* to support approach and/or solution [DISCOURSE] [WORD/PHRASE]\n* Compare/contrast signal words to differentiate results, approaches, objects *(Our solution is\u2026 but your group has a different solution.)* [WORD/PHRASE]\n\nState reasoning used to generate solution through\u2026\n* If/then clause structures to show reasoning *(if a shape only has 3 sides, then it is a triangle)* [DISCOURSE] [SENTENCE]\n* Declarative statements to state conclusion with a neutral stance of authority *(This shows five\n3rd-grade students jumped higher than the average of seven inches.)* [DISCOURSE] [SENTENCE]\n* Thinking verbs to reflect on process *(I wonder if we tried, if it would be different, I think we should have done\u2026)* [WORD/PHRASE]","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-07T22:14:15+00:00"},{"identifier":"eebc3803-3a6c-44eb-8e20-61ba0b1119d7","uri":"https://standards.wida.us/uri/eebc3803-3a6c-44eb-8e20-61ba0b1119d7","fullStatement":"Multilingual learners will interpret mathematics arguments by\n* Identifying conjectures about what might be true\n* Distinguishing connections among ideas in justifications\n* Extracting mathematical operations and facts from solution strategies to create generalizations","humanCodingScheme":"ELD-MA.2-3.Argue.Interpretive","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:27:44+00:00"},{"identifier":"054fbfff-049e-4c8f-b423-e18ae0d182f5","uri":"https://standards.wida.us/uri/054fbfff-049e-4c8f-b423-e18ae0d182f5","fullStatement":"Multilingual learners will construct mathematics arguments that\n* Create conjecture using definitions\n* Generalize commonalities across cases\n* Justify conclusion steps and strategies in simple patterns\n* Identify and respond to others\u2019 arguments","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-MA.2-3.Argue.Expressive","notes":"**Language Functions and Associated Language Features**\n\nCreate conjecture using definitions through\u2026\n* Relating verbs *(have, belong to, be)* to make claim *(A is bigger than B because it is taller.)* [SENTENCE] [WORD/PHRASE]\n* Adverbial phrases *(qualities, quantities, frequency)* to add precision related to conjecture *(All squares have 4 equal sides. Triangles always have 3 sides.)* [WORD/PHRASE]\n\nGeneralize by finding commonalities across cases through\u2026\n* Conditional structures *(if/then, when)* to draw conclusions *(If 34+68=102 then 102-68=34, When a number is even you can divide it into two equal parts.)* [SENTENCE]\n* A variety of structures such as comparatives *(er, est; more, most)*; demonstratives *(these, both, that)* to point out similarities *(Both squares and rhombuses have 4 equal sides, \u00bd is bigger than \u00bc)* [WORD/PHRASE]\n\nJustify conclusion steps and strategies in simple patterns through\u2026\n* Causal connectors *(because, so, that means)* to present case to others *(The taller rectangle isn\u2019t always bigger because you have to look at the area inside.)* [SENTENCE] [WORD/PHRASE]\n* Technical nouns to add precision and details *(place value, communicative property, angles, measurement, fractions, even/odd)* [WORD/PHRASE] \n* Drawings, manipulatives, models, diagrams to support thinking [WORD/PHRASE]\n\nIdentify and respond to others\u2019 arguments through\u2026\n* Questions *(how, what, why)* to ask for clarification or information *(How did you get your answer?)* [DISCOURSE] [SENTENCE]\n* Declarative statements to disagree/debate *(I disagree, I\u2019m not sure, I got a different answer\u2026)* [DISCOURSE] [SENTENCE]\n* Declarative statements to counter claim or reasoning *(5-3 is not the same as 3-5, Just because it has 4 sides that doesn\u2019t make it a square, the sides have to be equal)* [DISCOURSE] [SENTENCE]\n*\u2022 Drawings, manipulatives, models, diagrams to support thinking [DISCOURSE] [WORD/PHRASE]","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-07T22:19:03+00:00"},{"identifier":"174cddf0-a209-488b-b39d-f1a1bfe3a8ca","uri":"https://standards.wida.us/uri/174cddf0-a209-488b-b39d-f1a1bfe3a8ca","fullStatement":"Multilingual learners will interpret scientific explanations by\n* Defining investigable questions or simple design problems based on observations, data, and __prior knowledge__ about a phenomenon\n* __Obtaining and combining information from observations, and using evidence__ to help explain how or why a phenomenon occurs\n* Identifying information from observations\n__as well as evidence__ that supports particular points in explanations","humanCodingScheme":"ELD-SC.2-3.Explain.Interpretive","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:27:44+00:00"},{"identifier":"15aea3a6-e72c-486d-8490-76a93c67965a","uri":"https://standards.wida.us/uri/15aea3a6-e72c-486d-8490-76a93c67965a","fullStatement":"Multilingual learners will construct scientific explanations that\n* Describe observations and/or data about a phenomenon\n* __Develop a logical sequence between data or evidence and claim__\n* Compare multiple solutions to a problem __considering how well they meet the criteria and constraints of the design solution__","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-SC.2-3.Explain.Expressive","notes":"**Language Functions and Associated Language Features**\n\nDescribe observations and/or data about a phenomenon through\u2026\n* Declarative statements to present facts [DISCOURSE] [SENTENCE]\n* Cohesion to reference ideas, people across text *(pronouns, renaming subject, demonstratives: this, that)* [SENTENCE] [WORD/PHRASE] \n* Relating verbs to state relationships or attributes *(have, be, belong to)* [SENTENCE] [WORD/PHRASE]\n* Abstract nouns and to introduce concepts *(habitat)* [WORD/PHRASE]\n\nDevelop a logical sequence between data or evidence and claim through\u2026\n\n* Connectors to sequence and order events across paragraphs *(first, second, begins, ends)* [DISCOURSE] [WORD/PHRASE]\n* Causal connectors to link events *(because, so that, when)* [SENTENCE] [WORD/PHRASE]\n* Clauses to express sequences in time *(after digestion, when the air cools)* [SENTENCE]\n* Prepositional phrases to provide details *(where, when, how)* [WORD/PHRASE]\n* Timeless verbs to state on-going facts about phenomenon *(Rain forests create oxygen.)* [WORD/PHRASE]\n* Comparatives to show similarities and differences [WORD/PHRASE]\n\nCompare multiple solutions to a problem considering how well they meet the criteria and constraints of the design solution through\u2026\n* Connectors to sequence and order events across paragraphs *(first, second, begins, ends)* [DISCOURSE] [WORD/PHRASE]\n* Clauses to express sequences in time *(after digestion, when the air cools)* [SENTENCE]\n* Causal connectors to link events *(because, so that, when)* [DISCOURSE] [WORD/PHRASE]\n* Prepositional phrases to provide details about where, when, how [WORD/PHRASE]\n* Technical terminology *(food chain, biome)* to add precision [WORD/PHRASE]\n* Comparatives to show similarities and differences [WORD/PHRASE]","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-07T23:18:24+00:00"},{"identifier":"2554394d-f94e-4329-ab13-11f2fa2f4526","uri":"https://standards.wida.us/uri/2554394d-f94e-4329-ab13-11f2fa2f4526","fullStatement":"Multilingual learners will interpret scientific arguments by\n* Identifying potential evidence from data, models, and/or information from investigations of phenomena or design solutions\n* Analyzing whether evidence is relevant or not\n* Distinguishing between evidence and opinions","humanCodingScheme":"ELD-SC.2-3.Argue.Interpretive","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:27:44+00:00"},{"identifier":"31fac069-15dd-4d25-b534-5436e059a6e3","uri":"https://standards.wida.us/uri/31fac069-15dd-4d25-b534-5436e059a6e3","fullStatement":"Multilingual learners will construct scientific arguments that\n* Introduce topic/phenomenon for an issue related to the natural and designed world(s)\n* Make a claim supported by relevant evidence\n* Establish a neutral tone\n* Signal logical relationships among reasoning, evidence, data, and/or a model when making a claim","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-SC.2-3.Argue.Expressive","notes":"**Language Functions and Associated Language Features**\n\nIntroduce topic/phenomenon for an issue related to the natural and designed world(s) through\u2026\n* Generalized nouns to interpret observations and evidence *(heating, cooling, temperatures, Heating butter makes it melt.)* [DISCOURSE] [WORD/PHRASE]\n* Relating verbs *(have, belong to, be)* to define topic/phenomenon [SENTENCE] [WORD/PHRASE]\n* Nouns and adjectives to add precise technical descriptions *(solid, liquid)* [WORD/PHRASE]\n\nMake a claim supported by relevant evidence through\u2026\n* Labeled pictures, diagrams to support claim [DISCOURSE] [WORD/PHRASE]\n* Verb groups to add precision to the claim and/or evidence *(soften, harden, melt, cook, burn)* Establish a neutral tone through\u2026 [SENTENCE] [WORD/PHRASE]\n* Declarative statements to state claim, observations, conclusion *(Temperature changes materials.)*\n* A variety of clause structures to connect and combine ideas *(If I add heat, I can melt butter. The butter melted because it got hot.)* [SENTENCE]\n* Technical nouns to add precision and details *(materials, reversible/irreversible changes)* [WORD/PHRASE]\n\nSignal logical relationships among reasoning, evidence, data, and/or a model when making a claim through\u2026\n* Reference devices *(pronouns, synonyms, renaming subject)* to create cohesion across text *(Ice melts when it gets heated. It becomes water. Water turns to ice when it gets cold.)* [DISCOURSE] [WORD/PHRASE]\n* A variety of clause structures to explain phenomenon *(because, but, when, like, so, so that)* [SENTENCE]","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-07T23:23:45+00:00"},{"identifier":"69b00597-faf1-4394-bc2d-a6fd745d3ed3","uri":"https://standards.wida.us/uri/69b00597-faf1-4394-bc2d-a6fd745d3ed3","fullStatement":"Multilingual learners will interpret social studies explanations by\n* Determining types of sources for answering compelling and supporting questions about phenomena or events\n* Analyzing sources for event sequences and/or causes/effects\n* Evaluating disciplinary concepts and ideas associated with a compelling or supporting question","humanCodingScheme":"ELD-SS.2-3.Explain.Interpretive","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:27:44+00:00"},{"identifier":"947dfa71-f9c0-4ae3-a054-b0e2e6784472","uri":"https://standards.wida.us/uri/947dfa71-f9c0-4ae3-a054-b0e2e6784472","fullStatement":"Multilingual learners will construct social studies explanations that\n* Introduce phenomena or events\n* Describe components, order, causes, or cycles\n* Generalize possible reasons for a development or event","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-SS.2-3.Explain.Expressive","notes":"**Language Functions and Associated Language Features**\n\nIntroduce phenomena or events through\u2026\n* Language to speak to the reader directly and draw them in *(Did you know?)* [DISCOURSE] [WORD/PHRASE]\n* Pronouns and renaming to reference ideas and people across the text *(explorers=Spaniards=they)* [DISCOURSE] [WORD/PHRASE]\n* Single nouns to represent abstract concepts *(habitat, pollution)* [DISCOURSE] [WORD/PHRASE]\n* Prepositional phrases of time, place to contextualize phenomena or events  [WORD/PHRASE]\n* Relating verbs *(be, have)* to define phenomena or events *(Deserts are the driest places on earth)*  [WORD/PHRASE]\n\nDescribe components, order, causes, or cycles through\u2026\n* Connectors to establish relationships among ideas: sequence examples *(first, another)*; time markers *(after an earthquake, millions of years later)*; causality *(because, so that)* [DISCOURSE] [WORD/PHRASE]\n* Past tense verbs to describe events [SENTENCE]  \n* Prepositional phrases to add spatial and directional details *(The river flows down the mountain.)* [WORD/PHRASE]\n* Expanded noun groups that include adjectives to answer questions about how many, and what something is like *(seven continents, longest river)* [WORD/PHRASE]\n* Adverbials to place event in time *(last year, a long time ago, everyday)* [WORD/PHRASE]\n\nGeneralize possible reasons for a development or event through\u2026\n* Declarative statements to evaluate and interpret events * (The fish are dying because people throw trash in the ocean.)* [DISCOURSE] [SENTENCE]\n* Verbs and adjectives to judge behavior or moral character *(wasting, destroying, bad)* [WORD/PHRASE]\n* Verbs to highlight agents and recipients [WORD/PHRASE]\n* Evaluative language to summarize event *(best, important, dangerous, sad)* [WORD/PHRASE]","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-07T23:30:11+00:00"},{"identifier":"c888636a-3bd1-4f3c-946e-835cb986a03c","uri":"https://standards.wida.us/uri/c888636a-3bd1-4f3c-946e-835cb986a03c","fullStatement":"Multilingual learners will interpret social studies arguments by\n* Identifying topic and __purpose (argue in favor or against a position, present a balanced interpretation, challenge perspective)__\n* Analyzing __relevant information from one or two sources to develop claims in response to compelling questions__\n* Evaluating source __credibility__ based on distinctions between fact and opinion","humanCodingScheme":"ELD-SS.2-3.Argue.Interpretive","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:27:44+00:00"},{"identifier":"a4b625b5-49a7-4637-96e4-8ea97353b924","uri":"https://standards.wida.us/uri/a4b625b5-49a7-4637-96e4-8ea97353b924","fullStatement":"Multilingual learners will construct social studies arguments that\n* Introduce topic\n* Select relevant information to support claims with evidence __from one or more sources__\n* Show relationships between claim, evidence, and reasoning","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-SS.2-3.Argue.Expressive","notes":"**Language Functions and Associated Language Features**\n\nIntroduce topic through\u2026\n* Title, generalized nouns to introduce topic *(Important People, Nurses, Community Helpers)* [DISCOURSE] [WORD/PHRASE]\n* Text connectors to sequence ideas, support *(Three reasons why nurses are important. First\u2026, Next\u2026, Finally)* [DISCOURSE] [WORD/PHRASE]\n* Declarative statement to present position and/or provide background information *(Nurses are the most important people in our community.)* [DISCOURSE] [SENTENCE]\n* Pronouns *(they, we, us)*, demonstratives *(these, this, that, those)*, and renaming subject *(nurses=they=helpers)* to reference topic across text [DISCOURSE] [SENTENCE]\n\nSelect relevant information to support claims with evidence from one or more sources through\u2026\n* Past tense verbs to describe events *(helped, fixed, took care of)* [SENTENCE] [WORD/PHRASE]\n* Prepositional phrases to identify time, place, *(last year, in January, in our town, at school)* [WORD/PHRASE]\n* Evaluative verbs, adverbs, and adjectives to add author\u2019s perspective *(helped, nicely, best)* [WORD/PHRASE]\n\nShow relationships between claim, evidence, and reasoning through\u2026\n* Connectors *(because, so, and)* to link claims with evidence and reasoning *(Nurses are important because they help sick people feel better.)* [DISCOURSE] [WORD/PHRASE]\n* Connectors show concession or comparison/contrast *(if, but; Some people don\u2019t like shots but nurses do other things to help people.)* [DISCOURSE] [WORD/PHRASE]\n* Summary statements to reiterate position *(That\u2019s why nurses are important community helpers.)* [DISCOURSE] [SENTENCE]","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-07T23:35:11+00:00"},{"identifier":"fe598444-b8a4-43dc-8ba0-4fde4442a820","uri":"https://standards.wida.us/uri/fe598444-b8a4-43dc-8ba0-4fde4442a820","fullStatement":"Multilingual learners will\u2026\n* Share ideas about one\u2019s own and others\u2019 lived experiences and previous learning\n* Connect stories with images and representations to add meaning\n* __Identify and raise questions about what might be unexplained, missing, or left unsaid__\n* Recount and restate ideas __to sustain and move dialogue forward__\n* __Create closure, recap, and offer next steps__","humanCodingScheme":"ELD-SI.4-12.Narrate","language":"eng","educationLevel":["04","05","06","07","08","09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-02T17:12:10+00:00"},{"identifier":"2fb8c896-09a1-4dcc-b08f-c0c2f68ba2f5","uri":"https://standards.wida.us/uri/2fb8c896-09a1-4dcc-b08f-c0c2f68ba2f5","fullStatement":"Multilingual learners will\u2026\n* Define and classify __facts and interpretations; determine what is known vs. unknown__\n* __Report on explicit and inferred characteristics, patterns, or behavior__\n* Describe the parts and wholes __of a system__\n* Sort, clarify, and summarize __relationships__\n* Summarize __most important aspects of information__","humanCodingScheme":"ELD-SI.4-12.Inform","language":"eng","educationLevel":["04","05","06","07","08","09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-02T17:12:10+00:00"},{"identifier":"4d380613-fde8-41f9-b3c7-3313a20d813b","uri":"https://standards.wida.us/uri/4d380613-fde8-41f9-b3c7-3313a20d813b","fullStatement":"Multilingual learners will\u2026\n* __Generate and convey initial thinking__\n* Follow and describe cycles __and sequences of steps or procedures and their causes and effects__\n* Compare changing __variables, factors, and circumstances__\n* Offer __alternatives to extend or deepen awareness of factors that contribute to particular outcomes__\n* Act on feedback to revise understandings of how or why something is or works __in particular ways__","humanCodingScheme":"ELD-SI.4-12.Explain","language":"eng","educationLevel":["04","05","06","07","08","09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-02T17:12:10+00:00"},{"identifier":"05fa0120-5bbd-47ee-a0e2-039e65bc7442","uri":"https://standards.wida.us/uri/05fa0120-5bbd-47ee-a0e2-039e65bc7442","fullStatement":"Multilingual learners will\u2026\n* __Generate questions about different perspectives__\n* Support __or challenge__ an opinion, __premise, or interpretation__\n* Clarify and elaborate ideas based on feedback\n* __Evaluate changes in thinking, identifying trade-offs__\n* Refine __claims and reasoning based on new information or evidence__","humanCodingScheme":"ELD-SI.4-12.Argue","language":"eng","educationLevel":["04","05","06","07","08","09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-02T17:12:10+00:00"},{"identifier":"5c13ec58-75c8-4f87-8217-bf7e1543b273","uri":"https://standards.wida.us/uri/5c13ec58-75c8-4f87-8217-bf7e1543b273","fullStatement":"Multilingual learners will interpret language arts narratives by\n* Identifying __a theme__ from details\n* Analyzing how character attributes and actions develop __across event sequences__\n* Determining the meaning of words and phrases used in texts, __including figurative language, such as metaphors and similes__","humanCodingScheme":"ELD-LA.4-5.Narrate.Interpretive","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:27:44+00:00"},{"identifier":"66487915-306e-49a7-b8ce-adce8ae195ac","uri":"https://standards.wida.us/uri/66487915-306e-49a7-b8ce-adce8ae195ac","fullStatement":"Multilingual learners will construct language arts narratives that\n* Orient audience to context\n* __Develop and describe characters and their relationships__\n* Develop story with complication and __resolution, time and event sequences__\n* Engage and adjust for audience","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-LA.4-5.Narrate.Expressive","notes":"**Language Functions and Associated Language Features**\n\nOrient audience to context through\u2026\n* Statements and questions to foreshadow or state complication *(Would her dream ever come true? She knew not to give up.)* [DISCOURSE] [SENTENCE]\n* Expanded noun groups to state who or what the narrative is about [DISCOURSE] [WORD/PHRASE]\n* A variety of sentence types to establish the context e.g., questions, statements, dialog *(\u201cWe must think only of the things that we must do,\u201d the old lady said.)* [SENTENCE]\n* Adverbial and prepositional phrases to establish time and location *(During the last century, Last Tuesday, On Saturn\u2019s second outer ring, High above the city)* [WORD/PHRASE]\n\nDevelop and describe characters and their relationships through\u2026\n* Expanded noun groups to add description and detail *(seven powerful kings, curly-haired baby girl)* [DISCOURSE] [WORD/PHRASE]\n* Pronouns, demonstrative, renaming, synonyms to reference characters or ideas across the text *(he, his; these, this; Zeus=Greek God=King of Mt. Olympus)* [DISCOURSE] [WORD/PHRASE]\n* Expanded verb groups to show relationship between characters *(Uncle smiled lovingly at his nephew. She whispered angrily into Sonia\u2019s ear.)* [DISCOURSE] [WORD/PHRASE]\n* Verbs to describe character behaviors *(raced, explored)*, thoughts *(wondered, believed)*, feelings *(hoped, longed [SENTENCE] [WORD/PHRASE]for)*, speech *(mumbled, screamed, questioned)*\n* Saying, thinking, and feeling dialog verbs to add nuance to characters\u2019 relationships [SENTENCE] [WORD/PHRASE]\n\nDevelop story with complication and resolution, time and event sequences through\u2026\n* Statements to provide closure, evaluate experience, or summarize narrative *(finally, it was over, the experience was enlightening, there are some things that can\u2019t be seen but only felt.)*  [DISCOURSE] [SENTENCE]\n* Dependent clauses to add details *(the race, which only happened every four years)* [SENTENCE]\n* A variety of verb tenses to locate events in time, including dialog *(\u201cWhere are you going?\u201d I asked.)* [SENTENCE] [WORD/PHRASE]\n* Connectors to sequence time *(later that night)*, and events *(While the game was on, we slipped out.)* [DISCOURSE] [WORD/PHRASE]\n\nEngage and adjust for audience through\u2026\n* Evaluative word choices to describe author\u2019s attitudes *(awesome, scared, mean, enjoyed the time, most people)* [WORD/PHRASE]\n* Literary devices to enrich the narrative, including simile *(as cool as a cucumber)*, personification, alliteration *(lounging lizard)*, sensory words/phrases *(tingling)*, onomatopoeia *(ZAP!)* [WORD/PHRASE]\n* Tone of voice, gesturing, acting behaviors to adjust for audience [WORD/PHRASE]\n* Language to address reader/listener and draw them in *(Listen while I tell you the most amazing story.)* [WORD/PHRASE]","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-07T23:49:36+00:00"},{"identifier":"d024562f-a624-4b74-938f-39919f91fe2a","uri":"https://standards.wida.us/uri/d024562f-a624-4b74-938f-39919f91fe2a","fullStatement":"Multilingual learners will interpret informational texts in language arts by\n* Identifying and __summarizing__ main ideas and key details\n* __Analyzing details and examples for key attributes, qualities, and characteristics__\n* __Evaluating the impact of key word choices in a text__","humanCodingScheme":"ELD-LA.4-5.Inform.Interpretive","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:27:44+00:00"},{"identifier":"b1114650-3fdf-4960-95da-7e5b2a0b0bae","uri":"https://standards.wida.us/uri/b1114650-3fdf-4960-95da-7e5b2a0b0bae","fullStatement":"Multilingual learners will construct informational texts in language arts that\n* Introduce and define topic and/or entity for audience\n* __Establish objective or neutral stance__\n* Add precision and details to define, describe, compare, and classify topic and/or entity\n* Develop coherence and cohesion throughout text","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-LA.4-5.Inform.Expressive","notes":"**Language Functions and Associated Language Features**\n\nIntroduce and define topic and/or entity for audience through\u2026\n* Descriptive titles and generalized nouns to introduce topic and/or entity *(Sea Turtles, The Human Body, Rainforest Mammals)* [DISCOURSE] [WORD/PHRASE]\n* Opening statements to identify type of information *(describing, comparing/contrasting, classifying, defining)* [DISCOURSE] [SENTENCE]\n* Relating verbs *(have, be, belong to, means, represents, is called)* to define or describe topic and/or entity *(Marsupials are mammals that carry their babies in a pouch.)* [SENTENCE] [WORD/PHRASE]\n* Timeless present verbs *(carries, travels, swims)* to indicate generalizable nature of information [SENTENCE] [WORD/PHRASE]\n\nEstablish objective or neutral stance through\u2026\n* Declarative statements to provide objective, factual information [DISCOURSE] [SENTENCE]\n* Technical word choices to add precise and descriptive information without evaluative language *(the red-bellied piranha versus the terrifying piranha)* [WORD/PHRASE]\n* Generalized nouns to identify class of things *(marine life versus dolphins, sea turtles)* [WORD/PHRASE]\n* Reporting devices to integrate sourced information into saying verbs *(said, reported, claims)*, direct and indirect quotes [WORD/PHRASE]\n\nAdd precision and details to define, describe, compare, and classify topic and/or entity through\u2026\n* Visuals *(graphs, labeled diagrams, photos)* to support key details  [DISCOURSE] [WORD/PHRASE]\n* Adverbial and prepositional phrases to specify times and location *(every year, during the 17th century, in the North Atlantic, throughout Australia)* [WORD/PHRASE]\n* Comparing/contrasting connectors to differentiate between entities or components *(unlike/ like, fewer/more than, however, likewise)* [WORD/PHRASE]\n* Variety of structures *(past tenses, embedded clauses, passive voice, complex sentences)* to report on past events [SENTENCE]\n* Expanded noun groups and adjectives to add details to the concept or entity *(spherical ball of rocks or gas)*, and to classify or qualify information *(environmental threats, greenhouse gasses)* [WORD/PHRASE]\n\nDevelop coherence and cohesion throughout text through\u2026\n* Ellipsis to reduce repetition and redundancy *(Scientists asked legislators to make changes to protect turtles and they did [make the changes])* [DISCOURSE]\n* Pronouns, demonstratives, synonyms, and renaming to reference and link ideas/entities across sections of text *(his, he; these, this; tornado=natural disaster; Orca=ocean mammal=killer whale)*  [DISCOURSE] [WORD/PHRASE]\n* Topic nouns to begin sentences or paragraphs across text  [WORD/PHRASE]\n* Nominalizations to represent abstract concepts *(Leatherbacks are declining=this decline in population)*  [WORD/PHRASE]","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-07T23:43:06+00:00"},{"identifier":"7e29aa41-3c1f-4a7d-b50e-05476731ab8e","uri":"https://standards.wida.us/uri/7e29aa41-3c1f-4a7d-b50e-05476731ab8e","fullStatement":"Multilingual learners will construct language arts arguments that\n* Introduce and develop a topic clearly; state an opinion \n* Support opinions with reasons and information \n* Use a formal style \n* Logically connect opinions to appropriate evidence, facts, and details; offer a concluding statement or section","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-LA.4-5.Argue.Expressive","notes":"**Language Functions and Associated Language Features**\n\nIntroduce and develop a topic clearly; state an opinion through\u2026\n* Declarative statements to frame topic, provide background information, and state opinion *(The Proudest Blue provides a great example of being proud of your heritage.)* [DISCOURSE] [SENTENCE]\n* Pronouns, synonyms, renaming subjects to maintain cohesion *(they=the new arrivals=immigrants=the foreigners)* [DISCOURSE] [WORD/PHRASE]\n* Noun groups *(adjectives, embedded clauses)* to add description and/or introduce topic *(Lance, a first-generation immigrant; Dinner, which was always wonderful)* [DISCOURSE] [WORD/PHRASE]\n* First person *(I think, In my opinion)* or third person *(this book provides, the author believes)* to state an opinion [SENTENCE] [WORD/PHRASE]\n\nSupport opinions with reasons and information through\u2026\n* Connectors to elaborate an idea/interpretation *(so, this means, therefore, a way to think about this)* [DISCOURSE] [WORD/PHRASE]\n* Connectors to link claim/opinion with evidence and reasoning *(because, as a result, when, if, although, but)* [DISCOURSE] [WORD/PHRASE]\n* Authoritative declarative sentences to evaluate and interpret events *(The Proudest Blue teaches us to be proud of our culture.)* [DISCOURSE] [SENTENCE]\n* A variety of clauses *(adverbial, embedded)* to support opinion and/or claim *(quotes, examples, detailed descriptions)* [DISCOURSE] [SENTENCE]\n* Expanded noun and verb groups to add detail *(Faizah arrived for her first day of school with a new backpack and light-up shoes.)* [DISCOURSE] [WORD/PHRASE]\n* Modality to express obligation or certainty *(might, could, must, need to, have to)* Use a formal style through\u2026 [SENTENCE] [WORD/PHRASE]\n* First person *(personal)* or third person *(neutral)* to present point of view *(The book tells us that even through difficult times, we can still stick to our culture.)* [SENTENCE] [WORD/PHRASE]\n* Evaluative adjectives and adverbs to add writer\u2019s perspective *(beautiful, amazing, unfortunately)* [WORD PHRASE]\n* Emotive or objective language to appeal to logic or feelings *(love flowed from everything she made versus she cooked dinner)* [WORD PHRASE]\n\nLogically connect opinions to appropriate supporting evidence, facts, and details; offer a concluding statement or section through\u2026\n* Connectors to sequence points in the argument *(first, furthermore, as evidenced by)* [DISCOURSE] [WORD/PHRASE]\n* Summary statement to reiterate opinion or encourage a response *(I recommend this book, a book to help us remember)* [DISCOURSE] [SENTENCE]\n* That-clauses to link claim with evidence *(This shows that the theme is)* [DISCOURSE] [SENTENCE]","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-08T00:01:10+00:00"},{"identifier":"b41b7a96-6061-4d5b-95f8-97a744b4f2de","uri":"https://standards.wida.us/uri/b41b7a96-6061-4d5b-95f8-97a744b4f2de","fullStatement":"Multilingual learners will interpret mathematical explanations by\n* Identifying concept or entity\n* Analyzing problem-solving steps\n* Evaluating a __pattern__ or structure that follows a given rule","humanCodingScheme":"ELD-MA.4-5.Explain.Interpretive","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:27:44+00:00"},{"identifier":"b9bd7205-dc82-4577-82bd-adb38360f785","uri":"https://standards.wida.us/uri/b9bd7205-dc82-4577-82bd-adb38360f785","fullStatement":"Multilingual learners will construct mathematical explanations that\n* Introduce concept or entity\n* Share solution __with others__\n* Describe data and/or steps __to solve problem__\n* State reasoning used to generate solution","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-MA.4-5.Explain.Expressive","notes":"**Language Functions and Associated Language Features**\n\nIntroduce concept or entity through\u2026\n* Relating verbs *(belong to, are part of, be, have)* to define or describe concept [SENTENCE] [WORD/PHRASE]\n* Mathematical terms and phrases to describe concept, process, or purpose *(the angles within a circle can be measured with a protractor like this)* [WORD/PHRASE]\n\nShare solution with others through\u2026\n* Generalized nouns to add precision to discussion *(conversion, measurement, volume)* [DISCOURSE] [WORD/PHRASE]\n* Language choices to reflect on completed and on-going process *(we should have done this, we might be able to, what if we try)* [WORD/PHRASE]\n* First person *(I, we)* to describe approach; third person to describe approach with neutral stance of authority [SENTENCE] [WORD/PHRASE]\n* Observational *(notice, it appears, looks like)* and comparative language *(different from, similar to, the same)* to share results *(We notice our process was different, but we have the same solution.)* [WORD/PHRASE]\n\nDescribe data and/or steps to solve problem through\u2026\n* Connectors to order steps *(first, next, then)* and indicate causal relationships *(because, so, that means, as a result)* [DISCOURSE] [WORD/PHRASE]\n* Visuals *(charts, graphs, diagrams, manipulatives, drawings)* to support approach and/or solution [DISCOURSE] [WORD/PHRASE]\n* Past tense doing verbs *(measured, converted)* and thinking verbs *(remembered, thought, figured out)* to recount steps [SENTENCE] [WORD/PHRASE]\n* Abstract, generalized, or multi-meaning noun groups to add precision to mathematical descriptions *(operation, associative property, area formula, function)* [WORD/PHRASE]\n\nState reasoning used to generate solution through\u2026\n* Declarative statements to state conclusion with a neutral stance of authority *(These two fractions are equivalent because\u2026)* [DISCOURSE] [SENTENCE]\n* Causal connectors to express reasoning *(We multiplied the two numbers together because\u2026)* [DISCOURSE] [SENTENCE]\n* Conjunctions *(if/then, when/then, because, as, since, so that)* to establish result/condition relationships *(if the field has a length that is twice its width, then the area is\u2026)* [SENTENCE] [WORD/PHRASE]","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-08T00:14:18+00:00"},{"identifier":"8faa97d7-7e37-405c-ab80-99b310b1c837","uri":"https://standards.wida.us/uri/8faa97d7-7e37-405c-ab80-99b310b1c837","fullStatement":"Multilingual learners will interpret mathematics arguments by\n* __Comparing__ conjectures __with patterns, and/or rules__\n* Distinguishing __commonalities and differences__ among ideas in justifications\n* Extracting __patterns or rules from__ solution strategies to create generalizations","humanCodingScheme":"ELD-MA.4-5.Argue.Interpretive","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:27:44+00:00"},{"identifier":"2858fb1f-701c-448f-a78b-0c646b13395e","uri":"https://standards.wida.us/uri/2858fb1f-701c-448f-a78b-0c646b13395e","fullStatement":"Multilingual learners will construct mathematics arguments that\n* Create conjecture using definitions, __patterns, and rules__\n* Generalize commonalities __and differences__ across cases\n* Justify conclusions __with patterns or rules__\n* __Evaluate__ others\u2019 arguments","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-MA.4-5.Argue.Expressive","notes":"**Language Functions and Associated Language Features**\n\nCreate conjecture using definitions, patterns, and rules through\u2026\n* Adverbial phrases *(for qualities, quantities, frequency)* to add precision related to conjecture *(The interior angles of a triangle will always add up to 180\u00b0)*  [WORD/PHRASE]\n* Relating verbs *(have, belong to, be)* to make a claim *(9/15 is equivalent to 3/5 and 6/10 is an equivalent fraction too because they are all multiples)* [SENTENCE] [WORD/PHRASE]\n\nGeneralize commonalities and differences across cases through\u2026\n* Declarative statements to present generalizable processes *(The divisibility rules can help you find all the factor pairs of a product.)* [DISCOURSE] [SENTENCE]\n* Conditional clauses *(when, if)* to extend conjecture *(If you remember the inverse operations, you can figure out the missing quantity by\u2026)* [SENTENCE] [WORD/PHRASE]\n\nJustify conclusion with patterns or rules through\u2026\n* Conditional structures *(if/then, when)* to demonstrate conclusions *(Adding 3 to an even number always gives you an odd number and if you add 3 to an odd number, you will get an even number.)* [SENTENCE] [WORD/PHRASE]\n* Technical nouns and noun groups to add precision and details *(exponents, decimals, inverse operations, intersecting lines)* [WORD/PHRASE]\n* Drawings, manipulatives, diagrams, graphs, models to demonstrate thinking [WORD/PHRASE]\n\nEvaluate others\u2019 arguments through\u2026\n* Declarative statements to disagree/debate *(I don\u2019t think that\u2019s right, I disagree, how did you, I did it differently, let\u2019s compare our process)* [DISCOURSE] [SENTENCE]\n* Questions *(how, what, why)* and requests *(could, would)* to ask for clarification or information  *(How did you know how to start? Could you explain this part of your diagram?)*  [DISCOURSE] [SENTENCE]\n* Declarative statements to disagree/debate *(I don\u2019t think that\u2019s right, I disagree, how did you, I did it differently, let\u2019s compare our process)* [DISCOURSE] [SENTENCE]","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-08T00:19:10+00:00"},{"identifier":"f8f9c96c-8c90-418b-bb36-44f94b9bd5d4","uri":"https://standards.wida.us/uri/f8f9c96c-8c90-418b-bb36-44f94b9bd5d4","fullStatement":"Multilingual learners will interpret scientific explanations by\n* Defining investigable questions or __design problems__ based on observations, data, and __prior knowledge__ about a phenomenon\n* Obtaining and combining evidence __and information__ to help explain how or why a phenomenon occurs\n* Identifying evidence that supports particular points in an explanation","humanCodingScheme":"ELD-SC.4-5.Explain.Interpretive","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:27:44+00:00"},{"identifier":"dd964630-4a38-4b40-bfff-e3b0437284d1","uri":"https://standards.wida.us/uri/dd964630-4a38-4b40-bfff-e3b0437284d1","fullStatement":"Multilingual learners will construct scientific explanations that\n* Describe observations and/or data about a phenomenon\n* __Establish neutral or objective stance in communicating results__\n* __Develop reasoning to show relationships between evidence and claims__\n* Summarize and/or compare multiple solutions to a problem __based on how well they meet the criteria and constraints of the design solution__","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-SC.4-5.Explain.Expressive","notes":"**Language Functions and Associated Language Features**\n\nDescribe observations and/or evidence about a phenomenon through\u2026\n* Cohesion to reference ideas, people across text *(pronouns, renaming subject, synonyms)* [DISCOURSE] [WORD/PHRASE]\n* Relating verbs to state relationships or attributes *(have, be, belong to)* [SENTENCE] [WORD/PHRASE]\n* Timeless verbs to state on-going facts about the phenomenon *(ocean water evaporates)* [SENTENCE] [WORD/PHRASE]\n* Abstract nouns to introduce concepts, ideas, and technical terms *(cycles, states of matter, condensation)* [WORD/PHRASE]\n\nEstablish neutral or objective stance in communicating results through\u2026\n* Passive voice and declarative statements *(evaporation is caused by, ice and snow evaporate)* [DISCOURSE] [SENTENCE]\n* Word choices to moderate stance, e.g., hedging *(could/might, sometimes, usually)* [WORD/PHRASE]\n* Objective language to adjust precision and/or invite shared interest [WORD/PHRASE]\n\nDevelop reasoning to show relationships between evidence and claims through\u2026\n* A variety of ways to describe phenomena *(relative clauses, declarative statements)* [DISCOURSE] [SENTENCE]\n* Given/new patterns to link relationships, add new details, and condense information into abstract nouns [DISCOURSE] [SENTENCE]\n* Nominalizations to represent abstract concepts *(condensation)* [DISCOURSE] [WORD/PHRASE]\n* Connectors to link clauses and combine ideas into logical relationships *(so, because, and then)*, or express causality *(when, although, in order to)*  [DISCOURSE] [WORD/PHRASE]\n\nSummarize and/or compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution through\u2026\n* Ask and answer questions to clarify or hypothesize about phenomenon [SENTENCE]\n* Conditional clauses *(if/then)* to generalize phenomenon to additional contexts [SENTENCE]\n* Labeling/describing diagrams, graphs and tables to add information about the phenomenon [WORD/PHRASE]","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-08T00:23:16+00:00"},{"identifier":"8f328d2e-07b8-4dad-b70f-1e786c7b4e63","uri":"https://standards.wida.us/uri/8f328d2e-07b8-4dad-b70f-1e786c7b4e63","fullStatement":"Multilingual learners will interpret scientific arguments by\n* Identifying _relevant_ evidence from data, models, and/or information from investigations of phenomena or design solutions\n* __Comparing reasoning and claims based on evidence__\n* Distinguishing __among facts, reasoned judgment based on research findings, and speculation in an explanation__","humanCodingScheme":"ELD-SC.4-5.Argue.Interpretive","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:27:44+00:00"},{"identifier":"50899ef9-573a-4fb9-b8ad-35dc44002847","uri":"https://standards.wida.us/uri/50899ef9-573a-4fb9-b8ad-35dc44002847","fullStatement":"Multilingual learners will construct scientific arguments that\n* Introduce topic/phenomenon in issues related to the natural and designed world(s)\n* Make and define a claim __based on evidence, data, and/or model__\n* Establish a neutral tone __or an objective stance__\n* Signal logical relationships among reasoning, relevant evidence, data, and/or a model when making a claim","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-SC.4-5.Argue.Expressive","notes":"**Language Functions and Associated Language Features**\n\nIntroduce topic/phenomenon related to the natural and designed world*(s)* through\u2026\n* Generalized nouns to define phenomenon *(weathering, erosion, eruptions, mapping)* [DISCOURSE] [WORD/PHRASE]\n* Expanded noun phrases to add clarity, classify, or add descriptions *(underground pressure, marine shell fossils)* [DISCOURSE] [WORD/PHRASE]\n* Relating verbs *(have, belong to, be)* to define topic/phenomenon *(The Earth is shaped by many forces like wind and water.)* [SENTENCE] [WORD/PHRASE]\n\nMake and define claim based on evidence, data, and/or model through\u2026\n* Expanded noun groups to add precision and details *(Earth\u2019s cycles of heating and cooling)* [DISCOURSE] [WORD/PHRASE]\n* Connectors to link ideas *(as a result, therefore, over time)* [DISCOURSE] [WORD/PHRASE]\n* Maps, diagrams, graphics, data to support claim/evidence  [DISCOURSE] [WORD/PHRASE]\n\nEstablish a neutral tone or an objective stance through\u2026\n* Passive voice to keep focus on topic *(The Earth was shaped by many forces.)* [SENTENCE] [WORD/PHRASE]\n* Active verb groups to describe phenomenon *(Water erodes rock over time.)* [SENTENCE] [WORD/PHRASE]\n* Declarative third person statements to record claim, observations, conclusion *(Wind causes erosion in three ways.)* [SENTENCE] [WORD/PHRASE]\n\nSignal logical relationships among reasoning, relevant evidence, data, and/or a model when making a claim through\u2026\n* Connectors to signal time *(next, at the same time)*, causality *(therefore, consequently, as a result, because)*, clarification *(for example, this shows how)* [DISCOURSE] [WORD/PHRASE]\n* Reference devices *(pronouns, synonyms, renaming subject)* to create cohesion across text [DISCOURSE] [WORD/PHRASE]\n* Modal verbs to describe possible impacts of phenomenon on various situations, including human *(Natural forces like tsunamis and volcanic eruptions can impact the Earth\u2019s surface and people\u2019s safety.)* [SENTENCE] [WORD/PHRASE]","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-08T00:27:19+00:00"},{"identifier":"b5274cca-c59b-4960-b879-8e76c2d65877","uri":"https://standards.wida.us/uri/b5274cca-c59b-4960-b879-8e76c2d65877","fullStatement":"Multilingual learners will interpret social studies explanations by\n* Determining __different opinions__ in sources for answering compelling and supporting questions about phenomena or events\n* Analyzing sources for __a series of contributing factors or causes__\n* Evaluating disciplinary concepts and ideas __that are open to different interpretations__","humanCodingScheme":"ELD-SS.4-5.Explain.Interpretive","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:27:44+00:00"},{"identifier":"597e92e2-63e0-4ba3-8ca0-7b0720479d34","uri":"https://standards.wida.us/uri/597e92e2-63e0-4ba3-8ca0-7b0720479d34","fullStatement":"Multilingual learners will construct social studies explanations that\n* Introduce phenomena or events\n* Describe components, order, causes __and effects,__ or cycles __using relevant examples and details__\n* Generalize __probable causes and effects__ of developments or events","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-SS.4-5.Explain.Expressive","notes":"**Language Functions and Associated Language Features**\n\nIntroduce phenomena or events through\u2026\n* Cohesion to reference ideas, people across text *(pronouns, substitutions, renaming, synonyms, collocations)* [DISCOURSE] [WORD/PHRASE]\n* Relating verbs *(have, be)* to define phenomena or events  [WORD/PHRASE] [SENTENCE]\n* Nouns to represent abstract concepts *(factors, effects, economics)*  [WORD/PHRASE]\n* Prepositional phrases of time, place to contextualize phenomena or events  [WORD/PHRASE]\n\nDescribe components, order, causes and effects, or cycles using relevant examples and details through\u2026\n* Connectors to order, sequence, show relationships among ideas *(the first factor, after the bill passed, that caused)* [DISCOURSE] [WORD/PHRASE]\n* Noun groups to provide details answering who, what, when, where *(They made maple syrup in the spring outside the winter camp.)* [DISCOURSE] [WORD/PHRASE]\n* Verbs groups to add accuracy *(traveled quickly and quietly)* [SENTENCE] [WORD/PHRASE]\n\nGeneralize probable causes and effects of developments or events through\u2026\n* Declarative statements to evaluate or interpret events [DISCOURSE] [SENTENCE]\n* Nominalizations to summarize events and name abstract phenomenon *(city expansion)* [DISCOURSE] [WORD/PHRASE]\n* Word choices to evaluate, judge, or appreciate significance of event or phenomenon [WORD/PHRASE]","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-08T00:30:37+00:00"},{"identifier":"8fca90b1-4fdf-4dab-882e-9e7e8185d915","uri":"https://standards.wida.us/uri/8fca90b1-4fdf-4dab-882e-9e7e8185d915","fullStatement":"Multilingual learners will interpret social studies arguments by\n* Identifying topic and purpose *(argue in favor or against a position, present a balanced interpretation, challenge perspective)*\n* Analyzing relevant information from multiple sources to develop claims in response to compelling questions\n* Evaluating __point of view__ and credibility of source, based on distinctions between fact and opinion","humanCodingScheme":"ELD-SS.4-5.Argue.Interpretive","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:27:44+00:00"},{"identifier":"1691846c-9b8f-4c42-9598-7425fb77b399","uri":"https://standards.wida.us/uri/1691846c-9b8f-4c42-9598-7425fb77b399","fullStatement":"Multilingual learners will construct social studies arguments that\n* Introduce topic\n* Select relevant information to support claims with evidence __from multiple sources__\n* Establish perspective\n* Show relationships between claims with reasons and __multiple sources__ of evidence","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-SS.4-5.Argue.Expressive","notes":"**Language Functions and Associated Language Features**\n\nIntroduce topic through\u2026\n* Declarative statements to present position and/or provide background information [DISCOURSE] [SENTENCE]\n* Generalized nouns and descriptive title to introduce topic *(Native Peoples of Wisconsin)* [DISCOURSE] [WORD/PHRASE]\n* Expanded noun groups to provide detail about the topic with relative clauses *(The Ho-Chunk, an Indigenous Nation in Wisconsin)* [DISCOURSE] [WORD/PHRASE]\n* Pronouns, synonyms, renaming subject to create cohesion [DISCOURSE] [WORD/PHRASE]\n* Connectors to structure paragraphs *(first, In the beginning, meanwhile, as a result, In conclusion)* [DISCOURSE] [SENTENCE]\n\nSelect relevant information to support claims with evidence gathered from multiple sources through\u2026\n* Variety of clauses *(adverbial, embedded)* to add details, examples, quotes, data *(in the book, according to, the author tells us)* [DISCOURSE] [SENTENCE]\n* Doing verbs *(fled, hunted)* to identify agent [SENTENCE] [WORD/PHRASE]\n* Adverbial and prepositional phrases to specify time *(duration, specific date, or range)*, location, how or why something happened *(During the 1800s, many native peoples were forced to move west because of settlers from the east.)*  [WORD/PHRASE]\n\nEstablish perspective through\u2026\n* Passive voice to keep emphasis on main topic rather than who or what is doing the action *(the people were forced off their land)*. Alternately, use active voice to keep emphasis on who or what is doing the action. [SENTENCE]\n* Evaluative verbs, adverbs, and adjectives to add author\u2019s perspective *(forced, lonely, worst)* [SENTENCE] [WORD/PHRASE]\n* Objective or emotive language to appeal to logic or feelings *(relocated versus forcibly driven from their home)* [WORD/PHRASE]\n\nShow relationships between claims with reasons and multiple sources of evidence through\u2026\n* Connectors to link claims with evidence and reasoning *(because, so, and)* [DISCOURSE] [WORD/PHRASE]\n* Connectors to signal alternate points of view *(one way, another way, on the other hand)* [DISCOURSE] [WORD/PHRASE]\n* Connectors to show comparison/contrast *(if, unless, however)* [DISCOURSE] [WORD/PHRASE]\n* Modality in summary statements to reiterate position, or create a call to action *(should, must, necessary to, might, could)* [SENTENCE] [WORD/PHRASE]","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-08T00:35:22+00:00"},{"identifier":"c013eeb0-1443-4a5d-8714-5be9b321336d","uri":"https://standards.wida.us/uri/c013eeb0-1443-4a5d-8714-5be9b321336d","fullStatement":"Multilingual learners will interpret language arts narratives by\n* Identifying a theme __or central idea that develops over the course of a text__\n* Analyzing how character attributes and actions develop __in relation to events or dialogue__\n* __Evaluating impact of specific word choices about meaning and tone__","humanCodingScheme":"ELD-LA.6-8.Narrate.Interpretive","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:27:44+00:00"},{"identifier":"d49abded-8056-4042-a630-7abc7d1b6f41","uri":"https://standards.wida.us/uri/d49abded-8056-4042-a630-7abc7d1b6f41","fullStatement":"Multilingual learners will construct language arts narratives that\n* Orient audience to context __and point of view__\n* Develop and describe characters and their relationships\n* Develop story, __including themes with complication and resolution,__ time, and event sequences\n* Engage and adjust for audience","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-LA.6-8.Narrate.Expressive","notes":"**Language Functions and Associated Language Features**\n\nOrient audience to context and point of view through\u2026\n* Expanded noun groups to state who or what the narrative is about [DISCOURSE] [WORD/PHRASE]\n* Adverbial and prepositional phrases to establish time and location *(They stood together silently on the hill as the sun rose.)* [DISCOURSE] [WORD/PHRASE]\n* A variety of sentence types to introduce the context such as rhetorical and other questions, statements, dialog *(Are we ever truly happy? It was confusing time, nothing seemed normal.)* [DISCOURSE] [SENTENCE]\n* Statements and questions to foreshadow or state complication *(As she walked home, she felt watched.)* [DISCOURSE] [SENTENCE]\n\nDevelop and describe characters and their relationships through\u2026\n* Expanded noun groups to add description and detail *(He was short, but strong, with light, closely cut hair and a determined face.)* [DISCOURSE] [WORD/PHRASE]\n* Cohesive devices *(pronouns, demonstratives, renaming, synonyms)* to reference characters or ideas across the text [DISCOURSE] [WORD/PHRASE]\n* Verbs to describe character behaviors *(turned instinctively)*, thoughts *(concerned)*, feelings\n*(pleased)*, speech *(asked weakly)* [SENTENCE] [WORD/PHRASE]\n* Expanded verb groups to show relationship between characters [SENTENCE] [WORD/PHRASE]\n* Saying, thinking, and feeling dialog verbs to add nuance to characters\u2019 relationships *(\u201cDanny,\u201d the old man said, \u201cI was angry. Forgive me.\u201d)* [SENTENCE] [WORD/PHRASE]\n\nDevelop story, including themes with complication and resolution, time, and event sequences through\u2026\n* Dependent clauses to add details *(the race, which only happened every four years)* [DISCOURSE] [SENTENCE]\n* A variety of verb tenses to pace narrative and locate events in time, including dialog *(\u201cWhere are you going?,\u201d I asked.)* [DISCOURSE] [SENTENCE]\n* Connectors to develop and link sections of text to sequence time *(meanwhile, later)*, ideas *(in the first place, at this point)*, and add information *(what\u2019s more, likewise, in addition)* [DISCOURSE] [WORD/PHRASE]]\n* Statements to provide closure, evaluate experience, or summarize narrative *(Finally, it was over; The experience was enlightening; There are some things that can\u2019t be seen but only felt.)*  [DISCOURSE] [SENTENCE]\n\nEngage and adjust for audience through\u2026\n* Evaluative word choices to describe author\u2019s attitudes *(with death-cold scorn in his voice; pitiful, gracious, self-sacrificing, enriching)* [WORD/PHRASE]\n* Literary devices *(similes and metaphors)* to enrich the narrative *(fly like an eagle, life is a highway)*, alliteration *(babbling brook)*, sensory words/phrases, and onomatopoeia *(tick-tock)* [WORD/PHRASE]\n* Tone of voice, gesturing, acting behaviors to adjust for audience [WORD/PHRASE]\n* Language to address reader/listener and draw them in *(She scuffled away across the snowy field like a small hunched animal.)* [WORD/PHRASE]","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-08T00:51:03+00:00"},{"identifier":"1ba86a5b-21bb-4932-bf5f-b289f4b52841","uri":"https://standards.wida.us/uri/1ba86a5b-21bb-4932-bf5f-b289f4b52841","fullStatement":"Multilingual learners will interpret informational texts in language arts by\n* Identifying and/or summarizing main ideas __and their relationship to supporting ideas__\n* Analyzing __observations and descriptions in textual evidence for key attributes, qualities, characteristics, activities, and behaviors__\n* Evaluating the impact of __author\u2019s__ key word choices __over the course of a text__","humanCodingScheme":"ELD-LA.6-8.Inform.Interpretive","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:27:44+00:00"},{"identifier":"fcab6774-7d8e-4df1-84be-6ce70dd1c890","uri":"https://standards.wida.us/uri/fcab6774-7d8e-4df1-84be-6ce70dd1c890","fullStatement":"Multilingual learners will construct informational texts in language arts that\n* Introduce and define topic and/or entity for audience\n* Establish objective or neutral stance\n* Add precision, details, and __clarity about relevant attributes, qualities, characteristics, activities, and behaviors__\n* Develop coherence and cohesion throughout text","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-LA.6-8.Inform.Expressive","notes":"**Language Functions and Associated Language Features**\n\nIntroduce and define topic and/or entity for audience through\u2026\n* Opening statements to identify type of information *(describing, comparing/contrasting, classifying)* [DISCOURSE] [SENTENCE]\n* Generalized nouns and descriptive titles to introduce topic *(Revolutions, Environmental Disasters, Mining the Earth)* [DISCOURSE] [WORD/PHRASE]\n* Expanded noun groups to define key concepts *(a period in European history that took place)* [DISCOURSE] [WORD/PHRASE]\n* Relating verbs *(have, be, belong to)* to link an entity with its attributes; define, describe, and classify *(It was a cultural and intellectual movement.)* [SENTENCE] [WORD/PHRASE]\n* Timeless present verbs *(rises, shapes, determines)* to indicate generalizable nature of information [SENTENCE] [WORD/PHRASE]\n\nEstablish objective or neutral stance through\u2026\n* Declarative statements to provide objective, factual information [DISCOURSE] [SENTENCE]\n* Variety of structures to define and describe entities *(embedded clauses, relating verbs, nominalizations, given/new patterns)*  [SENTENCE] [WORD/PHRASE]\n* Reporting devices *(saying verbs)* to integrate sourced information into report *(said, reported, claims)*, direct and indirect quotes [SENTENCE]\n* Technical word choices to add precise and descriptive information without evaluative language *(the effects versus devastating effects)* [WORD/PHRASE]\n* Generalized nouns to maintain neutrality *(millennials, stringed instruments, marsupials)* [WORD/PHRASE]\n\nAdd precision, details, and clarity about relevant attributes, qualities, characteristics, activities, and behaviors through\u2026\n* Visuals *(graphs, data, diagrams)* to support key details [DISCOURSE] [WORD/PHRASE]\n* Expanded noun groups to add precision *(strummed or plucked vibration of the strings)* [DISCOURSE] [WORD/PHRASE]\n* Adverbial and prepositional phrases to specify time and location *(in 1592, following the Middle Ages, during the spring, along the ridge, located within the Earth\u2019s core)* [WORD/PHRASE]\n* Adjectives and adverbs to answer questions about quantity, size, shape, manner *(microscopic, right-angled, voraciously, precisely)* [WORD/PHRASE]\n* Contrasting connectors to differentiate between entities or components *(unlike, as opposed to, however)* [WORD/PHRASE]\n\nDevelop coherence and cohesion throughout text through\u2026\n* Referential devices *(pronoun reference, synonyms, renaming, collocations)* to link ideas across sections of text [DISCOURSE] [WORD/PHRASE]\n* Topic or headings to serve as openers for sentences or paragraphs [DISCOURSE] [WORD/PHRASE]\n* Nominalization to condense clauses *(it rained year after year=annual floods)* or summarize key ideas [DISCOURSE] [WORD/PHRASE]","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-08T00:45:32+00:00"},{"identifier":"31e28655-03e6-483f-89e9-0aef822db911","uri":"https://standards.wida.us/uri/31e28655-03e6-483f-89e9-0aef822db911","fullStatement":"Multilingual learners will interpret language arts arguments by\n* Identifying and __summarizing central idea distinct from prior knowledge or opinions__\n* Analyzing __how an author acknowledges and responds to conflicting evidence or viewpoints__\n* Evaluating __relevance, sufficiency of evidence, and validity of reasoning that support claim(s)__","humanCodingScheme":"ELD-LA.6-8.Argue.Interpretive","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:27:44+00:00"},{"identifier":"93e1abbb-74d6-4482-95da-b633542f6d1b","uri":"https://standards.wida.us/uri/93e1abbb-74d6-4482-95da-b633542f6d1b","fullStatement":"Multilingual learners will construct language arts arguments that\n* Introduce and develop __claim(s) and acknowledge counterclaim(s)__\n* Support __claims__ with reasons and __evidence that are clear, relevant, and credible__\n* __Establish and maintain__ formal style\n* Logically organize __claim(s) with clear reasons and relevant evidence__; offer a conclusion","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-LA.6-8.Argue.Expressive","notes":"**Language Functions and Associated Language Features**\n\nIntroduce and develop claim*(s)* and acknowledge counterclaim*(s)* through\u2026\n* Declarative statements to frame topic, provide background information, state claim, and acknowledge counterclaim *(Graphic novels provide a unique way to read that appeals to many teenagers.)* [DISCOURSE] [SENTENCE]\n* Noun groups to provide details *(Maus, a graphic novel written and illustrated by Art Spiegelman\u2026)* [DISCOURSE] [WORD/PHRASE]\n* Connectors to introduce alternative points of view *(although, on the other hand, unlike, contrary to common belief)* [DISCOURSE] [WORD/PHRASE]\n* Pronouns, synonyms, collocations, renaming subjects to maintain cohesion *(graphic novels=these unique texts=young adult comic books)* [DISCOURSE] [WORD/PHRASE]\n\nSupport claims with reasons and evidence that are clear, relevant, and credible through\u2026\n* Connectors to elaborate an idea/interpretation *(so, this means, therefore, leading one to believe, a way to think about this)* [DISCOURSE] [WORD/PHRASE]\n* Connectors to link claim*(s)* with evidence and reasoning *(because, as a result, when, if, although, but)* [DISCOURSE] [WORD/PHRASE]\n* A variety of clauses *(adverbial, embedded)* to support opinion and/or claim*(s)* *(quotes, references, detailed descriptions, examples or other sources and data)* *(according to X, the author\u2019s claim)* [SENTENCE] [WORD/PHRASE]\n* Modality to express obligation or certainty *(might, could, must, need to)* or to open up to other possibilities *(possibly, apparently, perhaps, definitely, absolutely)* [SENTENCE] [WORD/PHRASE]\n* Literary devices to support evidence and interpretation *(similes and metaphors, alliteration, idioms, figurative and sensory words/phrases, collocation, multilingual words/phrases)* [WORD/PHRASE]\n\nEstablish and maintain formal style through\u2026\n* First, second, third person use to connect with reader, build alliance, or maintain neutrality\n*(unjust power, a theme throughout the text, reminds us to be aware of our individual resourcefulness as sources of hope in desperate situations)*\n* Authoritative declarative sentences to evaluate and interpret events *(Spiegelman\u2019s clever use of imagery and graphic layout presents a unique way of using the graphic novel format.)*\n* Nouns, adjectives, verbs, and adverbs to adjust intensity and strength of message *(somewhat powerful versus incredibly powerful; ugly versus grotesque)*\n\nLogically organize claim*(s)* with clear reasons and relevant evidence; offer a conclusion through\u2026\n* Summary statement to reiterate claim*(s)*, call to action, or encourage a response *(While Maus relies on images to get the point across, the message of how we dehumanize others is loud and clear.)* [DISCOURSE] [SENTENCE]\n* Connectors to support inferential conclusions *(Students\u2019 preference for graphic novels is evident because/due to the rate these novels are checked out of the library.)* [DISCOURSE] [WORD/PHRASE]\n* Connectors to sequence points in the argument and maintain logical progression *(one way, another point, as mentioned previously, in addition)* [DISCOURSE] [WORD/PHRASE]\n* Verb structures to present information in a variety of ways *(past, timeless present, passive voice)* [SENTENCE] [WORD/PHRASE]\n* Comparing/contrasting connectors to differentiate between claims and counterclaims *(unlike, as opposed to, contrasted with, conversely, similarly, in spite of that)* [WORD/PHRASE]","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-08T00:57:04+00:00"},{"identifier":"b380aaf9-f435-4b8d-b65e-c92fa5599471","uri":"https://standards.wida.us/uri/b380aaf9-f435-4b8d-b65e-c92fa5599471","fullStatement":"Multilingual learners will interpret mathematical explanations by\n* Identifying concept or entity\n* Analyzing possible __ways to represent and solve a problem__\n* Evaluating __model and rationale for underlying relationships in selected problem-solving approach__","humanCodingScheme":"ELD-MA.6-8.Explain.Interpretive","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:27:44+00:00"},{"identifier":"b5f229b5-53d0-4a5e-86b6-cda8d0ac149e","uri":"https://standards.wida.us/uri/b5f229b5-53d0-4a5e-86b6-cda8d0ac149e","fullStatement":"Multilingual learners will construct mathematical explanations that\n* Introduce concept or entity\n* Share solution with others\n* Describe data and/or __problem-solving strategy__\n* State reasoning used to generate solution","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-MA.6-8.Explain.Expressive","notes":"**Language Functions and Associated Language Features**\n\nIntroduce concept or entity through\u2026\n* Relating verbs *(belong to, are part of, be, have)* to define or describe concept [SENTENCE] [WORD/PHRASE]\n* Mathematical terms and phrases to describe concept, process, or purpose *(this probability model, randomized sampling will provide more valid results)* [WORD/PHRASE]\n\nShare solution with others through\u2026\n* Generalized nouns to add precision to discussion *(distributions, probability, frequencies)* [DISCOURSE] [WORD/PHRASE]\n* Language choices to reflect on completed and on-going process *(we should have done this, we might be able to, what if we try)* [SENTENCE] [WORD/PHRASE]\n* First person *(I, We)* to describe approach; third person to describe approach with neutral stance of authority [SENTENCE] [WORD/PHRASE]\n* Observational *(notice, it appears, looks like)* and comparative language *(different from, similar to, the same)* to share results *(We notice our process was different, but we have the same solution.)* [WORD/PHRASE]\n* Modality *(verbs, adverbs, nouns, adjectives)* to express opinions, degrees of certainty, or temper disagreement *(It\u2019s a possibility, We have to do it this way, Maybe we could look at)* [SENTENCE] [WORD/PHRASE]\n\nDescribe data and/or problem-solving strategy through\u2026\n* Connectors to link sentences and longer stretches of text signaling details of time *(next, at the same time)*, causality *(therefore, consequently, as a result)*, clarification *(for example, as seen in the model)* [DISCOURSE] [SENTENCE]\n* Abstract, generalized, or multi-meaning noun groups to add precision to mathematical descriptions *(randomized variation, proportional relationships, constituents)* [WORD/PHRASE]\n* Visual data displays *(tables, tree diagrams, simulations, data charts, manipulatives)* to clarify approach and/or solution [WORD/PHRASE]\n* Passive voice verbs to explain or analyze *(The variable is given a value of six.)* [SENTENCE] [WORD/PHRASE]\n* Timeless present verbs to present generalizable truths *(The hypotenuse is opposite the right angle.)* [SENTENCE] [WORD/PHRASE]\n\nState reasoning used to generate solution through\u2026\n* Causal connectors to express reasoning *(We took these steps to solve problems with the ratios because\u2026)* [DISCOURSE] [SENTENCE]\n* Conditional conjunctions to propose future options *(if/so, if/then)* and generalized relationships *(if/will, if we follow the order of operations, we will show that\u2026)* [SENTENCE] [WORD/PHRASE]","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-09T12:37:17+00:00"},{"identifier":"b56198d1-8667-4a98-a107-69f84ed10cc7","uri":"https://standards.wida.us/uri/b56198d1-8667-4a98-a107-69f84ed10cc7","fullStatement":"Multilingual learners will interpret mathematics arguments by\n* Comparing conjectures __with previously established results__\n* Distinguishing commonalities __among strategies used__\n* __Evaluating relationships between evidence and mathematical facts__ to create generalizations","humanCodingScheme":"ELD-MA.6-8.Argue.Interpretive","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:27:44+00:00"},{"identifier":"4d70fa55-e49b-4109-91d4-e014ad1125ca","uri":"https://standards.wida.us/uri/4d70fa55-e49b-4109-91d4-e014ad1125ca","fullStatement":"Multilingual learners will construct mathematics arguments that\n* Create conjecture, using definitions __and previously established results__\n* Generalize __logic across cases__\n* Justify conclusions __with evidence and mathematical facts__\n* Evaluate __and critique__ others\u2019 arguments","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-MA.6-8.Argue.Expressive","notes":"**Language Functions and Associated Language Features**\n\nCreate conjecture, using definitions and previously established results through\u2026\n* Adverbial phrases *(qualities, quantities, frequencies)* to add precision related to conjecture *(For all integers, For every vote candidate A received, candidate B received three votes which means\u2026)* [DISCOURSE] [WORD/PHRASE]\n* Conditional conjunctions *(if or when)* to make and justify conjecture *(If I add 4/5 and 3/4, the result will be less than 2 because each fraction is less than a whole number.)* [SENTENCE]\n* Relating verbs *(have, belong to, be)* to define principles, operational theorems, and properties *(for right angled triangles the Pythagorean formula is a\u00b2 + b\u00b2 = c\u00b2)* [SENTENCE] [WORD/PHRASE]\n\n\nGeneralize logic across cases through\u2026\n* Declarative statements to present generalizable processes *(The expression 4n-1 can be used to find any value in the pattern.)* [DISCOURSE] [SENTENCE]\n* Verbs to apply mathematical principles *(commands)* *(use, do, apply, divide)* across cases *(Use the distributive property when there is no common factor.)* [SENTENCE] [WORD/PHRASE]\n\nJustify conclusions with evidence and mathematical facts through\u2026\n* Models, drawings, graphs to demonstrate principles [DISCOURSE]\n* Conditional structures *(if/then, when)* to demonstrate conclusions *(If it\u2019s a proportional relationship then the ratio between the 2 variables is always going to be the same thing.)* [SENTENCE]\n* Technical nouns and noun groups to add precision and details *(coordinate plane, one-variable equations, two- and three-dimensional shapes)* [DISCOURSE] [WORD/PHRASE]\n\nEvaluate and critique others\u2019 arguments through\u2026\n* Questions *(what, how, why, do)*, requests *(could, would)* to request information, clarification, procedure *(Could you show me how you got that answer? Why did you do\u2026instead of\u2026?)* [DISCOURSE] [SENTENCE]\n* Causal connectors *(so, because, therefore)* to identify misconceptions *(The pattern is multiplying by a factor of 2, so it can\u2019t be a linear function.)* [DISCOURSE] [WORD/PHRASE]\n* Negation *(don\u2019t, doesn\u2019t, can\u2019t)* and obligation model verbs *(have to, must, should, could, might)* to engage with others *(I don\u2019t think you can apply that theorem, I think you have to use this\u2026.)* [WORD/PHRASE]","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-09T12:42:53+00:00"},{"identifier":"ec947e7c-6120-4d5e-b689-55b9fde0b498","uri":"https://standards.wida.us/uri/ec947e7c-6120-4d5e-b689-55b9fde0b498","fullStatement":"Multilingual learners will interpret scientific explanations by\n* Defining investigable questions or design problems based on observations, information, __and/or data__ about a phenomenon\n* __Determining central ideas__ in complex evidence and information to help explain how or why a phenomenon occurs\n* __Evaluating scientific reasoning that shows why data or evidence adequately supports conclusions__","humanCodingScheme":"ELD-SC.6-8.Explain.Interpretive","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:27:44+00:00"},{"identifier":"5e241df1-65c3-4e04-b57c-d6eee55a3599","uri":"https://standards.wida.us/uri/5e241df1-65c3-4e04-b57c-d6eee55a3599","fullStatement":"Multilingual learners will construct scientific explanations that\n* Describe __valid and reliable__ evidence from data __and models__ about a phenomenon\n* Establish neutral or objective stance in how results are communicated\n* Develop reasoning to show relationships __among independent and dependent variables in models and simple systems__\n* Summarize __patterns in evidence, making trade-offs, revising, and retesting__","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-SC.6-8.Explain.Expressive","notes":"**Language Functions and Associated Language Features**\n\nDescribe valid and reliable evidence from sources about a phenomenon through\u2026\n* Abstract nouns to introduce concepts, ideas, and technical terms *(effects, predator-prey relationships, magnetic forces)* [DISCOURSE] [WORD/PHRASE]\n* Cohesion to reference ideas, people across text *(pronouns, substitutions, renaming, synonyms, collocations)*  [DISCOURSE] [WORD/PHRASE]\n* Relating verb groups to state relationships or attributes *(have, be, belong to)* [SENTENCE] [WORD/PHRASE]\n* A variety of ways to define phenomenon *(relative clauses, declarative statements)* [SENTENCE] [WORD/PHRASE]\n\nEstablish neutral or objective stance in how results are communicated through\u2026\n* Passive voice and declarative statements *(Indonesia was formed by, tectonic plates have shifted for billions of years)* [SENTENCE] [WORD/PHRASE]\n* Word choices to moderate stance *(hedging)* *(could/might, a possibility, usually)* [WORD/PHRASE]\n* Objective and evaluative language to adjust precision and establish shared interest [WORD/PHRASE]\n\nDevelop reasoning to show relationships among independent and dependent variables in models and simple systems through\u2026\n* Connectors to link clauses and combine ideas into logical relationships *(as a result, therefore)* or order events [DISCOURSE] [WORD/PHRASE]\n* Variety of clause types to express causality *(If magma is thick, gas bubbles cannot easily escape, building pressure as the magma rises.)* [SENTENCE]\n* Given/new patterns to link relationships, add new details, and condense information into abstract nouns [DISCOURSE] [WORD/PHRASE]\n\nSummarize patterns in evidence, making trade-offs, revising, and retesting through\u2026\n* Labeling/describing diagrams, graphics, data, statistics to add information about a phenomenon [WORD/PHRASE]\n* Ask and answer questions to theorize, clarify, and make extrapolations about a phenomenon [DISCOURSE] [SENTENCE]\n* Conditional clauses *(if/then)* to generalize a phenomenon to additional contexts [SENTENCE]","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-09T12:49:11+00:00"},{"identifier":"eeb4473b-a59a-4cd6-bcee-8af38c867d63","uri":"https://standards.wida.us/uri/eeb4473b-a59a-4cd6-bcee-8af38c867d63","fullStatement":"Multilingual learners will interpret scientific arguments by\n* Identifying __convincing__ evidence from data, models, and/or information from investigations of phenomena or design solutions\n* Comparing reasoning and claims based on evidence __from two arguments on the same topic__\n* __Evaluating whether they emphasize similar or different evidence and/or interpretations of facts__","humanCodingScheme":"ELD-SC.6-8.Argue.Interpretive","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:27:44+00:00"},{"identifier":"f2f9c680-a3f4-463c-83b8-36fe8ca4ff84","uri":"https://standards.wida.us/uri/f2f9c680-a3f4-463c-83b8-36fe8ca4ff84","fullStatement":"Multilingual learners will construct scientific arguments that\n* Introduce __and contextualize__ topic/ phenomenon in issues related to the natural and designed world(s)\n* __Support or refute a claim__ based on data and evidence\n* __Establish and maintain__ a neutral or objective stance\n* Signal logical relationships among reasoning, __evidence, data, and/or a model when making or defending a claim or counterclaim__","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-SC.6-8.Argue.Expressive","notes":"**Language Functions and Associated Language Features**\n\nIntroduce and contextualize topic/phenomenon in issues related to the natural and designed world(s) through\u2026\n* Abstract nouns to introduce concepts, ideas, and technical terms *(molecules, atoms, reactions, energy, regrouping)* [DISCOURSE] [WORD/PHRASE]\n* A variety of ways to define phenomenon *(relative clauses, declarative statements, relational verbs)* [SENTENCE] [WORD/PHRASE]\n* A variety of verb groups *(past, timeless present, future, conditional)* to describe events known or anticipated [SENTENCE] [WORD/PHRASE]\n\nSupport or refute a claim based on data and evidence through\u2026\n* Expanded noun groups to classify and/or add details *(energy releasing reactions, reconfigured molecular bonds)* [DISCOURSE] [WORD/PHRASE]\n* Connectors to link clauses and establish logical relationships *(as a result, therefore, to be more precise, instead, however, on the other hand)* [SENTENCE] [WORD/PHRASE]\n* Variety of clause types to express causality *(If the total number in each type of atom is conserved, there is no change in the atom\u2019s mass.)* [SENTENCE]\n* Diagrams, models, data, graphics to add support to claim or evidence [DISCOURSE] [WORD/PHRASE]\n\nEstablish and maintain a neutral or objective stance through\u2026\n* Passive voice and declarative statement to establish a factual stance *(Some chemical reactions release energy, others store it.)* [SENTENCE] [WORD/PHRASE]\n* Word choices to moderate stance *(hedging)* *(could/might, a possibility, usually, often)* [WORD/PHRASE]\n\nSignal logical relationships among reasoning, evidence, data, and/or a model when making or defending a claim or counterclaim through\u2026\n* Given/new patterns to link relationships, add new details, and condense information into abstract nouns [DISCOURSE] [WORD/PHRASE]\n* Cohesion to reference ideas, concepts, phenomena across text *(pronouns, substitutions, renaming subjects, collocations, synonyms)* [DISCOURSE] [WORD/PHRASE]\n* Connectors to signal time *(next, at the same time)*, causality *(therefore, consequently, as a result, because)*, clarification *(for example, this shows how\u2026)* [DISCOURSE] [WORD/PHRASE]","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-09T12:53:04+00:00"},{"identifier":"f9b591d9-dd67-47a7-8e51-7499ada45f69","uri":"https://standards.wida.us/uri/f9b591d9-dd67-47a7-8e51-7499ada45f69","fullStatement":"Multilingual learners will interpret social studies explanations by\n* Determining __multiple points of view__ in sources for answering compelling and supporting questions about phenomena or events\n* Analyzing sources __for logical relationships among contributing factors or causes__\n* Evaluating __experts\u2019 points of agreement, along with strengths and weakness of explanations__","humanCodingScheme":"ELD-SS.6-8.Explain.Interpretive","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:27:44+00:00"},{"identifier":"7c04a615-5873-4d36-b0ad-299b0679442e","uri":"https://standards.wida.us/uri/7c04a615-5873-4d36-b0ad-299b0679442e","fullStatement":"Multilingual learners will construct social studies explanations that\n* Introduce __and contextualize__ phenomena or events\n* Establish __perspective for communicating outcomes, consequences, or documentation__\n* __Develop reasoning, sequences with linear and nonlinear relationships, evidence, and details, acknowledging strengths and weaknesses__\n* Generalize __multiple__ causes and effects of developments or events","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-SS.6-8.Explain.Expressive","notes":"**Language Functions and Associated Language Features**\n\nIntroduce and contextualize phenomena or events through\u2026\n* Cohesion to reference ideas, people across text *(pronouns, substitutions, renaming, synonyms, collocations)* [DISCOURSE] [WORD/PHRASE]\n* A variety of structures *(embedded clauses, relating verbs, nominalizations, noun groups)* to define phenomena or events [SENTENCE] [WORD/PHRASE]\n* Prepositional phrases of time, place to contextualize phenomena or events *(a place where tourists already come)* [WORD/PHRASE]\n\nEstablish perspective for communicating outcomes, consequences, or documentation through\u2026\n* Declarative statements to evaluate and interpret events *(Feudalism was the ultimate system of control for medieval society.)* [DISCOURSE] [SENTENCE]\n* Passive voice to emphasize main topic *(British trade was disrupted by\u2026)* [SENTENCE] [WORD/PHRASE]\n* Active verbs to highlight agents and recipients *(The colonists disrupted British trade.)* [SENTENCE] [WORD/PHRASE]\n* Verbs and adjectives to judge behavior or moral character *(rallied, conquered, cruel, compassionate)* [WORD/PHRASE]\n\nDevelop reasoning, sequences with linear and nonlinear relationships, evidence, and details, acknowledging strengths and weaknesses through\u2026\n* Expanded noun groups to add details *(living standards of 18th century people)* [DISCOURSE] [WORD/PHRASE]\n* Connectors to maintain chronological, causal or logical relationships *(as a result, meanwhile, later, in order to)* [DISCOURSE] [WORD/PHRASE]\n* Nominalizations to name abstract concepts, ideas, ideologies *(colonization, feudalism)* [DISCOURSE] [WORD/PHRASE]\n* Dependent clauses to express details as a result of place, manner, duration, extent [DISCOURSE] [SENTENCE]\n* Complex sentences to clarify causal, linked, time-bound, or sequential relationships [SENTENCE]\n\nGeneralize multiple causes and effects of events and developments through\u2026\n* Word choices to evaluate, judge, or appreciate significance of events or phenomena [DISCOURSE] [WORD/PHRASE]\n* Nominalizations to summarize events and name abstract phenomena [WORD/PHRASE]","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-09T13:00:53+00:00"},{"identifier":"07a6d259-9eba-4eab-967c-d7f9d5b4c638","uri":"https://standards.wida.us/uri/07a6d259-9eba-4eab-967c-d7f9d5b4c638","fullStatement":"Multilingual learners will interpret social studies arguments by\n* Identifying topic and purpose *(argue in favor or against a position, present a balanced interpretation, challenge perspective)*\n* Analyzing relevant information from multiple sources __to support claims__\n* Evaluating point of view and credibility of source based __on relevance and intended use__","humanCodingScheme":"ELD-SS.6-8.Argue.Interpretive","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:27:44+00:00"},{"identifier":"5918544e-5777-4189-84a4-b5a5d48740c6","uri":"https://standards.wida.us/uri/5918544e-5777-4189-84a4-b5a5d48740c6","fullStatement":"Multilingual learners will construct social studies arguments that\n* Introduce __and contextualize__ topic\n* Select relevant information to support claims with evidence gathered from multiple sources\n* Establish perspective\n* Show relationships between claims __and counterclaims, differences in perspectives,__ and evidence __and reasoning__","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-SS.6-8.Argue.Expressive","notes":"**Language Functions and Associated Language Features**\n\nIntroduce and contextualize topic through\u2026\n* Generalized nouns and a descriptive title to introduce topic *(empire, excavation, The Cradle of Modern Civilization)* [DISCOURSE] [WORD/PHRASE]\n* Expanded noun groups with embedded and relative clauses to add details *(Mesopotamia, often referred to as the Cradle of Life, was located between the Tigris and Euphrates Rivers.)* [DISCOURSE] [WORD/PHRASE]\n* Cohesion to reference ideas, people across text *(pronouns, synonyms, substitutions, renaming, collocations)* [DISCOURSE] [WORD/PHRASE]\n* Connectors to structure paragraphs *(first, in the beginning, meanwhile, as a result, in conclusion)* [DISCOURSE] [WORD/PHRASE]\n* Given/new patterns to link relationships, add new details, and condense information into abstract nouns [DISCOURSE] [WORD/PHRASE]\n* A variety of verb tenses *(past, timeless present, relational)* to present position and/or provide background information [SENTENCE]\n\nSelect relevant information to support claims with evidence gathered from multiple sources through\u2026\n* A variety of clauses to frame details, examples, quotes, data *(according to, historians dis/agree, several sources suggest, these data suggest)* [DISCOURSE] [WORD/PHRASE]\n* Adverbial and prepositional phrases to specify time *(duration, specific date or range)*, location, how or why something happened *(during the late Neolithic period, the area between\u2026)* [DISCOURSE] [WORD/PHRASE]\n* A variety of verb forms to express agency in doing, thinking, saying, feeling actions *(I contradicted him, we support, they challenged)* [SENTENCE] [WORD/PHRASE]\n\nEstablish perspective through\u2026\n* Passive voice to keep emphasis on main topic rather than who or what is doing the action (Soldiers were housed in primitive tents.) or to keep emphasis on who or what is doing the action [DISCOURSE] [WORD/PHRASE]\n* Objective or emotive language to appeal to logic or feelings *(credited with inventing the wheel versus the greatest inventions of all times)* [WORD/PHRASE]\n* Evaluative verbs, adverbs, and adjectives to add author\u2019s perspective *(dominated, absolutely, compelling)* [WORD/PHRASE]\n\nShow relationships between claims and counterclaims, differences in perspectives, and evidence and reasoning through\u2026\n* Connectors to link claims with evidence and reasoning *(because, but, as a result, when, if, although, therefore)*  [DISCOURSE] [WORD/PHRASE]\n* Connectors to signal alternate points of view *(on the other hand, contrary to common belief, according to)*, show concession or comparison/contrast *(while, although, instead, despite this, however)*  [DISCOURSE] [WORD/PHRASE]\n* Modality in summary statements to reiterate position, or create a call to action *(could be argued, undoubtedly, ought to, may)* [SENTENCE] [WORD/PHRASE]","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-09T13:05:45+00:00"},{"identifier":"851d5f0b-d697-4d6d-982b-eaeaa75a90d3","uri":"https://standards.wida.us/uri/851d5f0b-d697-4d6d-982b-eaeaa75a90d3","fullStatement":"Multilingual learners will interpret language arts narratives by\n* Identifying themes or central ideas that develop over the course of a text\n* Analyzing how __author choices about__ character attributes and actions __relate to story elements (setting, event sequences, and context)__\n* Evaluating the impact of specific word choices on meaning, tone, __and explicit vs. implicit points of view__","humanCodingScheme":"ELD-LA.9-12.Narrate.Interpretive","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:27:44+00:00"},{"identifier":"8f42666b-23b1-4b25-a5f5-d79cfe11d546","uri":"https://standards.wida.us/uri/8f42666b-23b1-4b25-a5f5-d79cfe11d546","fullStatement":"Multilingual learners will construct language arts narratives that\n* Orient audience to context and __one or multiple point*(s)* of view__\n* Develop and describe characters and their relationships __over a progression of experiences or events__\n* Develop story, __advancing the plot__ and themes with complications and resolutions, time and event sequences\n* Engage and adjust for audience","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-LA.9-12.Narrate.Expressive","notes":"**Language Functions and Associated Language Features**\n\nOrient audience to context and one or multiple point(s) of view through\u2026\n* Title, heading, opening statements to capture readers\u2019 interest *(March. Two people, a man and a woman, are walking along the corridor.)* [DISCOURSE] [WORD/PHRASE]\n* Expanded noun groups to introduce the setting *(the sands stretch into the distance, bands of yellow, and grey and gold)* [DISCOURSE] [WORD/PHRASE]\n* A variety of sentence types to introduce the context *(rhetorical and other questions, statements, points of view)* *(One good deed to set against other, darker, actions. What did it matter?)* [DISCOURSE] [SENTENCE]\n* Statements and questions to foreshadow or introduce complications *(Where the road led, he didn\u2019t know, but he was determined to leave David behind before the morning came.)* [DISCOURSE] [SENTENCE]\n\nDevelop and describe characters and their relationships over a progression of experiences or events through\u2026\n* Cohesive devices *(pronouns, demonstratives, renaming, synonyms, collocation, deletion)* *(They told us to sit, and we did.)* to reference characters or ideas across the text [DISCOURSE] [WORD/PHRASE]\n* Complex sentences to establish context and characters *(He stayed with the job because the merchant, although he was an old grouch, treated him fairly.)* [DISCOURSE] [SENTENCE]\n* Action verbs to describe character behaviors *(Joe leaps into action, grabs his phone and dives for the door, yelling for Julie to follow him.)* [SENTENCE] [WORD/PHRASE]\n* Attitudinal word choices to express character\u2019s feelings, *(very upset)*, appreciation *(lovely, fascinating)*, or judgment/evaluation *(intricate, grossly incompetent)* [WORD/PHRASE]\n\nDevelop story, advancing the plot and themes with complications and resolutions, time and event sequences through\u2026\n* Connectors to develop and link sections of text as in time, sequence, clarifying *(for instance)*, adding information *(likewise, furthermore)*, contrast *(on the other hand, even so, at least)* [DISCOURSE] [WORD/PHRASE]\n* Statements to provide closure, evaluate experience, or summarize narrative [DISCOURSE] [WORD/PHRASE]\n* A variety of verb tenses to pace the narrative and locate events in time, including dialog *(The wind told me you would be coming and that you would need help.)* [SENTENCE] [WORD/PHRASE]\n* Dependent clauses to add details *(Village children scampered out the door, which left the room strangely quiet.)* [SENTENCE] [WORD/PHRASE]\n* A variety of short and complex sentence structures to pace the narrative *(The door flung open. The snow spat at him, sleet slashed his face, winds whistled down the hall.)* [SENTENCE] [WORD/PHRASE]\n\nEngage and adjust for audience through\u2026\n* Word choices to advance mood *(surprise, tension, humor, reflection)* and to describe author\u2019s purpose *(contemptuous eyes, his voice softened)* [WORD/PHRASE]\n* Literary devices to enrich the narrative as in similes and metaphors, alliteration, idioms *(butterflies in her stomach)*, figurative and sensory words/phrases, collocation, multilingual words/phrases *(he ate like a burro, focused and intentional)* [WORD/PHRASE]\n* Tone of voice, gesturing, acting behaviors to adjust for audience [WORD/PHRASE]\n* Language to address reader/listener and draw them in *(Instantly, the tension in the room lessened.)* [WORD/PHRASE]","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-09T13:17:42+00:00"},{"identifier":"1af3f541-ddd1-495e-99d2-b5326187a8dd","uri":"https://standards.wida.us/uri/1af3f541-ddd1-495e-99d2-b5326187a8dd","fullStatement":"Multilingual learners will interpret informational texts in language arts by\n* Identifying and/or summarizing __central__ ideas\n* Analyzing __descriptions and inferences__ in textual evidence for key attributes, qualities, characteristics, activities, and conceptual relationships\n* Evaluating __cumulative__ impact and __refinement of author\u2019s__ key word choices over the course of text","humanCodingScheme":"ELD-LA.9-12.Inform.Interpretive","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:27:44+00:00"},{"identifier":"07c00924-b75c-4c01-bdad-9bbbdc10bcd4","uri":"https://standards.wida.us/uri/07c00924-b75c-4c01-bdad-9bbbdc10bcd4","fullStatement":"Multilingual learners will construct informational texts in language arts that\n* Introduce and define topic and/or entity for audience\n* Establish an objective or neutral stance\n* Add precision, details, and clarity about __complex__ attributes, qualities, characteristics, activities, and __conceptual__ relationships\n* Develop coherence and cohesion throughout text","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-LA.9-12.Inform.Expressive","notes":"**Language Functions and Associated Language Features**\n\nIntroduce and define topic and/or entity for audience through\u2026\n* Generalized nouns, descriptive titles, and headings to introduce topic and/or entity *(Harlem Renaissance, Langston Hughes, Shifting Perspectives on Climate Change)* [DISCOURSE] [WORD/PHRASE]\n* Expanded noun groups to define key concepts, add details or classify information *(economic development that changed a nation, 200 years of occupation, extinct species)* [DISCOURSE] [WORD/PHRASE]\n* Opening statements to identify type of information *(describing, comparing/contrasting, classifying)* [DISCOURSE] [SENTENCE]\n* Relating verbs *(have, be, belong to, consist of)* to link and define entity by its attributes *(The Harlem Renaissance was the development of\u2026)* [SENTENCE] [WORD/PHRASE]\n\nEstablish an objective or neutral stance through\u2026\n* Generalized nouns to maintain neutral voice of authority *(artists, scientists, prominent figures)* [DISCOURSE] [WORD/PHRASE]\n* Variety of structures to define and describe entities *(embedded clauses, relating verbs, nominalizations, given/new patterns)* [DISCOURSE] [SENTENCE] [WORD/PHRASE]\n* Reporting devices to acknowledge outside sources and integrate information into report as in saying verbs and direct quotes *(said, reported, claimed, predicted; expressions according to, as mentioned by)* [SENTENCE] [WORD/PHRASE]\n\nAdd precision, details, and clarity about complex attributes, qualities, characteristics, activities, and conceptual relationships through\u2026\n* Visual representations *(graphs, data, diagrams)* to support key details [DISCOURSE]\n* Comparing/contrasting connectors to entities or components *(unlike, as opposed to, contrasted with, conversely, similarly, in spite of that)* [DISCOURSE] [SENTENCE]\n* Verb structures to present information in a variety of ways: timeless present indicates generalizable nature *(It chases and scavenges for food)*; passive voice focuses attention on action *(when the food is prepared)* [SENTENCE] [WORD/PHRASE]\n* Adverbial and prepositional phrases to specify point in time or duration *(on Sept 12, from 1910 to 1920, during World War II)*, location *(in a NYC neighborhood)*, and manner *(in a calculated movement)* * [WORD/PHRASE]\n* Technical word choices to define and classify entity *(Jazz, characterized by polyrhythms and improvisation was\u2026)* * [WORD/PHRASE]\n* Adjectives and adverbs to answer questions about quantity, size, shape, manner *(abundant, colossal, amorphous, rightfully)* [WORD/PHRASE]\n\nDevelop coherence and cohesion throughout text through\u2026\n* Referential devices *(pronoun reference, synonyms, renaming)* *(the subsequent social and artistic explosion=the Harlem Renaissance)* to link ideas across sections of text [DISCOURSE] [WORD/PHRASE]\n* Topic and/or entity, headings to serve as openers for sentences and paragraphs [DISCOURSE] [WORD/PHRASE]\n* Single technical nouns and collocations *(improvisation, blues, piano, double bass)* to define class/subclass *(jazz/New Orleans, West African)*, general/specific *(musician/Louis Armstrong)*, whole/part relationships *(historical influences on jazz)* [WORD/PHRASE]","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-09T13:11:41+00:00"},{"identifier":"00785959-3bce-4d16-8247-129c9bae9ac4","uri":"https://standards.wida.us/uri/00785959-3bce-4d16-8247-129c9bae9ac4","fullStatement":"Multilingual learners will interpret language arts arguments by\n* Identifying and summarizing central ideas of primary or secondary sources\n* Analyzing use of __rhetoric and details to advance point of view or purpose__\n* Evaluating and __corroborating__ relevance and sufficiency of evidence as well as validity of reasoning to support claims","humanCodingScheme":"ELD-LA.9-12.Argue.Interpretive","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:27:44+00:00"},{"identifier":"92f85e66-431d-46fc-a472-b3889f3ef13b","uri":"https://standards.wida.us/uri/92f85e66-431d-46fc-a472-b3889f3ef13b","fullStatement":"Multilingual learners will construct language arts arguments that\n* Introduce and develop __precise__ claims and __address__ counterclaims\n* Support claims __and refute counterclaims with valid reasoning and relevant and sufficient evidence__\n* Establish and maintain a formal style and objective tone\n* Logically organize claims, __counterclaims,__ reasons, and evidence; offer a conclusion __with recommendations__","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-LA.9-12.Argue.Expressive","notes":"**Language Functions and Associated Language Features**\n\nIntroduce and develop precise claims and address counterclaims through\u2026\n* Declarative statements to frame topic, provide background information, state claim, and acknowledge counterclaim *(In \u201cTongue Tied\u201d Maxine Hong Kingston captures her experience of growing up as a Chinese American woman.)* [DISCOURSE] [SENTENCE]\n* Noun groups to provide details *(The Harlem Renaissance\u2019s intellectual, social, and artistic explosion)* [DISCOURSE] [WORD/PHRASE]\n* Connectors to introduce alternative points of view *(although, on the other hand, unlike, contrary to common belief)* [DISCOURSE] [WORD/PHRASE]\n* Pronouns, synonyms, collocations, renaming subjects to maintain cohesion *(someone=character=s/he=teenager)* [DISCOURSE] [WORD/PHRASE]\n\nSupport claims and refute counterclaims with valid reasoning and relevant and sufficient evidence through\u2026\n* A variety of clauses *(adverbial, embedded)* to support claim *(quotes, references, detailed descriptions, examples or other sources and data)* and provide detail about issue/ literary technique *(In \u201cLetter from Birmingham Jail,\u201d King\u2019s extended allusions to multiple philosophers\u2026)* [DISCOURSE] [SENTENCE]\n* Connectors to elaborate an idea/interpretation *(so, this means, therefore, leading one to believe, a way to think about this)*  [DISCOURSE] [WORD/PHRASE]\n* Literary devices to support evidence and interpretation *(similes and metaphors, alliteration, idioms, figurative and sensory words/phrases, collocation, multilingual words/phrases)* [WORD/PHRASE]\n* Modality to express obligation or certainty *(might, could, must, need to)*, to open up to other possibilities *(possibly, apparently, perhaps, definitely, absolutely)*, or to temper space for negotiation *(most would agree, could be a consideration)* [SENTENCE] [WORD/PHRASE]\n\nEstablish and maintain a formal style and objective tone through\u2026\n* First, second, or third person to connect with reader, build alliance, or maintain neutrality *(as teenagers, we\u2026)* [DISCOURSE] [WORD/PHRASE]\n* Authoritative declarative sentences to evaluate and interpret events *(Anzald\u00faa\u2019s interweaving of literary genres, languages, cultures, and identities in \u201cBorderlands\u201d is highly innovative.)* [DISCOURSE] [SENTENCE]\n* Nouns, adjectives, verbs, and adverbs to evaluate the positive/negative qualities of topic, position, or evidence *(a toxic perspective, contradictory information, impressive presentation, successful outcome)* [WORD/PHRASE]\n\nLogically organize claims, counterclaims, reasons, and evidence; offer a conclusion with recommendations through\u2026\n* A variety of structures to define, describe, interpret, and refute claims, evidence, reasoning *(embedded clauses, active and passive voice, nominalizations, given/new patterns)* [DISCOURSE] [SENTENCE]\n* Comparing/contrasting connectors to differentiate between claims and counterclaims *(unlike, as opposed to, contrasted with, conversely, similarly, in spite of that)* [DISCOURSE] [WORD/PHRASE]\n* If/then clauses to support inferential conclusions *(If these studies are accurate, then it is reasonable to expect)* [DISCOURSE] [SENTENCE]\n* Cohesive devices *(deletions, substitutions, ellipsis)* to reduce repetition, redundancy *(Teens were told to stop and they did. Teens use social media as a substitute for in-person socializing\u2026if they do that\u2026)* [DISCOURSE] [WORD/PHRASE]\n* Connectors to sequence points in the argument and maintain logical progression *(one way, another point, as mentioned previously, in addition, it is clear then)* [DISCOURSE] [WORD/PHRASE]\n* Summary statement to reiterate claim, call to action, encourage a response, or suggest next steps [DISCOURSE] [SENTENCE]","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-09T13:23:46+00:00"},{"identifier":"a165d976-be8b-4b2f-ac8f-dcaffa56b6fd","uri":"https://standards.wida.us/uri/a165d976-be8b-4b2f-ac8f-dcaffa56b6fd","fullStatement":"Multilingual learners will interpret mathematical explanations by\n* Identifying concept or entity\n* Analyzing __data and own and others' problem-solving approaches__\n* Evaluating rationales, models, and/or __interpretations based on evidence and mathematical principles__","humanCodingScheme":"ELD-MA.9-12.Explain.Interpretive","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-07-15T15:28:12+00:00"},{"identifier":"014f1edc-380b-4891-94e8-3a471017fb5e","uri":"https://standards.wida.us/uri/014f1edc-380b-4891-94e8-3a471017fb5e","fullStatement":"Multilingual learners will construct mathematical explanations that\n* Introduce mathematical concept or entity\n* Share solutions with others\n* Describe data and/or __approach used to solve a problem__\n* State reasoning used to generate __own or alternate solutions__","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-MA.9-12.Explain.Expressive","notes":"**Language Functions and Associated Language Features**\n\nIntroduce a concept or entity through\u2026\n* Relating verbs *(belong to, are part of, be, have)* to define or describe concept [SENTENCE] [WORD/PHRASE]\n* Mathematical terms and phrases to describe concept, process, or purpose *(the sum of the angles of a triangle is 180\u00b0)* [WORD/PHRASE]\n\nShare solutions with others through\u2026\n* Generalized nouns to add precision to discussion *(congruence, theorems, bisector)* [DISCOURSE] [WORD/PHRASE]\n* First person *(I, We)* to describe approach; third person to describe approach with neutral stance of authority [SENTENCE] [WORD/PHRASE]\n* Modality *(verbs, adverbs, nouns, adjectives)* to express opinions, degrees of certainty, or temper disagreement *(it\u2019s a possibility, that\u2019s definitely wrong, we need to)* [SENTENCE] [WORD/PHRASE]\n* Language choices to reflect on completed and on-going process *(we should have done this, we might be able to, what if we try)* [WORD/PHRASE]\n* Observational *(notice, it appears, looks like)* and comparative language *(different from, similar to, the same)* to share results *(We notice our process was different, but we have the same solution.)* [WORD/PHRASE]\n\nDescribe data and/or approach to solve a problem through\u2026\n* Connectors to link sentences and longer stretches of text signaling details of time *(next, at the same time)*, causality *(therefore, consequently, as a result)*, clarification *(for example, as seen in the model)*. [DISCOURSE] [WORD/PHRASE]\n* Reference devirence)* to create cohesion [DISCOURSE] [WORD/PHRASE]\n* Abstract, generalized, or multi-meaning noun groups to provide precision to mathematical descriptions *(theorems, transformations, plane, translation, reflection)* [DISCOURSE] [WORD/PHRASE]\n* Imperative verbs *(factor, solve, invert, simplify, apply)* to establish a process or approach [SENTENCE] [WORD/PHRASE]\n* Visual data displays *(drawings, software, demonstrations, reflective devices, tables, charts)* to clarify approach*(es)* and solution*(s)*\n\nState reasoning used to generate own or alternate solutions through\u2026\n* Causal connectors to establish or refute relationship, solution, validity *(the relationship is not a function because a function is\u2026)* [DISCOURSE] [WORD/PHRASE]\n* Conditional conjunctions to propose future options *(if/so, if/then)* and generalized relationships\n*(if/will; if a transversal crosses parallel lines, then the alternate interior angles are congruent)* [DISCOURSE] [WORD/PHRASE]","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-09T13:34:10+00:00"},{"identifier":"ab8acb19-34c6-4030-8ddf-3eae8f9286d6","uri":"https://standards.wida.us/uri/ab8acb19-34c6-4030-8ddf-3eae8f9286d6","fullStatement":"Multilingual learners will interpret mathematics arguments by\n* Comparing conjectures with previously established results and __stated assumptions__\n* Distinguishing correct from __flawed logic__\n* Evaluating relationships __among evidence and mathematical principles__ to create generalizations","humanCodingScheme":"ELD-MA.9-12.Argue.Interpretive","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:27:44+00:00"},{"identifier":"10a207a0-7e34-4835-b6b6-d0ce359cc7e0","uri":"https://standards.wida.us/uri/10a207a0-7e34-4835-b6b6-d0ce359cc7e0","fullStatement":"Multilingual learners will construct mathematics arguments that\n* Create precise conjecture, using definitions, previously established results, __and stated assumptions__\n* Generalize logical relationships across cases\n* Justify __(and refute)__ conclusions with evidence and mathematical __principles__\n* Evaluate __and extend__ others\u2019 arguments","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-MA.9-12.Argue.Expressive","notes":"**Language Functions and Associated Language Features**\n\nCreate precise conjecture, using definitions, previously established results, and stated assumptions through\u2026\n* Verb groups and sequential connectors *(first, then)* to recount and explain steps in solving problems assumed to be solvable  [DISCOURSE] [WORD/PHRASE]\n* Conditional *(if, when)* to make and justify conjecture *(If a population doubles each week, then it will always be 16 times the original population after 4 weeks.)* [DISCOURSE] [WORD/PHRASE]\n* Relating verbs *(have, belong to, be)* to define principles, operational theorems and properties *(an inscribed angle is the angle formed when\u2026 A rhombus is a parallelogram with perpendicular diagonals.)* [SENTENCE] [WORD/PHRASE]\n* Adverbial phrases *(qualities, quantities, frequencies)* to add precision related to conjecture *(Lines with equivalent slopes will never intersect.)* [WORD/PHRASE]\n\nGeneralize logical relationships across cases through\u2026\n* Declarative statements to present generalizable processes *(We don\u2019t have outliers in our data. We can use a dot plot or histogram.)* [DISCOURSE] [SENTENCE]\n* Verbs to apply mathematical principles, as in commands *(use, do, apply)* across cases *(We need to rewrite the equation to see if we can use factors to solve it.)* [SENTENCE] [WORD/PHRASE]\n\nJustify (and refute) conclusions with evidence and mathematical principles through\u2026\n* Conditional structures *(if/then, when, given)* to demonstrate conclusions *(Given all the sides of a cube are the same, take the length and raise it to the third power to find the volume.)* [DISCOURSE] [SENTENCE]\n* Technical nouns and noun groups to add precision and details *(inscribed and circumscribed circles, quadratic equations, recursive definition)* [WORD/PHRASE]\n* Models, drawings, graphs to demonstrate principles [DISCOURSE]\n\nEvaluate and extend other\u2019s arguments through\u2026\n* Questions *(what, how, why, do)*, requests *(could, would)* to ask for information, clarification, procedure *(Could you show me how you got that answer? Why did you do\u2026instead of\u2026?)* [DISCOURSE] [SENTENCE]\n* Causal connectors *(so, because, therefore)* to identify misconceptions *(These two figures have to have the same volume because they have the same height and area even when you change the shape; it\u2019s Cavalieri\u2019s principle.)* [DISCOURSE] [WORD/PHRASE]\n* Negation *(don\u2019t, doesn\u2019t, can\u2019t)* and obligation modal verbs *(have to, must, should, could, might)* to engage with others *(I don\u2019t think you can apply that theorem, I think you have to use this, I found a counterexample.)* [WORD/PHRASE]","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-09T13:37:49+00:00"},{"identifier":"9f204645-b1e3-4f14-b311-45cb98a51b13","uri":"https://standards.wida.us/uri/9f204645-b1e3-4f14-b311-45cb98a51b13","fullStatement":"Multilingual learners will interpret scientific explanations by\n* Defining investigable questions or problems based on observations, __information,__ and/or data about a phenomenon\n* __Paraphrasing__ central ideas in complex evidence, __concepts, processes,__ and information to help explain how or why a phenomenon occurs\n* Evaluating __the extent to which__ reasoning, __theory and/or models link evidence to claims__ and support conclusions","humanCodingScheme":"ELD-SC.9-12.Explain.Interpretive","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-09-22T11:58:36+00:00"},{"identifier":"06d5486a-3f14-4e3b-9fb4-aa61f34e9523","uri":"https://standards.wida.us/uri/06d5486a-3f14-4e3b-9fb4-aa61f34e9523","fullStatement":"Multilingual learners will construct scientific explanations that\n* Describe reliable and valid evidence from __multiple__ data, models, and/or __information__ about a phenomenon\n* Establish neutral or objective stance in how results are communicated\n* Develop reasoning to __illustrate and/ or predict__ the relationships between variables in __a system or between components of a system__\n* Summarize __and refine solutions referencing scientific knowledge, evidence, criteria, and/or trade-offs__","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-SC.9-12.Explain.Expressive","notes":"**Language Functions and Associated Language Features**\n\nDescribe reliable and valid evidence from multiple sources about a phenomenon through\u2026\n* Abstract nouns to introduce concepts, ideas, and technical terms *(effects, impairment, perception, antioxidants)* [DISCOURSE] [WORD/PHRASE]\n* Cohesion to reference ideas, information across text *(pronouns, substitutions, renaming, synonyms, collocations)* [DISCOURSE] [WORD/PHRASE]\n* Relating verb groups to state relationships or attributes *(have, be, belong to)* [SENTENCE] [WORD/PHRASE]\n* A variety of structures *(embedded clauses, relating verbs, nominalizations, and noun groups)* to define a phenomenon [SENTENCE] [WORD/PHRASE]\n\nEstablish neutral or objective stance in how results are communicated through\u2026\n* Passive voice and declarative statements *(The heat within the earth is transmitted. Disease spreads through human contact.)* [SENTENCE] [WORD/PHRASE]\n* Word choices to moderate stance, such as hedging *(could/might, a possibility, usually)* [DISCOURSE] [WORD/PHRASE]\n* Objective and evaluative language to adjust precision, soften tone, acknowledge others [DISCOURSE] [WORD/PHRASE]\n\nDevelop reasoning to illustrate and/or predict the relationships between variables in a system or between components of a system through\u2026\n* Nominalizations to represent abstract concepts [DISCOURSE] [WORD/PHRASE]\n* Connectors to link clauses and combine ideas into logical relationships *(as a result, therefore)* [DISCOURSE] [WORD/PHRASE]\n* Given/new patterns to link relationships, add new details, and condense information into abstract nouns [DISCOURSE] [WORD/PHRASE]\n* Variety of clause types to express causality *(Unable to grow or repair themselves, the corals eventually die.)* [DISCOURSE] [SENTENCE]\n\nSummarize and refine solutions referencing scientific knowledge, evidence, criteria, and/or tradeoffs through\u2026\n* Ask and answer questions to theorize, clarify, and make extrapolations about a phenomenon [DISCOURSE] [SENTENCE]\n* Conditional clauses *(if/then)* to generalize a phenomenon to additional contexts [DISCOURSE] [SENTENCE]\n* Labeling/describing diagrams, graphics, data, statistics to add information about a phenomenon [WORD/PHRASE]","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-09T13:42:12+00:00"},{"identifier":"7e1d91be-06d3-47c7-b5e6-39636f82269c","uri":"https://standards.wida.us/uri/7e1d91be-06d3-47c7-b5e6-39636f82269c","fullStatement":"Multilingual learners will interpret scientific arguments by\n* Identifying __appropriate and sufficient__ evidence from data, models, and/ or information from investigations of a phenomenon or design solutions\n* Comparing reasoning and claims based on evidence __from competing arguments or design solutions__\n* Evaluating __currently accepted explanations, new evidence, limitations (trade-offs), constraints, and ethical issues__","humanCodingScheme":"ELD-SC.9-12.Argue.Interpretive","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:27:44+00:00"},{"identifier":"0ae5ef1d-c2bb-45ca-8791-eb34b2b17927","uri":"https://standards.wida.us/uri/0ae5ef1d-c2bb-45ca-8791-eb34b2b17927","fullStatement":"Multilingual learners will construct scientific arguments that\n* Introduce and contextualize topic/ phenomenon in __current scientific or historical episodes in science__\n* __Defend__ or refute a claim based on data and evidence\n* Establish and maintain __an appropriate tone__ and stance __(neutral/objective or biased/ subjective)__\n* Signal logical relationships among reasoning, evidence, data, and/or models when making and defending a claim, counterclaim, and/or __rebuttal__","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-SC.9-12.Argue.Expressive","notes":"**Language Functions and Associated Language Features**\n\nIntroduce and contextualize topic/phenomenon in current scientific or historical episodes in science through\u2026\n* A variety of ways to define a phenomenon *(relative clauses, declarative statements, relational verbs)* [DISCOURSE] [SENTENCE]\n* Abstract nouns to introduce concepts, ideas, and technical terms *(atmosphere, organisms, carbon dioxide, noble gases)* [DISCOURSE] [WORD/PHRASE]\n* A variety of verb groups *(past, timeless present, future, conditional)* to describe and/or extrapolate events known or anticipated [SENTENCE] [WORD/PHRASE]\n\nDefend or refute claim based on data and evidence through\u2026\n* Expanded noun groups to classify and/or add details *(greenhouse gasses, gradual atmospheric changes, irrevocable damage)* [DISCOURSE] [WORD/PHRASE]\n* Connectors to link clauses and establish logical relationships *(as a result, therefore, to be more precise, instead, however, on the other hand)* [DISCOURSE] [SENTENCE]\n* Clauses to link claim with evidence and reasoning *(based on these data, the scientific principle here is\u2026)* [DISCOURSE] [SENTENCE]\n* Diagrams, models, projections, data, graphics to add support to claim or evidence [WORD/PHRASE]\n\nEstablish and maintain an appropriate tone and stance *(neutral/objective or biased/subjective)* through\u2026\n* Passive voice and declarative statements to establish a factual stance *(Elliptical paths around the sun are formed by orbiting objects. The sun\u2019s radiation varies due to sudden solar flares.)* [SENTENCE] [WORD/PHRASE]\n* Word choice to moderate stance, i.e., hedging *(undoubtedly, is likely, probable, a possibility, usually, arguably)* [DISCOURSE] [WORD/PHRASE]\n\nSignal logical relationships among reasoning, evidence, data, and/or models when making and defending a claim, counterclaim, and/or rebuttal through\u2026\n* Given/new patterns to link relationships, add new details, and condense information into abstract nouns [DISCOURSE] [WORD/PHRASE]\n* Cohesion to reference ideas, concepts, phenomena across text, using pronouns, substitutions, renaming subjects, collocations, synonym *(fusion-radiation-energy)* [DISCOURSE] [WORD/PHRASE]\n* Connectors to signal time *(next, at the same time)*, causality *(therefore, consequently, as a result, because)*, clarification *(for example, this shows how\u2026)* [DISCOURSE] [WORD/PHRASE]","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-09T14:06:27+00:00"},{"identifier":"f6c10755-e7e4-4fe9-ab26-af8035e2a872","uri":"https://standards.wida.us/uri/f6c10755-e7e4-4fe9-ab26-af8035e2a872","fullStatement":"Multilingual learners will interpret social studies explanations by\n* Determining multiple types of sources, points of view in sources, and __potential uses__ of sources for answering compelling and supporting questions about phenomena or events\n* Analyzing sources for logical relationships among contributing factors, causes, or __related concepts__\n* Evaluating experts\u2019 points of agreement __and disagreement based on their consistency with explanation given its purpose__","humanCodingScheme":"ELD-SS.9-12.Explain.Interpretive","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:27:44+00:00"},{"identifier":"9584879d-8309-4658-add2-919355a258e0","uri":"https://standards.wida.us/uri/9584879d-8309-4658-add2-919355a258e0","fullStatement":"Multilingual learners will construct social studies explanations that\n* Introduce and contextualize __multiple__ phenomena or events\n* Establish perspective for communicating __intended and unintended__ outcomes, consequences, or documentation\n* Develop sound reasoning sequences with linear and nonlinear relationships, evidence, and details __with significant and pertinent information,__ acknowledging strengths and weaknesses\n* Generalize __experts\u2019 points of agreement and disagreement about__ multiple, __complex__ causes and effects of developments or events","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-SS.9-12.Explain.Expressive","notes":"**Language Functions and Associated Language Features**\n\nIntroduce and contextualize multiple phenomena or events through\u2026\n* A variety of structures *(embedded clauses, relating verbs, nominalizations, and noun groups)* to define phenomena or events [DISCOURSE] [SENTENCE] [WORD/PHRASE]\n* Cohesion to reference ideas, people across text *(pronouns, substitutions, renaming, synonyms, collocations)* [DISCOURSE] [WORD/PHRASE]\n* Prepositional phrases to establish conditions, time, place *(during the Industrial Revolution)* [WORD/PHRASE]\n\nEstablish perspective for communicating intended and unintended outcomes, consequences, or documentation through\u2026\n* Passive voice to keep emphasis on main topic *(Farm policies were enforced by regulatory agents.)* [DISCOURSE] [SENTENCE]\n* Verbs to highlight agents and recipients *(Migrant workers challenged farm policies.)* [WORD/PHRASE]\n* Declarative statements to evaluate and interpret events *(Impressionist artists showcased a new way to observe and depict the world.)* [DISCOURSE] [SENTENCE]\n* Evaluative verbs and adjectives to judge behavior or moral character *(dominated, succumbed to; ineffective, powerful)*  [WORD/PHRASE]\n\nDevelop sound reasoning, sequences with linear and nonlinear relationships, evidence, and details with significant and pertinent information, acknowledging strengths and weaknesses through\u2026\n* Nominalizations to name abstract concepts, ideas, ideologies *(racism, reunification, criminalization)* [DISCOURSE] [WORD/PHRASE]\n* Expanded noun groups to add details *(One young girl lives in the urban streets of Chicago.)* [DISCOURSE] [WORD/PHRASE]\n* Connectors to maintain chronological, causal or logical relationships *(as a result, meanwhile, therefore)* [DISCOURSE] [WORD/PHRASE]\n* Dependent clauses to express details that occur as a result of place, manner, duration, extent [DISCOURSE] [SENTENCE]\n* Complex sentences to clarify causal, linked, time-bound or sequential relationships [DISCOURSE] [SENTENCE]\n\nGeneralize experts\u2019 points of agreement and disagreement about multiple, complex causes and effects of developments or events through\u2026\n* Nominalizations to summarize event and name abstract phenomena [DISCOURSE] [WORD/PHRASE]\n* Word choices to evaluate, judge, or appreciate significance of events or phenomena [WORD/PHRASE]","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-09T14:10:56+00:00"},{"identifier":"dff1a6da-f3bd-4395-b241-3196dfb41f6c","uri":"https://standards.wida.us/uri/dff1a6da-f3bd-4395-b241-3196dfb41f6c","fullStatement":"Multilingual learners will interpret social studies arguments by\n* Identifying topic and purpose (argue in favor of or against a position, present a balanced interpretation, challenge perspective)\n* Analyzing relevant information to support and/or __revise__ claims with __valid and reliable__ evidence from multiple sources\n* Evaluating credibility, __accuracy, and relevancy__ of source based on __expert perspectives__","humanCodingScheme":"ELD-SS.9-12.Argue.Interpretive","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:27:44+00:00"},{"identifier":"8ce69a9e-3681-4b89-b408-7a0d5d7b792a","uri":"https://standards.wida.us/uri/8ce69a9e-3681-4b89-b408-7a0d5d7b792a","fullStatement":"Multilingual learners will construct social studies arguments that\n* Introduce and contextualize topic\n* Select relevant information to support __precise and knowledgeable__ claims with evidence from multiple sources\n* Establish perspective\n* Show relationships between claims and counterclaims, differences in perspectives, evidence, and reasoning","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-SS.9-12.Argue.Expressive","notes":"**Language Functions and Associated Language Features**\n\nIntroduce and contextualize topic through\u2026\n* Generalized nouns and descriptive title to introduce topic *(occupation, reunification, The Allied and Axis forces)* [DISCOURSE] [WORD/PHRASE]\n* Expanded noun groups with embedded and relative clauses to add details *(Germany\u2019s growing domination, which expanded into\u2026)* [DISCOURSE] [WORD/PHRASE]\n* Cohesion to reference ideas, people across text *(pronouns, synonyms, substitutions, renaming, collocations)* [DISCOURSE] [WORD/PHRASE]\n* Given/new patterns to link relationships, add new details, and condense information into abstract nouns [DISCOURSE] [WORD/PHRASE]\n* A variety of verb tenses *(past, timeless present, relational)* to present position and/or provide background information [DISCOURSE] [SENTENCE]\n\nSelect relevant information to support precise and knowledgeable claims with evidence from multiple sources through\u2026\n* A variety of clauses to frame details, examples, quotes, data *(according to, historians dis/agree, several sources suggest, these data suggest)* [SENTENCE] [WORD/PHRASE]\n* Adverbial and prepositional phrases to specify time *(duration, specific date or range)*, location, how or why something happened [WORD/PHRASE]\n* A variety of verb forms to express agency in doing, thinking, saying, feeling actions *(they decreed, she conspired, children were playing when)* [SENTENCE] [WORD/PHRASE]\n\nEstablish perspective through\u2026\n* Passive voice to keep emphasis on main topic rather than who or what is doing the action *(Those who resisted were rounded up and sent to work camps.)* or to use active voice to keep emphasis on who or what is doing the action. [DISCOURSE] [SENTENCE]\n* Objective or emotive language to appeal to logic or feelings *(forces, versus brave, focused fighters)* [WORD/PHRASE]\n* Evaluative verbs, adverbs, and adjectives to add author\u2019s perspective *(tormented, bravely, substantial)* [WORD/PHRASE]\n\nShow relationships between claims and counterclaims, differences in perspectives, evidence, and reasoning through\u2026\n* Connectors to link claims with evidence and reasoning *(because, but, as a result, when, if, although, therefore)* [DISCOURSE] [WORD/PHRASE]\n* Connectors to signal alternate points of view *(on the other hand, contrary to common belief, according to)*; show concession or comparison/contrast *(while, although)* [DISCOURSE] [WORD/PHRASE]\n* Modality in summary statements to reiterate position or create a call to action *(could be argued, undoubtedly, ought to, may)* [SENTENCE] 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Understand how ideas are connected across a whole text through a few different types of cohesive devices *(repetition, pronoun referencing, etc.)*","humanCodingScheme":"PLD.1.INT.Dis-Coh.PL4","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"3cb06317-1b87-4176-8cd3-e4c71392e4bb","uri":"https://standards.wida.us/uri/3cb06317-1b87-4176-8cd3-e4c71392e4bb","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are connected across a whole text through multiple types of cohesive devices *(synonyms, antonyms, *(We are all alike. We are all different.)*","humanCodingScheme":"PLD.1.INT.Dis-Coh.PL5","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"5923e05a-bcde-459b-852c-8bc2baa8f104","uri":"https://standards.wida.us/uri/5923e05a-bcde-459b-852c-8bc2baa8f104","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are connected across a whole text through a variety of cohesive devices that connect larger meaningful chunks of text *(class/ subclass: animals like dogs, cats, tigers)*","humanCodingScheme":"PLD.1.INT.Dis-Coh.PL6","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"233652ab-6b00-4ee5-8cb0-0d0849676248","uri":"https://standards.wida.us/uri/233652ab-6b00-4ee5-8cb0-0d0849676248","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are elaborated or condensed through frequently used single word noun groups *(dinosaurs)*","humanCodingScheme":"PLD.1.INT.Dis-Den.PL1","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"ca67204f-0052-46c5-80fc-18cab8838ad3","uri":"https://standards.wida.us/uri/ca67204f-0052-46c5-80fc-18cab8838ad3","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are elaborated or condensed through frequently used multiword noun groups *(big tall dinosaurs)*","humanCodingScheme":"PLD.1.INT.Dis-Den.PL2","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"b75fbe44-e013-4e16-9b4b-03dc6572f1f9","uri":"https://standards.wida.us/uri/b75fbe44-e013-4e16-9b4b-03dc6572f1f9","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are elaborated or condensed through multi-word noun groups with connectors *(a big and hungry dinosaur)*","humanCodingScheme":"PLD.1.INT.Dis-Den.PL3","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"7b417711-9af2-42c8-bf8f-e70650178366","uri":"https://standards.wida.us/uri/7b417711-9af2-42c8-bf8f-e70650178366","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are elaborated or condensed through expanded noun groups with classifiers *(the biggest meat-eating dinosaurs)*","humanCodingScheme":"PLD.1.INT.Dis-Den.PL4","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"27c8f942-13c4-4059-8a9c-c95e6acc0732","uri":"https://standards.wida.us/uri/27c8f942-13c4-4059-8a9c-c95e6acc0732","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are elaborated or condensed through expanded noun groups with prepositional phrases *(the meat-eating dinosaurs in the jungle)*","humanCodingScheme":"PLD.1.INT.Dis-Den.PL5","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"68e09c2c-c262-4d4f-bbb0-951e9abf019c","uri":"https://standards.wida.us/uri/68e09c2c-c262-4d4f-bbb0-951e9abf019c","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are elaborated or condensed through expanded noun groups with embedded clauses *(the biggest meat-eating dinosaurs, who lived at that time)*","humanCodingScheme":"PLD.1.INT.Dis-Den.PL6","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"22b92cb8-6c58-4bac-8507-ecf76d2d6cec","uri":"https://standards.wida.us/uri/22b92cb8-6c58-4bac-8507-ecf76d2d6cec","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how meanings are extended or enhanced through words, pictures, phrases, and chunks of language *(turtle eggs)*","humanCodingScheme":"PLD.1.INT.Sent-GC.PL1","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"e1c6c8b5-873e-41fe-b243-dcf2de85e8e3","uri":"https://standards.wida.us/uri/e1c6c8b5-873e-41fe-b243-dcf2de85e8e3","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how meanings are extended or enhanced through chunks of language *(turtles swimming)*","humanCodingScheme":"PLD.1.INT.Sent-GC.PL2","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"f3da942e-5125-4170-8848-253a3be319d7","uri":"https://standards.wida.us/uri/f3da942e-5125-4170-8848-253a3be319d7","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how meanings are extended or enhanced through simple sentences *(Turtles swim in the ocean.)*","humanCodingScheme":"PLD.1.INT.Sent-GC.PL3","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"c1762c34-6e6c-410c-8e46-361f028df292","uri":"https://standards.wida.us/uri/c1762c34-6e6c-410c-8e46-361f028df292","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how meanings are extended or enhanced through related simple sentences *(Turtles are reptiles. They like warm water.)*","humanCodingScheme":"PLD.1.INT.Sent-GC.PL4","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"44f346f5-26b1-482c-bdd0-bec6381fea76","uri":"https://standards.wida.us/uri/44f346f5-26b1-482c-bdd0-bec6381fea76","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how meanings are extended or enhanced through multiple related simple sentences *(There are many types of turtles. Some live in the ocean. Other turtles live in lakes and rivers.)*","humanCodingScheme":"PLD.1.INT.Sent-GC.PL5","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"0046dad1-f1ae-4914-851d-2027aa6f96e6","uri":"https://standards.wida.us/uri/0046dad1-f1ae-4914-851d-2027aa6f96e6","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how meanings are extended or enhanced through simple and compound sentences with familiar ways of combining clauses *(using coordinating conjunctions: Some turtles eat only sea grasses, but others eat shrimp, crabs, and small fish.)*","humanCodingScheme":"PLD.1.INT.Sent-GC.PL6","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"e1467d4a-8ef7-490c-978c-f80ddce2c36f","uri":"https://standards.wida.us/uri/e1467d4a-8ef7-490c-978c-f80ddce2c36f","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how precise meanings are created through everyday, cross-disciplinary, and technical language through repeated words and phrases in familiar contexts and topics *(classroom helpers)*","humanCodingScheme":"PLD.1.INT.WP-Prec.PL1","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"077c9f62-0f0a-4f55-a1d2-a246d47c3379","uri":"https://standards.wida.us/uri/077c9f62-0f0a-4f55-a1d2-a246d47c3379","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how precise meanings are created through everyday, cross-disciplinary, and technical language through frequently used words and phrases in familiar contexts and topics *(Would you like to share\u2026?)*","humanCodingScheme":"PLD.1.INT.WP-Prec.PL2","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"d8d28970-5d7d-4e66-866a-ce55bf9ffdd3","uri":"https://standards.wida.us/uri/d8d28970-5d7d-4e66-866a-ce55bf9ffdd3","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how precise meanings are created through everyday, cross-disciplinary, and technical language through situation-specific words and phrases *(Plant the seeds in this pot.)*","humanCodingScheme":"PLD.1.INT.WP-Prec.PL3","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"e7ea67e5-bfeb-4ab1-965d-9ddf1d1a0260","uri":"https://standards.wida.us/uri/e7ea67e5-bfeb-4ab1-965d-9ddf1d1a0260","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how precise meanings are created through everyday, cross-disciplinary, and technical language through an increasing number of words and phrases *(Tell me about your picture on the left.)*","humanCodingScheme":"PLD.1.INT.WP-Prec.PL4","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"292bf041-e114-4b3d-8bbe-38d9ac40184d","uri":"https://standards.wida.us/uri/292bf041-e114-4b3d-8bbe-38d9ac40184d","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how precise meanings are created through everyday, cross-disciplinary, and technical language through a growing number of words and phrases in a variety of contexts *(How many red triangles are there?)*","humanCodingScheme":"PLD.1.INT.WP-Prec.PL5","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"9808eca3-2aad-48d0-b85e-156f14075735","uri":"https://standards.wida.us/uri/9808eca3-2aad-48d0-b85e-156f14075735","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how precise meanings are created through everyday, cross-disciplinary, and technical language through an expanding number of words and phrases, including idioms and collocations *(plus and minus)*","humanCodingScheme":"PLD.1.INT.WP-Prec.PL6","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"bad5e893-d8d6-4bb3-be60-677f82b9f60d","uri":"https://standards.wida.us/uri/bad5e893-d8d6-4bb3-be60-677f82b9f60d","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create coherent texts *(spoken, written, multimodal)* using single words, phrases, or chunks of language to represent ideas","humanCodingScheme":"PLD.1.EXP.Dis-Org.PL1","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"16726588-8a5c-468e-a452-8074c4b7c818","uri":"https://standards.wida.us/uri/16726588-8a5c-468e-a452-8074c4b7c818","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create coherent texts *(spoken, written, multimodal)* using an expanding number of words and phrases, including idioms and collocations *(plus and minus)*","humanCodingScheme":"PLD.1.EXP.Dis-Org.PL2","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"ad2f6614-4687-48f7-b7f0-c898655fdcdc","uri":"https://standards.wida.us/uri/ad2f6614-4687-48f7-b7f0-c898655fdcdc","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create coherent texts *(spoken, written, multimodal)* using short sentences linked together to convey an intended purpose","humanCodingScheme":"PLD.1.EXP.Dis-Org.PL3","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"ca341d23-0caa-429d-b440-82c4286bebcd","uri":"https://standards.wida.us/uri/ca341d23-0caa-429d-b440-82c4286bebcd","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create coherent texts *(spoken, written, multimodal)* using sentences that convey an intended purpose with an emerging organizational pattern *(one day, first, last, I think, etc.)*","humanCodingScheme":"PLD.1.EXP.Dis-Org.PL4","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"938b5e72-9026-46b2-ac10-91f6300133dc","uri":"https://standards.wida.us/uri/938b5e72-9026-46b2-ac10-91f6300133dc","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create coherent texts *(spoken, written, multimodal)* using short texts that convey an intended purpose using basic connectors *(first, and then, next)*","humanCodingScheme":"PLD.1.EXP.Dis-Org.PL5","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"666d091c-7c0a-4343-b8f0-c22393366b2a","uri":"https://standards.wida.us/uri/666d091c-7c0a-4343-b8f0-c22393366b2a","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create coherent texts *(spoken, written, multimodal)* using text that conveys an intended purpose *(retelling an experience)* using generic *(beginning, middle, end or sequencing)* organizational patterns","humanCodingScheme":"PLD.1.EXP.Dis-Org.PL6","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"1d5c7d0e-fbf5-4666-8292-5369cc783d69","uri":"https://standards.wida.us/uri/1d5c7d0e-fbf5-4666-8292-5369cc783d69","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Connect ideas across a whole text through patterned language with repetitive phrases and sentences *(The big, hungry bear\u2026)*","humanCodingScheme":"PLD.1.EXP.Dis-Coh.PL1","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"2868a734-ce91-4465-b120-7d6835f45117","uri":"https://standards.wida.us/uri/2868a734-ce91-4465-b120-7d6835f45117","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Connect ideas across a whole text through few frequently used cohesive devices *(repetition: The tiger\u2026 The tiger\u2026)*","humanCodingScheme":"PLD.1.EXP.Dis-Coh.PL2","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"ea23dc3d-3fa6-4da3-bb3b-20232555f812","uri":"https://standards.wida.us/uri/ea23dc3d-3fa6-4da3-bb3b-20232555f812","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Connect ideas across a whole text through some frequently used cohesive devices *(simple pronouns: it, they, she, he)*","humanCodingScheme":"PLD.1.EXP.Dis-Coh.PL3","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"a1418ec1-b767-46c3-9930-0a0e1fbbd40e","uri":"https://standards.wida.us/uri/a1418ec1-b767-46c3-9930-0a0e1fbbd40e","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Connect ideas across a whole text through some formulaic cohesive devices *(pronoun referencing: my ball, her brother, they gave it to us, etc.)*","humanCodingScheme":"PLD.1.EXP.Dis-Coh.PL4","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"f6618605-0bf8-4396-bcea-b7edface1f06","uri":"https://standards.wida.us/uri/f6618605-0bf8-4396-bcea-b7edface1f06","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Connect ideas across a whole text through a growing number of cohesive devices *(emerging use of articles to refer to the same word, substitution/ omission: that one, so did I)*","humanCodingScheme":"PLD.1.EXP.Dis-Coh.PL5","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"8472a54e-4795-43f3-848c-74ffd1cd4be5","uri":"https://standards.wida.us/uri/8472a54e-4795-43f3-848c-74ffd1cd4be5","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Connect ideas across a whole text through an expanding number of cohesive devices to connect larger bundles of meaning *(class/ subclass: wild animals like lions, bears, tigers)*","humanCodingScheme":"PLD.1.EXP.Dis-Coh.PL6","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"5b180787-73f1-4bd8-91d2-183732eb2776","uri":"https://standards.wida.us/uri/5b180787-73f1-4bd8-91d2-183732eb2776","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Elaborate or condense ideas through limited elaboration *(single words)*","humanCodingScheme":"PLD.1.EXP.Dis-Den.PL1","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"b9238f86-9d3b-4161-a257-111642d790d6","uri":"https://standards.wida.us/uri/b9238f86-9d3b-4161-a257-111642d790d6","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Elaborate or condense ideas through simple elaboration *(familiar single nouns)*","humanCodingScheme":"PLD.1.EXP.Dis-Den.PL2","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"dd9ec544-03a3-4775-ac1d-9dc7a65aace1","uri":"https://standards.wida.us/uri/dd9ec544-03a3-4775-ac1d-9dc7a65aace1","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Elaborate or condense ideas through a few types of elaboration *(adding a familiar adjective to describe a noun)*","humanCodingScheme":"PLD.1.EXP.Dis-Den.PL3","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"86e91da8-ba0f-4fce-946a-df6cb43b0e78","uri":"https://standards.wida.us/uri/86e91da8-ba0f-4fce-946a-df6cb43b0e78","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Elaborate or condense ideas through some types of elaboration *(adding a newly learned adjective to a noun)*","humanCodingScheme":"PLD.1.EXP.Dis-Den.PL4","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"f341e866-f5c4-45da-a8a4-b5c83178c60a","uri":"https://standards.wida.us/uri/f341e866-f5c4-45da-a8a4-b5c83178c60a","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Elaborate or condense ideas through a growing number of types of elaboration *(adding articles or demonstratives to a noun: those big fluffy white clouds)*","humanCodingScheme":"PLD.1.EXP.Dis-Den.PL5","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"cb9143e5-b070-4282-a8fd-8693db4f94ff","uri":"https://standards.wida.us/uri/cb9143e5-b070-4282-a8fd-8693db4f94ff","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Elaborate or condense ideas through a variety of types of elaboration *(adding in a variety of adjectives)*","humanCodingScheme":"PLD.1.EXP.Dis-Den.PL6","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"7749586a-2140-4099-89ad-2577663602dd","uri":"https://standards.wida.us/uri/7749586a-2140-4099-89ad-2577663602dd","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Extend or enhance meanings through words, pictures, phrases, and chunks of language *(flowers and trees)*","humanCodingScheme":"PLD.1.EXP.Sent-GC.PL1","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"79de4508-f62f-4100-8544-614aff9a5f35","uri":"https://standards.wida.us/uri/79de4508-f62f-4100-8544-614aff9a5f35","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Extend or enhance meanings through sentence fragments *(grow taller)*","humanCodingScheme":"PLD.1.EXP.Sent-GC.PL2","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"9b660432-c006-475b-86c5-69cad3806bfb","uri":"https://standards.wida.us/uri/9b660432-c006-475b-86c5-69cad3806bfb","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Extend or enhance meanings through sentence fragments and emerging use of simple sentences *(had no water so died)*","humanCodingScheme":"PLD.1.EXP.Sent-GC.PL3","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"1d6974ed-1839-4f47-8fb7-ea6dc3dd80c8","uri":"https://standards.wida.us/uri/1d6974ed-1839-4f47-8fb7-ea6dc3dd80c8","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Extend or enhance meanings through simple sentences *(Plants need water. They need sun.)*","humanCodingScheme":"PLD.1.EXP.Sent-GC.PL4","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"8a11bc80-32f7-46a4-9cee-0f6a02ca53cf","uri":"https://standards.wida.us/uri/8a11bc80-32f7-46a4-9cee-0f6a02ca53cf","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Extend or enhance meanings through sentences with emerging use of clauses *(Plants need water but\u2026 They need sun. Those ones died.)*","humanCodingScheme":"PLD.1.EXP.Sent-GC.PL5","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"db61b7d5-75ae-4f24-94e0-01dbef247187","uri":"https://standards.wida.us/uri/db61b7d5-75ae-4f24-94e0-01dbef247187","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Extend or enhance meanings through simple and compound sentences *(with some coordinating conjunctions: Our plants died and those ones did too.)*","humanCodingScheme":"PLD.1.EXP.Sent-GC.PL6","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"2f245285-ea5f-40a3-89c4-68626392e5f3","uri":"https://standards.wida.us/uri/2f245285-ea5f-40a3-89c4-68626392e5f3","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create precise meanings through everyday, cross-disciplinary, and disciplinary language with emerging use of words and phrases with attempted precision *(over there, line up in a row)*","humanCodingScheme":"PLD.1.EXP.WP-Prec.PL1","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"3f80b166-04be-4dfd-8fe1-ca3c305ec3d9","uri":"https://standards.wida.us/uri/3f80b166-04be-4dfd-8fe1-ca3c305ec3d9","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create precise meanings through everyday, cross-disciplinary, and disciplinary language with few frequently used words and phrases with emerging precision *(lunch time, clean up my desk)*","humanCodingScheme":"PLD.1.EXP.WP-Prec.PL2","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"ae42d17e-80d2-4a41-92c0-2836799c4c4b","uri":"https://standards.wida.us/uri/ae42d17e-80d2-4a41-92c0-2836799c4c4b","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create precise meanings through everyday, cross-disciplinary, and disciplinary language with some frequently used words and phrases with some precision *(have a nice day, I\u2019m finished)*","humanCodingScheme":"PLD.1.EXP.WP-Prec.PL3","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"a1814da9-1e00-4037-87d5-2b3a8c29cecb","uri":"https://standards.wida.us/uri/a1814da9-1e00-4037-87d5-2b3a8c29cecb","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create precise meanings through everyday, cross-disciplinary, and disciplinary language with a small repertoire of words and phrases with developing precision *(best friend, the red ball)*","humanCodingScheme":"PLD.1.EXP.WP-Prec.PL4","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"5db5ef1b-9fc5-4e5c-84a0-de4502669818","uri":"https://standards.wida.us/uri/5db5ef1b-9fc5-4e5c-84a0-de4502669818","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create precise meanings through everyday, cross-disciplinary, and disciplinary language with a growing repertoire of words and phrases with growing precision *(preschool friends, math time, after lunch)*","humanCodingScheme":"PLD.1.EXP.WP-Prec.PL5","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"2d8a4a10-f7a7-477d-b015-5bd55b0b2f05","uri":"https://standards.wida.us/uri/2d8a4a10-f7a7-477d-b015-5bd55b0b2f05","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create precise meanings through everyday, cross-disciplinary, and disciplinary language with an expanding repertoire of words and phrases including idioms and collocations, with expanding precision *(do homework, saving time)*","humanCodingScheme":"PLD.1.EXP.WP-Prec.PL6","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"cb4f9ed9-ad35-43a7-b959-cac3167330ef","uri":"https://standards.wida.us/uri/cb4f9ed9-ad35-43a7-b959-cac3167330ef","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how coherent texts *(spoken, written, multimodal)* are created around general topics *(continents, shapes, animals)* with short sentences","humanCodingScheme":"PLD.2-3.INT.Dis-Org.PL1","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"cf0c4cfb-738b-42a6-9ce1-3fd3d90c0a19","uri":"https://standards.wida.us/uri/cf0c4cfb-738b-42a6-9ce1-3fd3d90c0a19","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how coherent texts *(spoken, written, multimodal)* are created around specific topics *(habitats, diet, behavior)* with multiple related simple sentences","humanCodingScheme":"PLD.2-3.INT.Dis-Org.PL2","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"4cbd1ea6-6ac2-49b1-bb49-b224a4f480c7","uri":"https://standards.wida.us/uri/4cbd1ea6-6ac2-49b1-bb49-b224a4f480c7","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how coherent texts *(spoken, written, multimodal)* are created to meet a purpose *(to inform, narrate, argue or explain)* in a series of extended sentences","humanCodingScheme":"PLD.2-3.INT.Dis-Org.PL3","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"75af6c6f-074c-4a20-83f9-b9cdf743e616","uri":"https://standards.wida.us/uri/75af6c6f-074c-4a20-83f9-b9cdf743e616","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how coherent texts *(spoken, written, multimodal)* are created to meet a purpose in a short text","humanCodingScheme":"PLD.2-3.INT.Dis-Org.PL4","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"28afcb13-5aec-44c7-a3d8-4ec63473239b","uri":"https://standards.wida.us/uri/28afcb13-5aec-44c7-a3d8-4ec63473239b","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how coherent texts *(spoken, written, multimodal)* are created to meet a purpose through generic *(not genre-specific)* organizational patterns in texts *(introduction, body, conclusion)*","humanCodingScheme":"PLD.2-3.INT.Dis-Org.PL5","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"c89ca939-bbae-4955-833b-1cee02dfff3a","uri":"https://standards.wida.us/uri/c89ca939-bbae-4955-833b-1cee02dfff3a","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how coherent texts *(spoken, written, multimodal)* are created to meet a purpose through genre-specific organizational patterns *(paragraph openers and topic sentences signaling relationships between paragraphs)*","humanCodingScheme":"PLD.2-3.INT.Dis-Org.PL6","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"5aa7ec4f-05be-49bc-88e0-1497595ccf07","uri":"https://standards.wida.us/uri/5aa7ec4f-05be-49bc-88e0-1497595ccf07","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are connected across a whole text through repetitive chunks of meaning across text *(red crayon, yellow crayon, blue crayon)*","humanCodingScheme":"PLD.2-3.INT.Dis-Coh.PL1","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"626a3b62-1019-4883-8d6f-93675066a4cc","uri":"https://standards.wida.us/uri/626a3b62-1019-4883-8d6f-93675066a4cc","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are connected across a whole text through frequently used cohesive devices *(demonstratives: this, that, these, those)*","humanCodingScheme":"PLD.2-3.INT.Dis-Coh.PL2","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"204249a4-b435-4576-9d92-ffbdb96bc517","uri":"https://standards.wida.us/uri/204249a4-b435-4576-9d92-ffbdb96bc517","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are connected across a whole text through a few different types of cohesive devices *(pronoun referencing, etc.)*","humanCodingScheme":"PLD.2-3.INT.Dis-Coh.PL3","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"ceb24bd3-a887-4279-aa43-df7ff3b704fc","uri":"https://standards.wida.us/uri/ceb24bd3-a887-4279-aa43-df7ff3b704fc","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are connected across a whole text through multiple cohesive devices *(synonyms, antonyms)*","humanCodingScheme":"PLD.2-3.INT.Dis-Coh.PL4","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"07096982-3305-4068-b999-1c768d21b3d9","uri":"https://standards.wida.us/uri/07096982-3305-4068-b999-1c768d21b3d9","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are connected across a whole text through a variety of cohesive devices that connect larger meaningful chunks of text *(class/subclass: shapes like circles, triangles, and rectangles)*","humanCodingScheme":"PLD.2-3.INT.Dis-Coh.PL5","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"90939fda-6ad9-4a06-9856-76d07ce4d2e8","uri":"https://standards.wida.us/uri/90939fda-6ad9-4a06-9856-76d07ce4d2e8","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are connected across a whole text through a wide variety of cohesive devices that connect ideas throughout text *(whole/part, class/subclass, substitution: The **rectangle** is a big **one**.)* and ellipsis *(There isn\u2019t any. [milk])*","humanCodingScheme":"PLD.2-3.INT.Dis-Coh.PL6","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"ee6e6488-e302-4f2a-bb18-65fc3be648c8","uri":"https://standards.wida.us/uri/ee6e6488-e302-4f2a-bb18-65fc3be648c8","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are elaborated or condensed through frequently used multi-word noun groups *(green frogs)*","humanCodingScheme":"PLD.2-3.INT.Dis-Den.PL1","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"829a0054-b3e3-44b3-9258-6aeec3b18abf","uri":"https://standards.wida.us/uri/829a0054-b3e3-44b3-9258-6aeec3b18abf","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are elaborated or condensed through multi-word noun groups with connectors *(green **and** slimy frogs)*","humanCodingScheme":"PLD.2-3.INT.Dis-Den.PL2","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"6fa9c039-c48c-43ef-84d3-e8141c036975","uri":"https://standards.wida.us/uri/6fa9c039-c48c-43ef-84d3-e8141c036975","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are elaborated or condensed through expanded noun groups with classifiers *(tree frogs and poison frogs)*","humanCodingScheme":"PLD.2-3.INT.Dis-Den.PL3","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"0b135583-af28-455b-83dc-9efacd710046","uri":"https://standards.wida.us/uri/0b135583-af28-455b-83dc-9efacd710046","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are elaborated or condensed through expanded noun groups with prepositional phrases *(three little green tree frogs on the log)*","humanCodingScheme":"PLD.2-3.INT.Dis-Den.PL4","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"2ad709ed-680e-4405-b85f-475453971ffb","uri":"https://standards.wida.us/uri/2ad709ed-680e-4405-b85f-475453971ffb","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are elaborated or condensed through expanded noun groups with embedded clauses *(three little green tree frogs that jumped into the water)*","humanCodingScheme":"PLD.2-3.INT.Dis-Den.PL5","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"27f373c8-8d1b-4fb3-b46d-0aa176728729","uri":"https://standards.wida.us/uri/27f373c8-8d1b-4fb3-b46d-0aa176728729","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are elaborated or condensed through expanded noun groups with a variety of embedded clauses *(three little green tree frogs with long legs that swam away and didn\u2019t come back)*","humanCodingScheme":"PLD.2-3.INT.Dis-Den.PL6","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"effcd268-c078-4b30-92c2-5c31d5d154ea","uri":"https://standards.wida.us/uri/effcd268-c078-4b30-92c2-5c31d5d154ea","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how meanings are extended or enhanced through chunks of language *(stick to rocks and coral)*","humanCodingScheme":"PLD.2-3.INT.Sent-GC.PL1","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"7b7d9e25-db85-405f-b778-480187a5759a","uri":"https://standards.wida.us/uri/7b7d9e25-db85-405f-b778-480187a5759a","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how meanings are extended or enhanced through simple sentences *(They stick to rocks and coral.)*","humanCodingScheme":"PLD.2-3.INT.Sent-GC.PL2","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"a93ebbae-d980-4275-94d4-46d13681553f","uri":"https://standards.wida.us/uri/a93ebbae-d980-4275-94d4-46d13681553f","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how meanings are extended or enhanced through related simple sentences *(They look like plants. They stick to rocks and coral.)*","humanCodingScheme":"PLD.2-3.INT.Sent-GC.PL3","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"bd82bb15-a777-4f96-a126-6ed286fade07","uri":"https://standards.wida.us/uri/bd82bb15-a777-4f96-a126-6ed286fade07","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how meanings are extended or enhanced through multiple related simple sentences *(They are called anemones. They look like plants. They stick to rocks and coral.)*","humanCodingScheme":"PLD.2-3.INT.Sent-GC.PL4","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"59701350-ce2e-4296-9c80-5ee83bd3fae0","uri":"https://standards.wida.us/uri/59701350-ce2e-4296-9c80-5ee83bd3fae0","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how meanings are extended or enhanced through simple and compound sentences with familiar ways of combining clauses *(using coordinating conjunctions: They are called anemones **and** they look like plants.)*","humanCodingScheme":"PLD.2-3.INT.Sent-GC.PL5","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"6f47ef12-58f1-4911-a6bd-20d05f6c92ee","uri":"https://standards.wida.us/uri/6f47ef12-58f1-4911-a6bd-20d05f6c92ee","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how meanings are extended or enhanced through compound sentences with frequently used ways of combining clauses *(coordinating conjunctions: Anemones look like plants **but** they are sea animals.)*","humanCodingScheme":"PLD.2-3.INT.Sent-GC.PL6","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"552e7dcd-1a38-4770-a1da-b58dd8fbc911","uri":"https://standards.wida.us/uri/552e7dcd-1a38-4770-a1da-b58dd8fbc911","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how precise meanings are created through everyday, cross-disciplinary, and technical language through frequently used words and phrases in familiar contexts and topics *(time to clean up)*","humanCodingScheme":"PLD.2-3.INT.WP-Prec.PL1","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"841aab5a-f8b5-4dcc-aac5-9003be84a090","uri":"https://standards.wida.us/uri/841aab5a-f8b5-4dcc-aac5-9003be84a090","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how precise meanings are created through everyday, cross-disciplinary, and technical language through situation-specific words and phrases *(How do we spell that word?)*","humanCodingScheme":"PLD.2-3.INT.WP-Prec.PL2","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"d8e2d18a-3ae8-4bdf-9057-ecfdc1b0f842","uri":"https://standards.wida.us/uri/d8e2d18a-3ae8-4bdf-9057-ecfdc1b0f842","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how precise meanings are created through everyday, cross-disciplinary, and technical language through an increasing number of words and phrases *(my favorite characters in this story)*","humanCodingScheme":"PLD.2-3.INT.WP-Prec.PL3","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"4dee0df3-6ff3-4356-a34a-44b76e91db56","uri":"https://standards.wida.us/uri/4dee0df3-6ff3-4356-a34a-44b76e91db56","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how precise meanings are created through everyday, cross-disciplinary, and technical language through a growing number of words and phrases in a variety of contexts *(nonfiction books)*","humanCodingScheme":"PLD.2-3.INT.WP-Prec.PL4","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"3b0099bc-4563-4c24-adba-39ef241264d9","uri":"https://standards.wida.us/uri/3b0099bc-4563-4c24-adba-39ef241264d9","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how precise meanings are created through everyday, cross-disciplinary, and technical language through an expanding number of words and phrases, including idioms and collocations *(plus and minus)*","humanCodingScheme":"PLD.2-3.INT.WP-Prec.PL5","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"ccd695d2-100f-4e1f-8c0a-c0ab53afa91d","uri":"https://standards.wida.us/uri/ccd695d2-100f-4e1f-8c0a-c0ab53afa91d","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how precise meanings are created through everyday, cross-disciplinary, and technical language through a variety of words and phrases such as adverbials of time, manner, and place; verb types; and abstract nouns *(in the book about dolphins\u2026)*","humanCodingScheme":"PLD.2-3.INT.WP-Prec.PL6","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"d865ea1b-a769-4174-8f67-f5a7d8f1b13f","uri":"https://standards.wida.us/uri/d865ea1b-a769-4174-8f67-f5a7d8f1b13f","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create coherent texts *(spoken, written, multimodal)* using single words and phrases to represent ideas with an intended purpose *(to inform, narrate, share opinion)*","humanCodingScheme":"PLD.2-3.EXP.Dis-Org.PL1","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"9cfde0f8-b4d6-4729-8814-76d5965f1937","uri":"https://standards.wida.us/uri/9cfde0f8-b4d6-4729-8814-76d5965f1937","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create coherent texts *(spoken, written, multimodal)* using short sentences linked by topic to convey intended purpose","humanCodingScheme":"PLD.2-3.EXP.Dis-Org.PL2","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"7b24baec-4ffc-4fbe-95b6-e1796bcafcf1","uri":"https://standards.wida.us/uri/7b24baec-4ffc-4fbe-95b6-e1796bcafcf1","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create coherent texts *(spoken, written, multimodal)* using sentences convey intended purpose with emerging organization *(topic sentence, supporting details)*","humanCodingScheme":"PLD.2-3.EXP.Dis-Org.PL3","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"bc814bb8-da05-43f4-82a5-66cd27aa4b2a","uri":"https://standards.wida.us/uri/bc814bb8-da05-43f4-82a5-66cd27aa4b2a","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create coherent texts *(spoken, written, multimodal)* using short text that conveys intended purpose using predictable organizational patterns *(signaled with some paragraph openers: Last week, When I was five, I think, etc.)*","humanCodingScheme":"PLD.2-3.EXP.Dis-Org.PL4","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"dbcedfeb-c855-4ddf-a4e4-02263c9c9be7","uri":"https://standards.wida.us/uri/dbcedfeb-c855-4ddf-a4e4-02263c9c9be7","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create coherent texts *(spoken, written, multimodal)* using expanding text that conveys intended purpose using generic *(not genrespecific)* organizational patterns across paragraphs *(introduction, body, conclusion)*","humanCodingScheme":"PLD.2-3.EXP.Dis-Org.PL5","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"94e054ec-1f1a-4734-b603-43431a04417a","uri":"https://standards.wida.us/uri/94e054ec-1f1a-4734-b603-43431a04417a","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create coherent texts *(spoken, written, multimodal)* using text that conveys intended purpose using genre-specific organizational patterns *(opinion and reasons; information and details)*","humanCodingScheme":"PLD.2-3.EXP.Dis-Org.PL6","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"91dec77a-4ec8-4d71-b718-e937d99ad62b","uri":"https://standards.wida.us/uri/91dec77a-4ec8-4d71-b718-e937d99ad62b","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Connect ideas across a whole text through few frequently used cohesive devices *(repetition)*","humanCodingScheme":"PLD.2-3.EXP.Dis-Coh.PL1","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"4d85c723-b75f-4df9-adda-28cd2f802323","uri":"https://standards.wida.us/uri/4d85c723-b75f-4df9-adda-28cd2f802323","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Connect ideas across a whole text through some frequently used cohesive devices *(demonstratives)*","humanCodingScheme":"PLD.2-3.EXP.Dis-Coh.PL2","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"f1f85087-d65b-4013-a512-33a748c53710","uri":"https://standards.wida.us/uri/f1f85087-d65b-4013-a512-33a748c53710","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Connect ideas across a whole text through some formulaic cohesive devices *(pronoun referencing)*","humanCodingScheme":"PLD.2-3.EXP.Dis-Coh.PL3","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"ea87e1f3-3d23-40e5-806b-f1b66175bae2","uri":"https://standards.wida.us/uri/ea87e1f3-3d23-40e5-806b-f1b66175bae2","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Connect ideas across a whole text through a growing number of cohesive devices *(emerging use of articles to refer to the same word)*","humanCodingScheme":"PLD.2-3.EXP.Dis-Coh.PL4","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"ef9469e1-a8f6-4b4f-8396-268c4da3b865","uri":"https://standards.wida.us/uri/ef9469e1-a8f6-4b4f-8396-268c4da3b865","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Connect ideas across a whole text through an expanding number of cohesive devices *(given/ new, whole/part, class/ subclass)*","humanCodingScheme":"PLD.2-3.EXP.Dis-Coh.PL5","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"c8deed49-8c11-4e9c-9861-e77925006bf6","uri":"https://standards.wida.us/uri/c8deed49-8c11-4e9c-9861-e77925006bf6","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Connect ideas across a whole text through a flexible number of cohesive devices *(ellipsis, substitution/omission)*","humanCodingScheme":"PLD.2-3.EXP.Dis-Coh.PL6","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"d9567422-49ec-4a60-9755-95eeea28f0fb","uri":"https://standards.wida.us/uri/d9567422-49ec-4a60-9755-95eeea28f0fb","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Elaborate or condense ideas through simple elaboration *(single nouns)*","humanCodingScheme":"PLD.2-3.EXP.Dis-Den.PL1","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"314d6e3b-358a-4cf0-b84f-3677496b0822","uri":"https://standards.wida.us/uri/314d6e3b-358a-4cf0-b84f-3677496b0822","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Elaborate or condense ideas through a few types of elaboration *(adding a familiar adjective to describe a noun)*","humanCodingScheme":"PLD.2-3.EXP.Dis-Den.PL2","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"ff57a1a0-8309-42c2-bbfc-5c5f7fde1cdd","uri":"https://standards.wida.us/uri/ff57a1a0-8309-42c2-bbfc-5c5f7fde1cdd","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Elaborate or condense ideas through some types of elaboration *(adding a newly learned adjective to a noun)*","humanCodingScheme":"PLD.2-3.EXP.Dis-Den.PL3","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"ea4a5adf-13f6-4a19-882f-102266196988","uri":"https://standards.wida.us/uri/ea4a5adf-13f6-4a19-882f-102266196988","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Elaborate or condense ideas through a growing number of types of elaboration *(adding articles or demonstratives to a noun: the or these clouds)*","humanCodingScheme":"PLD.2-3.EXP.Dis-Den.PL4","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"b8bd290c-6de0-48bb-84c6-36951d9b8ea0","uri":"https://standards.wida.us/uri/b8bd290c-6de0-48bb-84c6-36951d9b8ea0","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Elaborate or condense ideas through a variety of types of elaboration *(adding in a variety of adjectives)*","humanCodingScheme":"PLD.2-3.EXP.Dis-Den.PL5","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"bc579898-703c-4f67-8d83-df391fa9aed1","uri":"https://standards.wida.us/uri/bc579898-703c-4f67-8d83-df391fa9aed1","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Elaborate or condense ideas through a wide variety of types of elaboration *(adding in embedded clauses after the noun *(those storm clouds that we saw yesterday","humanCodingScheme":"PLD.2-3.EXP.Dis-Den.PL6","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"e6a3377e-fc23-4427-a13b-cac811f78967","uri":"https://standards.wida.us/uri/e6a3377e-fc23-4427-a13b-cac811f78967","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Extend or enhance meanings through sentence fragments *(triangles and rectangles)*","humanCodingScheme":"PLD.2-3.EXP.Sent-GC.PL1","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"856de7ee-000e-48b0-a168-3e2e3cf6b180","uri":"https://standards.wida.us/uri/856de7ee-000e-48b0-a168-3e2e3cf6b180","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Extend or enhance meanings through sentence fragments and emerging use of simple sentences *(triangle has three sides)*","humanCodingScheme":"PLD.2-3.EXP.Sent-GC.PL2","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"9b16b7e2-40f6-45bc-8595-63bd1d67828e","uri":"https://standards.wida.us/uri/9b16b7e2-40f6-45bc-8595-63bd1d67828e","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Extend or enhance meanings through simple sentences *(A square has 4 right angles.)*","humanCodingScheme":"PLD.2-3.EXP.Sent-GC.PL3","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"355930dd-53a8-4cc7-afd4-3c4db08eb0d2","uri":"https://standards.wida.us/uri/355930dd-53a8-4cc7-afd4-3c4db08eb0d2","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Extend or enhance meanings through sentences with emerging use of clauses *(We put triangles, then rectangles)*","humanCodingScheme":"PLD.2-3.EXP.Sent-GC.PL4","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"6cd93427-f828-4699-92f9-4a57e613533d","uri":"https://standards.wida.us/uri/6cd93427-f828-4699-92f9-4a57e613533d","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Extend or enhance meanings through simple or compound sentences with familiar ways of combining clauses *(with some coordinating conjunctions: We put blue triangles, then we put red triangles.)*","humanCodingScheme":"PLD.2-3.EXP.Sent-GC.PL5","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"0a74978c-78f3-4322-a2e1-8f1f3a36d920","uri":"https://standards.wida.us/uri/0a74978c-78f3-4322-a2e1-8f1f3a36d920","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Extend or enhance meanings through compound and complex sentences with frequently used ways of combining clauses *(with a broad range of coordinating conjunctions: We put blue triangles, then red triangles, but there was no pattern.)*","humanCodingScheme":"PLD.2-3.EXP.Sent-GC.PL6","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"4897f744-eb19-4f05-bf14-0421638b1895","uri":"https://standards.wida.us/uri/4897f744-eb19-4f05-bf14-0421638b1895","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create precise meanings through everyday, cross-disciplinary, and disciplinary language with few frequently used words and phrases with emerging precision *(Time to eat?)*","humanCodingScheme":"PLD.2-3.EXP.WP-Prec.PL1","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"d017c84c-070a-4342-94ba-c80495840e0c","uri":"https://standards.wida.us/uri/d017c84c-070a-4342-94ba-c80495840e0c","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create precise meanings through everyday, cross-disciplinary, and disciplinary language with some frequently used words and phrases with some precision *(three groups of four equals\u2026)*","humanCodingScheme":"PLD.2-3.EXP.WP-Prec.PL2","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"b61bae8e-4bff-4a1d-8415-2f51038e044d","uri":"https://standards.wida.us/uri/b61bae8e-4bff-4a1d-8415-2f51038e044d","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create precise meanings through everyday, cross-disciplinary, and disciplinary language with a small repertoire of words and phrases with developing precision *(best friend, the red ball)*","humanCodingScheme":"PLD.2-3.EXP.WP-Prec.PL3","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"efcd5430-830c-4204-b2cd-40cd2bfdd65f","uri":"https://standards.wida.us/uri/efcd5430-830c-4204-b2cd-40cd2bfdd65f","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create precise meanings through everyday, cross-disciplinary, and disciplinary language with a growing repertoire of words and phrases with growing precision *(preschool friends, math time, after lunch)*","humanCodingScheme":"PLD.2-3.EXP.WP-Prec.PL4","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"3f985452-4548-48a3-8aea-40f4676de3e3","uri":"https://standards.wida.us/uri/3f985452-4548-48a3-8aea-40f4676de3e3","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create precise meanings through everyday, cross-disciplinary, and disciplinary language with an expanding repertoire of words and phrases including idioms and collocations with expanding precision *(hard as a rock)*","humanCodingScheme":"PLD.2-3.EXP.WP-Prec.PL5","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"70faa76f-b799-4e30-86cc-e05cf61b7e97","uri":"https://standards.wida.us/uri/70faa76f-b799-4e30-86cc-e05cf61b7e97","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create precise meanings through everyday, cross-disciplinary, and disciplinary language with flexible repertoire of words and phrases such as adverbials of time, manner, and place; verb types; and abstract nouns with consistent precision *(rounding off and finding the mean)*","humanCodingScheme":"PLD.2-3.EXP.WP-Prec.PL6","language":"eng","educationLevel":["02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"f64fa445-e546-4cb3-be24-bfa930582002","uri":"https://standards.wida.us/uri/f64fa445-e546-4cb3-be24-bfa930582002","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how coherent texts *(spoken, written, multimodal)* are created around specific topics *(clean water)* with multiple related simple sentences","CFItemType":"Proficiency Level","CFItemTypeURI":{"title":"Proficiency Level","identifier":"2504c19d-ee91-4f3e-8d32-6fa57fc9dc24","uri":"https://standards.wida.us/uri/2504c19d-ee91-4f3e-8d32-6fa57fc9dc24"},"humanCodingScheme":"PLD.4-5.INT.Dis-Org.PL1","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-02-06T19:35:57+00:00"},{"identifier":"b8aa4472-aafa-4f17-83f4-0047f80ff6ac","uri":"https://standards.wida.us/uri/b8aa4472-aafa-4f17-83f4-0047f80ff6ac","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how coherent texts *(spoken, written, multimodal)* are created to meet a purpose *(to inform, argue, explain or narrate)* in a series of topic- related extended sentences","CFItemType":"Proficiency Level","CFItemTypeURI":{"title":"Proficiency Level","identifier":"2504c19d-ee91-4f3e-8d32-6fa57fc9dc24","uri":"https://standards.wida.us/uri/2504c19d-ee91-4f3e-8d32-6fa57fc9dc24"},"humanCodingScheme":"PLD.4-5.INT.Dis-Org.PL2","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-02-06T19:36:10+00:00"},{"identifier":"733f9d11-2ad1-4776-9a0c-880a9e6925b3","uri":"https://standards.wida.us/uri/733f9d11-2ad1-4776-9a0c-880a9e6925b3","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how coherent texts *(spoken, written, multimodal)* are created to meet a purpose in a short, connected text","CFItemType":"Proficiency Level","CFItemTypeURI":{"title":"Proficiency Level","identifier":"2504c19d-ee91-4f3e-8d32-6fa57fc9dc24","uri":"https://standards.wida.us/uri/2504c19d-ee91-4f3e-8d32-6fa57fc9dc24"},"humanCodingScheme":"PLD.4-5.INT.Dis-Org.PL3","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-02-06T19:36:28+00:00"},{"identifier":"c9dc529e-e354-43c8-9b04-723b2e5e09e4","uri":"https://standards.wida.us/uri/c9dc529e-e354-43c8-9b04-723b2e5e09e4","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how coherent texts *(spoken, written, multimodal)* are created to meet a purpose through generic *(not genre-specific)* organizational patterns in a text *(introduction, body, conclusion)*","humanCodingScheme":"PLD.4-5.INT.Dis-Org.PL4","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"1a00dffc-1979-45e5-9afd-f6f4cc802777","uri":"https://standards.wida.us/uri/1a00dffc-1979-45e5-9afd-f6f4cc802777","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how coherent texts *(spoken, written, multimodal)* are created to meet a purpose through genre-specific organizational patterns *(paragraph openers and topic sentences signaling relationships between paragraphs)*","humanCodingScheme":"PLD.4-5.INT.Dis-Org.PL5","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"60f1548a-54fb-4c03-a7db-021aa9757ecd","uri":"https://standards.wida.us/uri/60f1548a-54fb-4c03-a7db-021aa9757ecd","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how coherent texts *(spoken, written, multimodal)* are created to meet a purpose through genre-specific organizational patterns *(claim, evidence, reasoning)* linking ideas, events, and reasons across a text","humanCodingScheme":"PLD.4-5.INT.Dis-Org.PL6","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"b0429d4f-7798-418c-bea0-414d5670edea","uri":"https://standards.wida.us/uri/b0429d4f-7798-418c-bea0-414d5670edea","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are connected across a whole text through frequently used cohesive devices *(repetition, demonstratives)*","humanCodingScheme":"PLD.4-5.INT.Dis-Coh.PL1","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"91b27c55-ada0-4044-828d-cff061435804","uri":"https://standards.wida.us/uri/91b27c55-ada0-4044-828d-cff061435804","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are connected across a whole text through a few different types of cohesive devices *(pronoun referencing, etc.)*","humanCodingScheme":"PLD.4-5.INT.Dis-Coh.PL2","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"2d7bffe1-8002-4dbc-9810-6f315b993720","uri":"https://standards.wida.us/uri/2d7bffe1-8002-4dbc-9810-6f315b993720","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are connected across a whole text through multiple cohesive devices *(synonyms, antonyms)*","humanCodingScheme":"PLD.4-5.INT.Dis-Coh.PL3","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"5d98d735-9687-4f7e-ba66-34169f244627","uri":"https://standards.wida.us/uri/5d98d735-9687-4f7e-ba66-34169f244627","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are connected across a whole text through a variety of cohesive devices that connect larger meaningful chunks of text *(including class/ subclass, whole/part)*","humanCodingScheme":"PLD.4-5.INT.Dis-Coh.PL4","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"26eb3c44-b1db-4ba1-a5e5-bd573aca0aeb","uri":"https://standards.wida.us/uri/26eb3c44-b1db-4ba1-a5e5-bd573aca0aeb","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are connected across a whole text through a wide variety of cohesive devices that connect ideas throughout text including substitution and ellipsis","humanCodingScheme":"PLD.4-5.INT.Dis-Coh.PL5","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"5597e795-d51c-4840-8a9e-a49024d51342","uri":"https://standards.wida.us/uri/5597e795-d51c-4840-8a9e-a49024d51342","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are connected across a whole text through cohesive devices and common strategies that connect ideas throughout text *(given/new)*","humanCodingScheme":"PLD.4-5.INT.Dis-Coh.PL6","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"59b39dd0-7bf5-4a34-9dc2-c8cb0ef5f878","uri":"https://standards.wida.us/uri/59b39dd0-7bf5-4a34-9dc2-c8cb0ef5f878","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are elaborated or condensed through multi-word noun groups with connectors *(mean and nasty bullies)*","humanCodingScheme":"PLD.4-5.INT.Dis-Den.PL1","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"dd36ad22-c8f9-4515-8e11-2290146bc40f","uri":"https://standards.wida.us/uri/dd36ad22-c8f9-4515-8e11-2290146bc40f","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are elaborated or condensed through expanded noun groups with classifiers *(mean and nasty fourth grade bullies)*","humanCodingScheme":"PLD.4-5.INT.Dis-Den.PL2","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"4ea228cf-16ea-4d6a-85c7-71465e43b283","uri":"https://standards.wida.us/uri/4ea228cf-16ea-4d6a-85c7-71465e43b283","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are elaborated or condensed through expanded noun groups with prepositional phrases *(my favorite character in this book)*","humanCodingScheme":"PLD.4-5.INT.Dis-Den.PL3","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"ce953472-7e8e-4f5e-a053-c1dcb406f0d8","uri":"https://standards.wida.us/uri/ce953472-7e8e-4f5e-a053-c1dcb406f0d8","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are elaborated or condensed through expanded noun groups with embedded clauses *(my favorite character who stood up to the bullies)*","humanCodingScheme":"PLD.4-5.INT.Dis-Den.PL4","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"2b771f94-92ec-4559-b267-3e3476e41756","uri":"https://standards.wida.us/uri/2b771f94-92ec-4559-b267-3e3476e41756","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are elaborated or condensed through expanded noun groups with a variety of embedded clauses *(my favorite character who stood up to the bullies and hardship)*","humanCodingScheme":"PLD.4-5.INT.Dis-Den.PL5","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"aff69c19-c531-4a37-b0fd-91f6c79da722","uri":"https://standards.wida.us/uri/aff69c19-c531-4a37-b0fd-91f6c79da722","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are elaborated or condensed through expanded noun groups with a wide variety embedded clauses and compacted noun groups *(nominalization: she stood up to bullies = her courage)*","humanCodingScheme":"PLD.4-5.INT.Dis-Den.PL6","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"78144ef6-c152-445f-b1d0-33b09ce93421","uri":"https://standards.wida.us/uri/78144ef6-c152-445f-b1d0-33b09ce93421","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how meanings are extended or enhanced through simple sentences *(Strong winds blow through the forest.)*","humanCodingScheme":"PLD.4-5.INT.Sent-GC.PL1","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"b1975afb-5b22-4869-bdb6-5dad067ecbc7","uri":"https://standards.wida.us/uri/b1975afb-5b22-4869-bdb6-5dad067ecbc7","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how meanings are extended or enhanced through related simple sentences *(Winds blow through the forest. The trees sway and shake.)*","humanCodingScheme":"PLD.4-5.INT.Sent-GC.PL2","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"a4870f4b-5403-48b0-84a0-78f9504950e1","uri":"https://standards.wida.us/uri/a4870f4b-5403-48b0-84a0-78f9504950e1","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how meanings are extended or enhanced through multiple related simple sentences *(Winds blow through the forest. The trees sway and shake. Dead branches fall off to the ground.)*","humanCodingScheme":"PLD.4-5.INT.Sent-GC.PL3","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"8dbdcb78-b0ee-415d-a852-9951c878ba68","uri":"https://standards.wida.us/uri/8dbdcb78-b0ee-415d-a852-9951c878ba68","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how meanings are extended or enhanced through simple or compound sentences with familiar ways of combining clauses *(using coordinating conjunction: The trees sway **and** shake, **and** dead branches fall off to the ground.)*","humanCodingScheme":"PLD.4-5.INT.Sent-GC.PL4","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"3d862631-c944-454c-9125-fcf49e694677","uri":"https://standards.wida.us/uri/3d862631-c944-454c-9125-fcf49e694677","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how meanings are extended or enhanced through compound sentences with frequently used ways of combining clauses *(Strong winds blow through the forests, **but** the mighty oaks stand tall and proud.)*","humanCodingScheme":"PLD.4-5.INT.Sent-GC.PL5","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"6a745f0e-9242-4475-8bfa-173eca2335ae","uri":"https://standards.wida.us/uri/6a745f0e-9242-4475-8bfa-173eca2335ae","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how meanings are extended or enhanced through compound and complex sentences with a variety of ways of combining clauses addressing genre, audience, and content area *(**When** strong winds blow through the forests, the trees sway and shake.)*","humanCodingScheme":"PLD.4-5.INT.Sent-GC.PL6","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"8cfa2ff2-2b8e-420e-8912-1ed95f3fae78","uri":"https://standards.wida.us/uri/8cfa2ff2-2b8e-420e-8912-1ed95f3fae78","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how precise meanings are created through everyday, cross-disciplinary, and technical language through situation-specific words and phrases *(between those two black wires)*","humanCodingScheme":"PLD.4-5.INT.WP-Prec.PL1","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"92dc13c1-5fab-4bd0-b3a2-13281e805ef7","uri":"https://standards.wida.us/uri/92dc13c1-5fab-4bd0-b3a2-13281e805ef7","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how precise meanings are created through everyday, cross-disciplinary, and technical language through an increasing number of words and phrases *(Over there on the board?)*","humanCodingScheme":"PLD.4-5.INT.WP-Prec.PL2","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"2c0f65ea-2aff-43ca-bdd1-60ff70760c0d","uri":"https://standards.wida.us/uri/2c0f65ea-2aff-43ca-bdd1-60ff70760c0d","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how precise meanings are created through everyday, cross-disciplinary, and technical language through a growing number of words and phrases in a variety of contexts *(lightbulb went off, the electric circuit)*","humanCodingScheme":"PLD.4-5.INT.WP-Prec.PL3","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"0335aaed-c177-4d8b-9b8b-3ca8261f1fb0","uri":"https://standards.wida.us/uri/0335aaed-c177-4d8b-9b8b-3ca8261f1fb0","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how precise meanings are created through everyday, cross-disciplinary, and technical language through an expanding number of words and phrases including idioms and collocations *(push and pull, quit pulling my leg)*","humanCodingScheme":"PLD.4-5.INT.WP-Prec.PL4","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"01d2cf31-92aa-4bb4-9e0c-dc8a892581fb","uri":"https://standards.wida.us/uri/01d2cf31-92aa-4bb4-9e0c-dc8a892581fb","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how precise meanings are created through everyday, cross-disciplinary, and technical language through a variety of words and phrases, such as adverbials of time, manner, and place; verb types; collocations; and abstract nouns *(the invisible force between two magnets)*","humanCodingScheme":"PLD.4-5.INT.WP-Prec.PL5","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"afac81a0-f01a-4291-81b6-331146b53e23","uri":"https://standards.wida.us/uri/afac81a0-f01a-4291-81b6-331146b53e23","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how precise meanings are created through everyday, cross-disciplinary, and technical language through a wide variety of words, phrases, and expressions with multiple meanings across content areas *(electric shock versus I\u2019m shocked)*","humanCodingScheme":"PLD.4-5.INT.WP-Prec.PL6","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"dfd60b29-f3b1-4e2e-b148-8b5f78177e36","uri":"https://standards.wida.us/uri/dfd60b29-f3b1-4e2e-b148-8b5f78177e36","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create coherent texts *(spoken, written, multimodal)* using short sentences linked by topic to convey an emerging sense of purpose *(to inform, explain, argue, narrate)*","humanCodingScheme":"PLD.4-5.EXP.Dis-Org.PL1","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"9e217d30-bdfb-438b-9a74-70b610e9a5b5","uri":"https://standards.wida.us/uri/9e217d30-bdfb-438b-9a74-70b610e9a5b5","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create coherent texts *(spoken, written, multimodal)* using sentences that convey intended purpose with emerging organization *(topic sentence, supporting details)*","humanCodingScheme":"PLD.4-5.EXP.Dis-Org.PL2","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"8bc27d28-96d9-4c29-aabb-d794471ffd1e","uri":"https://standards.wida.us/uri/8bc27d28-96d9-4c29-aabb-d794471ffd1e","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create coherent texts *(spoken, written, multimodal)* using short text that conveys intended purpose using predictable organizational patterns *(signaled with some paragraph openers: first, and then, then)*","humanCodingScheme":"PLD.4-5.EXP.Dis-Org.PL3","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"38e01a27-cc8b-4bca-a05d-da3d491e08d2","uri":"https://standards.wida.us/uri/38e01a27-cc8b-4bca-a05d-da3d491e08d2","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create coherent texts *(spoken, written, multimodal)* using expanding text that conveys intended purpose using generic *(not genre-specific)* organizational patterns across paragraphs *(introduction, body, conclusion)* with a variety of paragraph openers","humanCodingScheme":"PLD.4-5.EXP.Dis-Org.PL4","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"6ad6a1d7-89de-44fe-a28e-6c38c655e225","uri":"https://standards.wida.us/uri/6ad6a1d7-89de-44fe-a28e-6c38c655e225","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create coherent texts *(spoken, written, multimodal)* using text that conveys intended purpose using genre-specific organizational patterns *(statement of position, arguments, call to action)*","humanCodingScheme":"PLD.4-5.EXP.Dis-Org.PL5","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"1f89b05e-2a23-46ea-9c14-a3fa11e28118","uri":"https://standards.wida.us/uri/1f89b05e-2a23-46ea-9c14-a3fa11e28118","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create coherent texts *(spoken, written, multimodal)* using text that conveys intended purpose using genre-specific organizational patterns with strategic ways of signaling relationships between paragraphs and throughout text *(the first reason, the second reason, the evidence is\u2026)*","humanCodingScheme":"PLD.4-5.EXP.Dis-Org.PL6","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"61a6618a-e9c5-4180-b1e4-e05356912578","uri":"https://standards.wida.us/uri/61a6618a-e9c5-4180-b1e4-e05356912578","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Connect ideas across a whole text through some frequently used cohesive devices *(repetition, demonstratives)*","humanCodingScheme":"PLD.4-5.EXP.Dis-Coh.PL1","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"e9e71dd3-df06-4173-9349-9d09b55e3920","uri":"https://standards.wida.us/uri/e9e71dd3-df06-4173-9349-9d09b55e3920","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Connect ideas across a whole text through some formulaic cohesive devices *(pronoun referencing, etc.)*","humanCodingScheme":"PLD.4-5.EXP.Dis-Coh.PL2","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"024b4019-a60b-46f5-80c9-ed2ce864acad","uri":"https://standards.wida.us/uri/024b4019-a60b-46f5-80c9-ed2ce864acad","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Connect ideas across a whole text through a growing number of cohesive devices *(emerging use of articles to refer to the same word, synonyms, antonyms)*","humanCodingScheme":"PLD.4-5.EXP.Dis-Coh.PL3","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"c002e95f-5e5c-4af5-82c1-3c4be0ff4b73","uri":"https://standards.wida.us/uri/c002e95f-5e5c-4af5-82c1-3c4be0ff4b73","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Connect ideas across a whole text through an expanding variety of cohesive devices *(given/new, whole/ part, class/subclass)*","humanCodingScheme":"PLD.4-5.EXP.Dis-Coh.PL4","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"f880b5ef-57bd-4e3d-af0c-04ea3958acca","uri":"https://standards.wida.us/uri/f880b5ef-57bd-4e3d-af0c-04ea3958acca","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Connect ideas across a whole text through a flexible number of cohesive devices *(substitution, ellipsis, given/new)*","humanCodingScheme":"PLD.4-5.EXP.Dis-Coh.PL5","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"7e63dc52-69df-492e-a135-34cdb6077f38","uri":"https://standards.wida.us/uri/7e63dc52-69df-492e-a135-34cdb6077f38","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Connect ideas across a whole text through a wide variety of cohesive devices used in genre- and discipline-specific ways","humanCodingScheme":"PLD.4-5.EXP.Dis-Coh.PL6","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"c157b4c0-046c-4e8f-81c5-898fb3b975da","uri":"https://standards.wida.us/uri/c157b4c0-046c-4e8f-81c5-898fb3b975da","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Elaborate or condense ideas through a few types of elaboration *(adding familiar adjectives to describe nouns: maple syrup)*","humanCodingScheme":"PLD.4-5.EXP.Dis-Den.PL1","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"7a53e5ea-c10b-4b6e-99af-1348c7e84142","uri":"https://standards.wida.us/uri/7a53e5ea-c10b-4b6e-99af-1348c7e84142","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Elaborate or condense ideas through some types of elaboration *(adding newly learned or multiple adjectives to nouns *(thick, sweet, sticky maple syrup)*","humanCodingScheme":"PLD.4-5.EXP.Dis-Den.PL2","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"e2f04dd0-a335-482a-b51f-6420c66c8d69","uri":"https://standards.wida.us/uri/e2f04dd0-a335-482a-b51f-6420c66c8d69","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Elaborate or condense ideas through a growing number of types of elaboration *(adding articles or demonstratives to nouns: the dark syrup)*","humanCodingScheme":"PLD.4-5.EXP.Dis-Den.PL3","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"2a75dda2-62c8-4884-9c29-ac36a7877b61","uri":"https://standards.wida.us/uri/2a75dda2-62c8-4884-9c29-ac36a7877b61","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Elaborate or condense ideas through a variety of types of elaboration *(adding in a variety of adjectives including concrete and abstract nouns: the long, slow process\u2026)*","humanCodingScheme":"PLD.4-5.EXP.Dis-Den.PL4","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"8c08db5d-a6fc-4a9f-a038-0db2bf6567cd","uri":"https://standards.wida.us/uri/8c08db5d-a6fc-4a9f-a038-0db2bf6567cd","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Elaborate or condense ideas through a wide variety of types of elaboration *(adding in embedded clauses after the noun: the sap which boiled for six hours\u2026)*","humanCodingScheme":"PLD.4-5.EXP.Dis-Den.PL5","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"23bade81-064a-49f1-b559-c78bf78bee86","uri":"https://standards.wida.us/uri/23bade81-064a-49f1-b559-c78bf78bee86","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Elaborate or condense ideas through flexible range of types of elaboration that includes embedded clauses and condensed noun groups *(elaborating: a sweet sap that turned into a delicious syrup after hours of boiling and condensing through nominalization: this tedious process)*","humanCodingScheme":"PLD.4-5.EXP.Dis-Den.PL6","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"c2231fcb-7cb7-43bc-87ce-1c531209ab66","uri":"https://standards.wida.us/uri/c2231fcb-7cb7-43bc-87ce-1c531209ab66","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Extend or enhance meanings through sentence fragments and emerging use of simple sentences *(the blue one, the red one)*","humanCodingScheme":"PLD.4-5.EXP.Sent-GC.PL1","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"a16cd484-884c-474d-bdb6-c1d6a42c43c9","uri":"https://standards.wida.us/uri/a16cd484-884c-474d-bdb6-c1d6a42c43c9","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Extend or enhance meanings through simple sentences *(The red side pushed away. The blue side stayed.)*","humanCodingScheme":"PLD.4-5.EXP.Sent-GC.PL2","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"8caf839d-6eb8-4b3b-92b8-48af628f2125","uri":"https://standards.wida.us/uri/8caf839d-6eb8-4b3b-92b8-48af628f2125","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Extend or enhance meanings through sentences with emerging use of clauses *(The red side blocked the paperclip. The blue side picked it up. They are opposites.)*","humanCodingScheme":"PLD.4-5.EXP.Sent-GC.PL3","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"7e0c71a9-55f7-4466-9bb8-0ce25dfcc8ab","uri":"https://standards.wida.us/uri/7e0c71a9-55f7-4466-9bb8-0ce25dfcc8ab","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Extend or enhance meanings through simple or compound sentences with familiar ways of combining clauses *(with coordinating conjunctions: The red side repelled the paperclip, but also it\u2026.)*","humanCodingScheme":"PLD.4-5.EXP.Sent-GC.PL4","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"3627beb2-0def-4803-92f0-7e98c42cd0f9","uri":"https://standards.wida.us/uri/3627beb2-0def-4803-92f0-7e98c42cd0f9","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Extend or enhance meanings through compound and complex sentences with frequently used ways of combining clauses *(with coordinating conjunctions: Neither the red one nor the blue one\u2026)*","humanCodingScheme":"PLD.4-5.EXP.Sent-GC.PL5","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"26e26605-36f4-4ec5-98da-a3ec03410ea8","uri":"https://standards.wida.us/uri/26e26605-36f4-4ec5-98da-a3ec03410ea8","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Extend or enhance meanings through compound and complex sentences characteristic of the genre and content area, with a variety of ways of combining clauses *(with a range of techniques to extend, or shorten sentences: The magnetic force caused the paperclip to lift off the table because the paperclip is metal.)*","humanCodingScheme":"PLD.4-5.EXP.Sent-GC.PL6","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"5e776169-f8d8-43c9-aa9f-e2354475bf5e","uri":"https://standards.wida.us/uri/5e776169-f8d8-43c9-aa9f-e2354475bf5e","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create precise meanings through everyday, cross-disciplinary, and disciplinary language with some frequently used words and phrases with some precision *(social studies, government)*","humanCodingScheme":"PLD.4-5.EXP.WP-Prec.PL1","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"ee9598e8-9dca-4401-a261-8918b2f6c940","uri":"https://standards.wida.us/uri/ee9598e8-9dca-4401-a261-8918b2f6c940","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create precise meanings through everyday, cross-disciplinary, and disciplinary language with a small repertoire of words and phrases with developing precision *(branches of government, executive power)*","humanCodingScheme":"PLD.4-5.EXP.WP-Prec.PL2","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"389cbb5a-34d2-43fe-9ccb-252acb94ecb2","uri":"https://standards.wida.us/uri/389cbb5a-34d2-43fe-9ccb-252acb94ecb2","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create precise meanings through everyday, cross-disciplinary, and disciplinary language with a growing repertoire of words and phrases with growing precision *(the founders, \u201ctwo if by land\u2026\u201d)*","humanCodingScheme":"PLD.4-5.EXP.WP-Prec.PL3","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"8d461387-a65a-47cf-b711-7ef36ceba38a","uri":"https://standards.wida.us/uri/8d461387-a65a-47cf-b711-7ef36ceba38a","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create precise meanings through everyday, cross-disciplinary, and disciplinary language with an expanding repertoire of words and phrases, including idioms and collocations with expanding precision *(the lights are on but nobody\u2019s home\u2026)*","humanCodingScheme":"PLD.4-5.EXP.WP-Prec.PL4","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"ff933053-7c0b-4cb9-8060-46aa5bf100be","uri":"https://standards.wida.us/uri/ff933053-7c0b-4cb9-8060-46aa5bf100be","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create precise meanings through everyday, cross-disciplinary, and disciplinary language with a flexible repertoire of words and phrases, such as adverbials of time, manner, and place; verb types; and abstract nouns; with consistent precision *(as a result of the war, forming a new nation)*","humanCodingScheme":"PLD.4-5.EXP.WP-Prec.PL5","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"84a5b6e4-dccf-4537-a6f3-5460e11e1426","uri":"https://standards.wida.us/uri/84a5b6e4-dccf-4537-a6f3-5460e11e1426","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create precise meanings through everyday, cross-disciplinary, and disciplinary language with a variety of words and phrases, including evaluation, obligation, idioms, and collocations *(necessary sacrifices, outdated law, fit for a king)*","humanCodingScheme":"PLD.4-5.EXP.WP-Prec.PL6","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"37b65ea8-22fd-4848-8dba-d7e7da88c4c2","uri":"https://standards.wida.us/uri/37b65ea8-22fd-4848-8dba-d7e7da88c4c2","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how coherent texts *(spoken, written, multimodal)* are created to meet a purpose *(to inform, narrate, entertain, argue, explain)* in a series of topic-related sentences","humanCodingScheme":"PLD.6-8.INT.Dis-Org.PL1","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"35c6f43c-b630-4106-9f30-9f150af81616","uri":"https://standards.wida.us/uri/35c6f43c-b630-4106-9f30-9f150af81616","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how coherent texts *(spoken, written, multimodal)* are created to meet a purpose in a short, connected text","humanCodingScheme":"PLD.6-8.INT.Dis-Org.PL2","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"f913a6f6-e1af-4eb1-969b-20ecae418d8a","uri":"https://standards.wida.us/uri/f913a6f6-e1af-4eb1-969b-20ecae418d8a","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how coherent texts *(spoken, written, multimodal)* are created to meet a purpose through generic *(not genre-specific)* organizational patterns in texts *(introduction, body, conclusion)*","humanCodingScheme":"PLD.6-8.INT.Dis-Org.PL3","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"2b8dfc43-b9a9-4c5f-af03-62e4bcff0565","uri":"https://standards.wida.us/uri/2b8dfc43-b9a9-4c5f-af03-62e4bcff0565","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how coherent texts *(spoken, written, multimodal)* are created to meet a purpose through genre-specific organizational patterns *(orientation and explanation sequence)*","humanCodingScheme":"PLD.6-8.INT.Dis-Org.PL4","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"5d4b34e1-d0fd-4d47-b6a2-3addd7933871","uri":"https://standards.wida.us/uri/5d4b34e1-d0fd-4d47-b6a2-3addd7933871","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how coherent texts *(spoken, written, multimodal)* are created to meet a purpose through genre-specific organizational patterns *(claim, evidence, reasoning)* linking ideas, events, and reasons","humanCodingScheme":"PLD.6-8.INT.Dis-Org.PL5","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"d960680a-6401-4724-b387-50f44428eff2","uri":"https://standards.wida.us/uri/d960680a-6401-4724-b387-50f44428eff2","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how coherent texts *(spoken, written, multimodal)* are created to meet a purpose reflective of genre and discipline, linking ideas, events, and reasons in a variety of ways *(causes and effects, factors and outcomes, events and consequences)*","humanCodingScheme":"PLD.6-8.INT.Dis-Org.PL6","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"72d38534-b98f-4e18-a2bf-0cbd77780399","uri":"https://standards.wida.us/uri/72d38534-b98f-4e18-a2bf-0cbd77780399","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are connected across a whole text through a few different types of cohesive devices *(repetition, pronoun referencing, demonstratives, etc.)*","humanCodingScheme":"PLD.6-8.INT.Dis-Coh.PL1","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"dcbb9115-af7e-4e31-b98c-c038b64c4152","uri":"https://standards.wida.us/uri/dcbb9115-af7e-4e31-b98c-c038b64c4152","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are connected across a whole text through multiple cohesive devices *(synonyms, antonyms)*","humanCodingScheme":"PLD.6-8.INT.Dis-Coh.PL2","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"014c0472-f534-412d-9d5a-4c51730d80c6","uri":"https://standards.wida.us/uri/014c0472-f534-412d-9d5a-4c51730d80c6","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are connected across a whole text through a variety of cohesive devices that connect larger meaningful chunks of text *(class/ subclass, whole/part)*","humanCodingScheme":"PLD.6-8.INT.Dis-Coh.PL3","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"7ed36080-a8aa-4770-9337-ca79cc4d08ef","uri":"https://standards.wida.us/uri/7ed36080-a8aa-4770-9337-ca79cc4d08ef","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are connected across a whole text through a wide variety of cohesive devices that connect ideas throughout text *(whole/part, substitution, ellipsis)*","humanCodingScheme":"PLD.6-8.INT.Dis-Coh.PL4","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"58cd2e53-77aa-4e3b-a4b4-915a7612815a","uri":"https://standards.wida.us/uri/58cd2e53-77aa-4e3b-a4b4-915a7612815a","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are connected across a whole text through cohesive devices and common strategies that connect ideas throughout text *(given/ new)*","humanCodingScheme":"PLD.6-8.INT.Dis-Coh.PL5","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"20d395d5-5e3c-4fa1-8b8f-39b252b2f93a","uri":"https://standards.wida.us/uri/20d395d5-5e3c-4fa1-8b8f-39b252b2f93a","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are connected across a whole text through various types of cohesive devices and strategies that connect ideas throughout text","humanCodingScheme":"PLD.6-8.INT.Dis-Coh.PL6","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"adc14543-8e74-4af5-86ba-b6f5531e0929","uri":"https://standards.wida.us/uri/adc14543-8e74-4af5-86ba-b6f5531e0929","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are elaborated or condensed through expanded noun groups with classifiers *(crescent moon)*","humanCodingScheme":"PLD.6-8.INT.Dis-Den.PL1","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"466b4e5e-49b3-4a23-8d36-b15b75c17489","uri":"https://standards.wida.us/uri/466b4e5e-49b3-4a23-8d36-b15b75c17489","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are elaborated or condensed through expanded noun groups with prepositional phrases *(waxing crescent moon in the second half of the month)*","humanCodingScheme":"PLD.6-8.INT.Dis-Den.PL2","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"4df2b81a-5bcf-4a57-a2f6-c11c9aeffa86","uri":"https://standards.wida.us/uri/4df2b81a-5bcf-4a57-a2f6-c11c9aeffa86","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are elaborated or condensed through expanded noun groups with embedded clauses *(waxing crescent moon that was growing each day","humanCodingScheme":"PLD.6-8.INT.Dis-Den.PL3","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"108f87d0-5b04-49c8-b2b3-63a1dd51b887","uri":"https://standards.wida.us/uri/108f87d0-5b04-49c8-b2b3-63a1dd51b887","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are elaborated or condensed through expanded noun groups with a variety of embedded clauses *(predictable and observable moon phases in your particular time zone)*","humanCodingScheme":"PLD.6-8.INT.Dis-Den.PL4","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"ced73442-9c29-469f-9553-0177986a90a4","uri":"https://standards.wida.us/uri/ced73442-9c29-469f-9553-0177986a90a4","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are elaborated or condensed through expanded noun groups with a wide variety of embedded clauses and compacted noun groups *(nominalization)*","humanCodingScheme":"PLD.6-8.INT.Dis-Den.PL5","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"2954c676-a295-4e47-8471-0eb3eba76601","uri":"https://standards.wida.us/uri/2954c676-a295-4e47-8471-0eb3eba76601","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are elaborated or condensed through multiple ways of using expanded noun groups, clauses, and nominalizations that enrich the meaning and add details characteristic of genres and content areas *(the relative positions of the sun, earth, and moon cause these changes)*","humanCodingScheme":"PLD.6-8.INT.Dis-Den.PL6","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"07453e18-8aec-4acd-a750-d08651c9a7e2","uri":"https://standards.wida.us/uri/07453e18-8aec-4acd-a750-d08651c9a7e2","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how meanings are extended or enhanced through related simple sentences *(African savannas are full of wildlife.)*","humanCodingScheme":"PLD.6-8.INT.Sent-GC.PL1","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"a849ae75-789d-44ef-ae2a-1bad45b21161","uri":"https://standards.wida.us/uri/a849ae75-789d-44ef-ae2a-1bad45b21161","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how meanings are extended or enhanced through multiple related simple sentences *(African savannas are full of life. Explore Tanzania.)*","humanCodingScheme":"PLD.6-8.INT.Sent-GC.PL2","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"fc0baf2e-a27f-4863-ad5b-a2db15599232","uri":"https://standards.wida.us/uri/fc0baf2e-a27f-4863-ad5b-a2db15599232","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how meanings are extended or enhanced through simple or compound sentences with familiar ways of combining clauses *(using coordinating conjunctions: African savannas are unique **and** they have amazing wildlife.)*","humanCodingScheme":"PLD.6-8.INT.Sent-GC.PL3","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-05T23:10:11+00:00"},{"identifier":"64214d68-66e3-4af5-8f87-8f7afe6815f0","uri":"https://standards.wida.us/uri/64214d68-66e3-4af5-8f87-8f7afe6815f0","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how meanings are extended or enhanced through compound sentences with frequently used ways of combining clauses *(A variety of wildlife live in the savanna **such as**\u2026)*","humanCodingScheme":"PLD.6-8.INT.Sent-GC.PL4","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"e05d0877-7585-45e5-8bea-f7d4ed00ba47","uri":"https://standards.wida.us/uri/e05d0877-7585-45e5-8bea-f7d4ed00ba47","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how meanings are extended or enhanced through compound and complex sentences with a variety of ways of combining clauses addressing genre, audience, and content area *(**Since** it\u2019s an ecosystem, it has a variety of\u2026)*","humanCodingScheme":"PLD.6-8.INT.Sent-GC.PL5","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"53bce527-bef5-45a9-a39e-0bbc1b161f18","uri":"https://standards.wida.us/uri/53bce527-bef5-45a9-a39e-0bbc1b161f18","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how meanings are extended or enhanced through a wide variety of sentence types that show a variety of increasingly complex relationships *(condition, concession, contrast)* addressing genre, audience, and content area *(The Black Rhino is at risk of extinction,\n**unless**\u2026)*","humanCodingScheme":"PLD.6-8.INT.Sent-GC.PL6","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"260e7a25-b3a9-46b0-98d1-433993c7ca40","uri":"https://standards.wida.us/uri/260e7a25-b3a9-46b0-98d1-433993c7ca40","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how precise meanings are created through everyday, cross-disciplinary, and technical language through an increasing number of words and phrases *(don\u2019t be late for class)*","humanCodingScheme":"PLD.6-8.INT.WP-Prec.PL1","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"2f9e8d80-c9e2-478c-8e2a-c64b7e7c82f8","uri":"https://standards.wida.us/uri/2f9e8d80-c9e2-478c-8e2a-c64b7e7c82f8","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how precise meanings are created through everyday, cross-disciplinary, and technical language through a growing number of words and phrases in a variety of contexts *(inside the membrane)*","humanCodingScheme":"PLD.6-8.INT.WP-Prec.PL2","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"924fd515-e738-4961-972e-d13fbf052fbe","uri":"https://standards.wida.us/uri/924fd515-e738-4961-972e-d13fbf052fbe","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how precise meanings are created through everyday, cross-disciplinary, and technical language through an expanding number of words and phrases including idioms and collocations *(gravity is bringing me down)*","humanCodingScheme":"PLD.6-8.INT.WP-Prec.PL3","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"1832db47-4fe3-4672-86c0-c936da5a7a29","uri":"https://standards.wida.us/uri/1832db47-4fe3-4672-86c0-c936da5a7a29","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how precise meanings are created through everyday, cross-disciplinary, and technical language through a variety of words and phrases such as adverbials of time, manner, and place; verb types; and abstract nouns *(at the speed of light)*","humanCodingScheme":"PLD.6-8.INT.WP-Prec.PL4","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"4eb302b4-bf1d-495b-9810-a8c374fccca2","uri":"https://standards.wida.us/uri/4eb302b4-bf1d-495b-9810-a8c374fccca2","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how precise meanings are created through everyday, cross-disciplinary, and technical language through a wide variety of words, phrases, and expressions with multiple meanings across content areas","humanCodingScheme":"PLD.6-8.INT.WP-Prec.PL5","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"6a718b28-743f-4b8b-a3c9-2672f8b82a85","uri":"https://standards.wida.us/uri/6a718b28-743f-4b8b-a3c9-2672f8b82a85","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how precise meanings are created through everyday, cross-disciplinary, and technical language through strategic use of various words, phrases, and expressions with shades of meaning across content areas *(trembling in the corner, pounding rain, the whisper of dragonfly wings)*","humanCodingScheme":"PLD.6-8.INT.WP-Prec.PL6","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"b3104344-5871-43e3-b568-37dc44b0701d","uri":"https://standards.wida.us/uri/b3104344-5871-43e3-b568-37dc44b0701d","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create coherent texts *(spoken, written, multimodal)* using sentences that convey intended purpose with emerging organization *(topic sentence, supporting details)*","humanCodingScheme":"PLD.6-8.EXP.Dis-Org.PL1","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"f00399c4-0fcf-4959-b16b-7b25f3ec8105","uri":"https://standards.wida.us/uri/f00399c4-0fcf-4959-b16b-7b25f3ec8105","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create coherent texts *(spoken, written, multimodal)* using short text that conveys intended purpose using predictable organization *(signaled with some paragraph openers: First\u2026 Finally, In 1842, This is how volcanos form)*","humanCodingScheme":"PLD.6-8.EXP.Dis-Org.PL2","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-30T22:19:59+00:00"},{"identifier":"fc8eb378-770c-4251-a848-e51dcc1773aa","uri":"https://standards.wida.us/uri/fc8eb378-770c-4251-a848-e51dcc1773aa","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create coherent texts *(spoken, written, multimodal)* using expanding text that conveys intended purpose using generic *(not genre-specific)* organizational patterns *(introduction, body, conclusion)*","humanCodingScheme":"PLD.6-8.EXP.Dis-Org.PL3","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"ccad90b0-05ed-4016-b15c-42df9c53b407","uri":"https://standards.wida.us/uri/ccad90b0-05ed-4016-b15c-42df9c53b407","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create coherent texts *(spoken, written, multimodal)* using text that conveys intended purpose using genre-specific organizational patterns *(statement of position, arguments, call to action)* with a variety of paragraph openers","humanCodingScheme":"PLD.6-8.EXP.Dis-Org.PL4","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"9b6b5b91-90cb-4a1a-9db1-a9459a14f912","uri":"https://standards.wida.us/uri/9b6b5b91-90cb-4a1a-9db1-a9459a14f912","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create coherent texts *(spoken, written, multimodal)* using text that conveys intended purpose using genre-specific organizational patterns with strategic ways of signaling relationships between paragraphs and throughout text *(the first reason, the second reason, the evidence\u2026)*","humanCodingScheme":"PLD.6-8.EXP.Dis-Org.PL5","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"017061c8-61dc-4337-b711-8a24928ddada","uri":"https://standards.wida.us/uri/017061c8-61dc-4337-b711-8a24928ddada","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create coherent texts *(spoken, written, multimodal)* using text that conveys intended purpose using genre-specific organizational patterns using a wide range of ways to signal relationships throughout the text","humanCodingScheme":"PLD.6-8.EXP.Dis-Org.PL6","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"2666aef5-78f6-4c24-9369-097871792ce5","uri":"https://standards.wida.us/uri/2666aef5-78f6-4c24-9369-097871792ce5","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Connect ideas across a whole text through some formulaic cohesive devices *(repetition, pronoun referencing, etc.)*","humanCodingScheme":"PLD.6-8.EXP.Dis-Coh.PL1","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"563c095f-7726-4b23-a3f9-2cae33a22797","uri":"https://standards.wida.us/uri/563c095f-7726-4b23-a3f9-2cae33a22797","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Connect ideas across a whole text through a growing number of cohesive devices *(emerging use of articles to refer to the same word, synonyms, antonyms)*","humanCodingScheme":"PLD.6-8.EXP.Dis-Coh.PL2","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"4812127a-722e-44f3-83e8-cbab8330d619","uri":"https://standards.wida.us/uri/4812127a-722e-44f3-83e8-cbab8330d619","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Connect ideas across a whole text through an expanding number of cohesive devices *(given/new, whole/ part, class/subclass)*","humanCodingScheme":"PLD.6-8.EXP.Dis-Coh.PL3","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"4dd050be-fd57-4eef-a637-f8e22d29d39a","uri":"https://standards.wida.us/uri/4dd050be-fd57-4eef-a637-f8e22d29d39a","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Connect ideas across a whole text through a flexible number of cohesive devices *(ellipsis, substitution/ omission)*","humanCodingScheme":"PLD.6-8.EXP.Dis-Coh.PL4","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"47e79739-de46-4c30-97c1-a2e5588fc079","uri":"https://standards.wida.us/uri/47e79739-de46-4c30-97c1-a2e5588fc079","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Connect ideas across a whole text through a variety of cohesive devices used in genre and discipline-specific ways","humanCodingScheme":"PLD.6-8.EXP.Dis-Coh.PL5","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"dbae964c-5f68-4ffc-8b44-68f69d619ec5","uri":"https://standards.wida.us/uri/dbae964c-5f68-4ffc-8b44-68f69d619ec5","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Connect ideas across a whole text through a wide variety of cohesive devices *(substitution, omission, synonyms, antonyms, whole/part, class/ subclass)* used in genre- and discipline specific ways","humanCodingScheme":"PLD.6-8.EXP.Dis-Coh.PL6","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"1fdea074-7174-4949-91ad-bbf4dcbb0e53","uri":"https://standards.wida.us/uri/1fdea074-7174-4949-91ad-bbf4dcbb0e53","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Elaborate or condense ideas through some types of elaboration *(adding a newly learned adjective to a noun)*","humanCodingScheme":"PLD.6-8.EXP.Dis-Den.PL1","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"130ae87e-f056-4953-99fd-93c0ec903de5","uri":"https://standards.wida.us/uri/130ae87e-f056-4953-99fd-93c0ec903de5","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Elaborate or condense ideas through a growing number of types of elaboration *(adding articles or demonstratives to a noun: the or these clouds)*","humanCodingScheme":"PLD.6-8.EXP.Dis-Den.PL2","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"8a100eac-abf5-4dc2-88ae-dc6ab3fc15f2","uri":"https://standards.wida.us/uri/8a100eac-abf5-4dc2-88ae-dc6ab3fc15f2","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Elaborate or condense ideas through a variety of types of elaboration *(adding classifiers: cumulus and cumulonimbus clouds)*","humanCodingScheme":"PLD.6-8.EXP.Dis-Den.PL3","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"17809db7-3531-47b4-a9cd-09978d28b565","uri":"https://standards.wida.us/uri/17809db7-3531-47b4-a9cd-09978d28b565","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Elaborate or condense ideas through a wide variety of types of elaboration *(adding in embedded clauses after the noun: those storm clouds that we saw yesterday)*","humanCodingScheme":"PLD.6-8.EXP.Dis-Den.PL4","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"923abd6d-6825-49e5-b7b3-8b33bd8a9a88","uri":"https://standards.wida.us/uri/923abd6d-6825-49e5-b7b3-8b33bd8a9a88","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Elaborate or condense ideas through a flexible range of types of elaboration and some ways to condense ideas *(scary looking storm clouds that turned dark in a matter of minutes and condensing through nominalization: that storm system)*","humanCodingScheme":"PLD.6-8.EXP.Dis-Den.PL5","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"6c617864-ee32-4ea5-a55f-1a73b1b76a0e","uri":"https://standards.wida.us/uri/6c617864-ee32-4ea5-a55f-1a73b1b76a0e","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Elaborate or condense ideas through a growing number of ways throughout a text (expanded noun groups, clauses, nominalizations)","humanCodingScheme":"PLD.6-8.EXP.Dis-Den.PL6","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"1942a196-d3da-4c8b-9c29-aeb38026a178","uri":"https://standards.wida.us/uri/1942a196-d3da-4c8b-9c29-aeb38026a178","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Extend or enhance meanings through simple sentences *(The main character is Harry. He is a wizard.)*","humanCodingScheme":"PLD.6-8.EXP.Sent-GC.PL1","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"7f635d61-b32c-453d-bda1-ffa2655486ac","uri":"https://standards.wida.us/uri/7f635d61-b32c-453d-bda1-ffa2655486ac","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Extend or enhance meanings through sentences with emerging use of clauses *(no conjunctions: The main character is Harry. His friends are\u2026 They go to Hogwarts.)*","humanCodingScheme":"PLD.6-8.EXP.Sent-GC.PL2","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"2b3de85f-f9dc-4a89-a63e-cfe59d709c23","uri":"https://standards.wida.us/uri/2b3de85f-f9dc-4a89-a63e-cfe59d709c23","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Extend or enhance meanings through simple or compound sentences with familiar ways of combining clauses *(with some coordinating conjunctions: He goes to Hogwarts School\n**and** his friends are\u2026)*","humanCodingScheme":"PLD.6-8.EXP.Sent-GC.PL3","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"29a76632-1d5f-4dec-be0a-d8c15a969900","uri":"https://standards.wida.us/uri/29a76632-1d5f-4dec-be0a-d8c15a969900","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Extend or enhance meanings through compound sentences with frequently used ways of combining clauses *(They fight the forces of evil, **yet** they can\u2019t overcome them.)*","humanCodingScheme":"PLD.6-8.EXP.Sent-GC.PL4","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"469f05ef-363c-4cb9-903d-9abe9d940149","uri":"https://standards.wida.us/uri/469f05ef-363c-4cb9-903d-9abe9d940149","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Extend or enhance meanings through compound and complex sentences with a variety of ways of combining clauses characteristic of the genre and content area *(with a range of techniques to extend, or shorten sentences: Harry has a lightning bolt scar **because** he was attacked **when**\u2026)*","humanCodingScheme":"PLD.6-8.EXP.Sent-GC.PL5","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"449a69d7-643e-44ab-a242-8e0d95fb576d","uri":"https://standards.wida.us/uri/449a69d7-643e-44ab-a242-8e0d95fb576d","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Extend or enhance meanings through a wide variety of sentence types with increasingly complex clause relationships *(condition, cause, concession, contrast)* addressing genre, audience, and content area *(When Harry is close to Voldemort, his scar throbs.)*","humanCodingScheme":"PLD.6-8.EXP.Sent-GC.PL6","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"ca4d1abb-b9c8-413d-a091-c116b2779ff2","uri":"https://standards.wida.us/uri/ca4d1abb-b9c8-413d-a091-c116b2779ff2","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create precise meanings through everyday, cross-disciplinary, and disciplinary language with a small repertoire of words and phrases with developing precision *(order of operations, on page 12)*","humanCodingScheme":"PLD.6-8.EXP.WP-Prec.PL1","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"5408e352-8bfe-43f6-8c7b-c102c1e6c695","uri":"https://standards.wida.us/uri/5408e352-8bfe-43f6-8c7b-c102c1e6c695","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create precise meanings through everyday, cross-disciplinary, and disciplinary language with a growing repertoire of words and phrases with growing precision *(kinetic energy, law of motion)*","humanCodingScheme":"PLD.6-8.EXP.WP-Prec.PL2","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"ab8f0734-db1b-40c6-84a3-231044b69cf4","uri":"https://standards.wida.us/uri/ab8f0734-db1b-40c6-84a3-231044b69cf4","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create precise meanings through everyday, cross-disciplinary, and disciplinary language with an expanding repertoire of words and phrases including idioms and collocations with expanding precision *(love-hate relationship)*","humanCodingScheme":"PLD.6-8.EXP.WP-Prec.PL3","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"c3023bf2-0c2a-4e62-86bd-b113e3ccca00","uri":"https://standards.wida.us/uri/c3023bf2-0c2a-4e62-86bd-b113e3ccca00","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create precise meanings through everyday, cross-disciplinary, and disciplinary language with a flexible repertoire of words and phrases such as adverbials of time, manner, and place; verb types; and abstract nouns with consistent precision *(fill the beaker to the top line)*","humanCodingScheme":"PLD.6-8.EXP.WP-Prec.PL4","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"53cbb474-0616-402b-b48f-dba50542f38d","uri":"https://standards.wida.us/uri/53cbb474-0616-402b-b48f-dba50542f38d","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create precise meanings through everyday, cross-disciplinary, and disciplinary language with a variety of words and phrases, including evaluation and obligation, with precision *(stupid test, we should figure this out)*","humanCodingScheme":"PLD.6-8.EXP.WP-Prec.PL5","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"485244e8-2713-483a-8a46-1db7392bf111","uri":"https://standards.wida.us/uri/485244e8-2713-483a-8a46-1db7392bf111","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create precise meanings through everyday, cross-disciplinary, and disciplinary language with a wide variety of words and phrases with precision *(weighing\n4.4 pounds on Earth, wrong answer)* according to the genre, purpose and discipline","humanCodingScheme":"PLD.6-8.EXP.WP-Prec.PL6","language":"eng","educationLevel":["06","07","08"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"0abd48f0-e14b-4bff-9032-104770792000","uri":"https://standards.wida.us/uri/0abd48f0-e14b-4bff-9032-104770792000","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how coherent texts *(spoken, written, multimodal)* are created to meet a purpose *(to inform, narrate, entertain)* in a series of topic-related connected sentences","humanCodingScheme":"PLD.9-12.INT.Dis-Org.PL1","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"73e2e8c0-2e3e-464a-a361-e338306509ea","uri":"https://standards.wida.us/uri/73e2e8c0-2e3e-464a-a361-e338306509ea","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how coherent texts *(spoken, written, multimodal)* are created to meet a purpose through generic *(not genre-specific)* organization *(introduction, body, conclusion)*","humanCodingScheme":"PLD.9-12.INT.Dis-Org.PL2","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"534aba7e-e18a-4261-9841-a7f3b4c8f6c8","uri":"https://standards.wida.us/uri/534aba7e-e18a-4261-9841-a7f3b4c8f6c8","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how coherent texts *(spoken, written, multimodal)* are created to meet a purpose through specific organization *(orientation and explanation sequence)*","humanCodingScheme":"PLD.9-12.INT.Dis-Org.PL3","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"1ba31520-dae5-4d4d-abe9-47db1526849c","uri":"https://standards.wida.us/uri/1ba31520-dae5-4d4d-abe9-47db1526849c","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how coherent texts *(spoken, written, multimodal)* are created to meet a purpose through organizational patterns characteristic of the genre *(claim, evidence, reasoning)* that link ideas, events, and reasons across text","humanCodingScheme":"PLD.9-12.INT.Dis-Org.PL4","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"4d818d32-7fe5-4471-8452-a70183874ab1","uri":"https://standards.wida.us/uri/4d818d32-7fe5-4471-8452-a70183874ab1","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how coherent texts *(spoken, written, multimodal)* are created to meet a purpose reflective of genre and discipline, linking ideas, events, and reasons in a variety of ways *(causes and effects, factors and outcomes, events and consequences)*","humanCodingScheme":"PLD.9-12.INT.Dis-Org.PL5","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"89f889c2-75de-4a19-8385-1c79eb8d4d95","uri":"https://standards.wida.us/uri/89f889c2-75de-4a19-8385-1c79eb8d4d95","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how coherent texts *(spoken, written, multimodal)* are created According to authors\u2019 strategic use of generic structure *(combining different genres to meet their social purpose)* for particular effects and for a variety of audiences","humanCodingScheme":"PLD.9-12.INT.Dis-Org.PL6","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"92914f88-02b5-4929-b6c6-e4da91c54d3b","uri":"https://standards.wida.us/uri/92914f88-02b5-4929-b6c6-e4da91c54d3b","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are connected across a whole text through multiple cohesive devices *(synonyms, antonyms)*","humanCodingScheme":"PLD.9-12.INT.Dis-Coh.PL1","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"dbaf79b3-82b5-42da-a2d8-ff38df6cc18d","uri":"https://standards.wida.us/uri/dbaf79b3-82b5-42da-a2d8-ff38df6cc18d","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are connected across a whole text through a variety of cohesive devices that connect larger meaningful chunks of text including *(class/ subclass, whole/part)*","humanCodingScheme":"PLD.9-12.INT.Dis-Coh.PL2","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"3f6a3c7f-2920-4adc-b63e-2f98f7bdd0b8","uri":"https://standards.wida.us/uri/3f6a3c7f-2920-4adc-b63e-2f98f7bdd0b8","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are connected across a whole text through a wide variety of cohesive devices that connect ideas throughout a text *(whole/part, substitution/omission)*","humanCodingScheme":"PLD.9-12.INT.Dis-Coh.PL3","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"c7500278-4ed6-47b2-9c44-4ec46dd56fc0","uri":"https://standards.wida.us/uri/c7500278-4ed6-47b2-9c44-4ec46dd56fc0","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are connected across a whole text through cohesive devices and common strategies that connect ideas throughout a text *(given/new)*","humanCodingScheme":"PLD.9-12.INT.Dis-Coh.PL4","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"19101dc5-e4c4-4898-b3fa-4a678f57d538","uri":"https://standards.wida.us/uri/19101dc5-e4c4-4898-b3fa-4a678f57d538","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are connected across a whole text through various types of cohesive devices and strategies that connect ideas throughout a text","humanCodingScheme":"PLD.9-12.INT.Dis-Coh.PL5","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"c8ee5416-f3d8-4335-8b66-d1269b64c05d","uri":"https://standards.wida.us/uri/c8ee5416-f3d8-4335-8b66-d1269b64c05d","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are connected across a whole text through authors\u2019 strategic and creative ways to connect units of meaning throughout a whole text","humanCodingScheme":"PLD.9-12.INT.Dis-Coh.PL6","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"7ad9bffd-2399-4a9d-b293-74f931507c7a","uri":"https://standards.wida.us/uri/7ad9bffd-2399-4a9d-b293-74f931507c7a","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are elaborated or condensed through expanded noun groups with prepositional phrases *(the chemical element with the symbol H)*","humanCodingScheme":"PLD.9-12.INT.Dis-Den.PL1","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"084ceb38-1625-40db-bfa0-87a3110ffef1","uri":"https://standards.wida.us/uri/084ceb38-1625-40db-bfa0-87a3110ffef1","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are elaborated or condensed through expanded noun groups with embedded clauses *(chemical element that has these physical properties)*","humanCodingScheme":"PLD.9-12.INT.Dis-Den.PL2","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"43cd531c-17c0-41ef-993f-911f80acdbb0","uri":"https://standards.wida.us/uri/43cd531c-17c0-41ef-993f-911f80acdbb0","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are elaborated or condensed through expanded noun groups with a variety of embedded clauses *(chemical element with the symbol Na and an atomic number\n11 that \u2026)*","humanCodingScheme":"PLD.9-12.INT.Dis-Den.PL3","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"bb1d0c85-37d5-476f-bd7b-01544674eb18","uri":"https://standards.wida.us/uri/bb1d0c85-37d5-476f-bd7b-01544674eb18","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are elaborated or condensed through expanded noun groups with embedded clauses and compacted noun groups *(nominalization)*","humanCodingScheme":"PLD.9-12.INT.Dis-Den.PL4","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"ff1f2168-11cf-4af6-afa6-00c6c61e4a53","uri":"https://standards.wida.us/uri/ff1f2168-11cf-4af6-afa6-00c6c61e4a53","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are elaborated or condensed through a variety of noun groups expanded with pre- and post- modifiers *(the chemical element with the symbol H and atomic number 1)*","humanCodingScheme":"PLD.9-12.INT.Dis-Den.PL5","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"ae9b9f9a-8235-4594-8719-19ea94d31fb4","uri":"https://standards.wida.us/uri/ae9b9f9a-8235-4594-8719-19ea94d31fb4","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are elaborated or condensed through authors\u2019 strategic use of noun groups and nominalization to develop ideas characteristic of various genres and content areas","humanCodingScheme":"PLD.9-12.INT.Dis-Den.PL6","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"552c45d0-d29d-49f1-9fdb-4af14661cea3","uri":"https://standards.wida.us/uri/552c45d0-d29d-49f1-9fdb-4af14661cea3","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how meanings are extended or enhanced through multiple related simple sentences *(All people have needs and wants. This is called demand.)*","humanCodingScheme":"PLD.9-12.INT.Sent-GC.PL1","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"bde87d4a-3fbc-42db-bc04-f9cf4d480632","uri":"https://standards.wida.us/uri/bde87d4a-3fbc-42db-bc04-f9cf4d480632","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how meanings are extended or enhanced through simple or compound sentences with familiar ways of combining clauses *(using coordinating conjunction: All people have needs\n**and** wants and it\u2019s called demand.)*","humanCodingScheme":"PLD.9-12.INT.Sent-GC.PL2","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"fd115b1d-3b17-486e-9253-39faf61c36ef","uri":"https://standards.wida.us/uri/fd115b1d-3b17-486e-9253-39faf61c36ef","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how meanings are extended or enhanced through compound sentences with frequently used ways of combining clauses *(coordinating conjunctions: All people have needs and wants **but** there are only limited\u2026)*","humanCodingScheme":"PLD.9-12.INT.Sent-GC.PL3","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"591bdbe4-3ec7-4c96-a31a-e06388cea0b1","uri":"https://standards.wida.us/uri/591bdbe4-3ec7-4c96-a31a-e06388cea0b1","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how meanings are extended or enhanced through compound and complex sentences with a variety of ways of combining clauses addressing genre, audience, and content area *(**Whenever** there is an increased demand, the prices go up.)*","humanCodingScheme":"PLD.9-12.INT.Sent-GC.PL4","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"04dc48b6-54f6-4e27-940f-241b9de30df3","uri":"https://standards.wida.us/uri/04dc48b6-54f6-4e27-940f-241b9de30df3","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how meanings are extended or enhanced through a wide variety of sentence types that show various increasingly complex relationships *(condition, cause, concession, contrast)* addressing genre, audience, and content area *(**Despite** the obvious problems with equity, some people\u2026)*","humanCodingScheme":"PLD.9-12.INT.Sent-GC.PL5","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"4c72c195-aa84-4b9f-841e-596861ad7647","uri":"https://standards.wida.us/uri/4c72c195-aa84-4b9f-841e-596861ad7647","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how meanings are extended or enhanced through authors\u2019 strategic use of sentences that combine clauses reflecting increasingly complex relationships addressing genre, audience, and content area *(Interest rates are controlled by the Federal Reserve Bank, although some would argue\u2026)* with awareness of how various sentences create different effects","humanCodingScheme":"PLD.9-12.INT.Sent-GC.PL6","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"ec9c8bcf-7822-477d-b21e-e78bb64d322d","uri":"https://standards.wida.us/uri/ec9c8bcf-7822-477d-b21e-e78bb64d322d","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how precise meanings are created through everyday, cross-disciplinary, and technical language through a growing number of words and phrases in a variety of contexts *(sit tight for the announcements, in this novel)*","humanCodingScheme":"PLD.9-12.INT.WP-Prec.PL1","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"70bc52a0-b31a-4cee-a8c9-77ba4a389171","uri":"https://standards.wida.us/uri/70bc52a0-b31a-4cee-a8c9-77ba4a389171","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how precise meanings are created through everyday, cross-disciplinary, and technical language through an expanding number of words and phrases including idioms and collocations *(to make a long story short)*","humanCodingScheme":"PLD.9-12.INT.WP-Prec.PL2","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"3e0bc4a6-8349-46a6-a581-c7f34b865c70","uri":"https://standards.wida.us/uri/3e0bc4a6-8349-46a6-a581-c7f34b865c70","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how precise meanings are created through everyday, cross-disciplinary, and technical language through a variety of words and phrases such as adverbials of time, manner, and place; verb types; and abstract nouns *(within seconds)*","humanCodingScheme":"PLD.9-12.INT.WP-Prec.PL3","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"a28c3b32-643c-41e3-95ed-fa1b2265ae69","uri":"https://standards.wida.us/uri/a28c3b32-643c-41e3-95ed-fa1b2265ae69","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how precise meanings are created through everyday, cross-disciplinary, and technical language through a wide variety of words, phrases, and expressions with multiple meanings across content areas *(division of power versus long division)*","humanCodingScheme":"PLD.9-12.INT.WP-Prec.PL4","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"dbdaaa8b-807c-4df4-8e1c-813844dfb16e","uri":"https://standards.wida.us/uri/dbdaaa8b-807c-4df4-8e1c-813844dfb16e","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how precise meanings are created through everyday, cross-disciplinary, and technical language through strategic use of various words, phrases, and expressions with shades of meaning across content areas *(tumultuous and catastrophic events)*","humanCodingScheme":"PLD.9-12.INT.WP-Prec.PL5","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"829a4fb3-a787-4c72-9097-8c49558ec410","uri":"https://standards.wida.us/uri/829a4fb3-a787-4c72-9097-8c49558ec410","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how precise meanings are created through everyday, cross-disciplinary, and technical language through authors\u2019 flexible and strategic use of words and phrases across a variety of contexts and content areas *(stares, hesitates, agonizes and finally\u2026)*","humanCodingScheme":"PLD.9-12.INT.WP-Prec.PL6","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"1483f494-c6b6-448f-b6b1-6ac022e62c5e","uri":"https://standards.wida.us/uri/1483f494-c6b6-448f-b6b1-6ac022e62c5e","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create coherent texts *(spoken, written, multimodal)* using short text that conveys intended purpose using predictable organization *(paragraph openers: First\u2026, Finally, In November, Plant cells have\u2026)*","humanCodingScheme":"PLD.9-12.EXP.Dis-Org.PL1","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"7c6f45a2-e829-4d1a-a38c-8f89db7f447e","uri":"https://standards.wida.us/uri/7c6f45a2-e829-4d1a-a38c-8f89db7f447e","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create coherent texts *(spoken, written, multimodal)* using expanding text that conveys intended purpose using generic *(not genre- specific)* organization *(introduction, body, conclusion)* with some paragraph openers","humanCodingScheme":"PLD.9-12.EXP.Dis-Org.PL2","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"e1984e7e-5ab6-49f1-b661-c8744ae34020","uri":"https://standards.wida.us/uri/e1984e7e-5ab6-49f1-b661-c8744ae34020","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create coherent texts *(spoken, written, multimodal)* using text that conveys intended purpose using genre-specific organizational patterns *(statement of position, arguments, call to action)* with a variety of paragraph openers","humanCodingScheme":"PLD.9-12.EXP.Dis-Org.PL3","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"188bee93-0b6b-4d2a-a52d-d00a9a626b6d","uri":"https://standards.wida.us/uri/188bee93-0b6b-4d2a-a52d-d00a9a626b6d","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create coherent texts *(spoken, written, multimodal)* using text that conveys intended purpose using genre-specific organizational patterns *(claims and counterclaims or rebuttals)* with strategic ways of signaling relationships between paragraphs and throughout a text","humanCodingScheme":"PLD.9-12.EXP.Dis-Org.PL4","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"0affc211-c523-4c71-8c40-14666ab09022","uri":"https://standards.wida.us/uri/0affc211-c523-4c71-8c40-14666ab09022","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create coherent texts *(spoken, written, multimodal)* using text that conveys intended purpose using genre-specific organizational patterns with a wide range of ways to signal relationships throughout the text","humanCodingScheme":"PLD.9-12.EXP.Dis-Org.PL5","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"23eb603c-e2b0-4185-80a2-44d9712fe3e5","uri":"https://standards.wida.us/uri/23eb603c-e2b0-4185-80a2-44d9712fe3e5","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create coherent texts *(spoken, written, multimodal)* using elaborated text that conveys authors\u2019 intended and strategic purpose, including flexibility in combining multiple genres for a variety of audiences and effects.","humanCodingScheme":"PLD.9-12.EXP.Dis-Org.PL6","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"7abbcc38-ae81-474f-9c3a-6639816c6136","uri":"https://standards.wida.us/uri/7abbcc38-ae81-474f-9c3a-6639816c6136","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Connect ideas across a whole text through a growing number of cohesive devices *(demonstratives, repetition)*","humanCodingScheme":"PLD.9-12.EXP.Dis-Coh.PL1","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"1bfbd8d5-cc5b-4697-909b-e4aa8538837f","uri":"https://standards.wida.us/uri/1bfbd8d5-cc5b-4697-909b-e4aa8538837f","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Connect ideas across a whole text through an expanding number of cohesive devices *(given/new, whole/ part, class/subclass)*","humanCodingScheme":"PLD.9-12.EXP.Dis-Coh.PL2","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"2e3b30fe-7b1e-451d-8529-280151af84b5","uri":"https://standards.wida.us/uri/2e3b30fe-7b1e-451d-8529-280151af84b5","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Connect ideas across a whole text through a flexible number of cohesive devices *(ellipsis, substitution/ omission)*","humanCodingScheme":"PLD.9-12.EXP.Dis-Coh.PL3","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"fdc36fe2-f4c5-4f3b-9a4d-1634fa89f9f2","uri":"https://standards.wida.us/uri/fdc36fe2-f4c5-4f3b-9a4d-1634fa89f9f2","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Connect ideas across a whole text through a variety of cohesive devices used in genre- and discipline-specific ways","humanCodingScheme":"PLD.9-12.EXP.Dis-Coh.PL4","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"b71b70c2-4eee-4bca-8ce5-88aeac824232","uri":"https://standards.wida.us/uri/b71b70c2-4eee-4bca-8ce5-88aeac824232","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Connect ideas across a whole text through a wide variety of cohesive devices used in genre- and discipline-specific ways","humanCodingScheme":"PLD.9-12.EXP.Dis-Coh.PL5","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"7b839178-f2ab-42bc-8931-0c00b77de667","uri":"https://standards.wida.us/uri/7b839178-f2ab-42bc-8931-0c00b77de667","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Connect ideas across a whole text through a flexible and strategic use of cohesive devices","humanCodingScheme":"PLD.9-12.EXP.Dis-Coh.PL6","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"1f589ffe-28ba-4933-84e0-afef3826e3c0","uri":"https://standards.wida.us/uri/1f589ffe-28ba-4933-84e0-afef3826e3c0","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Elaborate or condense ideas through some types of elaboration *(demonstratives: these five rules)*","humanCodingScheme":"PLD.9-12.EXP.Dis-Den.PL1","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"12627ae3-6934-4a87-b7d5-58b8234b1dad","uri":"https://standards.wida.us/uri/12627ae3-6934-4a87-b7d5-58b8234b1dad","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Elaborate or condense ideas through an expanding number of types of elaboration *(adding classifiers: Roman empire)*","humanCodingScheme":"PLD.9-12.EXP.Dis-Den.PL2","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"e5e81fe7-6b95-4cc9-9fca-d87e8587c375","uri":"https://standards.wida.us/uri/e5e81fe7-6b95-4cc9-9fca-d87e8587c375","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Elaborate or condense ideas through a variety of types of elaboration *(adding in embedded clauses after the noun: ancient kingdoms which were buried by ash)*","humanCodingScheme":"PLD.9-12.EXP.Dis-Den.PL3","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"30038120-329b-42e4-ab04-c0f2e103cbe7","uri":"https://standards.wida.us/uri/30038120-329b-42e4-ab04-c0f2e103cbe7","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Elaborate or condense ideas through a wide variety of types of elaboration and some ways to condense ideas that includes embedded clauses and condensed noun groups through nominalization","humanCodingScheme":"PLD.9-12.EXP.Dis-Den.PL4","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"cdc50e3a-8337-43cd-82ee-a2f62515dfa8","uri":"https://standards.wida.us/uri/cdc50e3a-8337-43cd-82ee-a2f62515dfa8","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Elaborate or condense ideas through a growing number of flexible ways (expanded noun groups, clauses, nominalization)","humanCodingScheme":"PLD.9-12.EXP.Dis-Den.PL5","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"2901a6ee-3d0b-441e-abf8-e7a5d2c31b52","uri":"https://standards.wida.us/uri/2901a6ee-3d0b-441e-abf8-e7a5d2c31b52","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Elaborate or condense ideas through multiple and strategic use of language features (expanded noun groups, clauses, nominalization, pre- and post-modifiers","humanCodingScheme":"PLD.9-12.EXP.Dis-Den.PL6","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"5a1cb1e6-a358-4950-9489-647c5b38d701","uri":"https://standards.wida.us/uri/5a1cb1e6-a358-4950-9489-647c5b38d701","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Extend or enhance meanings through simple sentences with emerging use of clauses *(Bolivia is in South America. It\u2019s a home to\u2026)*","humanCodingScheme":"PLD.9-12.EXP.Sent-GC.PL1","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"de376efd-4f80-4138-87eb-97612a5f02cc","uri":"https://standards.wida.us/uri/de376efd-4f80-4138-87eb-97612a5f02cc","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Extend or enhance meanings through simple or compound sentences with familiar ways of combining clauses with some coordinating conjunctions *(Bolivia is in South America and it\u2019s a home to\u2026)*","humanCodingScheme":"PLD.9-12.EXP.Sent-GC.PL2","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"ac57f585-bb19-44e4-a10d-e7d05df27a1a","uri":"https://standards.wida.us/uri/ac57f585-bb19-44e4-a10d-e7d05df27a1a","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Extend or enhance meanings through compound sentences with frequently used ways of combining clauses that use a broad range of techniques to connect ideas *(Democracy was established in the\n1980s, **yet**, leaders\u2026)*","humanCodingScheme":"PLD.9-12.EXP.Sent-GC.PL3","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"0340ad62-4bd7-4561-a675-21f09b35145f","uri":"https://standards.wida.us/uri/0340ad62-4bd7-4561-a675-21f09b35145f","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Extend or enhance meanings through compound and complex sentences with a variety of ways of combining clauses characteristic of the genre and content area *(with a range of techniques to extend, or shorten sentences:\n**Although** the northern part of\u2026)*","humanCodingScheme":"PLD.9-12.EXP.Sent-GC.PL4","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-06T00:52:04+00:00"},{"identifier":"ea293818-85f3-4235-99bb-51c03fcc0ad5","uri":"https://standards.wida.us/uri/ea293818-85f3-4235-99bb-51c03fcc0ad5","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Extend or enhance meanings through a wide variety of sentence types that show complex clause relationships *(condition, cause, concession, contrast)* addressing genre, audience, and content area *(**Despite** the country\u2019s suffering\u2026)*","humanCodingScheme":"PLD.9-12.EXP.Sent-GC.PL5","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-06T00:52:15+00:00"},{"identifier":"87713b24-cad2-4681-8cc8-6d83bd7f3bdd","uri":"https://standards.wida.us/uri/87713b24-cad2-4681-8cc8-6d83bd7f3bdd","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Extend or enhance meanings through strategic use of multiple techniques and strategies for creating increasingly complex clause relationships that address genre, audience, and content area *(**Even though** Spanish is the official language, several indigenous languages are spoken.)*","humanCodingScheme":"PLD.9-12.EXP.Sent-GC.PL6","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"701cb174-6def-4a3e-bca9-1c79143b783b","uri":"https://standards.wida.us/uri/701cb174-6def-4a3e-bca9-1c79143b783b","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create precise meanings through everyday, cross-disciplinary, and disciplinary language with a growing repertoire of words and phrases with growing precision *(mitosis, symbiotic relationships)*","humanCodingScheme":"PLD.9-12.EXP.WP-Prec.PL1","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"9f1eed83-455e-4229-8750-ffeef8eda23b","uri":"https://standards.wida.us/uri/9f1eed83-455e-4229-8750-ffeef8eda23b","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create precise meanings through everyday, cross-disciplinary, and disciplinary language with an expanding repertoire of words and phrases such as idioms and collocations with expanding precision *(miss the boat)*","humanCodingScheme":"PLD.9-12.EXP.WP-Prec.PL2","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"daf12347-ffc7-4125-b1fa-313b69392fab","uri":"https://standards.wida.us/uri/daf12347-ffc7-4125-b1fa-313b69392fab","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create precise meanings through everyday, cross-disciplinary, and disciplinary language with a flexible repertoire of words and phrases such as adverbials of time, manner, and place; verb types; and abstract nouns with consistent precision *(by exploring cultures, later that day)*","humanCodingScheme":"PLD.9-12.EXP.WP-Prec.PL3","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"5a06a084-75e0-4b47-988f-756fe3ea6359","uri":"https://standards.wida.us/uri/5a06a084-75e0-4b47-988f-756fe3ea6359","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create precise meanings through everyday, cross-disciplinary, and disciplinary language with a variety of words and phrases, including evaluation and obligation, with precision *(we shall overcome)*","humanCodingScheme":"PLD.9-12.EXP.WP-Prec.PL4","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"bb9c5770-a497-4c73-b735-ebff9387ed45","uri":"https://standards.wida.us/uri/bb9c5770-a497-4c73-b735-ebff9387ed45","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create precise meanings through everyday, cross-disciplinary, and disciplinary language with a wide variety of words and phrases with precision *(the dictator ruled with terror)* according to the genre, purpose, and discipline","humanCodingScheme":"PLD.9-12.EXP.WP-Prec.PL5","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"98e156d1-26a9-46ad-a2b0-a52d26db0513","uri":"https://standards.wida.us/uri/98e156d1-26a9-46ad-a2b0-a52d26db0513","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Create precise meanings through everyday, cross-disciplinary, and disciplinary language with flexible and strategic use of various words and phrases *(marveled at the Eiffel Tower)* according to the genre, purpose, and discipline","humanCodingScheme":"PLD.9-12.EXP.WP-Prec.PL6","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-13T23:02:42+00:00"},{"identifier":"1bb9ae7d-fb5a-4d9d-8421-8022a9f0c9ea","uri":"https://standards.wida.us/uri/1bb9ae7d-fb5a-4d9d-8421-8022a9f0c9ea","fullStatement":"Proficiency Level Descriptors by Grade-Level Cluster and Communication Modes","notes":"Use the continuum of Proficiency Level Descriptors (PLDs) to describe *individual* multilingual learners\u2019 performance at the *end* of a specific language proficiency level and *progress towards* grade-level cluster Language Expectations.\n\n**Bolding** has been added to the wording within the **Interpretive and Expressive PLD tables** to indicate *what changes* as each proficiency level increases.","language":"eng","statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-25T20:41:35+00:00"},{"identifier":"292326f2-7371-442f-849e-a3ff4cf622f6","uri":"https://standards.wida.us/uri/292326f2-7371-442f-849e-a3ff4cf622f6","fullStatement":"Multilingual learners will interpret language arts arguments by\n* Identifying main ideas \n* Analyzing points of view about the same event or topic\n* Evaluating how details, reasons, and evidence support particular points in a text","humanCodingScheme":"ELD-LA.4-5.Argue.Interpretive","language":"eng","educationLevel":["04","05"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:27:44+00:00"},{"identifier":"cbed6432-a465-450e-8469-e09eae3679c7","uri":"https://standards.wida.us/uri/cbed6432-a465-450e-8469-e09eae3679c7","fullStatement":"Multilingual learners will interpret informational texts in language arts by\n* Identifying main topic __and/or entity__ and key details\n* Asking and answering questions about descriptions of attributes and characteristics\n* Identifying word choices in relation to topic or content area","humanCodingScheme":"ELD-LA.1.Inform.Interpretive","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-12T16:27:44+00:00"},{"identifier":"a6330d41-e90d-496b-b197-7ab3c01b5838","uri":"https://standards.wida.us/uri/a6330d41-e90d-496b-b197-7ab3c01b5838","fullStatement":"Multilingual learners will construct informational texts in language arts that\n* Introduce and define topic __and/or entity__ for audience\n* Describe __attributes and characteristics with facts, definitions, and relevant details__","CFItemType":"Language Expectation","CFItemTypeURI":{"title":"Language Expectation","identifier":"9978010b-0061-471d-9f5b-b1c67244bde2","uri":"https://standards.wida.us/uri/9978010b-0061-471d-9f5b-b1c67244bde2"},"humanCodingScheme":"ELD-LA.1.Inform.Expressive","notes":"**Language Functions and Associated Language Features**\n\nIntroduce and define topic and/or entity for audience through...\n* Title, generalized nouns to introduce topic (The Desert, Lizards) [DISCOURSE] [WORD/PHRASE]\n* Relating verbs (have, be, belong to) to define topic (Lizards are reptiles.) or state of entity (The river is lone.) [DISCOURSE]\n* Pronouns (it, they), demonstratives (this, these, that, those), renaming (lizard=it) to reference topic across text [SENTENCE] [WORD/PHRASE]\n\nDescribe attributes and characteristics with facts, definitions, and relevant details through...\n* Noun groups to add description and precision that answer questions about what something is like, color, shape, size (red and yellow feathers) [DISCOURSE] [WORD/PHRASE]\n* Prepositional phrases to describe place or location(on the ground, in Antarctica) [DISCOURSE] [WORD/PHRASE]\n* Visuals (labeled drawings) to support information [DISCOURSE] [WORD/PHRASE]\n* Compound sentences to add details (Birds like fruit and seeds. The river is long and deep.) [SENTENCE]\n* Doing verbs to describe actions (eats, lives, likes)  [SENTENCE] [WORD/PHRASE]","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2024-09-07T15:30:18+00:00"},{"identifier":"76836623-eaf2-41d8-bb8c-bbe5c6745c5e","uri":"https://standards.wida.us/uri/76836623-eaf2-41d8-bb8c-bbe5c6745c5e","fullStatement":"Grades K-3","language":"eng","educationLevel":["KG","01","02","03"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-02T17:11:15+00:00"},{"identifier":"48abb7df-1472-427f-bd78-769f5aaa27cd","uri":"https://standards.wida.us/uri/48abb7df-1472-427f-bd78-769f5aaa27cd","fullStatement":"Grades 4-12","language":"eng","educationLevel":["04","05","06","07","08","09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-02T17:11:26+00:00"},{"identifier":"5128ba47-cb49-431d-97ae-6e3135dcf736","uri":"https://standards.wida.us/uri/5128ba47-cb49-431d-97ae-6e3135dcf736","fullStatement":"Kindergarten","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-02T17:14:47+00:00"},{"identifier":"d7576b77-f7ba-4118-9953-4ce2a7168ea9","uri":"https://standards.wida.us/uri/d7576b77-f7ba-4118-9953-4ce2a7168ea9","fullStatement":"Grade 1","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-02T17:15:02+00:00"},{"identifier":"32cfbb42-022c-47cc-8164-33ae72891adb","uri":"https://standards.wida.us/uri/32cfbb42-022c-47cc-8164-33ae72891adb","fullStatement":"Grades 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9-12","language":"eng","educationLevel":["09","10","11","12"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-05-02T17:16:45+00:00"},{"identifier":"09de8a68-412f-4019-8994-4274aa7cbc38","uri":"https://standards.wida.us/uri/09de8a68-412f-4019-8994-4274aa7cbc38","fullStatement":"Interpretive","CFItemType":"Mode","CFItemTypeURI":{"title":"Mode","identifier":"68bc2c2e-8e37-4d55-b91e-856767986301","uri":"https://standards.wida.us/uri/68bc2c2e-8e37-4d55-b91e-856767986301"},"humanCodingScheme":"PLD.K.INT","notes":"Interpretive Communication Mode (Listening, Reading, and Viewing)","language":"eng","educationLevel":["01"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2025-05-26T04:48:38+00:00"},{"identifier":"ee2487af-b0ff-4751-b2e1-e00756f46a7d","uri":"https://standards.wida.us/uri/ee2487af-b0ff-4751-b2e1-e00756f46a7d","fullStatement":"DISCOURSE DIMENSION - Organization of language","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-14T04:43:39+00:00"},{"identifier":"38f5020b-4fac-4cc1-a359-6d787f9e30f9","uri":"https://standards.wida.us/uri/38f5020b-4fac-4cc1-a359-6d787f9e30f9","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how coherent texts *(spoken, written, multimodal)* are created around topics *(my family)* with words, pictures, phrases, or chunks of language","humanCodingScheme":"PLD.K.INT.Dis-Org.PL1","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-14T03:51:46+00:00"},{"identifier":"8f786d95-76cf-49e5-9373-fddab5d1101c","uri":"https://standards.wida.us/uri/8f786d95-76cf-49e5-9373-fddab5d1101c","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how coherent texts *(spoken, written, multimodal)* are created around topics *(all about me)* with repetition, rhyming, and common language patterns","humanCodingScheme":"PLD.K.INT.Dis-Org.PL2","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-14T03:52:56+00:00"},{"identifier":"c4cf4453-0a33-442a-b4c3-49c30d90e2ee","uri":"https://standards.wida.us/uri/c4cf4453-0a33-442a-b4c3-49c30d90e2ee","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how coherent texts *(spoken, written, multimodal)* are created around topics *(all about me)* with repetition, rhyming, and other language patterns with short sentences","humanCodingScheme":"PLD.K.INT.Dis-Org.PL3","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-14T03:53:54+00:00"},{"identifier":"ad73929a-d645-4a4f-a37c-8587b84ad694","uri":"https://standards.wida.us/uri/ad73929a-d645-4a4f-a37c-8587b84ad694","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how coherent texts *(spoken, written, multimodal)* are created to meet a purpose *(to inform, narrate, entertain)* through multiple related sentences","humanCodingScheme":"PLD.K.INT.Dis-Org.PL4","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-14T03:54:47+00:00"},{"identifier":"3f1fbd4d-5a0b-4dc9-8e00-30e33a685337","uri":"https://standards.wida.us/uri/3f1fbd4d-5a0b-4dc9-8e00-30e33a685337","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how coherent texts *(spoken, written, multimodal)* are created to meet a purpose in a series of extended sentences","humanCodingScheme":"PLD.K.INT.Dis-Org.PL5","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-14T03:55:29+00:00"},{"identifier":"f653089f-b14b-4cc5-9ed7-51950dd5bcd7","uri":"https://standards.wida.us/uri/f653089f-b14b-4cc5-9ed7-51950dd5bcd7","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how coherent texts *(spoken, written, multimodal)* are created to meet a purpose in a short text","humanCodingScheme":"PLD.K.INT.Dis-Org.PL6","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-14T03:56:21+00:00"},{"identifier":"6be67c88-c522-46ae-973f-028d07a77ba0","uri":"https://standards.wida.us/uri/6be67c88-c522-46ae-973f-028d07a77ba0","fullStatement":"DISCOURSE DIMENSION - Cohesion of language","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-14T04:43:46+00:00"},{"identifier":"2a4d949d-a464-4f48-b592-e8ce4f890921","uri":"https://standards.wida.us/uri/2a4d949d-a464-4f48-b592-e8ce4f890921","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are connected across a whole text through patterned language with repetitive words","humanCodingScheme":"PLD.K.INT.Dis-Coh.PL1","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-14T03:58:42+00:00"},{"identifier":"a7138a8b-f109-4b6c-b0df-651f8158c933","uri":"https://standards.wida.us/uri/a7138a8b-f109-4b6c-b0df-651f8158c933","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are connected across a whole text through patterned language with repetitive words and phrases *(This is a duck. The duck says quack, quack. This is a goat.)*","humanCodingScheme":"PLD.K.INT.Dis-Coh.PL2","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-14T03:59:27+00:00"},{"identifier":"9d4ef28a-f2da-49f0-8641-ccd90408032b","uri":"https://standards.wida.us/uri/9d4ef28a-f2da-49f0-8641-ccd90408032b","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are connected across a whole text through repetitive words and phrases across a text *(Brown bear, brown bear, what do you see?)*","humanCodingScheme":"PLD.K.INT.Dis-Coh.PL3","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-14T04:00:12+00:00"},{"identifier":"b3227e47-6d3a-472f-b1ab-1c91247621ac","uri":"https://standards.wida.us/uri/b3227e47-6d3a-472f-b1ab-1c91247621ac","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are connected across a whole text through some frequently used cohesive devices *(demonstratives: this, these, that, those)*","humanCodingScheme":"PLD.K.INT.Dis-Coh.PL4","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-14T04:00:57+00:00"},{"identifier":"6a554a9f-e099-45ce-81d3-7cd0b7a02742","uri":"https://standards.wida.us/uri/6a554a9f-e099-45ce-81d3-7cd0b7a02742","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are connected across a whole text through a few different types of cohesive devices *(repetition, pronoun referencing, etc.)*","humanCodingScheme":"PLD.K.INT.Dis-Coh.PL5","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-14T04:01:40+00:00"},{"identifier":"e47b32ba-6f94-41c9-9ee0-bc3c4896d3d1","uri":"https://standards.wida.us/uri/e47b32ba-6f94-41c9-9ee0-bc3c4896d3d1","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are connected across a whole text through multiple types of cohesive devices *(synonyms, antonyms, repetition)*","humanCodingScheme":"PLD.K.INT.Dis-Coh.PL6","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-14T04:02:22+00:00"},{"identifier":"f061e14a-b01b-4f59-9227-d4faafce66fb","uri":"https://standards.wida.us/uri/f061e14a-b01b-4f59-9227-d4faafce66fb","fullStatement":"DISCOURSE DIMENSION - Density of language","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-14T04:43:54+00:00"},{"identifier":"c56e8053-eb48-4210-850a-b901ed0b06e6","uri":"https://standards.wida.us/uri/c56e8053-eb48-4210-850a-b901ed0b06e6","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are elaborated or condensed through labels with single nouns *(ball, car)*","humanCodingScheme":"PLD.K.INT.Dis-Den.PL1","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-14T04:03:35+00:00"},{"identifier":"04de37a7-87bc-4006-a1e5-5b71dc46a119","uri":"https://standards.wida.us/uri/04de37a7-87bc-4006-a1e5-5b71dc46a119","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are elaborated or condensed through frequently used single noun groups *(my toys, my car, your ball?)*","humanCodingScheme":"PLD.K.INT.Dis-Den.PL2","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-14T04:04:26+00:00"},{"identifier":"40da8545-0207-4143-aa5f-80f37796a68b","uri":"https://standards.wida.us/uri/40da8545-0207-4143-aa5f-80f37796a68b","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are elaborated or condensed through frequently used multiword noun groups *(my favorite book)*","humanCodingScheme":"PLD.K.INT.Dis-Den.PL3","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-14T04:05:09+00:00"},{"identifier":"db5aaed8-0b3f-4895-a97d-44d804b26886","uri":"https://standards.wida.us/uri/db5aaed8-0b3f-4895-a97d-44d804b26886","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are elaborated or condensed through multi-word noun groups with connectors *(a shiny truck and a red ball)*","humanCodingScheme":"PLD.K.INT.Dis-Den.PL4","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-14T04:05:52+00:00"},{"identifier":"70fc2612-6c89-4c65-9723-90dc4af1891c","uri":"https://standards.wida.us/uri/70fc2612-6c89-4c65-9723-90dc4af1891c","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are elaborated or condensed through expanded noun groups with classifiers *(the red fire truck)*","humanCodingScheme":"PLD.K.INT.Dis-Den.PL5","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-14T04:06:43+00:00"},{"identifier":"c5945163-fe4a-4e0b-a51a-ae5a1ca4195f","uri":"https://standards.wida.us/uri/c5945163-fe4a-4e0b-a51a-ae5a1ca4195f","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how ideas are elaborated or condensed through expanded noun groups with prepositional phrases *(the red fire truck in the station)*","humanCodingScheme":"PLD.K.INT.Dis-Den.PL6","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-14T04:07:22+00:00"},{"identifier":"c36dffc8-8ab4-4d98-9d68-101e9aef2e4b","uri":"https://standards.wida.us/uri/c36dffc8-8ab4-4d98-9d68-101e9aef2e4b","fullStatement":"SENTENCE DIMENSION - Grammatical complexity","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-14T04:44:08+00:00"},{"identifier":"cafcc1f7-e960-478f-ac08-b34ef6f5dd3a","uri":"https://standards.wida.us/uri/cafcc1f7-e960-478f-ac08-b34ef6f5dd3a","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how meanings are extended or enhanced through words, pictures, and phrases *(Anna\u2019s chair)*","humanCodingScheme":"PLD.K.INT.Sent-GC.PL1","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-14T04:09:15+00:00"},{"identifier":"70dd9db2-f481-448d-9548-21150d5bf31e","uri":"https://standards.wida.us/uri/70dd9db2-f481-448d-9548-21150d5bf31e","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how meanings are extended or enhanced through words, pictures, phrases, and chunks of language *(ran to her room)*","humanCodingScheme":"PLD.K.INT.Sent-GC.PL2","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-14T04:09:57+00:00"},{"identifier":"c1186b74-7469-45d8-916d-8c2461ca36cc","uri":"https://standards.wida.us/uri/c1186b74-7469-45d8-916d-8c2461ca36cc","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how meanings are extended or enhanced through chunks of language *(sat in her chair, jumps on her bed)*","humanCodingScheme":"PLD.K.INT.Sent-GC.PL3","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-14T04:11:23+00:00"},{"identifier":"99694f02-aad6-4839-bb9d-0185280ae7a8","uri":"https://standards.wida.us/uri/99694f02-aad6-4839-bb9d-0185280ae7a8","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how meanings are extended or enhanced through simple sentences *(She picked it up.)*","humanCodingScheme":"PLD.K.INT.Sent-GC.PL4","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-14T04:12:18+00:00"},{"identifier":"2fe8f304-c706-4029-8994-6d49e44a5912","uri":"https://standards.wida.us/uri/2fe8f304-c706-4029-8994-6d49e44a5912","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how meanings are extended or enhanced through related simple sentences *(She picked it up. She carried it to her room.)*","humanCodingScheme":"PLD.K.INT.Sent-GC.PL5","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-14T04:13:00+00:00"},{"identifier":"fd13ccdb-55a9-4f5d-a250-a2b78629c929","uri":"https://standards.wida.us/uri/fd13ccdb-55a9-4f5d-a250-a2b78629c929","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how meanings are extended or enhanced through multiple related simple sentences *(She picked it up. She carried it to her room. She opened it up.)*","humanCodingScheme":"PLD.K.INT.Sent-GC.PL6","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-14T04:13:46+00:00"},{"identifier":"9035c4c0-b5cd-4ecd-8f82-d16a20df2437","uri":"https://standards.wida.us/uri/9035c4c0-b5cd-4ecd-8f82-d16a20df2437","fullStatement":"WORD/PHRASE DIMENSION - Precision of language","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-14T04:44:16+00:00"},{"identifier":"86383957-bc3d-49ee-ac9e-e3afa8370195","uri":"https://standards.wida.us/uri/86383957-bc3d-49ee-ac9e-e3afa8370195","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how precise meanings are created through everyday, cross-disciplinary, and technical language through a few words and phrases in familiar contexts and topics *(map, desk, hello)*","humanCodingScheme":"PLD.K.INT.WP-Prec.PL1","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-14T04:14:47+00:00"},{"identifier":"3cd1e847-4d32-49be-a060-46e933e368cd","uri":"https://standards.wida.us/uri/3cd1e847-4d32-49be-a060-46e933e368cd","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how precise meanings are created through everyday, cross-disciplinary, and technical language through repeated words and phrases in familiar contexts and topics *(sound it out, think first)*","humanCodingScheme":"PLD.K.INT.WP-Prec.PL2","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-14T04:15:27+00:00"},{"identifier":"ef2e4c16-6c1e-4a86-b422-09eaf99f3890","uri":"https://standards.wida.us/uri/ef2e4c16-6c1e-4a86-b422-09eaf99f3890","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how precise meanings are created through everyday, cross-disciplinary, and technical language through frequently used words and phrases in familiar contexts *(time to clean up)*","humanCodingScheme":"PLD.K.INT.WP-Prec.PL3","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-14T04:16:10+00:00"},{"identifier":"ebc6d0f0-0f8f-41c9-ab28-ec0c42079a64","uri":"https://standards.wida.us/uri/ebc6d0f0-0f8f-41c9-ab28-ec0c42079a64","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how precise meanings are created through everyday, cross-disciplinary, and technical language through situation-specific words and phrases *(What sounds do we hear?)*","humanCodingScheme":"PLD.K.INT.WP-Prec.PL4","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-14T04:16:51+00:00"},{"identifier":"861d23e7-bb7c-41e3-a15b-13b532f2e04f","uri":"https://standards.wida.us/uri/861d23e7-bb7c-41e3-a15b-13b532f2e04f","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how precise meanings are created through everyday, cross-disciplinary, and technical language through an increasing number of words and phrases *(We need four different colors to make a pattern.)*","humanCodingScheme":"PLD.K.INT.WP-Prec.PL5","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-14T04:17:32+00:00"},{"identifier":"e4f2b628-f153-4517-bd80-3c6111850eab","uri":"https://standards.wida.us/uri/e4f2b628-f153-4517-bd80-3c6111850eab","fullStatement":"Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will\u2026\n* Understand how precise meanings are created through everyday, cross-disciplinary, and technical language through a growing number of words and phrases in a variety of contexts *(special visitor, school assembly)*","humanCodingScheme":"PLD.K.INT.WP-Prec.PL6","language":"eng","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2022-04-14T04:18:18+00:00"},{"identifier":"091f83ff-2880-420a-b5c8-458ea6c009d7","uri":"https://standards.wida.us/uri/091f83ff-2880-420a-b5c8-458ea6c009d7","fullStatement":"Expressive","CFItemType":"Mode","CFItemTypeURI":{"title":"Mode","identifier":"68bc2c2e-8e37-4d55-b91e-856767986301","uri":"https://standards.wida.us/uri/68bc2c2e-8e37-4d55-b91e-856767986301"},"humanCodingScheme":"PLD.K.EXP","notes":"Expressive Communication Mode (Speaking, Writing, and Representing)","language":"en","educationLevel":["KG"],"statusStartDate":"2021-06-01","lastChangeDateTime":"2025-05-26T04:47:52+00:00"},{"identifier":"d0920951-0f29-4e31-9b04-390d1acb65b1","uri":"https://standards.wida.us/uri/d0920951-0f29-4e31-9b04-390d1acb65b1","fullStatement":"DISCOURSE DIMENSION - 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