ESL Grade 2 - Township of Union Public Schools Curriculum Guides/ESL...ESL Grade 2 Curriculum Guide ... This guide has been created to assist second grade ELLs in meeting the ... The
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TOWNSHIP OF UNION PUBLIC SCHOOLS
ESL Grade 2
Curriculum Guide
Curriculum Guide Approved June 2016
Board Members
Vito Nufrio, President
David Arminio, Vice President
Steven Le
Guy Francis
Ronald McDowell
Jeff Monge
Angel Salcedo
Nancy Zuena
TOWNSHIP OF UNION PUBLIC SCHOOLS
Administration
Superintendent …………………………………..……………………..…………………...……………………..Mr. Gregory Tatum
Assistant Superintendent ………………………………………...………………………………………………….Dr. Noreen Lishak
Assistant Superintendent……………………………………………………………………………………………….Ms. Ann Moses
Director of Student Information/Technology ………………………….……..………………………….………….Ms. Ann M. Hart
Director of Athletics, Health, Physical Education and Nurses…………..……………………..……………………Ms. Linda Ionta
DEPARTMENT SUPERVISORS
All Academic Areas K-2 ………………………………………………….………………………………….. Ms. Maureen Corbett
Language Arts/Social Studies 3-5 ……..………………………………….…………………………………….. Mr. Robert Ghiretti
Mathematics/Science 3-5 …….………….………………………………………………………………….…Ms. Theresa Matthews
Guidance K-12/SAC …..…………………………………………………………………………………….……….Ms. Nicole Ahern
Language Arts……………………..……...………………………………….…………………………………….…Ms. Randi Moran
Math 8-12……………………………………..…………………………………………………………………..…..Mr. Jeremy Cohen
Science 6-12…….............…………………………………………………….………………………………….Ms. Maureen Guilfoyle
Social Studies/Business………………………………………………………………………………………..…….Ms. Libby Galante
Gifted & Talented / Computer Technology K-8………………….……………………………………………………..Ms. Ann Hart
World Language/ESL/Career Education……………………………….…...……………………………….….Ms. Yvonne Lorenzo
Art/Music …………………………………………………………………………………………………………..….Mr. Ronald Rago
ESL Grade 2
Curriculum Committee Members
Amy Elzahaby
Barbara Perska
Table of Contents
Title Page Board Members Administration Department Supervisors Curriculum Committee Table of Content District Mission/Philosophy Statement District Goals Course Description Recommended Texts Course Proficiencies Curriculum Units Appendix: New Jersey Core Curriculum Content Standards
Mission Statement
The mission of the Township of Union Public Schools is to build on the foundations of honesty, excellence,
integrity, strong family, and community partnerships. We promote a supportive learning environment where every
student is challenged, inspired, empowered, and respected as diverse learners. Through cultivation of students'
intellectual curiosity, skills and knowledge, our students can achieve academically and socially, and contribute as
responsible and productive citizens of our global community.
Philosophy Statement
The Township of Union Public School District, as a societal agency, reflects democratic ideals and concepts
through its educational practices. It is the belief of the Board of Education that a primary function of the Township
of Union Public School System is to formulate a learning climate conducive to the needs of all students in general,
providing therein for individual differences. The school operates as a partner with the home and community.
Statement of District Goals
Develop reading, writing, speaking, listening, and mathematical skills. Develop a pride in work and a feeling of self-worth, self-reliance, and self-
discipline. Acquire and use the skills and habits involved in critical and constructive
thinking. Develop a code of behavior based on moral and ethical principles. Work with others cooperatively. Acquire a knowledge and appreciation of the historical record of human
achievement and failures and current societal issues. Acquire a knowledge and understanding of the physical and biological
sciences. Participate effectively and efficiently in economic life and the development
of skills to enter a specific field of work. Appreciate and understand literature, art, music, and other cultural
activities. Develop an understanding of the historical and cultural heritage. Develop a concern for the proper use and/or preservation of natural
resources. Develop basic skills in sports and other forms of recreation.
Course Description
This course has been designed to aid the students in learning to use the English language correctly and effectively by participating in a variety of language activities that foster the development of English language skills. In addition, an appreciation of various cultures and critical thinking are emphasized. The ESL (English as a Second Language Program) is a pull-out program. The ELL (English Language Learner) is pulled out of the regular classroom for special instruction in ESL for the minimum of 30 minutes daily.
This guide has been created to assist second grade ELLs in meeting the goals required to master English language proficiencies as outlined by the WIDA and Common Core Standards. The guide consists of daily content and language objectives in the following areas: listening, speaking, reading, and writing. Lessons are based on research-based Treasure Chest by Macmillian/McGraw- Hill, a program specifically designed for ELLs using the ELA program Treasures in the mainstream classroom.
Recommended Textbooks
Macmillian/McGraw-Hill Treasure Chest for English Language Learners Program
Supplemental Book List: Animals
Animals Should Definitely Not Wear Clothing J. Barrett
The Grouchy Ladybug E. Carle
Color Zoo L. Ehlert
The Alphabet in Nature J. Feldman
Once Upon MacDonald’s Farm S. Gammell
Animals Born Alive Well R. Heller
Chickens Aren’t the Only Ones R. Heller
How the Camel Got His Hump R. Kipling
The Tiger Who Lost His Stripes A. Paul
Welcome to the Greenhouse J. Yolen
The Mitten J. Brett
Baths
To Bathe a Boa C. I. Kidrna
Harry the Dirty Dog G. Zion
No More Baths B. Cole
Body The Magic School Bus Inside the Human Body J. Cole
Goodness Gracious! P. Cummings
The Dancing Skeleton C. DeFelice
Cause and Effect The Bee Tree P. Polacco
If You Give a Mouse a Cookie L. Numeroff
If You Give a Pig a Pancake L. Numeroff
If You Give a Moose a Muffin L. Numeroff
If You Take a Mouse to School L. Numeroff
Circus
Circus L. Ehlert
Chester the Worldly Pig B. Peet
Classification/Sorting
Allsorts T. Wells
Hats, Hats, Hats A. Morris
A House Is A House For Me M. Hoberman
People P. Spier
Waldo Series M. Handford
Clothing The Jacket I Wear in the Snow S. Nietzel
Million Dollar Jeans R. Roy
No Roses for Harry G. Zion
Something from Nothing P. Gilman
The Principal’s New Clothes S. Calmenson
Hats, Hats, Hats A. Morris
Colors
Brown Bear, Brown Bear What Do You See? B. Martin
The Mixed-Up Chameleon E. Cale
Thinking About Colors J. Jenkins
Days of the Week Today is Monday E. Carle
Mortimer Mooner Stopped Taking a Bath F. Edwards
Heckedy Peg A. Wood
Family
The Patchwork Quilt V. Flournoy
A Baby Sister for Frances R. Hoban
A Chair for My Mother V. Williams
In for Winter Out for Spring (poems) A. Adoff
Grandfather’s Journey A. Say
Farm
Too Many Chickens P. Bourgeois
Color Farm L. Ehlert
The Day the Goose Got Loose R. Lindbergh
How Now Brown Cow (poetry) A. Schertle
Food
Cloudy with a Chance of Meatbals J. Barrett
Growing Vegetable Soup L. Ehlert
Bread, Bread, Bread A. Morris
Stone Soup M. Brown
Strega Nona T. DePaola
Tony’s Bread T. DePaola
How to Eat a Poem & Other Morsels: Food Poems R. Agree
Course Proficiencies
Students will be able to…
Listening
Follow single and multi-step spoken directions
Demonstrate understanding of key ideas or details from a text read aloud or information presented orally or through other media. (SL.2.2)
Sequence a series of oral statements
Classify objects according to descriptive oral statements
Compare/contrast objects according to physical attributes based on oral information
Speaking
Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. (SL 2.3)
Participate in collaborative conversation about grade 2 topics and texts (SL 2.1)
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (SL.2.4)
Use academic vocabulary in class discussions
Express and support ideas with examples
Give oral presentations on content-based topics
Sequence stories with transitions
Reading Put words in order to form sentences
Identify basic elements of fictional stories (e.g. title, setting, characters)
Identify key ideas and details in Literature and Informational text. (RL.2.1-RL.2.3, RI.2.1-RI.2.3)
Use learning strategies
Follow sentence-level directions
Integrate knowledge and ideas in literature and informational text. (RL.2.7- RL.2.9)
Read with sufficient accuracy and fluency to support comprehension. (RF.2.4)
Writing
Participate in interactive journal writing
Create a related series of sentences in response to prompts
Create messages for social and academic purposes
Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. (W.2.3)
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. (W.2.2)
With guidance and support from adults, focus on a topic and strengthen writing as needed by revising and editing. (W.2.5)
Language Use correct word order
Compose sentences with subjects and predicates
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (L.2.2)
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (L.2.1)
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. (L.2.4)
Demonstrate understanding of word relationships and nuances in word meanings. (L.2.5)
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (L 2.6)
Culture Develop an understanding and appreciation of different cultures
Learn about a variety of holidays and traditions
Curriculum Units Unit 1: Friends and Family Unit 2: Making a Difference Unit 3: Let’s Create Unit 4: Better Together Unit 5: Growing and Changing Unit 6: The World Around Us
*Holidays and cultural responsiveness will be taught and discussed throughout the year.
Pacing Guide- Course
Content Number of Days Unit 1: Friends and Family 30 days October-Early November Unit 2: Making a Difference 30 days Mid November- December Unit 3: Let’s Create 30 days Late December-January Unit 4: Better Together 30 days February-Mid March Unit 5: Growing and Changing 30 days Mid March-April Unit 6: The World Around Us 30 days May-June
Unit 1: Friends and Family
Essential Questions Instructional Objectives/ Skills and Benchmarks (CPIs)
Activities Assessments
Week 1: Friends at School
What are some things you do with friends?
Week 2: Sharing With Friends
What makes a good friend?
Week 3: Family and Friends
What can we learn about our family’s past?
Week 4: Special Friends
How do you help your friends?
Listening Comprehension, Vocabulary Speaking Fluency, Oral Presentation, Retell, Oral Vocabulary, Academic Language Reading Character and Setting, Plot, Main Idea and Details, Make and Confirm Predictions Writing Personal Narrative, Descriptive Writing, Report, Friendly Letter, Journal Entry Grammar Statements and Questions; Commands and Exclamations; Subjects; Predicates; Combining Sentences
Vocabulary Visual Resources
Vocabulary Practice
Thematic Slideshow and discussion
Thematic word web
Oral Vocabulary story cards
Reader’s response writing
Practice Book
Leveled Readers
Grammar smart board and iPad games
Holiday and cultural activities
Teacher observations/ anecdotal notes
Journals
Portfolio
Practice books
Oral presentations
Comprehension questions
Essential Questions Instructional Objectives/ Skills and Benchmarks (CPIs)
Activities Assessments
Week 5: Friends from Faraway
How do you make new friends?
Holidays:
What is Columbus Day?
How do we celebrate Halloween?
Listening Comprehension, Vocabulary Speaking Fluency, Oral Presentation, Retell, Oral Vocabulary, Academic Language Reading Character and Setting, Plot, Main Idea and Details, Make and Confirm Predictions Writing Personal Narrative, Descriptive Writing, Report, Friendly Letter, Journal Entry Grammar Statements and Questions; Commands and Exclamations; Subjects; Predicates; Combining Sentences
Vocabulary Visual Resources
Vocabulary Practice
Thematic Slideshow and discussion
Thematic word web
Oral Vocabulary story cards
Reader’s response writing
Practice Book
Leveled Readers
Grammar smart board and iPad games
Holiday and cultural activities
Teacher observations/ anecdotal notes
Journals
Portfolio
Practice books
Oral presentations
Comprehension questions
Unit 2: Community Heroes
Essential Questions Instructional Objectives/ Skills and Benchmarks (CPIs)
Activities Assessments
Week 1: Family Heroes
How does your family help you learn new things?
Week 2: Local Heroes
Who are our local heroes?
How are cowboys heroes?
Week 3: Remember Community Heroes
What are forest fires?
How can forest fires be harmful and helpful?
Week 4: What Makes a Hero?
How do we show strength and courage?
Listening Comprehension, Vocabulary Speaking Fluency, Oral Presentation, Retell, Oral Vocabulary, Academic Language Reading Character, Setting, and Plot; Cause and Effect; Main Idea and Details; Make Inferences; Compare and Contrast Writing Story, Directions, Report, Friendly Letter, Biography Grammar Nouns, Plural Nouns, Proper Nouns, Possessive Nouns
Vocabulary Visual Resources
Vocabulary Practice
Thematic Slideshow and discussion
Thematic word web
Oral Vocabulary story cards
Reader’s response writing
Practice Book
Leveled Readers
Grammar smart board and iPad games
Holiday and cultural activities
Teacher observations/ anecdotal notes
Journals
Portfolio
Practice books
Oral presentations
Comprehension questions
Essential Questions Instructional Objectives/ Skills and Benchmarks (CPIs)
Activities Assessments
Week 5: Heroes From Long Ago
How has technology changed our lives?
What are some different kinds of technology?
Holidays:
What are some Thanksgiving traditions?
What was the first Thanksgiving?
How do people celebrate Hanukah?
How do people celebrate Kwanzaa?
Listening Comprehension, Vocabulary Speaking Fluency, Oral Presentation, Retell, Oral Vocabulary, Academic Language Reading Character, Setting, and Plot; Cause and Effect; Main Idea and Details; Make Inferences; Compare and Contrast Writing Story, Directions, Report, Friendly Letter, Biography Grammar Nouns, Plural Nouns, Proper Nouns, Possessive Nouns
Vocabulary Visual Resources
Vocabulary Practice
Thematic Slideshow and discussion
Thematic word web
Oral Vocabulary story cards
Reader’s response writing
Practice Book
Leveled Readers
Grammar smart board and iPad games
Holiday and cultural activities
Teacher observations/ anecdotal notes
Journals
Portfolio
Practice books
Oral presentations
Comprehension questions
Unit 3: Let’s Create
Essential Questions Instructional Objectives/ Skills and Benchmarks (CPIs)
Activities Assessments
Week 1: Create
What do you know about the Statue of Liberty?
How do people express their ideas and emotions in different ways?
Week 2: Folktales
What is a folktale?
How do you treat a friend?
Week 3: Music and Art
What sounds do we hear around us?
How are sounds different?
Week 4: Writing
What is a fantasy story?
What animal stories do you know?
Listening Comprehension, Vocabulary Speaking Fluency, Oral Presentation, Retell, Oral Vocabulary, Academic Language Reading Summarize, Author’s Purpose, Cause and Effect, Draw Conclusions Writing Advertisement, Story, Expository Nonfiction Article, Friendly Letter, Descriptive Poem Grammar Action Verbs; Present-Tense Verbs; Past-Tense Verbs; Using have; Sentence Combining
Vocabulary Visual Resources
Vocabulary Practice
Thematic Slideshow and discussion
Thematic word web
Oral Vocabulary story cards
Reader’s response writing
Practice Book
Leveled Readers
Grammar smart board and iPad games
Holiday and cultural activities
Teacher observations/ anecdotal notes
Journals
Portfolio
Practice books
Oral presentations
Comprehension questions
Essential Questions Instructional Objectives/ Skills and Benchmarks (CPIs)
Activities Assessments
Week 5: Nature’s Artwork
What is a cave like?
What natural art do we see around us?
Holidays:
How do people celebrate Christmas?
What are New Year’s traditions?
Who is Martin Luther King Jr.?
Listening Comprehension, Vocabulary Speaking Fluency, Oral Presentation, Retell, Oral Vocabulary, Academic Language Reading Summarize, Author’s Purpose, Cause and Effect, Draw Conclusions Writing Advertisement, Story, Expository Nonfiction Article, Friendly Letter, Descriptive Poem Grammar Action Verbs; Present-Tense Verbs; Past-Tense Verbs; Using have; Sentence Combining
Vocabulary Visual Resources
Vocabulary Practice
Thematic Slideshow and discussion
Thematic word web
Oral Vocabulary story cards
Reader’s response writing
Practice Book
Leveled Readers
Grammar smart board and iPad games
Holiday and cultural activities
Teacher observations/ anecdotal notes
Journals
Portfolio
Practice books
Oral presentations
Comprehension questions
Unit 4: Better Together
Essential Questions Instructional Objectives/ Skills and Benchmarks (CPIs)
Activities Assessments
Week 1: Getting the Job Done
What are some jobs you have to do?
What things would you wish for?
Week 2: Safety Rules
How do we stay safe?
What safety rules do we follow?
Week 3: Worker Teams
What are some jobs that people have?
Week 4: Community
What is a community?
How do people and animals work together in a community?
Listening Comprehension, Vocabulary Speaking Fluency, Oral Presentation, Retell, Oral Vocabulary, Academic Language Reading Cause and Effect, Use Illustrations, Sequence, Distinguish between Fantasy and Reality Writing Personal Narrative, Persuasive Essay, Nonfiction Article, Friendly Letter, Descriptive Flyer Grammar Linking Verbs; Helping Verbs; Irregular Verbs; Contractions
Vocabulary Visual Resources
Vocabulary Practice
Thematic Slideshow and discussion
Thematic word web
Oral Vocabulary story cards
Reader’s response writing
Practice Book
Leveled Readers
Grammar smart board and iPad games
Holiday and cultural activities
Teacher observations/ anecdotal notes
Journals
Portfolio
Practice books
Oral presentations
Comprehension questions
Essential Questions Instructional Objectives/ Skills and Benchmarks (CPIs)
Activities Assessments
Week 5: Surprising Teamwork
What are some ways you earn money?
How can you work to save money?
Holidays:
How do we show love on Valentine’s Day?
What are some Chinese New Year traditions?
Who are some famous black historical figures?
How does a president help us?
Who are Abraham Lincoln and George Washington?
Listening Comprehension, Vocabulary Speaking Fluency, Oral Presentation, Retell, Oral Vocabulary, Academic Language Reading Cause and Effect, Use Illustrations, Sequence, Distinguish between Fantasy and Reality Writing Personal Narrative, Persuasive Essay, Nonfiction Article, Friendly Letter, Descriptive Flyer Grammar Linking Verbs; Helping Verbs; Irregular Verbs; Contractions
Vocabulary Visual Resources
Vocabulary Practice
Thematic Slideshow and discussion
Thematic word web
Oral Vocabulary story cards
Reader’s response writing
Practice Book
Leveled Readers
Grammar smart board and iPad games
Holiday and cultural activities
Teacher observations/ anecdotal notes
Journals
Portfolio
Practice books
Oral presentations
Comprehension questions
Unit 5: Growing and Changing
Essential Questions Instructional Objectives/ Skills and Benchmarks (CPIs)
Activities Assessments
Week 1: A Plant’s Life
What plants are in our environment?
Where can we see plants?
Week 2: Garden Plants
How do plants change?
What do plants need to grow?
Week 3: Animals Long Ago
What animals lived long ago?
How do we learn about animals that lived long ago?
Listening Comprehension, Vocabulary Speaking Fluency, Oral Presentation, Retell, Oral Vocabulary, Academic Language Reading Draw Conclusions, Sequence, Summarize, Make Inferences Writing Personal Narrative, Persuasive Essay, Nonfiction Article, Friendly Letter, Descriptive Flyer Grammar Linking Verbs; Helping Verbs; Irregular Verbs; Contractions
Vocabulary Visual Resources
Vocabulary Practice
Thematic Slideshow and discussion
Thematic word web
Oral Vocabulary story cards
Reader’s response writing
Practice Book
Leveled Readers
Grammar smart board and iPad games
Holiday and cultural activities
Teacher observations/ anecdotal notes
Journals
Portfolio
Practice books
Oral presentations
Comprehension questions
Essential Questions Instructional Objectives/ Skills and Benchmarks (CPIs)
Activities Assessments
Week 4: Special Animals
What do you know about bats?
Week 5: Wild Animals
What wild animals do you know?
Where can we find wild animals?
Holidays:
What is St. Patrick’s Day?
How do people celebrate Easter?
Listening Comprehension, Vocabulary Speaking Fluency, Oral Presentation, Retell, Oral Vocabulary, Academic Language Reading Draw Conclusions, Sequence, Summarize, Make Inferences Writing Personal Narrative, Persuasive Essay, Nonfiction Article, Friendly Letter, Descriptive Flyer Grammar Linking Verbs; Helping Verbs; Irregular Verbs; Contractions
Vocabulary Visual Resources
Vocabulary Practice
Thematic Slideshow and discussion
Thematic word web
Oral Vocabulary story cards
Reader’s response writing
Practice Book
Leveled Readers
Grammar smart board and iPad games
Holiday and cultural activities
Teacher observations/ anecdotal notes
Journals
Portfolio
Practice books
Oral presentations
Comprehension questions
Unit 6: The World Around Us
Essential Questions Instructional Objectives/ Skills and Benchmarks (CPIs)
Activities Assessments
Week 1: Plant and Animal Habits
What do you know about the desert?
Week 2: Animal Survival/Needs
How do animals survive?
Week 3: Saving the World Around Us
How can we keep our planet clean?
Week 4: Wild Weather
What are some things we do in the snow?
Listening Comprehension, Vocabulary Speaking Fluency, Oral Presentation, Retell, Oral Vocabulary, Academic Language Reading Author’s Purpose; Compare and Contrast; Problem and Solution; Cause and Effect Writing Friendly Letter; Summary; Expository Composition; Expository Compare and Contrast; Play Narrative Grammar Adjectives; Using articles a and an; Synonyms and Antonyms; Adjectives that Compare; Adverbs
Vocabulary Visual Resources
Vocabulary Practice
Thematic Slideshow and discussion
Thematic word web
Oral Vocabulary story cards
Reader’s response writing
Practice Book
Leveled Readers
Grammar smart board and iPad games
Holiday and cultural activities
Teacher observations/ anecdotal notes
Journals
Portfolio
Practice books
Oral presentations
Comprehension questions
Essential Questions Instructional Objectives/ Skills and Benchmarks (CPIs)
Activities Assessments
Week 5: Explaining Nature
What do we see in nature?
Holidays:
Why are mothers special?
What are Memorial Day traditions?
What do you like to do during summer vacation?
Listening Comprehension, Vocabulary Speaking Fluency, Oral Presentation, Retell, Oral Vocabulary, Academic Language Reading Author’s Purpose; Compare and Contrast; Problem and Solution; Cause and Effect Writing Friendly Letter; Summary; Expository Composition; Expository Compare and Contrast; Play Narrative Grammar Adjectives; Using articles a and an; Synonyms and Antonyms; Adjectives that Compare; Adverbs
Vocabulary Visual Resources
Vocabulary Practice
Thematic Slideshow and discussion
Thematic word web
Oral Vocabulary story cards
Reader’s response writing
Practice Book
Leveled Readers
Grammar smart board and iPad games
Holiday and cultural activities
Teacher observations/ anecdotal notes
Journals
Portfolio
Practice books
Oral presentations
Comprehension questions
WIDA: English Language Proficiency Standards
Speaking Rubric of the WIDA Consortium
Task Level Linguistic Complexity Vocabulary Usage Language Control
1 Entering
Single words, set phrases or chunks of
memorized oral language
Highest frequency vocabulary from school
setting and content areas
When using memorized language, is generally
comprehensible; communication may be significantly
impeded when going beyond the highly familiar
2 Emerging
Phrases, short oral sentences General language related to the content area;
groping for vocabulary when going beyond
the highly familiar is evident
When using simple discourse, is generally comprehensible
and fluent; communication may be impeded by groping for
language structures or by phonological, syntactic or
semantic errors when going beyond phrases and short,
simple sentences
3 Developing
Simple and expanded oral sentences;
responses show emerging complexity
used to add detail
General and some specific language related to
the content area; may grope for needed
vocabulary at times
When communicating in sentences, is generally
comprehensible and fluent; communication may from time
to time be impeded by groping for language structures or by
phonological, syntactic or semantic errors, especially when
attempting more complex oral discourse
4 Expanding
A variety of oral sentence lengths of
varying linguistic complexity; responses
show emerging cohesion used to provide
detail and clarity
Specific and some technical language related
to the content area; groping for needed
vocabulary may be occasionally evident
At all times generally comprehensible and fluent, though
phonological, syntactic or semantic errors that don’t impede
the overall meaning of the communication may appear at
times; such errors may reflect first language interference
5 Bridging
A variety of sentence lengths of varying
linguistic complexity in extended oral
discourse; responses show cohesion and
organization used to support main ideas
Technical language related to the content
area; facility with needed vocabulary is
evident
Approaching comparability to that of English proficient
peers in terms of comprehensibility and fluency; errors
don’t impede communication and may be typical of those
an English proficient peer might make
Adapted from ACCESS for ELLs® Training Toolkit and Test Administration Manuals, Series 103 (2007-08)
*English proficiency level 6 is not included in the Speaking Rubric as it is reserved for students whose oral English
is comparable to that of their English-proficient peers.
Writing Rubric of the WIDA Consortium (Grades 1-12)
Task Level Linguistic Complexity Vocabulary Usage Language Control
1 Entering
Single words, set phrases or chunks of simple
language; varying amounts of text may be
copied or adapted; adapted text contains
original language.
Usage of highest frequency
vocabulary from school setting and
content areas.
Generally comprehensible when text is copied or adapted
from model or source text; comprehensibility may be
significantly impeded in original text.
2 Emerging
Phrases and short sentences; varying amount
of text may be copied or adapted; some
attempt at organization may be evidenced.
Usage of general language related to
the content area; lack of vocabulary
may be evident.
Generally comprehensible when text is adapted from model
or source text, or when original text is limited to simple text;
comprehensibility may be often impeded by errors.
3 Developing
Simple and expanded sentences that show
emerging complexity used to provide detail.
Usage of general and some specific
language related to the content area;
lack of needed vocabulary may be
evident.
Generally comprehensible when writing in sentences;
comprehensibility may from time to time be impeded by
errors when attempting to produce more complex text.
4 Expanding
A variety of sentence lengths of varying
linguistic complexity; emerging cohesion
used to provide detail and clarity.
Usage of specific and some technical
language related to the content area;
lack of needed vocabulary may be
occasionally evident.
Generally comprehensible at all times, errors don’t impede
the overall meaning; such errors may reflect first language
interference.
5 Bridging
A variety of sentence lengths of varying
linguistic complexity in a single organized
paragraph or in extended text; cohesion and
organization
Usage of technical language related
to the content area; evident facility
with needed vocabulary.
Approaching comparability to that of English proficient
peers; errors don’t impede comprehensibility.
6 Reaching*
A variety of sentence lengths of varying
linguistic complexity in a single tightly
organized paragraph or in well-organized
extended text; tight cohesion and organization
Consistent use of just the right word
in just the right place; precise
Vocabulary Usage in general,
specific or technical language.
Has reached comparability to that of English proficient peers
functioning at the “proficient” level in state-wide
assessments.
Adapted from ACCESS for ELLs® Training Toolkit and Test Administration Manuals, Series 103 (2007-08) *Level 6 is reserved for students whose written English is comparable to that of their English-proficient peers.
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