Period ______ ELD Monitoring Sheet | Listening (Gr 3-5)
ESL
Tchr
Gr
Co-Tchr
/ Subject
Pd
Week(s)
#
1
2
3
4
5
6
7
8
9
10
Number of EL’s at WIDA Lvl
1
2
3
4
5
Topic | State Curriculum Standard
Last, First
WIDA
Lvl
Can-Do #
Goals & Notes
C V C
REFERENCE SHEET for Listening Class Monitor Sheet (Grs 3-5)
“Student-Friendly” & WIDA CAN DO Descriptors: Grade Level Cluster 3-5 For the
given level of English language proficiency and with visual, graphic, or interactive support through
Level 4, English language learners can process or produce the language needed to:
WIDA Listening
Student Friendly Listening
Level 1:
Entering
Level 2:
Emerging
1.1 Listen and point
to pictures or
words
2.1 Listen to
descriptions and
sort pictures.
1.2 Follow one-step
directions
2.2 Listen and arrange
pictures.
1.3 Listen and find
things or people
2.3 Follow two-step
directions.
1.4 Listen to the
teacher and do the
classroom routines.
2.4 Listen and draw
pictures.
1.1 Point to stated
pictures, words, or
phrases
1.2 Follow one-step
oral directions (e.g.,
physically or
through drawings)
1.3 Identify objects,
figures, people from
oral statements or
questions (e.g.,
“Which one is a
rock?”)
1.4 Match classroom
oral language to
daily routines
Level 3:
Developing
3.1 Follow directions.
3.2 Listen to an explanation and
match it to a picture.
3.3 Match descriptions to
illustrations.
3.4 Listen to a story and sort
pictures. [Listen to an
explanation and …]
2.5 Listen to choices
and express an
opinion.
2.1 Categorize
content-based
pictures or objects
from oral
descriptions
2.2 Arrange pictures
or objects per oral
information
2.3 Follow two-step
oral directions
2.4 Draw in response
to oral descriptions
2.5 Evaluate oral
information (e.g.,
about lunch options)
3.1 Follow multi-step oral
directions
3.2 Identify illustrated main
ideas from paragraph-level
oral discourse
3.3 Match literal meanings of
oral descriptions or oral
reading to illustrations
3.4 Sequence pictures from oral
stories, processes, or
procedures
Level 4:
Expanding
Level 5:
Bridging
4.1 Listen to
information and
apply to a new
situation.
5.1 Listen to follow
instructions about
[math or microscopes
or whatever]
4.2 Listen to an
explanation and
point out details on
an illustration.
5.2 [Using a model],
listen to a problem
and use models to
figure it out.
4.3 Listen to [a story,
an explanation]
5.3 Listen and explain
figurative language.
4.4 Listen about
authors [scientists,
etc.] and act out
what you hear.
5.4 Listen to [stories,
explanations] and
give opinions.
4.1 Interpret oral
information and
apply to new
situations
4.2 Identify
illustrated main
ideas and
supporting details
from oral discourse
4.3 Infer from and act
on oral information
4.4 Role play the
work of authors,
mathematicians,
scientists, historians
from oral readings,
videos, or multimedia
5.1 Carry out oral
instructions
containing gradelevel, content-based
language
5.2 Construct models
or use manipulatives
to problem-solve
based on oral
discourse
5.3 Distinguish
between literal and
figurative language in
oral discourse
5.4 Form opinions of
people, places, or
ideas from oral
scenarios
CVC Criteria for Performance Definitions



Linguistic Complexity: The amount and quality of speech or writing for a given situation
Vocabulary Usage: The specificity of words or phrases for a given context
Language Control: The comprehensibility of the communication based on the amount and type of errors
1 – Entering
2 – Emerging
3 – Developing
4 – Expanding
5 – Bridging
Linguistic
Complexity
Single words
Phrases, short
sentences
Series of related
sentences
Moderate
discourse
Complex
discourse
Vocabulary
Usage
Most common
vocabulary
High frequency
vocabulary
General and some
specific vocabulary
Specialized &
some technical
vocabulary
Specialized &
technical
vocabulary
Language
Control
Memorized
language
Errors inhibiting
communication
Meaning overrides
errors
Language
w/minimal errors
Language
comparable to
English peers
Period ______ ELD Monitoring Sheet | Speaking (Gr 3-5)
ESL
Tchr
Gr
Co-Tchr
/ Subject
Pd
Week(s)
#
1
2
3
4
5
6
7
8
9
10
Number of EL’s at WIDA Lvl
1
2
3
4
5
Topic | State Curriculum Standard
Last, First
WIDA
Lvl
Can-Do #
Goals & Notes
C V C
REFERENCE SHEET for Speaking Class Monitor Sheet (Grs 3-5)
“Student-Friendly” & WIDA CAN DO Descriptors: Grade Level Cluster 3-5 For the given level of
English language proficiency and with visual, graphic, or interactive support through Level 4, English language
learners can process or produce the language needed to:
WIDA Speaking
Student Friendly Speaking
Level 1:
Entering
1.1 Tell what you
need.
Tell how you
feel.
1.2 Say the names
of things.
1.3 Repeat words
and phrases
from pictures.
1.4 Answer yes/no
questions.
Answer choice
questions.
1.1 Express basic
needs or
conditions
1.2 Name pre-taught
objects, people,
diagrams, or
pictures
1.3 Recite words or
phrases from
pictures of
everyday objects
and oral modeling
1.4 Answer yes/no
and choice
questions
Level 2:
Emerging
Level 3:
Developing
Level 4:
Expanding
2.1 Ask everyday
questions.
3. 1 Answer simple questions
about [school subjects]
4.1 Give reasons for
an opinion.
5.1 Use evidence to
defend opinions.
2.2 Restate facts
about school
topics.
3.2 Re-tell stories/events.
4.2 Discuss stories,
issues and
concepts.
5.2 Give oral
presentations using
technical
vocabulary.
2.3 Describe
[people, events,
objects, or
people].
2.4 Talk about
yourself with
other students.
3.3 Listen to [stories,
explanations] and make
predictions
3.4 Listen to [stories,
explanations] and guess
why things happened.
3.5 Offer solutions to social
conflicts.
3.6 Make presentations.
3. Solve problems.
4.3 Give oral
reports.
4.4 Compare
solutions to a
problem.
4.5 Compare and
contrast [ideas
from a subject].
2.1 Ask simple,
everyday questions
(e.g., “Who is
absent?”)
3.1 Answer simple content-based
questions
2.2 Restate contentbased facts
3.3 Make predictions from
discourse
4.2 Discuss stories,
issues, and
concepts
2.3 Describe pictures,
events, objects, or
people using
phrases or short
sentences
3.4 Make hypotheses from
discourse.
4.3 Give contentbased oral reports
3.5 Offer solutions to social
conflict
4.4 Offer creative
solutions to
issues/problems
2.4 Share basic social
information with
peers
3.2 Re/tell short stories or events
3.6 Present content-based
information
3.u Engage in problem-solving
4.1 Answer opinion
questions with
supporting details
4.5 Compare/contrast
content-based
functions and
relationships
Level 5:
Bridging
5.3 List the steps you
take to solve a
problem.
5.4 Explain the
results of an
experiment.
5.1 Justify/defend
opinions or
explanations with
evidence
5.2 Give content-based
presentations using
technical vocabulary
5.3 Sequence steps in
grade-level problemsolving
5.4 Explain in detail
results of inquiry
(e.g., scientific
experiments)
CVC Criteria for Performance Definitions



Linguistic Complexity: The amount and quality of speech or writing for a given situation
Vocabulary Usage: The specificity of words or phrases for a given context
Language Control: The comprehensibility of the communication based on the amount and type of errors
1 – Entering
2 – Emerging
3 – Developing
4 – Expanding
5 – Bridging
Linguistic
Complexity
Single words
Phrases, short
sentences
Series of related
sentences
Moderate
discourse
Complex
discourse
Vocabulary
Usage
Most common
vocabulary
High frequency
vocabulary
General and some
specific vocabulary
Specialized &
some technical
vocabulary
Specialized &
technical
vocabulary
Language
Control
Memorized
language
Errors inhibiting
communication
Meaning overrides
errors
Language
w/minimal errors
Language
comparable to
English peers
Period ______ ELD Monitoring Sheet | Reading (Gr 3-5)
ESL
Tchr
Gr
Co-Tchr
/ Subject
Pd
Week(s)
#
1
2
3
4
5
6
7
8
9
10
Number of EL’s at WIDA Lvl
1
2
3
4
5
Topic | State Curriculum Standard
Last, First
WIDA
Lvl
Can-Do #
Goals & Notes
C V C
REFERENCE SHEET for Reading Class Monitor Sheet (Grs 3-5)
“Student-Friendly” & WIDA CAN DO Descriptors: Grade Level Cluster 3-5 For the
given level of English language proficiency and with visual, graphic, or interactive support through
Level 4, English language learners can process or produce the language needed to:
WIDA Reading
Student Friendly Reading
Level 1:
Entering
1.1 Match symbols to
words [or
concepts]
1.2 Identify cognates.
1.3 Make
sound/symbol/wor
d relations
1.4 Match words on
the board to words
and pictures.
Level 2:
Emerging
2.1 Read texts with
illustrations and
identify facts and
ideas.
2.2 Find changes to
root words in
sentences or stories.
2.3 Identify elements
of stories
[characters, setting,
etc.]
Level 3:
Developing
Level 4:
Expanding
3.1 Interpret data from charts
and graphs.
4.1 Classify features of
genres.
3.2 Identify main ideas and
some details.
4.2 Choose the graphic
organizer that matches
a text.
3.3 Sequence events in stories
[articles, explanations,
historical accounts].
4.3 Find details that
support main ideas.
3.4 Use context clues and
illustrations to figure out
the meaning of words or
phrases.
4.4 Distinguish fact and
opinion.
3.1 Interpret information or
data from charts and
graphs
3.2 Identify main ideas and
some details
3.3 Sequence events in
stories or content-based
processes
3.4 Use context clues and
illustrations to determine
meaning of
words/phrases
4.1 Classify features of
various genres of text
(e.g., “and they lived
happily ever after”—
fairy tales)
4.2 Match graphic
organizers to different
texts (e.g., compare/
contrast with Venn
diagram)
4.3 Find details that
support main ideas
4.4 Differentiate
between fact and
opinion in narrative
and expository text
Level 5:
Bridging
5.1 Summarize
information from [#]
sources.
5.2 Answer thought
questions.
5.3 Identify and explain
examples of figures of
speech. [Give
examples of figures of
speech.]
5.4 Make inferences.
2.4 Follow written
directions. (visually
supported)
1.1 Match icons or
diagrams with
words/concepts
1.2 Identify cognates
from first
language, as
applicable
1.3 Make sound/
symbol/ word
relations
1.4 Match illustrated
words/ phrases in
differing contexts
(e.g., on the board,
in a book)
2.1 Identify facts and
explicit messages
from illustrated
text
2.2 Find changes to
root words in
context
2.3 Identify elements
of story grammar
(e.g., characters,
setting)
2.4 Follow visually
supported written
directions (e.g.,
“Draw a star in the
sky.”)
5.1 Summarize
information from
multiple related
sources
5.2 Answer analytical
questions about
grade-level text
5.3 Identify, explain,
and give examples
of figures of speech
5.4 Draw conclusions
from explicit and
implicit text at or
near grade level
CVC Criteria for Performance Definitions



Linguistic Complexity: The amount and quality of speech or writing for a given situation
Vocabulary Usage: The specificity of words or phrases for a given context
Language Control: The comprehensibility of the communication based on the amount and type of errors
1 – Entering
2 – Emerging
3 – Developing
4 – Expanding
5 – Bridging
Linguistic
Complexity
Single words
Phrases, short
sentences
Series of related
sentences
Moderate
discourse
Complex
discourse
Vocabulary
Usage
Most common
vocabulary
High frequency
vocabulary
General and some
specific vocabulary
Specialized &
some technical
vocabulary
Specialized &
technical
vocabulary
Language
Control
Memorized
language
Errors inhibiting
communication
Meaning overrides
errors
Language
w/minimal errors
Language
comparable to
English peers
Period ______ ELD Monitoring Sheet | Writing (Gr 3-5)
ESL
Tchr
Gr
Co-Tchr
/ Subject
Pd
Week(s)
#
1
2
3
4
5
6
7
8
9
10
Number of EL’s at WIDA Lvl
1
2
3
4
5
Topic | State Curriculum Standard
Last, First
WIDA
Lvl
Can-Do #
Goals & Notes
C V C
REFERENCE SHEET for Writing Class Monitor Sheet (Grs 3-5)
“Student-Friendly” & WIDA CAN DO Descriptors: Grade Level Cluster 3-5 For the
given level of English language proficiency and with visual, graphic, or interactive support through
Level 4, English language learners can process or produce the language needed to:
WIDA Speaking
Student Friendly Speaking
Level 1:
Entering
Level 2:
Emerging
1.1 Write the words
that tell about
things
2.1 Make lists from
labels or with other
students
1.2 Tell what I think
by drawing
2.2 Finish or write
sentences using
word walls
1.3 Copy words and
short sentences
1.4 Answer questions
with one word
2.3 Fill in graphic
organizers, charts,
and tables
Level 3:
Developing
3.1 Write stories or reports
3.2 Write sentences that go
together
3.3 Write what is the same and
different about two sets of
information
3.4 Write about things or people
or ways to do something
2.1 Make lists from
labels or with peers
2.2
Complete/produce
sentences from
word/ phrase banks
or walls
2.3 Fill in graphic
organizers, charts,
and tables
2.4 Make
comparisons using
real-life or visuallysupported materials
3.1 Produce simple expository
or narrative text
3.2 String related sentences
together
3.3 Compare/contrast contentbased information
3.4 Describe events, people,
processes, procedures
Level 5:
Bridging
4.1 Use graphic
organizer to take
notes
5.1 Write responses to
texts near my grade
level
4.2 Summarize
information about a
subject
5.2 Write about [new
situation] using
information I learned
in class
4.3 Write different
kinds of texts
4.4 Tell how I solved a
problem
2.4 Write a
comparison about
[some realia]
1.1 Label objects,
pictures, or
diagrams from
word/phrase banks
1.2 Communicate
ideas by drawing
1.3 Copy words,
phrases, and short
sentences
1.4 Answer oral
questions with
single words
Level 4:
Expanding
4.1 Take notes using
graphic organizers
4.2 Summarize
content-based
information
4.3 Author multiple
forms of writing
(e.g., expository,
narrative,
persuasive) from
models
4.4 Explain strategies
or use of
information in
solving problems
5.3 Make text-to-self
connections
5.4 Write stories or
reports
5.1 Produce extended
responses of original
text approaching
grade level
5.2 Apply contentbased information to
new contexts
5.3 Connect or
integrate personal
experiences with
literature/content
5.4 Create grade-level
stories or reports
CVC Criteria for Performance Definitions



Linguistic Complexity: The amount and quality of speech or writing for a given situation
Vocabulary Usage: The specificity of words or phrases for a given context
Language Control: The comprehensibility of the communication based on the amount and type of errors
1 – Entering
2 – Emerging
3 – Developing
4 – Expanding
5 – Bridging
Linguistic
Complexity
Single words
Phrases, short
sentences
Series of related
sentences
Moderate
discourse
Complex
discourse
Vocabulary
Usage
Most common
vocabulary
High frequency
vocabulary
General and some
specific vocabulary
Specialized &
some technical
vocabulary
Specialized &
technical
vocabulary
Language
Control
Memorized
language
Errors inhibiting
communication
Meaning overrides
errors
Language
w/minimal errors
Language
comparable to
English peers