NEWARK PUBLIC SCHOOLS
2 CEDAR STREET
NEWARK, NEW JERSEY 07102
Cami Anderson
State District Superintendent
OFFICE OF BILINGUAL EDUCATION
Alignment of the World-Class Instructional Design and Assessment (WIDA) Standards
For Learning English as a Second Language (ESL)
With the Common Core State Standards (CCSS)
ENGLISH LANGUAGE ARTS STANDARDS
Alignment of the World-Class Instructional Design and Assessment (WIDA) Standards for learning English as a Second Language (ESL), with the
Common Core State Standards (CCSS): ENGLISH LANGUAGE ARTS STANDARDS
WIDA GRADE LEVEL CLUSTER:
9 - 12
WIDA STANDARDS:
Standard 1: English language learners communicate for SOCIAL AND INSTRUCTIONAL purposes within the school setting (SIL)
Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of
LANGUAGE ARTS (LoLA)
Standard 3: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of
MATHEMATICS (LoMA)
Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of
SCIENCE (LoS)
Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of
SOCIAL STUDIES (LoSS)
WIDA LANGUAGE DOMAINS:
Listening ─ process, understand, interpret, and evaluate spoken language in a variety of situations
Speaking ─ engage in oral communication in a variety of situations for a variety of purposes and audiences
Reading ─ process, interpret, and evaluate written language, symbols, and text with understanding and fluency
Writing ─ engage in written communication in a variety of forms for a variety of purposes and audiences
English Language Arts Standards » Home » English Language Arts Standards for:
Reading: Literature & Informational Text
Writing
Speaking and Listening
Language
Newark Public Schools - Office of Bilingual Education
July 2013
Page 2
Alignment of the World-Class Instructional Design and Assessment (WIDA) Standards for learning English as a Second Language (ESL), with the
Common Core State Standards (CCSS): ENGLISH LANGUAGE ARTS STANDARDS
English Language Arts Standards
» Speaking & Listening »
Grades 9-10 & Grades 11-12
Newark Public Schools - Office of Bilingual Education
July 2013
Page 3
Alignment of the World-Class Instructional Design and Assessment (WIDA) Standards for learning English as a Second Language (ESL), with the
Common Core State Standards (CCSS): ENGLISH LANGUAGE ARTS STANDARDS
Common Core State Standards
English Language Arts Standards » Speaking & Listening »
Grade 9-10 & Grade 11-12

o
o
o
Features of Academic Language and Performance Definitions
WIDA Standards
Standard 2: English language learners communicate information, ideas, and concepts necessary for academic
success in the content area of LANGUAGE ARTS (LoLA)
Comprehension and Collaboration
Listening ─ process, understand, interpret, and evaluate spoken language in a
variety of situations
CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.9-10.1a Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate
a thoughtful, well-reasoned exchange of ideas.
o
CCSS.ELA-Literacy.SL.9-10.1b Work with peers to set rules for collegial discussions and decision-making (e.g., informal
consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as
needed.
CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.11-12.1a Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate
a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-Literacy.SL.11-12.1b Work with peers to promote civil, democratic discussions and decision-making, set clear
goals and deadlines, and establish individual roles as needed.
Speaking ─ engage in oral communication in a variety of situations for a
variety of purposes and audiences

DOMAIN: Listening
ESL I (L1 & L2)
ESL II
L1
Entering
L2
Beginning
• Match or classify oral
 Point to or show basic
descriptions to real-life
parts, components, features, characteristics,
experiences or visually represented,
and properties of objects, organisms, or
content-related examples
persons named orally
• Sort oral language
• Match everyday oral information to
statements according to
pictures, diagrams, or photographs
time frames
• Group visuals by common traits named
• Sequence visuals according to oral
orally
directions
• Identify resources, places, products, figures
from oral statements, and visuals
DOMAIN: Speaking
ESL I
• Answer yes/no or choice
questions within context
of lessons or personal
experiences
• Provide identifying
information about self
• Name everyday objects and pre-taught
vocabulary
• Repeat words, short phrases memorized
chunks of language
(L1 & L2)
(L2 & L3)
ESL II (L2 & L3)
• Describe persons, places,
events, or objects
• Ask WH- questions to
clarify meaning
• Give features of content based
material
• Characterize issues,
situations, regions shown in
illustrations
Newark Public Schools - Office of Bilingual Education
ESL III (L3 & L4)
L3
Developing
• Evaluate information
in social and academic
conversations
• Distinguish main ideas from supporting
points in oral, content-related discourse
• Use learning strategies
described orally
• Categorize content-based examples
described orally
ESL III (L3 & L4)
• Suggest ways to resolve issues or pose
solutions
• Compare/contrast features, traits,
characteristics using general and some
specific language
• Sequence processes, cycles, procedures,
events
• Conduct interviews or gather
information through oral interaction
• Estimate, make predictions or pose
hypotheses from models
ESL IV (L4 & L5)
L4
Expanding
• Distinguish between
multiple meanings of oral words or
phrases in social and academic contexts
• Analyze content-related tasks or
assignments based on oral discourse
• Categorize examples of genres read
aloud
• Compare traits based on Visuals/ oral
descriptions using specific and some
technical language
ESL IV (L4 & L5)
• Take a stance and use evidence to
defend it
• Explain content-related issues and
concepts
• Compare and contrast points of view
• Analyze and share pros and cons of
choices
• Use and respond to gossip, slang, and
idiomatic expressions
• Use speaking strategies
July 2013
L5
Bridging
• Interpret cause and effect scenarios
from oral discourse
• Make inferences from oral discourse
containing satire, sarcasm, or humor
• Identify and react to subtle
differences in speech and
register (e.g., hyperbole,
satire, comedy)
• Evaluate intent of speech
and act accordingly
• Interpret cause and effect scenarios
from oral discourse
• Make inferences from oral discourse
containing satire, sarcasm, or humor
• Identify and react to subtle
differences in speech and
register (e.g., hyperbole,
satire, comedy)
• Evaluate intent of speech
and act accordingly
Page 4
Alignment of the World-Class Instructional Design and Assessment (WIDA) Standards for learning English as a Second Language (ESL), with the
Common Core State Standards (CCSS): ENGLISH LANGUAGE ARTS STANDARDS
Features of Academic Language and Performance Definitions
Common Core State Standards
English Language Arts Standards » Speaking & Listening »
Grade 9-10 & Grade 11-12
o
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
o
o


WIDA Standards
Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of
LANGUAGE ARTS (LoLA)
Comprehension and Collaboration
CCSS.ELA-Literacy.SL.9-10.1c Propel conversations by posing and responding to questions that relate the current
Listening ─ process, understand, interpret, and evaluate spoken language in a
discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or
variety of situations
challenge ideas and conclusions.
CCSS.ELA-Literacy.SL.9-10.1d Respond thoughtfully to diverse perspectives, summarize points of agreement and
Speaking ─ engage in oral communication in a variety of situations for a
disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in
variety of purposes and audiences
light of the evidence and reasoning presented
CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g.,
visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

CCSS.ELA-Literacy.SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying
any fallacious reasoning or exaggerated or distorted evidence.
CCSS.ELA-Literacy.SL.11-12.1c Propel conversations by posing and responding to questions that probe reasoning and
evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and
conclusions; and promote divergent and creative perspectives.
CCSS.ELA-Literacy.SL.11-12.1d Respond thoughtfully to diverse perspectives; synthesize comments, claims, and
evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or
research is required to deepen the investigation or complete the task.
CCSS.ELA-Literacy.SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g.,
visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and
accuracy of each source and noting any discrepancies among the data.
CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing
the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
DOMAIN: Listening
ESL I (L1 & L2)
ESL II
L1
Entering
L2
Beginning
• Match or classify oral
 Point to or show basic
descriptions to real-life
parts, components, features, characteristics,
experiences or visually represented,
and properties of objects, organisms, or
content-related examples
persons named orally
• Sort oral language
• Match everyday oral information to
statements according to
pictures, diagrams, or photographs
time frames
• Group visuals by common traits named
• Sequence visuals according to oral
orally
directions
• Identify resources, places, products, figures
from oral statements, and visuals
DOMAIN: Speaking
ESL I
• Answer yes/no or choice
questions within context
of lessons or personal
experiences
• Provide identifying
information about self
• Name everyday objects and pre-taught
vocabulary
• Repeat words, short phrases memorized
chunks of language
(L1 & L2)
(L2 & L3)
ESL II (L2 & L3)
• Describe persons, places,
events, or objects
• Ask WH- questions to
clarify meaning
• Give features of content based
material
• Characterize issues,
situations, regions shown in
illustrations
Newark Public Schools - Office of Bilingual Education
ESL III (L3 & L4)
L3
Developing
• Evaluate information
in social and academic
conversations
• Distinguish main ideas from supporting
points in oral, content-related discourse
• Use learning strategies
described orally
• Categorize content-based examples
described orally
ESL III (L3 & L4)
• Suggest ways to resolve issues or pose
solutions
• Compare/contrast features, traits,
characteristics using general and some
specific language
• Sequence processes, cycles, procedures,
events
• Conduct interviews or gather
information through oral interaction
• Estimate, make predictions or pose
hypotheses from models
ESL IV (L4 & L5)
L4
Expanding
• Distinguish between
multiple meanings of oral words or
phrases in social and academic contexts
• Analyze content-related tasks or
assignments based on oral discourse
• Categorize examples of genres read
aloud
• Compare traits based on Visuals/ oral
descriptions using specific and some
technical language
ESL IV (L4 & L5)
• Take a stance and use evidence to
defend it
• Explain content-related issues and
concepts
• Compare and contrast points of view
• Analyze and share pros and cons of
choices
• Use and respond to gossip, slang, and
idiomatic expressions
• Use speaking strategies
July 2013
L5
Bridging
• Interpret cause and effect scenarios
from oral discourse
• Make inferences from oral discourse
containing satire, sarcasm, or humor
• Identify and react to subtle
differences in speech and
register (e.g., hyperbole,
satire, comedy)
• Evaluate intent of speech
and act accordingly
• Interpret cause and effect scenarios
from oral discourse
• Make inferences from oral discourse
containing satire, sarcasm, or humor
• Identify and react to subtle
differences in speech and
register (e.g., hyperbole,
satire, comedy)
• Evaluate intent of speech
and act accordingly
Page 5
Alignment of the World-Class Instructional Design and Assessment (WIDA) Standards for learning English as a Second Language (ESL), with the
Common Core State Standards (CCSS): ENGLISH LANGUAGE ARTS STANDARDS
Features of Academic Language and Performance Definitions
WIDA Standards
Standard
2:
English
language
learners
communicate
information, ideas, and concepts necessary for academic
English Language Arts Standards » Speaking & Listening »
success
in
the
content
area
of
LANGUAGE
ARTS
(LoLA)
Grade 9-10 & Grade 11-12
Common Core State Standards
Presentation of Knowledge and Ideas
Listening ─ process, understand, interpret, and evaluate spoken language in a
variety of situations


CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically
such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate
to purpose, audience, and task.
CCSS.ELA-Literacy.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
CCSS.ELA-Literacy.SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English
when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 here for specific expectations.)

Speaking ─ engage in oral communication in a variety of situations for a
variety of purposes and audiences
CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct
perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the
organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal
tasks.
CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
CCSS.ELA-Literacy.SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal
English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 here for specific expectations.)
DOMAIN: Listening
ESL I (L1 & L2)
ESL II
L1
Entering
L2
Beginning
• Match or classify oral
 Point to or show basic
descriptions to real-life
parts, components, features, characteristics,
experiences or visually represented,
and properties of objects, organisms, or
content-related examples
persons named orally
• Sort oral language
• Match everyday oral information to
statements according to
pictures, diagrams, or photographs
time frames
• Group visuals by common traits named
• Sequence visuals according to oral
orally
directions
• Identify resources, places, products, figures
from oral statements, and visuals
DOMAIN: Speaking
ESL I
• Answer yes/no or choice
questions within context
of lessons or personal
experiences
• Provide identifying
information about self
• Name everyday objects and pre-taught
vocabulary
• Repeat words, short phrases memorized
chunks of language
(L1 & L2)
(L2 & L3)
ESL II (L2 & L3)
• Describe persons, places,
events, or objects
• Ask WH- questions to
clarify meaning
• Give features of content based
material
• Characterize issues,
situations, regions shown in
illustrations
Newark Public Schools - Office of Bilingual Education
ESL III (L3 & L4)
L3
Developing
• Evaluate information
in social and academic
conversations
• Distinguish main ideas from supporting
points in oral, content-related discourse
• Use learning strategies
described orally
• Categorize content-based examples
described orally
ESL III (L3 & L4)
• Suggest ways to resolve issues or pose
solutions
• Compare/contrast features, traits,
characteristics using general and some
specific language
• Sequence processes, cycles, procedures,
events
• Conduct interviews or gather
information through oral interaction
• Estimate, make predictions or pose
hypotheses from models
ESL IV (L4 & L5)
L4
Expanding
• Distinguish between
multiple meanings of oral words or
phrases in social and academic contexts
• Analyze content-related tasks or
assignments based on oral discourse
• Categorize examples of genres read
aloud
• Compare traits based on Visuals/ oral
descriptions using specific and some
technical language
ESL IV (L4 & L5)
• Take a stance and use evidence to
defend it
• Explain content-related issues and
concepts
• Compare and contrast points of view
• Analyze and share pros and cons of
choices
• Use and respond to gossip, slang, and
idiomatic expressions
• Use speaking strategies
July 2013
L5
Bridging
• Interpret cause and effect scenarios
from oral discourse
• Make inferences from oral discourse
containing satire, sarcasm, or humor
• Identify and react to subtle
differences in speech and
register (e.g., hyperbole,
satire, comedy)
• Evaluate intent of speech
and act accordingly
• Interpret cause and effect scenarios
from oral discourse
• Make inferences from oral discourse
containing satire, sarcasm, or humor
• Identify and react to subtle
differences in speech and
register (e.g., hyperbole,
satire, comedy)
• Evaluate intent of speech
and act accordingly
Page 6
Alignment of the World-Class Instructional Design and Assessment (WIDA) Standards for learning English as a Second Language (ESL), with the
Common Core State Standards (CCSS): ENGLISH LANGUAGE ARTS STANDARDS
English Language Arts Standards
» Reading: LITERATURE »
Grades 9-10 & Grades 11-12
Newark Public Schools - Office of Bilingual Education
July 2013
Page 7
Alignment of the World-Class Instructional Design and Assessment (WIDA) Standards for learning English as a Second Language (ESL), with the
Common Core State Standards (CCSS): ENGLISH LANGUAGE ARTS STANDARDS
Features of Academic Language and Performance Definitions
WIDA Standards
Standard 2: English language learners communicate information, ideas, and concepts necessary for academic
English Language Arts Standards » Reading: Literature »
success in the content area of LANGUAGE ARTS (LoLA)
Grade 9-10 & Grade 11-12
Common Core State Standards
Key Ideas and Details
CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and advance the plot or develop
the theme.
CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on one another to produce a
complex account; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters
are introduced and developed).
Domain: Reading ─ process, interpret, and evaluate written language,
symbols, and text with understanding and fluency
ESL I (L1 & L2)
L1
Entering
• Match visual representations
to words/phrases
• Read everyday signs,
symbols, schedules, and
school-related words/phrases
• Respond to WH- questions
related to illustrated text
• Use references (e.g., picture
dictionaries, bilingual
glossaries, technology)
ESL II (L2 & L3)
ESL III (L3 & L4)
ESL IV (L4 & L5)
L2
L3
L4
L5
Beginning
Developing
Expanding
Bridging
Match data or information with • Apply multiple meanings of
• Compare/contrast authors’
• Interpret grade-level
its source or genre
words/phrases to social and
points of view, characters,
literature
• Classify or organize
academic contexts
information, or events
• Synthesize grade-level
information presented in
• Identify topic sentences or main • Interpret visually- or
expository text
visuals or graphs
ideas and details in paragraphs
graphically-supported
• Draw conclusions from
• Follow multi-step
• Answer questions about
information
different sources of
instructions supported by
explicit information in texts
• Infer meaning from text
informational text
visuals or data
• Differentiate between fact and
• Match cause to effect
• Infer significance of data or
• Match sentence-level
opinion in text
• Evaluate usefulness of data or
information in grade-level
descriptions to visual
• Order paragraphs or
information supported visually or material
representations
sequence information within
graphically
• Identify evidence of bias and
• Compare content-related
paragraphs
credibility of source
features in visuals/graphics
• Locate main ideas
Newark Public Schools - Office of Bilingual Education
July 2013
Page 8
Alignment of the World-Class Instructional Design and Assessment (WIDA) Standards for learning English as a Second Language (ESL), with the
Common Core State Standards (CCSS): ENGLISH LANGUAGE ARTS STANDARDS
Features of Academic Language and Performance Definitions
WIDA Standards
Standard 2: English language learners communicate information, ideas, and concepts necessary for academic
English Language Arts Standards » Reading: Literature »
success in the content area of LANGUAGE ARTS (LoLA)
Grade 9-10 & Grade 11-12
Common Core State Standards
Craft and Structure






CCSS.ELA-Literacy.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal
tone).
CCSS.ELA-Literacy.RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order
events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as
mystery, tension, or surprise.
CCSS.ELA-Literacy.RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work
of literature from outside the United States, drawing on a wide reading of world literature.
CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of specific word choices on meaning and
tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
(Include Shakespeare as well as other authors.)
CCSS.ELA-Literacy.RL.11-12.5 Analyze how an author’s choices concerning how to structure specific parts
of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic
resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
CCSS.ELA-Literacy.RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing
what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
Domain: Reading ─ process, interpret, and evaluate written language,
symbols, and text with understanding and fluency
ESL I (L1 & L2)
L1
Entering
• Match visual representations
to words/phrases
• Read everyday signs,
symbols, schedules, and
school-related words/phrases
• Respond to WH- questions
related to illustrated text
• Use references (e.g., picture
dictionaries, bilingual
glossaries, technology)
ESL II (L2 & L3)
ESL III (L3 & L4)
ESL IV (L4 & L5)
L2
L3
L4
L5
Beginning
Developing
Expanding
Bridging
Match data or information with its
• Apply multiple meanings of
• Compare/contrast authors’
• Interpret grade-level
source or genre
words/phrases to social and
points of view, characters,
literature
• Classify or organize information
academic contexts
information, or events
• Synthesize grade-level
presented in visuals or graphs
• Identify topic sentences or
• Interpret visually- or
expository text
• Follow multi-step instructions
main ideas and details in
graphically-supported
• Draw conclusions from
supported by visuals or data
paragraphs
information
different sources of
• Match sentence-level
• Answer questions about
• Infer meaning from text
informational text
descriptions to visual representations
explicit information in texts
• Match cause to effect
• Infer significance of data or
• Compare content-related
• Differentiate between fact and
• Evaluate usefulness of data or
information in grade-level
features in visuals/graphics
opinion in text
information supported visually or material
• Locate main ideas
• Order paragraphs or sequence
graphically
• Identify evidence of bias and
information within paragraphs
credibility of source
Newark Public Schools - Office of Bilingual Education
July 2013
Page 9
Alignment of the World-Class Instructional Design and Assessment (WIDA) Standards for learning English as a Second Language (ESL), with the
Common Core State Standards (CCSS): ENGLISH LANGUAGE ARTS STANDARDS
Features of Academic Language and Performance Definitions
Common Core State Standards
WIDA Standards
English Language Arts Standards » Reading: Literature » Grade 9-10 &
Standard 2: English language learners communicate information, ideas, and concepts necessary for academic
Grade 11-12
success in the content area of LANGUAGE ARTS (LoLA)




Integration of Knowledge and Ideas
Domain: Reading ─ process, interpret, and evaluate written language,
symbols, and text with understanding and fluency
CCSS.ELA-Literacy.RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic
mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts”
and Breughel’s Landscape with the Fall of Icarus).
(RL.9-10.8 not applicable to literature)
CCSS.ELA-Literacy.RL.9-10.9 Analyze how an author draws on and transforms source material in a specific
work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a
play by Shakespeare).
CCSS.ELA-Literacy.RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded
or live production of a play or recorded novel or poetry), evaluating how each version interprets the source
text. (Include at least one play by Shakespeare and one play by an American dramatist.)
(RL.11-12.8 not applicable to literature)
CCSS.ELA-Literacy.RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentiethcentury foundational works of American literature, including how two or more texts from the same period
treat similar themes or topics.
ESL I (L1 & L2)
L1
Entering
• Match visual representations
to words/phrases
• Read everyday signs,
symbols, schedules, and
school-related words/phrases
• Respond to WH- questions
related to illustrated text
• Use references (e.g., picture
dictionaries, bilingual
glossaries, technology)
ESL II (L2 & L3)
ESL III (L3 & L4)
ESL IV (L4 & L5)
L2
L3
L4
L5
Beginning
Developing
Expanding
Bridging
Match data or information with • Apply multiple meanings of
• Compare/contrast authors’
• Interpret grade-level
its source or genre
words/phrases to social and
points of view, characters,
literature
• Classify or organize
academic contexts
information, or events
• Synthesize grade-level
information presented in
• Identify topic sentences or main • Interpret visually- or
expository text
visuals or graphs
ideas and details in paragraphs
graphically-supported
• Draw conclusions from
• Follow multi-step
• Answer questions about
information
different sources of
instructions supported by
explicit information in texts
• Infer meaning from text
informational text
visuals or data
• Differentiate between fact and
• Match cause to effect
• Infer significance of data or
• Match sentence-level
opinion in text
• Evaluate usefulness of data or
information in grade-level
descriptions to visual
• Order paragraphs or
information supported visually or material
representations
sequence information within
graphically
• Identify evidence of bias and
• Compare content-related
paragraphs
credibility of source
features in visuals/graphics
• Locate main ideas
Newark Public Schools - Office of Bilingual Education
July 2013
Page 10
Alignment of the World-Class Instructional Design and Assessment (WIDA) Standards for learning English as a Second Language (ESL), with the
Common Core State Standards (CCSS): ENGLISH LANGUAGE ARTS STANDARDS
Features of Academic Language and Performance Definitions
Common Core State Standards
WIDA Standards
English Language Arts Standards » Reading: Literature » Grade 9-10 &
Standard 2: English language learners communicate information, ideas, and concepts necessary for academic
Grade 11-12
success in the content area of LANGUAGE ARTS (LoLA)
Range of Reading and Level of Text Complexity
Domain: Reading ─ process, interpret, and evaluate written language,
symbols, and text with understanding and fluency
CCSS.ELA-Literacy.RL.9-10.10
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 910 text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end
of the grades 9-10 text complexity band independently and proficiently.
By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end
of the grades 9–10 text complexity band independently and proficiently.

CCSS.ELA-Literacy.RL.11-12.10
By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band
proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text
complexity band independently and proficiently.

ESL I (L1 & L2)
L1
Entering
• Match visual representations
to words/phrases
• Read everyday signs,
symbols, schedules, and
school-related words/phrases
• Respond to WH- questions
related to illustrated text
• Use references (e.g., picture
dictionaries, bilingual
glossaries, technology)
ESL II (L2 & L3)
ESL III (L3 & L4)
ESL IV (L4 & L5)
L2
L3
L4
L5
Beginning
Developing
Expanding
Bridging
Match data or information with • Apply multiple meanings of
• Compare/contrast authors’
• Interpret grade-level
its source or genre
words/phrases to social and
points of view, characters,
literature
• Classify or organize
academic contexts
information, or events
• Synthesize grade-level
information presented in
• Identify topic sentences or main • Interpret visually- or
expository text
visuals or graphs
ideas and details in paragraphs
graphically-supported
• Draw conclusions from
• Follow multi-step
• Answer questions about
information
different sources of
instructions supported by
explicit information in texts
• Infer meaning from text
informational text
visuals or data
• Differentiate between fact and
• Match cause to effect
• Infer significance of data or
• Match sentence-level
opinion in text
• Evaluate usefulness of data or
information in grade-level
descriptions to visual
• Order paragraphs or
information supported visually or material
representations
sequence information within
graphically
• Identify evidence of bias and
• Compare content-related
paragraphs
credibility of source
features in visuals/graphics
• Locate main ideas
Newark Public Schools - Office of Bilingual Education
July 2013
Page 11
Alignment of the World-Class Instructional Design and Assessment (WIDA) Standards for learning English as a Second Language (ESL), with the
Common Core State Standards (CCSS): ENGLISH LANGUAGE ARTS STANDARDS
English Language Arts Standards
» Reading: INFORMATIONAL TEXT »
Grades 9-10 & Grades 11-12
Newark Public Schools - Office of Bilingual Education
July 2013
Page 12
Alignment of the World-Class Instructional Design and Assessment (WIDA) Standards for learning English as a Second Language (ESL), with the
Common Core State Standards (CCSS): ENGLISH LANGUAGE ARTS STANDARDS
Features of Academic Language and Performance Definitions
Common Core State Standards
WIDA Standards
English Language Arts Standards » Reading: Informational Text » Grade 9- Standard 2: English language learners communicate information, ideas, and concepts necessary for academic
10 & Grade 11-12
success in the content area of LANGUAGE ARTS (LoLA)
Key Ideas and Details






CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RI.9-10.2 Determine a central idea of a text and analyze its development over the
course of the text, including how it emerges and is shaped and refined by specific details; provide an
objective summary of the text.
CCSS.ELA-Literacy.RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events,
including the order in which the points are made, how they are introduced and developed, and the
connections that are drawn between them.
CCSS.ELA-Literacy.RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
CCSS.ELA-Literacy.RI.11-12.2 Determine two or more central ideas of a text and analyze their development
over the course of the text, including how they interact and build on one another to provide a complex
analysis; provide an objective summary of the text.
CCSS.ELA-Literacy.RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how
specific individuals, ideas, or events interact and develop over the course of the text.
Domain: Reading ─ process, interpret, and evaluate written language,
symbols, and text with understanding and fluency
ESL I (L1 & L2)
L1
Entering
• Match visual representations
to words/phrases
• Read everyday signs,
symbols, schedules, and
school-related words/phrases
• Respond to WH- questions
related to illustrated text
• Use references (e.g., picture
dictionaries, bilingual
glossaries, technology)
ESL II (L2 & L3)
ESL III (L3 & L4)
ESL IV (L4 & L5)
L2
L3
L4
L5
Beginning
Developing
Expanding
Bridging
Match data or information with • Apply multiple meanings of
• Compare/contrast authors’
• Interpret grade-level
its source or genre
words/phrases to social and
points of view, characters,
literature
• Classify or organize
academic contexts
information, or events
• Synthesize grade-level
information presented in
• Identify topic sentences or main • Interpret visually- or
expository text
visuals or graphs
ideas and details in paragraphs
graphically-supported
• Draw conclusions from
• Follow multi-step
• Answer questions about
information
different sources of
instructions supported by
explicit information in texts
• Infer meaning from text
informational text
visuals or data
• Differentiate between fact and
• Match cause to effect
• Infer significance of data or
• Match sentence-level
opinion in text
• Evaluate usefulness of data or
information in grade-level
descriptions to visual
• Order paragraphs or
information supported visually or material
representations
sequence information within
graphically
• Identify evidence of bias and
• Compare content-related
paragraphs
credibility of source
features in visuals/graphics
• Locate main ideas
Newark Public Schools - Office of Bilingual Education
July 2013
Page 13
Alignment of the World-Class Instructional Design and Assessment (WIDA) Standards for learning English as a Second Language (ESL), with the
Common Core State Standards (CCSS): ENGLISH LANGUAGE ARTS STANDARDS
Features of Academic Language and Performance Definitions
Common Core State Standards
WIDA Standards
English Language Arts Standards » Reading: Informational Text » Grade 9- Standard 2: English language learners communicate information, ideas, and concepts necessary for academic
10 & Grade 11-12
success in the content area of LANGUAGE ARTS (LoLA)
Craft and Structure






CCSS.ELA-Literacy.RI.9-10.4 Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word
choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
CCSS.ELA-Literacy.RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined
by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
CCSS.ELA-Literacy.RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an
author uses rhetoric to advance that point of view or purpose.
CCSS.ELA-Literacy.RI.11-12.4 Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze how an author uses and refines the
meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No.
10).
CCSS.ELA-Literacy.RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his
or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
CCSS.ELA-Literacy.RI.11-12.6 Determine an author’s point of view or purpose in a text in which the
rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or
beauty of the text.
Domain: Reading ─ process, interpret, and evaluate written language,
symbols, and text with understanding and fluency
ESL I (L1 & L2)
L1
Entering
• Match visual representations
to words/phrases
• Read everyday signs,
symbols, schedules, and
school-related words/phrases
• Respond to WH- questions
related to illustrated text
• Use references (e.g., picture
dictionaries, bilingual
glossaries, technology)
ESL II (L2 & L3)
ESL III (L3 & L4)
ESL IV (L4 & L5)
L2
L3
L4
L5
Beginning
Developing
Expanding
Bridging
Match data or information with • Apply multiple meanings of
• Compare/contrast authors’
• Interpret grade-level
its source or genre
words/phrases to social and
points of view, characters,
literature
• Classify or organize
academic contexts
information, or events
• Synthesize grade-level
information presented in
• Identify topic sentences or main • Interpret visually- or
expository text
visuals or graphs
ideas and details in paragraphs
graphically-supported
• Draw conclusions from
• Follow multi-step
• Answer questions about
information
different sources of
instructions supported by
explicit information in texts
• Infer meaning from text
informational text
visuals or data
• Differentiate between fact and
• Match cause to effect
• Infer significance of data or
• Match sentence-level
opinion in text
• Evaluate usefulness of data or
information in grade-level
descriptions to visual
• Order paragraphs or
information supported visually or material
representations
sequence information within
graphically
• Identify evidence of bias and
• Compare content-related
paragraphs
credibility of source
features in visuals/graphics
• Locate main ideas
Newark Public Schools - Office of Bilingual Education
July 2013
Page 14
Alignment of the World-Class Instructional Design and Assessment (WIDA) Standards for learning English as a Second Language (ESL), with the
Common Core State Standards (CCSS): ENGLISH LANGUAGE ARTS STANDARDS
Features of Academic Language and Performance Definitions
Common Core State Standards
WIDA Standards
English Language Arts Standards » Reading: Informational Text » Grade 9- Standard 2: English language learners communicate information, ideas, and concepts necessary for academic
10 & Grade 11-12
success in the content area of LANGUAGE ARTS (LoLA)






Integration of Knowledge and Ideas
Domain: Reading ─ process, interpret, and evaluate written language,
symbols, and text with understanding and fluency
CCSS.ELA-Literacy.RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a
person’s life story in both print and multimedia), determining which details are emphasized in each account.
CCSS.ELA-Literacy.RI.9-10.8 Delineate and evaluate the argument and specific claims in a text, assessing
whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and
fallacious reasoning.
CCSS.ELA-Literacy.RI.9-10.9 Analyze seminal U.S. documents of historical and literary significance (e.g.,
Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter
from Birmingham Jail”), including how they address related themes and concepts.
CCSS.ELA-Literacy.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different
media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a
problem.
CCSS.ELA-Literacy.RI.11-12.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the
application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority
opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The
Federalist, presidential addresses).
CCSS.ELA-Literacy.RI.11-12.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S.
documents of historical and literary significance (including The Declaration of Independence, the Preamble
to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes,
and rhetorical features.
ESL I (L1 & L2)
L1
Entering
• Match visual representations
to words/phrases
• Read everyday signs,
symbols, schedules, and
school-related words/phrases
• Respond to WH- questions
related to illustrated text
• Use references (e.g., picture
dictionaries, bilingual
glossaries, technology)
ESL II (L2 & L3)
ESL III (L3 & L4)
ESL IV (L4 & L5)
L2
L3
L4
L5
Beginning
Developing
Expanding
Bridging
Match data or information with • Apply multiple meanings of
• Compare/contrast authors’
• Interpret grade-level
its source or genre
words/phrases to social and
points of view, characters,
literature
• Classify or organize
academic contexts
information, or events
• Synthesize grade-level
information presented in
• Identify topic sentences or main • Interpret visually- or
expository text
visuals or graphs
ideas and details in paragraphs
graphically-supported
• Draw conclusions from
• Follow multi-step
• Answer questions about
information
different sources of
instructions supported by
explicit information in texts
• Infer meaning from text
informational text
visuals or data
• Differentiate between fact and
• Match cause to effect
• Infer significance of data or
• Match sentence-level
opinion in text
• Evaluate usefulness of data or
information in grade-level
descriptions to visual
• Order paragraphs or
information supported visually or material
representations
sequence information within
graphically
• Identify evidence of bias and
• Compare content-related
paragraphs
credibility of source
features in visuals/graphics
• Locate main ideas
Newark Public Schools - Office of Bilingual Education
July 2013
Page 15
Alignment of the World-Class Instructional Design and Assessment (WIDA) Standards for learning English as a Second Language (ESL), with the
Common Core State Standards (CCSS): ENGLISH LANGUAGE ARTS STANDARDS
Features of Academic Language and Performance Definitions
Common Core State Standards
WIDA Standards
English Language Arts Standards » Reading: Literature » Grade 9-10 &
Standard 2: English language learners communicate information, ideas, and concepts necessary for academic
Grade 11-12
success in the content area of LANGUAGE ARTS (LoLA)
Range of Reading and Level of Text Complexity
Domain: Reading ─ process, interpret, and evaluate written language,
symbols, and text with understanding and fluency
CCSS.ELA-Literacy.RI.9-10.10
By the end of grade 9, read and comprehend literacy nonfiction in the grades 9-10 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text
complexity band independently and proficiently.

CCSS.ELA-Literacy.RI.11-12.10
By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band
proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text
complexity band independently and proficiently.
ESL I (L1 & L2)
L1
Entering
• Match visual representations
to words/phrases
• Read everyday signs,
symbols, schedules, and
school-related words/phrases
• Respond to WH- questions
related to illustrated text
• Use references (e.g., picture
dictionaries, bilingual
glossaries, technology)
ESL II (L2 & L3)
ESL III (L3 & L4)
ESL IV (L4 & L5)
L2
L3
L4
L5
Beginning
Developing
Expanding
Bridging
Match data or information with • Apply multiple meanings of
• Compare/contrast authors’
• Interpret grade-level
its source or genre
words/phrases to social and
points of view, characters,
literature
• Classify or organize
academic contexts
information, or events
• Synthesize grade-level
information presented in
• Identify topic sentences or main • Interpret visually- or
expository text
visuals or graphs
ideas and details in paragraphs
graphically-supported
• Draw conclusions from
• Follow multi-step
• Answer questions about
information
different sources of
instructions supported by
explicit information in texts
• Infer meaning from text
informational text
visuals or data
• Differentiate between fact and
• Match cause to effect
• Infer significance of data or
• Match sentence-level
opinion in text
• Evaluate usefulness of data or
information in grade-level
descriptions to visual
• Order paragraphs or
information supported visually or material
representations
sequence information within
graphically
• Identify evidence of bias and
• Compare content-related
paragraphs
credibility of source
features in visuals/graphics
• Locate main ideas
Newark Public Schools - Office of Bilingual Education
July 2013
Page 16
Alignment of the World-Class Instructional Design and Assessment (WIDA) Standards for learning English as a Second Language (ESL), with the
Common Core State Standards (CCSS): ENGLISH LANGUAGE ARTS STANDARDS
English Language Arts Standards
» Writing »
Grades 9-10 & Grades 11-12
Newark Public Schools - Office of Bilingual Education
July 2013
Page 17
Alignment of the World-Class Instructional Design and Assessment (WIDA) Standards for learning English as a Second Language (ESL), with the
Common Core State Standards (CCSS): ENGLISH LANGUAGE ARTS STANDARDS
Features of Academic Language and Performance Definitions
Common Core State Standards
WIDA Standards
English Language Arts Standards » Writing » Grades 9-10 & Grades 11-12 Standard 2: English language learners communicate information, ideas, and concepts necessary for academic
success in the content area of LANGUAGE ARTS (LoLA)
Key Ideas and Details
CCSS.ELA-Literacy.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.W.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that establishes clear relationships among claim(s),
o
counterclaims, reasons, and evidence.
CCSS.ELA-Literacy.W.9-10.1b Develop claim(s) and counterclaims fairly, supplying evidence for each
while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge
level and concerns.
CCSS.ELA-Literacy.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.W.11-12.1a Introduce precise, knowledgeable claim(s), establish the significance of the
claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically
sequences claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-Literacy.W.11-12.1b Develop claim(s) and counterclaims fairly and thoroughly, supplying the
most relevant evidence for each while pointing out the strengths and limitations of both in a manner that
anticipates the audience’s knowledge level, concerns, values, and possible biases.
Writing ─ engage in written communication in a variety of forms for a
variety of purposes and audiences
ESL I (L1 & L2)
L1
Entering
• Label content-related
diagrams, pictures from
word/phrase banks
• Provide personal information
on forms read orally
• Produce short answer
responses to oral questions
with visual support
• Supply missing words in
short sentences
ESL II (L2 & L3)
ESL III (L3 & L4)
ESL IV (L4 & L5)
L2
L3
L4
L5
Beginning
Developing
Expanding
Bridging
• Describe persons, places,
• Complete reports from
• Summarize content-related notes • Produce research reports
events, or objects
templates
from lectures or text
from multiple sources
• Ask WH- questions to
• Compose short narrative and
• Revise work based on
• Create original pieces that
clarify meaning
expository pieces
narrative or oral feedback
represent the use of a variety
• Give features of content based • Outline ideas and details
• Compose narrative and
of genres and discourses
material
using graphic organizers
expository text for a variety of
• Critique, peer-edit and make
• Characterize issues,
• Compare and reflect on
purposes
recommendations on others’
situations, regions shown in
performance against criteria
• Justify or defend ideas and
writing from rubrics
illustrations
opinions
• Explain, with details,
• Produce content-related
phenomena, processes,
reports
procedures
Newark Public Schools - Office of Bilingual Education
July 2013
Page 18
Alignment of the World-Class Instructional Design and Assessment (WIDA) Standards for learning English as a Second Language (ESL), with the
Common Core State Standards (CCSS): ENGLISH LANGUAGE ARTS STANDARDS
Features of Academic Language and Performance Definitions
Common Core State Standards
WIDA Standards
English Language Arts Standards » Writing » Grades 9-10 & Grades 11-12 Standard 2: English language learners communicate information, ideas, and concepts necessary for academic
success in the content area of LANGUAGE ARTS (LoLA)
Text Types and Purposes
Writing ─ engage in written communication in a variety of forms for a
variety of purposes and audiences
o
o
o
o
o
CCSS.ELA-Literacy.W.9-10.1c Use words, phrases, and clauses to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims.
CCSS.ELA-Literacy.W.9-10.1d Establish and maintain a formal style and objective tone while attending to o
the norms and conventions of the discipline in which they are writing.
o
CCSS.ELA-Literacy.W.9-10.1e Provide a concluding statement or section that follows from and supports the
argument presented.
CCSS.ELA-Literacy.W.11-12.1c Use words, phrases, and clauses as well as varied syntax to link the major
sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between
reasons and evidence, and between claim(s) and counterclaims.
CCSS.ELA-Literacy.W.11-12.1d Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
CCSS.ELA-Literacy.W.11-12.1e Provide a concluding statement or section that follows from and supports
the argument presented.
ESL I (L1 & L2)
L1
Entering
• Label content-related
diagrams, pictures from
word/phrase banks
• Provide personal information
on forms read orally
• Produce short answer
responses to oral questions
with visual support
• Supply missing words in
short sentences
ESL II (L2 & L3)
ESL III (L3 & L4)
ESL IV (L4 & L5)
L2
L3
L4
L5
Beginning
Developing
Expanding
Bridging
• Describe persons, places,
• Complete reports from
• Summarize content-related notes • Produce research reports
events, or objects
templates
from lectures or text
from multiple sources
• Ask WH- questions to
• Compose short narrative and
• Revise work based on
• Create original pieces that
clarify meaning
expository pieces
narrative or oral feedback
represent the use of a variety
• Give features of content based • Outline ideas and details
• Compose narrative and
of genres and discourses
material
using graphic organizers
expository text for a variety of
• Critique, peer-edit and make
• Characterize issues,
• Compare and reflect on
purposes
recommendations on others’
situations, regions shown in
performance against criteria
• Justify or defend ideas and
writing from rubrics
illustrations
opinions
• Explain, with details,
• Produce content-related
phenomena, processes,
reports
procedures
Newark Public Schools - Office of Bilingual Education
July 2013
Page 19
Alignment of the World-Class Instructional Design and Assessment (WIDA) Standards for learning English as a Second Language (ESL), with the
Common Core State Standards (CCSS): ENGLISH LANGUAGE ARTS STANDARDS
Features of Academic Language and Performance Definitions
Common Core State Standards
WIDA Standards
English Language Arts Standards » Writing » Grades 9-10 & Grades 11-12 Standard 2: English language learners communicate information, ideas, and concepts necessary for academic
success in the content area of LANGUAGE ARTS (LoLA)

Text Types and Purposes
Writing ─ engage in written communication in a variety of forms for a
variety of purposes and audiences
CCSS.ELA-Literacy.W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection, organization, and analysis of
content.
CCSS.ELA-Literacy.W.9-10.2a Introduce a topic; organize complex ideas, concepts, and information to
make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, 
tables), and multimedia when useful to aiding comprehension.
CCSS.ELA-Literacy.W.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples appropriate to the audience’s
o
knowledge of the topic.
CCSS.ELA-Literacy.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas,o
concepts, and information clearly and accurately through the effective selection, organization, and analysis of
content.
CCSS.ELA-Literacy.W.11-12.2a Introduce a topic; organize complex ideas, concepts, and information so
that each new element builds on that which precedes it to create a unified whole; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
CCSS.ELA-Literacy.W.11-12.2b Develop the topic thoroughly by selecting the most significant and relevant
facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the
audience’s knowledge of the topic.
ESL I (L1 & L2)
L1
Entering
• Label content-related
diagrams, pictures from
word/phrase banks
• Provide personal information
on forms read orally
• Produce short answer
responses to oral questions
with visual support
• Supply missing words in
short sentences
ESL II (L2 & L3)
ESL III (L3 & L4)
ESL IV (L4 & L5)
L2
L3
L4
L5
Beginning
Developing
Expanding
Bridging
• Describe persons, places,
• Complete reports from
• Summarize content-related notes • Produce research reports
events, or objects
templates
from lectures or text
from multiple sources
• Ask WH- questions to
• Compose short narrative and
• Revise work based on
• Create original pieces that
clarify meaning
expository pieces
narrative or oral feedback
represent the use of a variety
• Give features of content based • Outline ideas and details
• Compose narrative and
of genres and discourses
material
using graphic organizers
expository text for a variety of
• Critique, peer-edit and make
• Characterize issues,
• Compare and reflect on
purposes
recommendations on others’
situations, regions shown in
performance against criteria
• Justify or defend ideas and
writing from rubrics
illustrations
opinions
• Explain, with details,
• Produce content-related
phenomena, processes,
reports
procedures
Newark Public Schools - Office of Bilingual Education
July 2013
Page 20
Alignment of the World-Class Instructional Design and Assessment (WIDA) Standards for learning English as a Second Language (ESL), with the
Common Core State Standards (CCSS): ENGLISH LANGUAGE ARTS STANDARDS
Features of Academic Language and Performance Definitions
Common Core State Standards
WIDA Standards
English Language Arts Standards » Writing » Grades 9-10 & Grades 11-12 Standard 2: English language learners communicate information, ideas, and concepts necessary for academic
success in the content area of LANGUAGE ARTS (LoLA)
o
o
o
o
o
o
o
Text Types and Purposes
Writing ─ engage in written communication in a variety of forms for a
variety of purposes and audiences
CCSS.ELA-Literacy.W.9-10.2c Use appropriate and varied transitions to link the major sections of the text,
create cohesion, and clarify the relationships among complex ideas and concepts.
CCSS.ELA-Literacy.W.9-10.2d Use precise language and domain-specific vocabulary to manage the
complexity of the topic.
CCSS.ELA-Literacy.W.9-10.2e Establish and maintain a formal style and objective tone while attending to
o
the norms and conventions of the discipline in which they are writing.
CCSS.ELA-Literacy.W.9-10.2f Provide a concluding statement or section that follows from and supports the
information or explanation presented (e.g., articulating implications or the significance of the topic).
o
CCSS.ELA-Literacy.W.11-12.2c Use appropriate and varied transitions and syntax to link the major sections
of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
CCSS.ELA-Literacy.W.11-12.2d Use precise language, domain-specific vocabulary, and techniques such as
metaphor, simile, and analogy to manage the complexity of the topic.
CCSS.ELA-Literacy.W.11-12.2e Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
CCSS.ELA-Literacy.W.11-12.2f Provide a concluding statement or section that follows from and supports o
o
the information or explanation presented (e.g., articulating implications or the significance of the topic).
ESL I (L1 & L2)
L1
Entering
• Label content-related
diagrams, pictures from
word/phrase banks
• Provide personal information
on forms read orally
• Produce short answer
responses to oral questions
with visual support
• Supply missing words in
short sentences
ESL II (L2 & L3)
ESL III (L3 & L4)
ESL IV (L4 & L5)
L2
L3
L4
L5
Beginning
Developing
Expanding
Bridging
• Describe persons, places,
• Complete reports from
• Summarize content-related notes • Produce research reports
events, or objects
templates
from lectures or text
from multiple sources
• Ask WH- questions to
• Compose short narrative and
• Revise work based on
• Create original pieces that
clarify meaning
expository pieces
narrative or oral feedback
represent the use of a variety
• Give features of content based • Outline ideas and details
• Compose narrative and
of genres and discourses
material
using graphic organizers
expository text for a variety of
• Critique, peer-edit and make
• Characterize issues,
• Compare and reflect on
purposes
recommendations on others’
situations, regions shown in
performance against criteria
• Justify or defend ideas and
writing from rubrics
illustrations
opinions
• Explain, with details,
• Produce content-related
phenomena, processes,
reports
procedures
Newark Public Schools - Office of Bilingual Education
July 2013
Page 21
Alignment of the World-Class Instructional Design and Assessment (WIDA) Standards for learning English as a Second Language (ESL), with the
Common Core State Standards (CCSS): ENGLISH LANGUAGE ARTS STANDARDS
Features of Academic Language and Performance Definitions
Common Core State Standards
WIDA Standards
English Language Arts Standards » Writing » Grades 9-10 & Grades 11-12 Standard 2: English language learners communicate information, ideas, and concepts necessary for academic
success in the content area of LANGUAGE ARTS (LoLA)


Text Types and Purposes
Writing ─ engage in written communication in a variety of forms for a
variety of purposes and audiences
CCSS.ELA-Literacy.W.9-10.3 Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-Literacy.W.9-10.3a Engage and orient the reader by setting out a problem, situation, or
observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create
o
a smooth progression of experiences or events.
CCSS.ELA-Literacy.W.9-10.3b Use narrative techniques, such as dialogue, pacing, description, reflection,
and multiple plot lines, to develop experiences, events, and/or characters.
o
CCSS.ELA-Literacy.W.11-12.3 Write narratives to develop real or imagined experiences or events using
o
effective technique, well-chosen details, and well-structured event sequences.
o
CCSS.ELA-Literacy.W.11-12.3a Engage and orient the reader by setting out a problem, situation, or
observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator
and/or characters; create a smooth progression of experiences or events.
CCSS.ELA-Literacy.W.11-12.3b Use narrative techniques, such as dialogue, pacing, description, reflection,
and multiple plot lines, to develop experiences, events, and/or characters.
ESL I (L1 & L2)
L1
Entering
• Label content-related
diagrams, pictures from
word/phrase banks
• Provide personal information
on forms read orally
• Produce short answer
responses to oral questions
with visual support
• Supply missing words in
short sentences
ESL II (L2 & L3)
ESL III (L3 & L4)
ESL IV (L4 & L5)
L2
L3
L4
L5
Beginning
Developing
Expanding
Bridging
• Describe persons, places,
• Complete reports from
• Summarize content-related notes • Produce research reports
events, or objects
templates
from lectures or text
from multiple sources
• Ask WH- questions to
• Compose short narrative and
• Revise work based on
• Create original pieces that
clarify meaning
expository pieces
narrative or oral feedback
represent the use of a variety
• Give features of content based • Outline ideas and details
• Compose narrative and
of genres and discourses
material
using graphic organizers
expository text for a variety of
• Critique, peer-edit and make
• Characterize issues,
• Compare and reflect on
purposes
recommendations on others’
situations, regions shown in
performance against criteria
• Justify or defend ideas and
writing from rubrics
illustrations
opinions
• Explain, with details,
• Produce content-related
phenomena, processes,
reports
procedures
Newark Public Schools - Office of Bilingual Education
July 2013
Page 22
Alignment of the World-Class Instructional Design and Assessment (WIDA) Standards for learning English as a Second Language (ESL), with the
Common Core State Standards (CCSS): ENGLISH LANGUAGE ARTS STANDARDS
Features of Academic Language and Performance Definitions
Common Core State Standards
WIDA Standards
English Language Arts Standards » Writing » Grades 9-10 & Grades 11-12 Standard 2: English language learners communicate information, ideas, and concepts necessary for academic
success in the content area of LANGUAGE ARTS (LoLA)
o
o
o
o
Text Types and Purposes
Writing ─ engage in written communication in a variety of forms for a
variety of purposes and audiences
CCSS.ELA-Literacy.W.9-10.3c Use a variety of techniques to sequence events so that they build on one
another to create a coherent whole.
CCSS.ELA-Literacy.W.9-10.3d Use precise words and phrases, telling details, and sensory language to
convey a vivid picture of the experiences, events, setting, and/or characters.
CCSS.ELA-Literacy.W.9-10.3e Provide a conclusion that follows from and reflects on what is experienced,
o
observed, or resolved over the course of the narrative.
CCSS.ELA-Literacy.W.11-12.3c Use a variety of techniques to sequence events so that they build on one
another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery,
suspense, growth, or resolution).
CCSS.ELA-Literacy.W.11-12.3d Use precise words and phrases, telling details, and sensory language to
convey a vivid picture of the experiences, events, setting, and/or characters.
CCSS.ELA-Literacy.W.11-12.3e Provide a conclusion that follows from and reflects on what is experienced,
observed, or resolved over the course of the narrative.
ESL I (L1 & L2)
L1
Entering
• Label content-related
diagrams, pictures from
word/phrase banks
• Provide personal information
on forms read orally
• Produce short answer
responses to oral questions
with visual support
• Supply missing words in
short sentences
ESL II (L2 & L3)
ESL III (L3 & L4)
ESL IV (L4 & L5)
L2
L3
L4
L5
Beginning
Developing
Expanding
Bridging
• Describe persons, places,
• Complete reports from
• Summarize content-related notes • Produce research reports
events, or objects
templates
from lectures or text
from multiple sources
• Ask WH- questions to
• Compose short narrative and
• Revise work based on
• Create original pieces that
clarify meaning
expository pieces
narrative or oral feedback
represent the use of a variety
• Give features of content based • Outline ideas and details
• Compose narrative and
of genres and discourses
material
using graphic organizers
expository text for a variety of
• Critique, peer-edit and make
• Characterize issues,
• Compare and reflect on
purposes
recommendations on others’
situations, regions shown in
performance against criteria
• Justify or defend ideas and
writing from rubrics
illustrations
opinions
• Explain, with details,
• Produce content-related
phenomena, processes,
reports
procedures
Newark Public Schools - Office of Bilingual Education
July 2013
Page 23
Alignment of the World-Class Instructional Design and Assessment (WIDA) Standards for learning English as a Second Language (ESL), with the
Common Core State Standards (CCSS): ENGLISH LANGUAGE ARTS STANDARDS
Features of Academic Language and Performance Definitions
Common Core State Standards
WIDA Standards
English Language Arts Standards » Writing » Grades 9-10 & Grades 11-12 Standard 2: English language learners communicate information, ideas, and concepts necessary for academic
success in the content area of LANGUAGE ARTS (LoLA)


Production and Distribution of Writing
Writing ─ engage in written communication in a variety of forms for a
variety of purposes and audiences
CCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)
CCSS.ELA-Literacy.W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose
and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and
including grades 9–10 here.)
CCSS.ELA-Literacy.W.9-10.6 Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technology’s capacity to link to other information
and to display information flexibly and dynamically.
CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)
CCSS.ELA-Literacy.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose
and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and
including grades 11–12 here.
CCSS.ELA-Literacy.W.11-12.6 Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback, including new arguments or
information.
ESL I (L1 & L2)
L1
Entering
• Label content-related
diagrams, pictures from
word/phrase banks
• Provide personal information
on forms read orally
• Produce short answer
responses to oral questions
with visual support
• Supply missing words in
short sentences
ESL II (L2 & L3)
ESL III (L3 & L4)
ESL IV (L4 & L5)
L2
L3
L4
L5
Beginning
Developing
Expanding
Bridging
• Describe persons, places,
• Complete reports from
• Summarize content-related notes • Produce research reports
events, or objects
templates
from lectures or text
from multiple sources
• Ask WH- questions to
• Compose short narrative and
• Revise work based on
• Create original pieces that
clarify meaning
expository pieces
narrative or oral feedback
represent the use of a variety
• Give features of content based • Outline ideas and details
• Compose narrative and
of genres and discourses
material
using graphic organizers
expository text for a variety of
• Critique, peer-edit and make
• Characterize issues,
• Compare and reflect on
purposes
recommendations on others’
situations, regions shown in
performance against criteria
• Justify or defend ideas and
writing from rubrics
illustrations
opinions
• Explain, with details,
• Produce content-related
phenomena, processes,
reports
procedures
Newark Public Schools - Office of Bilingual Education
July 2013
Page 24
Alignment of the World-Class Instructional Design and Assessment (WIDA) Standards for learning English as a Second Language (ESL), with the
Common Core State Standards (CCSS): ENGLISH LANGUAGE ARTS STANDARDS
Features of Academic Language and Performance Definitions
Common Core State Standards
WIDA Standards
English Language Arts Standards » Writing » Grades 9-10 & Grades 11-12 Standard 2: English language learners communicate information, ideas, and concepts necessary for academic
success in the content area of LANGUAGE ARTS (LoLA)


Research to Build and Present Knowledge
Writing ─ engage in written communication in a variety of forms for a
variety of purposes and audiences
CCSS.ELA-Literacy.W.9-10.7 Conduct short as well as more sustained research projects to answer a
question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation.
CCSS.ELA-Literacy.W.9-10.8 Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the usefulness of each source in answering the research

question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
following a standard format for citation.
CCSS.ELA-Literacy.W.11-12.7 Conduct short as well as more sustained research projects to answer a
question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation.
CCSS.ELA-Literacy.W.11-12.8 Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of
the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any one source and following a standard format for citation.
ESL I (L1 & L2)
L1
Entering
• Label content-related
diagrams, pictures from
word/phrase banks
• Provide personal information
on forms read orally
• Produce short answer
responses to oral questions
with visual support
• Supply missing words in
short sentences
ESL II (L2 & L3)
ESL III (L3 & L4)
ESL IV (L4 & L5)
L2
L3
L4
L5
Beginning
Developing
Expanding
Bridging
• Describe persons, places,
• Complete reports from
• Summarize content-related notes • Produce research reports
events, or objects
templates
from lectures or text
from multiple sources
• Ask WH- questions to
• Compose short narrative and
• Revise work based on
• Create original pieces that
clarify meaning
expository pieces
narrative or oral feedback
represent the use of a variety
• Give features of content based • Outline ideas and details
• Compose narrative and
of genres and discourses
material
using graphic organizers
expository text for a variety of
• Critique, peer-edit and make
• Characterize issues,
• Compare and reflect on
purposes
recommendations on others’
situations, regions shown in
performance against criteria
• Justify or defend ideas and
writing from rubrics
illustrations
opinions
• Explain, with details,
• Produce content-related
phenomena, processes,
reports
procedures
Newark Public Schools - Office of Bilingual Education
July 2013
Page 25
Alignment of the World-Class Instructional Design and Assessment (WIDA) Standards for learning English as a Second Language (ESL), with the
Common Core State Standards (CCSS): ENGLISH LANGUAGE ARTS STANDARDS
Features of Academic Language and Performance Definitions
Common Core State Standards
WIDA Standards
English Language Arts Standards » Writing » Grades 9-10 & Grades 11-12 Standard 2: English language learners communicate information, ideas, and concepts necessary for academic
success in the content area of LANGUAGE ARTS (LoLA)


o
Research to Build and Present Knowledge
Writing ─ engage in written communication in a variety of forms for a
variety of purposes and audiences
CCSS.ELA-Literacy.W.9-10.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research
CCSS.ELA-Literacy.W.9-10.9a Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an
author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or
topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).
CCSS.ELA-Literacy.W.9-10.9b Apply grades 9–10 Reading standards to literary nonfiction (e.g.,
“Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid o
and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).
CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research.
CCSS.ELA-Literacy.W.11-12.9a Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate
knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American
literature, including how two or more texts from the same period treat similar themes or topics”).
CCSS.ELA-Literacy.W.11-12.9b Apply grades 11–12 Reading standards to literary nonfiction (e.g.,
“Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional
principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and
the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential
addresses]”).
ESL I (L1 & L2)
L1
Entering
• Label content-related
diagrams, pictures from
word/phrase banks
• Provide personal information
on forms read orally
• Produce short answer
responses to oral questions
with visual support
• Supply missing words in
short sentences
ESL II (L2 & L3)
ESL III (L3 & L4)
ESL IV (L4 & L5)
L2
L3
L4
L5
Beginning
Developing
Expanding
Bridging
• Describe persons, places,
• Complete reports from
• Summarize content-related notes • Produce research reports
events, or objects
templates
from lectures or text
from multiple sources
• Ask WH- questions to
• Compose short narrative and
• Revise work based on
• Create original pieces that
clarify meaning
expository pieces
narrative or oral feedback
represent the use of a variety
• Give features of content based • Outline ideas and details
• Compose narrative and
of genres and discourses
material
using graphic organizers
expository text for a variety of
• Critique, peer-edit and make
• Characterize issues,
• Compare and reflect on
purposes
recommendations on others’
situations, regions shown in
performance against criteria
• Justify or defend ideas and
writing from rubrics
illustrations
opinions
• Explain, with details,
• Produce content-related
phenomena, processes,
reports
procedures
Newark Public Schools - Office of Bilingual Education
July 2013
Page 26
Alignment of the World-Class Instructional Design and Assessment (WIDA) Standards for learning English as a Second Language (ESL), with the
Common Core State Standards (CCSS): ENGLISH LANGUAGE ARTS STANDARDS
Features of Academic Language and Performance Definitions
Common Core State Standards
WIDA Standards
English Language Arts Standards » Writing » Grades 9-10 & Grades 11-12 Standard 2: English language learners communicate information, ideas, and concepts necessary for academic
success in the content area of LANGUAGE ARTS (LoLA)
Range of Writing

CCSS.ELA-Literacy.W.9-10.10 Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and
audiences.
o
CCSS.ELA-Literacy.W.11-12.10 Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and
audiences.
Writing ─ engage in written communication in a variety of forms for a
variety of purposes and audiences
ESL I (L1 & L2)
L1
Entering
• Label content-related
diagrams, pictures from
word/phrase banks
• Provide personal information
on forms read orally
• Produce short answer
responses to oral questions
with visual support
• Supply missing words in
short sentences
ESL II (L2 & L3)
ESL III (L3 & L4)
ESL IV (L4 & L5)
L2
L3
L4
L5
Beginning
Developing
Expanding
Bridging
• Describe persons, places,
• Complete reports from
• Summarize content-related notes • Produce research reports
events, or objects
templates
from lectures or text
from multiple sources
• Ask WH- questions to
• Compose short narrative and
• Revise work based on
• Create original pieces that
clarify meaning
expository pieces
narrative or oral feedback
represent the use of a variety
• Give features of content based • Outline ideas and details
• Compose narrative and
of genres and discourses
material
using graphic organizers
expository text for a variety of
• Critique, peer-edit and make
• Characterize issues,
• Compare and reflect on
purposes
recommendations on others’
situations, regions shown in
performance against criteria
• Justify or defend ideas and
writing from rubrics
illustrations
opinions
• Explain, with details,
• Produce content-related
phenomena, processes,
reports
procedures
Newark Public Schools - Office of Bilingual Education
July 2013
Page 27
Alignment of the World-Class Instructional Design and Assessment (WIDA) Standards for learning English as a Second Language (ESL), with the
Common Core State Standards (CCSS): ENGLISH LANGUAGE ARTS STANDARDS
RESOURCES
 www.wida.us
 http://www.corestandards.org/
 http://www.state.nj.us/education/aps/cccs/
 http://siop.pearson.com/about-siop/faq.html
 http://www.wida.us/standards/CAN_DOs/
 http://ell.dpi.wi.gov/files/ell/pdf/elp-levels.pdf
 http://www.wida.us/assessment/ACCESS/tier_criteria.aspx
 http://www.wida.us/membership/states/WI/EntryCriteria.pdf
 http://www.wida.us/membership/states/WI/ExitCriteria.pdf
 http://oea.dpi.wi.gov/oea_access/#elplvl
 http://www.wida.us/resources/
 http://www.nj.gov/education/bilingual/pd/pp/
Common Core
Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers
Title: Common Core State Standards (insert specific content area if you are using only one)
Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C.
Copyright Date: 2010
Newark Public Schools - Office of Bilingual Education
July 2013
Page 28