Introduction to the Instructional Framework for the WIDA English Language Development Standards

Introduction to the Instructional Framework for the WIDA English Language Development Standards WIDA is committed to advancing the academic success of linguistically and culturally diverse students. We are also committed to their teachers. To this end, we have developed an instructional framework that supports the use of English language development standards in teaching and learning and that incorporates the most up-to-date thinking from leaders in the fields of education, linguistics, and cognition. Our effort builds on previous resources and components of the WIDA English Language Development (ELD) Standards to keep up with 21 st century expectations in classrooms. The WIDA Instructional Framework supports the use of English language development standards in teaching and learning. WIDA has developed a standards-based instructional framework to support educators efforts to Equitably engage English language learners (ELLs) Support ELLs as effective partners in collaborative reasoning with their peers Develop short- and long-term instructional plans Authentically blend language development and content learning Use language development information for classroom-based assessment for learning Advocate for the needs of ELLs in response to the increased demands of changing content standards Table 1. The WIDA English Language Development Standards ELD Standard 1 ELD Standard 2 ELD Standard 3 ELD Standard 4 ELD Standard 5 English language learners communicate for Social and Instructional purposes within the school setting English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Science English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies i

The Key Concepts WIDA, in conversations with multiple experts and stakeholders, has identified key concepts to support this instructional framework. We define learning as meaning-making. Students make meaning through engagement with one another, and with ideas. Students use language to interpret, express, co-construct, and adapt the expression of meaning. We describe these interconnected purposes as the four contexts for engaged meaning-making. These contexts were derived through review of various standards frameworks, conversations with content experts and teachers, and careful analysis of standards-based lessons to understand how students are likely to use language as they learn in the classroom. Learning in any content area encompasses discipline-specific and cross-disciplinary ways of using language. Learning within and across each discipline also involves social, instructional, and academic interpersonal communication. The Big Picture A few overarching positions guided our design of the instruction framework. The framework focuses on both language use and opportunity to learn over time. Some components of the framework describe student and teacher actions that increase opportunities for engagement in the collaborative meaning-making activities that promote language development (i.e., Capture your ideas in some way, using words, sketches, or diagrams. ). Other components describe a trajectory of language development over time, by describing ways in which ELLs language use begins to more closely match expectations for features such as precision, explicitness, or objectivity in different contexts. We include both, because language grows over time when students are given opportunities to use language as a tool for meaningmaking. The instructional framework emphasizes effectiveness over correctness. ELLs can create and communicate meaning effectively with imperfect English when given opportunities to do so. Over time, language instruction, combined with multiple opportunities for meaningful language use, can expand ELLs effectiveness as critical thinkers and users of language. Focus on the Classroom: Resources for Engaged Learning Classroom support resources, such as content connections, student and teacher actions, and language functions and progressions are ii Students learn by engaging with one another and with ideas. Language grows over time when students are given opportunities to use language as a tool for meaningmaking. This WIDA Instructional Framework includes unique sets of classroom resources, designed to support each of the four contexts for meaning-making.

incorporated throughout the framework. Each unique set of resources is designed to support each of the four contexts for meaning-making named above, shown in Figure 1, and described in Table 2. At each grade level, across the four meaning-making contexts of the five standards, the classroom support resources include: Content Connections: The content connections are derived from national and state standards frameworks. The connections describe important intellectual activities that students engage in as they learn disciplinary practices. These content connections form the foundation for the language functions included in the standards. Student Actions: The student actions offer examples of strategies that teachers can help students learn and practice, so they can be effective meaning-makers and collaborators with their peers. They help students develop metacognitive awareness about what it means to engage effectively in disciplinary practices: that is, awareness of their own thinking and the learning strategies they are using. Teachers can rephrase and adapt these example actions using language that their students can understand. Figure 1. WIDA Instructional Framework for ELD Standards Teacher Actions: The teacher actions are example instructional practices that support students effective engagement in critical classroom activities that promote their language development. These actions are based on research and on professional knowledge and experience. Language Functions and Progressions: Language functions identify important ways students use language in the process of learning for example, to formulate questions, to express and clarify ideas, or to critique the logic of someone s argument. Most language functions encompass more than one language domain but tend to have either a receptive or a productive focus. The accompanying progressions describe how students language develops at different levels of English language proficiency. Together, the language functions and progressions highlight important aspects of language use over time. Figures 2 and 3 show these components as they appear in the materials you are reviewing. iii

Figure 2. Content Connections, Teacher Actions, and Student Actions Figure 3. Language Functions and Progressions of Language Use iv

Contexts for Engaged Meaning-making: A Comparison The following table discusses the four contexts for meaning-making in greater detail for Standards 2 5. For the sake of brevity, the contexts for WIDA Standard 1, English language learners communicate for social and instructional purposes, are not shown in this table. Standard 1 highlights additional opportunities for students to develop awareness of how language is used to construct personal and community identities, negotiate power dynamics, and include or exclude others. Table 2. Contexts for Engaged Meaning-making: A Comparison Context A. Interpret disciplinary meaning: Students interpret sources (e.g., real-life objects, models, representations, and multimodal texts) in disciplinespecific ways. B. Express disciplinary meaning: Students express, relate, and clarify emerging ideas with peers and teachers. Why is it important to give students opportunities to use language in this way? This context emphasizes the importance of expanding student capacity to process, interpret, and make meaning of multimodal and discipline-specific sources of information. Through the interpretation of disciplinary meaning, students build a foundation for expressing, coconstructing, and adapting the expression of disciplinary meaning. This context emphasizes the importance of expanding student capacity to construct shared understanding by: 1) getting ideas out on the table for further decision-making, exploration, or analysis and 2) clarifying the meaning of initial ideas together. As they express and interpret others ideas, students develop metacognitive habits and skills for monitoring comprehension and participation. Linguistic considerations Students take in new information and think about how the ideas relate to what else they know. Involves mostly receptive communication. Might involve interpreting ideas expressed in one kind of source (e.g., a mathematical problem) or interpreting meaning across different types of sources (e.g., a combination of primary source documents, maps, tables, and related paragraphs). Students express their ideas to one another, and either clarify with one another that the idea is understood or work to negotiate meaning together. Involves both receptive and productive communication, and anchored in an immediate physical and social setting. Involves rephrasing, sentence fragments, emerging thoughts, tentative language, and hesitations. Language use is spontaneous and unrehearsed; communication can be repaired and ideas clarified as needed. v

C. Coconstruct disciplinary meaning: Students contribute, probe, analyze, and critique ideas to construct new understandings with peers and teachers. D. Adapt the expression of disciplinary meaning: Students communicate concepts, ideas, and information for particular audiences and situations in disciplinespecific ways. This context emphasizes the importance of engaging students in collaborative reasoning that entails the exploration and analysis of ideas and shared ownership of a product. Through collaborative reasoning, students expand the ways in which they engage with each others ideas. With appropriate support, students can develop metacognitive awareness of differences across disciplines in the types of evidence and tools they are expected to use when they reason and build arguments. This context emphasizes the importance of expanding student capacity to adapt messaging in order to communicate disciplinary meaning in contexts beyond the immediate classroom environment. As they refine their ideas, students learn how to plan and revise to communicate effectively in a particular situation. Students work together to explore, analyze, and create new understanding. Involves both receptive and productive communication, and anchored in an immediate physical and social setting. Often involves borrowing of phrases, terms, quotes, mathematical expressions, chemical formulas, and so on from materials students are working with. Language use is spontaneous and unrehearsed; communication can be repaired and ideas clarified as needed. Students adjust the language they use to fit different situations by: creating a poster or pamphlet, giving a presentation, writing an article for the school newspaper, writing a formal lab report of an experiment. Involves mostly productive communication, and often addresses a real or imagined audience other than classmates or teacher Language use can no longer rely on an immediate or shared physical context. Therefore, precision and detail in language use become important. Language must be adjusted to fit the expectations of the context and audience (e.g., degree of formality or objectivity). The communication usually cannot be repaired through interaction. Therefore, the material being produced often undergoes a sequence of revisions, with an emphasis on effectiveness and correctness. WIDA Resources WIDA welcomes your feedback during the spring 2018 public input period. Visit www.wida.us/standards for information on how to contact WIDA with your comments. Board of Regents of the University of Wisconsin Madison on behalf of WIDA vi

INTERPRET Meaning in Science in Grades 9 12 English language learners interpret sources (e.g., real-life objects, models, representations, and multimodal texts) in discipline-specific ways. Content Connections Examples of activities derived from various content standards Determine the topic, purpose, key ideas, and concepts in texts about science. Recognize details that help answer specific questions. Interpret the meaning of models and graphs of data presented in texts and diagrams. Make connections between texts/images/models and one s own experience. Summarize information presented in a text, diagram, data display, or oral discussion. Teacher and Student Actions Ideas for supporting engagement related to this context TEACHER ACTIONS To support effective student engagement, incorporate actions such as these into your practice For Newcomers Before engaging with texts, pay particular attention to activating and building upon students prior knowledge by providing shared experiences, or using videos, photographs, and physical objects as resources for introducing a topic. For All Students Look for ways to learn about and connect with students experiences and knowledge about the topic. Give explicit instruction on how information is organized and conveyed in frequently used texts or models and expose students to an expanding range of oral and written texts and models. Frequently model and give students opportunities to practice interpreting written text in combination with scientific drawings, symbols, diagrams, data displays, and various forms of media in building and communicating understanding of a topic or concept. Encourage students to read, discuss, and record their emergent understandings in English and/or their other languages and language varieties. STUDENT ACTIONS To support effective student engagement, share suggestions such as these with your students When reading texts or listening to presentations about a scientific topic, ask yourself, What information am I looking for? What questions am I trying to answer? Look for important details or ideas and record them using words, diagrams, or pictures. Talk with others about what you understand so far about the topic you are studying and the questions you are still trying to answer. If the presentation of information in one source isn t helpful to you, look for another one. Capture your ideas and understanding in some visual form using words, drawings, diagrams, symbols, and/ or mathematical expressions. 1

INTERPRET Meaning in Science in Grades 9 12 Language Function Identify key ideas and information Identify related ideas or information in texts (e.g., steps in a process, phases in a cycle, reactants and products of a reaction, evidence supporting a claim) Summarize information from oral or written texts, sections of texts, and models Synthesize information from multiple and multimodal sources (oral and written text, drawings, mathematical expressions) to construct an internal mathematical model of situation * Level 6 has no ceiling Language Functions and Progressions of Language Development What Changes as Language Develops Length of text Complexity of text Length of text Complexity of text Explicitness of relationships among ideas Familiarity of organizational pattern Number of text sources Complexity of texts Content-specificity of language in texts Complexity of texts Amount of text Number and types of sources to be integrated End of Level 2 Emerging Identify key ideas and information in short and simple texts or sections of text on familiar topics Identify related ideas or information in short, simple texts if these relationships are clearly marked, presented in multiple ways (e.g., written explanation and diagrams, photographs, etc.) and follow familiar organizational patterns Summarize information from short and simple oral, written, or multimodal texts that use language used frequently in class Synthesize information from a few multimodal texts that use simple structures End of Level 4 Expanding Identify some key ideas and information in extended and increasingly complex texts or sections of a text on familiar topics Identify related ideas or information in extended and complex texts if the relationships follow expected organizational patterns Summarize information from oral, written, or multimodal texts that use compound and complex structures and some content-specific language Synthesize information from several multimodal texts that are extended in length and use more complex structures Level 6 Reaching* Identify key ideas and information in complex texts of varied lengths on familiar topics Identify implicitly and explicitly related ideas or information in complex texts of varied lengths that follow various organizational patterns Summarize information from expanded oral, written, or multimodal texts of various levels of complexity that use a variety of content-specific language Synthesize information from a greater variety of multimodal texts of varied length and complexity 2

EXPRESS Meaning in Science in Grades 9 12 English language learners express, relate, and clarify emerging ideas with peers and teachers. Content Connections Examples of activities derived from various content standards Frame questions conceptually to achieve improved understanding of current topic or elicit clarification of a statement made by another. Propose and plan investigations to be carried out through further observations or measurements. Communicate (orally and in writing) ideas, concepts, and information related to investigation tasks. Plan observations or measurements and how to record them. Describe and record observations, conditions, and measurements. Decide on ways to organize and display data (e.g., graphs, charts, and timelines). Teacher and Student Actions Ideas for supporting engagement related to this context TEACHER ACTIONS To support effective student engagement, incorporate actions such as these into your practice For Newcomers Provide models for asking clarifying questions. Assist classmates in asking questions in ways comprehensible to many students. Model persistence and patience in working to understand all students ideas and language, even when halting and confusing. Model the use of visual supports for the expression of ideas. For All Students Support an expectation that everyone has a responsibility to contribute, and develop a classroom community that is a safe place for students to practice using language with their varied resources. Coach students in simplifying language (e.g., by rephrasing and slowing down), amplifying language (e.g., by providing multiple examples or reinforcing representations), checking for understanding, interpreting emergent English, and so on. Provide students with multiple and varied opportunities to engage in the same type of task. Make explicit what student engagement and language use in the task are expected and why. Encourage self-reflection and provide detailed, constructive feedback on student participation in recurrent tasks. Always focus on students meaning over correctness of expression. If you paraphrase a student s idea, ask the student if you understood and stated it correctly. Invite him/her to correct your expression until clarity has been negotiated and achieved. STUDENT ACTIONS To support effective student engagement, share suggestions such as these with your students Check your own and others understanding of the task at hand and what each person can do to contribute. Make sure everyone has a chance to contribute ideas, ask for clarification, make suggestions, and so on. Listen to understand others ideas and find ways to build upon others ideas. Capture your ideas in some way (words, sketch, diagram, process with symbols, etc.). 3

EXPRESS Meaning in Science in Grades 9 12 Language Function Interpret multistep directions Ask and answer questions Maintain discussions (e.g., by suggesting, paraphrasing, and restating ideas) Manage communication challenges (e.g., not finding the right expression, addressing a misunderstanding) Make and respond to requests, suggestions, and invitations * Level 6 has no ceiling Language Functions and Progressions of Language Development What Changes as Language Develops Complexity of directions Length of directions Support provided Type of questions Range of grammatical structures Range of vocabulary Length of discussions Familiarity of topic Reliance on gestures and visuals Ability to paraphrase and reformulate and backtrack Amount of detail in requests Range of expressions used End of Level 2 Emerging Interpret and respond to short, simple directions that include gestures, images, and modelling Ask and answer simple yes/no and wh- questions using a few recurrent grammatical structures. With prompting, may respond using specific and technical language. Maintain simple, routine exchanges on familiar topics in ways appropriate to the situation using rehearsed language Manage communication challenges by using gestures and visual representations and circumlocution Make and respond to requests using a recurrent set of expressions appropriate to the situation End of Level 4 Expanding Interpret and respond to extended and increasingly complex multistep directions Ask and answer more detailed questions using an increasing range of grammatical structures and some specific and technical language Maintain extended discussions on familiar topics in ways appropriate to the situation Manage communication challenges by using communication strategies such as circumlocution and paraphrasing, and, with guidance, correcting recurrent errors that impede understanding Make and respond to more detailed requests using an increasing range of expressions appropriate to the situation Level 6 Reaching* Interpret and respond to complex multistep directions of varied lengths Ask and answer detailed questions and phrase the same question in multiple ways using a gradeappropriate range of grammatical structures and extensive specific and technical language Maintain extended discussions in ways appropriate to the situation Manage communication challenges by using communication strategies such as circumlocution, paraphrasing, and correcting errors that impede understanding Make and respond to detailed requests using a grade-appropriate range of expressions in ways appropriate to the situation 4

CO-CONSTRUCT Meaning in Science in Grades 9 12 English language learners contribute, probe, analyze, and critique ideas to co-construct new understandings with peers and teachers. Content Connections Examples of activities derived from various content standards Conceptually frame and refine questions that can be investigated by further observations or measurements. Analyze variables in situation and decide whether and how variables are to be controlled. Analyze methods and/ or tools needed to carry out an investigation. Analyze the needs and constraints of the situation and (engineering) what design criteria are needed (engineering). Develop and/or use a model to support an explanation of a phenomenon or system. Make predictions based on observations, or based on a proposed model and explanation; compare results obtained to predictions. Frame questions conceptually to elicit further details of models or others explanations. Make revisions to the model based on suggestions of others or conflicts between a model and observation. Recognize relationships between variables found in data and, where possible, suggest mathematical expressions of them. Recognize and apply mathematical relationships in interpreting phenomena. Relate mathematical symbols to physical quantities. Recognize where units of measure are needed. Recognize and apply algorithms for repeated computation (e.g., in data spreadsheet); employ computational tools appropriately. Develop an explanation or design; revise explanation or design based on input of others or further observations. Analyze the match between explanation or model and a phenomenon or system (science) or how well a solution meets design criteria (engineering). Distinguish between a claim and supporting evidence or explanation. Analyze whether evidence supports or contradicts a claim or how well a model and evidence are aligned. Construct an argument. Question others about their analysis and interpretation of data. Evaluate agreement/ disagreement of multiple sources of information. Evaluate the quality of scientific information presented in texts and compare information from multiple sources. Evaluate need for further information. 5

CO-CONSTRUCT Meaning in Science in Grades 9 12 Teacher and Student Actions Ideas for supporting engagement related to this context TEACHER ACTIONS To support effective student engagement, incorporate actions such as these into your practice For Newcomers Revoice (paraphrase) or offer wording as needed to clarify and to have student s idea or question represented in group discussion and check correctness of paraphrase with student. For All Students Encourage all students to ask questions. Model ways to incorporate multiple modalities in developing scientific explanations and arguments (e.g., using combinations of text, data displays, diagrams, symbols, mathematical expressions). Explicitly teach and offer students frequent opportunities to practice an expanding range of possible discourse moves that facilitate students engagement in science practices (e.g., asking and refining questions, analyzing and interpreting data, explaining or critiquing models, engaging in argument from evidence, etc.). Ask students to help generate additional ideas for such discourse moves and also to critically reflect on language choices. Engage in critical dialogue with students about: o The appropriateness of tools and/or methods for collecting data o The quality of scientific information obtained from a particular source o The strength of reasoning in a particular argument o Evaluating claims, evidence, and reasoning in different arguments on the same topic o The limitations of a model or possible sources of error in an investigation STUDENT ACTIONS To support effective student engagement, share suggestions such as these with your students Always be ready to engage with the idea being discussed. Keep a record of your ideas and helpful or interesting ideas from others. Use drawings, models, mathematical expressions, and symbols. Support your claims with evidence and reasoning. Ask questions about others claims and evidence to understand their reasoning. 6

CO-CONSTRUCT Meaning in Science in Grades 9 12 Language Function Identify specific information to support scientific argumentation in a text, model, or data set Summarize and restate information, ideas, and opinions to expand discussions Identify the line of reasoning in explanations, justifications, and arguments, integrating multiple sources and types of information Language Functions and Progressions of Language Development What Changes as Language Develops Length of text Complexity of text Familiarity of organizational structure Familiarity of topic/ phenomena Length of discussion Range of grammatical patterns Complexity of text Length of text Number and types of multimodal texts Explicit indication of relationships between ideas End of Level 2 Emerging Identify specific information in short, simple texts with a familiar organizational structure. Interpret data sets and models of familiar phenomena. Summarize and restate information, ideas, and opinions in routine exchanges using few and familiar grammatical patterns Identify key points in the line of reasoning in a small number of short and simple texts on familiar topics in which relationships among ideas are explicit and easy to follow. Relate isolated pieces of information from graphs, diagrams, or data displays to an explanation or argument. End of Level 4 Expanding Identify specific information in extended and increasingly complex texts with a familiar organizational structure. Interpret data sets and models of familiar phenomena that contain some extended discourse and complex language. Summarize and restate information, ideas, and opinions in brief discussions using a variety of grammatical patterns Identify key points in a line of reasoning in extended and increasingly complex texts on familiar topics in which relationships among ideas are explicit. Integrate some information from graphs, diagrams, or data displays and relate them to an explanation or argument. Level 6 Reaching* Identify specific information in extended and complex texts with a familiar organizational structure. Interpret data sets and models of familiar and some unfamiliar phenomena that contain extended discourse and increasingly complex language. Summarize and restate information, ideas, and opinions in extended discussions using a wide range of grammatical patterns Identify lines of reasoning in complex texts of varied lengths on familiar topics in which relationships among ideas are explicitly indicated or implicit. Integrate multiple points of information from different sources and relate them to an explanation or argument. 7

CO-CONSTRUCT Meaning in Science in Grades 9 12 Language Function Explain logical relationships among ideas (such as additive, causal, sequential, comparative, or conditional) Explore and co-construct ideas (e.g., explaining an idea, comparing ideas, supporting an idea, questioning an idea, and building on an idea) *Level 6 has no ceiling Language Functions and Progressions of Language Development What Changes as Language Develops Range of phrases and connectors used Range of expressions used Recognition and expression of nuance End of Level 2 Emerging Explain logical relationships among ideas using simple phrases and a few high frequency connectors Explore and co-construct ideas during basic communication routines using a recurrent set of expressions appropriate to the situation and one s purpose End of Level 4 Expanding Explain logical relationships among ideas using an increasing range of phrases and connectors Explore and co-construct ideas using an increasing range of expressions appropriate to the situation and one s purpose. Begin to recognize and make more nuanced connections among ideas if given opportunities to clarify and revise language. Level 6 Reaching* Explain logical relationships among ideas in detail using a grade-appropriate range of phrases and connectors Explore and co-construct ideas using appropriate and nuanced language specific to the situation and one s purpose 8

ADAPT the Expression of Meaning in Science in Grades 9 12 English language learners adapt the expression of concepts, ideas, and information for particular audiences and situations in discipline-specific ways. Content Connections Examples of activities derived from various content standards Present scientific information, explanations, or arguments to others orally and in writing. Provide summaries of information obtained appropriate to a specific purpose or audience. Present a plan for an investigation to a group of peers or other audience. Produce a written plan for an investigation. Represent an explicit model of a phenomenon or system. Describe analysis and interpretations of data to others orally and in writing. Create and label coherent representations of data. Describe representations of data orally or in writing. Describe analysis and interpretations to others orally and in writing. Teacher and Student Actions Ideas for supporting engagement related to this context TEACHER ACTIONS To support effective student engagement, incorporate actions such as these into your practice For Newcomers Provide models of any type of written text or oral presentation students will be asked to produce. Offer students personalized feedback and guidance for revising and self-correcting work (e.g., focusing on one or two recurrent errors that impede understanding). Provide students with multiple opportunities to rehearse presentations and options for presenting (e.g., presenting in a smaller group, pre-recording presentation onto a sound file and incorporating into a multimedia presentation, etc.). For All Students Look for opportunities for students to explore and discuss issues of local/global significance, including if possible a real audience for written work or a presentation. Always respond to students ideas first, and then to their language use, keeping in mind language they know, are still working on, and have not yet learned. Have students interact with mentor texts, multimedia, and multimodal resources about relevant local or global issues/phenomena from a variety of sources, so that they have multiple exemplars of the kinds of texts they might create. Highlight the integration of multiple modalities as a key feature of scientific communication. Give students opportunities to revise a text or model based on feedback. Address global issues of content, organization, and author positioning before focusing on local issues related to the range or control of sentence structures, grammatical structures, and vocabulary. Provide students with multiple opportunities to rehearse presentations as well as answers to audience questions. Give students guidance and practice in responding to audience questions. 9

ADAPT the Expression of Meaning in Science in Grades 9 12 STUDENT ACTIONS To support effective student engagement, share suggestions such as these with your students Think about your audience. What information is most/least important to your listeners/readers? What might make your ideas easier or more engaging to read about or listen to? Explain your reasoning as clearly as possible. Reflect on your reasoning and see if you can make it even more clear and effective. What makes this kind of text more or less effective? Find or ask for exemplars. 10

ADAPT the Expression of Meaning in Science in Grades 9 12 Language Function Establish a particular author position, stance, or perspective Organize ideas in ways that effectively support the purposes of texts Language Functions and Progressions of Language Development What Changes as Language Develops Range of language choices made Coherence of author position taken Length of text Complexity of text Range of language strategies used to build cohesion among organizational components End of Level 2 Emerging Begin to establish an author position by making a small set of visual and language choices that have a desired effect on a known audience Arguments Construct short and simple arguments that include all expected organizational components. Establish relationships between claims, reasons, and evidence using a small set of language strategies. Explanations (of actions, decisions, models, processes, concepts, or procedures) Give explanation using a short series of complete sentences that use a small set of grammatical structures End of Level 4 Expanding Establish a mostly coherent author position through a few visual and language choices at different dimensions of language that have a desired effect on a known audience Construct arguments that include all expected organizational components and in which some components are more developed than others. Establish clear relationships between claims, reasons, and evidence using an increasing range of language strategies. Give explanation following a familiar format and using an increasing variety of grammatical structures and sentence patterns Level 6 Reaching* Establish a coherent author position through a gradeappropriate range of visual and language choices at different dimensions of language that have a desired effect on a known audience Construct extended and increasingly complex arguments that include all expected organizational components. Establish clear relationships between claims, reasons, and evidence using a grade-appropriate range of language strategies. Give explanation in wellstructured text following a familiar format. Expand and support nuanced interpretations with subpoints and examples and highlight important issues. 11

ADAPT the Expression of Meaning in Science in Grades 9 12 Language Function Create cohesion in texts Integrate multiple modalities to suit purpose and context Demonstrate language control Language Functions and Progressions of Language Development What Changes as Language Develops Variety of connectors Range of ways to indicate cohesion Explicitness of connections Range of connections Range of grammatical structures Extent of control over use of grammatical structures Range of vocabulary End of Level 2 Emerging Create cohesion in texts through proximity of ideas, the use of visuals, and simple connectors like and and but. Use the same language to describe different relationships between ideas (e.g., additive, causal, sequential, comparative, or conditional). Connect multiple modalities implicitly Grammatical accuracy Can use a few grammatical structures with emergent control Vocabulary range Produce texts using predominantly general words or groups of words End of Level 4 Expanding Create cohesion using a few dominant strategies (e.g., inserting an adverb or phrase at the beginning of a sentence or paragraph) and a few connectors. Begin to use a range of expressions to effectively indicate different types of relationships among ideas (e.g., additive, causal, consequential, comparative, or conditional). Make explicit connections among multiple modalities using a small set of expressions appropriate to the context Can use an increasing range of grammatical structures with developing control Produce texts using some specific and technical language. Begin to express shades of meaning. Begin to express ideas in detail. Level 6 Reaching* Create cohesion in texts through controlled use of a grade-appropriate range of strategies (e.g., tense, pronoun use, synonyms, clause order) and connectors. Use a grade-appropriate range of expressions to effectively indicate different types of relationships among ideas (e.g., additive, causal, sequential, comparative, or conditional). Make explicit connections among multiple modalities using a grade-appropriate range of organizational structures and a variety of expressions appropriate to the context Can use a grade-appropriate range of grammatical structures with consistent control Produce texts using extensive specific and technical language. Use words that have multiple meanings and different shades of meaning. Express ideas in detail. 12

ADAPT the Expression of Meaning in Science in Grades 9 12 Language Function Give presentations Respond to audience questions *Level 6 has no ceiling Language Functions and Progressions of Language Development What Changes as Language Develops Length of presentation Complexity of presentation Rehearsed nature of responses End of Level 2 Emerging Give short, rehearsed or memorized presentations with written and/ or visual support Respond to audience questions known in advance with rehearsed responses End of Level 4 Expanding Give extended and increasingly complex rehearsed presentations with written and/ or visual support Respond to audience questions using rehearsed answers to anticipated questions or briefly to some unfamiliar questions if the meaning of the question is clear or clarified Level 6 Reaching* Give extended and increasingly complex presentations with written and/or visual support and depart from rehearsed text to highlight significant points, provide further explanation, and so on Respond to audience questions by using a range of moves, including seeking clarification, buying time, and so on 13