RG-45
Resource Guide
Figure 5B: Performance Denitions
At the given level of English language prociency, English language learners will process, understand,
produce or use:
6- Reaching
• specialized or technical language reective of the content areas at grade level
• a variety of sentence lengths of varying linguistic complexity in extended oral
or written discourse as required by the specied grade level
• oral or written communication in English comparable to English-procient
peers
5- Bridging
• specialized or technical language of the content areas
• a variety of sentence lengths of varying linguistic complexity in extended oral
or written discourse, including stories, essays or reports
• oral or written language approaching comparability to that of English-
procient peers when presented with grade level material
4- Expanding
• specic and some technical language of the content areas
• a variety of sentence lengths of varying linguistic complexity in oral discourse
or multiple, related sentences or paragraphs
• oral or written language with minimal phonological, syntactic or semantic
errors that do not impede the overall meaning of the communication when
presented with oral or written connected discourse with sensory, graphic or
interactive support
3- Developing
• general and some specic language of the content areas
• expanded sentences in oral interaction or written paragraphs
• oral or written language with phonological, syntactic or semantic errors that
may impede the communication, but retain much of its meaning, when
presented with oral or written, narrative or expository descriptions with
sensory, graphic or interactive support
2- Beginning
• general language related to the content areas
• phrases or short sentences
• oral or written language with phonological, syntactic, or semantic errors that
often impede the meaning of the communication when presented with one- to
multiple-step commands, directions, questions, or a series of statements with
sensory, graphic or interactive support
1- Entering
• pictorial or graphic representation of the language of the content areas
• words, phrases or chunks of language when presented with one-step
commands, directions, WH-, choice or yes/no questions, or statements with
sensory, graphic or interactive support
• oral language with phonological, syntactic, or semantic errors that often impede
meaning when presented with basic oral commands, direct questions, or simple
statements with sensory, graphic or interactive support
Figure 5A: The Relationship among WIDA’s Strands of Model Performance
Indicators, ELP Standards, CAN DO Descriptors and Performance Denitions
5.2 Performance Denitions for the Levels of English Language Prociency
e Performance Denitions, presented in Figure 5B and at the start of the standards’ matrices,
frame the ELP standards. ey provide criteria that shape each of the six levels of English language
prociency. e three bullets within each prociency level in the Performance Denitions also
correspond to the categories or components of the Speaking and Writing Rubrics (see Section 5.3);
namely,
• Linguistic Complexity- the amount and quality of speech or writing for a given situation
• Vocabulary Usage- the specicity of words or phrases for a given context
• Language Control- the comprehensibility of the communication based on the amount and
types of errors
Performance Definitions
CAN DO Descriptors
ELP Standards
Strands
of Model
Performance
Indicators