Scaffold and Support Language

Scaffold & Support Language

The purpose of the Scaffold and Support Language section:

This section contains resources to help scaffold and support instruction for English learners.

WIDA Resources

WIDA ELD Standards Framework, 2020 Edition

Suggestions for use: The WIDA ELD Standards Framework, 2020 edition is WIDA’s newest standards resource. Grade Level Cluster materials provide example language expectations related to unit level content-area instruction and framed around the four Key Language Uses:

Narrate
Inform
Explain
Argue

Furthermore, each grade level cluster example includes other language functions that are needed to do each Key Language Use. These other language functions are stepping stones to the Key Language Use. Recognizing that teachers may require additional resources for teaching language functions, each grade level cluster example also includes example language features for teaching the language functions.

The 2020 edition is the most up to date WIDA resource and better aligns with the current content academic standards when compared with previous editions of the WIDA Standards Framework. That said, it is up to each local school/district to determine the speed with which they transition to the 2020 edition.

Citation: Board of Regents of the University of Wisconsin System. (2020). WIDA English Language Development Standards Framework, 2020 Edition Kindergarten – Grade 12. (Publication). Wisconsin Center for Education Research at the University of Wisconsin-Madison.

2017 WIDA K-12 Can Do Descriptors, Key Uses Edition and Name Charts

Suggestions for use: The 2017 Can Do Descriptors, Key Uses Edition provides teachers with examples of differentiated instruction by grade level cluster, and by language proficiency level for the 2017 Key Uses:

Recount
Explain
Argue
Discuss

Accompanying name charts for the 2017 Key Uses provide spaces for students’ names for each 2017 Key Use, language domain, and language proficiency level. The 2017 Can Do Descriptors Key Uses may be used to help educators plan for appropriate scaffolds and supports by Key Use.

However, teachers should keep in mind that the 2017 Key Uses are not the most up to date WIDA resource, and two of the four Key Uses have changed. As Content Academic Standards (CAS) are updated, WIDA updates their resources to better align with the CAS. For this reason, the Key Uses were updated in 2020 to better reflect and support the CAS. For more information on the current Key Language Uses, see the WIDA ELD Standards Framework, 2020 Edition section above and the Functional Language webpage.

Should Not Be Used: The 2017 Can Do Descriptors Key Uses should not be used for student goal setting. The recommended resources for student goal setting are the 2020 Proficiency Level Descriptors, which are available by grade level span for the Expressive Communication Mode (Speaking, Writing, and Representing) and for the Interpretive Communication Mode (Listening, Reading, and Viewing). For more information and links to grade level span Proficiency Level Descriptors, visit the Formative Assessments webpage.

Citation: Board of Regents of the University of Wisconsin System. (2017) WIDA K-12 Can Do Descriptors, Key Uses Edition and Name Charts (Publication). Wisconsin Center for Education Research which partnered with The Center for Applied Linguistics.

WIDA Examples of Use of Graphic Organizers Across the ELP Standards

Figure 3J: Examples of Use of Graphic Organizers across the ELP Standards

ELP standard	1- Social and Instructional language	2- The language of Language Arts	3- The language of Mathematics	4- The language of Science	5- The language of Social Studies
Venn Diagrams - Comparing and Contrasting Two Entities	Two friends or family members Two traditions	Two characters Two settings Two genres	Two operations Two geometric figures Two forms of proportion	Two body systems or organs Two animals or plants	Two conflicts Two forms of government Two forms of transportation
T-Charts - Sorting or Categorizing Objects or Concepts	Colors Classroom objects	Facts/Opinions Points of view Pros/Cons	Area/Perimeter Fractions/ Decimals Addition/ Subtraction	Forms of matter Forms of energy Senses Vertebrates/ Invertebrates	Types of transportation Types of habitats
Cycles - Producing a Series of Connected Events or a Process	Conflict/ Resolution School or classroom routines	Plot lines	Steps in problem- solving	Scientific inquiry Life cycles Water cycle	Elections in a democracy Passage of a law
Cause and Effect - Illustrating a Relationship	Classroom or school rules Health and safety at home or in school	Responses of characters to events	Variables in algebraic equations Geometric theorems	Chemical reactions Adaptation Weather events	Political movements Economic trends
Semantic Webs - Connecting Categories to Themes or Topics	Personal interests Idiomatic expressions Multiple meanings of words and phrases	Root words and affixes Main idea/ Details	Types and features of polygons Types and characteristics of angles	Foods and their nutritional ingredients Types and characteristics of rocks	Types of human and civil rights Impact of economic policies

Adopted from Gottlieb, M. (2006). Assessing English language learners: Bridges from language proficiency to academic achievement. Thousand Oaks, CA: Corwin Press.

Suggestions for use: Figure 3J on page RG-23 provides examples of graphic organizers for supporting the language of each content area.

Citation: Gottlieb, M., Cranley, M. E., & Cammilleri, A. (2010). English language proficiency standards and resource guide: prekindergarten through grade 12, 2007 Edition. Madison, WI: Board of Regents of the University of Wisconsin System, on behalf of WIDA Consortium.

WIDA Sensory, Graphic and Interactive Supports

Figure 3G: Examples of Sensory, Graphic and Interactive Supports

Sensory Supports	Graphic Supports	Interactive Supports
Real-life objects (realia) Manipulatives Pictures & photographs Illustrations, diagrams & drawings Magazines & newspapers Physical activities Videos & Films Broadcasts Models & figures	Charts Graphic organizers Tables Graphs Timelines Number lines	In pairs or partners In triads or small groups In a whole group Using cooperative group structures With the Internet (Web sites) or software programs In the native language (L1) With mentors

Figure 3H: Specific Examples of Sensory Supports

Supports related to the language of Language Arts

Supports related to the language of Mathematics

Supports related to the language of Science

Supports related to the language of Social Studies

Illustrated word/phrase walls

Felt or magnetic figures of story elements

Sequence blocks

Environmental print

Posters or displays

Bulletin boards

Photographs Cartoons

Audio books

Songs/Chants

Blocks/Cubes

Clocks, sundials and other timekeepers

Number lines

Models of geometric figures

Calculators

Protractors

Rulers, yard/meter sticks

Geoboards

Counters

Compasses

Calendars

Coins

Scientific instruments

Measurement tools

Physical models

Natural materials

Actual substances, organisms or objects of investigation

Posters/Illustrations of processes or cycles

Maps

Globes

Atlases

Compasses

Timelines

Multicultural artifacts

Arial & satellite photographs

Video clips

Suggestions for use: Figure 3G on page RG-21 lists different examples of sensory, graphic and interactive supports for language learning. Figure 3H, also on page RG-21, provides specific examples of sensory supports for the language of each content area.

Citation: Gottlieb, M., Cranley, M.E., & Cammilleri, A. (2010) English language proficiency standards and resource guide: prekindergarten through grade 12, 2007 Edition. Madison, WI: Board of Regents of the University of Wisconsin System, on behalf of WIDA Consortium.