1. Standards
1.1. Standard 1: English language learners communicate for social,intercultural, and instructional purposes within the school setting
1.2. Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the area of Language Arts.
1.3. Standard 3: English language learners communicate information, ideas, and concepts necessary for academic success in the area of Mathematics.
1.4. Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the area of Science.
1.5. Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the area of Social Studies.
2. TESOL
2.1. Grade Level Clusters
2.1.1. PreK-K
2.1.1.1. Grade levels PreK-K are grouped together because the primary focus is on creating a learning environment that nurtures the development of young English language learners.
2.1.1.1.1. English Language games
2.1.2. 1-3
2.1.2.1. Grade levels 1-3 are grouped together because in most elementary school programs, these grades are geared toward “learning to read."
2.1.3. 4-5
2.1.3.1. Grade levels 4-5 share the common goal of literacy skills application, often referred to as “reading to learn."
2.1.4. 6-8
2.1.4.1. At the 6 - 8 grade levels, English language learners face increased academic and social pressure to perform. In addition, at this level, there is a widening range of student performance.
2.1.5. 9-12
2.2. 5 Levels of Language Proficiency
2.2.1. Level 1-Starting
2.2.1.1. Teaching Strategies by domains for Standard 1
2.2.1.1.1. Listening
2.2.1.1.2. Speaking
2.2.1.1.3. Reading
2.2.1.1.4. Writing
2.2.1.2. Teaching Strategies by domains for Standard 2
2.2.1.2.1. Listening
2.2.1.2.2. Speaking
2.2.1.2.3. Reading
2.2.1.2.4. Writing
2.2.1.3. Teaching Strategies by domains for Standard 3
2.2.1.3.1. Listening
2.2.1.3.2. Speaking
2.2.1.3.3. Reading
2.2.1.3.4. Writing
2.2.1.4. Teaching Strategies by domains for Standard 4
2.2.1.4.1. Listening
2.2.1.4.2. Speaking
2.2.1.4.3. Reading
2.2.1.4.4. Writing
2.2.1.5. Teaching Strategies by domains for Standard 5
2.2.1.5.1. Listening
2.2.1.5.2. Speaking
2.2.1.5.3. Reading
2.2.1.5.4. Writing
2.2.2. Level 2-Emerging
2.2.2.1. Teaching Strategies by domains for Standard 5
2.2.2.1.1. Listening
2.2.2.1.2. Speaking
2.2.2.1.3. Reading
2.2.2.1.4. Writing
2.2.2.2. Teaching Strategies by domains for Standard 1
2.2.2.2.1. Listening
2.2.2.2.2. Speaking
2.2.2.2.3. Reading
2.2.2.2.4. Writing
2.2.2.3. Teaching Strategies by domains for Standard 2
2.2.2.3.1. Listening
2.2.2.3.2. Speaking
2.2.2.3.3. Reading
2.2.2.3.4. Writing
2.2.2.4. Teaching Strategies by domains for Standard 3
2.2.2.4.1. Listening
2.2.2.4.2. Speaking
2.2.2.4.3. Reading
2.2.2.4.4. Writing
2.2.2.5. Teaching Strategies by domains for Standard 4
2.2.2.5.1. Listening
2.2.2.5.2. Speaking
2.2.2.5.3. Reading
2.2.2.5.4. Writing
2.2.3. Level 3-Developing
2.2.3.1. Teaching Strategies by domains for Standard 5
2.2.3.1.1. Listening
2.2.3.1.2. Speaking
2.2.3.1.3. Reading
2.2.3.1.4. Writing
2.2.3.2. Teaching Strategies by domains for Standard 1
2.2.3.2.1. Listening
2.2.3.2.2. Speaking
2.2.3.2.3. Reading
2.2.3.2.4. Writing
2.2.3.3. Teaching Strategies by domains for Standard 2
2.2.3.3.1. Listening
2.2.3.3.2. Speaking
2.2.3.3.3. Reading
2.2.3.3.4. Writing
2.2.3.4. Teaching Strategies by domains for Standard 3
2.2.3.4.1. Listening
2.2.3.4.2. Speaking
2.2.3.4.3. Reading
2.2.3.4.4. Writing
2.2.3.5. Teaching Strategies by domains for Standard 4
2.2.3.5.1. Listening
2.2.3.5.2. Speaking
2.2.3.5.3. Reading
2.2.3.5.4. Writing
2.2.4. Level 4-Expanding
2.2.4.1. Teaching Strategies by domains for Standard 5
2.2.4.1.1. Listening
2.2.4.1.2. Speaking
2.2.4.1.3. Reading
2.2.4.1.4. Writing
2.2.4.2. Teaching Strategies by domains for Standard 1
2.2.4.2.1. Listening
2.2.4.2.2. Speaking
2.2.4.2.3. Reading
2.2.4.2.4. Writing
2.2.4.3. Teaching Strategies by domains for Standard 2
2.2.4.3.1. Listening
2.2.4.3.2. Speaking
2.2.4.3.3. Reading
2.2.4.3.4. Writing
2.2.4.4. Teaching Strategies by domains for Standard 3
2.2.4.4.1. Listening
2.2.4.4.2. Speaking
2.2.4.4.3. Reading
2.2.4.4.4. Writing
2.2.4.5. Teaching Strategies by domains for Standard 4
2.2.4.5.1. Listening
2.2.4.5.2. Speaking
2.2.4.5.3. Reading
2.2.4.5.4. Writing
2.2.5. Level 5-Bridging
2.2.5.1. Teaching Strategies by domains for Standard 5
2.2.5.1.1. Listening
2.2.5.1.2. Speaking
2.2.5.1.3. Reading
2.2.5.1.4. Writing
2.2.5.2. Teaching Strategies by domains for Standard 1
2.2.5.2.1. Listening
2.2.5.2.2. Speaking
2.2.5.2.3. Reading
2.2.5.2.4. Writing
2.2.5.3. Teaching Strategies by domains for Standard 2
2.2.5.3.1. Listening
2.2.5.3.2. Speaking
2.2.5.3.3. Reading
2.2.5.3.4. Writing
2.2.5.4. Teaching Strategies by domains for Standard 3
2.2.5.4.1. Listening
2.2.5.4.2. Speaking
2.2.5.4.3. Reading
2.2.5.4.4. Writing
2.2.5.5. Teaching Strategies by domains for Standard 4
2.2.5.5.1. Listening
2.2.5.5.2. Speaking
2.2.5.5.3. Reading
2.2.5.5.4. Writing
2.3. 4 Language Domains
2.3.1. Listening
2.3.1.1. Listening Strategies
2.3.2. Speaking
2.3.2.1. Strategies for Speaking
2.3.3. Reading
2.3.3.1. Strategy in Reading
2.3.4. Writing
2.3.4.1. Making sense of Spelling
3. WIDA
3.1. English Language Development Standards
3.1.1. 1. Social and Instructional Language
3.1.2. 2.The Language of Language Arts
3.1.3. 3. The Language of Mathematics
3.1.4. 4. The language of Science
3.1.5. The Language of Social Studies
3.2. Grade Levels and Clusters
3.2.1. PreK-K
3.2.2. 1-2
3.2.3. 3-5
3.2.4. 6-8
3.2.5. 9-12
3.3. Language Domains
3.3.1. Listening
3.3.2. Speaking
3.3.3. Reading
3.3.4. Writing
3.4. Model Performance Indicators (MPIS) and their Elements
3.4.1. Language Function
3.4.2. Example Topic
3.4.3. Support
3.5. Levels of Proficiency
3.5.1. 1. Enterring
3.5.2. 2.Beginning
3.5.3. 3. Developing
3.5.4. 4. Expanding
3.5.5. 5. Bridging
3.5.6. 6. Reaching