BPS District (ELD) Standards Book
| Site: | Learnbps |
| Class: | BPSS (ELD) WIDA English Language Development Standards |
| Book: | BPS District (ELD) Standards Book |
| Printed by: | Guest user |
| Date: | Saturday, January 4, 2025, 4:55 PM |
Introduction
English Language Development Standards
The BPSS (ELD) English Language Development Standards course in Learnbps is
Bismarck Public School District's current progress on prioritizing and deconstructing standards to provide a consistent, clear understanding of what students are expected to learn. The standards are designed to provide guidance so teachers and parents
know what they need to do to help students. Plus help students reflect on the knowledge and skills that they need for success.
The Components of The WIDA ELD Standards Framework
The WIDA ELD Standards Framework consists of four components: Standard Statements | Key Language Uses | Language Expectations | Proficiency Level Descriptors , each explored in the colored blocks below. These four components are like building blocks of language development, and range from broad to narrow in scope. They work together to make a comprehensive picture of language development:
WIDA (ELD) Standard Statements conceptual framing of language and content integration
Five WIDA ELD Standards Statements provide the broadest conceptual framing and illustrate the integration of content and language. The standards statements show language use in the service of learning—in other words, language for thinking and doing. They address the language of schooling.
Key Language Uses prominent language uses across disciplines
Key Language Uses describe prominent ways that language is used in school, across all disciplines. When educators make choices about how to integrate content and language, the Key Language Uses can help provide focus and coherence
- KLU: Narrate highlights language to convey real or imaginary experiences through stories and histories. Narratives serve many purposes, including to instruct, entertain, teach, or support argumentation.
- KLU: Inform highlights language to provide factual information. As students convey information, they define, describe, compare, contrast, organize, categorize, or classify concepts, ideas, or phenomena.
- KLU: Explain highlights language to give an account for how things work or why things happen. As students explain, they substantiate the inner workings of natural, man-made, and social phenomena.
- KLU: Argue highlights language to justify claims using evidence and reasoning. Argue can be used to advance or defend an idea or solution, change the audience’s point of view, bring about action, or accept a position or evaluation
of an issue.
Language Expectations goals for content-driven language learning
Language Expectations set goals for content-driven language learning. They add specificity to the ELD Standards Statements and Key Language Uses and make visible the language associated with the content areas. Language Expectations
are the statements most similar to what educators generally find in academic content standards
In the Language Expectations, the four individual language domains (listening, speaking, reading, and writing) are consolidated into two more inclusive modes of communication: interpretive and
expressive.
- The interpretive communication mode encompasses listening, reading, and viewing
- The expressive communication mode encompasses speaking, writing, and representing
Proficiency Level Descriptors
a continuum of language development across six levels
Identifier Explanation
ELD-MS.LA.6-8.narrate.interpretive
The Bismarck Public School District Standards-Based Progress Report displays grades at the concept level. Therefore Bismarck Public School District has modified the North Dakota DPI Identifiers to fit into our student information system PowerSchool for Standards-Based grading. Above is a BPS-Standards ELD identifier with smaller muted text showing the addition to the identifier that are the components that BPS adds to the State code.
ELD-MS.LA.n.i
click on the identifier components for more explanations
ELD-MS.LA.n.i Interpret language arts narratives.
Note how the identifiers auto-link to the standards global glossaries.
ELD-LA.6-8.Narrate.Interpretive
click on the identifier components for more explanations
ELD-LA.6-8.Narrate.Interpretive Interpret language arts narratives.
Global (ELD) Standards Glossary 
Standards
ELD-MS.SI Standard 1 - Language for
(SI) Social and Instructional Purposes
Key Language Expectations: Multilingual learners will ...
Narrate
ELD-MS.SI.n
Conveys experiences through stories.
- Share ideas about one’s own and others’ lived experiences and previous learning
- Connect stories with images and representations to add meaning
- Identify and raise questions about what might be unexplained, missing, or left unsaid
- Recount and restate ideas to sustain and move dialogue forward
- Create closure, recap, and offer next steps
Inform
ELD-MS.SI.i
Conveys factual information by describing, comparing, contrasting, and categorizing ideas or phenomena.
- Define and classify facts and interpretations; determine what is known vs. unknown
- Report on explicit and inferred characteristics, patterns, or behavior
- Describe the parts and wholes of a system
- Sort, clarify, and summarize relationships
- Summarize most important aspects of information
Explain
ELD-MS.SI.e
Expresses knowledge about how things work or why things happen.
- Generate and convey initial thinking
- Follow and describe cycles and sequences of steps or procedures and their causes and effects
- Compare changing variables, factors, and circumstances
- Offer alternatives to extend or deepen awareness of factors that contribute to particular outcomes
- Act on feedback to revise understandings of how or why something is or works in particular ways
Argue
ELD-MS.SI.a
Supports claims, ideas, or solutions using evidence and reasoning.
- Generate questions about different perspectives
- Support or challenge an opinion, premise, or interpretation
- Clarify and elaborate ideas based on feedback
- Evaluate changes in thinking, identifying trade-offs
- Refine claims and reasoning based on new information or evidence
ELD-MS.LA Standard 2 - Language for
(LA) Language Arts
Narrate
- Identifying a theme or central idea that develops over the course of a text
- Analyzing how character attributes and actions develop in relation to events or dialogue
- Evaluating impact of specific word choices about meaning and tone
- Orient audience to context and point of view
- Develop and describe characters and their relationships
- Develop story, including themes with complication and resolution, time, and event sequences
- Engage and adjust for audience
Inform
- Identifying and/or summarizing main ideas and their relationship to supporting ideas
- Analyzing observations and descriptions in textual evidence for key attributes, qualities, characteristics, activities, and behaviors
- Evaluating the impact of author’s key word choices over the course of a text
- Introduce and define topic and/or entity for audience
- Establish objective or neutral stance
- Add precision, details, and clarity about relevant attributes, qualities, characteristics, activities, and behaviors
- Develop coherence and cohesion throughout text
Argue
- Identifying and summarizing central idea distinct from prior knowledge or opinions
- Analyzing how an author acknowledges and responds to conflicting evidence or viewpoints
- Evaluating relevance, sufficiency of evidence, and validity of reasoning that support claim(s)
- Introduce and develop claim(s) and acknowledge counterclaim(s)
- Support claims with reasons and evidence that are clear, relevant, and credible
- Establish and maintain formal style
- Logically organize claim(s) with clear reasons and relevant evidence; offer a conclusion
ELD-MS.MA Standard 3 - Language for
(MA) Mathematics
Explain
- Identifying concept or entity
- Analyzing possible ways to represent and solve a problem
- Evaluating model and rationale for underlying relationships in selected problem-solving approach
- Introduce concept or entity
- Share solution with others
- Describe data and/or problem-solving strategy
- State reasoning used to generate solution
Argue
- Comparing conjectures with previously established results
- Distinguishing commonalities among strategies used
- Evaluating relationships between evidence and mathematical facts to create generalizations
- Create conjecture, using definitions and previously established results
- Generalize logic across cases
- Justify conclusions with evidence and mathematical facts
- Evaluate and critique others’ argument
ELD-MS.SC Standard 4 - Language for
(SC) Science
Explain
- Defining investigable questions or design problems based on observations, information, and/or data about a phenomenon
- Determining central ideas in complex evidence and information to help explain how or why a phenomenon occurs
- Evaluating scientific reasoning that shows why data or evidence adequately supports conclusions
- Describe valid and reliable evidence from sources about a phenomenon
- Establish neutral or objective stance in how results are communicated
- Develop reasoning to show relationships among independent and dependent variables in models and simple systems
- Summarize patterns in evidence, making trade-offs, revising, and retesting
Argue
- Identifying convincing evidence from data, models, and/or information from investigations of phenomena or design solutions
- Comparing reasoning and claims based on evidence from two arguments on the same topic
- Evaluating whether they emphasize similar or different evidence and/or interpretations of facts
- Introduce and contextualize topic/phenomenon in issues related to the natural and designed world(s)
- Support or refute a claim based on data and evidence
- Establish and maintain a neutral or objective stance
- Signal logical relationships among reasoning, evidence, data, and/or a model when making or defending a claim or counterclaim
ELD-MS.SS Standard 5 - Language for
(SS) Social Studies
Explain
- Determining multiple points of view in sources for answering compelling and supporting questions about phenomena or events
- Analyzing sources for logical relationships among contributing factors or causes
- Evaluating experts’ points of agreement, along with strengths and weakness of explanations
- Introduce and contextualize phenomena or events
- Establish perspective for communicating outcomes, consequences, or documentation
- Develop reasoning, sequences with linear and nonlinear relationships, evidence, and details, acknowledging strengths and weaknesses
- Generalize multiple causes and effects of developments or event
Argue
- Identifying topic and purpose (argue in favor or against a position, present a balanced interpretation, challenge perspective)
- Analyzing relevant information from multiple sources to support claims
- Evaluating point of view and credibility of source based on relevance and intended use
- Introduce and contextualize topic
- Select relevant information to support claims with evidence gathered from multiple sources
- Establish perspective
- Show relationships between claims and counterclaims, differences in perspectives, and evidence and reasoning