Grade Level Cluster: PreK-K · 2009. 1. 9. · Describe daily routines from illustrated models using words and phrases with invented spellings The opportunity to introduce this objective

Hampton-Brown Avenues, PreKcorrelated to

WIDA’s 2007 Summative English Language Proficiency Standards 1 & 2

Grade Level Cluster: PK - K

WIDA’s 2007 Summative English Language Proficiency Standards, Grade Level Cluster: PK - K Hampton-Brown Avenues, PreK

English Language Proficiency Standard 1: English language learners communicate in English for Social andInstructional purposes within the school setting.LISTENING: RECREATIONAL OBJECTS AND ACTIVITIESLevel 1 - EnteringIdentify recreational objects (e.g., balls, swings) from pictures (of school, playground, or park scenes) as directed orally

TE: T81, T189, T193, T215, T219, T239

Level 2 - BeginningFollow one-step oral directions from pictures of recreational objects used in activities and oral statements

This objective falls outside the scope of Hampton-Brown Avenues, PreK.

Level 3 - DevelopingFollow two-step oral directions pertaining to use of recreational objects in activities from pictures and oral descriptions (e.g., “Pick up the ball. Then give it to a friend.”)


Level 4 - ExpandingIndicate use of recreational objects in activities from pictures and complex oral directions (e.g., “Show me how to pass the ball from person to person.”)


Level 5 - BridgingSimulate playing activities according to pictures and sequential oral descriptions (e.g., “Make two rows. Choose a friend. Have the friend go between the rows.”)

The opportunity to introduce this objective is available. See the following: TE: T219, T222

SPEAKING: SOCIAL BEHAVIORLevel 1 – EnteringRestate polite words or expressions when modeled (e.g., “Please” and “Thank you”) in short dialogues

TE: T98-T99, T100

Level 2 - BeginningMake polite requests from models or gestures (e.g., “Please sit down.”)


Level 3 - DevelopingUse polite language in conversations (e.g., role play telephone talk)

The opportunity to address this objective is available. See the following: TE: T98-T99

Level 4 - ExpandingGive compliments, offer apologies, or express gratitude within conversations


Level 5 - BridgingAdapt polite language to social situations appropriate to audience


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READING: CLASSROOMLevel 1 - EnteringPair shapes of words related to illustrated classroom objects with print versions


Level 2 - BeginningAssociate sounds or letters of illustrated classroom objects with words in print


Level 3 - DevelopingMatch labeled pictures of familiar objects to those in illustrated classroom scenes (e.g., “Here is a picture with a word inside. Find the same word in the classroom.”)


Level 4 - ExpandingIdentify words or phrases within illustrated classroom scenes


Level 5 - BridgingRelate meaning of phrases or short sentences in illustrated classroom scenes


WRITING: ROUTINESLevel 1 - EnteringTrace, copy, or depict daily routines in drawings TE: T72-T73, T107

Level 2 – BeginningReproduce initial letters associated with daily routines from labeled drawings or illustrated models

The opportunity to introduce this objective is available. See the following: TE: T7, T72-T73, T74, T107

Level 3 – DevelopingLabel pictures of daily routines from illustrated models using words with invented spellings

The opportunity to address this objective is available. See the following: TE: T7, T72-T73, T74, T107

Level 4 - ExpandingDescribe daily routines from illustrated models using words and phrases with invented spellings


Level 5 - BridgingCompose notes about daily routines using phrases or short sentences with invented spellings


Page 3 of 36





English Language Proficiency Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts.LISTENING: COLORSLevel 1 - EnteringMatch colors in pictures as modeled orally (e.g., “Here is something red. Show me another red one.”)

TE: T46

Level 2 – BeginningDistinguish objects in pictures by color as described orally (e.g., “There is a black bear. Point to black bear.”)

TE: T41

Level 3 – DevelopingPlace pictures involving colors according to oral directions (e.g., “First is the yellow paper. The blue paper goes on top.”)

The opportunity to introduce this objective is available. See the following: TE: T30, T34-T35, T41, T44, T46-T47, T48

Level 4 – ExpandingArrange a series of pictures involving colors according to oral directions


Level 5 - BridgingOrganize pictures to create color displays according to descriptive oral discourse


SPEAKING: NURSERY RHYMESLevel 1 - EnteringRepeat words or phrases from common nursery rhymes supported by illustrations

TE: T186-T187

Level 2 – BeginningComplete nursery rhyme phrases from illustrated models (e.g., “Jack and Jill went up a ___.”)


Level 3 – DevelopingDescribe persons or events in nursery rhymes from illustrations

TE: T186

Level 4 – ExpandingDiscuss what happens (plot or events) from nursery rhyme illustrations

The opportunity to address this objective is available. See the following: TE: T186

Level 5 – BridgingParaphrase nursery rhymes from illustrations The opportunity to address this objective is available. See

the following: TE: T186-T187

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READING: FEELINGSLevel 1 - EnteringMatch symbols or icons with photographs or facial expressions that express feelings (e.g., happy face)


Level 2 – BeginningSelect matching pairs of illustrated words that express feelings

The opportunity to introduce this objective is available. See the following: TE: T186-T187

Level 3 – DevelopingFind examples of repeated words that express feelings in illustrated text (e.g., “sad girl,” “sad boy”)


Level 4 – ExpandingPredict feelings based on illustrated phrases (e.g., on book covers)


Level 5 – BridgingCreate ‘stories’ about feelings from illustrated text The opportunity to introduce this objective is available.

See the following: TE: T187

WRITING: ENVIRONMENTAL PRINTLevel 1 – EnteringDraw or trace examples of environmental print (e.g., from cereal boxes, T shirts)

The opportunity to address this objective is available. See the following: TE: T72-T73, T183, T196-T197, T224-T225

Level 2 - BeginningCopy examples of environmental print from labeled icons or objects


Level 3 - DevelopingProduce names of objects or icons represented in environmental print using invented spellings (e.g., sun)


Level 4 - ExpandingList examples of environmental print in illustrated scenes using icons, words, or phrases with invented spellings

The opportunity to introduce this objective is available. See the following: TE: T72-T73, T183, T196-T197, T224-T225

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Level 5 - BridgingGive examples of environmental print in illustrated scenes using phrases or short sentences with invented spellings

The opportunity to introduce this objective is available. See the following: TE: T72-T73, T183, T196-T197, T224-T225

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Hampton-Brown Avenues, Level Acorrelated to



WIDA’s 2007 Summative English Language Proficiency Standards, Grade Level Cluster: PK - K Hampton-Brown Avenues, Level A

English Language Proficiency Standard 1: English language learners communicate in English for Social andInstructional purposes within the school setting.LISTENING: RECREATIONAL OBJECTS AND ACTIVITIESLevel 1 - EnteringIdentify recreational objects (e.g., balls, swings) from pictures (of school, playground, or park scenes) as directed orally

TE: Vol. 1: T1f, T90-T91

Level 2 - BeginningFollow one-step oral directions from pictures of recreational objects used in activities and oral statements

The opportunity to address this objective is available. See the following: TE: Vol. 2: T45g, T48, T54, T86

Level 3 - DevelopingFollow two-step oral directions pertaining to use of recreational objects in activities from pictures and oral descriptions (e.g., “Pick up the ball. Then give it to a friend.”)


Level 4 - ExpandingIndicate use of recreational objects in activities from pictures and complex oral directions (e.g., “Show me how to pass the ball from person to person.”)


Level 5 - BridgingSimulate playing activities according to pictures and sequential oral descriptions (e.g., “Make two rows. Choose a friend. Have the friend go between the rows.”)


SPEAKING: SOCIAL BEHAVIORLevel 1 - EnteringRestate polite words or expressions when modeled (e.g., “Please” and “Thank you”) in short dialogues

TE: Vol. 1: T15, T23, T35, T78, T150, T171, T172 Vol. 2: T167

Level 2 - BeginningMake polite requests from models or gestures (e.g., “Please sit down.”)

TE: Vol. 1: T15, T23 Vol. 2: T167

Level 3 - DevelopingUse polite language in conversations (e.g., role play telephone talk)

TE: Vol. 1: T35, T78, T85, T129, T146, T150, T171, T172, T173 Vol. 2: T167

Level 4 – ExpandingGive compliments, offer apologies, or express gratitude within conversations

TE: Vol. 1: T171, T172

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Level 5 - BridgingAdapt polite language to social situations appropriate to audience

TE: Vol. 1: T35, T85, T150, T171, T172, T173 Vol. 2: T167

READING: CLASSROOMLevel 1 - EnteringPair shapes of words related to illustrated classroom objects with print versions

The opportunity to introduce this objective is available. See the following: TE: Vol. 1: T5-T9, T16-T17, T19-T20, T24, T26-T27,

T41, T43, T44

Level 2 - BeginningAssociate sounds or letters of illustrated classroom objects with words in print


T41, T43, T44

Level 3 - DevelopingMatch labeled pictures of familiar objects to those in illustrated classroom scenes (e.g., “Here is a picture with a word inside. Find the same word in the classroom.”)


T41, T43, T44

Level 4 - ExpandingIdentify words or phrases within illustrated classroom scenes


T41, T43, T44

Level 5 - BridgingRelate meaning of phrases or short sentences in illustrated classroom scenes


T41, T43, T44

WRITING: ROUTINESLevel 1 - EnteringTrace, copy, or depict daily routines in drawings TE: Vol. 2: T217, T219

Level 2 - BeginningReproduce initial letters associated with daily routines from labeled drawings or illustrated models

The opportunity to address this objective is available. See the following: TE: Vol. 2: T217, T219

Level 3 - DevelopingLabel pictures of daily routines from illustrated models using words with invented spellings


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Level 4 - ExpandingDescribe daily routines from illustrated models using words and phrases with invented spellings


Level 5 - BridgingCompose notes about daily routines using phrases or short sentences with invented spellings


English Language Proficiency Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts.LISTENING: COLORSLevel 1 - EnteringMatch colors in pictures as modeled orally (e.g., “Here is something red. Show me another red one.”)

TE: Vol. 1: T1, T2, T3, T4, T44

Level 2 - BeginningDistinguish objects in pictures by color as described orally (e.g., “There is a black bear. Point to black bear.”)

TE: Vol. 1: T3, T44 Vol. 2: T24

Level 3 – DevelopingPlace pictures involving colors according to oral directions (e.g., “First is the yellow paper. The blue paper goes on top.”)

TE: Vol. 1: T15, T33, T121, T122

Level 4 - ExpandingArrange a series of pictures involving colors according to oral directions

The opportunity to address this objective is available. See the following: TE: Vol. 1: T15, T27, T121, T122

Level 5 - BridgingOrganize pictures to create color displays according to descriptive oral discourse

The opportunity to address this objective is available. See the following: TE: Vol. 1: T15, T27, T121, T122

SPEAKING: NURSERY RHYMESLevel 1 - EnteringRepeat words or phrases from common nursery rhymes supported by illustrations

The opportunity to address this objective is available. See the following: TE: Vol. 2: T89, T142, T222

Level 2 - BeginningComplete nursery rhyme phrases from illustrated models (e.g., “Jack and Jill went up a ___.”)


Page 9 of 36





Level 3 - DevelopingDescribe persons or events in nursery rhymes from illustrations


Level 4 - ExpandingDiscuss what happens (plot or events) from nursery rhyme illustrations

TE: Vol. 2: T142

Level 5 - BridgingParaphrase nursery rhymes from illustrations The opportunity to address this objective is available. See

the following: TE: Vol. 2: T89, T142, T222

READING: FEELINGSLevel 1 - EnteringMatch symbols or icons with photographs or facial expressions that express feelings (e.g., happy face)

The opportunity to address this objective is available. See the following: TE: Vol. 2: T45f, T80-T81, T88

Level 2 - BeginningSelect matching pairs of illustrated words that express feelings

The opportunity to address this objective is available. See the following: TE: Vol. 2: T45f

Level 3 - DevelopingFind examples of repeated words that express feelings in illustrated text (e.g., “sad girl,” “sad boy”)

The opportunity to introduce this objective is available. See the following: TE: Vol. 2: T80

Level 4 - ExpandingPredict feelings based on illustrated phrases (e.g., on book covers)

The opportunity to address this objective is available. See the following: TE: Vol. 2: T5, T45f

Level 5 - BridgingCreate ‘stories’ about feelings from illustrated text The opportunity to introduce this objective is available.

See the following: TE: Vol. 2: T45f, T83, T87

WRITING: ENVIRONMENTAL PRINTLevel 1 - EnteringDraw or trace examples of environmental print (e.g., from cereal boxes, T shirts)

TE: Vol. 1: T30

Level 2 - BeginningCopy examples of environmental print from labeled icons or objects

TE: Vol. 1: T30

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Level 3 - DevelopingProduce names of objects or icons represented in environmental print using invented spellings (e.g., sun)

The opportunity to address this objective is available. See the following: TE: Vol. 1: T30, T126, T168-T169, T177g

Level 4 - ExpandingList examples of environmental print in illustrated scenes using icons, words, or phrases with invented spellings

The opportunity to address this objective is available. See the following: TE: Vol. 1: T30-T31, T126, T168-T169, T177g

Level 5 - BridgingGive examples of environmental print in illustrated scenes using phrases or short sentences with invented spellings

The opportunity to address this objective is available. See the following: TE: Vol. 1: T30-T31, T126, T168-T169, T177g

Page 11 of 36

Hampton-Brown Avenues, Level Bcorrelated to


Grade Level Cluster: 1 - 2

WIDA’s 2007 Summative English Language Proficiency Standards, Grade Level Cluster: 1 - 2 Hampton-Brown Avenues, Level B

English Language Proficiency Standard 1: English language learners communicate in English for Social andInstructional purposes within the school setting. LISTENING: SCHOOL AREAS, PERSONNEL, AND ACTIVITIESLevel 1 - Entering Identify symbols, objects, or people associated with classrooms or school areas, personnel, or activities from pictures and oral statements (e.g., “Office” or “Exit”)

TE: Vol. 1: T12a, T12d, T12e, T12f, T12g, T16-17, T24-25, T28, T29, T33, T61, T117v Vol. 2: T32e, T131g

Level 2 - Beginning Locate school areas, personnel, or activities described orally with visual support (e.g., corner of the room, washroom down the hall)

The opportunity to address this objective is available. See the following: TE: Vol. 1: T61

Vol. 2: T131g, T131s, T131u

Level 3 - Developing Match school areas, personnel, or activities described orally to illustrated school or classroom scenes


Level 4 - Expanding Sort school areas, personnel, or activities from non - school areas, personnel, or activities according to oral descriptions with visual support (e.g., “Which person does not work in the school?”)


Vol. 2: T61, T127, T195

Level 5 - Bridging Match oral descriptions of school areas, personnel, or activities with individual needs or situations (e.g., “If…then;” “Suppose…”)


SPEAKING: EVERYDAY OBJECTS Level 1 - Entering Name everyday objects depicted visually when given choices (e.g., Is this a book or a cookie?)

The opportunity to address this objective is available. See the following: TE: Vol. 1: T9u, T12d, T12e, T12f, T12g, T24-25, T28,

T29, T36a, T89a-T89b, T105b

Level 2 - Beginning Tell primary function or use of everyday objects depicted visually (e.g., “You put food on a plate.”)

TE: Vol. 1: T12a, T56b

Level 3 - Developing Relate multiple functions or uses of everyday objects depicted visually (e.g., “I do homework on the table and eat dinner there.”)

The opportunity to introduce this objective is available. See the following: TE: Vol. 1: T117v

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Level 4 - Expanding Compare/contrast uses of everyday objects depicted visually (e.g., “I wash myself with soap. I dry myself with a towel.”)

The opportunity to introduce this objective is available. See the following: TE: Vol. 1: T117v

Level 5 - Bridging Evaluate and give reasons for usefulness of everyday objects (e.g., “Pencils are better than crayons for writing. You can write neater with pencils.”)

This objective falls outside the scope of Hampton-Brown Avenues, Level B.

READING: PERSONAL INFORMATIONLevel 1 - Entering Match illustrated words with bank of words about self The opportunity to address this objective is available. See

the following: TE: Vol. 1: T114-115, T116-117

Level 2 - Beginning Identify illustrated phrases reflective of self (e.g., “go to school,” ”go home”)

The opportunity to address this objective is available. See the following: TE: Vol. 1: T6-7, T8-9, T9g, T9l, T9n, T111

Level 3 - Developing Answer yes/no or choice questions about self in illustrated text (e.g., “Are you a cat?”)

The opportunity to address this objective is available. See the following: TE: Vol. 1: T6-7, T8-9

Level 4 - Expanding Select illustrated sentences reflective of self (e.g., “I go to school on Fridays.”)

The opportunity to address this objective is available. See the following: TE: Vol. 1: T111

Level 5 - Bridging Distinguish between true and false information about self (e.g., “I have three eyes.”)

TE: Vol. 1: T68c

WRITING: PERSONAL CORRESPONDENCELevel 1 - Entering Trace, copy, or produce words about self using models and pictures

TE: Vol. 1: T30b, T31c-T31d, T117i, T117s, T118, T148, T150eVol. 2: T6e

Level 2 - Beginning Make lists for varying personal purposes using models and pictures (e.g., needed school supplies)

The opportunity to address this objective is available. See the following: TE: Vol. 1: T34e, T118f, T173a-T173b, T177e-T177f

Page 13 of 36





Level 3 - Developing Relate personal facts using models and pictures (e.g., “I have brown eyes.”)

TE: Vol. 1: T30b, T31c-T31d, T114d, T117i, T117s, T117u, T118, T148, T150e Vol. 2: T6e

Level 4 – Expanding Compose personal messages for friends using models and pictures

The opportunity to address this objective is available. See the following: TE: Vol. 1: T65p, T145c-T145d

Vol. 2: T57c-T57d, T123c-T123d, T131p

Level 5 - Bridging Narrate or compose personal stories from pictures The opportunity to address this objective is available. See

the following: TE: Vol. 1: T114-115, T116-117, T117b, T118, T142,

T144a, T144b, T150e

English Language Proficiency Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts.LISTENING: SEQUENCE OF STORYLevel 1 - Entering Match pictures to sentences read aloud TE: Vol. 1: T68e-T68f, T86-T87, T90, T120e-T120f,

T142-T143

Level 2 - Beginning Order pictures of related sentences read aloud that use ordinal numerals or sequential language (e.g., first, second, last; first, then, next)

TE: Vol. 1: T68e-T68f, T86-T87, T90, T120e-T120f, T142-T143 Vol. 2: T65s-T65t, T68e-T68f, T72-73

Level 3 - Developing Sequence pictures of stories read aloud by beginning, middle, and end

TE: Vol. 1: T91 Vol. 2: T90e-T90f

Level 4 – Expanding Match story sequence read aloud to a series of pictures (e.g., Once upon a time….and they lived happily ever after)

TE: Vol. 1: T68e-T68f, T86-T87

Level 5 - Bridging Select logical outcomes or endings to stories read aloud TE: Vol. 1: T138-139

Vol. 2: T30-T31, T48-49, T116-117

SPEAKING: STORY ELEMENTSLevel 1 – Entering Name persons (characters) or settings of stories from picture books

TE: Vol. 1: T12a, T65g-T65h, T68a-T68b, T117g-T117h, T175a-T175b Vol. 2: T34a-T34b, T88f, T90a-T90b, T110-111, T131g-T131h

Page 14 of 36





Level 2 - Beginning Describe characters or settings of stories from picture books

TE: Vol. 1: T65m-T65n, T136-137 Vol. 2: T104, T110-111, T116-117, T119, T134e, T136-137, T166

Level 3 – Developing State main ideas or themes of stories, including characters or settings, from picture books or illustrated short stories

TE: Vol. 1: T138-139, T146-T147 Vol. 2: T46-47, T110-111, T131i

Level 4 – Expanding Narrate main events of plot sequences in given time frames of picture books or illustrated short stories

TE: Vol. 1: T68e-T68f Vol. 2: T54, T55a-T55b, T102-103, T121a-T121b, T167a-T167b

Level 5 – Bridging Re/tell stories using story elements from picture books or short stories

TE: Vol. 1: T86-T87, T87a-T87b, T120f, T128-129, T142-T143 Vol. 2: T54, T55a-T55b, T121a-T121b, T167a-T167b

READING: PHONICS/ PHONEMIC AWARENESSLevel 1 - Entering Associate letter sounds (at beginning, middle, or end of words) with familiar pictures in context

The opportunity to address this objective is available. See the following: TE: Vol. 1: T6e, T118g

Vol. 2: T10g, T11a, T33a, T34h, T67a, T88g, T89a, T133a

Level 2 – Beginning Match letters/digraphs within and across words with pictures in context

The opportunity to address this objective is available. See the following: TE: Vol. 2: T33a, T34h, T132-T133

Level 3 - Developing Sort words and phrases, with visual support, into phonological or semantic categories (e.g., c that sounds like k, c that sounds like s)

TE: Vol. 1: T35a, T68h, T94h, T105d, T150h Vol. 2: T34h, T90h, T134h

Level 4 - Expanding Identify words with phonetic variation in illustrated phrases or sentences (e.g., words with silent letters)

The opportunity to address this objective is available. See the following: TE: Vol. 1: T35, T35b, T59, T59b, T65q-T65r, T92-T93,

T117q-T117r, T118-T119, T148-T149 Vol. 2: T9q-T9r, T65q-T65r

Page 15 of 36





Level 5 - Bridging Match sentences that contain words with phonetic variation with pictures

The opportunity to address this objective is available. See the following: TE: Vol. 1: T35, T59, T59b, T65q-T65r, T92-T93,

T117q-T117r, T118-T119, T148-T149 Vol. 2: T65r

WRITING: WORD FAMILIESLevel 1 - Entering Reproduce illustrated word pairs by families (e.g., cat, hat) The opportunity to introduce this objective is available.

See the following: TE: Vol. 1: T34g-T34h

Vol. 2: T174h, T187b

Level 2 - Beginning Generate lists of word families from illustrated models The opportunity to introduce this objective is available.


Vol. 2: T174h, T187b

Level 3 - Developing Make original statements or questions using illustrated word families

The opportunity to introduce this objective is available. See the following: TE: Vol. 1: T34g-T34h

Vol. 2: T174h, T187b

Level 4 - Expanding Produce related sentences using illustrated word families The opportunity to introduce this objective is available.


Vol. 2: T174h, T187b

Level 5 - Bridging Create fictional stories using word families This objective falls outside the scope of Hampton-Brown

Avenues, Level B.

Page 16 of 36

Hampton-Brown Avenues, Level Ccorrelated to



WIDA’s 2007 Summative English Language Proficiency Standards, Grade Level Cluster: 1 - 2 Hampton-Brown Avenues, Level C

English Language Proficiency Standard 1: English language learners communicate in English for Social andInstructional purposes within the school setting. LISTENING: SCHOOL AREAS, PERSONNEL, AND ACTIVITIESLevel 1 - Entering Identify symbols, objects, or people associated with classrooms or school areas, personnel, or activities from pictures and oral statements (e.g., “Office” or “Exit”)

The opportunity to address this objective is available. See the following: TE: T380f

Level 2 - Beginning Locate school areas, personnel, or activities described orally with visual support (e.g., corner of the room, washroom down the hall)

The opportunity to address this objective is available. See the following: TE: T380f

Level 3 - Developing Match school areas, personnel, or activities described orally to illustrated school or classroom scenes

This objective falls outside the scope of Hampton-Brown Avenues, Level C.

Level 4 - Expanding Sort school areas, personnel, or activities from non - school areas, personnel, or activities according to oral descriptions with visual support (e.g., “Which person does not work in the school?”)

The opportunity to address this objective is available. See the following: TE: T13b, T13s-T13t, T39a-T39b, T193, T407

Level 5 - Bridging Match oral descriptions of school areas, personnel, or activities with individual needs or situations (e.g., “If…then;” “Suppose…”)


SPEAKING: EVERYDAY OBJECTS Level 1 - Entering Name everyday objects depicted visually when given choices (e.g., Is this a book or a cookie?)

The opportunity to address this objective is available. See the following: TE: T74-75, T76-77, T77s-T77t, T104e, T338-339

Level 2 - Beginning Tell primary function or use of everyday objects depicted visually (e.g., “You put food on a plate.”)

The opportunity to address this objective is available. See the following: TE: T74-75, T76-77, T77s-T77t

Level 3 - Developing Relate multiple functions or uses of everyday objects depicted visually (e.g., “I do homework on the table and eat dinner there.”)


Level 4 - Expanding Compare/contrast uses of everyday objects depicted visually (e.g., “I wash myself with soap. I dry myself with a towel.”)


Page 17 of 36





Level 5 - Bridging Evaluate and give reasons for usefulness of everyday objects (e.g., “Pencils are better than crayons for writing. You can write neater with pencils.”)


READING: PERSONAL INFORMATIONLevel 1 - Entering Match illustrated words with bank of words about self This objective falls outside the scope of Hampton-Brown

Avenues, Level C.

Level 2 - Beginning Identify illustrated phrases reflective of self (e.g., “go to school,” ”go home”)

The opportunity to address this objective is available. See the following: TE: 15a-T15b

Level 3 - Developing Answer yes/no or choice questions about self in illustrated text (e.g., “Are you a cat?”)


Level 4 - Expanding Select illustrated sentences reflective of self (e.g., “I go to school on Fridays.”)

The opportunity to address this objective is available. See the following: TE: 15a-T15b

Level 5 - Bridging Distinguish between true and false information about self (e.g., “I have three eyes.”)


WRITING: PERSONAL CORRESPONDENCELevel 1 - Entering Trace, copy, or produce words about self using models and pictures

TE: T15a-T15b, T228

Level 2 – Beginning Make lists for varying personal purposes using models and pictures (e.g., needed school supplies)

TE: T197t

Level 3 - Developing Relate personal facts using models and pictures (e.g., “I have brown eyes.”)

TE: T15a, T228

Level 4 - Expanding Compose personal messages for friends using models and pictures

The opportunity to address this objective is available. See the following: TE: T36b, T69c-T69d, T189c-T189d, T197o-T197p,

T237c-T237d

Level 5 - Bridging Page 18 of 36





Narrate or compose personal stories from pictures The opportunity to address this objective is available. See the following: TE: T10g, T62, T159c-T159d, T259c-T259d,

T331c-T331d, T335c-T335k, T336g, T407a, T407l

English Language Proficiency Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts.LISTENING: SEQUENCE OF STORYLevel 1 - Entering Match pictures to sentences read aloud The opportunity to address this objective is available. See

the following: TE: T77m-T77n, T182-183

Level 2 - Beginning Order pictures of related sentences read aloud that use ordinal numerals or sequential language (e.g., first, second, last; first, then, next)

The opportunity to address this objective is available. See the following: TE: T77m-T77n, T182-183, T314-315

Level 3 – Developing Sequence pictures of stories read aloud by beginning, middle, and end

TE: T77m, T164e-T164f

Level 4 – Expanding Match story sequence read aloud to a series of pictures (e.g., Once upon a time….and they lived happily ever after)

The opportunity to address this objective is available. See the following: TE: T328, T339m-T339n

Level 5 – Bridging Select logical outcomes or endings to stories read aloud TE: T95, T160-T161

SPEAKING: STORY ELEMENTSLevel 1 - Entering Name persons (characters) or settings of stories from picture books

TE: T13g-T13h, T42a-T42b, T42e-T42f, T99, T139g-T139h, T197g-T197h, T202-203, T296a-T296b, T339g-T339h, T374-375

Level 2 - Beginning Describe characters or settings of stories from picture books

TE: T13m-T13n, T42e-T42f, T48-49, T66-T67, T220-221, T300-301, T308-309

Level 3 – Developing State main ideas or themes of stories, including characters or settings, from picture books or illustrated short stories

TE: T35, T197i

Page 19 of 36





Level 4 – Expanding Narrate main events of plot sequences in given time frames of picture books or illustrated short stories

The opportunity to address this objective is available. See the following: TE: T67a, T296e-T296f, T314-315, T328, T339m-T339n

Level 5 - Bridging Re/tell stories using story elements from picture books or short stories

TE: T67a, T77n, T96, T99a-T99b, T186-T187, T197n, T235a-T235b, T296f, T314-315, T328-T329, T339n, T374-T375

READING: PHONICS/PHONEMIC AWARENESSLevel 1 - Entering Associate letter sounds (at beginning, middle, or end of words) with familiar pictures in context

TE: T106h, T199a, T294g, T341a

Level 2 – Beginning Match letters/diagraphs within and across words with pictures in context

The opportunity to address this objective is available. See the following: TE: T14g-T14h, T40g-T40h, T78g-T78h, T104g-T104h,

T140g-T140h, T162g-T162h, T198g-T198h, T240g-T240h, T268g-T268h, T340g-T340h

Level 3 – Developing Sort words and phrases, with visual support, into phonological or semantic categories (e.g., c that sounds like k, c that sounds like s)

TE: T80-81, T106-107, T142-143, T164-165, T200-201, T242-243, T296-297, T342-343, T382-383

Level 4 - Expanding Identify words with phonetic variation in illustrated phrases or sentences (e.g., words with silent letters)

The opportunity to address this objective is available. See the following: TE: T20-21, T33b, T40-T41, T41b, T65b, T77r, T80h,

T127b, T135b, T197q-T197r, T267q-T267r

Level 5 - Bridging Match sentences that contain words with phonetic variation with pictures

The opportunity to address this objective is available. See the following: TE: T20-21, T33b, T40-T41, T41b, T65b, T77r, T80h,

T127b, T135b, T197q-T197r, T267q-T267r

WRITING: WORD FAMILIESLevel 1 - Entering Reproduce illustrated word pairs by families (e.g., cat, hat) The opportunity to address this objective is available. See

the following: TE: T16-17, T42-43, T80-81, T200-201

Level 2 – Beginning Generate lists of word families from illustrated models TE: T16-17, T42-43

Page 20 of 36





Level 3 – Developing Make original statements or questions using illustrated word families

The opportunity to introduce this objective is available. See the following: TE: T16-17, T42-43, T80-81, T200-201

Level 4 - Expanding Produce related sentences using illustrated word families The opportunity to introduce this objective is available.

See the following: TE: T16-17, T42-43, T80-81, T200-201

Level 5 - Bridging Create fictional stories using word families The opportunity to introduce this objective is available.

See the following: TE: T16-17, T42-43, T80-81, T200-201

Page 21 of 36

Hampton-Brown Avenues, Level Dcorrelated to



WIDA’s 2007 Summative English Language Proficiency Standards, Grade Level Cluster: 3 - 5 Hampton-Brown Avenues, Level D

English Language Proficiency Standard 1: English language learners communicate in English for Social andInstructional purposes within the school setting.LISTENING: FOLLOWING DIRECTIONSLevel 1 - EnteringFollow one-step oral commands supported visually or modeled

The opportunity to address this objective is available. See the following: TE: T95, T222

Level 2 - BeginningFollow two-step oral commands supported visually that involve language of request (e.g., “Please open your book and point to a picture.”)


Level 3 - DevelopingFollow multi-step oral commands supported visually that incorporate language of request (e.g., “I’m asking you to close your book, put it in your desk, and get in line.”)


Level 4 - ExpandingFollow a series of oral directions supported visually that involve language of request (e.g., “First, I would like you to…Then, please…Finally,…”)

The opportunity to address this objective is available. See the following: TE: T95, T222, T311

Level 5 - BridgingFollow multiple linguistically complex oral directions that involve language of request (e.g., “Before you wash your hands, please be so kind as to clean up the mess under your desk.”)

The opportunity to address this objective is available. See the following: TE: T58b, T95, T222

SPEAKING: PERSONAL INFORMATIONLevel 1 - EnteringRespond to yes/no, WH-, or choice questions about self from picture prompts and models (e.g., “Are you a boy or a girl?”)

The opportunity to address this objective is available. See the following: TE: T68e-T68f, T70g, T99a, T101a-T101b,

T128e-T128f, T130g, T214g, T300e-T300f, T366e, T404e

Level 2 – BeginningRespond to personal, open-ended questions from picture prompts using phrases or short sentences

The opportunity to address this objective is available. See the following: TE: T101a-T101b, T102e-T102f, T214g

Level 3 – DevelopingExpress information about self in response to picture prompts using sentences

The opportunity to address this objective is available. See the following: TE: T300e-T300f, T336e-T336f, T430e

Page 22 of 36





Level 4 – ExpandingRelate personal information using connected ideas in response to picture prompts

The opportunity to address this objective is available. See the following: TE: T295k, T300e-T300f, T336e-T336f, T430e

Level 5 – BridgingReact to issues based on personal information offering justification for response in extended discourse

TE: T16f, T18g, T33, T38f, T130g, T302g

READING: LEISURE ACTIVITIESLevel 1 – EnteringSelect general themes related to leisure activities from pictures and words or phrases (e.g., “Play ball.”)

The opportunity to introduce this objective is available. See the following: TE: T22, T40g, T44, T50-51, T63f, T214g

Level 2 – BeginningIdentify overall message from visually or graphically supported examples of leisure activities (e.g., “He plays soccer after school.”)

TE: T40g

Level 3 - DevelopingLocate information in visually or graphically supported text on leisure activities (e.g., soccer schedule)

The opportunity to address this objective is available. See the following: TE: T40g

Level 4 - ExpandingCompare information from visually or graphically supported text on leisure activities (e.g., soccer schedule for September and October)

This objective falls outside the scope of Hampton-Brown Avenues, Level D.

Level 5 - BridgingInfer information on leisure activities from text (e.g., travel brochure)

The opportunity to address this objective is available. See the following: TE: T59a-T59b, T333c-T333d

WRITING: RULES AND PROCEDURESLevel 1 – EnteringLabel or produce icons for school rules or procedures from illustrated scenes and models


Level 2 - BeginningList dos and don’ts regarding school rules or procedures from illustrated scenes (e.g., “Don’t run in the halls.”)

The opportunity to introduce this objective is available. See the following: TE: T12g

Page 23 of 36





Level 3 - DevelopingGive examples of school rules or procedures from illustrated scenes for specific situations (e.g., fire drills, lunchroom)


Level 4 - ExpandingExplain the usefulness or importance of school rules or procedures from illustrated scenes of specific situations


Level 5 - BridgingDiscuss or propose modifications to or consequences of breaking school rules or procedures


English Language Proficiency Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts.LISTENING: EXPLICIT AND INFERENTIAL INFORMATIONLevel 1 - EnteringMatch oral statements from narrative or expository material to their illustrated representations

The opportunity to address this objective is available. See the following: TE: T30, T102f, T194, T230, T270e

Level 2 – BeginningDetermine literal meanings of oral passages from narrative or expository material and match to illustrations

TE: T76-77, T110

Level 3 – DevelopingMake predictions from oral discourse on narrative or expository material supported by illustrations (e.g., oral reading of realistic fiction)

TE: T74, T86-87, T200-201, T274, T308-309, T345, T374-375, T386-387, T447

Level 4 – ExpandingIdentify cause/ effect in oral discourse from narrative or expository material supported by illustrations

TE: T81, T86-87, T110, T112, T146-147, T252, T312-313, T338e-T338f, T354-T355, T432e-T432f

Level 5 - BridgingMake connections and draw conclusions from oral discourse using grade level materials

TE: T30, T36-T37, T50-51, T56-T57, T88-89, T141, T281, T306-307, T331, T350-351

SPEAKING: STORY ELEMENTS AND TYPES OF GENRESLevel 1 – EnteringName story elements of various genres (e.g., non-fiction works, fairy tales, myths, fables, or legends) depicted visually

TE: T18a-T18b, T40a-T40b, T70a-T70b, T104a-T104b, T130a-T130b, T184a-T184b, T270a-T270b, T338a-T338b, T368a-T368b, T462a-T462b

Level 2 – BeginningDescribe story elements of various genres supported by illustrations

TE: T57, T88-89, T200-201, T280, T302e-T302f, T317, T330-T331, T436-437

Page 24 of 36





Level 3 – DevelopingSummarize story lines, issues or conflicts in various genres, supported by illustrations

TE: T130e-T130f, T148, T150-T151, T154-T155, T171, T204, T230, T397

Level 4 – ExpandingDiscuss relationships among ideas or offer opinions on issues or conflicts in various genres supported by illustrations

TE: T184e-T184f, T202, T207, T287, T441

Level 5 – BridgingPropose options or solutions to issues or conflicts in various genres and support response with details

TE: T207

READING: BIOGRAPHY AND AUTOBIOGRAPHYLevel 1 - EnteringFind identifying information on biographies from illustrations, words, or phrases

The opportunity to introduce this objective is available. See the following: TE: T355

Level 2 - BeginningSequence events in biographical sketches using illustrations and graphic organizers (e.g., timelines)


Level 3 - DevelopingSort relevant from irrelevant biographical information using illustrations and graphic organizers


Level 4 - ExpandingCompare/contrast biographical information from two persons using illustrations and graphic organizers


Level 5 - BridgingIntegrate biographical information to form opinions on people


WRITING: CONVENTIONS AND MECHANICSLevel 1 - EnteringIdentify basic conventions or mechanics in text (e.g., use of capital letters)

TE: T63j, T70d, T75, T169a, T317, T357d, T411, T425j, T425l

Level 2 – BeginningDifferentiate among uses of conventions or mechanics in illustrated sentences (e.g., those that end in periods or question marks)

TE: T23, T63j, T70d, T101a-T101b, T425j, T425l

Level 3 – DevelopingUse conventions or mechanics in illustrated passages (e.g., commas to indicate a series)

TE: T23, T75, T101b

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Level 4 – ExpandingRevise illustrated text according to specified conventions or mechanics (e.g., combine sentences to make appositives)

The opportunity to address this objective is available. See the following: TE: T63l, T99d, T153d, T177j, T235d, T295i, T357d,

T401d, T425i, T457d

Level 5 – BridgingProvide examples and reasons for use of specified conventions or mechanics (e.g., “Why do we need commas?”)

The opportunity to address this objective is available. See the following: TE: T23, T63j, T99d, T177k, T295k, T357d

Page 26 of 36

Hampton-Brown Avenues, Level Ecorrelated to



WIDA’s 2007 Summative English Language Proficiency Standards, Grade Level Cluster: 3 - 5 Hampton-Brown Avenues, Level E


The opportunity to address this objective is available. See the following: TE: T149, T457a-T457b

Level 2 - BeginningFollow two-step oral commands supported visually that involve language of request (e.g., “Please open your book and point to a picture.”)









TE: T301a-T301b, T305a-T305b

Level 2 – BeginningRespond to personal, open-ended questions from picture prompts using phrases or short sentences

The opportunity to address this objective is available. See the following: TE: T16e, T46e, T65c, T258a-T258b, T301b,

T305a-T305b, T313a, T438g

Level 3 - DevelopingExpress information about self in response to picture prompts using sentences

The opportunity to address this objective is available. See the following: TE: T16e-T16f, T46e-T46f, T65c, T96e-T96f,

T270e-T270f, T301b, T305a-T305b, T313a, T438g

Page 27 of 36





Level 4 - ExpandingRelate personal information using connected ideas in response to picture prompts

The opportunity to address this objective is available. See the following: TE: T16e-T16f, T46e-T46f, T65c, T96e-T96f,

T270e-T270f, T301a-T301b, T305a-T305b, T313a, T438g

Level 5 - BridgingReact to issues based on personal information offering justification for response in extended discourse

TE: T16e-T16f, T18g, T65c, T74e-T74f, T169, T208g, T369a-T369b

READING: LEISURE ACTIVITIESLevel 1 - EnteringSelect general themes related to leisure activities from pictures and words or phrases (e.g., “Play ball.”)


Level 2 - BeginningIdentify overall message from visually or graphically supported examples of leisure activities (e.g., “He plays soccer after school.”)





This objective falls outside the scope of Hampton-Brown Avenues, Level E.



WRITING: RULES AND PROCEDURESLevel 1 - EnteringLabel or produce icons for school rules or procedures from illustrated scenes and models

The opportunity to introduce this objective is available. See the following: TE: T171a-T171b


The opportunity to introduce this objective is available. See the following: TE: T171a-T171b

Page 28 of 36












The opportunity to address this objective is available. See the following: TE: T248-249, T250, T272e, T284, T366, T380e, T453

Level 2 - BeginningDetermine literal meanings of oral passages from narrative or expository material and match to illustrations

The opportunity to address this objective is available. See the following: TE: T154-155, T217, T276, T350-T351, T352-353,

T384-385

Level 3 – DevelopingMake predictions from oral discourse on narrative or expository material supported by illustrations (e.g., oral reading of realistic fiction)

TE: T56-57, T82-83, T91, T138-139, T190-191, T278-279, T362, T398, T399, T458-T459

Level 4 - ExpandingIdentify cause/ effect in oral discourse from narrative or expository material supported by illustrations

TE: T84-85, T108, T180, T220-221, T277, T285, T320, T340e-T340f, T366-T367, T390


TE: T22, T41, T78-79, T169, T228-229, T285, T288-T289, T367, T425, T442

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SPEAKING: STORY ELEMENTS AND TYPES OF GENRESLevel 1 - EnteringName story elements of various genres (e.g., non-fiction works, fairy tales, myths, fables, or legends) depicted visually

TE: T18a-T18b, T48a-T48b, T76a-T76b, T89, T98a-T98b, T134a-T134b, T176a-T176b, T208a-T208b, T272a-T272b, T340a-T340b

Level 2 - BeginningDescribe story elements of various genres supported by illustrations

TE: T18e-T18f, T40-T41, T136-137, T138-139, T165, T173a-T173b, T214-215, T289a-T289b, T301, T363, T386-387

Level 3 - DevelopingSummarize story lines, issues or conflicts in various genres, supported by illustrations

TE: T76e-T76f, T84-85, T90-91, T134e-T134f, T168-T169, T172-T173, T216, T284-T285, T354, T396

Level 4 - ExpandingDiscuss relationships among ideas or offer opinions on issues or conflicts in various genres supported by illustrations

TE: T76e-T76f, T88, T90-T91, T380e-T380f, T396, T408e-T408f, T424-T425




TE: T48a-T48b, T48e-T48f, T62-T63, T63a-T63b, T68-T69, T69c-T69d


TE: T48e-T48f, T62-T63, T69e-T69f


The opportunity to address this objective is available. See the following: TE: T48e-T48f, T62-T63, T63a-T63b, T68-T69,

T69e-T69f, T368b


The opportunity to introduce this objective is available. See the following: TE: T63a-T63b, T69k, T368b

Page 30 of 36





Level 5 – BridgingIntegrate biographical information to form opinions on people

TE: T61b, T63, T63a-T63b


TE: T23, T69k-T69l, T93d, T197d, T423, T431k, T438d, T443, T479d

Level 2 - BeginningDifferentiate among uses of conventions or mechanics in illustrated sentences (e.g., those that end in periods or question marks)


Level 3 - DevelopingUse conventions or mechanics in illustrated passages (e.g., commas to indicate a series)

The opportunity to address this objective is available. See the following: TE: T23, T67, T69k, T93d, T197d, T309k, T423, T431k,

T438d, T443

Level 4 - ExpandingRevise illustrated text according to specified conventions or mechanics (e.g., combine sentences to make appositives)

The opportunity to address this objective is available. See the following: TE: T43d, T69i, T197d, T201i-T201j, T235d, T261d,

T287d, T305d, T309i-T309j, T403d

Level 5 - BridgingProvide examples and reasons for use of specified conventions or mechanics (e.g., “Why do we need commas?”)

The opportunity to address this objective is available. See the following: TE: T23, T67, T69k-T69l, T309k, T431k, T438d, T443,

T479d

Page 31 of 36

Hampton-Brown Avenues, Level Fcorrelated to



WIDA’s 2007 Summative English Language Proficiency Standards, Grade Level Cluster: 3 - 5 Hampton-Brown Avenues, Level F


The opportunity to address this objective is available. See the following: TE: T23, T36a, T208-209, T300-301

Level 2 – BeginningFollow two-step oral commands supported visually that involve language of request (e.g., “Please open your book and point to a picture.”)









TE: T66f, T220e-T220f, T426, T462e-T462f

Level 2 - BeginningRespond to personal, open-ended questions from picture prompts using phrases or short sentences

The opportunity to address this objective is available. See the following: TE: T12f, T18a, T66f, T220e-T220f, T408e-T408f, T426,

T462e-T462f

Level 3 - DevelopingExpress information about self in response to picture prompts using sentences


T462e-T462f

Page 32 of 36





Level 4 - ExpandingRelate personal information using connected ideas in response to picture prompts


T462e-T462f

Level 5 - BridgingReact to issues based on personal information offering justification for response in extended discourse

TE: T214-T215, T408f

READING: LEISURE ACTIVITIESLevel 1 - EnteringSelect general themes related to leisure activities from pictures and words or phrases (e.g., “Play ball.”)

The opportunity to introduce this objective is available. See the following: TE: T15b, T158e-T158f, T281c-T281d

Level 2 - BeginningIdentify overall message from visually or graphically supported examples of leisure activities (e.g., “He plays soccer after school.”)







The opportunity to address this objective is available. See the following: TE: T281c-T281d

WRITING: RULES AND PROCEDURESLevel 1 - EnteringLabel or produce icons for school rules or procedures from illustrated scenes and models

The opportunity to introduce this objective is available. See the following: TE: T338b



Page 33 of 36










This objective falls outside the scope of Hampton-Brown Avenues, Level F.


The opportunity to address this objective is available. See the following: TE: T18a, T18e, T151, T188e, T246, T304, T344e, T426

Level 2 - BeginningDetermine literal meanings of oral passages from narrative or expository material and match to illustrations

The opportunity to address this objective is available. See the following: TE: T268-269, T274-275, T309a-T309b, T388, T422,

T446-447, T449, T454-455

Level 3 - DevelopingMake predictions from oral discourse on narrative or expository material supported by illustrations (e.g., oral reading of realistic fiction)

TE: T20-21, T27a, T146-147, T324-325, T376-377, T380-381, T399, T406-T407, T450

Level 4 – ExpandingIdentify cause/effect in oral discourse from narrative or expository material supported by illustrations

TE: T48, T85, T96-97, T108-109, T153, T272-273, T344e-T344f, T360-T361, T382-383, T461a-T461b


TE: T35, T38-T39, T42e-T42f, T54-T55, T175, T271, T361, T403, T427, T457

Page 34 of 36





SPEAKING: STORY ELEMENTS AND TYPES OF GENRESLevel 1 – EnteringName story elements of various genres (e.g., non-fiction works, fairy tales, myths, fables, or legends) depicted visually

TE: T18a-T18b, T18e-T18f, T77, T79, T86-T87, T188e-T188f, T194-195, T214-T215, T232-233, T340-T341, T374e-T374f

Level 2 – BeginningDescribe story elements of various genres supported by illustrations

TE: T23, T196, T211, T230-231, T331, T333, T389, T390-391, T403, T440e-T440f

Level 3 – DevelopingSummarize story lines, issues or conflicts in various genres, supported by illustrations

TE: T34-T35, T68e-T68f, T77, T79, T86-T87, T188e-T188f, T194-195, T214-T215, T232-233, T340-T341, T374e-T374f

Level 4 – ExpandingDiscuss relationships among ideas or offer opinions on issues or conflicts in various genres supported by illustrations

TE: T77, T79, T87, T188e-T188f, T214-T215, T389, T396-397


TE: T214, T248a


TE: T222a-T222b, T222e-T222f, T224-225, T226, T228-229, T232-233, T234-235, T236, T242-243, T244, T246-T247, T485a-T485b


TE: T222e-T222f, T246-T247, T485a-T485b


The opportunity to address this objective is available. See the following: TE: T222e-T222f, T246-T247, T249c-T249d,

T485a-T485b


The opportunity to address this objective is available. See the following: TE: T249c-T249d, T337, T485a-T485b

Level 5 - BridgingIntegrate biographical information to form opinions on people

TE: T247, T410g

Page 35 of 36






TE: T23, T61k, T155d, T181k, T311k, T311l, T339d, T349, T405d, T429d

Level 2 – BeginningDifferentiate among uses of conventions or mechanics in illustrated sentences (e.g., those that end in periods or question marks)

TE: T23, T433l

Level 3 – DevelopingUse conventions or mechanics in illustrated passages (e.g., commas to indicate a series)

TE: T23, T61k, T155d, T181k, T311k, T339d, T349, T405d, T429d, T433k

Level 4 - ExpandingRevise illustrated text according to specified conventions or mechanics (e.g., combine sentences to make appositives)

The opportunity to address this objective is available. See the following: TE: T37d, T61i, T89d, T155d, T181i, T307d, T311i,

T339d, T405d, T429d

Level 5 - BridgingProvide examples and reasons for use of specified conventions or mechanics (e.g., “Why do we need commas?”)

The opportunity to address this objective is available. See the following: TE: T23, T61i, T61k, T311k, T339d, T405d, T429d,

T433k

Page 36 of 36

Avenues by Hampton-Brown PreK - K

WIDA Consortium

Example Topics Level 1 - Entering Level 2 - Beginning Level 3 - Developing Level 4 - Expanding Level 5 - Bridging

Associate size of reallife

objects (e.g., “big,”

“little”) with nonstandard

measurement

tools with a partner as

modeled orally

Sort real-life objects

by size (e.g., “short,”

“long”) using nonstandard

measurement

tools with a partner as

modeled orally

Determine size of reallife

objects using nonstandard

measurement

tools (e.g., 3 hands

long) with a partner as

modeled orally

Estimate size of

objects from pictures

using non-standard

measurement tools with

a partner as directed

orally

Rank size of objects

described according

to non-standard


a partner as directed

orally

Participate in and

supply quantity words

in songs and chants in a

whole group (e.g., “One,

two, button my shoe.”)

Complete phrases

in songs and chants

involving quantity in a

whole group (e.g., “One

potato, two potato,

________.”)

Repeat verses and chants

involving quantity in a

whole group

Provide sentences

or lines from songs

and chants involving

quantity in a whole

group

Initiate and lead songs

and chants involving

quantity in a whole

group

Identify icons or

pictures of real-life

objects with a single

attribute as modeled

(e.g., “This is a toy. Find

the picture of a toy.”)

Classify icons or


objects with a single

attribute that belong

and don’t belong to a

group as modeled

Identify icons or


objects with two

attributes that belong

to a group as modeled

Sort labeled icons

or pictures of reallife

objects with two

attributes into groups as

modeled

Arrange labeled icons

or pictures of reallife

objects with two

attributes by group

membership as modeled

Draw or trace matched

pairs of real-life objects

as modeled and directed

orally (e.g., two hands,

two feet)

Connect 1:1 matched

sets of real-life objects

or pictures as modeled

and directed orally (e.g.,

three pencils with three

pencils)

Trace numerals that

correspond to matched

sets of real-life objects

or pictures as modeled

and directed orally

Make or reproduce

numerals up to

number ten with

various materials that


sets of pictures from

word walls or word

Supply numerals and

number words that


sets of pictures from

word walls or word

banks

ELP Standard 3: The Language of Mathematics, Formative Framework

Level 6 -

Reaching

Listening

Non-standard

measurement

tools

Speaking

Quantity

The opportunity to introduce these standards can be found on the following pages:

Avenues PreK: T160, T168, T172, T239, T249, T250

Avenues Level A, Volume 1: T1g, T73, T165


Avenues PreK: T6, T13, T19, T30, T43, T54, T68, T92, T106, T110, T111, T118, T122, T148, T149, T173, T200, T201, T223, T232

Avenues Level A, Volume 1: T79, T80, T81, T82,

Avenues Level A, Volume 2: T168

Attributes

Reading


Avenues PreK: T10, T23, T30, T41, T47, T70, T72, T84, T123, T149, T150, T160, T167, T172, T176, T186, T193, T196, T198, T202, T212, T224, T249

Avenues Level A, Volume 1: T26, T89g, T118, T158, T162, T208

Avenues Level A, Volume 2: T15, T33, T50, T59, T111, T133, T162,

Writing

EquivalencyThe opportunity to introduce these standards can be found on the following pages:

Avenues PreK: T20, T41, T43, T68, T92, T118, T130, T148, T173, T200, T223, T250

Avenues Level A, Volume 1: T45g, T206

Avenues Level A, Volume 2: T45f, T63, T67, T70, T148


WIDA Consortium


Imitate pattern sounds

with physical movement

from modeling (e.g.,

clap, snap, stomp)

Select “What comes

fi rst, next or last?” in

illustrated patterns

according to oral

directions

Sort patterns from nonpatterns

in pictures

from oral directions

Identify patterns from

pictures (e.g., “girl, boy,

girl, boy”) from oral

directions

Form patterns from

pictures (e.g., “the tall

girl, the short girl,

the tall boy, the short

boy”) from detailed oral

directions

Indicate size of objects

in pictures (e.g., “small,”

“big”) using gestures

and words

Specify size of objects in

pictures (e.g., “a small

ball,” “a big ball”)

Compare the size of

two objects in pictures

using phrases (e.g., “the

smaller ball”)

Make statements about

size from pictures or

illustrated scenes (e.g.,

“Th is is the biggest.”)

Make up related

sentences or “stories”

about diff erences in

size using comparative

language from

illustrated scenes

Match pictures of

real-life objects (e.g.,

books or windows) with

fi gures of geometric

shapes

Classify pictures of reallife

objects according to

geometric shapes (e.g.,

circles or squares)

Sort diagrams of

geometric shapes

according to their fi rst

letter (e.g., “c” or “r”)

Find pairs of matching

words and diagrams of

geometric shapes

Identify words for

geometric shapes from

labeled diagrams

Draw, trace or copy

pictures from models to

express times of day

Depict times of day

(e.g., day or night)

from illustrated scenes

and models using

icons, letters or scribble

writings

Express times of day

(e.g., morning, noon or

night) from illustrated

scenes and models using

words with invented

spellings

Complete “story”

starters related to times

of day from illustrated

scenes and models using

words or phrases with

invented spellings

Produce “stories” about

times of day related

to events or actions

using phrases or short

sentences with invented

spellings

ELP Standard 3: The Language of Mathematics, Summative Framework

Level 6 -

Reaching

Listening

Patterns

Speaking

Size


Avenues PreK: T111, T130, T208

Avenues Level A, Volume 1: T17, T41, T80, T104, T168

Avenues Level A, Volume 2: T58, T60, T124


Avenues PreK: T141, T160, T168, T172

Avenues, Level A, Volume 1: T26, T33, T42, T44

Geometric Shapes

Reading


Avenues PreK: T146, T167

Avenues Level A, Volume 1: T113, T114, T121, T122, T132

Writing

TimeThe opportunity to introduce these standards can be found on the following pages:

Avenues Level A, Volume 2: T212, T215, T217, T219


WIDA Consortium


Indicate change in

self through gestures

or environment from

pictures, according to

oral commands

Match pictures or

photographs of

off spring with adults

following oral models

(e.g., from seeds to

plants, from kittens

to cats) as examples of

Identify stages of

development in pictures

of self or organisms

in the environment

following oral models as

examples of change

Sort illustrated

activities by stages of

development of self

or organisms in the

environment following

oral models as examples of change

Sequence illustrated

activities that denote

change in self or

environment (e.g.,

life cycle of plants) as

directed orally

Associate senses with

physical actions with a

partner in L1 or L2

Give examples of uses

of senses with a partner

in L1 or L2 (e.g., “I

see…”)

Describe everyday

activities that involve

senses with a partner in

L1 or L2

Explain why senses are

useful or important to a

partner in L1 or L2

Predict how senses are

aff ected by change (e.g.,

injury, temperature)

Match outlines of

animals to pictures or

objects (e.g., fi tting

puzzle pieces) with a

partner

Match pictures of

animals with labels to

animal icons with a

partner

Sort pictures of animals

with labels by fi rst letter

(e.g., cat, cow) with a

partner

Find animal words

in picture books and

classrooms (e.g., on

word walls, bulletin

boards) with or without

a partner

Classify pictures of

animals with labels

according to picture

books (e.g., at the farm)

Create “messages” in L1

or L2 by experimenting

with or mixing colors

(e.g., paints)

Practice making letters

or scribble writings

from models in L1 or

L2 using a variety of

colors and media

Produce letters and

words with invented

spellings in L1 or L2

based on model picture

books or experiments

about colors

Reproduce words or

phrases with invented


found in picture books

or experiments about

colors

Compose “stories”

about colors using

drawings and words,

phrases or short



ELP Standard 4: The Language of Science, Formative Framework

Level 6 -

Reaching

Listening

Change in self &

environment

Speaking

Senses

The opportunity to address these standards can be found on the following pages:

Avenues PreK: T203-T226

Avenues Level A, Volume 1: T177-T220

Avenues Level A, Volume 2: T102-T112, T123-132




Animals

Reading



Avenues Level A, Volume 2: T1- T44, T89-T132

Writing

ColorsThe opportunity to address these standards can be found on the following pages:

Avenues PreK: T28, T30, T31, T34-35, T41, T42, T43, T44-45, T46-47, T48

Avenues Level A, Volume 1: T1-T13, T15


WIDA Consortium


Classify living or nonliving

things from oral

statements and pictures

Match oral descriptions

of living or non-living

things with pictures

(e.g., “It lives in water.

It swims.”)

Identify living or nonliving

things from WH-questions

and pictures

(e.g., “Which animal

has no legs?”)

Match features (e.g.,

feathers/birds, fur/dogs,

skin/people) of living

or non-living things

according to pictures

and oral directions

Organize pictures

with labels or other

graphic representations

of features of living

or non-living things

described orally

Name familiar objects

in photographs or

illustrations associated

with weather conditions

(e.g., “cloud”)

Describe weather

conditions from

photographs or

illustrations (e.g.,

“windy”)

Predict weather

conditions from

illustrated scenes (e.g.,

“It’s going to rain.”)

Compare/contrast

weather conditions in

illustrated scenes

Express likes, dislikes

or preferences, with

reasons, related to

weather conditions from

illustrated scenes

Apply concepts of print

to books about body

parts (e.g., “Th e book

is about eyes. Show me

the title of the book.”)

Pair labeled pictures

of body parts with

matching icons

Associate labeled

pictures of body parts

with initial consonants

(e.g., nose-n)

Find labeled pictures

of body parts with the

same initial consonant

(e.g., fi ngers-feet)

Match pictures of body

parts with words

Produce drawings of

materials needed for

scientifi c inquiry from

labeled pictures

Copy names of



labeled pictures

Reproduce lists of



labeled pictures using

words with invented

spellings

Describe materials used

in scientifi c inquiry

using words or phrases

with invented spellings

Relate experiences

from use of materials

in scientifi c inquiry



spellings

ELP Standard 4: The Language of Science, Summative Framework

Level 6 -

Reaching

Listening

Living & non–

living things

Speaking

Weather



Avenues Level A, Volume 2: T1a-T44, T89-T132




Body Parts

Reading




Writing

Scientific InquiryThe opportunity to introduce these standards can be found on the following pages:

Avenues PreK: T7, T31, T43, T55, T65, T71, T81, T107, T131, T157, T183, T199, T233, T243, T251

Avenues Level A, Volume 1: T1g, T192

Avenues Level A, Volume 2: T3, T27, T41, T59, T64, T118, T149


WIDA Consortium


Point to or locate

symbols or holiday

scenes in classrooms,

pictures or objects

named orally (e.g., fl ags)

Show symbols of

holidays from pictures

or objects based on

oral commands (e.g., a

pumpkin with a face)

Match symbols of

holidays with illustrated

scenes based on oral

directions

Identify symbols

of holidays within

illustrated scenes based

on oral directions

Find symbols of

holidays based on oral

descriptions or oral

reading

Repeat names of and

identify clothing on self

or peers when modeled

in L1 or L2

Brainstorm names of

articles of clothing (e.g.,

“shorts,” “pants”) with

peers in L1 or L2

Describe clothing on

self to peers in phrases

or short sentences

Describe, with details,

clothing worn by peers

or by characters in

picture books (e.g.,

“He has a red and blue

sweater.”)

Give reasons for wearing

diff erent kinds of

clothing

Categorize pictures

according to names

of seasons in a whole

group

Find labeled illustrations

or photographs modeled

on word walls or

displays of seasons in

small groups

Match labeled

illustrations or

photographs of seasons

to those in trade books

in small groups

Compare labeled

illustrations of seasons

in various trade books

in small groups

Identify words

associated with seasons

in illustrated expository

text in small groups

Draw self-portrait and

copy or trace name

Draw family portrait

from models or

photographs and

identify people by

initials

Draw family members

from models or

photographs and label

people and pets

Draw and describe

family members using

words or phrases with

invented spellings

Produce illustrated

“stories” about self and

family using phrases or

short sentences with

invented spellings

ELP Standard 5: The Language of Social Studies, Formative Framework

Level 6 -

Reaching

Listening

Symbols &

Holidays

Speaking

Clothing


Avenues Level A, Volume 1: T29, T51

Avenues Level A, Volume 2: T73


Avenues PreK: T34, T44, T46, T196

Avenues Level A, Volume 1: T211-T213, T218-T219, T220

Seasons

Reading


Avenues PreK: T212, T222, T224


Writing

Self & FamilyThe opportunity to address these standards can be found on the following pages:

Avenues PreK: T20-T21, T118, T119, T120

Avenues Level A, Volume 1: T45f, T46,

Avenues Level A, Volume 2: T45f, T50, T54, T67


WIDA Consortium


Associate sounds of

diff erent modes of

transportation with

pictures (e.g., “Which

goes choo choo?”)

Identify modes of

transportation from

visually supported

rhymes or chants (e.g.,

“Th e Wheels on the

Bus”)

Match pictures of

modes of transportation

with descriptive

statements (e.g.,

“Airplanes go fast.”)

Pair modes of

transportation with

their environment (e.g.,

“Jets fl y in the air,”)

based on pictures and

oral directions

Diff erentiate modes of

transportation from the

past or present based

on pictures and oral

descriptions

Repeat names of

diff erent types of homes

or habitats from models

and illustrations (e.g.,

“house,” “nest”)

Match homes or

habitats to animals in

illustrated scenes using

phrases or chunks of

language (e.g., “bee

hive,” “in a pond”)

Describe diff erent types

of homes or habitats

from illustrated scenes


sentences

Compare/contrast

diff erent types of

homes or habitats from

illustrated scenes using

related sentences

Provide detailed

information about

homes or habitats (e.g.,

personal address or

“Birds live in nests in

trees.”)

Recognize food-related

symbols or icons in

illustrations

Match labeled pictures

with words about food

from various sources

(e.g., labels on cans or

cartons)

Find labeled pictures of

food by initial sounds

or consonants (e.g.,

“pineapple,” “peas”)

Sort pictures of food

by initial sounds or

consonants (e.g., “Find

foods that start with the

letter B.”)

Identify food words in

illustrated phrases or

short sentences

Draw personal responses

to people, places or

objects in school from

pictures or models

Represent people, places

or objects in school

from pictures and

models using letters or

scribble writings

Label people, places or

objects in school from

pictures and models

using words with

invented spellings

Make lists of people,

places or objects in

school from pictures

and models using words

or phrases with invented

spellings

Create “stories” about

people, places or objects

in school from pictures



spellings

ELP Standard 5: The Language of Social Studies, Summative Framework

Level 6 -

Reaching

Listening

Transportation

Speaking

Homes in a

community/

Habitats






Avenues Level A, Volume 2: T36, T202

Food

Reading





Writing

SchoolThe opportunity to address these standards can be found on the following pages:


Avenues by Hampton-Brown Grades 1-2

WIDA Consortium


Shade or color graphs

according to oral

commands modeled by

a teacher (e.g., “Here is

a graph. Color this bar

red.”)

Identify data in graphs

from oral commands or

questions modeled by

a teacher (e.g., “Which

bar shows the most?”)

Locate information on

graphs based on oral

statements or questions

and check with

a partner

Display comparative

data on graphs

according to oral

commands and check

with a partner

Interpret data on graphs

from oral descriptions

Provide identifying

information that

involves real-world

numbers (e.g., age,

address or telephone

number) to a partner

Give examples of

things with real-world

numbers (e.g., room

numbers, bus numbers

or calendars) to a

partner

Exchange examples of

how or when to use

numbers outside of

school with a partner

(e.g., shopping)

Explain how to play

games or activities that

involve numbers (e.g.,

sports, board games,

hopscotch) to a partner

Tell or make up stories

or events that involve

numbers

Use diagrams to guide

use of standard or

metric measurement

tools with a partner

Use labeled diagrams

from texts to guide use

of standard or metric


a partner

Identify key phrases

in illustrated text to

use standard or metric


a partner

Follow illustrated

directions from text

to compare tools for

standard or metric

measurement with a

partner

Follow illustrated

directions from text to

use standard or metric

measurement tools

Produce pictures with

numerals or reproduce

words associated with

quantities from models

(e.g., from newspapers

or magazines)

Take dictation or make

notes of examples of

phrases associated with

quantities in everyday

situations (e.g., “a little

of ”, “a lot of ””)

Provide examples of

quantities in context

(e.g. “a bunch of

grapes”) using phrases

or short sentences

Describe uses of

quantities in everyday

math with illustrated

examples using

sentences

Explain importance of

everyday math using

quantities in real life

situations using a

series of related

sentences


Level 6 -

Reaching

Listening

Graphs

Interpretation

of data

Speaking

Number sense


Avenues, Level B, Volume 1: T31a, T88b

Avenues, Level B, Volume 2: T85a

Avenues, Level C: T22-23, T101a, T158b, T290a


Avenues, Level B, Volume 1: T9a, T62e

Avenues, Level B, Volume 2: T62e, T128e

Avenues, Level C: T10g, T68b, T194g, T264g

Standard

& metric

measurement

tools

Reading


Avenues, Level C: T10g, T136g, T198a, T290a, T302-303, T336g

Writing

QuantityThe opportunity to introduce these standards can be found on the following pages:

Avenues, Level B, Volume 1: T6e, T62e, T88b

Avenues, Level B, Volume 2: T56b

Avenues, Level C: T10g, T22-23, T74g, T264g


WIDA Consortium


Identify two- or three

dimensional shapes

depicted in illustrations

described orally (e.g.,

“Find a shape like the

sun.”)

Match attributes of two or

three-dimensional

shapes described orally

to objects

Identify objects

composed of multiple

two- or three dimensional

shapes described orally

Construct two- or

three-dimensional

figures described orally

Change attributes

of two- or three dimensional

shapes to make others based on

oral discourse

Recite math-related

words or phrases related

to basic operations from

pictures of everyday

objects and oral

statements

Restate or paraphrase

basic operations

from oral statements,

referring to pictures of

everyday objects

Describe representations

of basic operations

from pictures of

everyday objects and

oral descriptions

Compare/contrast

language of basic

operations from pictures

and oral descriptions

Explain basic operations

involved in problem

solving using pictures

and grade level oral

descriptions


with general words

related to estimation

(e.g., “a lot,” “a little”)

to pictures of varying

quantities

Match words or phrases

related to estimation

(e.g., “about 20 cents”)

to illustrated word

banks of varying

quantities

Identify language

associated with

estimation in illustrated

phrases or sentences

(e.g., “I see close to 100

nickels.”)

Distinguish between

language of estimation

and language of

precision in illustrated

sentences

Order illustrated

sentences involving the

language of estimation

used to solve grade level

problems

Find and reproduce

number words (e.g.,

from 1-100) from an

assortment of labeled

visuals

Distinguish number

words from other math

words using graphic or

visual support and word

banks

Group numbers

presented in graphs or

visuals using phrases or

short sentences (e.g.,

“Th is group has more

than 40.”)

Compare numbers in

graphs or visuals using

sentences (e.g., “85 is

greater than 75. It goes

up higher in the table.”)

Describe illustrated

scenes or events using

numbers in a series of

related sentences


Level 6 -

Reaching

Listening

Two & three

dimensional

shapes

Speaking

Basic

operations

The opportunity to introduce these standards is available. See the following:

Avenues, Level B, Volume 1: T33, T57c, T78-79, T134-135

Avenues, Level B, Volume 2: T6e

Avenues, Level C: T127b, T155b, T236b, T258b, T278, T330b


Avenues, Level B, Volume 1: T62e, T144b

Avenues, Level C: T68b, T74g, T194g

Estimation

Money

Reading


Avenues, Level B, Volume 2: T128e

Avenues, Level C: T68b, T74g, T120-121

Writing

Whole

numbers The opportunity to introduce these standards is available. See the following:

Avenues, Level B, Volume 1: T6e, T31a-b, T62e, T88b, T111a, T144b

Avenues, Level B, Volume 2: T56b

Avenues, Level C: T10f, T22-23, T101a, T189a, T264g, T290a


WIDA Consortium


Explore movement

of real-life objects

by following oral

commands and

modeling

Move real-life objects

by following multistep

oral directions

Compare movement

of objects based on

oral statements by

pointing to pictures or

demonstrating using

real-life objects

Predict movement of

objects by pointing

to pictures or

demonstrating based

on oral statements

Role play eff ects of

force on motion

through gestures or

demonstration based on

oral scenarios

Name objects of

the earth or sky

from observation,

photographs or models

Describe objects

of the earth or sky

from observation,


(e.g., “Th e sun is big

and yellow.”)

State relationships

between objects of earth

or sky using diagrams,


(e.g., “Mercury is closest

to the sun.”)

Discuss and show

changes in the earth

and sky using diagrams,


(e.g., seasons, day/night)

Report, with details, on

topics about the earth

and sky (e.g., the Big

Dipper) using diagrams,


Select labeled natural

resources (e.g., sources

of water) to make

posters from magazine

pictures with a partner

Search for words and

pictures in big books or

illustrated trade books

associated with natural

resources (e.g., rain or

ice) with a partner

Identify illustrated

phrases associated

with the use of natural

resources in activities

(e.g., “go swimming”)

with a partner

Classify illustrated

sentences associated

with the use/non-use

of natural resources in

activities with a partner

Sequence sentences to

show the use of natural

resources in activities

(e.g., washing clothes)

Label objects that

represent renewable

and non-renewable

materials from real-life

or illustrated examples

in L1 or L2

List examples of

renewable and nonrenewable

materials from illustrated word/

phrase banks using

graphic organizers in L1 or L2

Distinguish between


resources

from pictures or real

life materials in L1 or L2

Describe goods made

from renewable or nonrenewable

resources

from pictures or real

life materials using

sentences

Evaluate usefulness

of goods made from


resources

using a series of related

sentences


Level 6 -

Reaching

Listening

Force &

motion

Speaking

Earth & sky

These standards are not addressed in Avenues Levels B & C.


Avenues, Level B, Vol 1: T6-7, T8-9, T9a, T30b, T34e, T34-35, T36g, T36i-53, T56a

Avenues, Level B, Vol 2: T128-129, T174i-187, T191a

Avenues, Level C: T236b

Natural

resources

Reading


Avenues, Level B, Vol 1: T57a

Avenues, Level B, Vol 2: T28a, T67, T68i, -T81, T90i-T119, T123a

Avenues, Level C: T136a-T193

Writing

Renewable &

non-renewable

resourcesThe opportunity to address these standards can be found on the following pages:

Avenues, Level C: T76-77, T80i-97, T100a-b, T104-105, T104e, T106i-127, T106g, T130b, T131a, T159a


WIDA Consortium


Identify objects

according to chemical

or physical properties

from pictures and oral

statements

Match objects according

to chemical or physical

properties from pictures


Group objects according

to chemical or physical


and oral statements

Rank or compare

objects according to

chemical or physical



Identify chemical or

physical change in

properties of objects

based on oral scenarios

Use words or phrases

related to weather from

pictures or photographs

(e.g., “clouds in sky”)

Make statements about

weather from pictures or

photographs (e.g. “It’s

raining.”)

Compare/contrast

weather conditions from

pictures, photographs or

graphs

Forecast weather and

provide reasons from


graphs

Validate weather

forecasts against


graphs

Identify living

organisms from labeled

diagrams, pictures in

graphs or charts

Sort living organisms

according to

descriptions of their

attributes using pictures

and phrases with

graphic organizers

Transfer information

on living organisms and

their attributes using

pictures and sentences

to complete graphs or

charts

Compare living

organisms according to

their attributes using

illustrated graphs or

charts and text

Interpret graphs or

charts related to living

organisms and their

attributes using explicit

grade level text

Note diff erence or

change by labeling

drawings or copying

words from word banks

(e.g., baby to man)

Identify change

according to stages of

processes or cycles using words

or phrases

Describe change in

processes or cycles

depicted in visuals

using phrases and short

sentences

Compare/contrast

change depicted in

visuals using a series of

sentences

Explain the process of

change in visuals using

connected sentences+G2


Level 6 -

Reaching

Listening

Chemical

& physical

attributes

Speaking

Weather


Avenues, Level B, Volume 1: T9s-t, T18-19, T36c-f

Avenues, Level C: T56, T74f, T92-93, T100b, T136g, T136-139


Avenues, Level B, Volume 1: T6-9, T9a, T34e, T34-35, T36g, T36i-T53, T56a

Avenues, Level C: T136-139, T139a-b, TT139g, T140-141, T140e, T142i-155, T158a-b, T159a, T164i-185, T188a-b, T189

Living Organisms

Reading


Avenues, Level B, Volume 1: T6-7, T31c, T57a, T57c, T62a-T113

Avenues, Level B, Volume 2: T64-65, T65b, T66e, T68i-T81, T85a, T191c

Avenues, Level C: T74a-T135, T264a-T335

Writing

ChangeThe opportunity to address these standards can be found on the following pages:

Avenues, Level B, Volume 1: T6-7, T31c, T57a, T88a, T89a

Avenues, Level B, Volume 2: T64-65, T65a-b, T66e, T68i-T81, T84a-b, T85a, T85c

Avenues, Level C: T76-77, T77b, T80i-97, T100a-b, T101a, T106i-127, T130b, T131a, T162-163, T270i-287, T290a-b, T296i-327, T331c


WIDA Consortium


Match signs around

neighborhoods with

actions based on oral

commands and pictures,

realia or fi eld trips with

a partner

Identify signs or places

in communities from

oral statements and

pictures, realia or field

trips with a partner

Locate places in relation

to other places or signs

in neighborhoods or

communities from pictures, maps

or field trips and oral statements

with a partner

Find specifi c locations

on neighborhood or

community maps

based on detailed oral

statements with a

partner

Construct or complete

neighborhood or

community maps with

places and signs based

on a series of oral

directions

State what families

do based on gestures

or modeling in small

groups

Share personal

responsibilities within a

family based on pictures

or role playing (e.g., “I

feed the dog.”) in small

groups

Compare responsibilities

of family members

based on pictures, role

playing or personal experiences

in small groups

Propose changes to

personal or family

responsibilities based on

role playing or personal

experiences in small

groups

Discuss or rate

importance of personal

or family responsibilities

in small groups

Use phonetic clues to

sort or match real or

visuals of currencies

from around the world,

(e.g., peso, penny)

Associate words

or phrases related

to currencies with

illustrated word/phrase

walls or picture books

Match simple sentences

about familiar

experiences with uses

of currency shown in

illustrations

Sequence illustrated

sentences about familiar

experiences with uses

of currency to make a

story

Select titles for grade

level stories about

money and banking

Draw and label pictures

of diff erent types of

homes or habitats from

models (e.g., on bulletin

boards)

Identify diff erent types


from pictures or models

using general vocabulary

(e.g., “Birds here.”)

Describe diff erent types


from pictures using

some specifi c vocabulary

(e.g., “Birds live in

nests.”)

Compare diff erent

types of homes or

habitats from illustrated

scenes using specifi c

vocabulary (e.g., hives v.

caves)

Produce stories about

diff erent types of homes

or habitats using grade

level vocabulary


Level 6 -

Reaching

Listening

Neighborhoods/

Communities

Speaking

Families &

responsibilities


Avenues, Level B, Volume 2: T128-131, T131a, T131s, T133, T134g, T134i-T165, T168a-b, T169c, T169a, T171a, T174g, T180-181, T191c

Avenues, Level C: T12-15, T16i-33, T37a, T37c, T40-41, T42i-65, T200i-233b, T242i-255b


Avenues, Level B, Volume 1: T116-117, T117b, T118e, T148e, T149, T160, T173a

Avenues, Level B, Volume 2: T8-9, T12g

Avenues, Level C: T194-195, T197d, T197g, T197i, T197m

Money &

banking

Reading


Avenues, Level C: T68b, T76-77, T104-105, T106i-T127, T130a-b

Writing

Homes &

habitats The opportunity to address these standards can be found on the following pages:

Avenues, Level B, Volume 1: T34f, T109a, T144b

Avenues, Level B, Volume 2: T12i-25, T28a, T34i-53, T67, T68i-81, T90i-119, T123a

Avenues, Level C: T6-9b, T10e, T12g, T12i-25, T28a, T29a-c, T33, T34i-53, T56a-b, T130-131, T169a, T138-139, T267s, T270i-287, T291c, T331a


WIDA Consortium


Match land forms or

bodies of water with

illustrated scenes based

on oral questions or

directions

Identify characteristics

of land forms or bodies

of water from oral

descriptions and visuals

Classify or group

land forms or bodies

of water by common

characteristics described

orally with visuals (e.g.,

oceans, rivers, streams)

Locate land forms or

bodies of water based

on specifi c language,

descriptive oral

discourse and visuals

Diff erentiate land forms

or bodies of water based

on specifi c language

and oral scenarios (e.g.,

mountains, hills or

plateaus)

Name community

workers shown doing

their jobs in pictures or

illustrated scenes

State roles of

community workers in

pictures or illustrated

scenes

Describe encounters

or interactions with


illustrated scenes

Explain importance

or contributions of


illustrated scenes

Predict impact of


emergencies or unusual

situations


with illustrated artifacts

of the past

Sort types of artifacts

of the past (e.g.,

transportation v.

communication)

described in illustrated

phrases

Compare/contrast

information about

artifacts of the past from

illustrated text

Summarize information

about artifacts of the

past from illustrated text

Interpret explicit

information about


illustrated text

Reproduce or label

pictures of products in

the marketplace from

illustrated word banks

Describe products in


illustrated examples

Compare attributes

of two products in



State uses of products

in the marketplace from


Evaluate usefulness

of products in the

marketplace and give

reasons for choices or

decisions


Level 6 -

Reaching

Listening

Land forms/

Bodies of water

Speaking

Community

workers


Avenues, Level B, Volume 2: T174i-187, T191a

Avenues, Level C: T138-139, T142i-155, T164i-185, T187a, T188b


Avenues, Level B, Volume 2: T130-131, 131a, T169a, T171a, T174g

Avenues, Level C: T13b, T13s, T16i-33, T42i-65, T69a-c, T106i-127, T131a, T196-199, T200i-T233b, T236a, T237c, T242i-255b, T259a, T342i-373, T382i-T399

Artifacts of the

past

Reading


Avenues, Level C: T240-241, T242i-255b, T258b, T259c

Writing

Products in the

marketplace The opportunity to address these standards can be found on the following pages:n

Avenues, Level B, Volume 1: T119, T120i-141

Avenues, Level C: T68b, T76-77, T104-105, T106i-127, T130a-b, T131a


WIDA Consortium


Match prices to

goods using visually

supported materials

and oral questions

with a partner

Compare prices of


supported materials

and oral questions (e.g.,

“Which one costs more,

X or Y?”) with a partner

Analyze prices of


supported materials

and oral questions

with a partner

Predict prices of goods

using visually supported

materials and oral

questions with a

partner

Make conditional

purchases of goods

from oral questions.

Make conditional

purchases of goods

from oral questions

Repeat information

about math operations

using realia or

manipulatives and

teacher models in L1

or L2

Paraphrase information

about math operations

using realia or

manipulatives and

teacher models in

L1 or L2

Connect new

information about math

operations to previous

experiences using realia

or manipulatives

Explain or discuss uses

of information about

math operations using

realia or manipulatives

Integrate or synthesize

information about math

operations to create own

problems

Recreate drawings from

diagrams and written

directions in a small

group (e.g., “Make a car

like this.”)

Create scale drawings

from diagrams or

models and written

directions in a small

group

Construct scale

drawings from everyday

experiences, diagrams or

models and written sets

of directions in a small

group

Reproduce scale models

from diagrams and

written sets of directions

in a small group

Build models to scale

based on diagrams and

written instructions

(e.g., three-dimensional

puzzles)

Label fractional parts of

diagrams or realia from

number word banks

Describe what the

fractional parts mean

from diagrams or realia

in phrases or short

sentences

Give step-by-step

process of how to solve

problems involving

fractions from diagrams

using a series of related

sentences

Describe strategies

or tips for solving

problems involving

fractions from diagrams

in paragraph form

Create original

problems involving

fractions embedded in

scenarios or situations


Level 6 -

Reaching

Listening

Cost/

Measurement

Speaking

Basic Operations


Avenues, Level D: T64g, T362g, T421a

Avenues, Level E: T22, T42b, T266g, T330, T374f-g, T382-383, T402b, T403a, T427a-b

Avenues, Level F: T154b, T182g, T312g, T368g


Avenues, Level D: T12g, T64g, T124g, T172b, T178g, T240g, T421a

Avenues, Level E: T42b, T128g, T266g, T310g, T330, T334b, T368a, T402b

Avenues, Level F: T154b, T182g, T248b, T280b, T312g, T363a, T368g

Scale

Reading


Avenues, Level D: T12f, T59a, T64f, T98b, T265a, T457a-b

Avenues, Level E: T122b, T128g,

Avenues, Level F: T62g, T362b

Writing

FractionsThe opportunity to introduce these standards can be found on the following pages:

Avenues, Level E: T196b, T298-299, T334b

Avenues, Level F: T154b, T254g


WIDA Consortium


Mark position/

location of numbers

or illustrated objects

from oral commands

(e.g., “top,” “bottom,”

“middle”)

Identify comparative

quantities of numbers

or illustrated objects

from oral commands or

questions (e.g., “most,”

“least”)

Match general and

some specific language

associated with

descriptive statistics to

illustrated oral examples

Discriminate between

different meanings of

language associated with

descriptive statistics

from illustrated oral

discourse

Apply technical

language related to

descriptive statistics to

grade level oral scenarios

(e.g., “mean,” “mode,”

“median,” “range”)

State words in figures

or formulas from


(e.g., X in 3 X 5 says

“times”)

Use general vocabulary

in math sentences from


(e.g., “You times three by

five.”)

Relate multiple uses

of specific vocabulary

in illustrated math

sentences

Paraphrase illustrated

math sentences using

specific or technical

vocabulary

Explain different ways

of problem solving

grade level examples

using specific or

technical vocabulary

Identify large whole

numbers from pictures

and models (e.g., “Th is

number has 7 places.”)

Identify large whole

numbers from pictures

or models and phrases

or short sentences

Sort examples of large

whole numbers from

pictures or models and

text (e.g., those more

than and less than one

thousand)

Compare examples of

large whole numbers

presented in pictures

and text

Match situations to use

of large whole numbers

from grade level text

Reproduce names of

three-dimensional

shapes from labeled

models (e.g., cones,

cylinders or prisms)

Make lists of real-world

examples of threedimensional

shapes

from labeled models

Describe attributes

of three-dimensional

shapes from labeled

models

Compare/contrast

attributes of threedimensional

shapes

from labeled models or

charts (e.g., “A __ is like

a __ because __.”)

Incorporate descriptions

of three-dimensional

shapes into real-world

situations


Level 6 -

Reaching

Listening

Descriptive

statistics

Speaking

Strategies

for problem

solving


Avenues, Level D: T99b, T178g, T234b, T356a, T421b

Avenues, Level E: T196b, T298-299, T310g


Avenues, Level D: T99a-b, T172b, T384, T421b

Avenues, Level E: T128g, T368a, T402b, T427b

Avenues, Level F: T12g, T56b, T108-109, T154b, T254g, T280b

Large whole

numbers

Reading


Avenues, Level D: T124g, T296g,

Avenues, Level E: T202g, T310g, T432g

Avenues, Level F: T182g

Writing

Three

dimensional

shapesThese standards are not addressed in Avenues Levels D, E, and F.


WIDA Consortium


Choose foods from

realia, magazines or

newspapers following

oral directions

Classify foods from

realia, magazines or

newspapers following

oral directions

Compare choices of

foods by following oral

directions with visual

support

Evaluate choices of

foods by following

oral descriptions (e.g.,

“Choose the most

nutritious food in this

group.”)

Design meals by

making choices of foods

following a series of oral

descriptions

Organize and identify

natural phenomena

from real-life examples

(e.g., “leaves,” “insects,”

“rocks”) in small groups

Describe natural

phenomena from reallife

examples using

general vocabulary

(e.g., “Th is leaf has fi ve

points.”) in small groups

Categorize natural phenomena from real-

life examples and give reasons for

categorization scheme using general and

some specifi c vocabulary in small groups

Compare features of

natural phenomena

from real-life examples

using specifi c and some


in small groups

Discuss and explain

physical relationships

among natural

phenomena from reallife

examples using


Sort real-life objects

according to labels

(e.g., recyclable and not

recyclable)

Identify ways to

conserve from pictures

and written text

Sequence descriptive

sentences and pictures

to illustrate forms of

conservation (e.g.,

recycling process)

Find solutions to

conservation issues

presented in illustrated

texts or websites

Research better or new

ways to conserve using

grade level materials

Label features of

the Earth based on

diagrams or models

(e.g., its layers)

Classify features of

the Earth, past or

present, from diagrams

or graphic organizers


sentences

Describe features of the

Earth, past or present,

from diagrams or

graphic organizers using

related sentences

Diff erentiate features

of the Earth in past,

present or future from

diagrams or graphic

organizers using

paragraphs

Compose fi ctional and

non-fi ctional multiparagraph

pieces about

the Earth’s features


Level 6 -

Reaching

Listening

Foods &

nutrition

Speaking

Nature


Avenues, Level D: T64g, T64-65, T68b, T68e-f, T90-91, T92, T362a-T425

Avenues, Level E: T260b, T269a, T300-301


Avenues, Level D: T64a-T123, T178a-T239, T240a-T295

Avenues, Level E: T205a-b, T238-263, T287a-b, T432a-T483

Avenues, Level F: T62a-T119

Ecology &

conservation

Reading


Avenues, Level D: T12g, T35a-b

Avenues, Level F: T363a-b, T367

Writing

Earth’s historyThe opportunity to address these standards can be found on the following pages:

Avenues, Level D: T240a-T294

Avenues, Level E: T432a-T484



WIDA Consortium


Identify examples of

states of matter from

oral statements with

visual support

Distinguish among

examples of states

of matter from oral

statements and visual

support

Identify series of

changes in states of

matter based on oral

descriptions and visual

support

Hypothesize change in

states of matter from

oral descriptions

Determine relationships

between states of matter

from oral discourse and

visual support

Answer questions

that name basic parts

of systems depicted

visually and modeled

Classify or give

examples of parts

of systems depicted

visually (e.g., “Heart

and blood go together.”)

Describe functions of

systems or their parts

using visual support

Discuss importance or

usefulness of systems or

their parts using visual

support

Imagine how change

aff ects systems or their

parts (e.g., “How might

breaking an arm change

your daily life?”)

Match labeled

pictures representing

earth materials with

vocabulary (e.g.,

“Which one is a rock?”)

Sort descriptive phrases

according to pictures of

earth materials

Diff erentiate among

earth materials using

charts, tables or graphic

organizers

Interpret information

on earth materials from

charts, tables or graphic

organizers

Apply information on

earth materials to new

contexts using grade

level text

Copy names of

astronomical objects

associated with the

solar system from

labeled diagrams (e.g.,

“planets,” “stars”)

Describe features of


from labeled diagrams

Compare/contrast


from diagrams or graphs

(e.g., size, distance from

sun)

Discuss relationships

between astronomical

objects from diagrams

or graphs

Evaluate potential

usefulness of


(e.g., life on the moon,

solar power)


Level 6 -

Reaching

Listening

States of matter

Speaking

Body or living

systems


Avenues, Level D: T209a-b

Avenues, Level E: T464-465


Avenues, Level D: T412-413

Avenues, Level F: T120-121, T122-123, T123a-b, T158-159, T160g-h, T160-173, T165b, T175a-b, T176b, T177c-d, T180-181

Earth materials

Reading


Avenues, Level D: T67a-b

Avenues, Level E: T432a-T483


Writing

Solar systemThe opportunity to address these standards can be found on the following pages:

Avenues, Level D: T124a-T177l

Avenues, Level E: T92b, T432-433, T435, T436-437, T456b, T457c-d

Avenues, Level F: T96


WIDA Consortium


Identify tools or artifacts

of the past (e.g., from

indigenous cultures)

from pictures and oral

statements in small

groups

Identify uses of tools or


pictures and detailed

oral descriptions in

small groups

Match pictures of

tools or artifacts of

the past within their

environments with

illustrated oral scenarios

in small groups

Re-enact the past

involving the creation or

use of tools or artifacts

based on illustrated

oral readings, videos or

movies in small groups

Interpret work of

paleontologists and

anthropologists through

role play based on oral

readings, videos or

movies

Locate and show places

on maps or globes (e.g.,

“Here is Delaware.”) in

L1 or L2 with a partner

Defi ne locations of

places on maps or globes

in L1 or L2 with a partner

Detail locations of

places on maps or

globes (e.g., using

descriptive language)

with a partner

Give directions from

one place/location

to another on maps

or globes (e.g., using

sequential language) to

a partner

Give explanations for

places/locations on

maps or globes (e.g.,

“I know this city is the

capital because there is

a star.”)

Trace immigration/

migration routes on

globes or maps with a

partner

Match immigration/

migration routes on

globes or maps to text

and share with a partner

Organize information

on immigration/

migration based on

investigation using

graphic or visual

support with a partner

Compare information

on immigration/

migration based on

investigation using graphic

or visual support with a

partner

Identify reasons or

explanations for

immigration/migration

based on investigation

using grade level

multicultural texts

Reproduce historical

highlights from labeled

timelines or visually

supported headlines

Create phrases or short

sentences from timelines

or visually supported

headlines

Make entries of related

sentences (e.g., in

journals or logs) based

on timelines or visually

supported text

Produce reports

by summarizing

information (e.g., using

fi rst person)

Compose historical

documentaries from

multiple sources (e.g.,

using third person)


Level 6 -

Reaching

Listening

Tools &

artifacts

Time long ago

Speaking

Maps & globes/

Locations


Avenues, Level D: T190-191, T207a-b

Avenues, Level E: T344-345

Avenues, Level F: T16-17


Avenues, Level D: T12-15, T19, T42-43, T58b, T58c-d, T118b, T260, T271, T298, T303, T433, T491

Avenues, Level E: T457a-b

Avenues, Level F: T117a-b, T184, T186, T226, T256, T260, T263, T265, T267, T269, T271, T273, T275, T375, T441, T443, T467, T468, T471

Immigration/

Migration

Reading


Avenues, Level D: T300-329, T338-353, T356b, T357a-b, T466-467

Avenues, Level E: T266-267, T268-269, T272-282, T288, T290-291, T292-300, T304a, T305a-b, T308-309, T438a-h

Avenues, Level F: T434-435, T436-437, T440-454, T459c-d, T460-461, T462e-f, T462-463, T464-482, T483, T485a-b, T486b, T487a-d, T488-491

Writing

Historical

events The opportunity to address these standards can be found on the following pages:

Avenues, Level E: T338-339, T363, T367a

Avenues, Level F: T286g-h, T182a-T253, T368a-T433l


WIDA Consortium


Identify information on

trade routes from oral

statements supported

graphically or visually

Arrange information on


directions supported

visually or graphically

(e.g., timelines, graphs,

charts, maps)

Order or sequence

information on trade

routes from oral

directions supported


Interpret information

on trade routes from

oral descriptions

supported visually or

graphically

Draw conclusions

from information on


discourse supported


Provide information

about explorers depicted

in illustrated scenes

Give examples of what

explorers do or did from

illustrated scenes

State reasons for

exploration from maps,

charts or timelines

Compare/contrast

accomplishments of

explorers from maps,

charts or timelines

Explain, with details,

contributions of

explorers to history

Match examples of

historical events with

illustrations and labels

Identify features, people

or historical events

depicted in illustrations

and phrases

Compare/contrast

diff erent time periods

or people using graphic

organizers and sentences

Interpret eff ects of

historical events on

people’s lives during

diff erent time periods

using graphic organizers

and text

Detect trends based

on historical events or

people’s actions using

grade level text

Label features of

communities or regions

depicted in pictures or

maps

Describe communities

or regions depicted in

pictures or maps

Compare/contrast

diff erent aspects

of communities or

regions depicted in

pictures or maps

Discuss relationships

between communities

or regions depicted in

pictures or maps

Analyze resources

of communities or

regions and discuss

accomplishments or

needs


Level 6 -

Reaching

Listening

Trade routes

Speaking

Explorers


Avenues, Level E: T42b, T374-375, T402a, T406-407, T410-415, T426a

These standards are not addressed by Avenues Levels D-F.

Historical

events, figures,

& leaders

Reading


Avenues, Level E: T70a-T127, T310a-T373


Writing

Communities

& regions The opportunity to address these standards can be found on the following pages:

Avenues, Level D: T12a-T62, T240a-T294

Avenues, Level E: T70a-T126, T310a-T372


Documents

Grade Level Cluster: PreK-K · 2009. 1. 9. · Describe daily routines from illustrated models using words and phrases with invented spellings The opportunity to introduce this objective