Elementary Language Arts/Reading/ESOL Framework for ELs in

Elementary Language Arts/Reading/ESOL Framework for ELs in Grades 2-5

Routines Instructional Design

Opening

Routine

(Whole Group)

Language Warm-Up: Daily Language Practice (ALWAYS related to previously taught subject)

• High-frequency words

• Idioms

• Prefixes/Suffixes/Root words

• Rhyming Words

• Quick Writes with Scaffolding

• Educational Games to Learn English:

“Hangman”; “Head, Shoulders, Knees and

Toes”; “Old MacDonald”; “Jeopardy”; “Simon

Says”; “Password”; “Family Feud”; “Twenty

Questions”; etc.

• Language Development Activities: Team

Competitions; Memory; Flashcards; Puzzles;

Spelling Attack

• Grammatical Structure

• Phonemic awareness

• Concepts of Print

• Fluency

• Phonics

• Vocabulary: Social/Instructional and Academic

Language

Laying the

Groundwork

(Whole Group)

Set a Purpose/Introduce Focus Task

• Explore essential question (introduce theme, big idea)

• Prepare for learning: activate prior knowledge

• Present language objective and student learning goal (Focus Standard)

• Preview the text and make a prediction

• Introduce new concepts

Explicit Vocabulary Instruction

• Prefixes, roots, suffixes

• Synonyms, antonyms, analogies, homophones, homonyms

• Syntactic application (multiple meaning words, context clues)

Formative Assessment

Office of Academics and Transformation, Division of Academics Department of Bilingual Education and World Languages, 2020-2021

Direct

Instruction

Teach the Skill: Modeling through listening, speaking, reading, and writing

Construct text

Deconstructing the Text

Close Reading

Language forms and functions

Domain: Listening

• Listening for a purpose based on focus standard

Domain: Speaking

• Structured Oral Practice Collaborative Discussions Routines

• Conversation Practice

• Prompt, cue, question

Domain: Reading

• Model comprehension strategies (previewing, annotation (note-taking), summarizing, graphic organizers)

• Reading fluency practice (teacher read aloud, jump-in reading, echo/choral reading)

Domain: Writing

• ACCESS Writing (Based on WIDA Standards and Student Proficiency Level)

• The Writing Process

• FSA Writing

• Paraphrasing

• Citing Evidence


Guided

Instruction

Practice with Students: Putting It all Together/Application

• Revisit essential question & predictions

• Oral and written summarizing

• Make text connections (text to text, text to self, text to world)

• Review language patterns

• Apply learned vocabulary to real-life context

• Analyze author's perspective, choice of words, craft and structure

• Metacognitive strategies

Engage and Transform

Domain: Listening

• Listening for a purpose based on focus standard

Domain: Speaking

• Structured Oral Practice

• Collaborative Discussions Routines

• Conversation Practice

• Prompt, cue, question


Domain: Reading

• Model comprehension strategies (previewing, annotation (note-taking), summarizing, graphic organizers)

• Reading fluency practice (teacher read aloud, jump-in reading, echo/choral reading)

Domain: Writing

• ACCESS Writing (Based on WIDA Standards and Student Proficiency Level)

• The Writing Process

• FSA Writing

• Paraphrasing

• Citing Evidence


Differentiated

Instruction /

Small Group

Collaborative

Learning

Group A Group B Group C

Technology Station

Imagine Learning - ESOL level 1

i-Ready - ESOL levels 2-4

Independent Station

Apply and reinforce learning

Peer collaboration

Skill building practice

Teacher Led Station

Language development focus lessons

Data-driven instruction

Focus lessons: phonemic awareness,

phonics, fluency, vocabulary,

comprehension

Independent Formative and Summative Assessments:

• Independent application of skill or standard taught

Closing Routine

(Whole Group)

Reiterate, Redirect, Review & Reflect

Review key points, vocabulary, literary terms

Metacognitive routines

Home learning assignment (extension of lesson that student can do independently)

Note: Instructional Design activities presented in this Expanded Framework are suggestions and examples.

Newcomers may benefit from the exclusive use of the Reading/Writing Workshop in order to build a solid reading foundation.

Whole (grade level) group and small (instructional level) groups will use the WIDA CAN DO indicators to facilitate instruction.


CAN DO DESCRIPTORS BY DOMAIN, PROFICIENCY LEVEL, AND KEY USE OF LANGUAGE: GRADES 2-3 By the end of each of the English language proficiency levels 1-5 English language learners can... **there is no ceiling for level 6

Language Proficiency

Level

LISTENING SPEAKING ORAL LANGUAGE

Students Process Recounts by: Process Explanations by: Process Arguments by: Students Recount by: Explain by: Argue by: Students Discuss by:

Level

1 Entering

• Showing what happens next based on familiar oral stories (e.g., by pointing or drawing)

• Drawing or providing other visual displays of people, animals, or objects in response to oral prompts

• Pointing to visual characteristics of models or real-life objects from oral clues

• Pairing objects, pictures, or equations as directed by a partner

• Indicating personal points of view in response to oral phrases or short sentences (e.g., by thumbs up/thumbs down; agree/disagree cards)

• Identifying preferences from short oral statements

• Responding to questions related to stories or experiences (e.g., “Who came to the door?”)

• Acting out and naming events or experiences throughout the school day

• Describing the outcomes of experiments or stories with guidance and visual support

• Naming or answering Wh- questions related to classroom routines (e.g., “What do we do now?”)

• Stating a claim or position from models or examples

• Sharing facts as evidence using sentence starters or sentence frames

• Expressing own ideas through drawings, gestures, words and phrases

• Expressing agreement/ disagreement nonverbally (e.g., thumbs up or down)

Level

2 Emerging

• Identifying the “who,” “where” and “when” of illustrated statements

• Identifying main materials or resources from oral descriptions

• Matching oral descriptions to photos, pictures, or icons

• Following simple sequences presented orally to create patterns or sequences

• Distinguishing opinions from facts from peers’ oral presentations

• Categorizing content-based pictures or objects from oral descriptions (e.g., “animals that form groups to help members survive”)

• Reproducing facts or statements in context

• Participating in multi-media presentations based on research

• Naming steps in processes or procedures

• Describing familiar phenomena in words or phrases

• Telling what comes next and showing why

• Sharing reasons for opinions or claims (e.g., science experiments)

• Asking yes or no questions to request clarification

• Recognizing how different intonation conveys different meanings

Level

3 Developing

• Identifying linking words or phrases related to passage of time in speech (e.g., “on Monday” “the next day”)

• Illustrating events in response to audio recordings of stories or poems

• Carrying out steps described orally to solve problems

• Completing graphic organizers or representations from oral comparisons

• Identifying similarities and differences from oral content-related materials or equipment

• Identifying different points of view in short oral dialogues

• Retelling simple stories from picture cues

• Stating information from personal or school-related experiences

• Describe relationships between objects or uses for tools

• Expressing cause and effect of behaviors or events

• Describing organizing categories for content-related information (e.g., fish/birds, forests/ deserts)

• Asking and answering questions in collaborative groups

• Negotiating agreement in small groups

• Expressing own ideas consistent with the topic discussed

Level

4 Expanding

• Re-enacting content-related situations or events from oral descriptions

• Identifying content-related ideas from oral discourse using multi-media (e.g., retracing steps of a process)

• Identifying connectors in speech or text read aloud

• Identifying content-related ideas and details in oral discourse

• Interpreting oral information from different sides

• Identifying opposing sides of arguments in dialogues

• Sequencing events in stories with temporal transitions (e.g., “After the sun set...”)

• Describing situations and events from school and the community

• Stating details of processes or procedures

• Describing consequences of behaviors or occurrences

• Defend claims or opinions to content-related topics

• Posing different solutions to content-related issues or problems

• Expressing own ideas and supporting ideas of others

• Proposing new solutions to resolve conflict in small groups

Level

5 Bridging

• Identifying details of content-related topics from oral discourse

• Making designs or models following oral directions and specifications (e.g., maps, origami)

• Identifying the purpose of language/the message in each content area

• Following a series of short oral directions to create models of content-area phenomena or processes

• Comparing oral arguments with representations and models

• Identifying claims in oral presentations

• Describing main ideas of content-related information

• Asking and answering questions about information from speakers

• Connecting ideas in content-related presentations

• Elaborating on the cause of various phenomena (e.g., shooting stars, sunsets)

• Expressing and supporting different ideas with examples

• Providing evidence to defend own ideas

• Initiating and maintaining conversations

• Challenging ideas respectfully

• Listening to, building, and extending ideas

Level

6 Reaching

• Identifying key ideas or details from texts read aloud or information presented orally

• Determining the main ideas and supporting details of texts read aloud or information in diverse media and formats

• Distinguishing shades of meaning among closely related words in oral discourse (e.g., jump/leap, huge/ enormous)

• Comparing strategies from extended oral discourse

• Identifying evidence to support claims/ opinions from multimedia

• Following agreed-upon rules for discussions around differing opinions

• Providing descriptive details of content-related information or activities

• Naming the steps for producing multimedia presentations with some detail

• Elaborating on ideas in light of conversations among students

• Synthesizing main ideas from supporting details of text read aloud or information obtained from diverse media

• Connecting personal comments to the remarks of others to build a case for ideas or opinions

• Summarizing ideas or opinions from two sides

• Sharing topic-related information

• Building on remarks of others by linking comments

• Maintaining audience engagement through specific language and body movement

**The descriptors in Level 6 represent the language performance of students who have met all the criteria for Level 5. Unlike the descriptors at Levels 1–5 that provide examples of performance at the end of the level, the descriptors at Level 6 are examples of performance within Level 6.

For three of the Key Uses (Recount, Explain, and Argue) you’ll see descriptors for the four language domains (Listening, Reading, Speaking, and Writing). The descriptors for the Key Use Discuss are only shown for oral language. The Key Use Discuss highlights the importance of oral language development for meaningful participation of all language learners, regardless of their level of language proficiency.

The WIDA Can Do Descriptors, Key Uses Edition and the example descriptors are not exhaustive but are meant to help guide the planning and conversation around meaningful participation of language learners in standards-based contest curriculum, instruction, and assessment.

CAN DO DESCRIPTORS BY DOMAIN, PROFICIENCY LEVEL, AND KEY USE OF LANGUAGE: GRADES 2-3 By the end of each of the English language proficiency levels 1-5 English language learners can... **there is no ceiling for level 6

Language Proficiency

Level

READING WRITING

Students Process Recounts by: Process Explanations by: Process Arguments by: Students Recount by: Explain by: Argue by:

Level

1 Entering

• Identifying key words and phrases in illustrated text

• Signaling language associated with content-related information (e.g., during preview, view, & review)

• Identifying words and phrases in titles and highlighted texts

• Matching pictures with graphic information from illustrated texts

• Identifying facts in illustrated informational text read orally

• Identifying language related to likes, needs, and wants in labeled illustrations

• Labeling images that illustrate the steps for different processes (e.g., writing workshop)

• Creating visual representations of ideas or stories

• Listing and illustrating ideas

• Stating facts associated with images or illustrations

• Indicating decisions or preferences through labeled pictures, words, or phrases

• Providing evidence of natural phenomena or opinions through labeled drawings

Level

2 Emerging

• Identifying time-related language in context (e.g., in biographies)

• Illustrating experiences of characters in illustrated statements

• Interpreting images, illustrations, and graphics

• Identifying elements of expository texts (e.g., graphs, captions) in illustrated texts

• Distinguishing fact from fiction (e.g., using sentence strips or highlighting texts)

• Identifying claims or opinions in illustrated texts

• Listing ideas using graphic organizers

• Describing visual information

• Describing elements of processes or procedures

• Stating how something happens using illustrations and sequential language (e.g., eruption of volcanoes)

• Participating in shared opinion writing experiences

• Connecting preferences, choices, or opinions to reasons

Level

3 Developing

• Creating timelines or graphic organizers from illustrated related statements or paragraphs

• Identifying temporal-related words that signal order of events (e.g., “In the beginning…”)

• Sequencing sentences descriptive of processes or procedures in informational texts

• Locating details in content area texts or media

• Identifying different ideas or opinions in written texts

• Identifying general academic and content-related words and phrases in text relevant to the genre/key use (e.g., “once upon a time” indicates a fairy tale)

• Retelling past experiences

• Expressing ideas in various genres (e.g., poetry, interactive journals)

• Comparing causes of different phenomena

• Stating ideas about content-related topics

• Communicating different content-related ideas or opinions

• Describing pros and cons related to social issues or familiar topics

Level

4 Expanding

• Ordering a series of events based on familiar texts

• Identifying main ideas and details in illustrated texts

• Illustrating cause/ effect relationships in content area texts

• Classifying main ideas and details in informational or explanatory texts

• Sorting content-related information according to specific criteria (e.g., pros and cons)

• Identifying reasons to strengthen arguments

• Describing a series of events or procedures

• Creating stories with details about characters and events

• Relating details and illustrating stages of different cycles (e.g. frogs, plants)

• Describing strategies to solve problems

• Supporting main ideas or opinions with evidence from texts

• Providing evidence to support or refute peers’ ideas

Level

5 Bridging

• Paraphrasing narratives or informational text with support (e.g., arranging paragraph strips)

• Highlighting relevant information in grade-level texts to produce summaries

• Identifying relevant information from texts on the same content area topic (e.g., in open sorts)

• Identifying the main purpose of texts

• Identifying data from written sources to support positions

• Matching opinions to reasons in informational texts and literature

• Describing the sequence of content-related ideas

• Providing details and examples about narratives

• Describing details of processes, procedures, and events

• Producing “how to” manuals based on personal experiences or scientific experiments

• Producing persuasive pieces supported by multiple reasons or details

• Stating reasoning for content-related choices

Level

6 Reaching

• Identifying setting and character details from grade-level text

• Determining the central messages, lessons, or morals of fables and folktales from diverse cultures

• Describing the connection between a series of historical events, scientific ideas, or steps in technical procedures in texts

• Connecting ideas with details in extended content area texts

• Identifying authors’ point of view in texts

• Evaluating characters, settings, and events from a variety of media

• Signaling order of events using temporal words and phrases

• Relating real or imagined experiences or events

• Elaborating topics with facts, definitions, and details

• Comparing different strategies related to procedures or problem-solving

• Elaborating on opinions and reasons

• Comparing and contrasting important points and details presented in two texts on the same topic

The WIDA Can Do Descriptors, Key Uses Edition provides examples of academic language use for four specific communicative purposes. These purposes, referred to as Key Uses, were identified based on reviews of literature and a language analysis of college and career readiness standards:

KEY USE DEFINITION EXAMPLES

Recount To retell to display knowledge or narrate experiences or events telling or summarizing stories, producing information reports, and sharing past experiences, stating the steps to make something, describing experiences, ordering steps to get an answer

Explain To clarify the “why” or the “how” of ideas, actions, or phenomena describing life cycles, sharing why or how things work, stating causes and effects, sharing results of experiments, stating consequences of behaviors, describing factors that contribute to events, examining relationships among content-related ideas and concepts

Argue To persuade by making claims supported by evidence stating preferences or opinions, constructing arguments supported with evidence, critiquing the reasoning of others, giving reasons for a stance

Discuss To interact with others to build meaning and share knowledge Participating in small or large group activities and projects, contributing ideas to a conversation, extending knowledge with a mentor, elaborating ideas with peers, questioning and critiquing ideas in small groups

The WIDA Can Do Descriptors, Key Uses Edition can help….

• Differentiate curriculum, instruction, and assessments designed in English based on language learners’ levels of English language proficiency

• Collaborate and engage in instructional conversations about the academic success of language learners in English environments

• Advocate for equitable access to content for language learners based on their level of language proficiency

© 2016 Board of Regents of the University of Wisconsin System, on behalf of WIDA. The

Can Do Descriptors, Key Uses Edition – Fillable Student Name Chart may be copied and

distributed for nonprofit educational use only.

Generously created for WIDA by Becky Linderholm

Eau Claire Area School District


Revised May 2020

Planning Tool for ELs

Subject Area: WIDA ELD Standard:

Text: Florida Standard(s):

Grade Level: Comprehension Skill:

Domain:

☐ Listening ☐ Speaking ☐ Reading ☐ Writing

What CAN the student DO according to his/her ESOL level?

(Use Can Do Descriptors/Key Uses of Language)

What social and instructional language does the EL need for

this lesson?

What academic language does the EL need for this

lesson?

What question(s) will promote the learning outcome(s)?

What support is needed for this lesson?

Sensory-Graphic -Interactive

What is the language focus for this lesson?

What ESOL strategy applies to this lesson (refer to the ESOL

matrix)?

What background knowledge is needed for this lesson?

WIDA Speaking and Writing Interpretive Rubrics

Features of the Rubrics

The WIDA Speaking and Writing Interpretive Rubrics are analytic scales that help educators understand what students’ speaking and writing sounds and looks like at various levels of English language proficiency.

Describing spoken and written language is a complex task. WIDA uses the terms dimension and proficiency level to describe various aspects of spoken and written language. WIDA has identified three dimensions and six proficiency levels. The dimensions are

• discourse dimension, which describes linguistic complexity (e.g., how connected are the ideas, how detailed are the facts, how appropriate is the register?)

• sentence dimension, which describes language forms (e.g., how varied are the sentence patterns, how fluid is the phrasing, how complex are the structures?)

• word/phrase dimension, which describes vocabulary usage (e.g., how specific are the word choices, how appropriate are the words to the context?)

The six levels of English language proficiency are 1-Entering, 2-Emerging, 3-Developing, 4-Expanding, 5-Bridging, and 6-Reaching. They describe the trajectory of language development that students typically follow over time.

In the Interpretive Rubrics, the dimensions of academic language development work together to describe speech or written text at each proficiency level. Look at the rubric shown below. Notice the comprehensibility bar at the top of each language proficiency level description. The two bullets under each dimension name specific criteria or features associated with student responses at each language proficiency level, for that dimension.

WIDA Speaking Interpretive Rubric Grades 1-12

Discourse Level Sentence Level Word/Phrase Level

Linguistic Complexity Language Forms Vocabulary Usage

Level 6Reaching

Response is fully comprehensible, fluent, and appropriate to purpose, situation and audience; comparable to the speech of English proficient students meeting college- and career-readiness standards; characterized by:

• sustained, connected oral language characterized by confidence, coherence, and precision in the expression of ideas tailored to purpose, situation, and audience

• clear evidence of consistency in conveying an appropriate perspective and register

• a full range of oral phrase and sentence patterns and grammatical structures matched to content area topics

• controlled, skilled use of oral language to convey meaning, including for effect

• consistent usage of just the right word or expression in just the right context related to content area topics

• facility with precise vocabulary usage in general, specific, or technical language

Level 5Bridging

Response is comprehensible, fluent, and generally related to purpose; generally comparable to the speech of English proficient peers; characterized by:• sustained, connected oral language

that shows appropriate and coherent expression of ideas related to purpose, situation and audience

• clear evidence of conveying an appropriate perspective and register

• a broad range of oral phrase and sentence patterns and grammatical structures matched to the content area topic

• controlled, fluid use of oral language to convey meaning, including for effect

• usage of technical and abstract content-area words and expressions as appropriate

• usage of words and expressions with precise meaning related to content area topics as appropriate

• vocabulary usage that fulfills the speaking purpose

Level 4Expanding

Response is generally comprehensible, fluent, and related to purpose; characterized by:

• connected oral language that supports the expression of expanded or related ideas through emerging coherence, detail and clarity

• some evidence of conveying an appropriate perspective and register

• a range of oral phrase and sentence patterns and grammatical structurescharacteristic of the content area

• generally controlled and fluid use of oral language to convey meaning

• usage of specific and some technical content-area words and expressions as appropriate

• usage of words and expressions with multiple meanings or common idioms across content areas as appropriate

• vocabulary usage that generally fulfills the speaking purpose

Level 3Developing

Response is generally comprehensible (though comprehensibility and fluency may from time to time be compromised in more complex speech); characterized by:

• oral language that shows the development of connected language in the expression of an expanded idea or multiple related ideas

• evidence of a developing sense of perspective and register

• developing range of oral phrase and sentence patterns and grammatical structures common to content areas

• developing control in use of oral language to convey meaning

• usage of some specific content words and expressions as appropriate

• usage of words or expressions used frequently in content areas, as appropriate

• vocabulary usage that attempts to fulfill the speaking purpose

Level 2Emerging

Response is generally comprehensible (though comprehensibility and fluency may often be compromised in more complex speech); characterized by:

• oral language that shows emerging expression of ideas; some attempt at connecting ideas may at times be evident

• some amount of language that may be repeated from the prompt

• chunks of language, repetitive oral phrase patterns, and formulaic grammatical structures used in social and instructional situations or across content areas

• variable control in use of oral language to convey meaning

• usage of general content words and expressions• usage of social and instructional words and

expressions across content areas • possible usage of general vocabulary where

more specific language is needed

Level 1Entering

Response is generally comprehensible (though comprehensibility and fluency may be significantly compromised in language beyond words, oral phrases, or memorized chunks); characterized by:

• words, oral phrases, or memorized chunks of oral language used to represent ideas

• varying amounts of language that may be repeated from the prompt

• words, chunks of language, or simple phrasal patterns associated with common social and instructional situations

• occasional control in use of oral language to convey meaning

• usage of highest frequency general content-related words

• usage of everyday social and instructional words and expressions

Dimensions of academic language development

Levels of English language proficiency

Comprehensibility bar

8/11/2017

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Wisconsin Center for Education ResearchUniversity of Wisconsin–Madison | 1025 West Johnson St., MD #23 | Madison, WI 53706Client Services Center toll free: 866.276.7735 | [email protected]

www.wida.us

Uses for the Rubrics

The WIDA Speaking and Writing Interpretive Rubrics are tools for teachers who work with English language learners (ELLs) in Grades 1-12. Teachers can use these rubrics for three primary purposes.

• Understanding ACCESS for ELLs 2.0 Speaking and Writing scores• Analyzing student speaking and writing samples• Interpreting common speaking and writing tasks

The following are suggestions for rubric use.

Use #1: Understanding ACCESS for ELLs 2.0 Speaking and Writing Scores

Students take ACCESS for ELLs 2.0 every year. Schools then receive students’ score reports, which show each student’s proficiency levels (1-Entering, 2-Emerging, 3-Developing, 4-Expanding, 5-Bridging, and 6-Reaching) in four language domains. Upon receiving the score reports, school leaders and teachers are encouraged to use the Interpretive Rubrics to

• Explain Speaking and Writing performance data to all educators who work with ELLs to help make decisions regarding localplacement, grouping, and reclassification

• Examine ELLs’ language proficiency in relation to their achievement on summative tests• Explore ways to enhance ELLs’ oral and written language development• Engage in professional learning on ACCESS for ELLs 2.0 related topics

Use #2: Analyzing Student Speaking and Writing Samples in the Classroom

Throughout the school year, ELLs produce numerous oral and written language samples in a variety of classes. The Interpretive Rubrics afford teachers opportunities to

• Collaborate with each other in co-planning classroom instruction and assessment• Collect evidence on ELLs’ oral and written performance over time• Coordinate ways to scaffold ELLs’ language learning• Convert the scales to student-friendly ones so that ELLs become familiar with the criteria for success

Use #3: Interpreting Common Speaking and Writing Tasks

On an interim basis, ELLs may produce oral and written language for grade-level/ department projects or program level/ district-wide prompts. The Interpretive Rubrics allow for uniformity of interpretation and reliability in the results by enabling educators to

• Discuss the dimensions of academic language development and their visibility in ELL work on specific tasks or assignmentsacross language proficiency levels

• Describe what ELLs can do with language on different content-related topics in a variety of contexts• Document ELL progress over the school year by comparing language proficiency data on a series of uniform tasks• Decide on exemplars for schools or anchor papers for districts that represent each level of language proficiency

8/11/2017

WIDA Speaking Interpretive Rubric Grades 1-12


Linguistic Complexity Language Forms Vocabulary Usage

Level 6Reaching

Response is fully comprehensible, fluent, and appropriate to purpose, situation and audience; comparable to the speech of English proficient students meeting college- and career-readiness standards; characterized by:

• sustained, connected oral language characterized by confidence, coherence, and precision in the expression of ideas tailored to purpose, situation, and audience

• clear evidence of consistency in conveying an appropriate perspective and register

• a full range of oral phrase and sentence patterns and grammatical structures matched to content area topics

• controlled, skilled use of oral language to convey meaning, including for effect



Level 5Bridging

Response is comprehensible, fluent, and generally related to purpose; generally comparable to the speech of English proficient peers; characterized by:• sustained, connected oral language

that shows appropriate and coherent expression of ideas related to purpose, situation and audience

• clear evidence of conveying an appropriate perspective and register

• a broad range of oral phrase and sentence patterns and grammatical structures matched to the content area topic

• controlled, fluid use of oral language to convey meaning, including for effect

• usage of technical and abstract content-area words and expressions as appropriate

• usage of words and expressions with precise meaning related to content area topics as appropriate

• vocabulary usage that fulfills the speaking purpose

Level 4Expanding

Response is generally comprehensible, fluent, and related to purpose; characterized by:

• connected oral language that supports the expression of expanded or related ideas through emerging coherence, detail and clarity

• some evidence of conveying an appropriate perspective and register

• a range of oral phrase and sentence patterns and grammatical structurescharacteristic of the content area

• generally controlled and fluid use of oral language to convey meaning

• usage of specific and some technical content-area words and expressions as appropriate

• usage of words and expressions with multiple meanings or common idioms across content areas as appropriate

• vocabulary usage that generally fulfills the speaking purpose

Level 3Developing

Response is generally comprehensible (though comprehensibility and fluency may from time to time be compromised in more complex speech); characterized by:

• oral language that shows the development of connected language in the expression of an expanded idea or multiple related ideas

• evidence of a developing sense of perspective and register

• developing range of oral phrase and sentence patterns and grammatical structures common to content areas

• developing control in use of oral language to convey meaning

• usage of some specific content words and expressions as appropriate

• usage of words or expressions used frequently in content areas, as appropriate

• vocabulary usage that attempts to fulfill the speaking purpose

Level 2Emerging

Response is generally comprehensible (though comprehensibility and fluency may often be compromised in more complex speech); characterized by:

• oral language that shows emerging expression of ideas; some attempt at connecting ideas may at times be evident

• some amount of language that may be repeated from the prompt

• chunks of language, repetitive oral phrase patterns, and formulaic grammatical structures used in social and instructional situations or across content areas

• variable control in use of oral language to convey meaning

• usage of general content words and expressions• usage of social and instructional words and

expressions across content areas • possible usage of general vocabulary where


Level 1Entering

Response is generally comprehensible (though comprehensibility and fluency may be significantly compromised in language beyond words, oral phrases, or memorized chunks); characterized by:

• words, oral phrases, or memorized chunks of oral language used to represent ideas

• varying amounts of language that may be repeated from the prompt

• words, chunks of language, or simple phrasal patterns associated with common social and instructional situations

• occasional control in use of oral language to convey meaning

• usage of highest frequency general content-related words

• usage of everyday social and instructional words and expressions

8/11/2017

WIDA Writing Interpretive Rubric Grades 1-12


Linguistic Complexity Language Forms and Conventions Vocabulary Usage

Level 6Reaching

Text is fully comprehensible and appropriate to purpose, situation, and audience; comparable to the writing of English proficient students meeting college- and career-readiness standards; and includes:

• extended connected text (single or multiple paragraphs) that is organized and shows tight cohesion in the precise expression of ideas

• clear evidence of consistency in conveying an appropriate perspective, register, and genre

• a full range of sentence patterns and grammatical structures matched to content area topics

• consistent use of appropriate conventions to convey meaning, including for effect



Level 5Bridging

Text is comprehensible and related to purpose; generally comparable to the writing of English proficient peers; and includes:

• extended connected text (single or multiple paragraphs) that is organized and shows a cohesive and coherent expression of ideas

• clear evidence of conveying an appropriate perspective, register, and genre

• a broad range of sentence patterns and grammatical structures matched to the content area topic

•nearly consistent use of appropriate conventions to convey meaning, including for effect

•usage of technical and abstract content-area words and expressions as appropriate

•usage of words and expressions with precise meaning related to content area topics as appropriate

•vocabulary usage that fulfills the writing purpose

Level 4Expanding

Text is generally comprehensible at all times; approaches comparability to the writing of English proficient peers; and includes:

• connected text (sentences or paragraphs) that shows an organized expression of ideas with emerging cohesion

• some evidence of conveying an appropriate perspective, register, and genre

• a range of sentence patterns and grammatical structurescharacteristic of the content area

•generally consistent use of appropriate conventions to convey meaning

•usage of specific and some technical content-area words and expressions as appropriate

•usage of words and expressions with multiple meanings or common collocations and idioms across content areas as appropriate

•vocabulary usage that generally fulfills the writing purpose

Level 3Developing

Original text is generally comprehensible (though comprehensibility may from time to time be compromised in more complex original text) and includes:

• text that shows developing organization in the expression of an expanded idea or multiple related ideas

• evidence of a developing sense of perspective, register, and genre

• a developing range of sentence patterns and grammatical structures common to content areas

•developing use of conventions to convey meaning

•usage of some specific content words and expressions as appropriate

•usage of common cognates, words, or expressions related to content areas as appropriate

•vocabulary usage that attempts to fulfill the writing purpose

Level 2Emerging

Some original text and text adapted from model or source text is generally comprehensible (though comprehensibility may often be compromised in attempts at more complex original text) and includes:

• text that shows emerging expression of an idea or ideas and may demonstrate some attempt at organization

• some amount of text that may be copied or adapted

• repetitive sentence and phrasal patterns and formulaic grammatical structures used in social and instructional situations or across content areas

•variable use of conventions

•usage of general content words and expressions•usage of social and instructional words and

expressions across content areas •possible usage of general vocabulary where


Level 1Entering

Text that is copied or adapted from model or source text is generally comprehensible (though comprehensibility may be significantly compromised in original text) and includes:

• language that represents an idea or ideas•varying amounts of text that may be

copied • adapted text that may contain some

original language

•words, chunks of language, or simple phrasal patterns associated with common social and instructional situations

•possible use of some conventions

•usage of highest frequency general content-related words

•usage of everyday social and instructional words and expressions

8/11/2017

Documents

Elementary Language Arts/Reading/ESOL Framework for ELs in