WIDA Levels PDF
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Summary
This document describes the stages of language acquisition, from entering to reaching. It provides descriptions of language skills at each stage and supports to help students progress through different levels. It's a resource for those involved in second language acquisition.
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Stage Description Scaffolds 1. Entering Represents content-area language Use visuals (pictures, Stage graphically charts, gestures) to help...
Stage Description Scaffolds 1. Entering Represents content-area language Use visuals (pictures, Stage graphically charts, gestures) to help convey meaning. Uses words, phrases, or chunks of language when presented with Simplify language and commands, directions, or questions speak slowly. Provide bilingual resources or use language supports like word banks. Offer opportunities to practice basic communication (e.g., yes/no answers, simple phrases). Encourage peer support and pair with more proficient English speakers. 2. Beginning Uses general language related to the Provide sentence starters Stage content areas and language frames to help structure responses. Uses phrases or short sentences Use lots of visuals and When presented with one to hands-on activities to multi-step commands, directions, or reinforce new words and questions, may speak or write with concepts. phonological, syntactic, or semantic errors. Build listening and speaking skills through short, interactive activities. Offer plenty of opportunities for repetition and practice. Begin using basic grammar structures, but keep it simple. 3. Developing Use general and some specific Encourage more detailed Stage language of the content areas responses and use of new vocabulary. Expand on sentences when speaking or writing Help students practice speaking in full sentences, When presented with oral or written not just phrases. narrative or expository descriptions, may have phonological, syntactic, or Provide opportunities for semantic errors. group discussions and collaborative work. Introduce more complex language structures, but offer support (e.g., sentence frames, vocabulary lists). Encourage reading and writing in simple sentences with support, such as word banks and graphic organizers. 4. Expanding Uses specific and some technical Help students develop Stage language of the content areas academic language (e.g., subject-specific Uses a variety of sentence lengths of vocabulary). varying linguistic complexity when speaking or writing paragraphs Provide opportunities for students to explain their When speaking or writing, has thinking and reasoning. minimal phonological, syntactic, or semantic errors Encourage writing more complex sentences and short paragraphs. Offer scaffolding for complex grammar and vocabulary (e.g., more in-depth sentence structures, transitions). Provide more challenging reading materials with support, like guiding questions or discussion prompts. 5. Bridging Uses specialized or technical Support the development Stage language of the content areas of writing longer essays or reports. Uses a variety of sentence lengths of varying linguistic complexity when Encourage students to engaging in oral discourse or writing express and defend their stories, essays, or reports ideas in discussions. Speaks and writes comparable to that Provide opportunities for of English-proficient peers when advanced academic tasks presented with grade-level material (e.g., research, presentations). Focus on refining grammar and vocabulary, with less scaffolding as they become more independent. Help students with less common idiomatic expressions and nuanced language. 6. Reaching Uses specialized or technical Provide opportunities for Stage language reflective of the content independent work and areas at grade level high-level academic tasks. Uses a variety of sentence lengths of Encourage deeper critical varying linguistic complexity in thinking and extended oral or written discourse as problem-solving required by the specified grade level discussions. Speaks and writes in English Support through feedback comparable to English-proficient on advanced writing (e.g., peers essays, reports) and speaking (e.g., presentations). Focus on refining academic language and enhancing fluency, including understanding cultural context and nuances. Offer opportunities for leadership roles (e.g., mentoring peers, leading discussions).