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WIDA Performance Definitions Receptive Domains - Listening - Reading PDF

The document provides a summary of the WIDA Performance Definitions for listening and reading across six levels of English language proficiency from entering to reaching. It describes the increasing linguistic complexity expected in the discourse dimension, sentence dimension, and word/phrase dimension at each level of proficiency. At the highest level of reaching, English language learners can process a wide range of oral or written language for academic purposes and automatically identify significant information from various text types and registers.

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Дониёр Кадиров
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241 views1 page

WIDA Performance Definitions Receptive Domains - Listening - Reading PDF

The document provides a summary of the WIDA Performance Definitions for listening and reading across six levels of English language proficiency from entering to reaching. It describes the increasing linguistic complexity expected in the discourse dimension, sentence dimension, and word/phrase dimension at each level of proficiency. At the highest level of reaching, English language learners can process a wide range of oral or written language for academic purposes and automatically identify significant information from various text types and registers.

Uploaded by

Дониёр Кадиров
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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WIDA Performance Definitions - Listening and Reading Grades K–12

Within sociocultural contexts for processing language…

Discourse Dimension Sentence Dimension Word/Phrase Dimension

Linguistic Complexity Language Forms and Conventions Vocabulary Usage

Level 6 - Reaching
English language learners will process a range of grade-appropriate oral or written language for a variety of academic purposes and audiences. Automaticity in language
processing is reflected in the ability to identify and act on significant information from a variety of genres and registers. English language learners’ strategic competence in
processing academic language facilitates their access to content area concepts and ideas.

At each grade, toward the end of a given level of English language proficiency, and with instructional support, English language learners will process…

• Rich descriptive discourse with complex • A variety of complex grammatical structures • Technical and abstract content-area
Level 5 sentences • Sentence patterns characteristic of particular language
Bridging • Cohesive and organized, related ideas content areas • Words and expressions with shades of
across content areas meaning across content areas

• Connected discourse with a variety of • Complex grammatical structures • Specific and some technical content-area
Level 4 sentences • A broad range of sentence patterns language
Expanding • Expanded related ideas characteristic of characteristic of particular content areas • Words or expressions with multiple meanings
particular content areas across content areas

• Discourse with a series of extended • Compound and some complex grammatical • Specific content-area language and expressions
Level 3 sentences constructions • Words and expressions with common
Developing • Related ideas specific to particular • Sentence patterns across content areas collocations and idioms across content areas
content areas

• Multiple related simple sentences • Compound grammatical structures • General content words and expressions,
Level 2 • An idea with details • Repetitive phrasal and sentence patterns across including cognates
Emerging content areas • Social and instructional words and expressions
across content areas

• Single statements or questions • Simple grammatical constructions (e.g., • General content-related words
Level 1 • An idea within words, phrases, or chunks commands, Wh- questions, declaratives) • Everyday social, instructional and some
Entering of language • Common social and instructional forms and content-related words and phrases
patterns

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