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WIDA Performance Definitions - click on pictures below description for additional information on each stage

ENTERING

  • pictorial or graphic representation of the language of the content areas

 

  • words, phrases or chunks of language when presented with one-step
    commands, directions, WH-, choice or yes/no questions, or statements withwith sensory, graphic or interactive support

  • oral language with phonological, syntactic, or semantic errors that often impede meaning when presented with basic oral commands, direct questions, or simple statements with sensory, graphic, or interactive support 

Level 1
EMERGING 
Previously BEGINNING

  • general language related to the content areas

 

  • phrases or short sentences

 

  • oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of the communication when presented with one to multiple-step commands, directions, questions, or a series of statements with sensory, graphic or interactive support

Level 2
DEVELOPING

  • general and some specific language of the content areas

 

  • expanded sentences in oral interaction or written paragraphs

 

  • oral or written language with phonological, syntactic or semantic errors that may impede the communication, but retain much of its meaning, when presented with oral or written, narrative or expository descriptions with sensory, graphic or interactive support

Level 3

 

  • Linguistic Complexity—the amount and quality of speech or writing for a given situation

  • Vocabulary Usage—the specificity of words or phrases for a given context

  • Language Control—the comprehensibility of the communication based on the amount and types of errors 

EXPANDING

  • specific and some technical language of the content areas

 

  • a variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences or paragraphs

 

  • oral or written language with minimal phonological, syntactic or semantic errors that do not impede the overall meaning of the communication when presented with oral or written connected discourse with sensory, graphic or interactive support

Level 4
BRIDGING

  • specialized or technical language of the content areas

 

  • a variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays or reports

 

  • oral or written language approaching comparability to that of proficient English peers when presented with grade level material

Level 5
REACHING/
MONITORING

  • specialized or technical language reflective of the content areas at grade level

 

  • a variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specified grade level

 

  • oral or written communication in English comparable to proficient English peers

Level 5-6

COLORADO TEACHER QUALITY STANDARD I: Teachers demonstrate mastery of and pedagogical expertise in the content they teach.

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