Grades 4-12

SPEAKING EXAMPLE 1

SETTING THE SCENE

Review the speaking portion of rubric #1 – Interaction, Listening, Speaking, and Reading Language Use Inventory for grades 4-12 and then watch the following video. Take note of what you see in the video related to the performance descriptors in the rubric and then proceed to the performance review.

PERFORMANCE REVIEW

Start with the Lowest performance descriptor and work your way up.

LOW

Can use a series of connected phrases and short, simple sentences to talk in simple terms about familiar topics.

In this example, the student uses more complex language than a series of connected phrases and short, simple sentences to talk in simple terms about familiar topics. She is speaking about an academic topic (the Earth’s history) and using complex descriptions including many academic, content-specific words. She clearly meets the definition of LOW, so you should move on to the descriptor for MODERATE.

MODERATE

Can connect phrases to talk about familiar topics using simple sentences. Can briefly give reasons and explanations for reactions, opinions, and plans.

This student uses compound, complex sentences to talk about academic topics. She also uses expanded explanations in her responses to the teacher’s questions. She meets the definition for MODERATE, so you should move on to the descriptor for HIGH.

HIGH

Can present clear, detailed descriptions of complex subjects integrating subthemes, developing particular points, and finishing with an appropriate conclusion.

Look closely at the language that the student uses in the example to see if it meets this definition.

Her descriptions are clear and detailed. In response to the teacher’s question about the definition of superposition, she says,

“So Super means over and position means place, so they would look at a rock and see how big it is and on the top it would be the youngest. On the top of the rock level it would be the youngest and then on the bottom it would be the oldest. So they would find the oldest soils on the bottom and the youngest on the top.”

In her description of the trilobite, she says,

“…it is, I think, four hundred million years old and it’s kind of rough and it looks like it has a spine in the middle with little ribs coming off it. – It looks like a beetle, actually.”

These are both clear descriptions and they include details. She is also talking about a complex subject – fossils and how science is used to determine their age.

You may have noted that she uses quite a few technical, content-specific vocabulary words along with tier two words and phrases – radiometric dating, superposition, from what I recall, fossils, trilobite, spine, ribs, era, Paleozoic, Devonian, determines. Her speech is also fluent and she does not struggle to find words or form sentences to express her thoughts.

Since this example is a short interview, we do not see her integrate subthemes, develop particular points, and finish with an appropriate conclusion, though. She is simply answering questions about science content. Because of this, it is difficult to determine whether or not she meets this definition. It is tempting to assume that she is able to meet this definition based on her use of complex language structures and academic vocabulary in the interview, but it is necessary to have concrete evidence when evaluating any student’s language use for the purpose of reclassification.

CONCLUSION

This student’s use of language most likely meets the definition of HIGH based on the available evidence from the sample and the evaluation using the criteria in the reclassification rubric. However, the example did not provide evidence to satisfy all of the components of the descriptor, so additional evidence should be gathered.

ADDITIONAL CRITERIA/RESOURCES

There is an additional, expanded reclassification rubric provided for grades 4-12 in Appendix B of the reclassification procedure that you may reference if you find it difficult to determine at which of the three levels to rate your student. This rubric provides descriptors for LOW, LOW +, MODERATE, MODERATE +, HIGH, and HIGH +. You will still need to determine at which of the three levels to rate the student, though, but this rubric may help in determining which one is the most accurate.

For an additional check for confidence in your decision, or if you still find it difficult to make a conclusive determination, you may reference the WIDA Performance Definitions for Speaking and Writing. The Performance Definitions are the foundation of the WIDA and PA English Language Development Standards. As the title implies, they define how students use language at various proficiency levels. There are two Performance Definitions documents (Writing/Speaking and Reading/Listening) and they apply to K-12. They are each divided into three dimensions – the word/phrase level, the sentence level, and the discourse level. For more information about the Performance Definitions or to download them, visit the WIDA website at https://wida.wisc.edu/teach/standards/eld and select the Performance Definitions documents from the download menu on the right.

Level 6 – Reaching
	Discourse Dimension	Sentence Dimension	Word/Phrase Dimension
	Linguistic Complexity	Language Forms and Conventions	Vocabulary Usage
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 produce…
Level 5 Bridging	Multiple, complex sentences Organized, cohesive, and coherent expression of ideas characteristic of particular content areas	A variety of complex grammatical structures matched to purpose A broad range of sentence patterns characteristic of particular content areas	Technical and abstract content-area language, including content-specific collocations Words and expressions with precise meaning across content areas
Level 4 Expanding	Short, expanded, and some complex sentences Organized expression of ideas with emerging cohesion characteristic of particular content areas	Compound and complex grammatical structures Sentence patterns characteristic of particular content areas	Specific and some technical content-area language Words and expressions with expressive meaning through use of collocations and idioms across content areas
Level 3 Developing	Short and some expanded sentences with emerging complexity Expanded expression of one idea or emerging expression of multiple related ideas across content areas	Simple and compound grammatical structures with occasional variation Sentence patterns across content areas	Specific content language, including cognates and expressions Words or expressions with multiple meanings used across content areas
Level 2 Emerging	Phrases or short sentences Emerging expression of ideas	Formulaic grammatical structures Repetitive phrasal and sentence patterns across content areas	General content words and expressions Social and instructional words and expressions across content areas
Level 1 Entering	Words, phrases, or chunks of language Single words used to represent ideas	Phrase-level grammatical structures Phrasal patterns associated with familiar social and instructional situations	General content-related words Everyday social and instructional words and expressions

Level 5 language use based on the Performance Definitions supports a rating of HIGH on the reclassification rubric.
Level 4 language use on the Performance Definitions supports a rating of MODERATE in most cases.
Level 3 language use can support a rating of LOW or MODERATE.

The language used by the student in our example can most accurately be defined by the descriptors for level 5, which support a rating of HIGH on the rubric. However, as stated earlier, much more evidence would need to be gathered to make a conclusive determination.

If you find it difficult to determine which level of language use the student demonstrates (it is split evenly between two levels on the Performance Definitions and the reclassification rubric), then you can reference the WIDA Speaking Interpretive Rubric for grades 1-12.

WIDA Speaking Interpretive Rubric Grades 1-12
	Discourse Level	Sentence Level	Word/Phrase Level
	Linguistic Complexity	Language Forms	Vocabulary Usage
	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:
Level 6 Reaching	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
	Response is comprehensible, fluent, and generally related to purpose; generally comparable to the speech of English proficient peers; characterized by:
Level 5 Bridging	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
	Response is generally comprehensible, fluent, and related to purpose; characterized by:
Level 4 Expanding	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 structures characteristic 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
	Response is generally comprehensible (though comprehensibility and fluency may from time to time be compromised in more complex speech); characterized by:
Level 3 Developing	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
	Response is generally comprehensible (though comprehensibility and fluency may often be compromised in more complex speech); characterized by:
Level 2 Emerging	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
	Response is generally comprehensible (though comprehensibility and fluency may be significantly compromised in language beyond words, oral phrases, or memorized chunks); characterized by:
Level 1 Entering	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

Students whose language use soundly meets the definition of level 5 or 6 meet the criteria for HIGH on the reclassification rubric. Students whose language use soundly meets Level 4 on the WIDA rubric meet the definition of MODERATE on the reclassification rubric.

In this example, her language use can be characterized best by the descriptors for levels 5 and 6, which supports a rating of HIGH on the reclassification rubric.

If you find it difficult to determine whether a student’s language use is HIGH or MODERATE on the reclassification rubrics and WIDA Performance Definitions, and it fits some descriptors for level 4 and some for level 5 on the WIDA rubric, then you should try to gather additional evidence to make an overall determination.

The following are some additional criteria to consider when making the determination.

Students at the MODERATE level of English proficiency level can:

Use a sufficient range of language to be able to give clear descriptions, express viewpoints and develop arguments without much conspicuous searching for words, using some complex sentence forms to do so.
Use a sufficient range of language to describe unpredictable situations, explain the main points in an idea or problem with reasonable precision and express thoughts on abstract or cultural topics such as music and films.
Utilize enough language to get by, with sufficient vocabulary to express themselves with some hesitation and circumlocutions (use of more words than necessary to express an idea or concept/imprecise use of language) on topics such as family, hobbies and interests, travel, and current events, but lexical limitations may cause repetition and even difficulty with complex formulation at times.
clearly express feelings about something experienced and give reasons to explain those feelings using common terms and phrases.
give clear descriptions and presentations on most familiar subjects.
describe the personal significance of events and experiences with some detail.
give a clear description of how to carry out a familiar procedure.
express themselves with relative ease. Despite some problems with formulation resulting in pauses, they are able to keep going effectively without help.

Students at the HIGH level of proficiency can:

utilize a broad lexical repertoire allowing gaps to be readily overcome with circumlocutions (use of more words than necessary to express an idea or concept/imprecise use of language); little obvious searching for expressions or avoidance strategies.
Utilize many idiomatic expressions and colloquialisms (on par with their typical non-EL peers).
Express ideas or concepts with occasional minor slips, but no significant vocabulary errors
explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
select an appropriate formulation from a broad range of language to express themselves clearly, without having to restrict what they want to say.
give clear, detailed descriptions and presentations on a wide range of subjects, expanding and supporting ideas with subsidiary points and relevant examples.
express themselves similar to a native speaker with few or no extended pauses or need for support.
produce stretches of language with a mostly even tempo; although they can be hesitant as they search for patterns and expressions, there are few noticeably long pauses.

You must consider the developmental level of the students when applying these criteria. In other words, 4^th graders will perform these language functions differently than high school students. For example, ask yourself, for a 6^th grader, what does this type of language use look like and can the EL perform it similar to a typical native speaker?

If, after gathering additional evidence, you still find that a student’s language use cannot be classified as a particular level on the reclassification rubric, the Performance Definitions, the WIDA Speaking Interpretive Rubric, and you’ve considered the additional criteria listed here, then you will have to make a judgment based on your general experience with that student about whether or not his/her overall use of language is HIGH or MODERATE on the reclassification rubrics. Here are some guiding questions to help you make that determination:

Will this student benefit from continued participation in the LIEP?
Does he/she struggle to access academic content in an environment without specialized language support?
If this student struggles with academic content, is it the result of lacking comprehension of the language used in instruction? (Remember, students can struggle academically for many reasons that are unrelated to language)
Does this student feel that he/she needs language supports?
Is this student currently receiving a high level of support for language in order to effectively access academic content?

If the answers to all or most these questions is yes, then the student may not be ready for reclassification yet and should be rated as MODERATE or LOW depending on his/her language use in relation to the descriptors from the language use rubric, the Performance Definitions, the Speaking Interpretive Rubric, and the additional criteria listed here.

If you are a content teacher and are having difficulty answering these questions, then you should consult with an ESL teacher who is familiar with the student.

LISTENING EXAMPLE 1

SETTING THE SCENE

Review the listening portion of rubric #1 – Interaction, Listening, Speaking, and Reading Language Use Inventory for grades 4-12 and then watch the following video. Take note of what you see in the video related to the performance descriptors in the rubric.

Since listening is an internal process, you must rely on the student’s reactions to oral language in order to make an evaluation of their listening proficiency.

It is not uncommon for a student to have HIGH listening proficiency, but MODERATE, or even LOW, speaking proficiency. The ability to understand language generally precedes the ability to speak it as long as the other speakers have a familiar accent and do not employ a great deal of unfamiliar colloquialisms. It is important to remember to separate a student’s apparent comprehension of spoken language from his/her speaking ability when evaluating listening proficiency.

PERFORMANCE REVIEW

Start with the Lowest performance descriptor and work your way up.

LOW

Can understand the main point in simple messages in slow and clear standard speech. Can understand phrases and high frequency vocabulary related to familiar topics.

Note the language that the teacher uses when interacting with the student and the student’s responses. In this example, the teacher is mostly asking simple questions to elicit descriptions and explanations from the student. Her speech is not overly slowed, though, and she is using complete as well as compound sentences with academic vocabulary (era, period, geological timescale, lifeform, relative date, absolute date, chemical composition). The student is able to understand without assistance or hesitation and respond appropriately. The student appears to understands language at a more complex level than phrases and high frequency words related to familiar topics.

Next, look at the definition of MODERATE:

MODERATE

Can understand the main points in slow and clear standard speech on familiar topics in discussions, presentations, and educational videos.

This example does not include the student listening to speaking of any significant length about familiar topics to see how well she follows and comprehends. As stated earlier, the teacher is only asking questions to elicit responses about science content. We also do not see the student’s responses to educational videos or presentations in this example. The evidence that we have from the video seems to indicate that she understands clear and slow standard speech on familiar topics because she is able to respond appropriately to the questions without assistance. She carries on the discussion at a normal pace and the teacher and student are able to exchange information fluently.

Next, review the description for HIGH.

HIGH

Can understand extended speech even when it is not clearly structured and when relationships are only implied and not signaled explicitly.

This descriptor differs from the descriptors for MODERATE and LOW in significant ways. The student must be able to understand extended speech (not just simple sentences). He/she must also be able to follow speech that is not structured. For example, a description of the difference between animals based on their color is structured by purpose and the categories of color and animals. Directions for completing a project in a step-by-step format is structured by time and purpose. A free discussion with other students, even about a particular topic, which can incorporate many variables and change focus spontaneously is unstructured. School announcements, which may include information about several unrelated and possibly unfamiliar topics, may also be unstructured. Social interactions are unstructured as well. The ability to follow and understand unstructured speech requires a greater level of listening proficiency.

In addition, the student must be able to understand speech in which relationships between concepts are only implied and not signaled explicitly.

From this example, it is difficult to discern if this student’s listening proficiency can accurately be defined by the descriptor of HIGH in the rubric. The teacher’s speech is not extended and it is mostly structured around a particular topic and within a particular context. If the teacher had asked the student more complex questions or given more complex instructions (e.g. Considering what you learned in class today, can you provide me with various ways in which scientists determine the age of prehistoric objects and then explain the differences between them, giving examples of the advantages and disadvantages of each?) without the use of signaling, and the student was able to respond appropriately without assistance, then the performance would have more clearly met the definition of HIGH. However, even with more complex questions, listening proficiency must be determined based on observations of students in various contexts (class/small group discussions, multimedia, social interactions, etc.), so we needed to see the student interact with other students in small group discussions and respond to other forms of unstructured language to see how effectively she is able to participate/comprehend.

CONCLUSION

Without additional evidence and based only on this video example, it is not possible to rate this student as HIGH. That doesn’t mean that she doesn’t have HIGH listening proficiency (she likely does). We just do not have enough evidence to support that rating.

DISCUSSION

When evaluating your students’ listening proficiency, make sure that you have communicated with them in extended speech and without explicitly signaled relationships to see if they are able to understand and respond appropriately. Also, ensure that you have observed them participating in academic and social discussions and responding to other unstructured forms of language to see if they demonstrate understanding. Note their responses.

Do they have difficulty responding appropriately the first time?
Do they frequently require additional explanation?
Do you often have to use simplified language?
Do you frequently have to break up instructions into smaller chunks in order to be understood?
Do they often need visuals to support comprehension of oral language?
Do they lose track of discussions or conversations if there is little or no structure?
Do they have difficulty retelling or summarizing information from school announcements and other non in-person sources of language?

If the answer to most or all of these questions is yes, then the student is not at the HIGH level yet.

ADDITIONAL CRITERIA/RESOURCES

Level 6 – Reaching
	Discourse Dimension	Sentence Dimension	Word/Phrase Dimension
	Linguistic Complexity	Language Forms and Conventions	Vocabulary Usage
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…
Level 5 Bridging	Rich descriptive discourse with complex sentences Cohesive and organized, related ideas across content areas	A variety of complex grammatical structures Sentence patterns characteristic of particular content areas	Technical and abstract content-area language Words and expressions with shades of meaning across content areas
Level 4 Expanding	Connected discourse with a variety of sentences Expanded related ideas characteristic of particular content areas	Complex grammatical structures A broad range of sentence patterns characteristic of particular content areas	Specific and some technical content-area language Words or expressions with multiple meanings across content areas
Level 3 Developing	Discourse with a series of extended sentences Related ideas specific to particular content areas	Compound and some complex grammatical constructions Sentence patterns across content areas	Specific content-area language and expressions Words and expressions with common collocations and idioms across content areas
Level 2 Emerging	Multiple related simple sentences An idea with details	Compound grammatical structures Repetitive phrasal and sentence patterns across content areas	General content words and expressions, including cognates Social and instructional words and expressions across content areas
Level 1 Entering	Single statements or questions An idea within words, phrases, or chunks of language	Simple grammatical constructions (e.g. commands, Wh- questions, declaratives) Common social and instructional forms and patterns	General content-related words Everyday social, instructional and some content-related words and phrases

As is the case for the Performance Definitions for Speaking and Writing:

level 5 language use based on the Performance Definitions supports a rating of HIGH on the reclassification rubric.
Level 4 language use supports a rating of MODERATE in most cases.
Level 3 language use can support a rating of LOW or MODERATE.

If you find it difficult to determine which level best describes a student’s language use (it appears split between the descriptors for two levels), then you should try to gather additional evidence that will help to make the determination.

Here are some additional descriptors for the MODERATE and HIGH levels:

MODERATE:

Can understand a short narrative well enough to be able to guess what may happen next.
Can, with some effort, understand much of what is said around him/her, but may find it difficult to participate effectively in discussion with several native English speakers who do not modify their language in any way.
Can understand straightforward factual information in extended speech about common, everyday or content-related topics, identifying both general messages and specific details, provided speech is clearly articulated and conventional.
Can understand detailed instructions well enough to be able to follow them successfully with occasional errors or need for assistance.
Can generally follow the main points of extended classroom discussion, provided speech is clearly articulated
Can distinguish when people are talking about the past, present, and future.
Can understand simple, short stories, fairy tales and the main plot in them and the sequence of the most important events
Can understand the main points of audio news bulletins and simpler recorded material about familiar subjects delivered relatively slowly and clearly.

HIGH:

Can understand enough to follow extended speech on abstract and unfamiliar topics, though he/she may need to confirm occasional details, especially if the speech is highly nonconventional.
Can understand a wide range of idiomatic expressions and colloquialisms
Can follow extended speech and complex lines of argument provided the topic is reasonably familiar, and the direction of the talk is structured to some degree.
Can keep up with an animated conversation between native English speakers.
Can understand standard spoken language, live or broadcast (announcements, videos, audio recordings, etc.), on both familiar and unfamiliar topics encountered in social or academic contexts. Idiomatic expressions or inadequate/highly nonconventional discourse may hinder comprehension in some cases.Can follow audio recordings and video on academic topics with little or no language support.
Can follow audio recordings and video on academic topics with little or no language support.
Can understand announcements and messages on concrete and abstract topics spoken at normal speed.

If, after gathering additional evidence and reviewing the additional descriptors above, you still find that a student’s language use cannot be classified as a particular level on the reclassification rubric or level 4 or 5 on the Performance Definitions, then you will have to make a judgment based on your overall experience with that student about whether or not his/her use of language is HIGH or MODERATE on the reclassification rubrics. Here are some guiding questions to help you make that determination:

Will this student benefit from continued participation in the LIEP?
Does he/she struggle to access academic content in an environment without specialized language support?
If this student struggles with academic content, is it the result of lacking comprehension of the language used in instruction? (Remember, students can struggle academically for many reasons that are unrelated to language)
Does this student feel that he/she needs language supports?
Is this student currently receiving a high level of support for language in order to effectively access academic content?

If the answers to all or most the questions is yes, then the student may not be ready for reclassification and therefor is not at the HIGH level yet. The student should be rated as MODERATE or LOW depending on his/her language use in relation to the descriptors from the language use rubric, the Performance Definitions, and the additional criteria here.

If you are a content teacher and are having difficulty answering these questions, then you should consult with an ESL teacher who is familiar with the student.

SPEAKING EXAMPLE 2

SETTING THE SCENE

PERFORMANCE REVIEW

Start with the Lowest performance descriptor and work your way up.

LOW

Can use a series of connected phrases and short, simple sentences to talk in simple terms about familiar topics.

In this example, the student uses more complex language than a series of connected phrases and short, simple sentences to talk in simple terms about familiar topics. He is speaking about an academic topic (the Earth’s history) and using some academic, content-specific words. He meets the definition of LOW, so you should move on to the descriptor for MODERATE.

MODERATE

Can connect phrases to talk about familiar topics using simple sentences. Can briefly give reasons and explanations for reactions, opinions, and plans.

This student uses some compound, complex sentences to talk about academic topics, but he struggles to form his speech in many places and makes some errors that impede meaning. He also struggles to pronounce many of the academic vocabulary words, which also impedes his communication somewhat. His sentences are complete, but he struggles with language forms and with selecting the appropriate vocabulary in some places – have some smooth vs. it is smooth, 50 millions of year vs. 50 million years, which they in the layer vs. where they are in the layer. He obviously understand the content, but he has trouble explaining it. He seems to lack the necessary command of a broad enough range of language to express himself precisely and his overall command of structures is not well-developed yet. He may meet the definition of MODERATE, but not soundly. Next, review the descriptor for HIGH.

HIGH

Can present clear, detailed descriptions of complex subjects integrating subthemes, developing particular points, and finishing with an appropriate conclusion.

Based on the evaluation of his language use for the MODERATE descriptor, this student does not display language use at the HIGH level.

CONCLUSION

The evidence from this example supports a rating of MODERATE.

DISCUSSION

As with our other examples, it would be helpful to have additional evidence. As noted earlier, this student appears to meet the definition of MODERATE, but not conclusively. If he were your student, you should take note of his language use over time in other settings and with other content to make sure that he either does or does not meet a particular definition.

ADDITIONAL CRITERIA/RESOURCES

Again, you may reference the expanded reclassification rubric provided for grades 4-12 in Appendix B of the reclassification procedure if you have sufficient evidence but still find it difficult to determine at which of the three levels to rate your student.

Level 6 – Reaching
	Discourse Dimension	Sentence Dimension	Word/Phrase Dimension
	Linguistic Complexity	Language Forms and Conventions	Vocabulary Usage
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 produce…
Level 5 Bridging	Multiple, complex sentences Organized, cohesive, and coherent expression of ideas characteristic of particular content areas	A variety of complex grammatical structures matched to purpose A broad range of sentence patterns characteristic of particular content areas	Technical and abstract content-area language, including content-specific collocations Words and expressions with precise meaning across content areas
Level 4 Expanding	Short, expanded, and some complex sentences Organized expression of ideas with emerging cohesion characteristic of particular content areas	Compound and complex grammatical structures Sentence patterns characteristic of particular content areas	Specific and some technical content-area language Words and expressions with expressive meaning through use of collocations and idioms across content areas
Level 3 Developing	Short and some expanded sentences with emerging complexity Expanded expression of one idea or emerging expression of multiple related ideas across content areas	Simple and compound grammatical structures with occasional variation Sentence patterns across content areas	Specific content language, including cognates and expressions Words or expressions with multiple meanings used across content areas
Level 2 Emerging	Phrases or short sentences Emerging expression of ideas	Formulaic grammatical structures Repetitive phrasal and sentence patterns across content areas	General content words and expressions Social and instructional words and expressions across content areas
Level 1 Entering	Words, phrases, or chunks of language Single words used to represent ideas	Phrase-level grammatical structures Phrasal patterns associated with familiar social and instructional situations	General content-related words Everyday social and instructional words and expressions

Level 5 language use based on the Performance Definitions supports a rating of HIGH on the reclassification rubric.
Level 4 language use on the Performance Definitions supports a rating of MODERATE in most cases.
Level 3 language use can support a rating of LOW or MODERATE.

The language used by the student in our example can most accurately be defined by the descriptors for level 3 and some for level 2, particularly the word level, which support a rating of MODERATE or LOW on the rubric. However, as stated earlier, much more evidence would need to be gathered to make a conclusive determination.

WIDA Speaking Interpretive Rubric Grades 1-12
	Discourse Level	Sentence Level	Word/Phrase Level
	Linguistic Complexity	Language Forms	Vocabulary Usage
	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:
Level 6 Reaching	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
	Response is comprehensible, fluent, and generally related to purpose; generally comparable to the speech of English proficient peers; characterized by:
Level 5 Bridging	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
	Response is generally comprehensible, fluent, and related to purpose; characterized by:
Level 4 Expanding	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 structures characteristic 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
	Response is generally comprehensible (though comprehensibility and fluency may from time to time be compromised in more complex speech); characterized by:
Level 3 Developing	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
	Response is generally comprehensible (though comprehensibility and fluency may often be compromised in more complex speech); characterized by:
Level 2 Emerging	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
	Response is generally comprehensible (though comprehensibility and fluency may be significantly compromised in language beyond words, oral phrases, or memorized chunks); characterized by:
Level 1 Entering	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

In this example, his language use can be characterized best by the descriptors for levels 3 and 2, which supports a rating of MODERATE or LOW on the reclassification rubric.

If you find it difficult to determine whether a student’s language use is MODERATE or LOW on the reclassification rubrics and WIDA Performance Definitions, and it fits some descriptors for level 3 and some for level 2 on the WIDA rubric, then you should try to gather additional evidence to make an overall determination.

The following are some additional criteria to consider when making the determination.

Students at the LOW level of English proficiency level can:

Can produce simple mainly isolated phrases about people and places.
Interact in a simple way, provided that the other person is prepared to help in formulating what the student is trying to say.
Ask and answer simple questions in areas of immediate need or on vert familiar topics.
Handle very short social exchanges, even though they can usually understand enough to keep the conversation going.
Use simple sentences and phrases to describe familiar, concrete things (people they know, where they live).
Use basic sentence patterns with memorized phrases in some cases, and groups of words to communicate limited information in simple, everyday situations.
Use some simple structures correctly, but still systematically makes basic mistakes.
Can make themselves understood in short responses, even though pauses, false starts, and reformulations are very evident and routine.
Can link groups of words with simple connectors (like, and, but, because)
Give a short, rehearsed presentation on a topic pertinent to their everyday life
Briefly give explanations for opinions, plans, and actions.

Students at the MODERATE level of English proficiency level can:

Use a sufficient range of language to be able to give clear descriptions, express viewpoints and develop arguments without much conspicuous searching for words, using some complex sentence forms to do so.
Use a sufficient range of language to describe unpredictable situations, explain the main points in an idea or problem with reasonable precision and express thoughts on abstract or cultural topics such as music and films.
Utilize enough language to get by, with sufficient vocabulary to express themselves with some hesitation and circumlocutions (use of more words than necessary to express an idea or concept/imprecise use of language) on topics such as family, hobbies and interests, travel, and current events, but lexical limitations may cause repetition and even difficulty with complex formulation at times.
clearly express feelings about something experienced and give reasons to explain those feelings using common terms and phrases.
give clear descriptions and presentations on most familiar subjects.
describe the personal significance of events and experiences with some detail.
give a clear description of how to carry out a familiar procedure.
express themselves with relative ease. Despite some problems with formulation resulting in pauses, they are able to keep going effectively without help.

Students at the HIGH level of proficiency can:

utilize a broad lexical repertoire allowing gaps to be readily overcome with circumlocutions (use of more words than necessary to express an idea or concept/imprecise use of language); little obvious searching for expressions or avoidance strategies.
Utilize many idiomatic expressions and colloquialisms (on par with their typical non-EL peers).
Express ideas or concepts with occasional minor slips, but no significant vocabulary errors
explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
select an appropriate formulation from a broad range of language to express themselves clearly, without having to restrict what they want to say.
give clear, detailed descriptions and presentations on a wide range of subjects, expanding and supporting ideas with subsidiary points and relevant examples.
express themselves similar to a native speaker with few or no extended pauses or need for support.
produce stretches of language with a mostly even tempo; although they can be hesitant as they search for patterns and expressions, there are few noticeably long pauses.

The student in our example demonstrated language that met some of the descriptors for LOW, but some for MODERATE. In a case like this, it is best to rate the student at the lower of the two levels that they appear split between.

If, after gathering additional evidence, you still find that a student’s language use cannot be classified as a particular level on the reclassification rubric, the Performance Definitions, the WIDA Speaking Interpretive Rubric, or the additional criteria listed here, then you will have to make a judgment based on your general experience with that student about whether or not his/her overall use of language is MODERATE on the reclassification rubrics. Here are some guiding questions to help you make that determination:

Will this student benefit from continued participation in the LIEP?
Does he/she struggle to access academic content in an environment without specialized language support?
If this student struggles with academic content, is it the result of lacking comprehension of the language used in instruction? (Remember, students can struggle academically for many reasons that are unrelated to language)
Does this student feel that he/she needs language supports?
Is this student currently receiving a high level of support for language in order to effectively access academic content?

If the answers to all or most these questions is yes, then the student may not be ready for reclassification and therefor is not at the HIGH level yet. The student should be rated as MODERATE or LOW depending on his/her language use in relation to the descriptors from the language use rubric, the Performance Definitions, the WIDA Interpretive Rubric, and the additional criteria here.

If you are a content teacher and are having difficulty answering these questions, then you should consult with an ESL teacher who is familiar with the student.

LISTENING EXAMPLE 2

SETTING THE SCENE

Look at the reclassification rubric for listening. You may want to review the video again before making a decision about which level describes the student’s listening skills.

PERFORMANCE REVIEW

Start with the Lowest performance descriptor and work your way up.

LOW

Can understand the main point in simple messages in slow and clear standard speech. Can understand phrases and high frequency vocabulary related to familiar topics.

Note the language that the teacher uses when interacting with the student and the student’s responses. In this example, again, the teacher is mostly asking simple questions to elicit descriptions and explanations from the student. Her speech is not overly slowed, though, and she is using complete as well as compound sentences with some academic vocabulary (era, ivory, fascinating, period, fossil, chemical composition, superposition, radiometric dating). The student is able to understand without assistance or hesitation and respond appropriately. The student appears to understands language at a more complex level than phrases and high frequency words related to familiar topics.

Next, look at the definition of MODERATE:

MODERATE

Can understand the main points in slow and clear standard speech on familiar topics in discussions, presentations, and educational videos.

As was the case for the first example, this example does not include the student listening to speaking of any significant length about familiar topics to see how well he follows and comprehends. Again, the teacher is only asking questions to elicit responses about science content. We also do not see the student’s responses to discussions, educational videos, or presentations in this example. The evidence that we have from the video seems to indicate that he understands clear and slow standard speech on familiar topics (part of the definition of MODERATE in the rubric) because he is able to respond appropriately to the questions without assistance and he carries on the discussion. In comparing the two examples, you may have noted that in this case the teacher uses slightly simpler language than in the first. The student appears able to exchange information at a relatively normal pace, although the teacher has to assist him in some places with formulation of his language – this is not a listening task, though, so it is not part of this evaluation. This student appears to have listening proficiency at the MODERATE level, but the evidence is not conclusive. Look at the descriptor for HIGH.

HIGH

Can understand extended speech even when it is not clearly structured and when relationships are only implied and not signaled explicitly.

To meet this definition, the student must be able to understand extended speech (not just simple sentences). He/she must also be able to follow speech that is not structured.

CONCLUSION

Without additional evidence and based only on this video example, it is not possible to rate this student as HIGH. That doesn’t mean that he doesn’t have HIGH listening proficiency (he very well may). We just do not have enough evidence to support that rating.

DISCUSSION

Do they have difficulty responding appropriately the first time?
Do they frequently require additional explanation?
Do you often have to use simplified language?
Do you frequently have to break up instructions into smaller chunks in order to be understood?
Do they often need visuals to support comprehension of oral language?
Do they lose track of discussions or conversations if there is little or no structure?
Do they have difficulty retelling or summarizing information from school announcements and other non in-person sources of language?

If the answer to most or all of these questions is yes, then the student is not at the HIGH level yet.

ADDITIONAL CRITERIA/RESOURCES

You may reference the additional, expanded reclassification rubric provided for grades 4-12 in Appendix B of the reclassification procedure if you find it difficult to determine at which of the three levels to rate your student.

Level 6 – Reaching
	Discourse Dimension	Sentence Dimension	Word/Phrase Dimension
	Linguistic Complexity	Language Forms and Conventions	Vocabulary Usage
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…
Level 5 Bridging	Rich descriptive discourse with complex sentences Cohesive and organized, related ideas across content areas	A variety of complex grammatical structures Sentence patterns characteristic of particular content areas	Technical and abstract content-area language Words and expressions with shades of meaning across content areas
Level 4 Expanding	Connected discourse with a variety of sentences Expanded related ideas characteristic of particular content areas	Complex grammatical structures A broad range of sentence patterns characteristic of particular content areas	Specific and some technical content-area language Words or expressions with multiple meanings across content areas
Level 3 Developing	Discourse with a series of extended sentences Related ideas specific to particular content areas	Compound and some complex grammatical constructions Sentence patterns across content areas	Specific content-area language and expressions Words and expressions with common collocations and idioms across content areas
Level 2 Emerging	Multiple related simple sentences An idea with details	Compound grammatical structures Repetitive phrasal and sentence patterns across content areas	General content words and expressions, including cognates Social and instructional words and expressions across content areas
Level 1 Entering	Single statements or questions An idea within words, phrases, or chunks of language	Simple grammatical constructions (e.g. commands, Wh- questions, declaratives) Common social and instructional forms and patterns	General content-related words Everyday social, instructional and some content-related words and phrases

As is the case for the Performance Definitions for Speaking and Writing:

level 5 language use based on the Performance Definitions supports a rating of HIGH on the reclassification rubric.
Level 4 language use supports a rating of MODERATE in most cases.
Level 3 language use can support a rating of LOW or MODERATE.

Here are some additional descriptors for the MODERATE and HIGH levels:

MODERATE:

Can understand a short narrative well enough to be able to guess what may happen next.
Can, with some effort, understand much of what is said around him/her, but may find it difficult to participate effectively in discussion with several native English speakers who do not modify their language in any way.
Can understand straightforward factual information in extended speech about common, everyday or content-related topics, identifying both general messages and specific details, provided speech is clearly articulated and conventional.
Can understand detailed instructions well enough to be able to follow them successfully with occasional errors or need for assistance.
Can generally follow the main points of extended classroom discussion, provided speech is clearly articulated
Can distinguish when people are talking about the past, present, and future.
Can understand simple, short stories, fairy tales and the main plot in them and the sequence of the most important events
Can understand the main points of audio news bulletins and simpler recorded material about familiar subjects delivered relatively slowly and clearly.

HIGH:

Can understand enough to follow extended speech on abstract and unfamiliar topics, though he/she may need to confirm occasional details, especially if the speech is highly nonconventional.
Can understand a wide range of idiomatic expressions and colloquialisms
Can follow extended speech and complex lines of argument provided the topic is reasonably familiar, and the direction of the talk is structured to some degree.
Can keep up with an animated conversation between native English speakers.
Can understand standard spoken language, live or broadcast (announcements, videos, audio recordings, etc.), on both familiar and unfamiliar topics encountered in social or academic contexts. Idiomatic expressions or inadequate/highly nonconventional discourse may hinder comprehension in some cases.
Can follow audio recordings and video on academic topics with little or no language support.
Can understand announcements and messages on concrete and abstract topics spoken at normal speed.

If, after gathering additional evidence and reviewing the additional descriptors above, you still find that a student’s language use cannot be classified as MODERATE or HIGH on the reclassification rubric or level 4 or 5 on the Performance Definitions, then you will have to make a judgment based on your overall experience with that student about whether or not his/her use of language is HIGH or MODERATE on the reclassification rubrics. Here are some guiding questions to help you make that determination:

Will this student benefit from continued participation in the LIEP?
Does he/she struggle to access academic content in an environment without specialized language support?
If this student struggles with academic content, is it the result of lacking comprehension of the language used in instruction? (Remember, students can struggle academically for many reasons that are unrelated to language)
Does this student feel that he/she needs language supports?
Is this student currently receiving a high level of support for language in order to effectively access academic content?

If the answers to all or most the questions is yes, then the student may not be ready for reclassification yet and should be rated as MODERATE or LOW depending on his/her listening proficiency in relation to the descriptors from the language use rubric and the Performance Definitions.

If you are a content teacher and are having difficulty answering these questions, then you should consult with an ESL teacher who is familiar with the student.

INTERACTION

Interaction involves both speaking and listening, but is encompasses qualities that are not simply a combination of those for speaking and listening. The definitions in the rubric provide detailed explanations of what to look for.

	Low (0)	Moderate (0.3)	High (0.5)
Interaction	Can engage in very short social exchanges, and sustain the conversation with substantial support. Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities, possibly using provided language frames or structures.	Can function in most social situations in the classroom. Can enter unprepared in conversation on topics that are familiar, of personal interest, or connected to everyday life. Can use provided language frames or structures as models for original expression.	Can use language spontaneously, flexibly, and effectively for social and academic purposes. Can formulate ideas and opinions with precision and relate contributions skillfully to those of other speakers.

You should observe your ELs as they interact with each other as well as with you for making this determination.

You may reference the expanded rubric in Appendix B of the reclassification guidelines for additional descriptors if needed to make a conclusive determination.

Below are some descriptors that you may consider in addition to the those in the rubrics.

A student who has proficiency at the MODERATE level can:

communicate with people on common, everyday topics with few errors that impede understanding
discuss common interests/hobbies with classmates
collaborate in shared tasks, provided that other participants occasionally help him/her to contribute and to express his/her suggestions
initiate, maintain and close relatively simple, face-to-face conversations
interact with multiple native English speakers at once, but may have some difficulty as the size of the group increases (before the point at which native speakers begin to struggle with interaction).

A student who has proficiency at the HIGH level can:

Use language to interact with you and with peers for academic as well as social purposes. Some students can communicate effectively in social settings, but struggle to engage in academic topics that may require the use of content-specific vocabulary or structures. It is important to note the difference and ensure you evaluate interaction in both contexts.
Interact with a degree of fluency and spontaneity that makes regular interaction and sustained relationships with native speakers of English possible without additional effort from either party.
Contribute equally to classroom conversations and discussions.
Sustain a conversation without help from others in the group. Students with high proficiency can introduce new ideas and concepts with the associated language in addition to simply repeating/rephrasing those of others.
Present ideas in conversations or discussions in multiple ways to help with communication and understanding when it is apparent that others require that.
follow conversations or discussions at a different paces and can adjust accordingly. In other words, the student does not require others to slow the pace and is able to slow their own pace when needed to accommodate different situations.
engage with others on unfamiliar or new topics without supports.

A student who may not have proficiency at the HIGH level often:

must provide additional explanations to make himself/herself clear to you or others.
struggles to find alternative ways of explaining him/herself.
contributes less than other in conversations and discussions or may not contribute at all
requires that others repeat themselves or rephrase for understanding
requires that others use a slower pace when speaking
requires that others are prepared to assist in the fluency of the communication for it to be effective.
struggles to participate in conversations or discussion about new or unfamiliar topics. The student may disengage or lose the focus or topic when discussing new or unfamiliar things.

READING

When assessing reading proficiency, you should ensure that you have, on several occasions, observed the student:

reading a grade appropriate text aloud (any reading materials used during typical classroom interactions will serve this purpose),
retelling important information from the text, and
answering questions about the text

	Low (0)	Moderate (0.3)	High (0.5)
Reading	Can read very short, simple texts and find specific, predictable information in everyday materials (such as advertisements, letters, schedules, and menus).	Can understand texts with a familiar organization that include high frequency content-specific language. Begins to understand some idiomatic expressions and words/phrases with multiple meanings.	Can understand long and complex fiction and non-fiction texts on unfamiliar topics, appreciating distinctions of style.

In general, if an EL can decode, apply phonics and word-analysis skills, and read with comprehension similar to a typical non-ELs without support, then he/she is at the HIGH level. If the EL requires support to decode or read with comprehension at the level of his/her typical non-EL peers then he/she should be rated as LOW or MODERATE depending on the level of support required.

You may reference the expanded rubric in Appendix B of the reclassification guidelines for additional descriptors if needed to make a conclusive determination.

Below are some additional criteria to consider. These are general criteria that can apply to multiple grade-levels, so it is important to keep the developmental level of your students in mind.

Students at the LOW level can:

understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues
read very short, simple texts.
find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables
understand short simple personal letters
understand simple forms well enough to give basic personal details
recognize familiar words accompanied by pictures, such as a restaurant menu illustrated with photos or a picture book using familiar vocabulary.
understand simple written messages and comments in the classroom situation
understand some expressions in relatively simple texts and very simple sentences if allowed to use a dictionary
understand a straightforward personal letter, email or post in which the person writing is talking about familiar subjects (such as friends or family) or asking questions on these subjects.

Students at a MODERATE level can:

understand texts of varying lengths in which words are used which are familiar from daily context or because they concern main areas of interest (for example, music, sport, traveling).
understand straightforward personal letters giving a relatively detailed account of events and experiences
scan through straightforward, factual texts in magazines, brochures or in the web, identify what they are about, and decide whether they contain information that might be of practical use
assess whether an article, report or review is on the required topic.
understand the plot of a clearly structured story and recognize what the most important episodes and events are and what is significant about them.
follow the plot of clearly structured narratives and grade-appropriate literary texts.
understand short texts on familiar matters of a concrete type which consist of high-frequency, everyday language.
understand the description of events, feelings and wishes in personal letters.
locate a concert or a film on calendars of public events or posters and identify where it takes place and at what time it starts.
find and understand relevant information in everyday material, such as letters, brochures, and short official documents.
understand most factual information that he/she is likely to come across on familiar subjects of interest, provided he/she has sufficient time for re-reading.
recognize the main arguments in a text.

Students at a HIGH level can:

understand in a narrative or play the motives for the characters’ actions and their consequences for the development of the plot.
read grade-appropriate literary texts with ease.
read with a large degree of independence, adapting style and speed of reading to different texts and purposes. Students have a broad active reading vocabulary, but may experience some difficulty with LOW frequency idioms.
read most books and short stories that they want to with little difficulty once getting used to the writer’s language style
read and understand articles and reports in which writers express opinions or viewpoints.
scan quickly through long and complex texts, locating relevant details.
quickly identify the content and relevance of news items, articles, and reports on a wide range of topics, deciding whether closer study is worthwhile.
understand specialized articles on unfamiliar topics, provided he/she can use a dictionary occasionally to confirm his/her interpretation of terminology
recognize when a text provides factual information and when it seeks to convince readers of something.
read novels that have a strong, narrative plot inviting identification with a character and that are written in straightforward, unelaborated language, provided that he/she can take his/her time and use a dictionary.
understand in detail lengthy, complex texts, whether or not they relate to familiar topics, provided that he/she can reread difficult sections.

This is the end of the 4-12 section of the training. You may choose another grade or grade band to explore or exit the training.