Understanding the WIDA Writing Rubric (Grades 1–12): What Teachers Need to Know

As more schools transition to WIDA, many teachers — both ENL and content area — are starting to hear about the WIDA Writing Rubric. This rubric helps educators understand how multilingual learners (MLLs/ELLs) develop their writing skills in English over time.

Whether you teach English, science, math, or social studies, this guide will help you make sense of what each proficiency level really means and how you can use this information to support your students.

 

What Is the WIDA Writing Rubric?

The WIDA Writing Rubric (Grades 1–12) is a tool used to evaluate multilingual learners’ writing in three key areas:

Level	Discourse Level	Sentence Level	Word/Phrase Level
What it means:	Overall organization and flow of ideas	Grammar and sentence structure	Vocabulary and word choice

 

The rubric describes what student writing looks like at each of WIDA’s six English proficiency levels — from Entering (Level 1) to Reaching (Level 6).

 

The Six WIDA Writing Levels Explained

Let’s look at what writing typically looks like at each level, in simple terms.

 

Level 1: Entering

At this beginning stage, students are just starting to write in English.

• Most of their text may be copied or adapted from models or teacher examples.
• They use single words, short phrases, or simple patterns.
• Their vocabulary is mostly everyday social words (like school, friend, happy) or very basic content words.
• Teachers may see lots of repetition and limited original writing.

Teacher Tip: Provide sentence frames, word banks, and visual supports to help them express ideas.

 

Level 2: Emerging

Students are starting to express their own ideas, but they still rely on sentence starters or copied phrases.

• Their text may show some organization (a beginning, middle, and end).
• They use repetitive sentence structures (e.g., I like…, The plant needs…).
• Vocabulary includes general content words and social expressions (e.g., The water is cold.).

Teacher Tip: Encourage more original sentences and support with word walls, modeled writing, and sentence combining.

 

Level 3: Developing

Students’ writing starts to look more like short paragraphs with connected ideas.

• Their text shows developing organization — they can express one or more related ideas.
• Sentences show variety, though errors may still affect clarity.
• Vocabulary includes some specific content words (like evaporation, angle, or government).

Teacher Tip: Focus on transitions (first, next, because) and content-specific vocabulary practice.

 

Level 4: Expanding

Writing is mostly clear and understandable. Students can communicate ideas across subjects.

• Texts include connected sentences or paragraphs with logical organization.
• They use a range of grammatical structures (simple, compound, and some complex sentences).
• Vocabulary includes specific and some technical terms, showing growing academic language.

Teacher Tip: Give opportunities for extended writing (responses, explanations) and feedback on word choice.

 

Level 5: Bridging

Students’ writing is nearly comparable to their English-proficient peers.

• They can produce extended, organized text that’s cohesive and fits the task or genre (narrative, argumentative, informative).
• They use a broad range of sentences and grammar correctly and purposefully.
• Vocabulary includes technical and abstract language appropriate for academic writing.

Teacher Tip: Encourage precision — focus on tone, audience, and purpose (e.g., explain, argue, describe).

 

Level 6: Reaching

At this level, students write like their English-proficient peers.

• Their writing is fully developed, cohesive, and appropriate to the audience and purpose.
• They demonstrate control of grammar and conventions for effect.
• Vocabulary use is precise and nuanced, showing mastery of academic language.

Teacher Tip: Push for sophistication — variety in sentence structure, style, and strong voice.

 

How the Rubric Helps Teachers

The WIDA Writing Rubric isn’t just for grading — it’s a teaching tool. Here’s how you can use it effectively:

1. Identify strengths – See what students can already do in their writing.
2. Plan instruction – Design lessons that target the next level of language growth.
3. Give feedback – Focus comments on organization, grammar, and vocabulary.
4. Collaborate – Share rubric language with content teachers to support consistent expectations.

Example:
If a student writes organized sentences but struggles with academic vocabulary, you can teach word families, synonyms, and academic phrases to help them move up a level.

 

Why It Matters

WIDA’s Writing Rubric helps teachers understand that language development takes time and support.
Instead of just marking errors, it encourages us to celebrate progress — especially in how students organize ideas, use new vocabulary, and express their thinking.

When used consistently, this rubric helps all teachers — not just ENL specialists — recognize and build on multilingual learners’ writing strengths.

 

Final Thoughts

The WIDA Writing Rubric reminds us that writing growth happens step by step. Every level shows progress — from copying words to crafting organized, expressive paragraphs.

By focusing on what students can do and providing the right scaffolds, we help multilingual learners become confident writers across all subjects.

 

Source

WIDA. (2020). WIDA Writing Rubric Grades 1–12. University of Wisconsin–Madison, Board of Regents of the University of Wisconsin System. Retrieved from https://wida.wisc.edu/sites/default/files/resource/WIDA-Writing-Rubric-Gr-1-12.pdf

 

Understanding WIDA ELD Resources: What Teachers Need to Know

Whether you teach English as a New Language (ENL) or a content subject like math, science, or social studies, you’ll soon be hearing more about WIDA’s English Language Development (ELD) resources. These tools are designed to help us better understand and support multilingual learners (MLLs/ELLs) in every classroom.

This post breaks down what WIDA ELD resources are, what they do, and how they can make a difference in our teaching — without the complicated jargon.

 

What Are WIDA ELD Resources?

WIDA ELD resources focus on what multilingual learners can do as they develop English in the four key language domains: Reading, Writing, Listening, and Speaking.

These resources help teachers plan lessons, assess student progress, and support language growth alongside academic learning.

All WIDA ELD tools are connected through the WIDA ELD Standards Framework, which gives educators a clear structure for teaching and assessing language development in meaningful, content-based ways.

 

The Four Main Areas of WIDA ELD Resources

WIDA organizes its work into four main areas: Assess, Teach, Grow, and Research.
Here’s what each one means in plain language:

 

1. Assess

WIDA provides several assessments to measure how students are developing their English skills.

• WIDA Screener: Used to identify new English learners when they enter school.
• WIDA ACCESS (Grades 1–12) and ACCESS for Kindergarten: Annual assessments that measure English growth.
• Alternate ACCESS: For students with significant cognitive disabilities.
• WIDA MODEL: Optional assessment to check progress during the year.

Students receive proficiency level scores from 1 (beginner) to 6 (proficient) in reading, writing, listening, and speaking. These scores help teachers understand what each student can do and what support they need next.

 

2. Teach

WIDA’s approach to teaching emphasizes what students can do, not just what they can’t yet do.

Teachers use tools such as:

• The WIDA ELD Standards Framework, which connects language development to academic content.
• The Can Do Descriptors, which describe what students at each proficiency level can handle in English.

WIDA encourages collaboration among all educators — ENL teachers, content teachers, and support staff — to create a language-rich classroom for every learner.

 

3. Grow

WIDA also supports teachers’ professional growth through many types of learning opportunities:

• Online courses and webinars
• In-person and virtual workshops
• State-specific training sessions
• Free resources, videos, and toolkits on the WIDA website

These opportunities help educators deepen their understanding of language development and learn practical strategies to apply in their classrooms.

 

4. Research

WIDA doesn’t just create teaching tools — it also conducts research to improve them.

Their team studies language development and assessment data to make sure all WIDA materials stay current and effective.
They publish findings through resources like:

• Focus Bulletins
• Snapshots
• Research reports and working papers

This ongoing research helps WIDA update its standards and assessments based on the latest evidence from classrooms and multilingual learners around the world.

 

Why This Matters

The WIDA ELD resources help teachers move from thinking about testing to thinking about growth.

They give us a common language for understanding students’ English development — so we can plan lessons that meet students where they are and help them move forward.

Whether you teach language or content, WIDA’s framework reminds us that every teacher is a language teacher.

 

Final Thoughts

WIDA’s ELD resources are all about empowerment — for students and for teachers.
They help us see what multilingual learners can do, build on their strengths, and create opportunities for them to succeed in every subject.

If you want to explore these resources yourself, WIDA offers many free materials and training opportunities on their website.

Visit wida.wisc.edu to learn more about WIDA’s standards, assessments, and professional learning.

 

Source

WIDA. (2025). Introduction to WIDA ELD Resources. University of Wisconsin–Madison, Board of Regents of the University of Wisconsin System. Retrieved from https://wida.wisc.edu/sites/default/files/Website/About/Consortium/Introduction-WIDA-ELD-Resources.pdf

New York State Joins the WIDA Consortium: What This Means for Teachers and Students

Big news for educators in New York State! The New York State Education Department (NYSED) recently announced that New York is officially joining the WIDA Consortium — a national group of 41 states, territories, and education agencies focused on supporting multilingual learners (MLLs/ELLs).

If you teach English as a New Language (ENL), or if you’re a content area teacher who works with English learners in your classroom, this is something you’ll want to know about.

 

What Is WIDA?

WIDA stands for World-Class Instructional Design and Assessment. It’s part of the University of Wisconsin–Madison’s School of Education, and its main goal is to help multilingual learners succeed academically and linguistically.

In simple terms, WIDA provides standards, assessments, and resources that help schools:

• Identify English learners
• Track their language growth
• Support their academic success in all subjects

WIDA focuses not just on language, but also on how language connects to content learning — something every teacher can relate to!

 

Key Dates You Should Know

New York is in the early stages of this transition, so there’s time to prepare.
Here’s the general timeline:

Year	What’s Happening
Spring 2026	Last year for the NYSESLAT (the current annual English language test).
Spring 2027	First administration of the WIDA ACCESS and Alternate ACCESS tests.
Fall 2027	The WIDA Screener replaces the NYSITELL (used to identify new ELLs).

 

Between now and 2027, NYSED will provide training and professional learning to help educators understand WIDA tools and assessments.

 

 What WIDA Provides

Here’s what WIDA brings to the table for New York educators:

1. New English Proficiency Assessments

Starting in 2027, we’ll be using WIDA’s suite of assessments, including:

• WIDA ACCESS (Grades 1–12) – the main yearly test to measure students’ English growth
• WIDA ACCESS for Kindergarten – for our youngest learners
• WIDA Alternate ACCESS – for students with significant cognitive disabilities
• WIDA Screener – used when new students enter a school to determine if they qualify for ENL services

There’s even a Braille version for grades 1–12 to support students with visual impairments.

 

2. Instructional Alignment

Even though the tests are changing, instructional practices will not.
New York’s Academic and Linguistic Demands framework still applies — meaning teachers should continue to integrate language development into content instruction.

In other words:

The way we teach won’t change — but the tools we use to measure language growth will.

 

3. Support for Teachers and Students

WIDA is known for its comprehensive support system that includes:

• Guidance for identifying and monitoring multilingual learners
• A strong Accessibility and Accommodations Framework for students with different learning needs
• Research-based practices for integrating language and content
• A more developmentally appropriate experience for younger students

For teachers, this means more high-quality resources and collaboration opportunities with colleagues across the country who are already using WIDA.

 

Why This Matters

Joining WIDA isn’t just about changing assessments — it’s about joining a larger community of educators committed to multilingual learners.
It opens the door to:

• National collaboration
• Consistent standards and tools
• Better ways to measure and support English growth

For ENL teachers, it’s a chance to deepen our practice and connect with WIDA’s professional learning community.
For content area teachers, it’s an opportunity to better understand how language learning and subject learning go hand in hand.

 

Final Thoughts

This is an exciting time for New York educators!
As we prepare for this shift, there will be training, resources, and new opportunities to learn how WIDA can strengthen language and content instruction.

If you’re an ENL teacher, this is your moment to lead conversations in your school about how WIDA can benefit both students and teachers.

Stay tuned — in future posts, I’ll be sharing:

• Easy explanations of WIDA’s standards
• Sample classroom strategies
• Resources for ENL and content area teachers
• Updates from NYSED as we get closer to full implementation

 

Sources

• WIDA Consortium. (n.d.). About WIDA. University of Wisconsin–Madison. Retrieved from https://wida.wisc.edu
• State Education Department. (2025, October 6). Update to the English Language Proficiency Assessment.
• State Education Department. (2025, October 8). WIDA Consortium Announcement. Retrieved from https://www.nysed.gov