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:
- Identify strengths – See what students can already do in their writing.
- Plan instruction – Design lessons that target the next level of language growth.
- Give feedback – Focus comments on organization, grammar, and vocabulary.
- 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