Below is a sample of modifications provided on the WIDA site, feel free to search WIDA for other examples. Example: Speaking 9-12 issues & inequities” “Social Entering: Beginning: Developing: Expanding: Bridging: Name major social issues or Characterize major social issues Give examples or descriptions of Explain how major social issues Discuss and pose solutions to inequities depicted in illustrations or inequities depicted in social issues or inequities depicted or inequities depicted in social issues or inequities (e.g., slavery) illustrations (e.g., slavery) in illustrations or political cartoons illustrations or political cartoons depicted in illustrations or have changed our lives political cartoons Example: Reading 9-12 “Historical events, figures, and leaders” Entering: Beginning: Developing: Expanding: Bridging: Match examples of historical Identify features, people, or events Identify features, people, or events Interpret effects of historical Detect trends based on events with illustrations and labels depicted in illustrations and depicted in illustrations and events on people's lives during historical events or people's phrases phrases different time periods using actions using grade-level text graphic organizers and text WIDA English Language Development (ELD) standards and example Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers have access to can” statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, “I MPIs can be referenced for designing new and/or modifying existing assessments. WIDA
Below is a sample of modifications provided on the WIDA site, feel free to search WIDA for other examples. Example: Speaking 9-12 “Social issues & inequities” Entering: Name major social issues or inequities depicted in illustrations (e.g., slavery) Beginning: Characterize major social issues or inequities depicted in illustrations (e.g., slavery) Developing: Give examples or descriptions of social issues or inequities depicted in illustrations or political cartoons Expanding: Explain how major social issues or inequities depicted in illustrations or political cartoons have changed our lives Bridging: Discuss and pose solutions to social issues or inequities depicted in illustrations or political cartoons Example: Reading 9-12 “Historical events, figures, and leaders” Entering: Match examples of historical events with illustrations and labels Beginning: Identify features, people, or events depicted in illustrations and phrases Developing: Identify features, people, or events depicted in illustrations and phrases Expanding: Interpret effects of historical events on people's lives during different time periods using graphic organizers and text Bridging: Detect trends based on historical events or people's actions using grade-level text WIDA English Language Development (ELD) standards and example Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers have access to “I can” statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments. WIDA