📊 WIDA Quick Reference
Everything you need to know about WIDA levels for effective AI prompting and differentiated instruction
WIDA Quick Reference Guide
For Multilingual Learner Instruction & AI Prompting
🌟 Understanding WIDA Levels
The WIDA Framework
WIDA (World-Class Instructional Design and Assessment) provides a common language for understanding what multilingual learners CAN DO at each stage of English language development.
Students know single words and can copy/reproduce familiar text. They rely heavily on visual supports and gestures.
Students use phrases and simple sentences with support. They can follow basic patterns and use memorized language.
Students create simple sentences and short paragraphs with scaffolding. They can sequence ideas and make comparisons.
Students use detailed sentences and connected paragraphs. They can express complex ideas with some support.
Students approach grade-level proficiency with minimal support. They use academic language with occasional errors.
🔑 Key Insight
Students are often at different levels in different domains! A student might be Level 3 in speaking but Level 2 in writing. This matters for both instruction and AI prompting.
🎯 Detailed Level Descriptions
What Students CAN DO:
- Single words: "Book," "Happy," "Circle"
- Memorized phrases: "My name is..."
- Copy text accurately
- Label pictures
- Answer yes/no questions with gestures
Real Classroom Example:
Teacher: "What's the weather?" Student: "Cold. Snow." (points to window)
What They Need:
Pictures, word banks, sentence starters, gestures, visual supports
What Students CAN DO:
- Short phrases and simple sentences
- Follow basic patterns in speech/writing
- Use memorized language in new situations
- Express basic needs and wants
- Respond to simple questions
Real Classroom Example:
"It is cold today. I wear jacket." (using sentence frame support)
What They Need:
Sentence frames, fill-in-the-blank activities, matching exercises
What Students CAN DO:
- Simple sentences with details
- Short paragraphs with support
- Use sequence words: "First, then, next"
- Make basic comparisons
- Express opinions with reasons
Real Classroom Example:
"The water cycle has three parts. First, the sun heats water. Then water goes up. Next it makes clouds. Finally rain comes down."
What They Need:
Graphic organizers, paragraph frames, transition words
What Students CAN DO:
- Multiple paragraphs with details
- Complex sentences with conjunctions
- Explain cause and effect
- Support opinions with evidence
- Use academic vocabulary
Real Classroom Example:
"Although winter weather can be harsh, many people enjoy outdoor activities like skiing because the snow creates perfect conditions for winter sports."
What They Need:
Academic vocabulary support, models of expert writing, complex sentence structures
What Students CAN DO:
- Grade-appropriate writing with minimal errors
- Complex academic language
- Abstract and analytical thinking in English
- Participate fully in grade-level discussions
- Use sophisticated vocabulary
Real Classroom Example:
"The water cycle is essential for life on Earth. When solar energy heats surface water, evaporation occurs, transforming liquid water into vapor that rises into the atmosphere..."
What They Need:
Fine-tuning of academic language, content-specific vocabulary, advanced writing structures
🗣️ The Four Language Domains
WIDA measures four skills separately
Understanding that students can be at different levels in different domains is crucial for effective differentiation and AI prompting.
Speaking
Producing oral language
"Can they explain their ideas out loud?"
Listening
Understanding spoken language
"Can they follow verbal instructions?"
Reading
Understanding written text
"Can they comprehend grade-level books?"
Writing
Producing written text
"Can they write sentences or paragraphs?"
🎯 Why This Matters for Instruction
Different Levels = Different Needs
A student might be Level 3 in speaking (can have conversations) but Level 2 in writing (needs sentence frames). Plan accordingly!
Domain-Specific Assessment
Assess each domain separately. Don't assume reading level equals writing level or speaking equals listening.
Targeted Support
Provide supports specific to the domain. Visual supports for reading, sentence frames for writing, etc.
Growth Tracking
Track progress in each domain individually. Students may grow faster in some areas than others.
🤖 AI Prompting with WIDA Levels
🎯 Key Prompting Strategies
Always Specify Level
"WIDA Level 2" is much better than "beginner English learner" - AI understands the specific descriptors.
Include Domain
"WIDA Level 3 writing" vs "WIDA Level 3 speaking" will get very different results - be specific!
Reference Can Do Statements
Upload WIDA descriptors to NotebookLM or mention: "appropriate for students who can use simple sentences with support"
Ask for Scaffolding
Request specific supports: "Include sentence frames for Level 2" or "Add visual supports for Level 1"
❌ Vague Prompt:
"Create a writing activity for my English learner"
✅ WIDA-Specific Prompt:
"Create a writing activity for my 4th-grade student at WIDA Level 3 writing who can create simple sentences and short paragraphs with support. Include a graphic organizer and sentence frames for a paragraph about their favorite season."
Level 1-2 Prompting
- Request picture cards and word banks
- Ask for yes/no and matching activities
- Include: "appropriate for students using single words and phrases"
- Specify: "with heavy visual support"
Level 3 Prompting
- Request graphic organizers and paragraph frames
- Ask for sequence words and transition supports
- Include: "for students who can write simple sentences"
- Specify: "with scaffolding for paragraph structure"
Level 4-5 Prompting
- Request academic vocabulary support
- Ask for complex sentence models
- Include: "approaching grade-level proficiency"
- Specify: "with advanced language structures"
📋 Quick Reference Table
| Level | Name | What They CAN DO | AI Prompt Keywords | Scaffolding Needed |
|---|---|---|---|---|
| 1 | Entering | Single words, copy text, use gestures | "single words," "visual supports," "yes/no questions" | Pictures, word banks, gestures |
| 2 | Emerging | Phrases, simple sentences with support | "simple sentences," "sentence frames," "basic patterns" | Sentence starters, fill-in-blanks |
| 3 | Developing | Simple sentences, short paragraphs with scaffolding | "short paragraphs," "sequence words," "with support" | Graphic organizers, paragraph frames |
| 4 | Expanding | Detailed sentences, connected paragraphs | "complex sentences," "multiple paragraphs," "academic vocabulary" | Academic vocabulary lists, models |
| 5 | Bridging | Near grade-level proficiency | "grade-level appropriate," "academic language," "minimal support" | Content-specific vocabulary, fine-tuning |
🚀 Ready to Use This?
Try NotebookLM
Upload WIDA descriptors and watch AI create perfectly aligned materials with citations!
Use TEACH Framework
Combine WIDA levels with Target, Entry, Academic task, Context, and Help for powerful prompts.
Start Small
Pick one student, one WIDA level, one activity. Perfect your approach then scale up.
Share & Iterate
Test materials with students, get feedback, and refine your prompting strategy.