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Quick Reference: WIDA Based Standards & Expectations

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Quick Reference: WIDA Based Standards & Expectations

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This quick reference chart supports teachers in adapting lessons for English Learners (ELs) based on their WIDA proficiency level.  This was made in reference to the WIDA Proficiency Level Descriptors (2020) and the WIDA Can Do Descriptors (2016). This is to give an idea of what a student is capable of at each level; it is not comprehensive.

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Performance Level Descriptors & Standards

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Performance Level Descriptors & Standards

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Based on the 2020 Standards

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Based on the 2016 Standards

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9-12 Student Friendly Can Do Descriptors

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9-12 Student Friendly Can Do Descriptors

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Gives examples of what students can do in each domain based on their WIDA Level based on the 2016 standards

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9-12 Student Friendly Can Do Descriptors

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A short description of SIOP

For more information, please visit cal.org/siop

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Use this checklist to make sure you're hitting all the parts of a SIOP lesson plan.

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A YouTube playlist of videos all about SIOP. Covers an overview of SIOP, why it works, and dives into each of the components.

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Share your videos with friends, family, and the world

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An AI Tool Library for teachers: Adjust Reading Level, Text Scaffolding, Review Games, Vocabulary Lists, Worksheet Creator, Choice Board Creator, Rubric builder, writing prompts, translator

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The creative workspace for teachers, powered by AI.

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A List of 99 SIOP Strategies broken down by the 8 SIOP components & 30 features

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An AI Tool Library for Teachers. Can be added to your Google Chrome as an extension.

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Brisk Teaching is the #1 AI-powered Chrome extension , helping you automate your workload without adding to it.

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Provide Instant AI-Powered Personalized Feedback

Give personalized feedback and ensure high-quality feedback on every assignment, from the first to the last. Brisk's four feedback styles - Targeted Comments, Glow & Grow praises, Rubric Criteria, and actionable Next Steps - simplify your feedback routine.

Create AI-Driven Curriculum, Lesson Plans, Quizzes, and More with Ease

Say goodbye to the endless challenge of crafting engaging and relevant instructional materials. With just a few clicks, you can quickly generate rigorous quizzes, comprehensive lesson plans, detailed rubrics, captivating presentations, effective interventions, and much more, streamlining your preparation process.

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Ensure every student can access classroom materials. With just a few clicks, instantly convert any online text into a Google Doc that's either simplified for different reading levels and/or translated into another language.

AI-Powered Professional Tools That Educators Deserve

Brisk is a free AI-powered Chrome extension that helps busy teachers save time directly within the tools they already use, like Google Docs, Slides, YouTube, and web articles. Quickly create instructional materials, share feedback, evaluate student writing, and adjust or translate texts - all without leaving your current workspace. With Brisk, the days of toggling between apps are over, freeing up more time for what you love: teaching.

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Wondering how students revised their work? With Brisk you can watch a step-by-step playback of your students' revision history, including their copy and paste actions.

Brisk also leverages a cutting-edge AI-detection model to estimate the likelihood of AI writing. This gives you a starting point to facilitate conversations around academic honesty and dishonesty.
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Brisk is a free AI-powered Chrome extension that helps busy teachers save time directly within the tools they already use, like Google Docs, Slides, YouTube, and web articles. Teachers use Brisk as a Targeted Feedback Generator, AI Presentation Maker, AI Quiz Maker, AI Lesson Plan Generator, AI Rubric Generator, Letter of Recommendation Generator, IEP 504 Template Maker, and so much more.

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Use Gemini AI's Tool Library right in Google Classroom.

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A list of scaffolding options for teachers of ELL

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An AI tool for the classroom - Translation, Reading Level accommodations, Worksheets, and more

(Please note, that this is not a free resources & we do not currently have a school subscription.)

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Use existing curriculum, or generate standards-aligned content with real, cited sources.

Choose a grade level and language, and watch Diffit create complete, differentiated resources. ✅

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Use existing curriculum, or generate standards-aligned content with real, cited sources. Choose a grade level and language, and watch Diffit create complete, differentiated resources. ✅

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A descriptive slide deck that covers several low- or no- prep strategies activities that can be done in the classroom to help scaffold and accommodated learning for all students.

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Think individually, discuss with partner, share with class.

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Think-Pair-Share: Get Every ESL Student Talking! | Teacher Val

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Write for 2–5 minutes on a prompt.

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Quick Writes - A strategy to teach content writing

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Write for 2–5 minutes on a prompt.

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Learn how quick writes can help students reflect on and reinforce what they have learned. You'll find examples of quick write tasks to try in your classroom.

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How To Guide

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A concept sort is a vocabulary and comprehension strategy used to familiarize students with the vocabulary of a new topic or book. Teachers provide students with a list of terms or concepts from reading material. Students place words into different categories based on each word’s meaning. Categories…

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Print this quick reference guide for 21 Low- or No-Prep Strategies and Activities for All Content Areas.

For more details, refer to the PDF under "3. Strategies & Activities"

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Printable Instructions for easy reference & template for use with students

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Think Pair Share Instructions and Template

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Summarize the main point (of the lesson or reading) in one minute.

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One Minute Sentence - The Teacher Toolkit

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Know-Want to Know-Learned

Helps explore prior knowledge, create learning expectations, and summarize info learned

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How to prepare for a gallery walk

Rotate to respond to posted questions or visuals.

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Printable KWL charts. Students can also create their own charts in their notebooks.

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Rotate to respond to posted questions or visuals.

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Use a Gallery Walk format for students to get feedback on their work. Hang student products, such as drawings, visual representations, poster projects, etc. Students, individually or in groups, rotate around the room and provide feedback to the creator of the work.

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Quick Print How To Guide

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7. Numbered Heads Together Table Numbers

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7. Numbered Heads Together Table Numbers

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Print on different colored paper to differentiate groups. Print as many as groups you have.

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A way for students to take notes in their jigsaw groups.

Can be done with ANY worksheet you have for the lesson.

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Use these Concept Map Worksheets to begin introducing students to the idea of concept mapping. Remember, it isn't supposed to be pretty!

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Move to corner matching opinion/answer.

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This technique stimulates student learning through movement and discussion, and it can also be used as a formative assessment. Students are presented with a controversial statement or are asked a question. In each of the four corners of the classroom, an opinion or response is posted.

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Groups collaborate; a random member answers.

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How To video

Students teach peers one section of content.

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Communicate with signals, whiteboards, or sketches.

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Non-verbal signals may be used as a form of communication between teacher and students. Students can communicate a need, such as using the restroom, without verbally asking or interrupting the discussion. Signals allow the teacher to immediately know what the student needs, rather than stopping to respond to a general hand raised in the air.

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Building Problem-Solving Skills Through “Speed Dating"

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Two facing lines; share for 30 sec, then rotate.

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Building Problem-Solving Skills Through “Speed Dating”

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Arrange items by importance, sequence, etc.

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As a society, we are obsessed with ranking. Watch the news, scan social media, or recommend a book or movie to a friend, and - there it is- a list of the top ten in any category, a poll to determine the "GOAT" in any given sport, or a list of celebrities by net worth.

Ranking engages the brain in a different way than any other task. Consider the power of this strategy in the classroom. Students must clearly articulate ideas, explain and justify their reasoning, and consider others' viewpoints .

Here are a few sample ranking activities that can be incorporated using digital or paper-based methods:

RANKING IN LITERATURE

My 5th grade GT students read , and one of my favorite activities was having them rank some of the features of the community. After reading the first few chapters, students would begin to have some opinions about these rules and norms. We'd discuss why a society would choose such rules (what did they see as the benefits?) and why they were having a reaction to them (what are the detriments and losses?). We'd list a few (no color, family size limited, etc.) and then students would rank them by consequential impact. The top item would be the aspect thought to have the most negative impact or influence on people and the one that students would change or do away with first.

This was one of the most dynamic silent discussions of the year ! We used Intel's Visual Ranking Tool which is sadly is no longer available. However, there are some other digital options.

One option is 's Rank & Reason tool which is very much like Intel's interactive tool. Students can drag and drop items to rank them for their rank choices and then Next Lesson thinking tools are not completely free, but they do offer free previews and a lower cost subscription for teachers whose schools do not subscribe. compare their ranks and reasons with those of classmates. As students read the reasoning offered by others, they might be influenced to change their minds which they can do easily by dragging and dropping to change the order. I remember how much fun it was to watch students furiously type in responses to one another, read others' reasons, then change their rankings. The

A free digital option is to create your own simple drag-and-drop ranking activity using Flippity's Manipulative template (see picture below). It is not as dynamic, and I would want to have students collaborate to complete the ranking together or at least discuss in small groups to hear others' reasons. You can test one I created HERE (drag and drop to rank the items) and find the instructions for making your own .

Of course, you can easily have students do ranking activities using sticky notes and clipboards , and this can be a fun way to get everyone moving! Have students write the items to be ranked, each on a sticky note, and place them on paper or a clipboard in order from top to bottom. Then, have students do "walk and talks" or circulate around the room to pair up and discuss. Students can move their sticky notes if they are influenced to change their minds.

RANKING ACROSS DISCIPLINES

There are many ways to incorporate ranking in all subject areas and with different topics of study. You can find some good ideas to get you started in this article. All could be modified to meet your students' needs. Here are just a few others I can add:

Ian Byrd gives a fabulous explanation of how he modified NASA's "Problem in Space" for his students in order to deepen and extend the kinds of thinking and conversations his students could have. Any ranking activity could be greatly improved by implementing some of the same ideas he shared in , and you might like to try this one with your students!

Mensa for Kids The Power of Invention includes an activity in which students choose 5 important inventions and decide the one they would least like living without. You could extend this by having students rank all five according to their impact (see Invention Impact: A Critical Thinking Activity). As described above, you could use Flippity's Manipulatives template to easily create a digital version (again, try it out ). I'd make sure that students have the opportunity to share their reasoning and change their rankings.

I've never used this, but it might be really fun to have students compare their ranking of items with a larger population in Ditch That Textbook's Family Feud Template. I mention it because it may be something you can use for other purposes. Let us know if you do!

In math, of course, ranking is ordering by attributes or values (greatest to least, etc.). What if we rearrange the task (hello, S.C.A.M.P.E.R.😃 ) and rather than having students do the ranking, we share lists that are already ranked? We then ask students to explain what has been ranked, how, and why (i.e. for what purpose might someone do this? Who would be interested?). This presents students with a different task altogether. It forces them to focus on or attributes and promotes divergent thinking because there may be many sensible responses. Here are some sample slides, and the first one may stump you! You can find the answers on the final slides.

This activity reminds me of other "backward" activities (see You've Got Game: Figure Out the Rules! and January 25th is National Opposite Day!)

Have you incorporated ranking into lessons or units? If so, please share your ideas in the comments below. And if you are new here, you might like to view this 4-minute video tour of the website and consider subscribing if you find the resources helpful.

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A Powerful Thinking Strategy: Ranking - Big Ideas for Little Scholars

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As a society, we are obsessed with ranking. Watch the news, scan social media, or recommend a book or movie to a friend, and - there it is- a list of the top ten in any category, a poll to determine the "GOAT" in any given sport, or a list of celebrities by net worth.

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Write a question, swap papers, answer a peer’s.

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MODELING: During a think-aloud, you read a text aloud while verbalizing thoughts, predictions, questions, connections, and reflections. This helps students understand how to actively engage with the text, make inferences, and monitor their own comprehension.

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Conner, J. (2004). Using Think-Alouds to Improve Reading Comprehension.

Davey, B. (1983). Think-aloud: Modeling the cognitive processes of reading comprehension. Journal of Reading, 27(1), 44-47.

Gold, J., & Gibson, A. (2001). Reading Aloud to Build Comprehension.

Olshavsky, J. E. (1977). Reading as problem-solving: An Investigation of Strategies. Reading Research Quarterly, 12(4), 654-674.

Wilhelm, J. D. (2001). Improving Comprehension with Think-Aloud Strategies. New York: Scholastic Inc.

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Think-alouds have been described as "eavesdropping on someone's thinking." With this strategy, teachers verbalize aloud while reading a selection orally. Their verbalizations include describing things they're doing as they read to monitor their comprehension. The purpose of the think-aloud strategy is to model for students how skilled readers construct meaning from a text.

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Concept maps are a powerful tool for identifying relationships among ideas you learn in class.

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Concept maps are a powerful tool for identifying relationships among ideas you learn in class. Understanding these relationships and depicting them visually can help you learn course material at a much deeper level and retain it better, too.

Concept maps are highly personalized and provide an opportunity to organize course material in a way that makes most sense to you.

The main point is to end up with a diagram of all of the important ideas from your class, with terms you add that describe how the ideas are connected to each other. (Some students find that adding these "linking terms" is one of the most challenging part of making a concept map- actively deciding how the ideas are related is key to the effectiveness of concept maps, so don't skip the linking terms.)

Concept maps can be helpful learning tools in just about any class: STEM, humanities, social sciences, languages, even the arts!

There are many ways to make concept maps, find an approach that works for you.

Here's the general idea:

1. Start by brainstorming the main big-picture ideas you want to study.

This is not a list where the order matters, it's just a brain-dump list.

Look through chapter headings, lecture notes, and other class material to make sure you haven't forgotten anything major.

You can make your list digitally, with pencil and paper, on note cards, or even on small scraps of paper.

2. Choose an idea from your brain-dump list. It can be an idea that:

you think is important (the title of the chapter or lecture, for example),

was covered in class most recently,

you feel most confident about,

or even just a random one.

3. Put that idea down on paper or on a whiteboard or chalkboard, sort of in the middle. People usually like to but a box or circle around each term-it helps the terms stand out, and it's oddly satisfying.

4. Now, go through your list of terms.

What other terms are connected in some way to the one you just used?

What sorts of relationships do you see?

The relationship could be a hierarchy, a timeline, small things going to large things, or something else.

You might not know what relationship you're going to identify until you look at your list of terms!

If you're feeling stuck this is a great time to work with peers or go to office hours.

You might identify different relationships than people you're studying with, that's ok. It can be useful to try to understand why your study partners are thinking differently than you. You don't necessarily need to agree, but do check to make sure you're not operating with misconceptions or misunderstandings of the material.

5. Come up with "linking terms" that explain how you see the ideas being related to each other.

Linking terms are important for seeing relationships and connections.

If you can't come up with a linking term for an idea, try moving the idea around to different spots until you can.

6. Arrange and re-arrange all of the ideas you identified on your brain-dump list until the way you have them organized makes sense to you.

You may find you want to hold off using some ideas for a different concept map, and/or you may find you want to add some you hadn't thought of initially.

7. When you are studying for exams it can be effective (and for some people also super fun) to geek out and make giant concept maps that put together smaller concept maps you've made throughout the semester.

©Cornell University Learning Strategies Center

References:
Holschuh, J. and Nist, S. (2000). Active learning: Strategies for college success. Massachusetts: Allyn & Bacon.

Javonillo, R., & Martin-Dunlop, C. (2019). Linking Phrases for Concept Mapping in Introductory College Biology. Bioscene: Journal of College Biology Teaching, 45(3), 34-38.
Would you like to learn more?

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Concept maps are a powerful tool for identifying relationships among ideas you learn in class. Understanding these relationships and depicting them visually can help you learn course material at a much deeper level and retain it better, too. Concept maps are highly personalized and provide an opportunity to organize course material in a way that makes most sense to you.

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Exit Tickets are written student responses to questions teachers pose at the end of a class or lesson. These quick, informal assessments enable teachers to quickly assess students’ understanding of the material.

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An exit ticket is a brief activity completed at the end of class that can serve to gauge student learning, improve student metacognition , and provide some targeted feedback about students' experience in the class period.The cycle of collecting an exit ticket, acting on it, and then collecting another one, helps keep communication between you and your students honest and open, which can increase student engagement, learning, and sense of belonging in the course. This resource provides an overview of key considerations when using exit tickets in your class, categories of exit tickets with example questions, and options for collecting exit tickets.

The content of an exit ticket, and how frequently you ask students to submit one, depends on your course and your learning goals. For example, you may find it useful to ask a different multiple choice question at the end of each class in order to check student understanding of new material. Or, you might find it more helpful to ask an open-ended question once a month that asks students to surface lingering questions or reflect on their learning in a particular class session.

The primary benefit of an exit ticket is to collect information about a particular class period. If you are looking for more general information about students' experience in your course as a whole, you might consider gathering mid-semester feedback . In either case, whenever you are responding to student feedback, it can be helpful to spend some time thinking about how you want to interpret and prioritize student comments .

Considerations When Using Exit Tickets

As you think about implementing exit tickets in your class, here are some considerations and general suggestions. Keep these in mind as you look at the example questions on the following page.

1 Question, 1 Minute: Students may become overwhelmed if you ask them to spend too much time completing an exit ticket. We recommend that students spend no more than a minute or two writing their answer, which usually means just asking one or two questions at a time.

Determine frequency: If you are checking for student understanding, a different question at the end of most classes could be useful for both you and your students. If, instead, you are asking questions that may elicit changes to student or instructor behavior, give everyone some time for students to experience those adjustments before soliciting additional feedback.

Close the loop: When students submit their exit ticket, they want to know you have read it and are doing something with that information. For questions with a correct answer, make sure to share that answer with students, either in the following class, a Canvas Announcement, or a recorded video. For more general feedback, share the feedback you received and any changes you plan to make based on it.

Consider how you will grade: Generally, leaving exit tickets ungraded or grading them complete/incomplete will keep the focus on the information in the tickets rather than correctness, and can keep student stress levels down.

Consider going anonymous: If you are interested in student responses as a whole, rather than who submitted what, you can make submissions anonymous. You will want to make sure that exit tickets are anonymous if you are soliciting any feedback on your teaching practice, so that students are able to answer honestly. However you decide to collect information, let students know whether their submissions will be anonymous or not.

For more information about using exit tickets in your class, see the next page on Sample Questions & Submission Options.

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An exit ticket is a brief activity completed at the end of class that can serve to gauge student learning, improve student metacognition, and provide some targeted feedback about students’ experience in the class period.The cycle of collecting an exit ticket, acting on it, and then collecting anothe…

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Use these templates to help shape your exit ticket usage in the classroom to be more meaningful

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Share 2 true facts and 1 false; others guess.

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Here’s a simple, but fun knowledge retrieval activity that can be used effectively in both the classroom and with your students on a live online lesson!

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Groups start a problem, then pass to others

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Print this document for student to use when you're first introducing the strategy.

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Discuss the image/chart/ diagram to make predictions & connections to learning.

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Summarize lesson in three words.

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A quick, focused strategy where students ask one meaningful question to a partner. It builds communication, critical thinking, and active listening skills.

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Graphic Organizers help students make connections between ideas and learning.

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Graphic Organizers | Teaching Strategies # 7

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Access a variety of graphic organizer templates for use in the classroom

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Free Downloadable Graphic Organizer Templates

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Use these free graphic organizer templates to help your students communicate more effectively by classifying ideas, structuring writing projects, and more.

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Summarizing Strategies to Use in the Classroom

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Summarizing Strategies to Use in the Classroom

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A list with descriptions of different summarizing strategies you can use in the classroom with student.

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Learn about the EL ResourcePad HERE!