How are the WIDA Can Do Descriptors organized?

How are the WIDA Can Do Descriptors organized?

• A. By subject areas and lesson plans
• B. By grade level clusters and proficiency levels
• C. Chronologically by year of implementation
• D. Alphabetically by language skill

Answer: (B)

The WIDA Can Do Descriptors are designed to provide a clear framework for assessing and supporting the language development of multilingual learners. They are organized by grade level clusters and proficiency levels, which allows educators to identify the specific language expectations for students at different stages of their language development. This organization promotes the appropriate scaffolding of instruction tailored to meet students' evolving language needs. By categorizing descriptors according to grade-level clusters, educators can ensure that the language expectations are suitable and relevant for the developmental stage of the students they are working with. Additionally, the inclusion of proficiency levels helps educators determine what students can do with language at varying stages of development, enabling effective planning and assessment. This systematic approach supports the goal of supporting multilingual learners in achieving academic success by providing clear and applicable guidelines that reflect their linguistic abilities.

The WIDA Can Do Descriptors are designed to provide a clear framework for assessing and supporting the language development of multilingual learners. They are organized by grade level clusters and proficiency levels, which allows educators to identify the specific language expectations for students at different stages of their language development.

This organization promotes the appropriate scaffolding of instruction tailored to meet students' evolving language needs. By categorizing descriptors according to grade-level clusters, educators can ensure that the language expectations are suitable and relevant for the developmental stage of the students they are working with. Additionally, the inclusion of proficiency levels helps educators determine what students can do with language at varying stages of development, enabling effective planning and assessment.

This systematic approach supports the goal of supporting multilingual learners in achieving academic success by providing clear and applicable guidelines that reflect their linguistic abilities.