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WIDA has six levels of proficiency (see Figures 1.2 and 1.3) that range from 1 as the lowest and 6 as the most advanced (Board of Regents of the University of Wisconsin System, 2012). The WIDA proficiency level descriptors separate interpretative (i.e., reading/listening) modes from expressive (i.e., writing/speaking modes) and differentiate abilities at the word, sentence, and discourse levels (i.e., paragraph or essay). In the 2020 edition, they have also included categories of language functions common in the classroom: Narrate, Inform, Explain, and Argue.

Figure 1.2 WIDA performance definitions—speaking and writing. Used with permissionfrom WIDA.

Figure 1.3 WIDA performance definitions—listening and reading.Used with permissionfrom WIDA.

The WIDA team also developed “can do” descriptors that help educators understand what ELLs can do in speaking, listening, reading, and writing in social, instructional, and academic language. These descriptors were developed for kindergarten, first grade, and grade clusters of 2–3, 4–5, 6–8, and 9–12. They can be used to guide lesson plan development that is grade-level appropriate, so educators can provide supports and activities suitably geared for ELLs.

The proficiency level descriptors combine with the modes and levels of discourse (i.e., word, sentence, and paragraph(s)), language function at the six grade-level clusters, so that informed educators can design purposeful and targeted lessons (see the WIDA 2020 edition for details and examples).

The ACTFL and WIDA scales do not necessarily align one to one. At level 1 of WIDA, an ELL might be able listen to and understand yes/no questions with support. WIDA performance definitions are used in a majority of U.S. states and increasingly in international schools throughout the world.