Sei Ch. 14 Wida Exam Questions Answered Correctly Latest Update 2026

SEI CH. 14 WIDA EXAM QUESTIONS ANSWERED CORRECTLY LATEST UPDATE 2026 WIDA Standards - Answers In an effort to provide quality education to English language learning students, the World-Class Instructional Design & Assessment (WIDA) consortium has developed 5 English Language Development (ELD) Standards to help students understand English in both a social and academic context. Most recently updated in 2012, these standards focus on general and specific language areas and are organized by domain, grade cluster, and framework. The first WIDA standard (Social & Instructional Language) focuses on building communication skills required for basic social and instructional interactions in an English-speaking classroom. After learning the most fundamental components of the English language, students will next be expected to use these skills to acquire knowledge in various subject areas. Standards 2-5 cover the following: #2: The Language of Language Arts #3: The Language of Mathematics #4: The Language of Science #5: The Language of Social Studies Standards 2-5 focus on the language of instruction as it pertains to specific content and subjects. This can include vocabulary, speaking conventions, structures, and a more formal register. WIDA Language Domains - Answers To better ensure the quality of education and measure a student's academic progress, WIDA standards are broken down into four language domains, each of which focuses on a certain facet of the English language. Each of these domains includes skills specific to that particular branch of language: Reading: For this category, students are expected to use their language skills to interpret and understand written text. Writing: ELL students must use their language skills to express their thoughts and opinions through written communication. This domain is highly varied and requires students to write for a number of different situations and audiences. Speaking: Perhaps the most important domain, this component focuses on a student's ability to communicate verbally. Listening: Similar to the Reading domain, this skill area focuses on the use of passive skills as students hear, process, and interpret spoken words and commands. WIDA 6 Grade Clusters - Answers Kindergarten Grade 1 Grades 2-3 Grades 4-5 Grades 6-8 Grades 9-12 model performance indicators (MPIs) - Answers In order to provide examples of what is expected of students, WIDA standards include Model Performance Indicators, also known as MPIs. These indicators are only meant to be examples, not rigidly defined guidelines. Every MPI includes three strands: integrated, expanded, and complementary. The integrated strand demonstrates how units of instruction incorporate all four language domains. The expanded strand shows how characteristics of academic language can be used in all academic settings, including reading classes and content subjects such as math and science. The complementary strand focuses on the application of language learning in all settings both formal and informal. These strands include: The Language of the Humanities The Language of Technology and Engineering The Language of Visual Arts The Language of Music and Performing Arts The Language of Technology and Engineering Resources for ELL Students - Answers or ELL students who may need additional support outside of the classroom, S has a number of online courses to help these students brush up on their skills and reinforce important ideas. For example, this Grammar Resources for ELL Students course reviews essential grammar concepts. There's also these Grammar Flashcards, which students can use to confirm their knowledge and get ready for important assessments. This Activities for Teaching English Language Learners course can also provide helpful advice for reaching and connecting with your students. These self-paced lessons contain plenty of helpful learning tools such as short videos and interactive quizzes. The lessons also include written transcripts that serve as companions for the recorded lessons. WIDA Key Uses - Answers The WIDA Can Do Descriptors focus on four communicative purposes. These Key uses break down as follows: Recount: This skill area relates to a student's ability to retain information and retell stories and events. Examples of this ability can include providing a summary of a story and sharing personal experiences. Explain: This key use asks students to show that they understand the 'why' and 'how' of important classroom concepts. This may include providing descriptions of life cycles or explaining how an experiment works. Argue: In addition to retaining information, students will need to form their own opinions and persuade others. Sample activities for this area include building arguments and supporting their claims with evidence. Discuss: This skill area ensures students can interact with their peers to discuss ideas and compare knowledge. Sample tasks can include group discussions and activities. WIDA - Answers Ms. Taylor is a new teacher. She's super psyched to meet her sixth graders and teach her first unit about Earth's place in the Universe. But on the first day of school, Ms. Taylor realizes there are some kids in her classes who do not understand anything she's saying to them. Others understand, but they don't respond. These are students who are learning English as a second or third or fourth language. Ms. Taylor is worried. Will these kids be able to keep up with the content? How can she help them? A bunch of departments of education around the United States came together to create standards to foster the academic English acquisition of ELLs. This group is called WIDA, and its standards focus on the language students of various English levels (1-6) and grade levels (k-12) are able to use to meet academic targets in five areas: social/instructional language, English Language Arts, mathematics, science, and social studies. Model Performance Indicators (MPIs) - Answers OK. So there are some standards in place to help Ms. Taylor reach her ELLs. But how is she supposed to use this WIDA thing? She can use the standards to create MPIs (Model Performance Indicators). MPIs describe how ELLs at a particular level can meet the demands of a content task. Essentially, they are content objectives that are differentiated for ELLs. An MPI has three parts: the language function, the topic, and supports. Language Function: This is the part of the objective that shows how Ms. Taylor's ELLs will practice the content or demonstrate their knowledge. There are four language function domains: listening, speaking, reading, and writing. These functions can be broken down into more specific tasks according to the language abilities of Ms. Taylor's students. For example, her level one students might draw or label as a writing task, but her level three students might write a paragraph. Topic: This is the content Ms. Taylor wants to teach. She can use WIDA standards as a jumping off point to come up with ideas, but WIDA's focus is language, not content. Ms. Taylor should get her topic from the Common Core or State Frameworks. WIDA is a way for ELLs to meet state and national content standards, not replace them. Topics are content-area specific and include things like mathematical equations, dramatic irony, scale, structure of atoms, and parts of the government. Supports: These are the resources Ms. Taylor should provide to help ELLs access content and demonstrate knowledge. Like language function, supports vary by language proficiency level and grade level. Supports can be sensory (such as models or word walls), graphic (such as Venn diagrams or timelines), or interactive (such as speaking with a partner or using a first language). MPIs in Action - Answers For her science class, Ms. Taylor is currently basing her teaching on the Next Generation Science Standard MS-ESS1-1, which is 'Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.' Determined to do what's best for her ELLs, Ms. Taylor picks up her pencil and writes her first MPI: Answer yes/no questions about Earth's seasons from diagrams. Good job, Ms. Taylor! This is an excellent MPI for one her level one students. In this objective, 'Answer yes/no questions' is the language function, Earth's seasons is the topic, and diagrams are the support. Tomorrow in class, Ms. Taylor can give her level-one student diagrams of the position of the Earth relative to the Sun during various seasons. When she wants the student to demonstrate understanding, she can point to the picture and ask questions such as 'Is it summer here?' and the student can answer 'Yes' or 'No.' Ms. Taylor's got things covered for her level one student. But what about the classes where the English language levels of her ELLs vary? For those classes, Ms. Taylor can create an MPI strand that accounts for each level present. The chart pictured assumes students at every English proficiency level are present in the class. Phew! Ms. Taylor is relieved. Using WIDA, she can help all her students meet state and national content objectives. WIDA MPI Lesson Summary - Answers WIDA is a consortium made of the departments of education of more than 30 U.S. states and territories. This group has created standards to help English Language Learners access and demonstrate content knowledge. Teachers can incorporate the WIDA standards into their lessons by creating Model Performance Indicators, which are objectives that combine content and language goals. Every MPI needs to have a language function, topic, and support to help ELLs listen, speak, read, and write academically in English. If a classroom contains ELLs at multiple English language proficiency levels, teachers can create MPI Strands that cover what the class objective looks like for a student at each relevant level. And that's it! Now you (and Ms. Taylor) can plan WIDA lessons like a pro. WIDA Language Process - Answers Do you know how WIDA defines English proficiency levels? The key can be found in language progress, which is the progressively steady development that learners make in their language proficiency. Let's illustrate with an example. Ana is a Mexican student who entered school with a very low level of English. As time goes by, Ana makes progress as she moves from being able to say individual words to saying complete sentences. Later on, Ana is able to use idiomatic expressions and produce elaborate content to communicate both orally and in writing. In short, WIDA English proficiency levels are based on progressive development in language learners. However, the progress accounts for overall language development, including its use not only in daily life but also in academic content areas. Let's learn about the specific levels of English proficiency as defined by WIDA. Six Levels of English Proficiency - Answers WIDA defines six levels of English proficiency. Level 1 is referred to as entering, or the point where an English language learner enrolls for the first time in a class or program. Level 6, or the last level, is reaching, where a language learner achieves proficiency. The levels in between define the progress a language learner makes as the result of continued learning. Let's use the following chart to explore what each level entails as we follow Ana's progress in English. Level 1: Entering - Answers Proficiency: Ability to interpret graphic images to understand meanings and use individual words, phrases, or chunks of language to respond to one-word commands or yes-no questions. *Ability to use oral language, but with quite a few phonological, syntactic, or semantic errors that impede meaning. Examples: *Ana understands what ''apple'' means as soon as she sees an image of an apple. *Anna can respond to questions like ''Do you like apples?'' or commands like ''Wait!'' *Ana says things like ''Liking an apple.'' Level 2: Emerging - Answers Proficency: *Ability to use general language related to content areas, phrases or short sentences. *Ability to use oral language with continued phonological, syntactic, or semantic errors that still impede meaning. Example: *Ana understands and uses words like ''math'' and ''calculator'' and can say things like ''That is a ruler.'' *However, Ana continues to say things like ''I not like to the ruler.'' Level 3: Developing - Answers Proficiency: Ability to use general and specific language for content areas and expanded sentences both orally and in writing. *Ability to use oral language with continued phonological, syntactic, or semantic errors that do not impede meaning