Wida Exam Questions Answered Correctly Latest Update 2026

WIDA EXAM QUESTIONS ANSWERED CORRECTLY LATEST UPDATE 2026 WIDA - Answers fosters the academic English acquisition of ELLS. Its standards focuses on the language students of various English language levels (1-6) and grades k-12 are able to use to meet academic targets in FIVE areas (social/intercultural language, English language Arts (ELA), Math, Science, and Social Studies What are WIDAs FIVE language proficiency English Language Development Standards (ELD)? - Answers Social and instructional language, language of English Language Arts (ELA), language of mathematics., language of Science, language of Social Studies What are the WIDA proficiency LEVELS? (1-6) - Answers 1. Entering 2. Emerging 3. Developing 4. Expanding 5. Bridging 6. Reaching What are the WIDA six grade clusters? - Answers Grade K, 1, 2-3, 4-5, 6-8, 9-12 What is the purpose of WIDA? - Answers It's purpose is to support mainstream and ELL teachers to understand what students CAN DO at different developmental levels towards meeting content objectives and standards. What is the purpose of the WIDA Screener? - Answers It's designed to provide initial measure of students English language proficiency in grades k-12 and whether they are candidates for ELL support services. WIDA screener begins with an...? - Answers ENTRY TASK consisting of a speaking and writing component. THEN based on their performance on the entry task, students will continue to Path A (2 speaking tasks, 1 writing task, 12 listening items, 12 reading items). OR Path B (12 listening items and 12 reading items) However, MANY students fall into Path A. WIDA screener is only ONE element in the placement decision process. Additional evidence such as previous schooling in English or another language, recommendations from previous teachers, and child's home language survey play a role in the overall placement decision. What are MPIs and what are their purposes? - Answers Model Performance Indicators (MPIs) are used to help mainstream and ELL teachers to determine HOW ELLs at particular English levels can meet the demands of a content task. They are content objectives that are differentiated for ELLs. What are the three parts of an MPI? - Answers Language Function, Topic, and Support What are the four "language function" domains of MPI? - Answers listening, speaking, reading, and writing. They are broken down into more specific tasks according to the students various language abilities. EX-level 1 Entering might draw or label a writing task. Level 3 Developing might write a paragraph. Since WIDA focuses on language and NOT content, where could teachers search for lesson topics? - Answers State Frameworks website. What are ''supports" as part of the MPIs? - Answers These are resources that help ELLs access content and demonstrate knowledge. Like, language function, they vary by language proficiency level and grade level. Supports can be sensory (Venn Diagrams,Flow charts, tables, timelines) or interactive (Think pair share, or speaking in L1) What is an example of a level 1 MPI activity for an Earth's seasons topic? - Answers Level 1 students can answer yes/no questions about the earth's seasons from diagrams. Answering yes/no questions (speaking) is the language function, the support is the diagram (visual) , and the topic is Earth's seasons. What should teachers do if they have a class where the ELLs have multiple English level proficiency levels? - Answers They should create MPI strands that cover what the class objectives should look like for students at EACH level. (1-6) Entering, Emerging, Developing, Expanding, Bridging, Reaching. Level 1 Enter: Answer yes/no questions about Earth's seasons using illustrations/ams. Level 2 Emerge : Answer WH-questions about Earth's seasons using sentence frames. Level 3 Develop :Explain Earth's seasons using notes recorded in a graphic organizer. Level 4 Expand: present info about Earth's seasons using concepts from a word bank. Level 5: Bridging: Discuss earth's season with a group. What are the four language domains of WIDA that measure a student's academic progress? - Answers The WIDA language domains are reading, writing, speaking, and listening. Reading: students are expected to use their language skills to interpret and understand written text. Writing: ELLs must use their language skills to express their thoughts and opinions through written communication. This is highly varied and requires students to write for a number of different situations and audiences. Speaking: most important domain that requires students to communicate verbally. Listening: students should have the language skills to hear, process, and interpret spoken words and commands. Every MPI includes three strands, what are they? - Answers The three strands are integrated, expanded, and complementary. Integrated Strand: how units of instruction incorporate all 4 language domains. Expanded Strand: how academic language can be used in all academic settings, including reading classes and content subjects. Complementary strand: 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 REVIEW!!! STUDY.COM FOR BEST ELL INSTRUCTIONS AND ACCOMMODATIONS IN CONTENT CLASSES USING READING, LISTENING, WRITING SPEAKING EXERCISES ECT. What are WIDA "Can Do" Descriptors? - Answers WIDA Can Do Descriptors tell what is to be expected of ELLs. It provides a list of classroom tasks and activities that students should be able to complete at each English proficiency level. Descriptors are provided for each grade cluster and English profiency level. What are the four "Key Uses" that help organize the "Can Do" Descriptors and what specific component do the 4 key uses focus on? - Answers The 4 "key uses" are Recount, Explain, Argue, and discussThey all focus on interpersonal communication. RECOUNT:measures an ELLs ability to relay content that has been learned in a lesson. EXPLAIN: requires ELLs to explain "how" and "why"of a given topic. It includes describing what has occurred in an experiment and detailing a cause-and-effect relationship. ARGUE: requires ELLs to express their own beliefs and provide evidence to support these claims DISCUSS: in addition to expressing their own beliefs, students need to compare these thoughts with those of their peers through group assignments and discussions. Study WIDA resources/activities for ELL students here. LISTENING 9-12 LEVEL 1 ENTERING? - Answers Point to or show basic parts, features, components, characteristics, and properties of objects, organisms, or people named orally. Match everyday oral information to pictures, diagrams, photos ect. Group visuals by common traits named orally. Ex- "these are polygons." Identify resources, places, products, figures, from oral statements and visuals. LISTENING 9-12 LEVEL 2 EMERGING - Answers Match or classify oral descriptions to real-life experiences or visually represented content -related examples. Sort oral language statements according to time frames. Sequence visuals according to oral directions. LISTENING 9-12 LEVEL 3 DEVELOPING? - Answers Evaluate information in social and academic conversations. Distinguish main ideas from supporting points in oral content-related discourse. Use learning strategies described orally. Categorize content-based examples described orally. LISTENING 9-12 LEVEL 4 EXPANDING? - Answers Distinguish between multiple meanings of oral words or phrases in social and academic contexts. Analyze content-related tasks or assignments based on oral discourse. Categorize examples of genres read aloud. Compare traits based on visuals and oral descriptions using specific and some technical language. LISTENING 9-12 LEVEL 4 BRIDGING? - Answers Interpret cause and effect scenarios from oral discourse. Make inferences from oral discourse containing satire, sarcasm, or humor. Identify and react to subtle differences in speech and register (hyperbole, satire, comedy) Evaluate intent of speech and act accordingly S ELL resources/lessons/activities/SIOP/phonology/special needs SPEAKING 9-12 LEVEL 1 ENTERING? - Answers Answer yes/no or choice questions with context of lessons or personal experiences. Provide identifying information about self. Name everyday objects and pre-taught vocab. Repeat words, short phrases, memorized chunks of language. SPEAKING 9-12 LEVEL 2 EMERGING - Answers describe persons, places, events, or objects. Ask WH-questions to clarify meaning. Give features of content-based material (time periods) Characterize issues, situations, regions shown in illustrations. SPEAKING 9-12 LEVEL 3 DEVELOPING? - Answers Suggest ways to resolve issues or pose solutions. Compare/contrast features, traits, characteristics using general and some specific language. Sequence processes, cycles, procedures, or events. Conduct interviews or gather information through oral interaction. Estimate, make predictions or pose hypotheses from models. SPEAKING 9-12 LEVEL 4 EXPANDING? - Answers Take a stance and use evidence to defend it • Explain content-related issues and concepts • Compare and contrast points of view • Analyze and share pros and cons of choices • Use and respond to gossip, slang, and idiomatic expressions • Use speaking strategies (e.g., circumlocution) SPEAKING 9 -12 LEVEL 5 BRIDGING? - Answers • Give multimedia oral presentations on grade-level material • Engage in debates on content-related issues using technical language • Explain metacognitive strategies for solving problems (e.g., "Tell me how you know it.") • Negotiate meaning in pairs or group discussions READING 9-12 LEVEL 1 ENTERING? - Answers Match visual representations to words/phrases • Read everyday signs, symbols, schedules, and school-related words/phrases • Respond to WH- questions related to illustrated text • Use references (e.g., picture dictionaries, bilingual glossaries, technology) READING 9-12 LEVEL 2 EMERGING - Answers Match data or information with its source or genre (e.g., description of element to its symbol on periodic table) • Classify or organize information presented in visuals or graphs • Follow multi-step instructions supported by visuals or data • Match sentence-level descriptions to visual representations • Compare content-related features in visuals and graphics • Locate main ideas in a series of related sentences READING 9-12 LEVEL 3 DEVELOPING? - Answers Apply multiple meanings of words/phrases to social and academic contexts • Identify topic sentences or main ideas and details in paragraphs • Answer questions about explicit information in texts • Differentiate between fact and opinion in text • Order paragraphs or sequence information within paragraphs READINGr 9-12 LEVEL 4 EXPANDING? - Answers Compare/contrast authors' points of view, characters, information, or events • Interpret visually- or graphically-supported information • Infer meaning from text • Match cause to effect • Evaluate usefulness of data or information supported visually or graphically READING 9-12 LEVEL 5 BRIDGING? - Answers Interpret grade-level literature • Synthesize grade-level expository text • Draw conclusions from different sources of informational text • Infer significance of data or information in grade-level material • Identify evidence of bias and credibility of source WRITING 9-12 LEVEL 1 ENTERING? - Answers Label content-related diagrams, pictures from word/phrase banks • Provide personal information on forms read orally • Produce short answer responses to oral questions