WIDA Speaking and Writing Interpretive Rubrics
Features of the Rubrics
e WIDA Speaking and Writing Interpretive Rubrics are analytic scales that help educators understand what students’ speaking and
writing sounds and looks like at various levels of English language prociency.
Describing spoken and written language is a complex task. WIDA uses the terms dimension and prociency level to describe various
aspects of spoken and written language. WIDA has identied three dimensions and six prociency levels. e dimensions are
• discourse dimension, which describes linguistic complexity (e.g., how connected are the ideas, how detailed are the facts, how
appropriate is the register?)
• sentence dimension, which describes language forms (e.g., how varied are the sentence patterns, how uid is the phrasing, how
complex are the structures?)
• word/phrase dimension, which describes vocabulary usage (e.g., how specic are the word choices, how appropriate are the
words to the context?)
e six levels of English language prociency are 1-Entering, 2-Emerging, 3-Developing, 4-Expanding, 5-Bridging, and
6-Reaching. ey describe the trajectory of language development that students typically follow over time.
In the Interpretive Rubrics, the dimensions of academic language development work together to describe speech or written text at
each prociency level. Look at the rubric shown below. Notice the comprehensibility bar at the top of each language prociency
level description. e two bullets under each dimension name specic criteria or features associated with student responses at each
language prociency level, for that dimension.
WIDA Speaking Interpretive Rubric
Grades 1-12
Discourse Level Sentence Level Word/Phrase Level
Linguistic Complexity Language Forms Vocabulary Usage
Level 6
Reaching
Response is fully comprehensible, uent, and appropriate to purpose, situation and audience; comparable to the speech of English procient
students meeting college- and career-readiness standards; characterized by:
• sustained, connected oral language
characterized by condence, coherence,
and precision in the expression of ideas
tailored to purpose, situation, and
audience
• clear evidence of consistency in
conveying an appropriate perspective
and register
• a full range of oral phrase and sentence
patterns and grammatical structures
matched to content area topics
• controlled, skilled use of oral language
to convey meaning, including for eect
• consistent usage of just the right word or
expression in just the right context related to
content area topics
• facility with precise vocabulary usage in
general, specic, or technical language
Level 5
Bridging
Response is comprehensible, uent, and generally related to purpose; generally comparable to the speech of English procient peers; characterized
by:
• sustained, connected oral language
that shows appropriate and coherent
expression of ideas related to purpose,
situation and audience
• clear evidence of conveying an
appropriate perspective and register
• a broad range of oral phrase and
sentence patterns and grammatical
structures matched to the content area
topic
• controlled, uid use of oral language to
convey meaning, including for eect
• usage of technical and abstract content-area
words and expressions as appropriate
• usage of words and expressions with precise
meaning related to content area topics as
appropriate
• vocabulary usage that fullls the speaking
purpose
Level 4
Expanding
Response is generally comprehensible, uent, and related to purpose; characterized by:
• connected oral language that supports
the expression of expanded or related
ideas through emerging coherence,
detail and clarity
• some evidence of conveying an
appropriate perspective and register
• a range of oral phrase and sentence
patterns and grammatical structures
characteristic of the content area
• generally controlled and uid use of
oral language to convey meaning
• usage of specic and some technical content-
area words and expressions as appropriate
• usage of words and expressions with multiple
meanings or common idioms across content
areas as appropriate
• vocabulary usage that generally fullls the
speaking purpose
Level 3
Developing
Response is generally comprehensible (though comprehensibility and uency may from time to time be compromised in more complex speech);
characterized by:
• oral language that shows the
development of connected language in
the expression of an expanded idea or
multiple related ideas
• evidence of a developing sense of
perspective and register
• developing range of oral phrase and
sentence patterns and grammatical
structures common to content areas
• developing control in use of oral
language to convey meaning
• usage of some specic content words and
expressions as appropriate
• usage of words or expressions used frequently
in content areas, as appropriate
• vocabulary usage that attempts to fulll the
speaking purpose
Level 2
Emerging
Response is generally comprehensible (though comprehensibility and uency may oen be compromised in more complex speech); characterized
by:
• oral language that shows emerging
expression of ideas; some attempt
at connecting ideas may at times be
evident
• some amount of language that may be
repeated from the prompt
• chunks of language, repetitive oral
phrase patterns, and formulaic
grammatical structures used in social
and instructional situations or across
content areas
• variable control in use of oral language
to convey meaning
• usage of general content words and expressions
• usage of social and instructional words and
expressions across content areas
• possible usage of general vocabulary where
more specic language is needed
Level 1
Entering
Response is generally comprehensible (though comprehensibility and uency may be signicantly compromised in language beyond words, oral
phrases, or memorized chunks); characterized by:
• words, oral phrases, or memorized
chunks of oral language used to
represent ideas
• varying amounts of language that may
be repeated from the prompt
• words, chunks of language, or simple
phrasal patterns associated with
common social and instructional
situations
• occasional control in use of oral
language to convey meaning
• usage of highest frequency general content-
related words
• usage of everyday social and instructional
words and expressions
Dimensions of academic
language development
Levels of English
language prociency
Comprehensibility bar
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Uses for the Rubrics
The WIDA Speaking and Writing Interpretive Rubrics are tools for teachers who work with English language learners (ELLs)
in Grades 1-12. Teachers can use these rubrics for three primary purposes.
• Understanding ACCESS for ELLs 2.0 Speaking and Writing scores
• Analyzing student speaking and writing samples
• Interpreting common speaking and writing tasks
e following are suggestions for rubric use.
Use #1: Understanding ACCESS for ELLs 2.0 Speaking and Writing Scores
Students take ACCESS for ELLs 2.0 every year. Schools then receive students’ score reports, which show each student’s
prociency levels (1-Entering, 2-Emerging, 3-Developing, 4-Expanding, 5-Bridging, and 6-Reaching) in four language domains.
Upon receiving the score reports, school leaders and teachers are encouraged to use the Interpretive Rubrics to
• Explain Speaking and Writing performance data to all educators who work with ELLs to help make decisions regarding local
placement, grouping, and reclassication
• Examine ELLs’ language prociency in relation to their achievement on summative tests
• Explore ways to enhance ELLs’ oral and written language development
• Engage in professional learning on ACCESS for ELLs 2.0 related topics
Use #2: Analyzing Student Speaking and Writing Samples in the Classroom
roughout the school year, ELLs produce numerous oral and written language samples in a variety of classes. e Interpretive
Rubrics aord teachers opportunities to
• Collaborate with each other in co-planning classroom instruction and assessment
• Collect evidence on ELLs’ oral and written performance over time
• Coordinate ways to scaold ELLs’ language learning
• Convert the scales to student-friendly ones so that ELLs become familiar with the criteria for success
Use #3: Interpreting Common Speaking and Writing Tasks
On an interim basis, ELLs may produce oral and written language for grade-level/ department projects or program level/
district-wide prompts. e Interpretive Rubrics allow for uniformity of interpretation and reliability in the results by enabling
educators to
• Discuss the dimensions of academic language development and their visibility in ELL work on specic tasks or assignments
across language prociency levels
• Describe what ELLs can do with language on dierent content-related topics in a variety of contexts
• Document ELL progress over the school year by comparing language prociency data on a series of uniform tasks
• Decide on exemplars for schools or anchor papers for districts that represent each level of language prociency
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WIDA Speaking Interpretive Rubric
Grades 1-12
Discourse Level Sentence Level Word/Phrase Level
Linguistic Complexity Language Forms Vocabulary Usage
Level 6
Reaching
Response is fully comprehensible, uent, and appropriate to purpose, situation and audience; comparable to the speech of English procient
students meeting college- and career-readiness standards; characterized by:
• sustained, connected oral language
characterized by condence, coherence,
and precision in the expression of ideas
tailored to purpose, situation, and
audience
• clear evidence of consistency in
conveying an appropriate perspective
and register
• a full range of oral phrase and sentence
patterns and grammatical structures
matched to content area topics
• controlled, skilled use of oral language
to convey meaning, including for eect
• consistent usage of just the right word or
expression in just the right context related to
content area topics
• facility with precise vocabulary usage in
general, specic, or technical language
Level 5
Bridging
Response is comprehensible, uent, and generally related to purpose; generally comparable to the speech of English procient peers; characterized
by:
• sustained, connected oral language
that shows appropriate and coherent
expression of ideas related to purpose,
situation and audience
• clear evidence of conveying an
appropriate perspective and register
• a broad range of oral phrase and
sentence patterns and grammatical
structures matched to the content area
topic
• controlled, uid use of oral language to
convey meaning, including for eect
• usage of technical and abstract content-area
words and expressions as appropriate
• usage of words and expressions with precise
meaning related to content area topics as
appropriate
• vocabulary usage that fullls the speaking
purpose
Level 4
Expanding
Response is generally comprehensible, uent, and related to purpose; characterized by:
• connected oral language that supports
the expression of expanded or related
ideas through emerging coherence,
detail and clarity
• some evidence of conveying an
appropriate perspective and register
• a range of oral phrase and sentence
patterns and grammatical structures
characteristic of the content area
• generally controlled and uid use of
oral language to convey meaning
• usage of specic and some technical content-
area words and expressions as appropriate
• usage of words and expressions with multiple
meanings or common idioms across content
areas as appropriate
• vocabulary usage that generally fullls the
speaking purpose
Level 3
Developing
Response is generally comprehensible (though comprehensibility and uency may from time to time be compromised in more complex speech);
characterized by:
• oral language that shows the
development of connected language in
the expression of an expanded idea or
multiple related ideas
• evidence of a developing sense of
perspective and register
• developing range of oral phrase and
sentence patterns and grammatical
structures common to content areas
• developing control in use of oral
language to convey meaning
• usage of some specic content words and
expressions as appropriate
• usage of words or expressions used frequently
in content areas, as appropriate
• vocabulary usage that attempts to fulll the
speaking purpose
Level 2
Emerging
Response is generally comprehensible (though comprehensibility and uency may oen be compromised in more complex speech); characterized
by:
• oral language that shows emerging
expression of ideas; some attempt
at connecting ideas may at times be
evident
• some amount of language that may be
repeated from the prompt
• chunks of language, repetitive oral
phrase patterns, and formulaic
grammatical structures used in social
and instructional situations or across
content areas
• variable control in use of oral language
to convey meaning
• usage of general content words and expressions
• usage of social and instructional words and
expressions across content areas
• possible usage of general vocabulary where
more specic language is needed
Level 1
Entering
Response is generally comprehensible (though comprehensibility and uency may be signicantly compromised in language beyond words, oral
phrases, or memorized chunks); characterized by:
• words, oral phrases, or memorized
chunks of oral language used to
represent ideas
• varying amounts of language that may
be repeated from the prompt
• words, chunks of language, or simple
phrasal patterns associated with
common social and instructional
situations
• occasional control in use of oral
language to convey meaning
• usage of highest frequency general content-
related words
• usage of everyday social and instructional
words and expressions
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WIDA Writing Interpretive Rubric
Grades 1-12
Discourse Level Sentence Level Word/Phrase Level
Linguistic Complexity Language Forms and Conventions Vocabulary Usage
Level 6
Reaching
Text is fully comprehensible and appropriate to purpose, situation, and audience; comparable to the writing of English procient students meeting
college- and career-readiness standards; and includes:
• extended connected text (single or
multiple paragraphs) that is organized
and shows tight cohesion in the precise
expression of ideas
• clear evidence of consistency in
conveying an appropriate perspective,
register, and genre
• a full range of sentence patterns and
grammatical structures matched to
content area topics
• consistent use of appropriate
conventions to convey meaning,
including for eect
• consistent usage of just the right word or
expression in just the right context related to
content area topics
• facility with precise vocabulary usage in
general, specic, or technical language
Level 5
Bridging
Text is comprehensible and related to purpose; generally comparable to the writing of English procient peers; and includes:
• extended connected text (single or
multiple paragraphs) that is organized
and shows a cohesive and coherent
expression of ideas
• clear evidence of conveying an
appropriate perspective, register, and
genre
• a broad range of sentence patterns and
grammatical structures matched to the
content area topic
• nearly consistent use of appropriate
conventions to convey meaning,
including for eect
• usage of technical and abstract content-area
words and expressions as appropriate
• usage of words and expressions with precise
meaning related to content area topics as
appropriate
• vocabulary usage that fullls the writing
purpose
Level 4
Expanding
Text is generally comprehensible at all times; approaches comparability to the writing of English procient peers; and includes:
• connected text (sentences or
paragraphs) that shows an organized
expression of ideas with emerging
cohesion
• some evidence of conveying an
appropriate perspective, register, and
genre
• a range of sentence patterns
and grammatical structures
characteristic of the content area
• generally consistent use of appropriate
conventions to convey meaning
• usage of specic and some technical content-
area words and expressions as appropriate
• usage of words and expressions with multiple
meanings or common collocations and idioms
across content areas as appropriate
• vocabulary usage that generally fullls the
writing purpose
Level 3
Developing
Original text is generally comprehensible (though comprehensibility may from time to time be compromised in more complex original text) and
includes:
• text that shows developing organization
in the expression of an expanded idea or
multiple related ideas
• evidence of a developing sense of
perspective, register, and genre
• a developing range of sentence patterns
and grammatical structures common
to content areas
• developing use of conventions to
convey meaning
• usage of some specic content words and
expressions as appropriate
• usage of common cognates, words, or
expressions related to content areas as
appropriate
• vocabulary usage that attempts to fulll the
writing purpose
Level 2
Emerging
Some original text and text adapted from model or source text is generally comprehensible (though comprehensibility may oen be compromised
in attempts at more complex original text) and includes:
• text that shows emerging expression of
an idea or ideas and may demonstrate
some attempt at organization
• some amount of text that may be copied
or adapted
• repetitive sentence and phrasal patterns
and formulaic grammatical structures
used in social and instructional
situations or across content areas
• variable use of conventions
• usage of general content words and expressions
• usage of social and instructional words and
expressions across content areas
• possible usage of general vocabulary where
more specic language is needed
Level 1
Entering
Text that is copied or adapted from model or source text is generally comprehensible (though comprehensibility may be signicantly
compromised in original text) and includes:
• language that represents an idea or ideas
• varying amounts of text that may be
copied
• adapted text that may contain some
original language
• words, chunks of language, or simple
phrasal patterns associated with
common social and instructional
situations
• possible use of some conventions
• usage of highest frequency general content-
related words
• usage of everyday social and instructional
words and expressions
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