Scaffolded Writing Rubric Using the WIDA Can Do Descriptors: Text Evidence
Scaffolded Writing Rubric Using the WIDA Can Do Descriptors: Text Evidence
Teachers who have ELs of different language levels can scaffold their instruction and assignments using the WIDA CAN Do Descriptors. Here is an example of how a 9th grade ELA teacher, reading interventionist, and EL teacher collaboratively worked together to scaffolding a text evidence analysis essay for their ELs. By applying the scaffolds, ELs of all language levels will be able to reach the same objective as their peers.
Finding Text Evidence to Support Analysis Writing Rubric for ELs 1-5
Using the WIDA Can Do Descriptors In YOUR class Objective: Find evidence in a text to support analysis.
Lang Level | Student Name(s) | Teacher Speech What do you need to be aware of when you are speaking? Think...speed, pace, verb tenses, etc | How will you model to ensure student understanding? How many steps? 1:1, small group, whole group, or a combination? | What kind of accommodations will the student need to be successful? | What will the student’s work look like? | How will the student be assessed? |
5 | Past & Present tense | Whole group modeling Check | Audio/video support Highlight/bold vocabulary | Student work will be the same as grade level peers Essay 5-6 paragraphs | Same as grade level peers | |
4 | Past & Present tense | Whole group modeling with small group check in | Audio/video support Highlight/bold vocabulary Rdg level differentiated | Essay 3-4 paragraphs | Same as grade level with convention/grammar modifications | |
3 | Present tense Paraphrase with simple language | Whole group modeling Small group conversation and check in Think/Pair/Share | Audio/video support Rdg level differentiated Explicit vocabulary instruction | One paragraph summary with outline | Assess primary objective. Focus on identification and comprehension versus analysis | |
2 | Present tense Slow rate of speech Enunciate clearly | Whole group modeling Individual check in Proximity control | Audio/video support Rdg level differentiated Explicit vocabulary instruction Significant visual aids | One paragraph outline | Assess primary objective. Focus on comprehension versus analysis | |
1 | Present tense Slow rate of speech Enunciate clearly Repeat short phrases | Whole group modeling One step at a time Use visuals Use familiar, simple text Individual check in Proximity control | Audio/video support Explicit vocabulary instruction Significant visual aids | Teacher guided questions Student draws picture or creates list to answer question. | Assess comprehension |