Language Progress Tracker Resource
Language Progress Tracker
Performance-Based Assessment for WIDA Levels 2-3 (Emerging & Developing)
Student Information
Student Name: ________________________
WIDA Level: □ Level 2 (Emerging) □ Level 3 (Developing)
Performance Task
Adaptation and live performance of a 2-3 minute scene from Macbeth with modern or original dialogue.
Speaking Domain (Output)
| Criteria | Emerging (Level 2) | Developing (Level 3) | Evidence/Notes |
|---|
| Vocabulary Usage | Uses high-frequency words and Macbeth keywords (fate, king, murder). | Uses topic-specific academic language (ambition, prophecy) and some idiomatic phrases. | |
| Complexity & Grammaticality | Uses phrases or short sentences with frequent errors that don't block meaning. | Uses compound sentences with emerging control of past/present tense. | |
| Oral Delivery | Repeats memorized lines; needs visual support to convey meaning. | Delivers lines with some expression; attempts to vary tone for emotion. | |
Listening Domain (Comprehension)
(Observed during peer feedback sessions and rehearsals)
| Standard Behavior | Rarely | Sometimes | Always | Score |
|---|
| Follows multi-step directions for movement/blocking during rehearsal. | ○ | ○ | ○ | /3 |
| Identifies main ideas/plot points when listening to peer skits. | ○ | ○ | ○ | /3 |
| Responds to clarifying questions using scaffolds. | ○ | ○ | ○ | /3 |
Portfolio Evidence Summary
Standard Alignment
"Candidates design performance-based tasks and tools to measure ELLs’ progress."
Rationale for Tool Design
- WIDA Level 2 Focus: Prioritizes phrase-level communication and comprehension of high-frequency words.
- WIDA Level 3 Focus: Measures the transition to sentence-level complexity and use of specific academic vocabulary related to drama and Macbeth.
- Integrated Domains: Captures both Listening (receptive) and Speaking (productive) during a naturalistic task.
Assessment Context
This tool is used in conjunction with the Scene Starter Scaffolds. It allows the teacher to differentiate between basic comprehension (following directions) and sophisticated application (adapting Shakespearean themes into modern English).
Teacher Reflection Space
Reflect on how the student utilized the scaffolds during the performance. Did they move from Level 2 to Level 3 behaviors? What specific language goals should come next?
Skit Spotlight Slides
Skit Spotlight
Macbeth: The Modern Adaptation
The Challenge
Shakespeare’s words are old, but his stories are for today!
- Work in a team of 2 or 3.
- Pick a key scene from Macbeth.
- Rewrite it with modern language and perform it!
You will be measured on:
Speaking Clearer
Listening Closer
Scene Menu
1. The Witches
Three weird sisters predict the future. They tell Macbeth he will be King.
Eerie Scene
2. The Decision
Lady Macbeth convinces Macbeth to follow through with the plan.
Tense Scene
3. The Ghost
Macbeth sees Banquo’s ghost at dinner. Everyone else is confused.
Scary Scene
The Language Lab
Topic Words
- Ambition Wanting power
- Fate The future
- Betrayal Hurting a friend
- Regret Feeling bad
Stage Words
- Blocking Where you stand
- Projection Speaking loud
- Prop An object you use
- CUE When to start
Talk the Talk
Speaking Frames
- "I believe Macbeth feels ________."
- "The ghost makes the scene ________."
- "In my version, I will say ________."
Listening Frames
- "I heard you say ________."
- "Can you repeat the part about ________?"
- "I agree/disagree with ________."
Places, Everyone!
Get your Skit Scaffolding Packet now.
1
Plan it
2
Write it
3
Perform it
Scene Starter Scaffolds Document
Scene Starter Scaffolds
Modernizing Macbeth
Name: ________________________
Date: _________________________
1. Pick Your Scene
The Witches
Macbeth meets the sisters.
[ ] Choose
The Decision
Macbeth and Lady Macbeth plan.
[ ] Choose
The Ghost
Macbeth sees Banquo at dinner.
[ ] Choose
2. The Cast
Who is in your skit? How do they feel?
Character 1 Name:
Feeling (Circle one):
Angry | Afraid | Excited | Guilty
Character 2 Name:
Feeling (Circle one):
Angry | Afraid | Excited | Guilty
3. The Setting
Where does your modern scene take place? (School, office, a locker room, etc.)
4. Write Your Script
Use the frames below to translate Shakespeare's ideas into your own words.
[Character]
Shakespeare: "Fair is foul, and foul is fair." / "Glamis thou art, and Cawdor..."
Example: "The future is ____________ and it will happen ____________."
[Character]
Shakespeare: "Is this a dagger which I see before me?" / "Double, double toil and trouble."
Example: "I can't believe I am seeing a ____________!"
[Character]
Shakespeare: "Out, damned spot! out, I say!" / "Screw your courage to the sticking-place."
Example: "Don't be afraid. Just stay ____________ and ____________."
End the scene here:
5. Listening Log
While you watch other groups, listen carefully for their modern ideas. Fill this out for ONE other group.
Which group are you watching?
1. I heard them say the word:
Choose one: Ambition Fate Ghost
2. What was their modern setting?
3. One question I want to ask them is:
"Why did you choose to make the witches ____________?"
Finis
Skit Mission Guide Handout
Skit Mission Guide
Macbeth in the Modern World
The Objective
Your mission is to take a famous scene from Shakespeare’s Macbeth and change it into a modern adaptation. You will work with a team to write a short script and perform it live for the class.
The Rules
- Groups: 2 to 3 students per team.
- Time: Your skit must be 2 to 3 minutes long.
- Language: Use modern English, but include at least 3 "Topic Words" (Ambition, Fate, etc.).
- Acting: Use props, costumes, or different voices to show emotion!
Important Dates
Planning Due
________________
Script Ready
________________
Performance Day
________________
Your Checklist to Success
1. Pick a Scene
2. Brainstorm Setting
3. Fill out Script Frames
4. Practice Speaking Loudly
5. Find Props/Costumes
6. Perform!
Skit Success Goals
Before you perform, check if you are ready. After you perform, tell us how you did!
| Goal | Before (Ready?) | After (Did it!) |
|---|
| | |
| Speaking Clearly | | |
I can say my lines so everyone can hear me.
| □ | □ |
|
Using Vocab
I used words like ambition or fate.
| □ | □ |
|
Listening Closely
I listened to my teammates and other groups.
| □ | □ |
Reflect
What was the hardest part about changing Shakespeare's words into modern English?
