WIDA Writing Analysis Report WIDA ELD Standards Framework (2020) • Grade 2 Cluster
Grade 2 Writing Proficiency Scoring & Analysis
Sequential Narrative Task ("Our Vacation Adventure") • Front & Back Handwriting Audit
Audit Date: Nov 6, 2026
Sample Set: 10 Students (20 Pages)
Discourse (Linguistic Complexity) Text organization, cohesion across prompt photos A–E, and narrative progression.
Sentence (Forms & Conventions) Grammatical complexity, tense consistency (past vs. present), clause coordination.
Word/Phrase (Vocabulary Precision) Temporal markers, descriptive nouns/verbs, and phonetic orthography.
Individual Diagnostic Scores (Part 1: Students 1–5)
✓ Complete Back-of-Page Handwriting Audit Verified
Student ID
Discourse
Sentence
Word/Phrase
Level
Back-of-Page Evidence & Specific Rubric Rationale
Tanisha Back: Drawings
Level 1.8
Isolated words & sequencers ("Fist", "neXt", "Afte r Thet").
| Level 1.5
Sentence fragments; copied model breaks down into isolated noun phrase.
| Level 1.8
Single words (beach, airport) with phonetic substitutions.
| 1.7 Entering |
Back Verification (p. 2): No text written. Features 2 pencil drawings of girls/figures with skirts and shoes.
Copies modeled starter with phonetic substitutions ("Yipee we going... suitcase"). Independent writing stops after attempting transitions; ends in isolated fragment "Afte r Thet" on front. Level 1 descriptor: fragmented language and emerging word-level representation. |
| Sabdil Back: Blank | Level 2.0
Accurate transcription of modeled starter; halts abruptly at transition "Next".
| Level 2.0
Simple sentence structure preserved from model; no independent clauses.
| Level 2.0
Copied items accurate (neatly, suitcase); zero independent words.
| 2.0* Emerging* |
Back Verification (p. 4): Completely blank (no pencil marks or drawings).
High print tracking, neat handwriting, and accurate mechanics when transcribing the modeled text on lines 1–3. Writing terminates after writing "Next" on line 4 of front. Assigned estimated benchmark floor (Level 2.0*) based on modeled text; requires prompt re-assessment for independent discourse. |
| Ethan Back: 2 Lines Text | Level 2.5
Emerging temporal sequence ("wating", "Next This"); links beach activities.
| Level 2.3
Run-on structures using repetitive "and they go"; pronoun shift (I → they).
| Level 2.5
Phonetic approximation of compound words ("saandcasole", "tuer").
| 2.4 Emerging |
Back Verification (p. 6): "Next This They make a saandcasole and They go to tuer"
Connects prompt B (airplane) on front to prompt D (sandcastle) on back. Demonstrates emerging clause coordination with repetitive "and", but grammar exhibits pronoun shifts ("I" to "they") and invented spelling. Firmly matches End of Level 2 benchmarks. |
| Amrita Back: 9 Lines Text | Level 3.6
Full narrative sequence: "Next", "then", "Last", "finall" with closing emotion.
| Level 3.2
Emerging complex clauses with purpose ("so I can have fun", "so we go swiming").
| Level 3.4
Broad general vocabulary (Airport, brother, swiming, home, fun).
| 3.4 Developing |
Back Verification (p. 8): "neatly. Next, I go to the Airport So, I can have fun. then, I go to the beach, I With my brother. Last, I have fun So We go swiming finall I go to home and have fun!"
Generates extensive narrative on back completing all prompt images. Strong discourse organization utilizing varied sequencers and causal clauses ("so I can..."). Minor syntactic gaps ("I With my brother" [omitted verb]). Solid Level 3 performance. |
| Rose Back: 4 Lines + Faces | Level 2.3
Temporal chain ("next", "then", "and the... go back"); covers flight, beach, return.
| Level 2.2
Compound predicate run-on without terminal punctuation; 3rd person shift ("The famie go").
| Level 2.2
Phonetic spelling of topic words: "famie", "apot" (airport), "Bech", "famiha".
| 2.2 Emerging |
Back Verification (p. 10): "next The famie go to the apot then go to the Bech and the famiha go back home." (+ 3 sketched faces)
Writes continuous unpunctuated run-on on back covering pictures B, C, and E. Successfully communicates overall story arc using sequencers, but relies on truncated phonetic words and lacks sentence boundaries. Solidly placed at early Level 2. |
WIDA ELD 2020 Standards • Expressive Mode Performance Assessment Page 1 of 3
Individual Diagnostic Scores (Part 2: Students 6–10)
Cohort Assessment Matrix Continued • Front & Back Text Verification
Scale: Levels 1.0 – 6.0
Student ID
Discourse
Sentence
Word/Phrase
Level
Back-of-Page Evidence & Specific Rubric Rationale
No Dawng Back: 8 Lines Text
Level 4.2
High cohesion across pictures; concludes with reflection: "I think this was the best trip ever!!"
| Level 3.8
Consistent past tense ("went", "made"); combines clauses; clear punctuation.
| Level 3.8
Conventional spelling (sandcastle, airport); superlative phrase ("best trip ever").
| 3.9 Expanding |
Back Verification (p. 12): "to the airport. After that, we went to the beach then we made a sandcastle and we went to the water. Finally, me and my family went home I think this was the best trip ever!!"
Front line 5 connects smoothly to back text. Accurately conjugates irregular past tense verbs (went, made). Concludes with opinion marker ("I think..."), meeting Level 4 discourse organization criteria with strong mechanics. |
| Harjaap Back: 6 Lines Text | Level 2.8
Sequential markers ("Next", "Then"); thematic focus on airplane snacks.
| Level 2.5
Compound predicate; tense shift ("are going" to "went inside", "eat").
| Level 2.6
Expanding vocabulary with invented spelling: "carriport", "Snaks", "ols" (also).
| 2.6 Emerging |
Back Verification (p. 14): "Next we are going to the carriport and getting Some Snaks. Then we went inside the ariplane we ols eat Some of our Snaks."
Front stops at line 5; student develops substantial narrative elaboration on back focused on travel food. Shows strong phonetic logic ("ols" for also, "carriport"). Upper Level 2 approaching Level 3. |
| Sarah Back: 12 Lines Text | Level 4.1
Full narrative arc ("Next", "Then", "After that", "Finally") through returning home.
| Level 3.7
Compound sentences; varied verb forms ("are gonna go", "landed", "drove").
| Level 3.8
Rich contextual vocabulary: hawai, sand castle, landed, drove, unpacked.
| 3.9 Expanding |
Back Verification (p. 16): "Then, We are gonna go to the beach in hawai and we are gonna build a sand castle. After that, We are gonna ride the wair plane back home. It was a great trip Finally, we landed from the airplane and drove home. and the we unpacked. I was A very great trip"
Generates the longest independent narrative in the cohort on back. Incorporates prepositional phrases and evaluative reflection. Minor colloquialisms ("gonna"), but clearly meets Level 4 discourse organization. |
| Sannil Back: 4 Lines Text | Level 3.5
Cohesive sequence ("Next", "Then", "Last", "After that") + evaluation.
| Level 3.4
Compound series ("take a bath and we eat dinner"); varied present/past constructions.
| Level 3.5
Specific daily living lexicon: airport, bath, dinner, unpack, Hawaii, stuff.
| 3.5 Developing |
Back Verification (p. 18): "get home and take a bath and we eat dinner. After that We unpack our stuff in the suitcase. Yay! That was a very fun trip! ever Hawaii was a very fun trip."
Front line 5 transitions directly to back page text. Extends story to evening routine at home with enthusiastic evaluative closing ("Yay! That was a very fun trip!"). High conventional accuracy; solid Level 3 performance. |
| Billy Back: 7 Lines Text | Level 1.9
Attempts sequencers ("Next", "then", "Last"); text cohesion breaks down.
| Level 1.7
Fragmented word strings; incomplete predicates ("We sure toc beach swim drown in2 to swim").
| Level 1.8
Heavy phonetic approximations ("playiog sand wery", "take safe to home").
| 1.8 Entering |
Back Verification (p. 20): "We sure toc beach swim drown in2 to swim playing sand wery He is going home then. He is going home take safe to home Last H is goinq Here"
Generates 7 lines of independent writing on back. Strong expressive attempt, but syntax relies on fragmented clauses requiring phonetic decoding. Places at upper Level 1 / boundary of Level 2. |
Key Findings from Back-of-Page Handwriting Audit
1. 80% Output on Back
8 out of 10 students generated text on the back. For 6 students (Amrita, Sarah, Harjaap, No Dawng, Sannil, Billy), over 70% of their total independent language was on the reverse side.
2. Scaffold Independence Gap
Lines 1–3 on the front were teacher-modeled. The back reveals authentic independent capability: Level 1–2 writers produced fragments or halted, while Level 3–4 writers produced cohesive narratives.
3. Tense Shift Across Sides
Students frequently switched between the modeled present progressive on the front ("we are going") and narrative past tense on the back ("went", "landed", "made").
WIDA ELD 2020 Standards • Expressive Mode Performance Assessment Page 2 of 3
Actionable Differentiated Instruction
Targeted Small Group Instructional Clusters
Data-driven grouping and tiered instructional next steps based on full front & back WIDA diagnostic evidence.
Group 1
Emergent Foundations: Sentence Framing & Print Independence
Level 1.5 – 2.0 (Entering / Early Emerging)
Students
Tanisha, Sabdil, Billy
Sabdil (blank back/task initiation); Tanisha (drawings on back); Billy (7 lines of phonetic fragments on back).
Priority Target: Transition from copying to co-constructing Subject + Verb + Location sentences with pictorial cues.
Actionable Next Steps & Scaffolds
Sentence Strips: Physical word tiles matching prompt pictures (e.g., [We] [go to] [the beach]).Oral Rehearsal: Structured partner talk ("First we... Next we...") before writing to prevent task shutdown.Illustrated Word Bank: Visual cards pairing pictures with key action verbs (pack, fly, swim, build).
Group 2
Developing Fluency: Syntactic Expansion & Tense Consistency
Level 2.2 – 2.8 (Mid Emerging to Developing)
Students
Ethan, Rose, Harjaap
All 3 wrote on back; connect multi-step actions but rely on run-ons ("and they go"), invented spelling, and tense slips.
Priority Target: Strengthen sentence boundary punctuation, control irregular past-tense narrative verbs, and reduce repetitive "and".
Actionable Next Steps & Scaffolds
Tense Anchor Chart: High-frequency narrative past-tense pairs (pack → packed, go → went, make → made)."Traffic Light" Editing: Practice replacing chaining "and... and..." with periods and capital letters.Clause Combining: Introduce varied coordinating/subordinating connectors (because, but, so) to show causality.
Group 3
Expanding Authors: Elaborated Discourse & Evaluative Reflections
Level 3.4 – 4.2 (Developing to Expanding)
Students
Amrita, Sannil, Sarah, No Dawng
All wrote 4–12 lines on back; produce multi-paragraph narratives with chronological flow, high orthography, and personal evaluations.
Priority Target: Elevate descriptive density through expanded noun phrases, sensory adjectives, and formal conventions.
Actionable Next Steps & Scaffolds
Adjectival Elaboration: Expand noun phrases (e.g., "sandcastle" → "a towering golden sandcastle").Formalizing Oral Register: Polish informal speech habits ("gonna" → "going to"; refine pronoun agreement).Complex Clause Openers: Teach dependent clause starters ("As soon as we landed...", "While building...").
WIDA ELD 2020 Standards • Instructional Action Plan Page 3 of 3
Writing Growth Teacher Guide Instructional Action Plan • Grade 2 Multilingual Learners
Narrative Writing Growth Teacher Guide
Targeted Small-Group Pathways & Mini-Lessons to Advance WIDA Writing Proficiency
Focus: Expressive Mode
Target: WIDA L1 → L3 / L3 → L4+
Diagnostic Takeaways: 3 Essential Teaching Shifts
1 Break the "Copying Trap"
Observation: Tanisha & Sabdil transcribed modeled starters smoothly but stalled once independent generation began at Prompt C.
→ Shift to shared oral rehearsal and co-constructed sentence frames before pencils touch paper.
2 Anchor Past-Tense Verbs
Observation: Ethan, Rose, and Harjaap oscillate between modeled present ("we are going") and narrative past ("went, made").
→ Teach high-frequency narrative past-tense pairs (go → went, fly → flew, build → built) explicitly.
3 Expand Nouns & Connectors
Observation: Sannil, Sarah, and No Dawng write rich narratives but rely on spoken forms ("gonna") and generic nouns.
→ Introduce noun painting (sensory adjectives) and varied subordinating conjunctions (because, when, while).
4-Week Tiered Instructional Progression Matrix
Week
Focus Objective
Group 1 (L1.5–2.0)
Group 2 (L2.2–2.8)
Group 3 (L3.4–4.2)
Week 1 Oral & Chronology
Sequencing & Starters
Order 4–5 pictorial story events using temporal anchors.
| Choral practice with picture cards: "First we... Then we..."; match word tiles to pictures. | Expand beyond "First": practice "Next", "After that", "Later on" with complete simple sentences. | Introduce dependent time clauses: "When we arrived at the airport...", "Before we boarded..." |
| Week 2 Syntax & Tense | Narrative Past Tense
Establish consistent recounting tense across prompt transitions.
| Past-tense action flashcards: went, saw, played; fill-in-the-blank frame: "We [went] to..." | "Tense Switcher" chart: convert modeled "we are going" into "we went"; eliminate present tense slips. | High-utility irregular verbs (flew, drove, built, ate) + time adverbials ("Suddenly", "Eventually"). |
| Week 3 Boundaries & Coordination | Sentence Boundaries
Dismantle endless "and... and..." run-ons into complete clauses.
| "Traffic Light" editing: Green capital letters at start, Red period stop sign at end of every 4–6 word sentence. | Replace chaining "and they go" with coordinating conjunctions expressing reason: "because, so, but". | Combine two simple sentences into one compound/complex sentence with commas and coordinating conjunctions. |
| Week 4 Elaboration & Closing | Elaboration & Reflection
Add sensory details and craft an evaluative concluding thought.
| Add 1 feeling word and 1 color/size adjective: "It was fun." "We saw a [big] plane." | Add prepositional phrases of location ("in the deep water", "under the umbrella") and an opinion ending. | "Noun Painting": 2+ vivid adjectives per noun; evaluate the experience with reasoned reflection ("I loved it because..."). |
Weekly 15-Minute Small-Group Rotation Architecture
Monday: Whole Group
10-min mentor text read-aloud focusing on the weekly target (e.g., past-tense verbs). 5-min interactive modeling.
Tuesday: Group 1
Tanisha, Sabdil, Billy. Tactile sentence strips, choral rehearsal, and teacher-guided scribe transition.
Wednesday: Group 2
Ethan, Rose, Harjaap. Traffic-light punctuation editing and "and-buster" sentence-combining workshop.
Thursday: Group 3
Amrita, Sannil, Sarah, No Dawng. Noun painting, adjectival density, and upgrading oral register ("gonna").
WIDA ELD 2020 Standards • Narrative Writing Growth Teacher Guide Page 1 of 2
Classroom-Ready Mini-Lesson Protocols & Conferencing Stems
Targeted Small-Group Routines Aligned to WIDA Expressive Mode Rubric
Daily Small-Group Tool
Protocol A: "Say It, Build It, Write It" (For Tanisha, Sabdil, Billy • Target: Level 1 → Level 2) 15 Minutes
Step 1: Oral Rehearsal (3m)
Point to prompt picture (e.g. airport). Teacher prompts: "Who is this? Where did they go?" Student says: "We went to airport." Repeat together twice.
Step 2: Tactile Tile Build (5m)
Provide color-coded word cards: [Yellow: We] [Green: went to] [Blue: the airport]. Student physically arranges cards in order and touches each card while reading.
Step 3: Transfer to Paper (7m)
Student copies their assembled sentence onto their paper. Teacher checks: Capital letter at start, finger spaces between words, period at the end.
Protocol B: "Traffic Light & Tense Switcher" (For Ethan, Rose, Harjaap • Target: Level 2 → Level 3) 15 Minutes
Step 1: The "And-Buster" Hunt (4m)
Display student writing on whiteboard (e.g. "...and they go to the beach and they make a sandcastle"). Highlight repetitive "and" in yellow.
Step 2: Traffic-Light Stops (5m)
Replace one "and" with a red period. Circle the next word in green to remind student to capitalize. Read aloud to hear the natural breath pause.
Step 3: Past-Tense Swap (6m)
Ask: "Did this happen now, or is it already finished?" Cross out "go" → write "went"; cross out "make" → write "made".
Protocol C: "Noun Painting & Register Polish" (For Amrita, Sannil, Sarah, No Dawng • Target: Level 3 → Level 4+) 15 Minutes
Step 1: Identify Plain Noun (3m)
Find a basic noun in their draft: "sandcastle", "trip", "water". Ask: "Can the reader see it? What did it look, feel, or sound like?"
Step 2: Noun Painting (6m)
Insert two descriptive adjectives using a caret (^): "a towering, wet sandcastle"; "the refreshing, turquoise water".
Step 3: Formal Register Edit (6m)
Hunt for spoken colloquialisms like "gonna" or run-on reflections. Upgrade to: "we were going to" or "In my opinion, it was..."
1-Minute Desk Conferencing Stems
For Group 1: "Tell me out loud what happened in picture C before you write. Who is in the picture? What did they do?"For Group 2: "Read your sentence out loud. Where do you take a breath? That breath is where your period belongs."For Group 3: "You wrote 'great trip.' What made it great? Can you add a because clause or tell me what it felt like?"
Weekly Progress Quick-Check Matrix
L1 → L2 Milestone: Generates 1+ original independent sentence without copying. ✓ Entry
L2 → L3 Milestone: Uses past-tense (went, made) with standard sentence stops. ✓ Syntax
L3 → L4 Milestone: Multi-paragraph text with evaluative reflection and noun phrases. ✓ Mastery
Key Teaching Takeaway: When multilingual learners stall, move one step back on the Expressive continuum: Talk it → Build it → Write it. Celebrate phonetic attempts while systematically tightening grammatical boundaries.
WIDA ELD 2020 Standards • Narrative Writing Growth Teacher Guide Page 2 of 2
Whole Group Instruction Plan Daily Core Architecture • Grade 2 Multilingual Writing
Whole Group Instruction Plan (20-Min Daily)
Interactive Writing, Choral Oral Rehearsal, and Tiered Scaffolding Architecture
Block: 20 Minutes Daily
Method: Shared Pen / Co-Construction
The Whole Group Objective: Build Oral Syntax Before Writing Starts
Whole group is not lecture time or copying from the board. It is a brisk, high-energy 20-minute shared writing laboratory where all 10 students orally rehearse complete sentences, manipulate sentence boundaries together, and see the grammatical targets modeled live before working independently or in small groups.
The 4-Phase Daily Whole Group Routine (20 Minutes Total)
Phase 1 (4m) Choral Talk
Visual Hook & TPR Rehearsal
Project photo/illustration (e.g. airport/beach). Lead physical gestures for time sequencers: First (1 finger), Next (2 fingers), Finally (hands clasp). Partner turn-and-talk: each student says 1 complete sentence out loud.
Phase 2 (8m) Shared Pen
Interactive Co-Construction
Teacher and students compose only 1–2 shared sentences together on the chart. Never write the whole text! Pass the marker to individual students to write specific target words, spaces, or capital letters.
Phase 3 (5m) Grammar Lab
Traffic Light & Tense Swap
Highlight sentence boundaries: Green capital at start, Red period stop sign at end. Read aloud together; take a breath at the period. Contrast finished past-tense verbs (went, flew, built) against present tense.
Phase 4 (3m) Launch
Tiered Release & Board Setup
Reveal 3 tiered pathway options on the front board. Students verbally declare their goal to a partner ("Today I will write 2 sentences with past tense") before rotating to small groups or writing desks.
What to Display on the Front Board During Whole Group
Daily Interactive Anchor Template
1. Story Order Signs
First, ...
Next, ...
Then, ...
After that, ...
Finally, ...
2. "Finished Action" Bank
Now (Present)
Done (Past)
we go
we went
we fly
we flew
we pack
we packed
we make
we made
we eat
we ate
3. Traffic Light Sentence Model
Next, we went to the airport. STOP
Then, we made a huge sandcastle. STOP
*Green = Capital letter to start; Blue = Past tense action; Red = Period stop sign.
WIDA ELD 2020 Standards • Whole Group Instruction Plan Page 1 of 2
Whole Group Facilitation Script & Tiered Engagement
Live Classroom Dialogue, Pen Sharing Moves, and Differentiation
Teacher Script
Step-by-Step Whole Group Teacher Script
1. Setting the Frame (Minute 1–2):
"Writers, look at our travel photos! Today we are telling what happened on the trip. Because the trip already happened yesterday, what kind of action words do we need? That's right—finished past-tense words! Say it with me: We went! We flew! We made! "
2. Choral Turn-and-Talk (Minute 3–5):
"Turn to your partner. Put your fingers on picture B. Tell your partner: 'Next, we went to...' . Whisper it first... Now say it in your superhero voice! Tanisha, tell Sabdil! Sarah, share with Ethan!"
3. Sharing the Pen with Strategic Students (Minute 6–13):
"Let's write our sentence together on our chart. Sabdil, come hold the green marker and write the capital letter N for 'Next'. Beautiful! Harjaap, come help me: do I write go or went ? Write went right here! Now class, read it: 'Next, we went to the airport.' Where do our lungs take a breath? Right here! Ethan, come put our red period stop sign!"
4. Noun Painting Upgrade (Minute 14–16):
"Sarah, look at our word 'sandcastle'. It's naked! Can you paint it with two juicy describing words? What kind of sandcastle did we make? 'A huge, golden sandcastle!' Class, repeat that chunk: 'a huge, golden sandcastle' . Notice how that paints a picture in our reader's brain!"
How to Differentiate Live During the 20-Minute Whole Group
1 Group 1 (Tanisha, Sabdil, Billy)
Target: Active Participation & Print Entry
Give them high-success physical roles (hold transition card, write capital letter).
Pair with a confident talker during turn-and-talk for echo rehearsal.
Praise any spoken sentence before writing starts.
2 Group 2 (Ethan, Rose, Harjaap)
Target: Sentence Stops & Past Tense
Have them identify the natural breath pause where the period belongs.
Call them to swap out present tense (go → went) on the board.
Enforce the "1 'and' rule" as a whole-group challenge.
3 Group 3 (Amrita, Sannil, Sarah, No Dawng)
Target: Elaboration & Connecting Words
Challenge them to supply vivid sensory adjectives to describe nouns.
Prompt them to add a reason clause using because or so that.
Ask them to model concluding opinions ("I think...").
Avoid These 3 Pitfalls
1. Don't write the whole story on the board: Students will just copy mindlessly (like Sabdil did). Only co-construct 1–2 model sentences!
2. Don't do silent whole group: If students aren't talking out loud every 2 minutes, multilingual learners lose syntactic retention.
3. Don't let students write while you teach: Pencils remain in pencil boxes until the 20-minute whole group routine concludes.
WIDA ELD 2020 Standards • Whole Group Instruction Plan Page 2 of 2
