WIDA Objectives Reference Guide
WIDA 1-2 Objectives Reference Guide
Kindergarten & Grade 1 • Language Development & Early Literacy
Teacher Resource
WIDA 2020 Standards Edition
The WIDA 1-2 Objective Architecture
For WIDA Level 1 (Entering) and Level 2 (Emerging) learners, every language objective must explicitly state the Function (action verb), Topic/Content, and Support Scaffold (visual, sensory, or interactive).
1. Language Function
Point, match, circle, repeat, sort, mime, name with frame.
"Students will point..."
2. Target Literacy Topic
Initial phonemes (/m/, /s/), animal names, rhyming pairs, sight words.
"...to initial sound /m/..."
3. Scaffolding Support
Realia, picture flashcards, TPR gestures, dual-language peer, choral echo.
"...using picture cards and TPR."
Proficiency Benchmarks (K - Grade 1) Receptive vs. Expressive Demands
| Domain | Level 1: Entering (Pre-production) | Level 2: Emerging (Early Production) |
|---|
| Listening | Follows 1-step visual directions; responds physically (TPR, nod, pointing); identifies spoken sounds with picture cues. | Follows 2-step illustrated routines; identifies key words/sounds from simple read-alouds with repetitive text. |
| Speaking | Single words, sound isolations, non-verbal cues, choral repetition of modeled words with gestures. | Short patterned phrases ("It is a cat", "Sound is /s/"), dual-choice answers with sentence frame support. |
| Reading | Matches letters to anchor pictures; tracks print left-to-right with teacher pointer; recognizes name icon. | Identifies known environmental words, blends CVC with visual sliders, reads predictable repetitive pattern books. |
| Writing | Draws pictures to represent ideas; copies initial target letters; traces letters in sand/tactile cards. | Labels drawings with initial/final consonants; completes 1-word gap in cloze sentence frame with word bank. |
Domain 1: Receptive Objectives (Listening & Early Reading)
WIDA 1 • Listening & Sound ID Level 1
"Students will point to the correct letter card (M, S, P) when hearing its initial phoneme, using picture animal anchors."
Action: Physical selection without forced speech.
WIDA 2 • Listening & Sound ID Level 2
"Students will match 4 picture cards to initial sound bins after hearing a partner chant the target phoneme."
Action: Categorization using dual-sensory cues.
Sound Safari Friends • Teacher Reference Sheet Page 1 of 2
Domain 2: Productive Objectives (Speaking & Emergent Writing)
Early Literacy Scaffolds
WIDA Level 1 • Speaking Entering
"Students will repeat the initial phoneme /m/ and choral echo animal names (e.g., "Monkey!") while performing the tactile hand gesture."
Teacher Scaffold: Model gesture first; accept single-syllable approximations; use mirror check.
WIDA Level 2 • Speaking Emerging
"Students will name animals and initial sounds using the sentence frame: "I see a [animal]. It starts with [sound]." with picture card prompts."
Teacher Scaffold: Visual sentence strip with color-coded animal picture placeholders.
WIDA Level 1 • Emergent Writing Entering
"Students will circle target letters and trace initial uppercase/lowercase letter strokes (M, m) using tactile finger-tracing or thick crayon guides."
Teacher Scaffold: Dotted start-line indicators, oversized 1-inch stroke pathways.
WIDA Level 2 • Emergent Writing Emerging
"Students will write the initial letter underneath 3 illustrated animal cards and copy 1 high-frequency word ("see") into a framed sentence."
Teacher Scaffold: Word bank with picture icons; 3-line primary handwriting guides.
Essential Scaffolding Menu for K-1 ESL SIOP & WIDA Aligned
Visual & Sensory
- Color-coded flashcards
- Realia / toy animals
- Letter sand trays
- Iconic gesture anchors (TPR)
Graphic & Linguistic
- Dual-picture pocket chart
- 1-blank cloze frames
- Thumbs-up / Thumbs-down cards
- Rhythmic call-and-response
Interactive / Social
- Same-language peer buddy
- Turn-and-point with partner
- Choral whole-group chanting
- Non-verbal voting sticks
4-Point Objective Verification Checklist for Teachers
Is it observable? Can you see the student point, circle, or hear them produce the sound?
Is speech pressure removed for Level 1? Physical action alternatives (pointing, sorting) provided?
Are visual scaffolds named? Objective identifies flashcards, realia, or gestural cues?
Is student-friendly language posted? Classroom "I can" display uses pictures and icons?
Sound Safari Friends • Teacher Reference Sheet Page 2 of 2
Sound Safari Lesson Plan
SIOP & WIDA Aligned Lesson Plan
Sound Safari: Initial Letter Sounds
Kindergarten & Grade 1 • WIDA Proficiency Levels 1-2 (Entering & Emerging) • 45 Minutes
Target Phonemes /m/ • /s/ • /p/
Content Objective (What)
Students will identify the initial letter sounds /m/, /s/, and /p/ and match each sound to its corresponding safari animal (Monkey, Snake, Pig).
Language Objective (How)
WIDA 1 (Entering): Point to letter cards (M, S, P) and choral echo the target sound with TPR gestures.
WIDA 2 (Emerging): Name animal and sound using the frame: "I see a [animal]. It starts with [sound]."
Key Vocabulary
Monkey (/m/), Snake (/s/), Pig (/p/), Safari, Letter, Sound, Look, See.
Sentence Frames
"I see a ____."
"It starts with /____/."
Realia & Scaffolds
Safari binocular props, tactile letter cards, visual icon cards, pocket chart.
1
Warm-Up & Visual Objective Unveil (7 Min)
Whole Group • Rug Area
Put on paper safari binoculars. Unveil the visual "I Can" cards with icons (eye = see, ear = listen, mouth = say). Have students mimic looking through binoculars and say, "Safari time!"
Chant Routine: "We are on safari, looking for a sound! When we find a letter, turn your ears around!" (Teacher models ear cupping; students echo).
2
Explicit Modeling with TPR ("I Do" - 13 Min)
Multisensory Phonics Routine
Letter M /m/ 🐒
Hold up Monkey card. Say: "Mmm-Monkey." Rub belly as if eating delicious fruit.
TPR: Rub belly & hum /m/.
Letter S /s/ 🐍
Hold up Snake card. Say: "Sss-Snake." Slither hand in an 'S' wave forward.
TPR: Slither arm & hiss /s/.
Letter P /p/ 🐷
Hold up Pig card. Say: "P-p-Pig." Pop fingers open like popcorn next to mouth.
TPR: Finger pop & puff /p/.
Sentence Frame Modeling: Place animal card in pocket chart next to frame: "I see a [Monkey]. It starts with [/m/]." Point to each icon while speaking slowly.
Sound Safari Friends • Teacher Lesson Plan Page 1 of 2
Instructional Flow: Guided, Collaborative & Formative Check
Sound Safari Visual Cards
Classroom Display & Pocket Chart
Sound Safari Visual Objective Cards
Cut along dashed lines
Listening Goal
I can LISTEN.
Hear the letter sound: /m/ • /s/ • /p/
Turn on ears!
Action Goal (Level 1)
I can POINT.
Show the letter: M • S • P
Point with finger
Speaking Goal (Level 2)
I can SAY.
"I see a..."
Use voice or echo!
Literacy Goal
I can MATCH.
Animal ➔ Initial Letter
Put together!
Speaking Anchor Strip Display on whiteboard / pocket chart
I see a
🐒 🐍 🐷 [Animal]
.
It starts with
/m/ /s/ /p/ [Sound]
.
Sound Safari Friends • Classroom Visual Cards Page 1 of 2
Multisensory Phonics Flashcards
Safari Animal & Gesture Cards
Target Sounds: /m/, /s/, /p/
Letter M /m/
Mm
🐒
MONKEY
TPR Gesture
Rub your tummy!
"Mmm... Monkey!"
Letter S /s/
Ss
🐍
SNAKE
TPR Gesture
Slither your arm!
"Sss... Snake!"
Letter P /p/
Pp
🐷
PIG
TPR Gesture
Pop open hand!
"P-p... Pig!"
🧭
Sound Safari Center Tip:
Laminate these cards for small group sorting, magnetic letter matching, or sand tray tracing routines.
Dual Language Ready
Sound Safari Friends • Phonics Gesture Cards Page 2 of 2
