Language Growth Progress Report
ELL Language Progress Note
WIDA 2020 Edition
Grades 2–3 Elementary Band • 3-Term Annual Growth Report
School Year: 2026 – 2027
Grade: 2nd 3rd
Student Legal Name
____________________
Homeroom Teacher / Rm
____________________
Home / Primary Language(s)
____________________
EL Specialist / Teacher
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WIDA 2020 Proficiency Levels (Levels 1.0 – 6.0) 1: Entering • 2: Emerging • 3: Developing • 4: Expanding • 5: Bridging • 6: Reaching
| Communication Mode & Domain | Term 1 (Fall) | Term 2 (Winter) | Term 3 (Spring) |
|---|
| Interpretive Mode (Understanding & Comprehending Language) | | | |
| Listening: Stories, instructions & explanations | Level: _____ | Level: _____ | Level: _____ |
| Reading: Informational texts, stories & diagrams | Level: _____ | Level: _____ | Level: _____ |
| Expressive Mode (Communicating & Producing Language) | | | |
| Speaking: Retelling, discussions & explaining ideas | Level: _____ | Level: _____ | Level: _____ |
| Writing: Narratives, reports & opinion sentences | Level: _____ | Level: _____ | Level: _____ |
| Overall Composite Proficiency Score | Level: _____ | Level: _____ | Level: _____ |
WIDA Key Language Uses Emphasized
Narrate (Stories) Inform (Facts/Reports) Explain (Causes/How) Argue (Opinions/Claims)
Targeted Scaffolds (Sensory, Graphic & Interactive)
Visuals / Realia Sentence Frames Graphic Organizers Partner Talk / Pairs Home Lang. Bridges Small-Group Pull-out
Term 1 (Fall) • Observed Language Strengths & Targeted Growth Goal Date: ____________
Term 2 (Winter) • Mid-Year Progress & Key Language Use Focus Date: ____________
Term 3 (Spring) • Year-End Growth Summary & Next Grade Band Transition Date: ____________
Term 1 Signatures
Teacher:
Parent:
Term 2 Signatures
Teacher:
Parent:
Term 3 Signatures
Teacher:
Parent:
Aligned to WIDA ELD Standards Framework (2020 Edition). Please sign and return each term. Page 1 of 2 • Progress Note (Grades 2–3)
WIDA 2020 "Can-Do" Family Guide
Grades 2–3 Band
Observable Language Benchmarks Across 6 Proficiency Levels
Asset-Based Framework
📖 Narrate Retell stories & experiences with characters & events
🔍 Inform Share facts, label diagrams & define scientific ideas
⚙️ Explain State how things work & why events happen
💬 Argue Express opinions and support choices with reasons
1. Listening (Interpretive Mode) — Understanding Spoken English
Grades 2–3 Benchmarks
Levels 1 – 2 (Entering / Emerging)
Follows 1–2 step illustrated directions; points to pictures or objects named in read-alouds; responds to social greetings with visual cues.
Levels 3 – 4 (Developing / Expanding)
Identifies main characters and central message in read-alouds (Narrate); follows multi-step science directions; recognizes cause words (*because, so*).
Levels 5 – 6 (Bridging / Reaching)
Comprehends complex oral stories and academic explanations (Explain); follows nuanced peer discussions; evaluates points made in debates (Argue).
2. Speaking (Expressive Mode) — Talking & Academic Conversations
Grades 2–3 Benchmarks
Levels 1 – 2 (Entering / Emerging)
Names everyday objects and classroom tools; answers simple yes/no and who/what questions with gestures or single words; repeats modeled sentence stems.
Levels 3 – 4 (Developing / Expanding)
Retells familiar stories using time order words (*first, then, after*); shares opinions with reasons (*"I think... because"*); explains steps in math with a partner.
Levels 5 – 6 (Bridging / Reaching)
Leads partner discussions; justifies opinions using text evidence (Argue); presents informational research topics with rich, content-specific vocabulary.
3. Reading (Interpretive Mode) — Comprehending Grade-Level Texts
Grades 2–3 Benchmarks
Levels 1 – 2 (Entering / Emerging)
Decodes phonics patterns; identifies high-frequency sight words; matches labels with diagrams, maps, and story illustrations in early leveled readers.
Levels 3 – 4 (Developing / Expanding)
Reads early chapter books and non-fiction; locates facts using headings and glossaries (Inform); identifies causes and consequences in informational passages.
Levels 5 – 6 (Bridging / Reaching)
Reads grade-level fiction and non-fiction independently; determines central message and moral; draws inferences; compares two texts on the same topic.
4. Writing (Expressive Mode) — Composing Across Genres & Purposes
Grades 2–3 Benchmarks
Levels 1 – 2 (Entering / Emerging)
Labels drawings and graphic organizers; copies sentence frames; writes simple patterned sentences (*"The frog lives in the pond"*) with phonetic spelling.
Levels 3 – 4 (Developing / Expanding)
Writes sequential narrative paragraphs (Narrate); writes informational fact sheets with a topic sentence (Inform); states an opinion with a reason (Argue).
Levels 5 – 6 (Bridging / Reaching)
Composes organized multi-paragraph drafts with transition words (*therefore, for example*); revises for descriptive vocabulary and standard grammar conventions.
How Families Build Language Strength at Home (In ANY Language!) Your home language is your child's greatest asset
1. Rich Home Conversations Talk deeply in your home language about school, feelings, and family memories. Strong concepts in your native tongue transfer directly to English learning!
2. Daily Reading Routine Read or listen to stories for 20 minutes daily. Ask: *"Why did the character do that?"* or *"What do you think will happen next?"* to build critical thinking.
3. Celebrate Small Milestones Language acquisition takes time (usually 4–7 years for academic fluency). Praise your child’s bravery in speaking, writing, and sharing new English words.
Keep this guide at home to celebrate your child’s progress throughout the school year. Page 2 of 2 • WIDA 2020 Grades 2–3 Can-Do Guide
