WIDA Writing Scoring Tracker
WIDA Standards Alignment Grade 1 • Writing Domain Diagnostic
Writing Scoring Tracker & Rubric Matrix
Sample evaluation matrix across Linguistic Complexity, Vocabulary Usage, and Language Control.
Evaluator: ___________________
Date: ___________________
1. Linguistic Complexity
Quantity and organization of text; sentence length, variety, and clause connectivity.
2. Vocabulary Usage
Specificity of words, content-area terms, descriptive modifiers, collocations.
3. Language Control
Grammatical accuracy, phonemic spelling patterns, mechanics, clarity of meaning.
Set A: Informational / Science Writing Samples Prompt: "Describe an animal and its habitat"
| Sample & Tier | Student Sample Transcription | Linguistic Complexity | Vocabulary Usage | Language Control |
|---|
| Sample 1 | | | | |
| Level 1: Entering | | | | |
Score: 1.2
| "cat. smol cat in tree. cat slep."
(Relies on student drawing)
| Score: 1.2 Isolated words and phrase fragments; no connected clauses. | Score: 1.4 Everyday Tier 1 nouns (cat, tree). Minimal descriptive vocabulary. | Score: 1.1 Early phonetic approximations (smol, slep); meaning relies on illustration. |
| Sample 2
Level 2: Emerging
Score: 2.3
| "The bevr live in water. He mak a big dam with stiks." | Score: 2.3 Repetitive simple S-V-O patterns; basic prepositional phrase. | Score: 2.5 Topic-specific nouns (dam, stiks); basic descriptive modifier (big). | Score: 2.2 Initial capitals present; phonetic spelling captures key consonants (bevr, mak). |
| Sample 3
Level 3: Developing
Score: 3.4
| "Polar bears live in the cold arctic and they hav thick fur so they stay warm." | Score: 3.4 Expanded compound sentence using conjunctions (and, so). | Score: 3.5 Domain vocabulary (arctic, thick fur); sensory attributes (cold, warm). | Score: 3.2 Sustained subject-verb agreement; minor sight word error (hav); punctuation emerging. |
| Sample 4
Level 4: Expanding
Score: 4.3
| "Frogs are amphibians because they live on land and water. They catch fast insects with sticky tongues." | Score: 4.3 Complex sentence structure with causal subordinating connector (because). | Score: 4.5 Academic Tier 3 term (amphibians); expanded noun phrases (sticky tongues). | Score: 4.2 Consistent end punctuation, plural agreement, and accurate sight word spelling. |
Scoring Guidance Note: Phonemic Invented Spelling vs. Structural Language Control Page 1 of 3
Grade 1 WIDA rubric prioritizes intelligibility and syntactic control over adult conventional spelling. Invented phonetic spellings that represent all salient sounds (e.g., stiks for sticks) are scored as age-appropriate control.
Multi-Genre Samples Narrative & Opinion Prompts
Cross-Genre Benchmark Samples & Analysis
Evaluating student writing across personal narratives, sequence recounts, and opinion statements.
Comparative Matrix
Samples 5 through 8
| Sample & Prompt | Student Sample Transcription | Linguistic Complexity | Vocabulary Usage | Language Control |
|---|
| Sample 5 | | | | |
| Level 1.8: Entering+ | | | | |
Genre: Narrative
"My Recess"
| "i play bal. mi frend run. we hapi." | Score: 1.8 Short three-word simple clauses. Beginning subject-verb chaining without transition words. | Score: 1.7 High-frequency social words (play, run, frend, hapi). | Score: 1.8 Phonetic substitution (mi, bal, hapi); missing verb "are" in predicate adjective. |
| Sample 6
Level 2.7: Emerging+
Genre: Opinion
"Best Pet"
| "I lik dogs best. Dogs are cuter then cats and dogs can do triks." | Score: 2.8 Compound sentence connected with and; expresses a claim plus justification. | Score: 2.6 Comparative adjective (cuter); opinion verb phrase (lik... best). | Score: 2.7 Clear intent; homophone substitution (then/than); phonetic spelling of lik, triks. |
| Sample 7
Level 3.8: Developing+
Genre: Narrative
"The Lost Toy"
| "First I lost my red truck in the sandbox. Then my brother helped me look and we found it under the bench." | Score: 3.9 Temporal sequential transition words (First, Then); multi-clause narrative progression. | Score: 3.8 Specific location nouns (sandbox, bench) and prepositions (in, under). | Score: 3.7 Accurate past tense irregular and regular forms (lost, helped, found); strong mechanics. |
| Sample 8
Level 5.0: Bridging
Genre: Opinion
"Recycling"
| "We should protect the Earth because pollution harms animals. When we recycle plastic bottles, we keep the ocean clean." | Score: 5.0 Complex dependent clauses (because..., When...); sophisticated sentence variety and flow. | Score: 5.2 High-level academic lexicon (protect, pollution, harms, recycle plastic). | Score: 4.8 Accurate punctuation including comma after introductory clause; full conventional capitalization. |
Key Differentiator: Level 2 vs Level 3
Level 2 writers string together repetitive independent clauses with basic connectors (and, and). Level 3 writers employ cohesive transition words (First, Then, so, because) and include descriptive prepositional phrases.
Key Differentiator: Level 4 vs Level 5
Level 4 utilizes compound and causal sentences with familiar content vocabulary. Level 5 (Bridging) integrates subordinate temporal clauses (When we...), modal verbs (should), and abstract academic concepts (pollution).
WIDA Writing Interpretive Rubric • Grade 1 Anchor Analyses Page 2 of 3
Instructional Scaffolding Targeted Growth Trajectories
Next Steps & Goal Setting Scaffolds
Explicit instructional routines to transition students to the next WIDA proficiency tier.
Scaffold Engine
Level 1 → 2 Entering → Emerging
Current Barrier:
Isolated words/drawings; lack of complete S-V predicate.
Classroom Scaffolds:
- Color-coded Noun-Verb pocket charts.
- Sentence Starter strips: The [noun] is [adj].
- Interactive "Share the Pen" dictation.
🎯 Target: Complete 3-5 word sentences with subject + action verb.
Level 2 → 3 Emerging → Developing
Current Barrier:
Repetitive simple frames (It has... It is...) with limited detail.
Classroom Scaffolds:
- Connector wall: and, but, so, because.
- "Stretch a Sentence" (Who? Did what? Where?).
- Sensory adjective word banks.
🎯 Target: Combine 2 thoughts using coordinating conjunctions.
Level 3 → 4+ Developing → Expanding
Current Barrier:
Relies on conversational vocabulary; inconsistent causal links.
Classroom Scaffolds:
- Subordinating frames: When [cause], [effect].
- Tier 2/3 academic content vocabulary cards.
- Self-check convention checklist.
🎯 Target: Multi-sentence complex explanations with academic terms.
Individual Student Goal Conference Log
For 1-on-1 teacher-student writing conferences
Student Name & Current Level:
Name: _______________________ WIDA: [ 1 | 2 | 3 | 4 | 5 ]
Target Rubric Dimension:
Complexity Vocabulary Control
1. Student "I Can" Writing Goal:
e.g., "I can use 'because' to tell why my animal is special."
2. Designated Scaffold to Provide Daily (Stems, Word Bank, Graphic Organizer):
3. Teacher Check-in Notes & Re-assessment Date:
Teacher Tip: Revisit student writing samples bi-weekly to adjust scaffolds as independence increases.
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