WIDA Writing Scoring Matrix
WIDA Writing Proficiency Diagnostic Report
Grades 9–12 Expressive Communication Mode • 2020 ELD Standards Framework
Text: Seedfolks Friendly Letter Task
Franklin Central HS • Cohort N = 25
Assessment Task Context & Directive
Students in the English as a New Language (ENL) program at Franklin Central High School composed a friendly letter to a character from Paul Fleischman’s novella Seedfolks (excluding Kim). Prompts specified a 7–9 sentence single-paragraph letter integrating prewrite evidence, personal connection, inquiry, and advice.
Scoring Cohort 24 Scored + 1 Audit Date: October 2026
Cohort Proficiency Level Distribution
Level 2: Emerging 5 (21%)
Formulaic coordination, clause boundary errors (run-ons/splices), colloquial repetition.
Level 3: Developing 11 (46%)
Cohesive epistolary flow, compound syntax, expanding abstract diction, oral discourse markers.
Level 4: Expanding 6 (25%)
Controlled subordinate clauses, genre-specific cohesion, precise evaluative language.
Level 5: Bridging 2 (8%)
Sophisticated complex clause relationships, rich rhetorical devices, thematic condensation.
Official WIDA 2020 Grades 9–12 Proficiency Criteria Reference
| Criteria Dimension | Level 2 (Emerging) | Level 3 (Developing) | Levels 4–5 (Expanding / Bridging) |
|---|
| Discourse Dimension Organization, Cohesion, Density | Expanding text using generic organization (intro, body, conclusion) with some paragraph openers and expanding cohesive devices (given/new). | Genre-specific organizational patterns with a variety of openers; flexible cohesive devices (substitution); adds embedded clauses after nouns. | Strategic signaling of relationships; genre- and discipline-specific cohesive devices; ideas condensed through nominalization and embedded clauses. |
| Sentence Dimension Grammatical Complexity & Forms | Simple or compound sentences combining clauses with familiar coordinating conjunctions (and, but, so). | Compound sentences with frequently used ways of combining clauses using a broad range of techniques to connect ideas. | Compound and complex sentences with varied ways of combining clauses; shows complex relationships (condition, concession, contrast). |
| Word/Phrase Dimension Lexical Precision & Range | Expanding repertoire of words and phrases such as idioms and collocations with expanding precision. | Flexible repertoire such as adverbials of time, manner, place; varied verb types; abstract nouns with consistent precision. | Variety of words and phrases, including evaluation and obligation, with precision according to genre, purpose, and discipline. |
WIDA Writing Proficiency Diagnostic Matrix • Section 1: Assessment Framework Page 1 of 9
Individual Student Diagnostic Scores & Rationales (1 of 6)
Official Grades 9–12 WIDA Writing Proficiency Descriptors
Students 1 – 4
| Student ID | Discourse | Sentence | Word/Phrase | PL (1–6) | Specific Rubric Rationale |
|---|
| Lal Z. Character: Ana Senior (Grade 12) | Level 3 | | | | |
| Genre-appropriate letter opening, purpose, and advice. Cohesive devices (For example, Next time) connect ideas. | | | | | |
| Level 3
Combines clauses with coordinating conjunctions; multiple comma splices and run-ons create sprawling clause chains.
| Level 3
Everyday words with emerging abstract nouns (curious, assumption). Non-count noun error: an advice.
| 3.2 Developing | Conveys clear purpose and personal connection (birth country Burma, curiosity). Strong communicative intent, but sentence boundaries break down under syntactic complexity with repeated comma splices and run-on advice strings. Meets Level 3 threshold for organizational structure. |
| Michelle C. Character: Wendell High School | Level 5
Elaborated, genre-specific epistolary structure. Strategic cohesion tracking thematic growth and shared emotional journey.
| Level 5
Wide variety of compound-complex sentences showing concession and condition (even if you can't change the world, you can...).
| Level 5
Precise academic/evaluative language: unexpected kindness, overwhelmed, regain a sense of control, inspiring.
| 5.0 Bridging | Demonstrates high linguistic maturity. Sustains nuanced emotional resonance and philosophical thematic analysis. Sentences showcase sophisticated clause subordination with minimal mechanical slips (older year's, movement for moment). Solidly at Level 5 across all dimensions. |
| Harjot S. Character: Gonzalo High School | Level 4
Clear epistolary cohesion connecting own migration journey (India→Canada→US) with Gonzalo's immigrant family experience.
| Level 4
Controlled compound and complex sentences combining clauses smoothly; clear interrogative frames for character inquiry.
| Level 4
Precise cross-disciplinary and evaluative vocabulary: migrated, adapt to the sudden change, language barrier.
| 4.2 Expanding | Effectively anchors character analysis in personal immigrant reality. Displays consistent syntactic control and intentional vocabulary to express empathy and kinship. Exhibits clear Level 4 descriptors in both sentence variety and lexical precision. |
| Dulce G. Character: Ana Junior (Grade 11) | Level 3
Genre-consistent letter structure. Uses transitional devices (For example, I also had a question) to organize thoughts.
| Level 3
Familiar clause combinations with coordinating conjunctions; occasional run-on tendencies and missing commas around clauses.
| Level 3
Collocations and idioms (get the best of me). Minor semantic/orthographic slips: restlessly, writhing, exploitative (curious).
| 3.3 Developing | Well-sustained conversational tone addressing Ana's curiosity. Lexical approximations (using exploitative for inquisitive/exploratory, writhing for writing) reflect an expanding vocabulary being tested in context. Meets Level 3 benchmark. |
WIDA Writing Proficiency Diagnostic Matrix • Franklin Central High School Page 2 of 9
Individual Student Diagnostic Scores & Rationales (2 of 6)
Official Grades 9–12 WIDA Writing Proficiency Descriptors
Students 5 – 8
| Student ID | Discourse | Sentence | Word/Phrase | PL (1–6) | Specific Rubric Rationale |
|---|
| Alexa G. Character: Sae Young Junior (Grade 11) | Level 4 | | | | |
| Genre-specific letter pattern with empathetic opening, text-based inquiry, personal connection, and encouragement. | | | | | |
| Level 4
Compound and complex sentences; uses conditional/adverbial clauses (The more you socialize... it will get better).
| Level 4
Precise everyday and academic vocabulary: confidential, socialize and open up, overcome your fears.
| 4.1 Expanding | Demonstrates strong command of tone and audience awareness. Addresses Sae Young's trauma with sensitivity. Sentence structures show purposeful clause combining, firmly operating within Level 4 criteria. |
| Efrain V. Character: Maricela High School | Level 2
Generic, brief letter organization. Simple paragraph sequence with abrupt transitions between ideas.
| Level 2
Predominantly simple sentences with familiar coordination; comma splices and missing subject/predicate syntax.
| Level 3
Uses everyday terms and cultural concepts (minority). Colloquialism (suck); phonological spelling: oppertunity.
| 2.5 Emerging | Direct and candid peer tone regarding Maricela's pregnancy. Displays emerging control of sentence boundaries and clausal linkage. Meaning is comprehensible, but syntactic variety and cohesive devices remain at an expanding Level 2 boundary. |
| Boeilue T. Character: Gonzalo High School | Level 2
Generic organization; ideas recur without progression. Heavy repetition of central theme (speaking English vs. planting).
| Level 2
Struggles with clause boundaries; runs multiple independent thoughts together without standard conjunctions; fragments present.
| Level 2
Expanding repertoire but repetitive words; morphological errors (has help, how determine you are, communicate other).
| 2.4 Emerging | Expresses profound empathy regarding the immigrant child's role as family translator. However, structural and grammatical limitations (awkward clause combining, word-form errors, lack of syntactic variety) place this sample squarely in Level 2. |
| Angelica T. Character: Sae Young High School | Level 3
Genre-specific letter format. Connects ideas through personal narrative and textual evidence (funnel, pepper plants).
| Level 3
Compound sentences with coordinating conjunctions (and, though); conversational cadence with minor comma splices.
| Level 4
Expressive vocabulary conveying empathy and resilience: challenges, healing, stayed to yourself, smart and kind.
| 3.5 Developing | Highly supportive tone referencing specific narrative details. Relies on informal oral speech markers (cause, Yeah!, why'd you), but sentence combining and vocabulary demonstrate solid developing proficiency approaching Level 4. |
WIDA Writing Proficiency Diagnostic Matrix • Franklin Central High School Page 3 of 9
Individual Student Diagnostic Scores & Rationales (3 of 6)
Official Grades 9–12 WIDA Writing Proficiency Descriptors
Students 9 – 12
| Student ID | Discourse | Sentence | Word/Phrase | PL (1–6) | Specific Rubric Rationale |
|---|
| Tracy Q. Character: Sae Young Senior (Grade 12) | Level 4 | | | | |
| Smoothly integrated transitions across sentences; strategic cohesion weaving personal shyness with character's trauma and recovery. | | | | | |
| Level 4
Complex sentences using concessive and prepositional phrases (Even though I struggle..., On top of that..., despite your cautions).
| Level 5
Sophisticated academic/evaluative terms: socialization, resilient, hardship of your past, purpose to live again.
| 4.4 Expanding | Exceptional introspective voice. Connects her own struggle with socialization to Sae Young's trauma. Minor infinitive phrasing slip (attempt to overcome to talk), but demonstrates advanced syntactic complexity and rich Tier 2/3 vocabulary. |
| Mannat K. Character: Sae Young High School | Level 4
Cohesive epistolary organization. Smooth progression from condolences to shared trauma, reflection, and encouragement.
| Level 4
Compound and complex sentences with adverbial and temporal clauses (while growing up and adapting to a new environment...).
| Level 4
Precise vocabulary: passed away, relate heavily, adapting, stay courageous and keep growing.
| 4.3 Expanding | Displays strong control over sentence mechanics and epistolary tone. Minor comma splices in compound clauses do not obstruct clarity. Demonstrates Level 4 criteria consistently with mature thematic connections. |
| Kayla M. Character: Sae Young High School | Level 3
Clear paragraph organization. Parallels own car accident trauma with Sae Young's assault through cohesive markers.
| Level 3
Simple and compound sentences; emerging complex clauses. Punctuation boundary slips (ago.Ever) and run-on advice sentence.
| Level 3
Everyday words with specific descriptive nouns: trauma, traumatic moment, give the world another chance.
| 3.3 Developing | Authentic empathy forged through personal experience. Sentences demonstrate developing syntactic control, though dependent clause packaging needs refinement. Meets Level 3 expectations cleanly. |
| Elizabeth K. Character: Sae Young High School | Level 3
Genre-consistent letter format; tracks character's timeline (robbery, isolation, garden) with supportive purpose.
| Level 3
Frequently combines clauses with coordinating conjunctions; multiple comma splices and run-on structures.
| Level 3
Everyday words and colloquial idioms: soft spot for elderly people, going thru, turns into right away.
| 3.1 Developing | Compassionate, supportive response. Relies on informal conversational phrasing and shows inconsistent clause boundaries. Clear communicative intent aligns with lower-to-mid Level 3 performance. |
WIDA Writing Proficiency Diagnostic Matrix • Franklin Central High School Page 4 of 9
Individual Student Diagnostic Scores & Rationales (4 of 6)
Official Grades 9–12 WIDA Writing Proficiency Descriptors
Students 13 – 16
| Student ID | Discourse | Sentence | Word/Phrase | PL (1–6) | Specific Rubric Rationale |
|---|
| Sukhmani K. Character: Gonzalo High School | Level 4 | | | | |
| Sophisticated thematic cohesion. Connects Gonzalo's linguistic role reversal to cultural respect for elders. | | | | | |
| Level 4
Compound and complex sentences with temporal and concessive clauses (as you spend more time with them, you will realize...).
| Level 4
Precise academic/evaluative diction: elders, socialize without talking, underestimate yourself, conquer.
| 4.2 Expanding | Offers insightful literary analysis of nonverbal communication and generational wisdom. Syntactic complexity is well controlled with varied subordinate clauses. Confidently meets Level 4 benchmarks. |
| Jonny T. Character: Sam Student FCHS | Level 3
Clear epistolary organization; connects personality to Sam's role as community mediator; raises insightful question on segregation.
| Level 3
Compound sentences with coordinating conjunctions; multiple fused clauses and missing punctuation between independent thoughts.
| Level 4
Precise cross-disciplinary words: positive atmosphere, compromised, legal trouble, divide up.
| 3.4 Developing | Strong textual recall and deep thematic engagement with community dynamics. High vocabulary precision contrasted by informal oral syntax and run-on boundaries places Jonny in mid Level 3. |
| Cody A. Character: Sae Young High School | Level 3
Organized letter structure with clear communicative intent, inquiry into emotional healing, and practical advice.
| Level 3
Compound sentences with coordinating conjunctions; conversational clause combinations and minor punctuation slips.
| Level 3
Everyday words with expanding precision: horrible, difficult situation, benefit you in the future, recovery.
| 3.3 Developing | Demonstrates good empathy regarding the robbery. Non-count noun error (One friendly advice). Sentence structures are functional and communicative, meeting Level 3 criteria consistently. |
| Cristina Character: Sae Young High School | Level 3
Genre-consistent letter format; connects introverted personality to Sae Young's re-emergence into the community garden.
| Level 3
Compound sentences with coordinating conjunctions; run-on sentence toward conclusion lacking terminal punctuation.
| Level 3
Everyday expressive vocabulary: find peace in nature, safe place, going downhill. Non-count error: An advice.
| 3.2 Developing | Quiet, reflective tone that resonates with character experience. Clause structure is coherent but simple; would benefit from subordination to combine ideas more compactly. Aligns with Level 3. |
WIDA Writing Proficiency Diagnostic Matrix • Franklin Central High School Page 5 of 9
Individual Student Diagnostic Scores & Rationales (5 of 6)
Official Grades 9–12 WIDA Writing Proficiency Descriptors
Students 17 – 20
| Student ID | Discourse | Sentence | Word/Phrase | PL (1–6) | Specific Rubric Rationale |
|---|
| Damie Character: Wendell Age 16 • Puerto Rico | Level 5 | | | | |
| Elaborated epistolary structure; powerful thematic cohesion framing Wendell's grief, renewal, and community impact. | | | | | |
| Level 5
Wide variety of complex sentences showing concession, cause, and contrast (Though you realized you couldn't change your past...).
| Level 5
Rich literary and evaluative diction: story stuck with me, bring life and hope, stay invested, courage to change a piece of the Earth.
| 4.8 Bridging | Outstanding rhetorical craftsmanship and emotional resonance. Syntactic variety and metaphorical depth rival native-speaking peers. Minor idiom slip (maintain it alive) does not detract from advanced Level 5 qualities. |
| Alison G. Character: Leona Age 14 • Columbus IN | Level 5
Sophisticated, fully realized letter structure. Masterfully connects personal environmental values to Leona's civic activism.
| Level 5
Diverse complex sentences with embedded clauses (One moment... that weirdly stood out to me was when you brought a bag of smelly trash...).
| Level 5
Highly precise domain-specific and civic vocabulary: determination, public health office, vacant lot, goldenrod, inspire.
| 4.9 Bridging | Exemplary writing sample showing seamless cohesion, robust syntactic complexity, and nuanced civic awareness. Cites specific text evidence accurately and reflects critically on civic action. Clear Level 5 performance. |
| Ishmeet Character: Virgil High School | Level 3
Concise epistolary organization. Focuses on shared experience of parental pressure and immigrant aspirations.
| Level 3
Compound and complex sentences; typographical/orthographic errors affect clause fluency (what is fees like, plot of and).
| Level 4
Evocative and metaphorical imagery: pour their hopes into a single plot, tending to those lettuce plants with patience.
| 3.2 Developing | Brief response (5 sentences, under length prompt) but packed with strong metaphorical insight. Mechanical typing slips somewhat obscure syntax, but demonstrates solid Level 3 expressive capacity. |
| Japneet K. Character: Sae Young Sophomore (Grade 10) | Level 4
Strong authentic voice; cohesive parallel between own social withdrawal and Sae Young's trauma recovery.
| Level 3
Compound and complex sentences with coordinating conjunctions; conversational cadence with comma splices.
| Level 4
Expressive vocabulary: trust issues, isolate myself, fear in humanity, role model, blow of steam.
| 3.8 Developing | Combines deep emotional vulnerability with engaging advice. Displays strong lexical range and emerging Level 4 cohesion, though informal sentence boundary habits keep sentence dimension at upper Level 3. |
WIDA Writing Proficiency Diagnostic Matrix • Franklin Central High School Page 6 of 9
Individual Student Diagnostic Scores & Rationales (6 of 6)
Official Grades 9–12 WIDA Writing Proficiency Descriptors
Students 21 – 25
| Student ID | Discourse | Sentence | Word/Phrase | PL (1–6) | Specific Rubric Rationale |
|---|
| Tha Character: Wendell High School | Level 2 | | | | |
| Generic letter format; abrupt thematic jumps between loneliness, Wendell's actions, and advice to socialize. | | | | | |
| Level 3
Simple/compound sentences; conditional construction (If I were you I would try...).
| Level 2
Repetitive everyday vocabulary: sad and lonely, good stuff, associate, comfort space.
| 2.7 Emerging | Meaning is clear, showing genuine interest in Wendell's solitude. Lexical choices are repetitive and sentence construction relies on predictable patterns. Positioned at high Level 2 approaching Level 3. |
| Yerik Character: Wendell High School | Level 2
Very brief (6 sentences). Generic letter sequence with minimal expansion or personal elaboration.
| Level 2
Predominantly simple sentences; run-on fused closing sentence lacking terminal punctuation.
| Level 2
Everyday words with expanding repertoire: grief, sharing kindness. Spelling: loosing (losing).
| 2.5 Emerging | Touches on Wendell's grief and garden assistance. Demonstrates emerging control of simple clauses but lacks sentence expansion and lexical density. Characteristic of Level 2 performance. |
| Thang Character: Ana High School | Level 2
Short letter structure (6 sentences). Limited development of ideas; abrupt concluding advice to Ana.
| Level 3
Compound sentences with coordinating conjunctions; run-ons with missing punctuation between independent clauses.
| Level 3
Precise everyday/abstract nouns: feeling of guilt, accusing someone, suspicious, point of view.
| 2.8 Emerging | Shows good moral reasoning about Ana's assumptions. Strong lexical choices are constrained by brief text length and run-on sentence boundaries. Solidly on the cusp between Level 2 and Level 3. |
| Sergio Character: Ana Freshman (Gr 9) | Level 4
Genre-specific letter organization. Logical thematic progression: observing people, Ana's suspicion, regret, unity.
| Level 3
Controlled compound and complex sentences combining clauses smoothly with conditional inquiry.
| Level 4
Precise vocabulary: observing people, assumptions, suspicious, realizing your mistake.
| 3.7 Developing | Well-crafted letter displaying excellent narrative comprehension and philosophical advice. Consistent clause combining and Tier 2 vocabulary place Sergio firmly in high Level 3 / transitioning to Level 4. |
| Julio Character: Virgil Senior (Gr 12) | Level 4
Mature, cohesive epistolary structure. Senior mentoring younger character; deep thematic cohesion on familial anger.
| Level 4
Complex sentences combining multiple dependent clauses showing contrast and concession.
| Level 5
Abstract, reflective vocabulary: emotion of anger, frustration, speak your emotions, rely on family.
| 4.4 Expanding | Profound mentorship stance. Syntactic complexity is high with multiple embedded relative and adverbial clauses. Minor phrasing repetition (name name is, age of me), but clearly demonstrates Level 4/5 expressive proficiency. |
Roster Audit Note: Student Samuelyne F. submitted a form record (Character: Gonzalo) with no writing text. Flagged for prompt retake and 1-on-1 diagnostic conference.
Pending Assessment
WIDA Writing Proficiency Diagnostic Matrix • Franklin Central High School Page 7 of 9
Targeted Small-Group Instructional Clusters (Part 1)
Differentiated Next Steps Based on Diagnostic WIDA Writing Profiles
Tier 2 Intervention
1
Group 1: Foundational Syntax & Sentence Mechanics
Proficiency: Level 2.0 – 2.8 (Emerging)
Students Assigned (5+1):
Boeilue T. (2.4), Efrain V. (2.5), Yerik (2.5), Tha (2.7), Thang (2.8)
*Monitoring: Samuelyne F. (Pending)
Diagnostic Need:
Ideas are clear but restricted by run-on clause chaining, comma splices, sentence fragments, and lexical repetition. Reliance on spoken English grammar impedes formal written academic structure.
Actionable Instructional Next Steps:
Sentence Deconstruction & Combining: Implement daily 5-minute "Sentence Unpacking" drills using mentor sentences from Seedfolks. Teach students to identify complete thoughts (Subject + Predicate) and merge simple clauses using coordinating conjunctions (and, but, so) with proper punctuation.
Run-On & Comma Splice Elimination: Explicitly model separating fused independent clauses using period-capitalization routines and semicolon/connecting adverb pairings (; however, or ; therefore,).
Tier 2 Emotional & Character Word Banks: Replace colloquial/generic phrasing (suck, good stuff, sad/lonely) with nuanced descriptive words (isolated, empathetic, hardship, compassionate).
Scaffolded Sentence Frame:
"Even though [Character] felt [Emotion], they chose to [Action] because [Reason]."
2
Group 2: Complex Clause Architecture & Cohesive Transitions
Proficiency: Level 3.1 – 3.8 (Developing)
Students Assigned (11):
Elizabeth K. (3.1), Lal Z. (3.2), Cristina (3.2), Ishmeet (3.2), Dulce G. (3.3), Kayla M. (3.3), Cody A. (3.3), Jonny T. (3.4), Angelica T. (3.5), Sergio (3.7), Japneet K. (3.8)
Diagnostic Need:
Strong communicative fluency and empathy, but heavy reliance on conversational clause chaining, colloquial transition words (cause, like you, another thing), and non-count noun errors (an advice).
Actionable Instructional Next Steps:
Subordination Over Coordination: Practice replacing coordinate strings (X happened and then Y did Z) with subordinate clauses of concession, cause, and condition using AAAWWUBBIS words (Although, After, As, When, While, Until, Before, Because, If, Since).
Academic Discourse Signposts: Upgrade conversational transitional phrases to formal literary signposts (e.g., replace "Another thing you did" with "Furthermore, your willingness to..."; replace "I want to give you an advice" with "I would encourage you to consider...").
Nominalization & Idea Condensation: Teach students to transform full clauses into condensed noun phrases (e.g., change "when you realized you made a mistake" into "upon realizing your mistake" or "this sudden realization").
Scaffolded Sentence Frame:
"Although [Character] initially struggled with [Challenge], their decision to [Action] ultimately demonstrated [Abstract Trait]."
WIDA Writing Proficiency Diagnostic Matrix • Franklin Central High School Page 8 of 9
Targeted Small-Group Clusters (Part 2) & Implementation Plan
Advanced Scaffolding & 4-Week Cohort Instructional Roadmap
Tier 1 Extension
3
Group 3: Rhetorical Sophistication & Academic Literary Analysis
Proficiency: Level 4.1 – 5.0 (Expanding to Bridging)
Students Assigned (8):
Alexa G. (4.1), Harjot S. (4.2), Sukhmani K. (4.2), Mannat K. (4.3), Tracy Q. (4.4), Julio (4.4), Damie (4.8), Alison G. (4.9), Michelle C. (5.0)
Diagnostic Need:
Students command complex syntax, rich vocabulary, and authentic voice. Ready to transition from personal epistolary reaction to high-level academic literary argument, incorporating textual evidence and advanced rhetorical devices.
Actionable Instructional Next Steps:
Seamless Textual Integration: Move beyond referencing general plot points to embedding direct quotations using sophisticated signal verbs (asserts, portrays, exemplifies, illuminates) and parenthetical citations.
Rhetorical Devices & Antithesis: Coach students to deploy intentional stylistic structures such as chiasmus, antithesis, and varied periodic sentences to heighten rhetorical weight (following the lead of Damie and Michelle).
Thematic Comparative Synthesis: Challenge students to compose multi-character comparative analyses connecting characters' shared urban challenges (e.g., Leona's institutional advocacy vs. Sam's grassroots peacemaking).
Advanced Mentor Frame:
"By portraying [Character]'s transformation from [Initial State] to [Final State], Fleischman illustrates how [Thematic Idea] functions as a catalyst for collective healing."
4-Week Cohort Implementation Roadmap & Progress Monitoring
Weekly Differentiated Workshop Protocol
Week 1: Sentence Boundaries
Focus: Clause identification, punctuation mechanics, eliminating run-ons and comma splices.
Deliverable: Sentence Combination Exit Ticket
Week 2: Clause Expansion
Focus: Subordinating conjunctions (AAAWWUBBIS), fronted adverbials, and embedded relative clauses.
Deliverable: Revised Mentor Paragraph
Week 3: Lexical Precision
Focus: Tier 2 academic vocabulary, nominalization, eliminating spoken colloquialisms in writing.
Deliverable: Diction Upgrade Workshop
Week 4: Synthesis & Assessment
Focus: Independent literary essay composition with WIDA peer review checklist and teacher conferencing.
Deliverable: Benchmark Post-Assessment
Progress Monitoring Protocol: Re-score bi-weekly quick-writes using the 3 WIDA dimensions to track upward migration toward Levels 4 and 5 prior to annual state testing.
Bi-Weekly Checks
WIDA Writing Proficiency Diagnostic Matrix • Franklin Central High School Page 9 of 9
