Instructional Playbook

Supports for Multilingual Learners and Newcomers

Supporting Multilingual Learners and newcomers begins with recognizing and leveraging the diverse experiences and skills that these students bring to the classroom. An asset-based approach focuses on the cultural, linguistic, and cognitive strengths of multilingual (ML) students, enriching the learning environment for everyone. This not only values the diversity within the classroom but also emphasizes the importance of a learner's home language, cultural heritage, and family and community involvement. By fostering an environment that respects and incorporates these diverse elements, educators can create a more engaging and supportive educational experience.

Understand how key language uses vary across WIDA’s designated levels of language proficiency Use the Can Do Statements to inform instruction Together with your PLC, access and analyze WIDA score reports on Data Dashboard to determine appropriate instructional moves Refer to the Implementation Resources page to learn more about WIDA standards and assessments Critical Actions for Educators

An asset-based approach to learning integrates these elements into the curriculum, honoring the students' funds of knowledge—the skills and information they bring from their life experiences. Essential to this approach are the WIDA Can Do Descriptors and WIDA ACCESS assessment, which play a crucial role in understanding the language development of Multilingual Learners.

WIDA Can Do Descriptors: What a Student Knows and Uses

Students are assessed across four language domains: writing, speaking, listening, and reading. They receive a scale score in each domain and an overall composite score. The WIDA ACCESS Score Report together with the Can Do Descriptors helps educators determine the level of support a student needs to access grade level content and academic language, ensuring that each student receives the appropriate resources to succeed. This method not only aids in academic achievement but also empowers students by validating and building upon their existing knowledge and experiences.

1 Entering - minimal social and academic language with frequent support 2 Emerging - some social English and academic language with moderate support 3 Developing - social English and academic language with some support 4 Expanding- social English and academic language with minimal support 5 Bridging- social English and academic language with little to no support 6 Reaching - Represents the end of the continuum, rather than another level of language proficiency; in other words, Level 6 represents language performance that meets all the criteria for Level 5. Language development continues in Level 6. We all continue to develop language abilities depending on the context of our learning environment.