WIDA Framework
Language Learning & Interaction
Sentence Structures
Language, Mode, and Register
Multilingual Literacy & Assessment
100

Identify the 6 levels of proficiency in the WIDA framework.

1- Entering

2- Emerging

3- Developing

4- Expanding

5- Bridging

6- Reaching

100

Define hypothesis testing in language learning.

Learners try out language rules and revise them based on feedback; errors are part of testing their hypotheses.

100

What are the two parts of a simple sentence?

Subject and predicate.

100

Define mode in language.

How language is communicated (spoken, written, signed, digital, visual, or multimodal).

100

What is the first step of any reading lesson?

a phonemic awareness warm up or intro

200

Name the 4 modalities of language.

Listening, speaking, reading, and writing

200

What do IRE and IRF stand for?

IRE: Initiation, Response, Evaluation
IRF: Initiation, Response, Follow-up.

200

What makes a compound sentence?

Two simple sentences joined with a coordinating conjunction.

200

What is the register continuum?

A range of language styles from frozen and formal to consultative, casual, and intimate.

200

What is the most critical step of a reading lesson?

Connecting to meaning.

300

Which modalities are interpretive, and which modalities are expressive?

Interpretive: reading and listening

Expressive: speaking and writing

300

Which classroom interaction pattern is more conducive to language learning: IRE or IRF?

IRF

300

What makes a complex sentence?

A dependent clause joined with an independent clause.

300

Why is it important to teach students academic register?

Students must learn the formal language used in academic contexts.

Not only will this register be how they are assessed, it should be in their linguistic repertoire so they can choose when and when not to use it.

300

Define phoneme and morpheme.

Phoneme: the smallest unit of sound.
Morpheme: the smallest unit of meaning.

400

Name the four key language uses in the WIDA framework.

narrate, inform, argue, and explain

400

Why is “noticing” important in language learning?

Learners must notice the gap between what they produced and the target language form for feedback to be effective.

400

A dependent clause contains what type of conjunction?

A subordinating conjunction.

400

What is the mode continuum?

A continuum showing how communication ranges from spoken forms (like conversation) to written forms (like research articles).

400

Why is English difficult in terms of reading and writing? 

English has a deep orthography with many spellings for one sound and many sounds for one spelling; it also preserves word history and meaning.

500

Identify the three areas of discourse in the WIDA framework.

Organization of Language

Cohesion of Language

Density of Language

500

What are the limitations of recasts?

Learners may not notice them, and they are not explicit enough to guarantee learning.

500

Identify the sentence type:
“When I got home, I walked the dog, and I did the laundry.”

Compound-complex sentence.

500

What does it mean to “shunt students along the mode continuum”?

Gradually moving students from speaking about ideas toward writing about them while reducing contextual support.

500

Why are multilingual learners sometimes overrepresented in SPED?

On the adult's part: misunderstanding language acquisition, lack of culturally responsive assessment, and confusion between language difference and disability.

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