UNIVERSITY OF WISCONSIN–MADISON

Interpretive Guide
for Score Reports
WIDA MODEL
Grades K-12
© 2024 Board of Regents of the University of Wisconsin System, on behalf of WIDA. WIDA
MODEL Interpretive Guide for Score Reports (“Interpretive Guide”) may not be reproduced,
modified, or distributed without prior written permission from WIDA. This Interpretive Guide is
for your personal, noncommercial use only. Fair use of this Interpretive Guide includes
reproduction for the purpose of training or teaching (including multiple copies for lesson
planning).

Last revised 3/15/2024

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Contents
Introduction ................................................................................................................................................. 1
WIDA MODEL Scores ............................................................................................................................... 2
How Scores Are Calculated ................................................................................................................. 2
WIDA MODEL Online ....................................................................................................................... 3
WIDA MODEL Paper (Grades 1–12) ............................................................................................... 3
WIDA MODEL for Kindergarten ..................................................................................................... 3
Interpreting MODEL Scores............................................................................................................... 4
Scale Scores...................................................................................................................................... 4
Proficiency Levels ........................................................................................................................... 4
Composite Scores ............................................................................................................................6
Score Caps ............................................................................................................................................. 7
Reported Scores for Kindergarten MODEL ..................................................................................... 7
Score Reports ............................................................................................................................................ 7
WIDA MODEL Online Score Reports (Grades 1–12) ........................................................................ 7
Sample Individual Student Report for WIDA MODEL Online ...................................................9
Sample Location Roster Report for WIDA MODEL Online ..................................................... 10
Downloading Score Reports .......................................................................................................... 11
WIDA MODEL Paper Score Report (Grades 1–12).......................................................................... 11
Sample Student Score Report for WIDA MODEL Paper ......................................................... 13
WIDA MODEL for Kindergarten Score Report .............................................................................. 13
Sample Score Report for WIDA MODEL for Kindergarten ..................................................... 14
Score Uses ................................................................................................................................................ 15
Appendix: Speaking and Writing Rubrics ............................................................................................ 16
WIDA MODEL Speaking Rubric ........................................................................................................ 16
WIDA MODEL Writing Rubric GRADES 1–12 ................................................................................... 17
WIDA Writing Rubric PRE-K–KINDERGARTEN ............................................................................. 18

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Introduction
Welcome to the WIDA MODEL Interpretive Guide for Score Reports: Grades K–12. The aim of
the Interpretive Guide is to assist stakeholders in understanding the scores reported for WIDA
MODEL test takers.

WIDA MODEL is an English language proficiency assessment for students in kindergarten

through grade 12. For kindergarten, it is a paper-based test only. For grades 1–12 (in grade-level
clusters 1–2, 3–5, 6–8 and 9–12), it is available in either an online or paper version. Students who
take WIDA MODEL complete four domain tests (Speaking, Listening, Reading, and Writing).
The first section of this document explains reported scores on WIDA MODEL. The second
section addresses WIDA MODEL score reports.

WIDA MODEL can be used in the following ways:

In the US WIDA Consortium Outside of the US WIDA Consortium

Serve as an interim assessment during the school Serve as an assessment during the school year,
year, providing information that informs providing information that informs instructional
instructional planning and other decisions related planning and other decisions related to students’
to students’ education education

Track student progress (growth) annually to help

Guide instructional and curricular decisions while
inform whether students are on track with their
waiting for ACCESS for ELLs score reports
English language development

Support decisions to exit students from English

Determine tier placement on ACCESS for ELLs language support services, when used with other
(ACCESS for ELLs Paper) criteria such as teacher recommendations and
performance in content classes

Some schools use WIDA MODEL for Kindergarten Some schools use WIDA MODEL for Kindergarten
for identification or placement of incoming for identification or placement of incoming
kindergarten students kindergarten students

In this document, unless otherwise specified, WIDA MODEL refers to both the online testing
mode and the paper-based testing mode. Much of the information about grades 1–12 is also
applicable to WIDA MODEL for Kindergarten. Information that is specific to online, paper-
based, or kindergarten will be labeled as such.

WIDA MODEL Technical Reports are available in the Resource Library of the WIDA website
(wida.wisc.edu/resources).

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 • Technical reports from 2012 provide detailed descriptions of the development of the
original paper-based MODEL, which was later adapted into the online assessment.

• The 2020 Field Test Technical Report describes the 2020 content refreshment and
field test of WIDA MODEL Online tests for grades 1–12.

• WIDA MODEL for Kindergarten was developed at the same time as the kindergarten
form of ACCESS for ELLs. As such, the technical report for Kindergarten ACCESS for
ELLs applies to WIDA MODEL for Kindergarten as well.

WIDA MODEL Scores

WIDA MODEL assesses English language proficiency in four domains and scores are reported
for all domains. However, the way scores are calculated varies by domain and whether WIDA
MODEL Paper or WIDA MODEL Online is being administered.

Student responses to the WIDA MODEL Speaking and Writing domain tests are scored by staff
at the local level (school or district staff). These raters of the Speaking and Writing responses
are referred to as “local raters” within this document.

How Scores Are Calculated

For both the online and paper modes (including kindergarten), scores are calculated in the
same way. First, raw scores (the total number of items correct for Listening and Reading or the
total number of points awarded for an initial rating for Speaking and Writing) are tallied. Raw
scores are not very meaningful by themselves, because they do not account for the overall
difficulty of the items or tasks. That is, if a student responds correctly to several difficult
questions, they should receive a higher score overall than if they get the same number of easier
questions correct.

Next, raw scores are transformed into scale scores using a statistical process. Scale scores
account for the difficulty of the items and tasks, even across grade levels. Then, scale scores
are converted into proficiency levels (PLs). The scale scores that mark where one proficiency
level ends and the next begins are referred to as cut scores. For WIDA MODEL, cut scores were
determined through linking studies with ACCESS for ELLs.

More detailed information about how scores for WIDA MODEL Online, WIDA MODEL Paper,
and WIDA MODEL for Kindergarten are calculated is outlined below.

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WIDA MODEL Online
• Local raters score the Speaking and Writing tests using the WIDA MODEL Rubrics and
enter these scores within the WIDA MODEL Test Administrator Interface (TAI) (wida-
model.metritechtesting.com).

• Speaking scores must be assigned before administering the Listening test. That
is, the Speaking domain test must be administered before the Listening domain.

• Speaking scores based on the Speaking Rubric must be entered into the TAI in
order for scores to be generated. You can see the Speaking Rubric in the
Appendix.

• A Quick Score for Writing (low, mid, or high) must be assigned before
administering the Reading test. That is, the Writing domain test must be
administered before the Reading domain.

• A Final Writing score based on the Writing Rubric must be entered into the TAI in
order for scores to be generated. You can see the Writing Rubric in the
Appendix.

• Listening and Reading scores are automatically calculated after the student takes the
test.

• The TAI calculates the domain and composite scores. See the Composite Scores
section for more information about how composite scores are calculated.

WIDA MODEL Paper (Grades 1–12)

• Local raters score the Speaking and Writing tests using the Speaking Rubric and the
Writing Rubric (see the Appendix).

• Test administrators use the answer sheets in each Student Response Booklet to record
and add up the number of correct answers for Step 1 and Step 2 for Listening and
Reading.

• All four raw domain scores are entered into the WIDA MODEL Score Calculator
(wida.wisc.edu/assess/model/calculator), which calculates the domain and composite
scores.

WIDA MODEL for Kindergarten

• Test administrators use the summary score sheets that are included in the WIDA
MODEL for Kindergarten kits to record the domain scores (Listening, Speaking, Writing
and Reading) for all domains that the students take.

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 • If the students attempt all domains (at the stakeholder’s discretion, not all domains
must be attempted), composite scores can be generated using the chart on page 1 of
the Summary Score Sheet, or via the WIDA MODEL Score Calculator.

Interpreting MODEL Scores

For grades 1–12, both WIDA MODEL Online and Paper report scale scores and proficiency level
scores. WIDA MODEL for Kindergarten reports proficiency level scores only.

Scale Scores
Scale scores track student growth over time and across grades. Because scale scores account
for differences in item difficulty, they place all students on a single continuum. In addition, scale
scores allow you to compare student performance across grades and within each domain with
more precision over time than you’ll see with proficiency levels. For example, you can use scale
scores to track how much a student’s listening ability increases from grade 6 to grade 7.

Scale scores are not raw scores. A raw score is simply a tally of correct responses and does not
provide a meaningful measure of student performance. For example, in the Listening and
Reading tests on WIDA MODEL Online and WIDA MODEL Paper (grades 1–12), students are
routed into one of three tracks (low, mid, or high), so that they are presented with test items
and tasks at an appropriate level of difficulty. A student at beginning proficiency is routed into
the low track and sees easier items, and a higher-proficiency student is routed into the high
track and sees more difficult items. Scale scores reflect the fact that a student who correctly
answers 10 difficult questions demonstrates a higher level of proficiency than a student who
correctly answers 10 less challenging questions.

Proficiency Levels
Proficiency levels are interpretive scores. They are interpretations of scale scores that may be
used to show what students can do with their language development, based on their
performance on the assessment. In other words, they are based on, but separate from, scale
scores. Proficiency level scores are reported from 1.0 to 6.0. They describe the student’s
performance in terms of the six WIDA English Language Proficiency Levels:

Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

Entering Emerging Developing Expanding Bridging Reaching

The proficiency level score is a whole number followed by a decimal. The whole number reflects
the student’s proficiency level, and the number after the decimal point reflects how far the
student has progressed within that level. For example, a student with a score of 3.7 is at
proficiency level 3 and is over halfway toward achieving proficiency level 4.

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Take care when comparing proficiency level scores across grades. A second grader with a 4.0 in
Listening and a 3.0 in Speaking is demonstrating more developed listening skills than speaking
skills. However, proficiency levels are relevant to the context of a particular grade level. A
second grader with a 4.0 in Listening and an eighth grader with a 4.0 in Listening are exposed
to very different, grade-level appropriate content as they test. While their score reports reflect
the same proficiency level, the eighth grader is demonstrating more skill by responding to more
challenging content.

It is also important to consider grade-appropriate expectations when students in different

grades take the same grade-level cluster test. For example, when a sixth grader and an eighth
grader take the grades 6–8 test and both earn proficiency level scores of 4.0, this is the result
of the eighth grader earning a higher scale score. The eighth grader must perform better than
the sixth grader to earn the same proficiency level score, because the proficiency level is grade
specific.

Proficiency levels may be interpreted using the descriptors on the Individual Student Report
(WIDA MODEL Online only), the MODEL Speaking and Writing Rubrics, and the WIDA Can Do
Descriptors (wida.wisc.edu/teach/can-do/descriptors). The WIDA Can Do Descriptors provide
detailed information about the expected abilities of students who have attained particular
proficiency level scores.

The following table summarizes the two types of scores reported for WIDA MODEL and
provides suggestions and cautions regarding their uses.

Understanding Scale Scores and Proficiency Level Scores

Information Provided &
Keep in Mind
Suggested Uses

• Report scores on a scale from • Scale scores cannot be used to make

100–600 comparisons across domains. A scale
score of 355 in Listening is not the same
• Provide psychometrically as a 355 in Speaking!
derived scores that reflect
student performance and • To monitor growth over time, it is
account for differences in item recommended to use scale scores, not
difficulty proficiency level scores.
Scale Scores
• Can be used to make • Increasing expectations at higher grades
comparisons across grade levels mean scale scores do not translate to
but not across domains. equivalent proficiency levels across
grades. A scale score of 335 in Listening
• Can be used to monitor student translates to a proficiency level of 4.7 for
growth over time within a a student in grade 3, and a proficiency
domain level of 3.5 for a student in grade 5.

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 Information Provided &
Keep in Mind
Suggested Uses
• Provide a score in terms of the • Proficiency levels cannot be used to
six WIDA language proficiency make comparisons across grades,
levels, from 1.0 to 6.0 because proficiency levels are grade
specific. A fifth grader who earns a scale
• Can be used to make
score of 350 is at proficiency level 4.0,
comparisons across domains but
while that same scale score for a third
not across grades.
grader might generate a proficiency level
Proficiency • Can be used with the WIDA Can score of 5.1.
Level Scores Do Descriptors to develop a
• Proficiency levels are domain specific. A
student-specific language skill
third grader who earns a scale score of
profile
347 in Reading is at proficiency level 6.0.
• Provide information to help That same student who earns a scale
determine a student’s eligibility score of 347 in Listening has a Listening
for English language support proficiency level of only 5.3.
services

Composite Scores
In addition to proficiency level and scale scores for each language domain, students receive a
proficiency level score and a scale score for different combinations of the language domains.
These composite scores are Oral Language, Literacy, and Overall.

WIDA MODEL composite scores are calculated using one or more of the domain scores. They
are calculated the same way that they are on ACCESS for ELLs:

Contribution of Language Domains (by Percent)

Type of Composite
Listening Speaking Reading Writing
Score

Oral Language 50% 50% - -

Literacy - - 50% 50%

Overall 15% 15% 35% 35%

Composite scores are compensatory, meaning that a high score in one language domain could
inflate the composite score, compensating for a low score in another language domain;
conversely, a low score in a language domain could bring down the composite.

For WIDA MODEL Paper (K–12), if a score is not entered in the WIDA MODEL Score Calculator,
relevant fields will be blank. To receive all domain and composite scores, students must take all
four domains of WIDA MODEL. WIDA MODEL Online score reports should never have blank

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fields for scores, because in order to generate a score report all four domains must be
completed.

Score Caps
On both WIDA MODEL Online and WIDA MODEL Paper (grades 1–12), students are routed into
one of three tracks for the Listening and Reading tests (low, mid, or high). This is so that
students can be presented with test items and tasks at an appropriate level of difficulty.
Students who are routed into the low track may not attain a score above PL 4.0, as the items
and tasks in the low track target beginning levels of language proficiency.

Reported Scores for Kindergarten MODEL

WIDA MODEL for Kindergarten assesses English language proficiency in four domains and
scores are reported for all domains. There are no score caps on the kindergarten test. However,
note that scores for WIDA MODEL for Kindergarten are only reported as proficiency levels.
That is, unlike WIDA MODEL Paper (grades 1–12) and WIDA MODEL Online, scale scores are
not reported.

Score Reports
WIDA MODEL Online Score Reports (Grades 1–12)
Three score reports are available for WIDA MODEL Online: the Individual Student Report, the
Location Roster Report, and the District Roster Report.

Score reports can be generated once all four language domains have been completed and a
Final Writing score has been entered.

The Individual Student Report (next page) shows a student’s scores in one document and is
intended for teachers, administrators, and parents/guardians. It contains the following
information:

• Demographic information about the student. This is the information entered into the
WIDA MODEL Online TAI.

• The WIDA MODEL test form the student completed, including which Writing task was
taken.

• Numerical scale scores for the four domains (Listening, Speaking, Reading, Writing) and
three composite scores (Oral Language, Literacy, and Overall score).

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 • Numerical proficiency levels for the four domains (Listening, Speaking, Reading,
Writing) and three composite scores (Oral Language, Literacy, and Overall score).

• A one-sentence summary of each proficiency level in the table below the student’s
scores.

The Individual Student Report can be generated in English (US), Arabic, Chinese (Simplified),
French, German, Hindi, Japanese, Korean, Portuguese (Brazil), Russian, and Spanish (Mexico).

The Location Roster Report (page 9) shows student scores for all students from a single
school, or for students from a single grade or grade-level cluster within a school. It is intended
to be used by teachers and administrators and can be downloaded in PDF format or as a
Microsoft Excel spreadsheet.

The District Roster Report shows student scores for all students from all schools within a
district, in one exported Microsoft Excel spreadsheet. The report is intended for use by those
who want to look across locations and grade-level clusters.

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Sample Individual Student Report for WIDA MODEL Online

9
Sample Location Roster Report for WIDA MODEL Online

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Downloading Score Reports
WIDA MODEL Online score reports are available in the Reports > Score Reports section of the
TAI.

You can also download the Individual Student Report from the Student Test Results page.

WIDA MODEL Paper Score Report (Grades 1–12)

One score report is available for WIDA MODEL Paper. It shows a student’s scores in one
document and is intended for teachers and administrators. It can be downloaded directly from

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the WIDA MODEL Score Calculator (wida.wisc.edu/assess/model/calculator) and contains the
following information:

• Demographic information about the student, which can be filled in after you enter
scores into the calculator and select Printer Friendly Version.

• Numerical scale scores for the four domains (Listening, Speaking, Reading, Writing) and
three composite scores (Oral Language, Literacy, and Overall score).

• Numerical proficiency levels for the four domains (Listening, Speaking, Reading,
Writing) and three composite scores (Oral Language, Literacy, and Overall score).

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Sample Student Score Report for WIDA MODEL Paper

WIDA MODEL for Kindergarten Score Report

One score report is available for WIDA MODEL for Kindergarten. It shows a student’s scores in
one document and is intended for teachers and administrators. It contains the following
information:

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 • Demographic information about the student, which can be filled in after you enter
scores into the calculator and select Printer Friendly Version.

• Numerical proficiency levels for the four domains (Listening, Speaking, Reading,
Writing) and three composite scores (Oral Language, Literacy, and Overall score).

Kindergarten score reports are the Printer Friendly Versions generated after scores have been
entered, and they can be downloaded directly from the WIDA MODEL Calculator
(wida.wisc.edu/assess/model/calculator).

Sample Score Report for WIDA MODEL for Kindergarten

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Score Uses
WIDA MODEL scores are intended to be used to support decisions about students’ English
language proficiency, but the scores provide only one element in the decision-making process.
Decisions about students, especially high-stakes ones, should be supported by additional
evidence, such as schooling in English or another language, recommendations from current or
previous teachers, the child’s home language survey, or any of the recommended or required
criteria as determined by your local context.

Some general tips when interpreting MODEL scores are as follows:

• The Overall Score is the most meaningful single score to use when making decisions,
because it takes the student’s performance on all four domains into account. This is the
score WIDA recommends for high-stakes decision-making purposes.

• When possible, it is helpful to consider the profile created by all of the student’s scores
(both domain scores and composite scores). Because composite scores are
compensatory, different performances may underlie a similar overall score. For instance,
one student may perform similarly on all four domains, while another student may
receive high scores in two domains and low scores in the other two. Examining such
patterns may be helpful when targeting instruction and making grouping or placement
decisions.

Proficiency levels can be used in conjunction with the WIDA Can Do Descriptors
(wida.wisc.edu/teach/can-do/descriptors).

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Appendix: Speaking and Writing Rubrics
WIDA MODEL Speaking Rubric
Task Level Linguistic Complexity Vocabulary Usage Language Control
Single words, set phrases Highest frequency When using memorized language, is
or chunks of memorized vocabulary from generally comprehensible;
1
oral language school setting and communication may be significantly
Entering
content areas impeded when going beyond the
highly familiar
Phrases, short oral General language When using simple discourse, is
sentences related to the generally comprehensible and fluent;
content area; communication may be impeded by
2 searching for searching for language structures or
Emerging vocabulary when by phonological, syntactic or semantic
going beyond the errors when going beyond phrases and
highly familiar is short, simple sentences
evident
Simple and expanded oral General and some When communicating in sentences, is
sentences; responses specific language generally comprehensible and fluent;
show emerging related to the communication may from time to time
3 complexity used to add content area; may be impeded by searching for language
Developing detail search for needed structures or by phonological,
vocabulary at times syntactic, or semantic errors,
especially when attempting more
complex oral discourse
A variety of oral sentence Specific and some At all times generally comprehensible
lengths of varying technical language and fluent, though phonological,
linguistic complexity; related to the syntactic, or semantic errors that don’t
4
responses show emerging content area; impede the overall meaning of the
Expanding
cohesion used to provide searching for needed communication may appear at times;
detail and clarity vocabulary may be such errors may reflect first language
occasionally evident interference
A variety of sentence Technical language Approaching comparability to that of
lengths of varying related to the English proficient peers in terms of
linguistic complexity in content area; facility comprehensibility and fluency; errors
5
extended oral discourse; with needed don’t impede communication and may
Bridging
responses show cohesion vocabulary is evident be typical of those an English
and organization used to proficient peer might make
support main ideas

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WIDA MODEL Writing Rubric GRADES 1–12
Task Level Linguistic Complexity Vocabulary Usage Language Control
A variety of sentence lengths Consistent use of just the Has reached comparability
of varying linguistic right word in the just the to that of English proficient
complexity in a single tightly right place; precise peers functioning at the
6
organized paragraph or in Vocabulary Usage in “proficient” level in state-
Reaching
well-organized extended text; general, specific, or wide assessments
tight cohesion and technical language
organization
A variety of sentence lengths Usage of technical Approaching comparability
of varying linguistic language related to the to that of English proficient
5 complexity in a single content area; evident peers; errors don’t impede
Bridging organized paragraph or in facility with needed comprehensibility
extended text; cohesion and vocabulary
organization
A variety of sentence lengths Usage of specific and Generally comprehensible at
of varying linguistic some technical language all times, errors don’t impede
4 complexity; emerging related to the content the overall meaning; such
Expanding cohesion used to provide area; lack of needed errors may reflect first
detail and clarity vocabulary may be language interference
occasionally evident
Simple and expanded Usage of general and Generally comprehensible
sentences that show some specific language when writing in sentences;
3 emerging complexity used to related to the content comprehensibility may from
Developing provide detail area; lack of needed time to time be impeded by
vocabulary may be evident errors when attempting to
produce more complex text

Phrases and short sentences; Usage of general language Generally comprehensible

varying amount of text may be related to the content when text is adapted from
copied or adapted; some area; lack of vocabulary model or source text, or
2
attempt at organization may may be evident when original text is limited
Emerging
be evidenced to simple text;
comprehensibility may be
often impeded by errors
Single words, set phrases or Usage of highest Generally comprehensible
chunks of simple language; frequency vocabulary from when text is copied or
varying amounts of text may school setting and content adapted from model or
1
be copied or adapted; areas source text;
Entering
adapted text contains original comprehensibility may be
language significantly impeded in
original text

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WIDA Writing Rubric PRE-K–KINDERGARTEN
Task Level Linguistic Complexity Vocabulary Usage Language Control
• Text presents one clear • Words” go beyond memorized, • Invented spelling and/or
example of a successful high frequency vocabulary, though lack of mechanics may
attempt at producing some sight words and easily impede full
related, connected decodable words may be present comprehensibility of the
English phrases and and written accurately text
sentences
• “Words” are clearly recognizable • Inventive spelling closely
6 • At least two clear and contain beginning, middle and approximates standard
Evidence sentences are present ending sounds (in longer words) spelling
Complete
• A logical sequence or • Evidence of
“Story” relationship between capitalization and
phrases and sentences punctuation may be
is present present
• Each phrase or • No clear observable
sentence contains at influence of native
least two “words” language is present

• Text contains at least • “Words” go beyond memorized, • Invented spelling and/

one clear example of a high frequency vocabulary or lack of mechanics
successful attempt at may impede
• “Words” are generally
producing at least two comprehensibility of
recognizable and contain
related or connected the text
attempts at beginning, middle
English phrases or
and ending sounds (in longer • Evidence of word
sentences
words) boundaries is present
5 • At least one clear
• All key “words” in the related or • Observable influence
Evidence sentence is present
connected phrases or sentences of native language
“Story” • A logical or sequential are attempted may be present
word order within
phrases or sentences is
present
• Each phrase or
sentence contains at
least two “words”

• Text contains at least • At least one “word” in the phrase • Invented spelling and
one clear example of a or short sentence goes beyond lack of clear word
successful attempt at “memorized” text (e.g., ‘I like…,’ ‘I boundaries may
producing an English play…’) impede
phrase or short comprehensibility of
• “Words” are generally
4 sentence the text
recognizable and contain
Evidence • The phrase or short attempts at beginning, middle • Attempts at word
“Phrase or sentence contains at and ending sounds (in longer boundaries may be
sentence” least three “words” words) present
• Letter sounds within words may • Observable influence
be out of order of native language
may be present
• All key “words” in the phrase or
short sentence are attempted

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Task Level Linguistic Complexity Vocabulary Usage Language Control
• Text contains at least • At least one “word” goes beyond • Invented spelling and
two clear, memorized, high frequency words lack of clear word
independently (e.g., ‘cat’, ‘dog’) boundaries may
produced examples of impede
3 • “Words” may be recognizable and
successful attempts at comprehensibility of
Evidence: contain attempts at beginning,
producing English the words
middle and ending sounds (in
“Words” words
longer words) • Observable influence
of native language
• Letter sounds within words may
may be present
be out of order

• Text contains at least • Evidence of knowledge of • Poor letter formation

two clear, sound/letter correspondence and/or lack of any
independently may be provided by attempts at type of boundaries
produced examples of any of the following: within text may
successful attempts at impede recognition of
o beginning and ending word
producing English attempts of producing
sounds
sound/ letter sound/letter
correspondence o beginning and middle word correspondences
2 sounds
• Observable influence
Evidence: o middle and ending word sounds of native language
Sound/letter may be present
o beginning word sounds only
correspond-
dence o a single sound representing a
word
• Examples of letters may be in list
form, written vertically or
horizontally
• Evidence of “memorized” writing
in English (e.g., proper names,
‘mom,’ ‘dad’) may be present

• Text contains clear • Evidence of ability to write letters • Poor letter formation
evidence of successful may be provided by any of the quality may impede
attempts at writing at following: recognition of letters
1 least two letters, of
o writing own name
Evidence: which one may display
knowledge of sound/ o copied letter(s)
Letter
letter correspondence
copying o random letter(s)
o traced letter(s)
o scribble writing

• Text contains no more • Symbols or pictures, perhaps • No language control is

0 than one clear, copied from graphics, may be evident due to lack of
Evidence: independently written present text
Letter and/or letter
picture • No response

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