WIDA Levels and Prompt Examples

How to Use This Table

Choose the Right Level
- Identify where your students are on the WIDA continuum and select the prompts that align with their current proficiency level.
Adapt the Prompts
- Adjust the topic, difficulty of vocabulary, or length of expected response to match your students’ age, interests, and content area.
Support Language Production
- Provide sentence starters, word banks, graphic organizers, or visuals as needed, especially for lower proficiency levels.
Extend Practice
- Use these prompts for speaking, writing, pair work, or group discussions, and encourage students to elaborate within their ability level.

WIDA Level	Typical Characteristics	Prompt 1	Prompt 2	Prompt 3
Level 1: Entering	- Minimal comprehension of English- May respond with single words, gestures, or pictures- Heavily relies on modeling and visuals to communicate	“Point to the picture that shows ‘happy’ (or another emotion).”	“Name three objects you see in this classroom (or in a picture).”	“Show me your favorite color/animal/food and say one word about it.”
Level 2: Emerging	- Uses simple phrases or short sentences- Beginning to understand high-frequency vocabulary- Relies on context clues and visuals to aid comprehension	“Tell me two things you like to do at home.”	“Look at this picture. What do you see happening?”	“Describe your favorite food in a few words.”
Level 3: Developing	- Communicates using simple and some expanded sentences- Shows increasing vocabulary and attempts more complex structures- Can convey main ideas but may need support with details	“Describe a daily routine (morning or after school). What do you do first, second…?”	“Talk about your family. Who lives with you and what are they like?”	“Tell me about an activity you did recently (like a game or a trip). What happened?”
Level 4: Expanding	- Uses more complex sentences and varied vocabulary- Can organize ideas in short paragraphs with emerging detail- Understands more abstract or content-specific language with support	“Compare two different places you have visited or learned about. How are they similar or different?”	“Explain the steps you take to finish a specific task (e.g., doing a project, cooking a meal).”	“Tell me about a goal you have and how you plan to achieve it.”
Level 4: Expanding	- Uses more complex sentences and varied vocabulary- Can organize ideas in short paragraphs with emerging detail- Understands more abstract or content-specific language with support	“Compare two different places you have visited or learned about. How are they similar or different?”	“Explain the steps you take to finish a specific task (e.g., doing a project, cooking a meal).”	“Tell me about a goal you have and how you plan to achieve it.”
Level 5: Bridging	- Approaches grade-level proficiency in academic language- Uses a variety of complex structures and expanded vocabulary- Comprehends and produces detailed, organized language with minimal errors	“Discuss a current event from the news. What happened and why is it important?”	“Describe a challenge you faced and how you solved it.”	“Share your opinion about using technology in class. Provide reasons and examples.”
Level 6: Reaching	- Comparable to native English speakers in most contexts- Uses a wide range of academic and domain-specific language- Produces coherent, cohesive discourse with confidence and sophistication	“Evaluate a problem in your community and propose a detailed solution.”	“Analyze the themes of a story or novel you read. How do they relate to real-life situations?”	“Debate a controversial topic (e.g., environmental policy, social issue). Present counterarguments and defend your stance with evidence.”