What's appropriate for each level?
Since 40 US states currently use the WIDA standards for ELLs, I'm going to show how we can use the WIDA performance definitions to help differentiate our sentence frames.
As you can see, at levels 1 and 2, students are able to use words, phrases, and simple sentences. As we move up to levels 3 and 4, students are able to use longer and more complex sentences. Therefore, the sentence frames we provide to lower proficiency students should help students construct simple responses, while the sentence frames we provide higher proficiency students should elicit longer, more complex responses.
Examples
Below is an example of how a sentence frame for "predicting" might change across proficiency levels.
It's easy to see how the complexity evolves from Level 1 through Level 5. Below you can see an additional example- these sentence frames for discussing main idea are differentiated for Levels 1-2 (top) and Levels 3-4 (bottom).
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