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In this example, we can see that the same student may have greater proficiency in some modality areas more than others. The outcome of this is that the type of language support offered must reflect the academic language required as well as the SWRL (Speaking, Writing, Reading or Listening) primarily used to demonstrate or understand the lesson's learning objective.
Let's say our example lesson objective is to 
relates an 11th grade Earth Science class and the following MN Science Standard and benchmark. I've pasted it here so that you can see it in it's original langauge:
The objective, then, for this lesson with "Tuaha" is that "Students will be able to (SWBAT) gather and synthesize information related to the how perceived climate change impacts one MN American Indian Tribe through the oral presentation of a guest speaker representing the local tribal indigenous community".
As the teacher, I would identify that the primary language modality needed for this objective and activity, which in this case is "Listening". The academic language needed for success for the primary language function "synthesize" might be as follows: 1) Form(s): Sustainability, phenomena, impact, 2) Syntax: "Phenomena include..." and "Over time, the Earth..." 3) Discourse: Extended Narration of Life Experiences
Based on my lesson's objectives and my example student, Tuaha, I am going to select the syntax as my focus. Tuaha has higher scores in the areas of Reading and Writing, but he could easily get lost in the extended narrative provided by the guest speaker. First, I check what Tuaha "Can Do" in that are using the descriptor below:
I see that Tuaha can sort the guest speakers oral language statements according to time frames. This is great!
Since you may have a variety of WIDA proficiency scores represented in your class, you may need to examine the academic language and supports needed at more than one level (1-6). You may also decide that no further supports are needed for your multilingual learners to achieve their instructional goals, in which case-- you may want to consider extending your lesson's instructional objective(s), language modality (SWRL), or the complexity of the academic language used to challenge and support your learners for whom the lesson content may be too easy.
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