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Example: Using the Can Do Descriptors to Inform your Instructional Planning
Fictional We will use fictional multilingual student "TuaTuaha", located with additional information in the profile available above, he for this example. Tuaha is rated at the following WIDA proficiency levels:
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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 lesson objective is to
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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