EL Grade Level Peer Comparison

Date: 5/11/15
Student Name: Jennifer Sample
Person Completing the Peer Comparison:
Summary of the Comparison Data:
WIDA MODEL-Administered Feb, 2015.
Scale Score

Proficiency Level

Stage

Listening

4.0

Expanding

Speaking

4.5

Expanding

Reading

2.8

Beginning

Writing

3.8

Developing

Overall

3.6

Developing

The above language proficiency measures indicate that Jennifer is in the

developing stage of language acquisition as measured in the Spring of 2nd grade
using the WIDA MODEL. English language learners at this level will process,
understand, produce or use:
some general and specific language of the the content areas.
expanded sentences in oral and/or written interaction.
oral or written language with errors that may impede
communication, but retains much of its meaning when using sensory,
graphic, or and/or interactive support.
Peer Comparison: At the time this test was given, Jennifer scored higher than
10 out of 27 English Learners in the area of Listening, higher than 16 in the area
of Speaking, higher than 6 in the area of reading, and higher than 20 in the area
of writing. According to WIDA, English language learners will progress in second
language acquisition at a rate of about one proficiency level per year, so by the
end of second grade, a score of 3.0 in each of the domains would be expected.
Jennifers listening, speaking, and writing scores indicate adequate progress.
Jennifer is making slower than average progress in her acquisition of reading
English, with all but 6 of her 27 peers scoring higher in this domain.
Goals/Services: By the end of third grade, we would hope to see a score of 4.0

in each of the domains. In order to reach these goals, Jennifer could benefit from
intensive reading interventions, a service that ESL is unable to provide at this
time, to help her improve her ability to read in English. It may be possible for her
to receive 25-30 minutes of direct ESL instruction daily in a small group to help
support vocabulary and reading strategies through the Readinga-z program, but
data suggests that Jennifers primary area of need is reading fluency and direct
instruction of reading comprehension strategies.
Classroom Support: Language learners at this stage in reading and writing
require sensory, graphic, and interactive supports to help them access grade level
content. Therefore, Jennifer will have much difficulty reading and writing grade
level English material when it is not modified to match her language proficiency
abilities.
Examples of Sensory, Graphic and Interactive Supports
Sensory
Real-life
objects (realia)
Manipulativ
es
Photograph
s
Illustration
s, diagrams &
drawings
Videos
Using
Models

Graphic
Sentence
Stems
Word Walls
Charts
Graphic
organizers
Tables
Graphs
Timelines
Number
lines

Interactive
In pairs or
partners
In triads or
small groups
In a whole
group
Using
cooperative group
structures
Technology
In the
native language
(L1)

Jennifer will require repetition, rephrasing, predictable assignments, and activities

assigned in manageable chunks. Homework should be designed for her to
successfully complete independently and used to build a sense of responsibility.
Conclusion: Jennifer is progressing in her English Language acquisition at a
slower pace than her grade-level peers in the area of Reading. She may continue
receiving additional ESL support to help develop vocabulary, but may require
intensive interventions, and curriculum modification/scaffolding to be able to meet
her grade level standards in the area of reading.