WIDA PRIME 2020 Rubric and Portfolio Workbook 1

PRIME
WIDA PRIME 2020:

A Tool for Aligning K-12 Instructional Materials with
the WIDA ELD Standards Framework, 2020 Edition
Rubric and Portfolio Workbook
Contents
I. Introduction to WIDA PRIME 2020. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
WIDA PRIME 2020 and the WIDA Mission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
WIDA PRIME 2020: Audiences and Uses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
WIDA PRIME 2020: Elements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
WIDA PRIME 2020: Inapplicable Uses and Disclaimers. . . . . . . . . . . . . . . . . . . . 5
WIDA PRIME 2020: Eligible Materials for the External Review Process . . . . . 7
II. PRIME 2020 Rubric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Definition of Terms and Alignment Theory of Action . . . . . . . . . . . . . . . . . . . . . . 8
Scoring the Rubric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
III. WIDA PRIME 2020: Portfolio Workbook. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Steps for Submitting Materials for Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Portfolio Checklist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Portfolio Part A: Orientation to Instructional Materials . . . . . . . . . . . . . . . . . . . 16
Portfolio Part B: Alignment to Big Ideas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Portfolio Part C: Alignment to Components of the Framework. . . . . . . . . . . 23
Portfolio Part D: Summary of Alignment Self-Analysis and Self-Rating. . . . 42
Summary Self-Rating. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
IV. WIDA PRIME 2020 Review Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Appendix A: Extended Review within a Grade-Level Cluster. . . . . . . . . . . . . 50
Appendix B: References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Appendix C: Acknowledgements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
WIDA PRIME 2020 2

I. Introduction to WIDA PRIME 2020
WIDA PRIME 2020 and the WIDA Mission
WIDA draws its strength from its mission, vision, and values—the
Can Do Philosophy, innovation, service, collaboration, and social Mission
justice. This belief system underscores the linguistic, cultural, WIDA advances academic
social, emotional, and experiential assets of multilingual learners, language development and
their families, and educators. As part of fulfilling its mission, academic achievement for
WIDA has created the Protocol for Review of Instructional children and youth who are
Materials for ELLs (PRIME). culturally and linguistically
WIDA PRIME offers tools to assist publishers and educators diverse through high quality
in determining a degree of alignment between a given set standards, assessments, research,
of instructional materials and the WIDA English Language and professional learning for
Development Standards Framework, 2020 Edition (henceforth educators.
referred to as the Framework) based on the PRIME rubric.
PRIME stands for Protocol for Review of Instructional Materials
with the English Language Development Standards Framework, 2020 Edition.
Over the years, there have been multiple reports indicating that there is a lack of standards-aligned,
high-quality curricular materials that support multilingual learners well (see, for example, de Araujo & Smith,
2022; Estrada, 2005; Gándara et al., 2003; Loewus, 2016; Mitchell, 2019). With the release of the Framework,
there is a recognition among educators that curriculum and instruction will need to shift. One of the benefits
of the PRIME review process is the feedback it provides to material developers for strengthening alignment.
The productive conversations educators have while reviewing materials (i.e., the review process) provide
additional benefits.
Through PRIME and a host of other resources it offers, WIDA hopes to increase the availability of high-quality
instructional materials that are student-centered, culturally and linguistically sustaining, and responsive to
multilingual learners' strengths and needs.
Increasing the availability of rigorous, high-quality core materials that attend to the diverse needs of multilingual
learners is a critical avenue to move forward toward the realization of the Big Ideas of the Framework, namely
• Enhancing equity of opportunity and access

• Integration of content and language
• Collaboration among stakeholders
• Functional approach to language development
WIDA PRIME 2020 3

WIDA PRIME 2020: Audiences and Uses
The primary intended audiences of PRIME are educational entities, a term we use in this document to refer to
both a) publishers and b) local users (districts, schools, and educators).
Educational entities (publishers and local users) may use WIDA PRIME to
• Prompt productive conversations about how instructional materials are serving multilingual learners
• Guide self-reflection, self-analysis, self-assessment, and self-determination of a degree of alignment
between a given set of instructional materials and the Framework via the criteria specified in the PRIME
rubric
• Collect evidence and information about instructional materials for potential improvements and revisions to
strengthen alignment with the Framework
• Support communication with stakeholders (e.g., parents, program directors, school boards, teachers,
program reviewers) about instructional materials under consideration for adoption
In addition, local users may also use PRIME to
• Support district/school leadership or adoption committees in making recommendations and decisions

about materials adoption. In particular, information in the PRIME report may help guide decision-making in
relation to other data points and local considerations. (Disclaimers: the PRIME seal does not imply overall
high quality or that WIDA endorses a particular set of materials. The seal speaks only to alignment.)
The WIDA PRIME 2020 Rubric and Workbook is written for publishers seeking a PRIME 2020 seal of alignment
to the Framework for a set of instructional materials and for PRIME reviewers who determine eligibility of the
materials for the PRIME seal. Local users can adapt the detailed PRIME review process for publishers as needed
to fit their own review of curriculum alignment with the Framework.
WIDA PRIME 2020: Elements

This document describes the purpose of PRIME, the elements that comprise it, the intended audiences,
applicable uses, disclaimers, eligibility of materials for external review, definitions of terms, theory of action
informing alignment methodology, approach to scoring, and the process of compiling and submitting a
portfolio for review. It also includes
• WIDA PRIME Rubric: alignment criteria, indicators, descriptors, and a scoring scale for inferring a degree
of alignment between a given set of instructional materials and the Framework.
• WIDA PRIME Portfolio Workbook: a guided workbook that an educational entity (i.e., publisher, district,
school, or group of educators) uses to compile an evidence-based portfolio to demonstrate alignment
between a given set of instructional materials and the Framework according to the PRIME rubric.
• WIDA PRIME Seal: an awarded seal that can be earned by publishers through an external review process.
The PRIME seal indicates that a team of WIDA-trained reviewers believes the publisher has provided
sufficient evidence to determine a degree of alignment between a given set of instructional materials and
the Framework, based on the PRIME rubric.
WIDA PRIME 2020 4

WIDA PRIME 2020 seal
Publishers may submit a portfolio in order to earn the PRIME seal.

Approval for use of the PRIME seal indicates external validation of the
publisher’s self-determined claims of alignment by a team of WIDA-
trained reviewers. There is no guarantee that a submitted portfolio
0 Ed iti o n
Alig n e d to t
will earn the PRIME seal—since it will be awarded according to the
review team’s evidence-based determination of a degree of alignment.
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PRIME 2020
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page, which then serves as one data point to inform district and school
choices in materials adoption.
At this time, materials developed by local users in district and school contexts are not eligible to undergo
the external review process with WIDA-trained reviewers in order to earn approval for use of the PRIME seal.
However, local users may still benefit from using PRIME to have productive discussions about curriculum and
make local determinations of alignment.
WIDA PRIME 2020: Inapplicable Uses and Disclaimers

PRIME offers supports for determining a degree of alignment between a given set of instructional materials
and the WIDA English Language Development Standards Framework, 2020 Edition. WIDA PRIME does not
speak to the ability of a curriculum to fully constitute a healthy, safe, and supportive learning environment
for multilingual learners. Decisions in materials adoptions must therefore be complemented by additional
information. Depending on local contexts and resources (e.g., technology, professional learning, wraparound
supports), districts and schools may prioritize particular curricular criteria and indicators in different ways.
Therefore, educators need to consider how information contained in the PRIME reports fits particular
populations, programs, and goals. Whereas districts and schools should examine PRIME reports as one part of
a thoughtful materials adoption process, it should be taken in relation to other locally determined data points.
PRIME IS NOT an introduction to the Framework or to curriculum design.
This publication is not intended as an introduction to the Framework or to curriculum design. A thorough
understanding of the Framework and curriculum design are needed to effectively apply the PRIME rubric and
review process. WIDA offers several ways to support learning about the Framework, including through the
WIDA ELD Standards page and a suite of professional learning offerings.
The PRIME seal does not imply overall high quality of materials. It refers only to
alignment.
WIDA PRIME is not an evaluative tool that judges the overall effectiveness of instructional materials, and
the PRIME seal does not imply that the submitted materials have been evaluated to show a positive impact
on student learning outcome. As described in its theory of action (page 8), PRIME reviews yield a socially
constructed inference about a degree of alignment between the Framework and a given set of instructional
materials designed to teach them, in accordance with the criteria in the PRIME rubric. Yet instructional materials
can and should do more, such as supporting development of student agency and critical stance and inviting
WIDA PRIME 2020 5

student engagement in authentic and joyful ways. It is important for PRIME users to understand that at this time,
PRIME alignment claims are limited to just that: alignment to the Framework. Other places where WIDA as an
organization supports these important broader curricular concerns include, for example, the WIDA Mission,
Vision, and Values, the WIDA Can Do Philosophy, the Framework's Big Ideas, Focus Bulletins, and Professional
Learning offerings.
The PRIME seal is not an endorsement from WIDA for any set of instructional materials.
WIDA does not make recommendations or determine that one set of instructional materials is better than
another. Educators of multilingual learners work with a heterogeneous population with a wide range of
strengths and needs, in a variety of programs, and in a wide range of environments. The question of what is
"the best" curriculum for one student, teacher, or school requires more information than what PRIME analyzes
through its rubric.
The PRIME seal cannot account for how instructional materials are enacted in specific
contexts.
Each school, classroom, teacher, and student is unique, and so are the instructional decisions educators make
to engage multilingual learners during each task, lesson, and unit.
Local or publisher self-determination of alignment is not the same as earning the PRIME
seal.
A local process of review that appropriately uses PRIME tools may be helpful in self-determining alignment
of materials. That is one use of PRIME. However, the PRIME process cannot account for how a self-selected
local or publisher panel may enact the PRIME tools in specific contexts. The PRIME seal can only be awarded
through an external and independent review process completed by a team of WIDA-trained reviewers
that makes a determination of sufficient alignment between a given set of instructional materials and the
Framework, based on the PRIME rubric.
Language development occurs throughout the day and in all classrooms.
PRIME spotlights the need for curricular coherence of core (Tier 1) instructional materials. Although at this
time PRIME only reviews alignment of materials in relation to the four core content areas represented by the
WIDA ELD Standards Statements (language arts, math, science, and social studies), we recognize that language
permeates schooling and that all teachers are in fact language teachers.
WIDA PRIME 2020 6

WIDA PRIME 2020: Eligible Materials for the External Review
Process
PRIME spotlights the need for curricular coherence of core (Tier 1) instructional materials. Strengthening core
instructional materials for multilingual learners through alignment to the Framework supports standards-based
practices, thereby promoting student achievement in the depth and breadth of a) academic content standards
and b) in the WIDA ELD Standards Framework that helps provide multilingual learners with the necessary equity
of opportunity to access grade-level content learning.
To support this goal, publishers may submit the following instructional materials for external review of
alignment by a WIDA-trained team of reviewers in order to earn the PRIME seal:
• Materials for one full year’s course of study in the core academic disciplines (language arts, mathematics,
science, and social studies or interdisciplinary materials) that are designed to align with the Framework.
• Materials for one full year’s course of study of dedicated ELD instruction that clearly and concretely
connect to grade-level academic content standards.
• Whether in the core academic disciplines or dedicated ELD, publishers may also submit adjacent
grade levels when they are within the Framework’s grade-level clusters (K, 1, 2–3, 4–5, 6–8, 9–12) for
an extended review. For example, if a publisher submits a portfolio for review of grade 4, they may
also submit a rationale and evidence for why grade 5 maintains the same approach and structure of
alignment to the Framework as grade 4 does. (For more information about the extended review, see
Appendix A.)
• Supplemental materials for multilingual learners may be submitted, but only if clearly and concretely
connected to grade-level core instructional materials.
WIDA PRIME 2020 7

II. PRIME 2020 Rubric
Definition of Terms and Alignment Theory of Action
PRIME 2020 defines the following terms:
Alignment: A socially mediated set of procedures meant to establish the association between two or more
equivalent educational artifacts, commonly identified as curriculum, instruction, standards and/or assessments.
(Cook, 2017). In PRIME, alignment refers to the degree to which instructional materials are in agreement, and
serve in conjunction with the Framework to guide the educational system to support multilingual learners in
developing language in the context of grade-level disciplinary learning in ways that are student-centered,
culturally and linguistically sustaining, and responsive to student strengths and needs. A broader view of
alignment continues beyond PRIME and the focus on instructional materials to include other parts of the
educational system, such as instructional practices, professional learning, teacher education, and local policy.
Criteria: To determine the degree of alignment, the PRIME rubric uses three criteria previously operationalized
by distinct but related alignment methodologies: match, depth, and breadth (Cook, 2006; Webb, 2007; Porter
et al., 2007). The three criteria are applied to each of the four components of the Framework (ELD Standards
Statements, Key Language Uses [KLUs], Language Expectations, and Proficiency Level Descriptors [PLDs]). The
table below describes each criterion. In Section III of this document (Portfolio Workbook), each criterion is
accompanied by indicators, key questions, and references to specific page numbers in the Framework.
The Three Criteria of the PRIME Rubric
What are the criteria? What do the criteria determine? How is each criterion met?
• Match This criterion determines whether The criterion is met if evidence
• Depth instructional materials… related to indicators clearly
• Breadth shows that materials…
Match is the degree address the same or similar concepts explicitly and concretely
to which instructional and ideas about language development connect to the concepts
materials connect to that appear in each component of the and ideas embedded in each
the Framework. Framework. component of the Framework.
Depth is the degree reflect the linguistic purpose, variety, are planned to support
to which materials richness, and complexity embodied in each multilingual learners to develop
capture the linguistic component of the Framework (e.g., various language in purposeful,
purpose, variety, purposes of Key Language Uses; language varied, and ever-expanding
and complexity development over a variety of texts and ways congruent to the
embedded in the tasks; growing complexity through the three concepts, ideas, and practices
Framework. dimensions of language). embodied in the Framework.
Breadth is the degree consistently and systematically support consistently and

to which instructional language development in ways that are systematically address
materials consistently congruent with the concepts, ideas, and teaching and learning in
represent the practices represented in each component of relation to each component of
Framework. the Framework (e.g., not only here and there the Framework over time.
but consistently in lessons across a unit and in
a collection of units across a year of study).
WIDA PRIME 2020 8

Indicators: Three indicators accompany each criterion of the rubric, serving as concrete examples of materials,
conditions, or other visible signs that contribute to meeting the criterion.
Key Questions: These help educational entities consider where and how materials might be designed to
support multilingual learners in developing language for learning in ways that are congruent with the rubric
criteria and indicators.
Alignment Theory of Action (Adapted from Cook, 2017):
• If instructional materials are identified and meaningfully described, and

• If an appropriate alignment methodology is adopted, and
• If priori claims about acceptable match, depth, and breadth are given the alignment methodology, and
• If the alignment methodology is appropriately enacted, and
• If the relationship between instructional materials and the Framework is understood as alignment, and
• If the results from the alignment analysis are clearly communicated and understood by relevant
stakeholders,
• Then,
• if the match, depth or breadth is weak between instructional materials and the Framework,
• the educational entity has clarity on how to improve instructional materials for stronger alignment to
the Framework, and
• the sponsoring educational entity has limitations regarding the inferences they can make about
alignment to the Framework
• if the match, depth, or breadth is strong between artifacts,
• the sponsoring educational entity can claim strong inferences about the relationship between
instructional materials and the Framework
In summary, if there is strong alignment between the

Figure 1: PRIME Alignment Criteria
Framework and a given set of instructional materials
designed to teach them, then the educational entity can
claim strong inferences that the language development
embedded in those instructional materials strongly
associates with the Framework.
Match
The figure to the right illustrates the alignment

relationship based on the three rubric criteria. Thus, to
be fully aligned, a given set of instructional materials
must have sufficient match, depth, and breadth.
Limitations in one criterion suggests incomplete
Alignment
alignment between instructional materials and the
Framework. Evidence-based claims of alignment in
relation to these three rubric criteria may yield the
result of a) earning the PRIME seal of alignment to the
Framework, or b) not earning a seal. Depth Breadth
WIDA PRIME 2020 9

Scoring the Rubric
The submission portfolio is organized in four parts (see below,
and Section III for more detail). Local Users: Local review panels
may use the scoring approach
• Portfolio Part A: Orientation to Instructional Materials described here to self-rate locally
• Portfolio Part B: Alignment to Big Ideas developed materials.
• Portfolio Part C: Alignment to Components of the
Framework Publishers: WIDA-trained
• Portfolio Part D: Summary of Alignment Self-Analysis reviewers will determine eligibility
for the PRIME seal according to
Although Part B is not scored, publishers who earn the seal may the scoring process below.
include Part B in the final report. The final report helps local
users make decisions about materials adoptions, and local users
may present this Part B narrative to stakeholders.
The focus of scoring rests largely in Part C, where for each of the four components of the Framework (ELD
Standards Statements, Key Language Uses, Language Expectations, and Proficiency Level Descriptors),
educational entities will submit, as part of their self-analysis and self-assessment:
a. A self-determined claim of alignment for each component of the Framework

b. A justification for each of those claims
c. Evidence supporting each claim (including page numbers and links)
Scoring: After carefully reviewing the complete portfolio and checking against evidence in the materials,
reviewers score each rubric criterion for each Framework component according to the following scale:
4 - Evidence is strong and comprehensive: clear connection to three indicators

3 - Evidence is present: clear connection to two indicators
2 - Evidence is present but insufficient: clear connection to one indicator
1 - Evidence is not yet sufficiently present: no clear connection to indicators
On the next page is an example of the form that local review panels will use to self-rate locally developed
materials, or that WIDA-trained reviewers will use to determine eligibility of published materials for the PRIME
seal.
WIDA PRIME 2020 10

1
Evidence for 4 2
3 Not yet
alignment in Strong and Present but
Present sufficiently FINAL
relation to comprehensive insufficient
(2 indicators) present (no SCORING
criteria and (3 indicators) (1 indicator)
indicators)
indicators is…
ELD Standards Statements Lowest

criterion
Match.ELD.1 score earned
for ELD
Match.ELD.2–5 Standards
Statements:
Depth.ELD
Breadth.ELD
Key Language Uses (KLUs) Lowest

criterion
Match.KLU score earned
for KLUs:
Depth.KLU
Breadth.KLU
Language Expectations Lowest

criterion
Match.LE score earned
for Language
Depth.LE Expectations:
Breadth.LE
Proficiency Level Descriptors (PLDs) Lowest

criterion
Match.PLD score earned
for PLDs:
Depth.PLD
Breadth.PLD
WIDA PRIME 2020 11

Publishers earn the PRIME seal if they score at least a 3 (present) or higher for three components of the
Framework (e.g., ELD Standards Statements, Key Language Uses, Language Expectations) and if the lowest
criterion score is at least 2 (present but insufficient) for one Framework component (e.g., Proficiency Level
Descriptors).
Sample Rating 1
Framework Lowest
Match 1 Match 2 Depth Breadth
Components Criterion Score
ELD Standards
4 4 3 3 3
Statements
Key Language
3 n/a 3 3 3
Uses
Language
3 n/a 3 3 3
Expectations
Proficiency Level
3 n/a 2 3 2
Descriptors
Seal Eligibility: Yes or Not Yet
If publishers score a 2 (present but insufficient) in two or more Framework components (e.g., Language
Expectations and Proficiency Level Descriptors, they are not yet eligible to earn the seal.
Sample Rating 1
Framework Lowest
Match 1 Match 2 Depth Breadth
Components Criterion Score
ELD Standards
4 4 3 3 3
Statements
Key Language
3 n/a 3 3 3
Uses
Language
3 n/a 2 3 2
Expectations
Proficiency Level
3 n/a 3 2 2
Descriptors
Seal Eligibility: Yes or Not Yet
Section III of this document offers a detailed description of the PRIME review and scoring processes.
WIDA PRIME 2020 12

III. WIDA PRIME 2020: Portfolio
Workbook
Steps for Submitting Materials for Review
Educational entities should follow these steps to prepare the portfolio workbook for the review:
1. Create a submissions team: assemble a qualified small team with depth of expertise in curriculum design
and the Framework. (A small team is preferable to a single person.)
2. Learn: Review this complete document to understand what is required for submission (e.g., eligible
materials, submissions process) and how that information will be organized and scored (e.g., portfolio
format). Become thoroughly familiar with the PRIME rubric’s criteria, indicators, and key questions, as
well as with the review and scoring process. All these factors will help determine alignment between
instructional materials and the Framework.
3. Begin self-analysis of alignment: Use this document to guide self-reflection and self-analysis. Take notes
and begin planning the pieces of evidence you might collect in order to make evidence-based alignment
claims between instructional materials and the Framework.
4. Develop portfolio workbook. It must include:
a. Part A: Orientation to Instructional Materials: Thoroughly describe submitted materials.
b. Part B: Alignment to Big Ideas: Develop a narrative analysis and provide evidence of how
instructional materials align to the Framework’s Big Ideas. Although this part of the portfolio is not
scored, publishers who earn the seal may have this narrative included in the final report that helps
local users make decisions about materials adoptions, and local users may present this narrative to
stakeholders.
c. Part C: Alignment to Components of the Framework. Develop the following:
i. An alignment claim for each rubric criterion: Make evidence-based claims about the degree
of alignment you believe exists between materials and the Framework. The alignment claim
should be based on the rubric’s criteria and indicators as defined above and detailed in the
portfolio workbook. For each criterion, the educational entity will make a claim that they have
submitted evidence that is consistent with the following scale:
4 - Evidence is strong and comprehensive: clear connection to three indicators

3 - Evidence is present: clear connection to two indicators
2 - Evidence is present but insufficient: clear connection to one indicator
1 - Evidence is not yet sufficiently present: no clear connection to indicators
WIDA PRIME 2020 13

ii. Justification for claim(s): Draw on your self-analysis to justify each claim, referring to the
criterion and its indicators.
iii. Evidence to support claim(s): Clearly, concretely, and precisely document where in the
materials the evidence for claims can be found. Include page numbers and links.
d. Part D: Summary of Alignment Self-Analysis
i. Strengths: Identify strengths of alignment in materials as stipulated in the PRIME rubric.
ii. Areas of need and growth plan: Identify needs in materials that show non-existent or weak
alignment to the Framework as stipulated by the PRIME rubric, and describe a plan for how
areas of growth might be addressed in the next materials development cycle. Note that this
growth plan will not be used by reviewers to determine eligibility for the PRIME seal. Instead,
you may use it when planning for future development of materials. One of the benefits of the
PRIME review process is the productive conversations educators and materials developers
have while reviewing materials.
iii. Rate rubric: confirm and summarize your ratings for each rubric criterion.
5. Complete the portfolio checklist: Use the checklist to determine if portfolio is ready for submission.
Incomplete submissions will not be reviewed.
I. Include a full year’s course of study: Include the full, year-long scope of materials (refer to eligibility
of materials on page 7). You may also include supplementary materials when they clearly and
concretely connected to grade-level core instructional materials. If you are requesting an extended
review, include any adjacent grade levels from within the Framework’s grade-level clusters (K, 1, 2–3,
4–5, 6–8, 9–12). For more information about preparing the extended review, see Appendix A.
6. Begin submission of your portfolio workbook through the PRIME website. A call will be set up for initial
conversations with publishers.
WIDA PRIME 2020 14

Portfolio Checklist
Before beginning to develop your portfolio, become thoroughly familiar with this checklist. You will come back
to it after compiling your portfolio to ensure that all sections are complete.
Publishers should remember that incomplete portfolios will not be accepted for review in order to
earn the PRIME seal.
Local Users may also use this checklist to prepare for analysis of locally developed instructional
materials. As previously noted, it is important to highlight that the PRIME seal can only be awarded
through a process completed by WIDA-trained reviewers. The PRIME process cannot account for how
a self-selected local panel (comprised of local educators or publishers) may enact the PRIME tools in
specific contexts.
q Portfolio Part A: Orientation to materials includes general descriptive information (e.g., title, discipline,
grade-level, format, etc.). We have included the following:
q Student materials
q Teacher edition/guide/materials (if applicable)
q Any supplementary or companion resources that concretely connect to and support core materials
q Links to materials and any other curricular reviews that have been completed (e.g., EdReports)
q Other (please specify)
q Portfolio Part B: Alignment to Big Ideas includes a narrative response indicating how materials align to
the Framework’s Big Ideas, along with clear and concrete evidence to support the narrative response.
Note that although Part B is not scored, publishers who earn the seal may have this narrative included
in the final report that helps local users make decisions about materials adoptions, and local users may
present this narrative to stakeholders.
q Portfolio Part C: Alignment to Components of the Framework. For each Framework component we have
completed a self-reflection and analysis considering the following:
q Each criterion description (match, depth, and breadth)
q Indicators for each criterion
q Key questions for each criterion
q For each criterion, we made an evidence-based claim of alignment
q For each criterion, we provided a robust justification referring to the criterion and its indicators
q For each criterion, we provided strategically curated and sufficient evidence to support the claim
(include page numbers and direct links).
q Portfolio Part D: Summary of Alignment Self-Analysis. We have summarized strengths and areas of growth
for alignment in the materials and included specific evidence (include page numbers and direct links).
WIDA PRIME 2020 15

Portfolio Part A: Orientation to Instructional Materials
Part A of the portfolio is where you lay out the general descriptive information about your materials,
such as the title, discipline, grade levels, and format.
Title of Materials:
Submitting Educational Entity (publisher or local user):
Primary Contact (name, telephone, and email):
Secondary contact (optional):
The materials submitted for review meet the eligibility requirement. Check one:
q Materials for one full year’s course of study in the core academic disciplines (language arts,
mathematics, science, social studies or interdisciplinary materials) that are designed to align with the
Framework.
q Materials for one full year’s course of study of dedicated ELD instruction that clearly and
concretely connect to grade-level academic content standards.
Additionally, check if submission of materials includes:
q Adjacent grade-levels. Whether in the core academic disciplines or dedicated ELD, publishers
may also submit adjacent grade levels when they are within the Framework’s grade-level clusters
(K, 1, 2–3, 4–5, 6–8, 9–12) for an extended review (Appendix A). For example, if a publisher submits
a portfolio for review of grade 4, they may also submit a rationale and evidence for why grade 5
maintains the same approach and structure of alignment to the Framework as grade 4 does.
q Any supplementary materials. Supplemental materials for multilingual learners may be submitted,
but only if clearly and concretely connected to grade-level core instructional materials.
q Other (please specify)
WIDA PRIME 2020 16

Description of Materials include:
q Grade level
q Content area(s)
q WIDA ELD Standard(s) addressed
q Intended use of the materials
q General scope of materials: how many units of learning are included in the submitted materials?
(If materials are not organized through units of learning, describe alternate organizational schema)
q Type of materials included (e.g., student core text and workbook, teacher’s guide, etc.)
q Tools of instruction included, if any
q Direct links to materials
q Include any necessary additional descriptions or pertinent information reviewers should be aware
of.
q Have you had any other external reviews of the materials completed (e.g., EdReports, evidence for
state-based reviews)? If so, please include the link(s) to the published reports.
WIDA PRIME 2020 17

Portfolio Part B: Alignment to Big Ideas
Four Big Ideas are interwoven throughout the Framework. Like the WIDA Can Do Philosophy, they
support the design of standards-based educational experiences that are student-centered, culturally
and linguistically sustaining, and responsive to multilingual learners’ strengths and needs.
Part B of the portfolio is where you describe your alignment to the Big Ideas.
• Learn more about Big Ideas on pages 15–20 of the WIDA English Language Development
Standards Framework, 2020 Edition.
• Appendix F: "Theoretical Foundations" offers an overview of theories and research that informed
the development of the Big Ideas (pages 354–367 of the 2020 Edition).
Use the prompts on the following pages to develop a narrative analysis and provide evidence of how materials
align to the Framework’s Big Ideas. Page numbers refer to the WIDA ELD Standards Framework, 2020 Edition.
Although this part of the portfolio is not scored, publishers who earn the seal may have this narrative included
in the final report that helps local users make decisions about materials adoptions, and local users may present
this narrative to stakeholders.
WIDA PRIME 2020 18

Big Idea: How do instructional materials reflect a commitment to Equity of Opportunity and Access?
Narrative: How do materials align to the

Thinking Prompts: Where and how do materials reflect…
Big Idea?
• The asset-based WIDA Can Do Philosophy? YOUR TURN →

(2020 Edition, pp. 18, 355–356)
• Linguistically and culturally sustainable pedagogies,
including through the use of multiple languages and
translanguaging practices? (2020 Edition, pp. 18, 355–356)
• High expectations for all multilingual learners along with
guidance for responsive and effective scaffolding?
(2020 Edition, pp. 18, 331, 367)
• Guidance and support for diverse cognitive and
behavioral strengths, needs, and abilities? (2020 Edition,
pp. 18, 357)
• Ways to increase avenues of access, agency, and equity
for all multilingual learners? (2020 Edition, pp. 18, 356)
YOUR TURN → Concrete, precise, and clear evidence supporting narrative response (include page
numbers and links):
WIDA PRIME 2020 19

Big Idea: How do instructional materials Integrate Content and Language?

Big Idea?
• Opportunities for multilingual learners to develop content YOUR TURN →

and language concurrently, with academic content as a
context for language learning and language as a means
for learning academic content? (2020 Edition, pp. 18-19,
356)
• Access for multilingual learners to rich, standards-based,
grade-level content, including by scaffolding up? (p. 18)
• Opportunities for students to use multiple means to
engage, interpret, represent, act, and express their ideas
in the classroom? (2020 Edition, pp. 18-19, 355–356)
• Opportunities for multilingual learners to actively engage
with peers while accessing challenging content activities?
(2020 Edition, pp. 18-19)
• Multimodality as inherent to and essential for how
students make meaning and engage in disciplinary
practices? (2020 Edition, pp. 18-19, 355–356)
numbers and links):
WIDA PRIME 2020 20

Big Idea: How do instructional materials encourage Collaboration among Stakeholders?

Big Idea?
• Guidance for collaboration among stakeholders (e.g., YOUR TURN →

district and school leaders, content and language
teachers, specialists, support personnel, students,
families)? (2020 Edition, pp. 19-20, 358–359)
• Guidance for all educators to see themselves as
responsible for fostering the language development of
multilingual learners, while moving away from the idea
that language specialists alone should assume sole
responsibility for students’ language development?
(2020 Edition, pp. 19-20, 358–359)
• Guidance for language specialists to support language
development in service of grade-level content learning?
(2020 Edition, pp. 23, 24, 30, 39, 248, 250, 359, 366)
• Guidance for content teachers to develop insights into
and respond to the language development needs of
multilingual learners? (2020 Edition, pp. 19-20)
• Guidance for content and language teachers to work
together to collaboratively reflect, inquire, plan, and
deliver instruction, support one another, and take
collective responsibility for the success of multilingual
learners? (2020 Edition, pp. 358–359)
numbers and links):
WIDA PRIME 2020 21

Big Idea: How do instructional materials take a Functional Approach to Language Development?

Big Idea?
• The framing of language development as an interactive YOUR TURN →

social process that expands what multilingual learners
can do with language over time in a diversity of contexts,
rather than as a series of decontextualized and isolated
grammatical structures? (2020 Edition, pp. 356, 359, 360)
• Guidance for systematic, explicit, and sustained language
development alongside the academic demands of
content? (2020 Edition, pp. 19–20, 359)
• Explicit teaching of how language works for particular
purposes, with particular audiences, and in particular
sociocultural contexts? (2020 Edition, pp. 18, 20, 355–356,
359)
• Guidance for teachers to support multilingual learners
in developing control over increasing ranges of the
registers and genres required both for school and for
the learner’s own purposes, including highlighting
multilingual learners’ ability to select, adapt, negotiate,
and use a range of linguistic resources that are
appropriate to context? (2020 Edition, pp. 356, 359)
numbers and links):
WIDA PRIME 2020 22

Portfolio Part C: Alignment to Components of the Framework
Part C of the portfolio addresses each component of the WIDA ELD Standards Framework.
Underpinned by the four Big Ideas, the Framework offers road signs to set goals for curriculum,
instruction, and assessment for multilingual learners. The Framework consists of four components (ELD
Standards Statements, Key Language Uses, Language Expectations, and Proficiency Level Descriptors)
that work together to make a comprehensive picture of language development.
For each Framework component, complete a self-reflection and analysis considering the following:
q Each criterion description (match, depth, and breadth—defined on page 8 of this document)
q Indicators for each criterion (with direct references to page numbers in the 2020 Edition)
q Key questions for each criterion
For each criterion, you will
q Make an evidence-based claim of alignment
q Provide a justification for the claim
q Provide strategic and sufficient evidence to support the claim (include page numbers and direct
links)
Potential sources of evidence across criteria include, non-exhaustively:
• Teacher edition guidance: prompts, recommendations, criteria, and pedagogical rationale

• Learning goals, objectives, and targets (e.g., unit goals and lesson objectives)
• Unit and lesson learning sequences, tasks, activities, and assignments
• Rubrics, formative and summative assessment tasks, other progress monitoring materials
• A variety of multimodal supports across activities allowing various entry points for students at varying levels
of English proficiency
• Guidance/prompting to offer students multiple means of engagement, representation, and action and
expression (e.g., use of home languages, visual and graphic supports)
• Guidance for community and learning norms, routines, protocols, structures, and models
• Guidance for student interactions and discussions (e.g., grouping strategies, interactive supports)
The following pages describe each criterion. After the first criterion is a workbook page you can use as a note-
taking template for each criterion. You may print out the page if you choose to hand write notes, or copy the
template into your own electronic form (e.g,, MS Word or Google Doc). Once publishers establish contact to
apply for a PRIME seal, a link will be sent for electronic submission of materials.
WIDA PRIME 2020 23

Criteria for Alignment to Framework Component I: ELD Standards Statements
The five WIDA ELD Standards Statements guide us to create materials that simultaneously develop content
and language, where language development is positioned in service of disciplinary learning. Standard 1,
Language for Social and Instructional Purposes (ELD-SI) helps teachers become aware of language for social
interactions, everyday routines, negotiation, and problem-solving. ELD-SI works alongside and blends into
Standards 2–5 that address disciplinary language (ELD-LA for Language Arts, ELD-MA for Math, ELD-SC for
Science, and ELD-SS for Social Studies). This interweaving reminds us that students communicate to learn, but
also to convey personal needs and wants, to interpret and present different perspectives, to affirm their own
identities, and to form and maintain relationships.
• Learn more about the WIDA ELD Standards Statements and the relationship of Standard 1 to Standards 2–5
on pages 24–25 of the 2020 Edition.
• Appendix F: "Theoretical Foundations" offers an overview of theories and research that informed the
development of the WIDA ELD Standards Statements (pages 354–367).
WIDA PRIME 2020 24

Match is the degree to which instructional materials connect to each component of the Framework.
• Criterion Match.ELD.1 determines whether the same or similar concepts and ideas about language
development appear in materials and in ELD-SI.
• Match.ELD.1 is met if evidence related to indicators clearly shows that materials explicitly and concretely
connect to the indicators of ELD-SI.
How do instructional materials connect to ELD Standard 1? (ELD-SI)
Match.ELD.1: Indicators Match.ELD.1: Key Questions

In the context of grade-level content learning, Where and how do materials prompt, offer
instructional materials… guidance, make pedagogical suggestions, and
plan instruction that…
a. Reflect and guide teachers to value and • Reflects students’ cultures, languages, and
leverage students’ languages, cultures, backgrounds?
experiences, and identities. (2020 Edition, • Leverages students’ languages, cultures,
pp. 12, 18, 24–25) experiences, and identities as a resource
b. Support language for social and for learning and means of entering new and
instructional interactions. (e.g., everyday complex disciplinary topics?
routines, negotiation, and problem-solving) • Encourages social and instructional
(2020 Edition, p. 25) interaction?
c. Leverage ELD-SI as a valuable meaning- • Intertwines ELD-SI with content learning
making resource in conjunction with the represented by Standards 2–5 (ELD-LA, ELD-
disciplinary contexts represented by MA, ELD-SC, and ELD-SS)?
Standards 2–5 (ELD-LA, ELD-MA, ELD-SC,
and ELD-SS). (2020 Edition, p. 25)
WIDA PRIME 2020 25

YOUR TURN
Make an alignment claim, justify the claim, and present supporting evidence.
You can find an editable version of this page on the PRIME website.
Alignment claim: Evidence submitted for criterion ___________________________________________________________________ and its indicators is:
4 - Strong and comprehensive: clear connection to three indicators
3 - Present: clear connection to two indicators
2 - Present but insufficient: clear connection to one indicator
1 - Not yet sufficiently present: no clear connection to indicators
Justify self-alignment claim:
Provide specific and concrete evidence to support the claim (include links and page numbers):
WIDA PRIME 2020 26

• Criterion Match.ELD.2–5 determines whether the same or similar concepts and ideas about language
development appear in materials and in at least one of the ELD Standards Statements related to the core
disciplines (ELD-LA, ELD-MA, ELD-SC, and ELD-SS) (e.g., materials connect to Language for Science, ELD-
SC).
• Match.ELD.2–5 is met if evidence related to indicators clearly shows that materials explicitly and
concretely connect to at least one of ELD-LA, ELD-MA, ELD-SC, and ELD-SS.
How do instructional materials connect to ELD Standards 2–5?

(ELD-LA, ELD-MA, ELD-SC, and ELD-SS)
Match.ELD.2–5: Indicators Match.ELD.2–5: Key Questions

instructional materials… guidance, make pedagogical suggestions, and
plan instruction that…
a. Integrate language development with • Refers to ELD Standards Statements as

content learning. (2020 Edition, p. 24) drivers of language development?
b. Guide teachers to support multilingual • Supports multilingual learners to develop
learners to communicate information, language while simultaneously engaging in
ideas, concepts, and engage in disciplinary grade-level content instruction?
practices necessary for academic success in • Supports multilingual learners to
at least one of the ELD Standards Statements. communicate information, ideas, concepts,
(2020 Edition, pp. 24, 360) and engage in disciplinary practices?
c. Include interactive activities and • Includes opportunities for multilingual
opportunities for discussion as multilingual learners to engage in interactive activities
learners simultaneously develop language and discussions to simultaneously develop
and conceptual understandings. (2020 language and conceptual understandings?
Edition, pp. 19, 20, 25, 362)
WIDA PRIME 2020 27

Depth is the degree to which instructional materials capture the linguistic purpose, variety, and complexity
embedded in each component of the Framework.
• Criterion Depth.ELD determines whether materials reflect the linguistic purpose, variety, richness, and
complexity embodied in the ELD Standards Statements.
• Depth.ELD is met if evidence related to indicators clearly shows that materials are planned to support
multilingual learners to develop language in purposeful, varied, and ever-expanding ways congruent to
the concepts, ideas, and practices embodied in ELD-SI and at least one of ELD-LA, ELD-MA, ELD-SC, and
ELD-SS.
How do instructional materials reflect the linguistic richness, variety, and complexity
embodied in the ELD standards?
Depth.ELD: Indicators Depth.ELD: Key Questions

instructional materials… guidance, make pedagogical suggestions,
and plan instruction supporting language
development in purposeful, varied, and
expanding ways through…
a. Guide teachers to use strength-based • Taking an asset-based approach and

approaches, leveraging students’ supporting multilingual learners to use
experiential, linguistic, and cultural their experiences, linguistic and cultural
backgrounds, and intersectional identities backgrounds, and intersectional identities in
in relation to disciplinary learning (ELD-SI). multiple ways?
(2020 Edition, p. 24) • Supporting multilingual learners to interact
b. Offer ample opportunities for students with peers and adults in multiple ways?
to engage in social and instructional • Supporting students in developing
interaction, and for interactive learning (ELD- metacognitive and metalinguistic
SI). (2020 Edition, p. 25) competencies?
c. Attend to language development in a clear, • Explicitly developing language in service of
systematic, and explicit way to enhance grade-level disciplinary knowledge, skills,
learning in disciplinary contexts (ELD-LA, concepts, and practices?
ELD-MA, ELD-SC, and ELD-SS). (2020 Edition,
p. 354)
WIDA PRIME 2020 28

Breadth is the degree to which instructional materials consistently represent each component of the Framework.
• Criterion Breadth.ELD determines whether materials consistently and systematically support language
development in ways that are congruent with the concepts, ideas, and practices represented in the WIDA
ELD Standards Statements.
• Breadth.ELD is met if evidence related to indicators clearly shows that materials consistently and
systematically address teaching and learning in service of ELD-SI and at least one of ELD-LA, ELD-MA,
ELD-SC, and ELD-SS over time and across a set of materials (across lessons, units, or according to an
alternate organization scheme).
How do instructional materials consistently and systematically

represent concepts, ideas, and practices congruent with the WIDA ELD Standards Statements?
Breadth.ELD: Indicators Breadth.ELD: Key Questions

In the context of grade-level content Where and how do materials consistently and systematically
learning, materials support language prompt, offer guidance, make pedagogical suggestions, and
development that consistently plan instruction to…
addresses teaching and learning
about the five ELD Standards
Statements…
a. Across lessons • Take an asset-based approach and support multilingual

b. Across units of learning learners to use their experiences and linguistic and
c. Across the course of study cultural backgrounds across lessons, units, and the course
of study?
• Provide opportunities and supports for students to
expand what they can do with language to communicate
information, ideas, concepts, and engage in disciplinary
practices necessary for academic success across lessons,
units, and the course of study?
• Support multilingual learners to interact with peers and
adults across lessons, units, and the course of study?
• Support multilingual learners in developing metacognitive
and metalinguistic competencies across lessons, units, and
the course of study?
WIDA PRIME 2020 29

Criteria for Alignment to Framework Component II: Key Language Uses
Key Language Uses (KLUs)—Narrate, Inform, Explain, Argue—emerged from a systematic analysis of academic
content standards, disciplinary practices, and research literature. They bring focus and coherence to the
language of schooling, helping educators make choices in what to prioritize during curricular planning for
content-language integration.
• Learn more about KLUs pages 26–27 of the 2020 Edition.

• Take a deeper dive on KLUs by reading "Key Language Uses: A Closer Look" on pages 217–233.
development of KLUs (pages 354–367).
WIDA PRIME 2020 30

• Criterion Match.KLU determines whether the same or similar concepts and ideas about language
development appear in materials and in KLUs.
• Match.KLU is met if evidence related to indicators clearly shows that materials explicitly and concretely
connect to KLUs (or prominent genres of schooling).
How do instructional materials connect to the Key Language Uses (KLUs)?
Match.KLU: Indicators Match.KLU: Key Questions

In the context of grade-level content Where and how do materials prompt, offer guidance,
learning, instructional materials… make pedagogical suggestions, and plan instruction
that…
a. Define KLUs. (2020 Edition, pp. 27, • Defines KLUs?

217, 288, 363) • Connects KLUs to academic content standards and
b. Identify the relationship between disciplinary practices?
KLUs and academic content • Highlights how genre is a way to organize language
standards. (2020 Edition, pp. 26, 288, and communication in disciplinary contexts (e.g.,
363) explaining that x is a type of argument, but y is a
c. Explain how genres work as a way narrative: they serve different purposes and have
of organizing language use. (2020 different organizational patterns)?
Edition, pp. 26, 217, 354)
WIDA PRIME 2020 31

• Criterion Depth.KLU determines whether materials reflect the linguistic purpose, variety, richness, and
complexity embodied in KLUs.
• Depth.KLU is met if evidence related to indicators clearly shows that materials are planned to support
the concepts, ideas, and practices embodied in KLUs (or prominent genres of schooling).
How do instructional materials reflect the linguistic purposes, variety, and complexity
embodied in Key Language Uses show?
Depth.KLU: Indicators Depth.KLU: Key Questions

In the context of grade-level Where and how do materials prompt, offer guidance, make
content learning, instructional pedagogical suggestions, and plan instruction supporting
materials… language development in purposeful, varied, and expanding ways
through…
a. Highlight how KLUs work in • Explaining how KLUs are constructed and used in
particular disciplines. (2020 • a disciplinary community or communities (e.g., an
Edition, pp. 26, 217–218) argument in language arts is different than a mathematical
b. Offer explicit explanations argument)?
of how KLUs work in a • a variety of texts and tasks (e.g., exposure to various
variety of texts, tasks, instances of argumentation)?
and purposes, examining • Examining and revealing organizational patterns characteristic
and revealing common of the genre (e.g., claim, evidence, and reasoning in Argue)?
and unique linguistic and • Drawing students’ attention to the ways in which linguistic
organizational features of choices are shaped by the speaker’s identity and social roles,
each KLU. (2020 Edition, p. as well as by topic, audience, purpose, and task (e.g., I make
217) different choices with language when I argue with my best
c. Emphasize language friend or my boss)?
use within sociocultural • Capturing the shared and unique ways in which KLUs work in a
contexts (e.g., for particular particular discipline?
purposes, topics, situations, • Showcasing how the KLUs intersect, blend, and build on each
participant’s identities and other?
social roles, audiences).
(2020 Edition, pp. 26, 363)
WIDA PRIME 2020 32

Breadth is the degree to which instructional materials consistently represent each component of the
Framework.
• Criterion Breadth.KLU determines whether materials consistently and systematically support language
development in ways that are congruent with the concepts, ideas, and practices represented by KLUs.
• Breadth.KLU is met if evidence related to indicators clearly shows that materials consistently and
systematically address teaching and learning in service of KLUs (or prominent genres of schooling).

represent concepts, ideas, and practices congruent with the Key Language Uses?
Breadth.KLU: Indicators Breadth.KLU: Key Questions

In the context of grade-level content learning, Where and how do materials consistently and
materials support language development that systematically prompt, offer guidance, make
consistently addresses teaching and learning pedagogical suggestions, and plan instruction
about KLUs… to…
a. Across lessons • Explain organizational patterns of KLUs

b. Across units of learning across lessons, units, and the course of study?
c. Across the course of study • Highlight how KLUs connect to academic
content standards and/or disciplinary
practices across lessons, units, and the course
of study?
• Support students in deconstructing and
constructing KLUs across lessons, units, and
• Expand what students can do with KLUs over
lessons, units, and the course of study?
WIDA PRIME 2020 33

Criteria for Alignment to Framework Component III: Language Expectations
Language Expectations are goals for content-driven language instruction. Developed from a systematic
analysis of academic content standards, Language Expectations are built around a set of Language Functions,
which in turn are supported by example Language Features (e.g., types of sentences, clauses, phrases, and
words).
• Learn more about Language Expectations on pages 28–30 of the 2020 Edition.
• Take a look at grade-level cluster materials to see Language Expectations (with Functions and Features)
• Appendix B offers sample correspondence tables for academic content standards and Language
Expectations
• Appendix C offers a compilation of all Language Expectations, K–12
development of Language Expectations (pages 354–367).
WIDA PRIME 2020 34

• Criterion Match.LE determines whether the same or consistent concepts and ideas about language
development embodied in Language Expectations appear in materials.
• Match.LE is met if evidence related to indicators clearly shows that materials explicitly and concretely
connect to Language Expectations (or content-driven language goals and objectives).
How do instructional materials connect to Language Expectations?
Match.LE: Indicators Match.LE: Key Questions

instructional materials… guidance, make pedagogical suggestions, and plan
instruction that…
a. Define Language Expectations for units • Include Language Expectations?

and lessons. (2020 Edition, pp. 28, 237) • Derive Language Expectations from academic
b. Connect Language Expectations to content standards?
academic content standards and practices. • Support expansion of what students can do in
(2020 Edition, pp. 29, 266) relation to Language Expectations?
c. Address interpretive and expressive • Support students to work with interpretive
communication modes (separate or and expressive communication modes as they
integrated modes). (2020 Edition, p. 28) engage with disciplinary practices, texts, and
tasks?
WIDA PRIME 2020 35

• Criterion Depth.LE determines whether materials reflect the linguistic purpose, variety, richness, and
complexity embodied in Language Expectations.
• Depth.LE is met if evidence related to indicators clearly show that materials are planned to support
the concepts, ideas, and practices embodied in Language Expectations (or content-driven language goals
that help students understand how language and genre work in service of disciplinary learning).
embodied in the Language Expectations?
Depth.LE: Indicators Depth.LE: Key Questions

a. Guide educators to systematically expand • Exploring how Language Functions work?

choices students can make with language • Exploring how Language Features carry
through explicit teaching of Language out particular Language Functions?
Functions related to a Language Expectation. • Highlighting the relationship between
(2020 Edition, pp. 29, 364) the Language Expectations, Language
b. Guide educators to systematically expand Functions, and Language Features?
choices students can make with language • Making the language of content learning
through exploration of Language Features that visible for students?
carry out particular Language Functions. (2020
Edition, pp. 30, 365)
c. Highlight the dynamic relationship between a)
Language Expectations, b) Language Functions,
and c) Language Features, thereby illustrating
how language works in functional ways in
service of learning. (2020 Edition, pp. 30, 365)
WIDA PRIME 2020 36

Framework.
• Criterion Breadth.LE determines whether materials consistently and systematically support language
development in ways that are congruent with the concepts, ideas, and practices represented by Language
Expectations.
• Breadth.LE is met if evidence related to indicators clearly shows that materials consistently and
systematically address teaching and learning in service of Language Expectations (or content-driven
language goals that help students understand how language and genre work in service of disciplinary
learning).

represent concepts, ideas, and practices congruent with the Language Expectations?
Breadth.LE: Indicators Breadth.LE: Key Questions

In the context of grade-level content learning, Where and how do materials consistently and
materials support language development that systematically prompt, offer guidance, make
consistently addresses teaching and learning pedagogical suggestions, and plan instruction to…
about Language Expectations…
a. Across lessons • Expand what students can do in relation to

b. Across units of learning Language Expectations over lessons, units, and
c. Across the course of study the course of study?
• Explore how Language Functions and
Language Features help students achieve the
purposes of the Language Expectations over
• Support students to engage with interpretive
and expressive communication modes across
WIDA PRIME 2020 37

Criteria for Alignment to Framework Component IV: Proficiency Level Descriptors
Proficiency Level Descriptors (PLDs) are an articulation of student language performance across six levels
of English language proficiency. PLDs are written in interpretive and expressive communication modes,
and represent three dimensions of language use: discourse, sentence, and word/phrase. While Language
Expectations offer goals for how all students might use language to meet academic content standards, PLDs
describe how multilingual learners might develop language across levels of English language proficiency
as they move toward meeting Language Expectations. In this way, PLDs can inform choices about how to
monitor and support learning, so that instructional materials and instruction can maintain grade-level cognitive
challenge and rigor while intentionally scaffolding content and language development.
• Learn more about PLDs and the dimensions of language on pages 31–34 of the 2020 Edition.
• PLDs appear in grade-level cluster materials (pages 39–214).
• Appendix D offers some technical notes about PLDs, as well as a compilation of all PLDs, K–12 (page 329).
development of the PLDs (pages 354–367).
WIDA PRIME 2020 38

• Criterion Match.PLD determines whether the same or similar concepts and ideas about language
development appear in materials and the PLDs.
• Match.PLD is met if evidence related to indicators clearly shows that materials explicitly and concretely
connect to PLDs (or research-based typical trajectories of language development).
How do instructional materials connect to Proficiency Level Descriptors (PLDs)?
Match.PLD: Indicators Match.PLD: Key Questions

instructional materials… guidance, make pedagogical suggestions, and plan
instruction supporting language development in
purposeful, varied, and expanding ways through…
a. Offer a range of possibilities for language • Reflecting a range of language development

development targets for multilingual targets for students at different levels of English
learners who may be in various stages of proficiency?
language development as described in the • Monitoring language growth over time?
six levels of the PLDs. (2020 Edition, pp. 34, • Scaffolding and supporting student learning
329) through all six levels of the PLDs?
b. Provide opportunities for monitoring
language growth over time as described in
the six levels of the PLDs. (2020 Edition, pp.
31, 33)
c. Suggest scaffolding of content and
language development across PLD levels.
(2020 Edition, pp. 31, 57, 248, 249, 331, 362)
WIDA PRIME 2020 39

• Criterion Depth.PLD determines whether materials reflect the linguistic purpose, variety, richness, and
complexity embodied in PLDs.
• Depth.PLD is met if evidence related to indicators clearly shows that materials are planned to support
the concepts, ideas, and practices embodied in PLDs (or research-based typical trajectories of language
development).
embodied in the PLDs?
Depth.PLD: Indicators Depth.PLD: Key Questions

a. Address three dimensions of language: • Attending to the three dimensions of

discourse, sentence, and word/phrase. language (discourse, sentence, word/phrase)
(2020 Edition, pp. 31, 366) in a variety of tasks and texts?
b. Maintain the same cognitive rigor for all • Maintaining the same grade-level cognitive
students while using the PLDs to account rigor for all students while offering multiple
for and support different ways individual entry points and responsive support
multilingual learners might develop across processes?
the six levels. (2020 Edition, p. 101) • Interactional scaffolding that is responsive to
c. Guide teachers to scaffold learning in students’ current strengths and needs?
relation to various factors (student strengths • Monitoring students’ language growth in
and needs, interests, prior experiences, level multiple and varied ways? (e.g., through types
of language proficiency, communicative of embedded classroom assessments)
purpose of the situation, task, etc.). (2020
Edition, pp. 33, 333)
WIDA PRIME 2020 40

Framework.
• Criterion Breadth.LE determines whether materials consistently and systematically support language
development in ways that are congruent with the concepts, ideas, and practices represented by PLDs.
• Breadth.PLD is met if evidence related to indicators clearly shows that materials consistently and
systematically address teaching and learning that is informed by the PLDs (or research-based typical
trajectories of language development).
How do instructional materials consistently and systematically represent concepts, ideas,

and practices congruent with the PLDs?
Breadth.PLD: Indicators Breadth.PLD: Key Questions

In the context of grade-level Where and how do materials consistently and systematically
content learning, materials prompt, offer guidance, make pedagogical suggestions, and plan
support language development instruction to…
that consistently addresses
teaching and learning that is
informed by PLDs…
a. Across lessons • Reflect a range of language development targets across

b. Across units of learning lessons, units, and the course of study?
c. Across the course of study • Monitor student language growth across lessons, units, and the
course of study?
• Address three dimensions of language: discourse, sentence,
and word/phrase across lessons, units, and the course of
study?
• Maintain the same cognitive rigor for all students while
supporting multilingual learners at various levels of English
proficiency—across lessons, units, and the course of study?
• Scaffold learning for students in relation to various factors
(student strengths and needs, interests, prior experiences,
communicative purpose, task, etc.) across lessons, units, and
WIDA PRIME 2020 41

Portfolio Part D: Summary of Alignment Self-Analysis and Self-
Rating
Portfolio Part D: Summary of Alignment Self-Analysis. Summarize strengths and areas of growth in
relation to alignment in the materials, referring to specific representative evident to support your
determination of strengths and needs.
Potential areas of Evidence (include page

Alignment to Strengths
growth numbers and links)
Big Ideas
ELD Standards
Statements
Key Language
Uses
Language
Expectations
Proficiency Level
Descriptors
Include any additional information about the materials that you feel our review team should know.
WIDA PRIME 2020 42

Summary Self-Rating
After having completed the portfolio, summarize your self-rating. Then, review the portfolio checklist on
page 15 to make sure it is complete and ready for submission.
Evidence for 4 3 2 1
alignment in Strong and Present Present but Not yet
relation to criteria comprehensive (2 indicators) insufficient sufficiently
and indicators is… (3 indicators) (1 indicator) present
(no indicators)
ELD Standards Statements
Match.ELD.1
Match.ELD.2–5
Depth.ELD
Breadth.ELD
Key Language Uses (KLUs)
Match.KLU
Depth.KLU
Breadth.KLU
Language Expectations
Match.LE
Depth.LE
Breadth.LE
Proficiency Level Descriptors (PLDs)
Match.PLD
Depth.PLD
Breadth.PLD
WIDA PRIME 2020 43

IV. WIDA PRIME 2020 Review Process
Once the portfolio has been accepted for review, a WIDA-trained team of reviewers (or a local panel, in case
of local users) begins analysis. Review teams are comprised of at least two reviewers, with a third reviewer
in case of scoring disagreement. The team’s lead reviewer serves as the submitting educational entity’s (e.g.,
publisher) primary contact.
The review process is described below in six steps, with suggestions for notetaking during the process.
Different types of material submissions, different team compositions, and a different combination of areas of
expertise in a team may prompt different approaches to note-taking. Use the examples below as a foundation
and add as needed. The reviewer’s careful and strategic note-taking will serve the following purposes:
• To document individual and joint review processes, collect data, substantiate evidence, and record
observations
• To prepare for deliberation at the debrief meeting when the review team will triangulate data and come to
agreement about final scores, thereby coming to consensus on a degree of alignment between materials
and the Framework
• To support drafting the alignment report
• In case of publishers undergoing external review by the team of WIDA-trained reviewers, these notes
support the deliberation process to determine whether the materials are eligible to receive the PRIME seal
of alignment.
Review team:
Lead reviewer:
Submission title:
Submission date:
Educational entity’s primary contact information:
1. Eligibility and completeness of materials: Reviewers check that materials are eligible, and that all
required components are present prior to beginning review. If any pieces of the portfolio are missing,
reviewers will send it back to the primary contact. The lead reviewer specifies which piece(s) of the
submission are missing and provides the primary contact with a date by which to submit the missing
pieces. Upon this initial look at the portfolio, the team also determines the length of the review window.
a. Are materials eligible? For a description of eligibility of materials, see page 7.

b. Are materials complete? Use the portfolio checklist on page 15 to ensure that all materials are
complete.
c. If materials are ineligible or incomplete, what are the next steps?
d. If materials are eligible and complete, what will be the approximate length of the review window for
this submission?
e. What meetings need to be scheduled for the review team?
2. Selection of unit sampling: The review team selects a common set of units and/or sections of instructional
WIDA PRIME 2020 44

materials to analyze. For example, the team may determine that all members will review the common set
of units, such as units 2 and 6, for example. Together with the portfolio, these common units of analysis
serve as the basis for the team’s collaborative report. Additionally, each reviewer will select at least one
additional unit and/or section of the materials to review as a dipstick. These individual "dipstick units" are
used to support the team’s collaborative analysis as needed.
a. What are the common units or sections all reviewers will analyze? (e.g., 2 and 6).
b. In addition to the common units, what units or sections are assigned to individual reviewers as
"dipstick units?" (For example, reviewer A will analyze unit 4, reviewer B will analyze unit 10.)
c. The total number of units/sections that will be reviewed (both common and individual) represent
roughly what percentage of the submitted materials?
d. In addition to the year-long core course of study, are any other supplementary materials submitted?
If so, briefly note what they are?
e. Has an extended review (Appendix A) been requested for adjacent grade-levels within a grade-
level cluster? If so, note the requested additional grades.
3. Individual reviewer analysis and rating: Reviewers first work individually on all aspects of the portfolio’s
self-assessment: descriptions, narratives, alignment claims, justifications, and supporting evidence.
Moreover, reviewers substantiate and triangulate evidence in the materials, examining both the team’s
common units or sections (e.g., 2 and 6) and the individually assigned "dipstick units" or sections (e.g.,
units 4, 10, and supplement C). Reviewers rate the evidence submitted for each criterion using the scoring
system described on page 10.
INDIVIDUAL REVIEWER NOTES AND CRITERION SCORE (see form on next page)
Reviewer name:
Date:
Directions: Use the form on the next page to summarize findings from your individual analysis of materials.
Highlight the most compelling evidence you have found and offer criterion and indicator-based feedback,
noting strengths and weaknesses in alignment. This provides a rationale for how you will score each criterion.
• Consider each rubric criterion and indicator separately.

• Note the quality and extent of evidence provided for each criterion and indicator.
• Summarize evidence that is substantiated for each criterion and indicator.
• Also important to the review process is the development of feedback to support writing of the report.
Note strengths and weaknesses in alignment based on criterion and indicator.
WIDA PRIME 2020 45

4 3 2 1 Final Final score
Evidence for Strong and Present Present but Not yet consensus for each
alignment comprehensive (2 indicators) insufficient sufficiently score Framework
criteria is… (3 indicators) (1 indicator) present (no for each component
indicators) criterion (4-3-2-1)

Summary of team consensus observations and criterion/indicator-based criterion
feedback, including alignment strengths and needs, and representative pieces score earned
of evidence for findings (add page numbers and links): for ELD
standards
Match.ELD.1 Summary notes: Individual statements:
score:
Match.ELD.2–5
Depth.ELD
Breadth.ELD

of evidence for findings (add page numbers and links): for Key
Language
Match.KLU Uses:
Depth.KLU
Breadth.KLU

of evidence for findings (add page numbers and links): for Language
Expectations:
Match.LE
Depth.LE
Breadth.LE

of evidence for findings (add page numbers and links): for PLDs:
Match.PLD
Depth.PLD
Breadth.PLD
Eligibility to earn the PRIME 2020 seal of alignment Yes / No
WIDA PRIME 2020 46

4. Team triangulation and determination of final score and eligibility for PRIME seal: Reviewers reconvene
as a team to share findings. Discussion should focus on understanding all reviewers’ interpretation of the
criteria, indicators, and evidence they have found. Reviewers then triangulate data and calibrate responses
to reach consensus about final ratings and the degree of alignment they find. During this meeting:
a. The lead reviewer guides team discussion of each rubric criterion. Each team member shares
individual analysis, scores, and rationale for why they awarded each score. As they discuss, the team
also selects the best sources of evidence to include in the final report.
b. When there is lack of consensus, the team collaboratively compares individual findings and
rationales. The lead reviewer supports the team in achieving consensus, including – if necessary –
calling in an additional reviewer in case of scoring disagreement.
c. The team collaboratively identifies strengths and needs in materials, making notes for the final
report.
d. The team collaboratively determines eligibility for the seal.
e. The lead reviewer drafts the PRIME report.
REVIEW TEAM’S FINAL CONSENSUS SCORING (see form on next page)
Names of reviewers in review team:
Lead reviewer:
Date:
Directions: Once individual analyses and rating are complete, begin the team deliberation process. Use the
form on the next page to summarize consensus findings from the teams’ collaborative analysis of materials.
Highlight the most compelling evidence the team has found and offer criterion and indicator-based feedback,
noting strengths and weaknesses in alignment. This provides a rationale for how the team scores each criterion,
and for the team’s determination of the materials’ eligibility to receive the PRIME 2020 seal of alignment.
WIDA PRIME 2020 47

4 3 2 1 Final Final score
Evidence for Strong and Present Present but Not yet consensus for each
alignment comprehensive (2 indicators) insufficient sufficiently score Framework
criteria is… (3 indicators) (1 indicator) present (no for each component
indicators) criterion (4-3-2-1)

of evidence for findings (add page numbers and links): for ELD
standards
Match.ELD.1 Summary notes: Team statements:
consensus
score:
Match.ELD.2–5
Depth.ELD
Breadth.ELD

of evidence for findings (add page numbers and links): for KLUs:
Match.KLU
Depth.KLU
Breadth.KLU

of evidence for findings (add page numbers and links): for Language
Expectations:
Match.LE
Depth.LE
Breadth.LE

of evidence for findings (add page numbers and links): for PLDs:
Match.PLD
Depth.PLD
Breadth.PLD
Eligibility to earn the PRIME 2020 seal of alignment Yes / No
WIDA PRIME 2020 48

5. Debrief session: The lead reviewer schedules a meeting with the publisher and sends a draft report ahead
of the meeting. At the meeting, the lead reviewer and publisher discuss findings and determine next steps.
The publisher can decide to:
a. Accept the findings of the reports.

b. Revise the portfolio based upon draft findings and re-submit for a follow-up review (e.g., the
publisher overlooked a couple of instances of better evidence of alignment). If the publisher
selects this option, the report will be held until the revisions have been made. The lead reviewer will
determine the length of the allowable re-submission window. Beyond some instances where the
publisher may have overlooked instances of better evidence in currently existing materials, when
the publisher needs to revise materials (not just their selection of evidence), that will trigger a new
application review process.
6. Final report available for publication: The lead reviewer prepares the final report for publication.
WIDA PRIME 2020 49

Appendix A: Extended Review within a
Grade-Level Cluster
After successfully preparing the WIDA PRIME 2020 Rubric and Portfolio Workbook demonstrating alignment
between a set of materials for one full year’s course of study and the Framework, publishers may also prepare to
submit adjacent grade levels of the same course when they are within the Framework’s grade-level clusters (K,
1, 2–3, 4–5, 6–8, 9–12) for an extended review. The extension can be included in the request for external review of
alignment by the team of WIDA-trained reviewers in order to earn the PRIME seal for both sets of materials.
For example, if a publisher submits a portfolio for review of grade 4 science materials, they may also submit
a rationale and evidence for why materials for grade 5 science maintain the same approach and structure
of alignment to the Framework as grade 4 science does. When a grade-level cluster is only comprised of
one grade (e.g., K or 1), materials for adjacent grades are not eligible for the extended review but must be
submitted as a separate portfolio.
After completing the portfolio for the initial course (e.g., grade 4 science), you may request an extended review
by following the steps below:
1. Extending Portfolio Part A: Orientation to Instructional Materials

a. Briefly explain how the same descriptions you provided in the original portfolio (e.g., grade 4
science) also generally apply to this extension adjacent course (e.g., grade 5 science).
b. Explain where there are differences that reviewers should be aware of.
c. Include the full set of materials that comprise the adjacent course (e.g., grade 5 science): student
edition, teacher edition, supplements, and any other sections and tools as applicable.
2. Extending Portfolio Part B: Alignment to Big Ideas

a. Explain how the adjacent set of year-length materials aligns to the Big Ideas by describing how it
maintains the same approach as the original portfolio course. Point to representative evidence from
these materials to support your explanation and include direct links and page numbers.
3. Extending Part C of the portfolio

a. Provide an evidence-based rationale for why the adjacent set of year-length materials (e.g., grade
5 science) maintains the same alignment structures and approaches as the original portfolio course
(e.g., grade 4 science). Consider the evidence-based claims of alignment, justifications, and kinds of
evidence you provided for the portfolio materials. In what ways do the adjacent materials maintain
the same approach? Make sure each point you make is accompanied by evidence from the adjacent
materials, including direct links and page numbers.
4. Extending Part D of the portfolio

a. Explain how the adjacent materials generally reflect the same strengths and weaknesses of
alignment as the original portfolio. Point to representative pieces of evidence from the adjacent
materials, including direct links and page numbers.
c. Self-rate the PRIME rubric to reflect how you believe the adjacent materials align to the Framework.
WIDA PRIME 2020 50

Evidence for 4 3 2 1
alignment in Strong and Present Present but Not yet
relation to criteria comprehensive (2 indicators) insufficient sufficiently
and indicators is… (3 indicators) (1 indicator) present
(no indicators)
ELD Standards Statements
Match.ELD.1
Match.ELD.2–5
Depth.ELD
Breadth.ELD
Key Language Uses (KLUs)
Match.KLU
Depth.KLU
Breadth.KLU
Language Expectations
Match.LE
Depth.LE
Breadth.LE
Proficiency Level Descriptors (PLDs)
Match.PLD
Depth.PLD
Breadth.PLD
5. Is there anything else you would like the review team to know about the adjacent materials?
WIDA PRIME 2020 51

Appendix B: References
de Araujo, Z., & Smith, E. (2022). Examining English language learners’ learning needs through the lens of
algebra curriculum materials. Educational Studies in Mathematics, 109(1), 65–87.
Cook, H. G. (2006). Aligning English language proficiency tests to English language learning standards:
Assessing limited English proficiency students. State Collaborative on Assessment and Student Standards
(SCASS), Chief Council of State School Officers (CCSSO), Washington, DC
Cook, G. (2017). Alignment is in the eye of the beholder: Validity considerations. Annual Meeting of the National
Council on Measurement in Education (NCME), San Antonio, TX.
Estrada, P. (2014). English learner curricular streams in four middle schools: Triage in the trenches. The Urban
Review, 46(4), 535–573.
Gándara, P., Rumberger, R., Maxwell-Jolly, J., & Callahan, R. (2003). English learners in California schools:
Unequal resources, unequal outcomes. Education Policy Analysis Archives, 11, 36.
Lê, Q. T. N., & Polikoff, M. S. (2021). Do English language development curriculum materials matter for students’
English proficiency? SAGE Open, 11(3). https://doi.org/10.1177/21582440211035770
Loewus, L. (2016, May 11). Quality learning materials are scarce for English-language learners. Education Week.
https://www.edweek.org/teaching-learning/quality-learning-materials-are-scarce-for-english-language-
learners/2016/05
Mitchell, C. (2019, February 20). High-quality teaching materials for ELLs is goal of new initiative. Education
Week. https://www.edweek.org/teaching-learning/quality-learning-materials-are-scarce-for-english-
language-learners/2016/05
Porter, A., Smithson, J., Blank, R., & Zeidner, T. (2007). Alignment as a teacher variable. Applied Measurement in
Education, 20, 27–51.
Webb, N .L. (2007). Issues related to judging the alignment of curriculum standards and assessments. Applied
Measurement in Education, 20(1), 7–25.
WIDA PRIME 2020 52

Appendix C: Acknowledgements
WIDA Staff
Lead Developer
Fernanda Marinho Kray, Researcher & ELD Standards Lead, Educator Learning, Research, and Practice
Subject Matter Experts

Jen Daniels, Assistant Director of Educator Learning, Research, and Practice
Alisa Rhoads, Professional Learning Specialist, Educator Learning, Research, and Practice
Reviewers
Elizabeth Warren, State Relations Specialist, Consortium and State Relations
Alissa Metzler, State Relations Specialist, Consortium and State Relations
Jennifer Wilfrid, Researcher, Educator Learning, Research, and Practice
Margo Gottlieb, WIDA Co-Founder
Editing and Graphic Design

Miguel Ángel Colón Ortiz, Editor, Communications and Marketing
Rebecca Holmes, Editor, Communications and Marketing
Janet Trembley, Graphic Design, Communications and Marketing
Marketing
Selena Franklin, Specialist, Communications and Marketing
PRIME Project Sponsors and Management Staff

Diep Nguyen, Director, Educator Learning, Research, and Practice
Jonathan Gibson, Director, Consortium and State Relations
Drake Accardi, Lead Project Manager
External Contributors
Consultants
Allison Audet, Transformative Learning Collaborative
Paula Merchant, Transformative Learning Collaborative
Reviewers
Kelly Cooney, Consultant
Gwyneth Dean-Fastnacht, WCEPS Consultant
Amy King, Assistant Director of Educator Engagement, WCEPS
Maria Puga, English Learner Program Coordinator, Idaho State Department of Education
Veronica Sala, Multilingual Learner Specialist, Rhode Island Department of Education
Yvonne Williams, Director of MLL Educator Engagement, WCEPS
We would also like to thank all the publishers who generously offered their time by participating in focus
groups and submitting feedback.
WIDA PRIME 2020 53

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PRIME

WIDA PRIME 2020:

WIDA PRIME 2020 and the WIDA Mission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

WIDA PRIME 2020: Audiences and Uses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

WIDA PRIME 2020: Elements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

WIDA PRIME 2020: Inapplicable Uses and Disclaimers. . . . . . . . . . . . . . . . . . . . 5

II. PRIME 2020 Rubric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Definition of Terms and Alignment Theory of Action . . . . . . . . . . . . . . . . . . . . . . 8

Scoring the Rubric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

III. WIDA PRIME 2020: Portfolio Workbook. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Steps for Submitting Materials for Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Portfolio Part A: Orientation to Instructional Materials . . . . . . . . . . . . . . . . . . . 16

Portfolio Part B: Alignment to Big Ideas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Portfolio Part C: Alignment to Components of the Framework. . . . . . . . . . . 23

Portfolio Part D: Summary of Alignment Self-Analysis and Self-Rating. . . . 42

IV. WIDA PRIME 2020 Review Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Appendix A: Extended Review within a Grade-Level Cluster. . . . . . . . . . . . . 50

WIDA PRIME 2020 2

• Enhancing equity of opportunity and access

WIDA PRIME 2020 3

In addition, local users may also use PRIME to

• Support district/school leadership or adoption committees in making recommendations and decisions

WIDA PRIME 2020: Elements

WIDA PRIME 2020 4

Publishers may submit a portfolio in order to earn the PRIME seal.

WIDA PRIME 2020: Inapplicable Uses and Disclaimers

PRIME IS NOT an introduction to the Framework or to curriculum design.

WIDA PRIME 2020 5

Language development occurs throughout the day and in all classrooms.

WIDA PRIME 2020 6

WIDA PRIME 2020 7

The Three Criteria of the PRIME Rubric

Breadth is the degree consistently and systematically support consistently and

WIDA PRIME 2020 8

Alignment Theory of Action (Adapted from Cook, 2017):

• If instructional materials are identified and meaningfully described, and

In summary, if there is strong alignment between the

The figure to the right illustrates the alignment

WIDA PRIME 2020 9

a. A self-determined claim of alignment for each component of the Framework

4 - Evidence is strong and comprehensive: clear connection to three indicators

WIDA PRIME 2020 10

ELD Standards Statements Lowest

Key Language Uses (KLUs) Lowest

Language Expectations Lowest

Proficiency Level Descriptors (PLDs) Lowest

WIDA PRIME 2020 11

Seal Eligibility: Yes or Not Yet

Seal Eligibility: Yes or Not Yet

WIDA PRIME 2020 12

4. Develop portfolio workbook. It must include:

a. Part A: Orientation to Instructional Materials: Thoroughly describe submitted materials.

c. Part C: Alignment to Components of the Framework. Develop the following:

4 - Evidence is strong and comprehensive: clear connection to three indicators

WIDA PRIME 2020 13

d. Part D: Summary of Alignment Self-Analysis

i. Strengths: Identify strengths of alignment in materials as stipulated in the PRIME rubric.

WIDA PRIME 2020 14

q Teacher edition/guide/materials (if applicable)

q Other (please specify)

q Each criterion description (match, depth, and breadth)

q Indicators for each criterion