Scanmarker pen readers can fit into WIDA-aligned instruction when you use it as an access tool (scaffolding) and as a way to support language development tied to content—not as a shortcut that replaces instruction.
Where it fits in WIDA (practical classroom uses)
1) Comprehensible Input (listening + reading)
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Students scan a sentence/paragraph and hear it read aloud (TTS) while seeing the text.
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This supports WIDA’s focus on making grade-level content accessible while students build English.
Best use: pre-teaching key parts of a complex text, directions, word problems, and anchor texts.
2) Vocabulary and Language Functions (Language for…)
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Students scan new words and use dictionary / translation (as needed) to get meaning fast.
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Then you require a WIDA-style output: define, categorize, use in a sentence, or explain in their own words.
Best use: content vocabulary in ELA, science, social studies, and math word problems.
3) Scaffolding by Proficiency Level (Entering → Reaching)
You can tier tasks while keeping the same text/standard:
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Entering/Emerging: scan + listen; highlight key words; match pictures; yes/no or sentence frames
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Developing: scan + listen; answer WH- questions; complete cloze sentences; short oral retell
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Expanding/Bridging: scan for evidence; summarize; compare/contrast; write a short response with citations.
The pen reader is the access scaffold; the student task is the language objective.
4) Academic Language Practice (speaking/writing routines)
After scanning:
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Students do a partner retell using sentence stems (“The main idea is…”, “This evidence shows…”)
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Students write a short constructed response using a rubric aligned to your WIDA can-do descriptors.
5) Independence and Inclusion (push-in ESL + gen ed)
In low-incidence districts, an ESL teacher can’t be everywhere. Scanmarker can support:
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independent reading of directions and texts
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small-group stations
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co-taught lessons where ELs need discreet support without stopping the class
How to keep it WIDA-compliant (guardrails)
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Use translation as temporary support, then require English output.
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Grade the language task (summary, explanation, evidence), not the scanning.
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Build it into lesson plans as: Content objective + Language objective + Scaffold (Scanmarker).