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Can Do Descriptors by Language Domain, Proficiency Level, and Key Use of Language: KINDERGARTEN

By the end of each of the English language proficiency levels 1-5 English language learners can... **there is no ceiling for level 6

Language Proficiency Level

LISTENING

SPEAKING

ORAL LANGUAGE

Students

Process Recounts by:

Process Explanations by:

Process Arguments by:

Students

Recount by:

Explain by:

Argue by:

Students

Discuss by:

Level

Entering

· Pointing to pictures described orally in context (e.g., “the big dog”)

· Finding familiar people, places, or objects named orally (e.g., “Where’s a chair?”)

· Identifying illustrated activities described orally

· Following modeled actions to show likes or dislikes (e.g., using “or” words and phrases, “read” or “write”)

· Identifying personal choices (e.g., “Show me your favorite…”) from different examples

· Classifying everyday objects by descriptive features (e.g., red ones, blue ones)

· Repeating words, simple phrases or expressions from familiar stories as a whole class

· Participating in group songs, chants, or poems using gestures or physical movement

· Identifying familiar objects used in everyday routines and activities with a partner (e.g., in the home language and English)

· Rehearsing and acting out key steps in procedures or classroom routines following models (e.g., “Put away toys. Get in line.”)

· Stating personal likes from oral prompts (e.g., sports, food, animals)

· Naming choices from models (e.g., “Apple or banana?”)

· Attending to the speaker to demonstrate understanding

· Following routines, chants, and songs

Level

Emerging

· Responding with gestures to songs, chants, or stories modeled by teachers

· Matching familiar pictures, objects, or movements to oral statements (e.g., “Clap your hands.”)

· Matching real-life objects to illustrations about their use based on oral statements

· Identifying people and places associated with everyday events described orally (e.g., “It is Monday. You are at school.”)

· Discriminating between words and phrases related to personal choices (e.g., “The park or the zoo?”)

· Identifying oral preferences stated by others (e.g., choosing pictures or objects)

· Restating some language associated with illustrated short stories
or informational text (e.g., “I see.” “I hear.”)

· Re-enacting various roles when interacting in pairs or in small groups

· Describing uses of everyday objects or roles of familiar people (e.g., “Teacher reads.”)

· Stating attributes and classifying objects into illustrated categories to show how they go together (e.g., shapes, colors, sizes)

· Stating personal preferences (e.g., “I like this.”)

· Agreeing or disagreeing with familiar questions (e.g., “Are you ready?” “Yes I am.”)

· Addressing others according to relationship (e.g., student-student, student-teacher)

· Participating in exchanges between peers (e.g., thumb buddies, turn and talk)

Level

Developing

· Acting out songs, chants, stories and poems with gestures as a whole group

· Following sequential language for oral directions one step at a time (e.g., “Walk to the door. Now, come to the circle.”)

· Identifying language associated with features of objects or print (e.g., “Show me a word in the title.”)

· Following peer-modeled oral commands with a partner

· Acting out opposites using gestures (e.g., through songs or chants)

· Responding nonverbally to show agreement or disagreement with opinions of others (e.g., thumbs up, thumbs down)

· Retelling main events in short narrative stories to peers using pictures

· Describing attributes of familiar objects, people, and places

· Comparing sizes of familiar phenomena (e.g., bigger than/ smaller than, longer/ wider)

· Stating reasons for classroom routines or procedures with a partner (e.g., expected behaviors)

· Stating personal preferences or opinions (e.g., “Recess is best.”)

· Predicting everyday situations or events from illustrations

· Working together collaboratively (e.g., taking turns, listening to others)

· Using language and body movement to include others in conversations

Level

Expanding

· Role playing in response to illustrated stories read aloud

· Matching extended oral descriptions of content-related topics to illustrations or graphics (e.g., “The bright yellow ball is shining in the sky.”)

· Drawing individual phases or steps to “how” questions (e.g., “How does a caterpillar change into a butterfly?”)

· Pointing out illustrated details that match oral descriptions of cycles or procedures

· Drawing to make predictions from illustrated stories read aloud (e.g., “What happens next?”)

· Classifying fact from fiction in oral discourse (e.g., through physical responses or sorting pictures)

· Retelling familiar stories through a series of pictures

· Sharing personal stories or experiences with others (e.g., in multiple languages)

· Describing classroom routines (e.g., putting away puzzles)

· Comparing and contrasting placement of real-life objects and phenomena (e.g., “on the table” v. “under the table”)

· Expressing likes, dislikes, or preferences with reasons (e.g., “I like ___ because___.”)

· Giving reasons for classifying familiar objects with classmates (e.g., in open sorts)

· Proposing ideas to contribute to conversations

· Asking questions to request clarification

Level

Bridging

· Arranging content-related objects or illustrations according to oral discourse with a partner

· Making patterns from real objects or pictures based on detailed oral descriptions from a model (e.g., “Follow me. Put two blue crayons on your table. Then put two red crayons. Now put two more crayons of another color.”)

· Identifying illustrations related to cause and effect from oral information

· Reenacting procedural information obtained from videos or other media (e.g., “Show me how to make day and night.”)

· Agreeing or disagreeing with oral claims using gestures (e.g., “Tomorrow will be hotter than today.”)

· Identifying reasons for choices in real life scenarios read aloud (e.g., by circling pictures)

· Relating school-based content and personal experiences with peers and adults

· Rephrasing events from stories or information with a partner (e.g., class rules or routines)

· Providing details related to classroom activities and tasks in small groups (e.g., how we work together)

· Describing steps in familiar cycles and processes (e.g., getting in a circle to play a game)

· Offering personal opinions about content-related ideas in small groups

· Giving reasons for content-related information when modeled (e.g., “These animals go together because they have spots.”)

· Asking questions to extend conversations

· Demonstrating active listening to show respect to the speaker

Level

Reaching

· Identifying drawings or other visual displays from elaborate descriptions with details

· Identifying detailed information in oral discourse or through multimedia

· Recognizing language related to scientific or mathematical processes

· Identifying patterns in procedures or natural phenomena in illustrated stories read aloud

· Interpreting which side to take and why from dialogs or short conversations

· Identifying details of stories or scenarios read aloud that represent different points of view

· Retelling familiar stories, including key details with prompting and support

· Describing details about characters, settings, and major events in illustrated stories with prompting and support

· Comparing two objects using measurable attributes (e.g., “The table is higher than the chair.”)

· Describing the causes or effects of different phenomena based on observations and experiences (e.g., pull/push, sink/float)

· Agreeing or disagreeing with reasons for categorizing content-related information with a partner

· Stating personal opinions with justification for content-related ideas or topics

· Sustaining conversations on a topic

· Building on comments/ responses of others

**The descriptors in Level 6 represent the language performance of students who have met all the criteria for Level 5. Unlike the descriptors at Levels 1–5 that provide examples of performance at the end of the level, the descriptors at Level 6 are examples of performance within Level 6.

For three of the Key Uses (Recount, Explain, and Argue) you’ll see descriptors for the four language domains (Listening, Reading, Speaking, and Writing). The descriptors for the Key Use Discuss are only shown for oral language. The Key Use Discuss highlights the importance of oral language development for meaningful participation of all language learners, regardless of their level of language proficiency.

The WIDA Can Do Descriptors, Key Uses Edition and the example descriptors are not exhaustive but are meant to help guide the planning and conversation around meaningful participation of language learners in standards-based contest curriculum, instruction, and assessment.

Can Do Descriptors by Domain, Proficiency Level, and Key Use of Language: KINDERGARTEN

By the end of each of the English language proficiency levels 1-5 English language learners can... **there is no ceiling for level 6

Language Proficiency Level

READING

WRITING

Students

Process Recounts by:

Process Explanations by:

Process Arguments by:

Students

Recount by:

Explain by:

Argue by:

Level

Entering

· Matching icons and symbols to corresponding pictures

· Identifying labeled real-life classroom objects (e.g., tables, books, door)

· Matching illustrations with modeled language with a partner

· Identifying steps in procedures from illustrations and icons (e.g., “It goes up. It comes down.”)

· Pointing to labeled pictures or objects of personal preferences

· Matching illustrations to words of personal interest as modeled

· Dictating personal information scribed by adults (e.g., about self and family members)

· Reproducing icons or environmental print related to self from models

· Describing familiar routines by drawing pictures and dictating to adults (e.g., in one or more languages)

· Drawing what comes next (e.g., in stories or experiments)

· Illustrating likes or dislikes from real-life objects or pictures

· Drawing or making collages about personal interests or content-related topics in small groups

Level

Emerging

· Reproducing content-related information in oral text through drawings

· Acting out familiar rhymes from text read aloud or chanted in small groups

· Identifying illustrated words or icons to show why (e.g., in play-based activities)

· Following illustrated directions with a peer (e.g., to form shapes or patterns)

· Classifying labeled pictures of personal choices from stories according to different character traits

· Making choices from illustrated descriptions read aloud and sharing with peers (e.g., based on “or” phrases)

· Reproducing symbols, numbers, and illustrated words from models in context

· Drawing and labeling familiar people, objects, or events from models (e.g., word walls, posters, cards)

· Connecting oral language to print (e.g., through language experience)

· Reproducing labeled pictures or photographs to describe processes or procedures (e.g., producing an album)

· Drawing and reproducing words about preferences (e.g., from charts or posters)

· Stating personal choices from models (e.g., labeling photos or drawings of self)

Level

Developing

· Identifying familiar words in context (e.g., in Big Books or wall charts) in small groups

· Recognizing persons and settings in illustrated text read aloud

· Pointing out causes or motives in illustrated stories read aloud

· Showing relationships depicted in informational text with real-life objects (e.g., “5 is more than 3.”)

· Predicting next steps, actions, or events in informational text and stories read aloud (e.g., by pointing to pictures)

· Indicating agreement or disagreement with authors’ points of view of text read aloud with a partner

· Reproducing familiar words from labeled models or illustrations (e.g., labeled dioramas)

· Restating facts about personal experiences shared with classmates (e.g., through illustrated text)

· Describing familiar events or phenomena using sentence starters and drawings

· Identifying self as an author through pictures and invented words (e.g., by keeping a journal)

· Agreeing or disagreeing with choices (e.g., producing “yes” or “no”) from models

· Completing text about personal opinions on different topics (e.g., “I like ___.”)

Level

Expanding

· Identifying words in picture dictionaries (e.g., in multiple languages)

· Recognizing common types of text (e.g., storybooks, poems) read aloud

· Demonstrating the relationship between objects, people, or animals from detailed descriptions read aloud using gestures (e.g., “the big tall giraffe and the teeny tiny mouse”)

· Classifying how to resolve situations faced by characters or in content-related text using graphic organizers

· Interpreting pictures in informational text as true or false in small groups

· Comparing choices of different characters in illustrated text read aloud (e.g., using T charts)

· Producing familiar words and phrases from environmental print and illustrated text

· Drawing and describing different parts of stories, personal experiences, or events (e.g., written conversations) with a peer

· Describing how to do something through a sequence of pictures and words

· Composing group drafts on different processes based on oral input or experiences modeled by teachers

· Producing statements about choices using different models as examples (e.g., “I want to ____.”)

· Building short sentences from personal preferences using pictures or photos with partners

Level

Bridging

· Ordering words to form short sentences from oral models (e.g., using pocket charts, cards)

· Identifying language related to spatial relations (e.g., in front of, next to, in between)

· Matching familiar descriptive phrases to objects or illustrations with a partner (e.g., steps in morning routines)

· Comparing how to do something in different ways from illustrated stories (e.g., making fruit salad)

· Evaluating situations in picture books and matching them to related reasons for choices

· Agreeing or disagreeing with actions of characters in illustrated text read aloud

· Describing everyday experiences using illustrated phrases and short sentences

· Producing illustrated stories about self or family (e.g., using one or more languages)

· Describing uses of tools or objects with a peer (e.g., from illustrated phrase walls)

· Sequencing content-related processes by drawing and describing objects (e.g., from seeds to plants)

· Making requests to indicate preferences (e.g., “Can I have …?”)

· Listing reasons for content-related choices with guidance and support (e.g., “Why do you like number 5?”)

Level

Reaching

· Identifying major events in stories with prompting and support

· Identifying main ideas and details in common types of illustrated text (e.g., trade books, rhymes)

· Drawing sketches or models to show how to solve problems read from illustrated informational text

· Locating descriptive language related to “how” or “why” in illustrated text in small groups

· Identifying different points of view from illustrated text with prompting and support

· Identifying similarities in and differences between two texts on the same topic (e.g., pasting or matching words found in both sources)

· Stating information to answer modeled questions about experiences with guidance

· Using new words and phrases acquired through conversations or oral reading in short illustrated sentences

· Stating steps of familiar routines or events by drawing, dictating, and writing

· Responding to “how” questions and suggestions from peers, with guidance from adults, to add details to text

· Composing opinion pieces using content-related language with prompting and support

· Making claims using content-related language about topics or books (e.g., dictated to adults)

Can Do Descriptors by Domain, Proficiency Level, and Key Use of Language: GRADE 1

By the end of each of the English language proficiency levels 1-5 English language learners can... **there is no ceiling for level 6

Language Proficiency Level

LISTENING

SPEAKING

ORAL LANGUAGE

Students

Process Recounts by:

Process Explanations by:

Process Arguments by:

Students

Recount by:

Explain by:

Argue by:

Students

Discuss by:

Level

Entering

· Mimicking gestures or movement associated with oral commands

· Matching key words or expressions in songs, chants, and poems to illustrations

· Identifying real-life objects based on descriptive oral phrases or short sentences

· Pointing to objects or people reflective of content-related vocabulary (e.g., family members)

· Answering questions about likes and preferences

· Identifying words or phrases that express opinions

· Repeating words, phrases and memorized chunks of language related to different topics

· Answering yes or no questions about stories or experiences

· Answering questions with words or phrases (e.g., “Go washroom.”)

· Describing pictures or classroom objects

· Expressing preferences in naming and pointing to objects

· Repeating language to express agreement or disagreement

· Tracking the speakers to demonstrate understanding

· Sharing pictures, created work, or visuals to contribute to conversations

Level

Emerging

· Acting out oral statements using manipulatives or real-life objects

· Pointing to objects, characters or places from oral descriptions

· Classifying real-life objects according to their function based on oral directions

· Interpreting oral descriptions and matching them to illustrations

· Evaluating options to make personal choices from oral simple sentences

· Signaling agreement or disagreement with short oral statements using gestures (e.g., “Today is Monday.” “Clap one time for yes. Clap two times for no.”)

· Stating content-related facts in context (e.g., playing telephone)

· Describing characters or places in picture books

· Demonstrating how to do something using gestures or real-life objects (e.g., tie a bow)

· Describing what people do from action pictures (e.g., jobs of community workers)

· Responding to short statements or questions about choices (e.g., “I am sure.” “I am not sure.”)

· Stating likes and dislikes to participate in conversations with peers

· Following along familiar routines of small and large groups

· Recognizing different types of intonation used by speakers

Level

Developing

· Sequencing pictures of stories read aloud (e.g., beginning, middle, end)

· Following modeled oral instructions related to content

· Following peer statements to create projects

· Identifying illustrated cycles or processes described orally

· Classifying objects according to descriptive oral statements

· Following conditional directions (e.g., “Raise two hands if you like ice cream.”)

· Retelling simple stories from picture cues

· Participating in dialog with peers on familiar topics

· Stating associations between two objects, people, or events (e.g., “Lidia is my sister and Lisa is my sister.”)

· Telling why something happened

· Describing characters or objects using pictures or actions

· Stating choices of materials or supplies and reasons for their selection

· Asking clarifying questions

· Inviting others to participate

Level

Expanding

· Identifying characters, plots, and settings from oral stories

· Finding details in illustrated narrative or informational text read aloud

· Following illustrated content-related procedures shared orally

· Organizing real-life objects based on oral comparisons

· Organizing information from oral comparisons of people or objects

· Identifying claims about real-life objects or events based on observations or experiences

· Restating information with some details

· Summarizing a series of familiar events or routines

· Connecting ideas by building on guided conversations with peers

· Describing in detail the function of objects or roles of people

· Justifying the use of objects for particular purposes

· Supporting content-related ideas with examples

· Using intonation appropriate for the purposes of communication

· Restating statements to clarify ideas

Level

Bridging

· Constructing models based on instructions from extended oral discourse with a partner

· Following multistep oral directions during content-related activities

· Organizing causes and effects of various phenomena presented orally

· Using strategies and procedures shared by peers

· Identifying claims and reasons from oral discourse

· Identifying reasons for choices from oral stories

· Presenting information on content-related topics

· Sharing details about personal experiences with peers and adults

· Stating conditions for cause and effect (e.g., “If it rains, I play inside.”)

· Elaborating on details of content-related procedures

· Comparing and contrasting content-related ideas (e.g., “Winter is hot in Hawaii. Winter is cold in Alaska.”)

· Providing evidence for specific claims

· Asking and answering questions to maintain conversations

· Elaborate on someone else’s comments to participate in conversations

Level

Reaching

· Matching relevant details to main ideas presented in oral discourse

· Identifying different genres through multiple readings of text by adults (e.g., rhymes, stories, informational text)

· Identifying details from oral descriptions of processes or procedures

· Representing ideas from oral discussions or multimedia

· Identifying reasons authors give to support points in text read aloud

· Distinguishing opinions from reasons in oral discourse

· Producing discourse appropriate to task and situation

· Rehearsing content-related presentations with peers

· Asking and answering content-related “how” and “why” questions

· Expressing connected ideas with supporting details

· Defending solutions to simple problems

· Elaborating reasons to justify content-related ideas

· Sustaining conversations by responding to comments made in multiple exchanges

· Asking and answering questions about key details in social and academic contexts

Can Do Descriptors by Domain, Proficiency Level, and Key Use of Language: GRADE 1

By the end of each of the English language proficiency levels 1-5 English language learners can... **there is no ceiling for level 6

Language Proficiency Level

READING

WRITING

Students

Process Recounts by:

Process Explanations by:

Process Arguments by:

Students

Recount by:

Explain by:

Argue by:

Level

Entering

· Using pictures and illustrations to identify themes or storylines

· Matching vocabulary to illustrated stories

· Identifying icons from illustrated texts or media with a partner

· Sorting objects according to their use based on labeled illustrations

· Categorizing labeled pictures or photographs

· Identifying opinions from illustrated statements (e.g., likes and dislikes)

· Forming words using a variety of strategies

· Answering Wh- oral questions or using icons to plan stories

· Designing, drawing and labeling content-specific models

· Identifying topics through photographs, illustrated word walls, or software

· Indicating agreement with opinions of others using labeled drawings

· Drawing icons or symbols to represent preferences

Level

Emerging

· Pointing to icons, letters, or illustrated words that represent ideas

· Identifying repetitive words and phrases in texts

· Matching descriptive labels or headings to illustrated text

· Identifying labeled illustrations signaled by Wh- questions

· Identifying information related to events from graphics (e.g., birthday charts, weather calendars)

· Sharing likes and dislikes using environmental print

· Providing information in graphic organizers

· Presenting content related information labeling visuals or graphics

· Labeling and illustrating observations over time (e.g., growing plants)

· Describing people, places, or objects from illustrated examples

· Producing simple sentences from models about likes, wants, and needs (e.g., “I like…, I don’t like…”)

· Supplying facts about topics

Level

Developing

· Identifying Wh- words in questions (e.g., who, what, when)

· Recalling content-related information from illustrated texts read aloud

· Sorting illustrated content words and phrases into categories

· Matching labeled illustrations to “how” or “why” questions

· Identifying persuasive words in written phrases or statements in context (e.g., “have to,” “must”)

· Identifying language of wants and needs in illustrated short stories read aloud

· Describing feelings or reactions to personal events or situations

· Recalling information from events or experiences

· Classifying illustrated words and phrases into groups (e.g., “Animals that fly. Animals that swim.”)

· Comparing real-life objects, numbers, or animals using models

· Participating in interactive journals with peers

· Stating preferences related to social and academic topics (e.g., “I want to go…”)

Level

Expanding

· Identifying the main topic of texts

· Ordering illustrations based on sequence of events from texts read aloud

· Finding details in illustrated narrative or informational texts read aloud

· Identifying what authors say in oral stories

· Distinguishing characters’ opinions or preferences from illustrated text read aloud

· Determining the author’s point of view from illustrated texts

· Producing a series of related sentences from transition word starters (e.g., first, next, last)

· Describing observations firsthand or from media

· Describing models related to content-related phenomena in pictures or real-life

· Expressing feelings and a reason related to situations or events

· Describing patterns in processes and stories to use as evidence

· Stating reasons for particular claims or opinions in content-related topics

Level

Bridging

· Distinguishing among characters, settings, and events in narratives

· Reconstructing texts read orally using drawings or reenacting text with performances

· Ordering content-related events according to information in illustrated texts

· Identifying steps or stages of content-related processes or events from informational or explanatory texts

· Determining what happens next from illustrated observations

· Identifying evidence or reasons in peers’ written text

· Composing stories or narratives using sequential language

· Editing personal narratives based on criteria for success

· Describing causes and effects of actions and strategies

· Sequencing steps in solving problems using short sentences, illustrations, and symbols

· Providing simple edits to peers’ writing

· Elaborating content-related claims with examples

Level

Reaching

· Identifying who is telling the story at various points in texts

· Matching original text to paraphrased versions

· Identifying words and phrases related to cause and effect

· Identifying reasons for actions in stories, songs, and poems

· Predicting meaning of words based on clues from sentence-level context

· Identifying similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures)

· Producing narratives with at least two sequential events

· Producing narrative sequences from timelines and labeled drawings

· Predicting how stories, events, or situations might end

· Producing texts that can name a topic and supply topic-related facts

· Using persuasive language in a variety of sentences

· Producing opinion pieces by stating an opinion and providing a connected reason

Can Do Descriptors by Domain, Proficiency Level, and Key Use of Language: GRADES 2-3

By the end of each of the English language proficiency levels 1-5 English language learners can... **there is no ceiling for level 6

Language Proficiency Level

LISTENING

SPEAKING

ORAL LANGUAGE

Students

Process Recounts by:

Process Explanations by:

Process Arguments by:

Students

Recount by:

Explain by:

Argue by:

Students

Discuss by:

Level

Entering

· Showing what happens next based on familiar oral stories (e.g., by pointing or drawing)

· Drawing or providing other visual displays of people, animals, or objects in response to oral prompts

· Pointing to visual characteristics of models or real-life objects from oral clues

· Pairing objects, pictures, or equations as directed by a partner

· Indicating personal points of view in response to oral phrases or short sentences (e.g., by thumbs up/thumbs down; agree/disagree cards)

· Identifying preferences from short oral statements

· Responding to questions related to stories or experiences (e.g., “Who came to the door?”)

· Acting out and naming events or experiences throughout the school day

· Describing the outcomes of experiments or stories with guidance and visual support

· Naming or answering Wh- questions related to classroom routines (e.g., “What do we do now?”)

· Stating a claim or position from models or examples

· Sharing facts as evidence using sentence starters or sentence frames

· Expressing own ideas through drawings, gestures, words and phrases

· Expressing agreement/ disagreement nonverbally (e.g., thumbs up or down)

Level

Emerging

· Identifying the “who,” “where” and “when” of illustrated statements

· Identifying main materials or resources from oral descriptions

· Matching oral descriptions to photos, pictures, or icons

· Following simple sequences presented orally to create patterns or sequences

· Distinguishing opinions from facts from peers’ oral presentations

· Categorizing content-based pictures or objects from oral descriptions (e.g., “animals that form groups to help members survive”)

· Reproducing facts or statements in context

· Participating in multi-media presentations based on research

· Naming steps in processes or procedures

· Describing familiar phenomena in words or phrases

· Telling what comes next and showing why

· Sharing reasons for opinions or claims (e.g., science experiments)

· Asking yes or no questions to request clarification

· Recognizing how different intonation conveys different meanings

Level

Developing

· Identifying linking words or phrases related to passage of time in speech (e.g., “on Monday” “the next day”)

· Illustrating events in response to audio recordings of stories or poems

· Carrying out steps described orally to solve problems

· Completing graphic organizers or representations from oral comparisons

· Identifying similarities and differences from oral content-related materials or equipment

· Identifying different points of view in short oral dialogues

· Retelling simple stories from picture cues

· Stating information from personal or school-related experiences

· Describe relationships between objects or uses for tools

· Expressing cause and effect of behaviors or events

· Describing organizing categories for content-related information (e.g., fish/birds, forests/ deserts)

· Asking and answering questions in collaborative groups

· Negotiating agreement in small groups

· Expressing own ideas consistent with the topic discussed

Level

Expanding

· Re-enacting content-related situations or events from oral descriptions

· Identifying content-related ideas from oral discourse using multi-media (e.g., retracing steps of a process)

· Identifying connectors in speech or text read aloud

· Identifying content-related ideas and details in oral discourse

· Interpreting oral information from different sides

· Identifying opposing sides of arguments in dialogues

· Sequencing events in stories with temporal transitions (e.g., “After the sun set...”)

· Describing situations and events from school and the community

· Stating details of processes or procedures

· Describing consequences of behaviors or occurrences

· Defend claims or opinions to content-related topics

· Posing different solutions to content-related issues or problems

· Expressing own ideas and supporting ideas of others

· Proposing new solutions to resolve conflict in small groups

Level

Bridging

· Identifying details of content-related topics from oral discourse

· Making designs or models following oral directions and specifications (e.g., maps, origami)

· Identifying the purpose of language/the message in each content area

· Following a series of short oral directions to create models of content-area phenomena or processes

· Comparing oral arguments with representations and models

· Identifying claims in oral presentations

· Describing main ideas of content-related information

· Asking and answering questions about information from speakers

· Connecting ideas in content-related presentations

· Elaborating on the cause of various phenomena (e.g., shooting stars, sunsets)

· Expressing and supporting different ideas with examples

· Providing evidence to defend own ideas

· Initiating and maintaining conversations

· Challenging ideas respectfully

· Listening to, building, and extending ideas

Level

Reaching

· Identifying key ideas or details from texts read aloud or information presented orally

· Determining the main ideas and supporting details of texts read aloud or information in diverse media and formats

· Distinguishing shades of meaning among closely related words in oral discourse (e.g., jump/leap, huge/ enormous)

· Comparing strategies from extended oral discourse

· Identifying evidence to support claims/ opinions from multimedia

· Following agreed-upon rules for discussions around differing opinions

· Providing descriptive details of content-related information or activities

· Naming the steps for producing multimedia presentations with some detail

· Elaborating on ideas in light of conversations among students

· Synthesizing main ideas from supporting details of text read aloud or information obtained from diverse media

· Connecting personal comments to the remarks of others to build a case for ideas or opinions

· Summarizing ideas or opinions from two sides

· Sharing topic-related information

· Building on remarks of others by linking comments

· Maintaining audience engagement through specific language and body movement

Can Do Descriptors by Domain, Proficiency Level, and Key Use of Language: GRADES 2-3

By the end of each of the English language proficiency levels 1-5 English language learners can... **there is no ceiling for level 6

Language Proficiency Level

READING

WRITING

Students

Process Recounts by:

Process Explanations by:

Process Arguments by:

Students

Recount by:

Explain by:

Argue by:

Level

Entering

· Identifying key words and phrases in illustrated text

· Signaling language associated with content-related information (e.g., during preview, view, & review)

· Identifying words and phrases in titles and highlighted texts

· Matching pictures with graphic information from illustrated texts

· Identifying facts in illustrated informational text read orally

· Identifying language related to likes, needs, and wants in labeled illustrations

· Labeling images that illustrate the steps for different processes (e.g., writing workshop)

· Creating visual representations of ideas or stories

· Listing and illustrating ideas

· Stating facts associated with images or illustrations

· Indicating decisions or preferences through labeled pictures, words, or phrases

· Providing evidence of natural phenomena or opinions through labeled drawings

Level

Emerging

· Identifying time-related language in context (e.g., in biographies)

· Illustrating experiences of characters in illustrated statements

· Interpreting images, illustrations, and graphics

· Identifying elements of expository texts (e.g., graphs, captions) in illustrated texts

· Distinguishing fact from fiction (e.g., using sentence strips or highlighting texts)

· Identifying claims or opinions in illustrated texts

· Listing ideas using graphic organizers

· Describing visual information

· Describing elements of processes or procedures

· Stating how something happens using illustrations and sequential language (e.g., eruption of volcanoes)

· Participating in shared opinion writing experiences

· Connecting preferences, choices, or opinions to reasons

Level

Developing

· Creating timelines or graphic organizers from illustrated related statements or paragraphs

· Identifying temporal-related words that signal order of events (e.g., “In the beginning…”)

· Sequencing sentences descriptive of processes or procedures in informational texts

· Locating details in content area texts or media

· Identifying different ideas or opinions in written texts

· Identifying general academic and content-related words and phrases in text relevant to the genre/key use (e.g., “once upon a time” indicates a fairy tale)

· Retelling past experiences

· Expressing ideas in various genres (e.g., poetry, interactive journals)

· Comparing causes of different phenomena

· Stating ideas about content-related topics

· Communicating different content-related ideas or opinions

· Describing pros and cons related to social issues or familiar topics

Level

Expanding

· Ordering a series of events based on familiar texts

· Identifying main ideas and details in illustrated texts

· Illustrating cause/ effect relationships in content area texts

· Classifying main ideas and details in informational or explanatory texts

· Sorting content-related information according to specific criteria (e.g., pros and cons)

· Identifying reasons to strengthen arguments

· Describing a series of events or procedures

· Creating stories with details about characters and events

· Relating details and illustrating stages of different cycles (e.g. frogs, plants)

· Describing strategies to solve problems

· Supporting main ideas or opinions with evidence from texts

· Providing evidence to support or refute peers’ ideas

Level

Bridging

· Paraphrasing narratives or informational text with support (e.g., arranging paragraph strips)

· Highlighting relevant information in grade-level texts to produce summaries

· Identifying relevant information from texts on the same content area topic (e.g., in open sorts)

· Identifying the main purpose of texts

· Identifying data from written sources to support positions

· Matching opinions to reasons in informational texts and literature

· Describing the sequence of content-related ideas

· Providing details and examples about narratives

· Describing details of processes, procedures, and events

· Producing “how to” manuals based on personal experiences or scientific experiments

· Producing persuasive pieces supported by multiple reasons or details

· Stating reasoning for content-related choices

Level

Reaching

· Identifying setting and character details from grade-level text

· Determining the central messages, lessons, or morals of fables and folktales from diverse cultures

· Describing the connection between a series of historical events, scientific ideas, or steps in technical procedures in texts

· Connecting ideas with details in extended content area texts

· Identifying authors’ point of view in texts

· Evaluating characters, settings, and events from a variety of media

· Signaling order of events using temporal words and phrases

· Relating real or imagined experiences or events

· Elaborating topics with facts, definitions, and details

· Comparing different strategies related to procedures or problem-solving

· Elaborating on opinions and reasons

· Comparing and contrasting important points and details presented in two texts on the same topic

Can Do Descriptors by Language Domain, Proficiency Level, and Key Use of Language: GRADES 4-5

By the end of each of the English language proficiency levels 1-5 English language learners can... **there is no ceiling for level 6

Language Proficiency Level

LISTENING

SPEAKING

ORAL LANGUAGE

Students

Process Recounts by:

Process Explanations by:

Process Arguments by:

Students

Recount by:

Explain by:

Argue by:

Students

Discuss by:

Level

Entering

· Matching oral words and phrases to content-related pictures or objects

· Identifying the topic in oral statements

· Sequencing oral procedures or cycles with images

· Distinguishing key words and phrases related to phenomena

· Matching illustrations with oral points of view

· Identifying language related to facts or opinions from oral presentations

· Stating key words and phrases associated with the content using visual or graphic support

· Communicating personal experiences orally

· Naming components of phenomena using illustrations, photographs, or diagrams

· Demonstrating procedures using realia

· Stating reasons for choices using words or phrases

· Answering yes/no or choice questions across content or personal preferences

· Expressing own ideas in a variety of ways (e.g., drawing, using gestures, graphing)

· Tracking the person speaking

· Sharing own work (e.g., graphic organizers, drawings) to contribute to the conversation

Level

Emerging

· Classifying time-related language in oral statements (e.g., present, past, future)

· Connecting the context of narratives (e.g., the who, what, when, & where) to illustrations

· Organizing routine causal or sequential relationships described orally

· Following oral directions to show recurring steps in cycles or problem-solving

· Sorting evidence and claims from oral descriptions

· Distinguishing words and phrases related to opinions or facts from oral statements

· Retelling short stories or content-related events

· Stating procedural steps across content areas

· Giving reasons why or how something works using diagrams, charts or images

· Stating key words or phrases in processes in a sequential order

· Stating opinions based on experiences

· Responding to opinion statements of others with personal preferences

· Taking turns and applying conventions specific to particular conversations

· Addressing others according to relationship (e.g., student-peers, student-teacher)

Level

Developing

· Identifying the beginning, middle and end in oral retelling of a text

· Following tasks and directions retold by peers

· Interpreting cause and effect relationships in conversations

· Recognizing relationships in a series of oral statements

· Identifying different perspectives, stances, or points of view

· Recognizing reasons for positions in oral presentations

· Presenting detailed content-related information that has been rehearsed

· Stating main ideas in classroom conversations on social and academic topics

· Stating clear sequential procedures to peers

· Comparing data or information

· Expressing opinions using content-area specific language

· Presenting content-based facts that support a position

· Asking clarifying questions to demonstrate engagement

· Using examples to clarify statements

· Answering questions to contribute to a topic

Level

Expanding

· Sequencing events or steps based on oral reading of informational text

· Recognizing the language of related genres (e.g., news reports, historical accounts)

· Identifying precise details, descriptions, or comparisons that support conversation

· Following oral information on how or why phenomena occur

· Identifying evidence that supports predictions or hypotheses

· Differentiating between multiple points of view in class discussions

· Giving content-related oral reports

· Sequencing steps to solve a problem

· Connecting the sequential, cyclical, or causal relationships of content-related issues and concepts

· Presenting detailed information in small groups

· Stating relevant evidence for claims

· Responding to opinion statements of others with reasons or evidence

· Elaborating on statements of others to extend ideas

· Presenting creative solutions to resolve communication issues

· Contributing ideas to co-create group responses

Level

Bridging

· Identifying related information from multiple sources presented orally

· Recognizing the key historical, scientific or technical language used in a mini-lecture

· Recognizing language used to enhance the specificity of phenomena in class discussions

· Identifying components of systems (e.g., ecosystems, branches of government) in small group interactions

· Distinguishing certainty from uncertainty of spoken words or phrases in context

· Identifying the degree of formality in oral presentations

· Conveying personal and content-related experiences in a team

· Using technical and specific vocabulary when sharing content information

· Elaborating by adding precision and details to content-related sequence or causal phenomena

· Describing relationships of components within systems (e.g., ecosystems, government)

· Supporting claims with evidence from various sources

· Using claims and evidence to persuade an audience

· Recognizing how language can be used to express bias and influence others

· Challenging ideas respectfully

· Managing conversations to stay focused on a topic

Level

Reaching

· Identifying the overall structure (e.g., chronology) of events, ideas, concepts, or information in oral presentations

· Differentiating similarities and differences of information presented through multimedia and written text

· Interpreting the specific language used to enhance descriptions of phenomena

· Attending to the language related to events or phenomena in peer presentations

· Recognizing the strength of the quality of evidence presented in oral discourse

· Identifying the purpose of arguments

· Summarizing discussions on content-related topics

· Expanding on topics with descriptive details using varied vocabulary

· Analyzing how variables contribute to events or outcomes

· Maintaining a formal register

· Countering with a different point of view

· Stating conclusions based on a summary of information from the various sides

· Examining the value of examples to bring clarity to statements

· Extend conversations by developing topics with clear examples and information

Can Do Descriptors by Language Domain, Proficiency Level, and Key Use of Language: GRADES 4-5

By the end of each of the English language proficiency levels 1-5 English language learners can... **there is no ceiling for level 6

Language Proficiency Level

READING

WRITING

Students

Process Recounts by:

Process Explanations by:

Process Arguments by:

Students

Recount by:

Explain by:

Argue by:

Level

Entering

· Identifying words in context during oral reading of illustrated text on familiar topics or experiences

· Highlighting previewed or familiar phrases

· Matching illustrated words/ phrases to causal or sequential language

· Sequencing sentences strips to show content-area processes from illustrated texts

· Identifying key words and phrases of claims

· Identifying a claim or an opinion in multimedia with a partner

· Communicating personal experiences through drawings and words

· Reproducing a series of events through illustrated text

· Producing short-answer responses to questions using word/ phrase banks

· Labeling charts and graphs to describe phenomena (e.g., organisms in ecosystems)

· Selecting words and phrases to represent points of view using facts from illustrated text or posters

· Using key words or phrases related to the topic

Level

Emerging

· Classifying time-related language in text as present or past

· Identifying the “who,” “what,” “where,” and “when” in narrative text with a partner

· Identifying different types of connectors (e.g., first, next, because, so)

· Identifying key words and phrases that describe the topic or phenomena

· Identifying language indicative of points of view

· Organizing evidence based on sequential language in texts

· Differentiating between claims and evidence

· Listing procedural steps across content areas

· Listing positive and negative effects of events in informational or narrative text

· Using key terms related to phenomena

· Ordering linear and cyclical sequences of phenomena (e.g., the steps of how a volcano erupts)

· Stating reasons for particular points of view

· Listing pros and cons of issues

Level

Developing

· Sequencing events in stories or content-related processes

· Identifying main ideas in narrative and informational text

· Matching causes with effects

· Identifying words or phrases to determine the type of explanation (e.g., linear sequence, cycle, system)

· Identifying evidence from multiple places within text

· Identifying different perspectives, stances, or points of view

· Using key words and phrases reflective of main ideas

· Conveying details using concrete words and phrases

· Connecting related ideas or concepts using linking words and phrases

· Answering “how” or “why questions (e.g., “How does the water cycle work?” “Why are there three branches of government?”)

· Connecting reasons to opinions supported by facts and details

· Making adjustments for audience and context

Level

Expanding

· Connecting details to main ideas or themes

· Identifying conclusions in multi-paragraph text

· Identifying the different words or phrases that are used to describe the same topic or phenomena

· Organizing information on how or why phenomena occur

· Hypothesizing or predicting based on evidence

· Comparing multiple points of view on a topic

· Relating a sequence of events using a variety of transitional words, phrases, and clauses

· Synthesizing information across related texts (e.g., author study)

· Presenting information on processes or phenomena from a variety of sources

· Elaborating topics with facts, definitions, concrete details, or quotations and examples

· Comparing and contrasting evidence for claims

· Providing reasons and evidence which support particular points

Level

Bridging

· Becoming familiar with the language of related genres (e.g., news reports, historical accounts)

· Summarizing information from multiple related sources

· Identifying how text provides clear details of the topic or phenomena

· Identifying components of systems (e.g., ecosystems, government)

· Connecting personal experience with textual evidence to strengthen an interpretation of the text

· Evaluating the strength of evidence as support for claims

· Producing content-related reports

· Creating narratives that connect personal experiences and content

· Describing how factors contribute to events or outcomes

· Describing how systems relate or interact

· Evaluating positive and negative implications associated with various positions (e.g., historical events, scientific discoveries)

· Including evidence from multiple sources

Level

Reaching

· Identifying the overall structure (e.g., chronology) of events, ideas, concepts, or information in text

· Highlighting events or procedures that happened in historical, scientific, or technical text

· Identifying how text presents information in a factual or neutral manner

· Evaluating the specific language used to enhance descriptions of phenomena

· Evaluating claims and evidence by drawing from multiple print sources

· Differentiating from the strength of different pieces of evidence as support for claims

· Summarizing content-related information

· Using narrative themes to extend the storyline

· Presenting information on processes or phenomena supported by facts and details in essays and reports

· Selecting the appropriate organizational structure for the particular purpose

· Organizing ideas and information logically and coherently

· Integrating information from multiple sources to provide evidence for claims

The WIDA Can Do Descriptors, Key Uses Edition provides examples of academic language use for four specific communicative purposes. These purposes, referred to as Key Uses, were identified based on reviews of literature and a language analysis of college and career readiness standards:

KEY USE	DEFINITION	EXAMPLES
Recount	To retell to display knowledge or narrate experiences or events	telling or summarizing stories, producing information reports, and sharing past experiences, stating the steps to make something, describing experiences, ordering steps to get an answer
Explain	To clarify the “why” or the “how” of ideas, actions, or phenomena	describing life cycles, sharing why or how things work, stating causes and effects, sharing results of experiments, stating consequences of behaviors, describing factors that contribute to events, examining relationships among content-related ideas and concepts
Argue	To persuade by making claims supported by evidence	stating preferences or opinions, constructing arguments supported with evidence, critiquing the reasoning of others, giving reasons for a stance
Discuss	To interact with others to build meaning and share knowledge	Participating in small or large group activities and projects, contributing ideas to a conversation, extending knowledge with a mentor, elaborating ideas with peers, questioning and critiquing ideas in small groups

The WIDA Can Do Descriptors, Key Uses Edition can help….

Differentiate curriculum, instruction, and assessments designed in English based on language learners’ levels of English language proficiency
Collaborate and engage in instructional conversations about the academic success of language learners in English environments
Advocate for equitable access to content for language learners based on their level of language proficiency

Generously created for WIDA by Becky Linderholm

Eau Claire Area School District

Can Do Descriptors by Language Domain, Proficiency Level, and Key Use of Language: GRADES 6-8

By the end of each of the English language proficiency levels 1-5 English language learners can... **there is no ceiling for level 6

Language Proficiency Level

LISTENING

SPEAKING

ORAL LANGUAGE

Students

Process Recounts by:

Process Explanations by:

Process Arguments by:

Students

Recount by:

Explain by:

Argue by:

Students

Discuss by:

Level

Entering

· Identifying familiar objects or places from oral statements

· Pointing to objects, people, or places based on short oral descriptions

· Matching instructional language, given orally, with visual representation (e.g., “Show me your schedule.”)

· Identifying functions of content-related topics based on short oral statements reinforced visually (e.g., organisms in ecosystems)

· Signaling agreement or disagreement of short oral statements or questions

· Identifying points of view (e.g., first or third person) from short statements

· Answering select Wh-questions

· Naming and briefly describing past community or school events using visual support (e.g., posters, photographs)

· Comparing attributes of real-life objects with a partner

· Showing how to solve real-world problems using symbols, numerals, graphs, or diagrams

· Responding yes or no to short statements or questions related to a claim

· Expressing personal points of view (in home language and English) in support of or against a claim

· Using appropriate nonverbal behaviors to show engagement and listening

· Contributing to conversations by sharing own work (e.g., pictures, posters, graphics)

Level

Emerging

· Sequencing labeled visuals per oral directions

· Identifying settings or time frames in narrative or informational scenarios read aloud

· Classifying content-related visuals per oral descriptions (e.g., environmental v. genetic factors)

· Matching oral sentences of cause and effect to illustrations (e.g., weather or climate conditions)

· Identifying claims from a series of oral statements

· Identifying evidence to support claims from charts and tables

· Stating main ideas or points of classroom conversations

· Restating details of content-related topics (in home language and English) in small groups

· Describing situations from modeled sentences

· Connecting two content-related ideas that define “how” or “why”

· Answering simple questions related to claims

· Stating evidence to support claims (in home language and English)

· Inviting others to participate

· Answering Wh-questions in conversations

· Connecting ideas to one’s experiences

Level

Developing

· Matching main ideas of familiar text read aloud to visuals

· Stating the next event in a series based on clues from narrative or informational oral texts

· Matching main ideas of familiar text read aloud with visuals

· Showing differences between or among content-related phenomena described orally (e.g., descriptive statistics)

· Illustrating claims or reasons from oral narratives

· Identifying opposing perspectives from oral text (e.g., sides in wars, regimes, or revolutions)

· Relating a series of events by expressing time in multiple tenses

· Connecting ideas in content-related discourse using transitions

· Demonstrating how to conduct experiments, engage in processes, or solve problems with supports

· Stating why events occur, phenomena exist, or some things happen

· Critiquing opposing claims

· Evaluating the value of options in content-based situations

· Supporting ideas with examples

· Asking clarifying questions to demonstrate engagement

· Generating new questions to maintain conversations

Level

Expanding

· Identifying main ideas and details in oral discourse

· Evaluating oral presentations of peers based on criteria for success

· Identifying relationships between people, ideas, or events in oral discourse

· Matching complex oral descriptions to images, graphs, or formulas

· Matching evidence to claims in oral discourse

· Formulating opinions based on evidence presented within oral discourse

· Paraphrasing and summarizing content-related ideas presented orally

· Connecting ideas with supporting details in a variety of oral venues

· Comparing content-related concepts

· Connecting ideas with supporting details to show relationships (e.g., characters’ actions to their feelings)

· Connecting ideas with supporting details or evidence

· Taking stances and summarizing ideas supporting them

· Recognizing purposes of contributions in conversations

· Demonstrating awareness of personal bias when defending one’s point of view

Level

Bridging

· Categorizing details of content-related main ideas seen and heard in videos or other technologies

· Sequencing a series of illustrated events from oral passages (e.g., historical recaps)

· Carrying out a series of oral directions to construct mathematical or scientific models

· Connecting details to main ideas based on extended oral discourse

· Establishing connections among claims, arguments, and supporting evidence within oral discourse

· Comparing opposing points-of-view presented within oral discourse

· Producing oral multimedia, content-related reports based on research from multiple sources

· Tracing the evolution of literary characters, themes, and plots from different venues (e.g., digital text or video)

· Giving demonstrations with step-by-step details (e.g., converting Fahrenheit to Celsius)

· Evaluating the significance of events, people, or phenomena in oral presentations

· Engaging in debates on content-related topics with claims and counterclaims along with reasonable evidence

· Defending points of view with specific claims

· Building on the ideas of others

· Listening to others with a purpose (e.g., to challenge own or others’ ideas)

Level

Reaching

· Identifying key ideas expressed orally

· Identifying new information expressed by others

· Evaluating main ideas and supporting details presented in diverse media and oral formats

· Developing models from oral discourse and multimedia (e.g., YouTube videos)

· Evaluating the soundness of opposing claims presented orally

· Identifying bias within claims in oral discourse

· Restating new information expressed by others in extended speech

· Posing questions that elicit elaboration and responding to others’ questions and comments

· Adapting speech to a variety of contexts and tasks (e.g., use of register)

· Posing questions that connect several speakers’ ideas and responding to others’ ideas

· Paraphrasing new information expressed by others and, when warranted, modifying views or positions

· Making presentations with multimedia components to clarify claims and emphasize salient points

· Presenting organized ideas and information on content topics including the use of graphics and multimedia

· Synthesizing ideas of several speakers, posing questions, and responding with evidence, examples, and ideas

Can Do Descriptors by Language Domain, Proficiency Level, and Key Use of Language: GRADES 6-8

By the end of each of the English language proficiency levels 1-5 English language learners can... **there is no ceiling for level 6

Language Proficiency Level	READING				WRITING
Language Proficiency Level	Students	Process Recounts by:	Process Explanations by:	Process Arguments by:	Students	Recount by:	Explain by:	Argue by:
Level 1 Entering		· Identifying responses to Wh-questions in charts or illustrated text · Identifying icons in graphs, charts, and environmental print related to familiar topics	· Matching content-related objects, pictures, or media to words and phrases · Identifying social or academic topics highlighted in text	· Identifying words or phrases associated with topic choices · Classifying true from false short statements		· Producing labeled illustrations of conclusions reached in problem-solving with a partner · Reproducing words and phrases related to topics (e.g., including cognates)	· Indicating relationships by drawing and labeling content-related pictures on familiar topics · Describing processes or cycles by labeling diagrams and graphs	· Generating words and phrases that represent opinions (e.g., “I think…”) · Making lists of topic choices with peers
Level 2 Emerging		· Sequencing illustrated text of narrative or informational events · Locating main ideas in a series of simple sentences	· Comparing ideas on the same topic in a series of simple sentences · Identifying how content-related phenomena relate to one another in illustrated text or media	· Distinguishing facts from opinions in text · Identifying features associated with content-related claims		· Completing sentences using word banks · Producing statements related to main ideas on familiar topics in home language and English	· Connecting short sentences · Comparing illustrated descriptions of content-related concepts (e.g., mitosis v. meiosis)	· Stating opinions using evaluative language related to content (e.g., “I agree. Metric is better.”) · Connecting simple sentences to form content-related ideas
Level 3 Developing		· Identifying topic sentences, main ideas, and details in paragraphs

WIDA Can-Do Name Charts