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5.4 The CAN DO Descritcrs fcr WlDAs leve|s cf Lng|ish language
Frcciency
For teachers unfamiliar with the ELP standards, the CAN DO Descriptors provide a starting point
for working with ELLs and a collaborative tool for planning. As teachers become comfortable with
the Descriptors, the standards matrices can be introduced. Te CAN DO Descriptors are also
general enough to be appropriate to share with students family members to help them understand
the continuum of English language development.
Te CAN DO Descriptors expand the Performance Denitions for the ELP standards by giving
suggested indicators (not a denitive set) in each language domain: listening, speaking, reading and
writing. More targeted than the Performance Denitions, the Descriptors have greater instructional
implications; that is, the information may be used to plan dierentiated lessons or unit plans. Te
Descriptors may also apply to ACCESS for ELLs scores and may assist teachers and administrators
in interpreting the meaning of the score reports. In addition, the Descriptors may help explain
the Speaking and Writing Rubrics associated with the ELP test. A distinguishing feature of these
Descriptors, although not explicitly mentioned, is the presence of sensory, graphic or interactive
support, through ELP level 4, to facilitate ELLs access to content in order to succeed in school.
Te CAN DO Descriptors oer teachers and administrators working with ELLs a range of
expectations for student performance within a designated ELP level of the WIDA ELP Standards.
Te Descriptors are not instructional or assessment strategies, per se. Tey are exemplars of what
ELLs may do to demonstrate comprehension in listening and reading as well as production in
speaking and writing within a school setting. Unlike the strands of MPIs, the Descriptors do not
scaold from one ELP level to the next. Rather, each ELP level is to be viewed independently.
Currently, the CAN DO Descriptors are written for the entire preK-12 spectrum. Given that
they are generalized across grade spans, it is important to acknowledge the variability of students
cognitive development due to age, grade level spans, diagnosed learning disabilities (if applicable)
and their diversity of educational experiences. Due to maturation, expectations of young ELLs dier
substantially from those of older students. Tese dierences must be taken into account when using
the Descriptors. In 2008, WIDA will release new grade level cluster-specic CAN DO Descriptors at
www.wida.us.
Presented as an oral language and literacy matrix, similar to the format of the ELP standards, the
Descriptors should facilitate educators examination of the language domains for the ve levels of
English language prociency. ELP level 6, Reaching, is reserved for those students whose oral and
written English is comparable to their English-procient peers. Figure 5M presents the CAN DO
Descriptors of English oral language and literacy development across the levels of English language
prociency.
In Figure 5N, the CAN DO Descriptors for English language prociency have been translated
into Spanish. Tis version may be shared with parents literate in Spanish, perhaps at parent-teacher
conferences, or to set goals for an individual students English language development.
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