Can Do Descriptors

KEY USES EDITION

Grades 9-12
The WIDA Can Do Descriptors, Key Uses Edition, Grades K–12
The WIDA Can Do Descriptors provide examples of what language learners can do at various
stages of English language development in listening, speaking, reading and writing. The WIDA
Can Do Descriptors, Key Uses Edition is one component of the WIDA Standards Framework
es of Language D
(shown at right). The framework, as a whole, supports the implementation of the WIDA English in cipl eve
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Language Development Standards in the instruction and assessment of language learners. We in ropriat
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encourage educators to use the WIDA Can Do Descriptors, Key Uses Edition in conjunction lly e

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with the other components of the framework, along with the previous edition of the Can Do ta

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Descriptors. For more information on the WIDA Standards Framework, visit www.wida.us. Performance

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ang
Definitions

uage
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: Standards &
their Matrices
n s
Recount: To display knowledge or narrate experiences or events. Example tasks for the So t

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ci o ex
cultural Cont

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y
Key Use of Recount include telling or summarizing stories, producing information m

ph
o

e
pl s
reports, and sharing past experiences. ify ilo
ing Ph
the W o
IDA Can D
Explain: To clarify the “why” or the “how” of ideas, actions, or phenomena. Example
tasks for the Key Use of Explain include describing life cycles, sharing why or how things
work, stating causes and effects, and sharing results of experiments. WIDA Standards Framework

Argue: To persuade by making claims supported by evidence. Example tasks for the Key
Use of Argue include stating preferences or opinions and constructing arguments with
evidence.

Discuss: To interact with others to build meaning and share knowledge. Example tasks for the Key Use of Discuss include participating in small or large
group activities and projects.

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 stardards-based contest curriculum, instruction, and assessment.

2
Organization of the WIDA Can Do Descriptors, Key Uses Edition, Grades K–12
The WIDA Can Do Descriptors, Key Uses Edition is organized by grade-level bands (K, 1, 2–3, 4–5, 6–8, and 9–12) that correspond to those in ACCESS for ELLs
2.0. Within each grade-level band, the descriptors are organized by Key Use (Recount, Explain, Argue and Discuss) and within each Key Use, there are example
descriptors for WIDA’s six levels of language proficiency (ELP Levels 1–6).

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.

Potential Uses for the WIDA Can Do Descriptors, Key Uses Edition

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

Educators who work with • Differentiate curriculum, instruction, and assessments designed in English based on language learners’ levels of
language learners, including English language proficiency
coaches, teachers (e.g., general • Collaborate and engage in instructional conversations about the academic success of language learners in English
education, gifted and talented, environments
special education, Title I), language • Advocate for equitable access to content for language learners based on their level of language proficiency
specialists, and support staff.

Administrators and school leaders • Communicate with other educators about students’ English language development
• Support the WIDA Can Do Philosophy throughout schools and districts
• Advocate for equitable access to content for language learners based on their level of language proficiency

Stakeholders are encouraged to use the Can Do Descriptors beyond the audiences and purposes identified above to advocate on behalf of language learners.

3
 By the end of each of the given levels of English language proficiency* English language learners can...
9-12
ELP Level 1 ELP Level 2 ELP Level 3 ELP Level 4 ELP Level 5 ELP Level 6
Entering Emerging Developing Expanding Bridging Reaching
Process recounts by Process recounts by Process recounts by Process recounts by Process recounts by Process recounts by
• Matching everyday • Matching oral • Identifying main • Following the steps • Reconstructing past • Categorizing
oral content- descriptions of ideas from short of content-related experiences or series perspectives of
related words and characters or main content-related oral tasks or assignments of events based on multiple speakers
phrases to pictures, events in content- presentations given orally oral discourse • Identifying
diagrams, or related topics • Classifying examples • Identifying • Recognizing important
photographs • Following modeled of genres read details from oral nuanced meanings information on
• Selecting resources, oral commands aloud (e.g., types of discussions (e.g., of words and specific events
LISTENING

places, products, narration) when, who, where, phrases in extended and concepts
or figures from oral what, and why) oral discourse from lectures and
statements and presentations
visual supports
KEY USE OF RECOUNT

Recount by Recount by Recount by Recount by Recount by Recount by

• Naming and briefly • Restating • Posing and • Presenting factual • Engaging in • Adjusting
describing content information using responding to information on extended discussion presentation style,
topics using visual content-specific questions in small content-related of effects, impacts, degree of formality,
support (e.g., posters, terms group discussions topics to the class or events related to word choice, tone,
diagrams, pictures) • Providing examples • Describing the • Paraphrasing and content topics and information
• Answering select of content-related sequence of summarizing • Giving multimedia to the context and
SPEAKING

yes/no or Wh- information processes, cycles, content-related ideas oral presentations audience
questions previously studied procedures, or in large and small on content-related • Presenting
events with details groups material learned information that
from various sources follows discipline-
specific organization
(e.g., orientation to
topic, sequence of
events, conclusion)

*Except for Level 6, for which there is no ceiling.

4
 By the end of each of the given levels of English language proficiency* English language learners can...
9-12
ELP Level 1 ELP Level 2 ELP Level 3 ELP Level 4 ELP Level 5 ELP Level 6
Entering Emerging Developing Expanding Bridging Reaching
Process recounts by Process recounts by Process recounts by Process recounts by Process recounts by Process recounts by
• Matching key • Identifying • Recognizing lexical • Identifying how • Identifying how text • Analyzing and
content-related patterns specific chains that show the authors make structure supports comparing how
terms and ideas to narrative or how characters and language choices comprehension authors use language
to images, graphs, informational text ideas are labeled and adjusts for and retrieval of for specific purposes
icons, or diagrams (e.g., orientation, across the text audience and information and and audiences
• Sequencing presentation of • Identifying detailed purpose details • Identifying how
events, conclusion)
READING

illustrated text descriptions, • Reflecting on • Identifying the authors develop and

of narrative or • Locating main ideas procedures, and various accounts central idea or maintain cohesion
informational events in a series of related information in of a subject told theme and how it is by connecting
sentences paragraphs in different media supported by clear ideas or events in
(e.g., print and descriptions and extended texts
KEY USE OF RECOUNT

multimedia) extended details

Recount by Recount by Recount by Recount by Recount by Recount by

• Listing content • Following • Summarizing • Creating narrative • Sequencing using • Summarizing
words or phrases patterns specific content-related or informational language that creates content-related
that relate to the to narrative or material extended text of coherence notes from lectures
topic informational text • Including important past events or • Organizing or readings
• Including images, (e.g., orientation, information and experiences (e.g., information • Producing research
diagrams, and charts presentation of related details lab reports, current according to reports using
to add details to the events, conclusion) events) content-specific multiple sources of
WRITING

topic • Sequencing • Connecting main expectations information

narratives or points, events, and
informational text central ideas to
using linking words conclusions
and phrases

*Except for Level 6, for which there is no ceiling.

5
 By the end of each of the given levels of English language proficiency* English language learners can...
9-12
ELP Level 1 ELP Level 2 ELP Level 3 ELP Level 4 ELP Level 5 ELP Level 6
Entering Emerging Developing Expanding Bridging Reaching
Process Process Process Process Process Process
explanations by explanations by explanations by explanations by explanations by explanations by
• Ordering events • Sequencing steps • Recognizing • Identifying • Identifying effects • Recognizing specific
or stages of in processes relationships in components of and consequences language used to
phenomena from or procedures a series of oral systems from of events and enhance clarity and
oral statements described orally statements multimedia phenomena from precision
LISTENING

• Identifying words • Comparing • Identifying causes • Interpreting cause class discussions • Recognizing
and phrases related information, for particular events and effect from oral • Identifying and following
to sequence symbols, or icons or phenomena discourse interdependence language related
on charts or tables in short oral of different parts to the same event
described orally presentations of systems from or phenomenon
multimedia throughout
KEY USE OF EXPLAIN

presentations presentations

Explain by Explain by Explain by Explain by Explain by Explain by

• Ordering events • Naming properties, • Connecting causes • Describing • Presenting • Providing precision
or stages of characteristics to effects in a series components of information using and accuracy in
phenomena or features of of statements systems in small an objective, neutral classifications,
with sequential illustrated content- • Sequencing groups and class tone in extended procedures,
language (e.g., first, related topics processes, cycles, or discussions discourse processes, and
next, step 1) • Posing and procedures in short • Providing precise • Using accounts using
• Using words and responding to Wh- extended discourse words and phrases nominalization abstraction,
phrases to identify questions that relate to provide details, to compress technical language,
SPEAKING

visually supported to phenomena descriptions, information and a variety of

phenomena classifications, and maintain active/passive verb
comparisons, coherence (e.g., forms
causes/effects, or “This expansion…,” • Following
procedures “Weathering…,” “An discipline-specific
implication...”) organization (e.g.,
orienting the reader,
details, conclusion)
and supporting
presentations with
graphs, formulas,
quotes or other
media

*Except for Level 6, for which there is no ceiling.

6
 By the end of each of the given levels of English language proficiency* English language learners can...
9-12
ELP Level 1 ELP Level 2 ELP Level 3 ELP Level 4 ELP Level 5 ELP Level 6
Entering Emerging Developing Expanding Bridging Reaching
Process Process Process Process Process Process
explanations by explanations by explanations by explanations by explanations by explanations by
• Identifying key • Identifying • Identifying how • Identifying the • Identifying how • Recognizing
words and phrases different types of language provides interdependence authors connect discipline-specific
that describe connectors that clarity and precision of parts of systems related ideas patterns(e.g.,
the topics or show relationships in describing topics (e.g., technical, across paragraphs orienting the
phenomena between topics and or phenomena government, with abstraction, reader, part-whole
• Recognizing phenomena • Summarizing chemical) complex sentences, classification, neutral/
READING

sequence statements • Differentiating information with • Comparing and technical terms authoritative tone)
and illustrations that between technical diagrams, models, information • Tracing the central • Identifying
describe phenomena and everyday flow charts, or on phenomena idea of text and authors’ precision
vocabulary that illustrations across a variety of how it develops, and accuracy in
KEY USE OF EXPLAIN

describe phenomena multimedia sources including how it is classifications,

shaped by specific comparisons,
details, extended accounts, or
definitions, facts, procedures as a
quotes, or examples result of clear
language choices

Explain by Explain by Explain by Explain by Explain by Explain by

• Producing short • Using transitions • Choosing words • Presenting • Synthesizing • Developing ideas
responses to and connectors and phrases to information information and about phenomena
questions using to show causal provide precise objectively by using details about with relevant
word/phrase banks relationships or details, descriptions, a neutral tone phenomena from a and sufficient
• Labeling charts, procedures comparisons, and appropriate to the variety of sources facts, extended
graphs, timelines, • Choosing everyday ordered procedures content area • Organizing descriptions, concrete
WRITING

or cycles to describe or technical • Integrating • Integrating images, information and details, or quotations
phenomena language to describe headings, diagrams, formulas, details logically and • Maintaining
phenomena introductory or charts to describe cohesively discipline-specific
statements, and phenomena patterns that bridge
other features to across key uses
organize text (e.g., explanation
to argument in
history, explanation
to recount for
information reports)

*Except for Level 6, for which there is no ceiling.

7
 By the end of each of the given levels of English language proficiency* English language learners can...
9-12
ELP Level 1 ELP Level 2 ELP Level 3 ELP Level 4 ELP Level 5 ELP Level 6
Entering Emerging Developing Expanding Bridging Reaching
Process arguments by Process arguments by Process arguments by Process arguments by Process arguments by Process arguments by
• Matching oral • Recognizing the • Organizing • Classifying claims • Identifying how • Identifying
information to pros or cons of information and evidence from language choices strengths,
pictures, diagrams, issues from short related to different oral presentations connect to limitations,
or photographs that oral statements perspectives • Differentiating particular audiences and potential
show points of view • Identifying claims in presented orally multiple • Evaluating the biases from oral
• Distinguishing oral statements • Identifying language perspectives purpose of presentations
words and phrases choices that presented orally arguments presented • Organizing claims
LISTENING

related to opinions represent specific by others and counter claims

or facts from oral points of view presented in debates
statements from a series of oral
statements
KEY USE OF ARGUE

Argue by Argue by Argue by Argue by Argue by Argue by

• Relating points of • Responding to oral • Stating claims • Taking stances and • Challenging • Organizing claims
view with visual or written claims matched to evidence defending them evidence and claims and counter claims
support (e.g., posters, • Offering facts or using a series of with evidence in debates in debates with
photographs) opinion statements related sentences (e.g., using data or • Convincing evidence from
• Stating pros and as appropriate to • Suggesting details or citations) audiences of multiple sources
cons listed visually discussion reasons to reinforce • Comparing and personal points • Negotiating
SPEAKING

on a topic points of view contrasting different of view using differing cultural

points of view persuasive language perspectives in pairs
or small groups

*Except for Level 6, for which there is no ceiling.

8
 By the end of each of the given levels of English language proficiency* English language learners can...
9-12
ELP Level 1 ELP Level 2 ELP Level 3 ELP Level 4 ELP Level 5 ELP Level 6
Entering Emerging Developing Expanding Bridging Reaching
Process arguments by Process arguments by Process arguments by Process arguments by Process arguments by Process arguments by
• Matching media • Making connections • Identifying their • Identifying • Recognizing • Evaluating word
(e.g., posters, photos, between statements purposes and persuasive language multiple choice and nuance
banners) with point that make claims audiences across content areas perspectives and as tools for
of view words and and those providing • Evaluating the • Following the points of view on distinguishing facts,
phrases evidence strength of evidence progression of any given issue claims, reasoned
• Connecting • Distinguishing statements logical reasoning • Identifying judgment, and
characters/historical language that evidence of bias and opinions
READING

figures with identifies facts and credibility of sources • Identifying the

positions or stances opinions logical connections
on various issues among claims,
counterclaims,
reasons, and
KEY USE OF ARGUE

evidence

Argue by Argue by Argue by Argue by Argue by Argue by

• Selecting words and • Expressing claims • Justifying reasons • Evaluating and • Organizing • Evaluating positive
phrases to represent with evidence (e.g., or opinions with challenging evidence information to show and negative
points of view “Socialism is a good evidence presented logical reasoning implications
• Listing pros and government system • Summarizing • Creating persuasive • Integrating multiple associated with
cons of issues because...”) opposing positions essays or reports perspectives and various positions
• Listing content- with evidence making adjustments evidence from a (e.g., historical
WRITING

related ideas that for specific variety of sources events, scientific

represent different audiences discoveries,
points of view on individuals)
issues • Organizing
information
logically and
coherently
to represent
contrasting views

*Except for Level 6, for which there is no ceiling.

9
 By the end of each of the given levels of English language proficiency* English language learners can...
9-12
ELP Level 1 ELP Level 2 ELP Level 3 ELP Level 4 ELP Level 5 ELP Level 6
Entering Emerging Developing Expanding Bridging Reaching
Discuss by Discuss by Discuss by Discuss by Discuss by Discuss by
• Representing one’s • Asking and • Suggesting creative • Demonstrating • Co-creating novel • Identifying and
ideas using various answering questions ways to resolve stamina when perspectives on reacting to subtle
media • Communicating communication building ideas in a issues differences in speech
• Responding to yes need for clarity of issues small group • Responding to and register (e.g.,
and no questions messages • Clarifying one’s • Validating ideas of diverse perspectives hyperbole, satire,
ORAL LANGUAGE

posed by the group own ideas using a others and recognizing bias comedy)
• Recognizing
• Using nonverbal intonation used variety of strategies • Sorting through in one’s own view • Producing coherent
signals to to achieve various (e.g., analogies one’s own ideas to • Generating new oral discourse
demonstrate purposes of or metaphors, determine relevant ideas or questions appropriate to
engagement in communication paraphrasing) ones to sustain task, purpose, and
conversations • Asking clarifying conversations audience
• Providing
KEY USE OF DISCUSS

questions in a and receiving • Synthesizing and

respectful manner constructive sharing information
feedback from from a variety
others tactfully of sources and
perspectives

*Except for Level 6, for which there is no ceiling.

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Copyright Notice

© 2016 Board of Regents of the University of Wisconsin System, on behalf of WIDA. The WIDA Can Do Descriptors, Key Uses Edition, Grade
9–12, (“Can Do Descriptors”) may not be reproduced, modified, or distributed without prior written permission from WIDA. The WIDA Can Do
Descriptors, Key Uses Edition, Grade 9–12 is for your personal, noncommercial use only. Fair use of the WIDA Can Do Descriptors, Key Uses Edition,
Grade 9–12 includes reproduction for the purpose of teaching (including multiple copies for lesson planning).

To order more copies of this booklet, please visit the WIDA Store at https://www.wceps.org/Store/WIDA or call toll free 1- 877-272-5593 or
e-mail [email protected].

Acknowledgements
The development of the Can Do Descriptors represents the work of many educators in the field. WIDA would like to extend its appreciation
to everyone who contributed through their expertise to this work, including the staff at the Center for Applied Linguistics for their ongoing
partnership and support.

Please visit www.wida.us to view a full list of educators who participated on the development workshop, national experts who shared their expertise
in the development process, and those who participated in the review of the Can Do descriptors.
Version 1.1 8/1/16
© 2016 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium

www.wida.us