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CAN DO Descriptors: Grade Level Cluster 6-8

For the given level of English language proficiency and with visual, graphic, or interactive support through Level 4, English
language learners can process or produce the language needed to:

Level 1 Level 2 Level 3 Level 4 Level 5

Entering Beginning Developing Expanding Bridging
• Follow one-step oral • Follow multi-step oral • Categorize content- • Identify main ideas and • Use oral information to
commands/instructions commands/instructions based examples from oral details of oral discourse accomplish grade-level tasks
• Match social language to • Classify/sort content-related directions • Complete content-related • Evaluate intent of speech
visual/graphic displays visuals per oral descriptions • Match main ideas of tasks or assignments based and act accordingly
• Identify objects, people, or • Sequence visuals per oral familiar text read aloud to on oral discourse • Make inferences from
Listening

places from oral statements/ directions visuals • Apply learning strategies to grade-level text read aloud
questions using gestures • Identify information on • Use learning strategies new situations • Discriminate among
(e.g., pointing) charts or tables based on described orally • Role play, dramatize, or multiple genres read orally
• Match instructional oral statements • Identify everyday examples re-enact scenarios from oral
language with visual of content-based concepts reading
representation (e.g., “Use a described orally

Level 6 - Reaching
sharpened pencil.”) • Associate oral language with
different time frames (e.g.,
past, present, future)

• Answer yes/no and choice • Convey content through • Begin to express time • Paraphrase and summarize • Defend a point of view and
questions high frequency words/ through multiple tenses ideas presented orally give reasons
• Begin to use general and phrases • Retell/rephrase ideas from • Defend a point of view • Use and explain metaphors
high frequency vocabulary • State big/main ideas of speech • Explain outcomes and similes
• Repeat words, short phrases, classroom conversation • Give brief oral content- • Explain and compare • Communicate with fluency
memorized chunks • Describe situations from based presentations content-based concepts in social and academic
Speaking

• Answer select WH- modeled sentences • State opinions • Connect ideas with contexts
questions (e.g., “who,” • Describe routines and • Connect ideas in discourse supporting details/evidence • Negotiate meaning in group
“what,” “when,” “where”) everyday events using transitions (e.g., • Substantiate opinions with discussions
within context of lessons or • Express everyday needs and “but,” “then”) reasons and evidence • Discuss and give examples
personal experiences wants • Use different registers inside of abstract, content-based
• Communicate in social and outside of class ideas (e.g., democracy,
situations • State big/main ideas with justice)
• Make requests some supporting details
• Ask for clarification (e.g.,
self-monitor)

The CAN DO Descriptors work in conjunction with the WIDA Performance Definitions of the English language proficiency standards. The Performance Definitions use three
criteria (1. linguistic complexity; 2. vocabulary usage; and 3. language control) to describe the increasing quality and quantity of students’ language processing and use across the
levels of language proficiency.
 CAN DO Descriptors: Grade Level Cluster 6-8
For the given level of English language proficiency and with visual, graphic, or interactive support through Level 4, English
language learners can process or produce the language needed to:

Level 1 Level 2 Level 3 Level 4 Level 5

Entering Beginning Developing Expanding Bridging
• Associate letters with sounds • Sequence illustrated text of • Identify topic sentences, • Order paragraphs • Differentiate and apply
and objects fictional and non-fictional main ideas, and details in • Identify summaries of multiple meanings of words/
• Match content–related events paragraphs passages phrases
objects/pictures to words • Locate main ideas in a series • Identify multiple meanings • Identify figurative language • Apply strategies to new
• Identify common symbols, of simple sentences of words in context (e.g., (e.g., “dark as night”) situations
signs, and words • Find information from text “cell,” “table”) • Interpret adapted classics or • Infer meaning from modified
• Recognize concepts of print structure (e.g., titles, graphs, • Use context clues modified text grade-level text
• Find single word responses to glossary) • Make predictions based on • Match cause to effect • Critique material and
Reading

WH- questions (e.g., “who,” • Follow text read aloud (e.g., illustrated text • Identify specific language support argument
“what,” “when,” “where”) tapes, teacher, paired-readings) • Identify frequently used of different genres and • Sort grade-level text by genre
related to illustrated text • Sort/group pre-taught words/ affixes and root words to informational texts

Level 6 - Reaching
• Use picture dictionaries/ phrases make/extract meaning (e.g., • Use an array of strategies
illustrated glossaries • Use pre-taught vocabulary “un-,” “re-,” “-ed”) (e.g., skim and scan for
(e.g., word banks) to • Differentiate between fact information)
complete simple sentences and opinion
• Use L1 to support L2 (e.g., • Answer questions about
cognates) explicit information in texts
• Use bilingual dictionaries • Use English dictionaries and
and glossaries glossaries

• Draw content-related • Complete pattern sentences • Produce short paragraphs • Create multiple-paragraph • Create expository text to
pictures • Extend “sentence starters” with main ideas and some essays explain graphs/charts
• Produce high frequency with original ideas details (e.g., column notes) • Justify ideas • Produce research reports
words • Connect simple sentences • Create compound sentences • Produce content-related using multiple sources/
• Label pictures and graphs • Complete graphic organizers/ (e.g., with conjunctions) reports citations
Writing

• Create vocabulary/concept forms with personal • Explain steps in problem- • Use details/examples to • Begin using analogies
cards information solving support ideas • Critique literary essays or
• Generate lists from pre- • Respond to yes/no, choice, • Compare/contrast • Use transition words to create articles
taught words/phrases and and some WH- questions information, events, cohesive passages
word banks (e.g., create characters • Compose intro/body/
menu from list of food • Give opinions, preferences, conclusion
groups) and reactions along with • Paraphrase or summarize text
reasons • Take notes (e.g., for research)

The CAN DO Descriptors work in conjunction with the WIDA Performance Definitions of the English language proficiency standards. The Performance Definitions use three
criteria (1. linguistic complexity; 2. vocabulary usage; and 3. language control) to describe the increasing quality and quantity of students’ language processing and use across the
levels of language proficiency.
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