CAN DO DESCRIPTORS BY DOMAIN, PROFICIENCY LEVEL, AND KEY USE OF LANGUAGE: GRADES 9-12

By the end of each of the English language proficiency levels 1-5 English language learners can...
LISTENING SPEAKING
Language
Proficiency Students Process Recounts by: Process Explanations by: Process Arguments by:
Level
 Matching everyday oral content-  Ordering events or stages of  Matching oral information to
Level related words and phrases to phenomena from oral pictures, diagrams, or
pictures, diagrams, or statements photographs that show points
1 photographs
 Selecting resources, places,
 Identifying words and phrases
related to sequence
of view
 Distinguishing words and
Entering products, or figures from oral phrases related to opinions or
statements and visual supports facts from oral statements
Level  Matching oral descriptions of  Sequencing steps in processes  Recognizing the pros or cons of
characters or main events in or procedures described orally issues from short oral
2 content-related topics
 Following modeled oral
 Comparing information,
symbols, or icons on charts or
statements
 Identifying claims in oral
Emerging commands tables described orally statements
 Identifying main ideas from  Recognizing relationships in a  Organizing information related
Level short content-related oral series of oral statements to different perspectives
presentations presented orally
3  Classifying examples of genres
read aloud (e.g., types of
 Identifying causes for
particular events or
phenomena in short oral
 Identifying language choices
that represent specific points
Developing narration) presentations of view from a series of oral
statements
 Following the steps of content-  Identifying components of  Classifying claims and evidence
Level related tasks or assignments systems from multimedia from oral presentations
given orally
4  Identifying details from oral
discussions (e.g., when, who,
 Interpreting cause and effect
from oral discourse
 Differentiating multiple
perspectives presented orally

Expanding where, what, and why)

 Reconstructing past  Identifying effects and  Identifying how language

Level experiences or series of events consequences of events and choices connect to particular
based on oral discourse phenomena from class audiences

5  Recognizing nuanced meanings

of words and phrases in
extended oral discourse
discussions
 Identifying interdependence
of different parts of systems
 Evaluating the purpose of
arguments presented by
others
Bridging from multimedia
presentations
 Categorizing perspectives of  Recognizing specific language  Identifying strengths,
multiple speakers used to enhance clarity and limitations, and potential
precision biases from oral presentations
 Identifying important
Level information on specific events  Recognizing and following  Organizing claims and counter
and concepts from lectures and language related to the same claims presented in debates
6 presentations event or phenomenon
throughout presentations
Reaching
Language
Proficiency Students Recount by: Explain by: Argue by:
Level
 Naming and briefly  Ordering events or stages of  Relating points of view with
Level describing content topics phenomena with sequential visual support (e.g.,
using visual support (e.g., language (e.g., first, next, step 1) posters, photographs)
1 posters, diagrams, pictures)
 Answering select yes/no or
 Using words and phrases to identify
visually supported phenomena
 Stating pros and cons listed
visually on a topic
Entering Wh-questions

Level  Restating information using  Naming properties, characteristics  Responding to oral or

content-specific terms or features of illustrated content- written claims
2  Providing examples of
content-related information
related topics
 Posing and responding to Wh-
 Offering facts or opinion
statements as appropriate
Emerging previously studied questions that relate to phenomena to discussion
 Posing and responding to  Connecting causes to effects in a  Stating claims matched to
Level questions in small group series of statements evidence using a series of
discussions related sentences
3  Describing the sequence of
processes, cycles,
 Sequencing processes, cycles, or
procedures in short extended
discourse
 Suggesting details or
reasons to reinforce points
Developing procedures, or events with of view
details
 Presenting factual  Describing components of systems  Taking stances and
Level information on content- in small groups and class discussions defending them with
related topics to the class evidence (e.g., using data
4  Paraphrasing and
summarizing content-
 Providing precise words and phrases
to provide details, descriptions,
classifications, comparisons,
or citations)
 Comparing and contrasting
Expanding related ideas in large and causes/effects, or procedures different points of view
small groups
 Engaging in extended  Presenting information using an  Challenging evidence and
Level discussion of effects, impacts, objective, neutral tone in extended claims in debates
or events related to content discourse  Convincing audiences of
5 topics
 Giving multimedia oral
presentations on content-
 Using nominalization to compress
information and maintain
coherence (e.g., “This expansion…,”
personal points of view
using persuasive language
Bridging related material learned “Weathering…,” “An implication...”)
from various sources
 Adjusting presentation  Providing precision and accuracy in  Organizing claims and
style, degree of formality, classifications, procedures, counter claims in debates
word choice, tone, and processes, and accounts using with evidence from
Level information to the context abstraction, technical language, and multiple sources
and audience a variety of active/passive verb  Negotiating differing
6  Presenting information that
follows discipline-specific
organization (e.g.,
forms
 Following discipline-specific
organization (e.g., orienting the
cultural perspectives in
pairs or small groups
Reaching orientation to topic, reader, details, conclusion) and
sequence of events, supporting presentations with
conclusion) graphs, formulas, quotes or other
media
**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. There is no ceiling for 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: GRADES 9-12
By the end of each of the English language proficiency levels 1-5 English language learners can...
ORAL LANGUAGE READING
Language
Proficiency Students Discuss by:
Level
Level  Representing one’s ideas using various media
 Responding to yes and no questions posed by
1 the group
 Using nonverbal signals to demonstrate
Entering engagement in conversations

Level  Asking and answering questions

 Communicating need for clarity of messages
2  Recognizing intonation used to achieve various
purposes of communication
Emerging
 Suggesting creative ways to resolve
Level communication issues

3
 Clarifying one’s own ideas using a variety of
strategies (e.g., analogies or metaphors,
paraphrasing)
Developing  Asking clarifying questions in a respectful
manner
 Demonstrating stamina when building ideas in a
Level small group
 Validating ideas of others
4  Sorting through one’s own ideas to determine
relevant ones
Expanding  Providing and receiving constructive feedback
from others tactfully
 Co-creating novel perspectives on issues
Level  Responding to diverse perspectives and
recognizing bias in one’s own view

5  Generating new ideas or questions to sustain

conversations
Bridging

 Identifying and reacting to subtle differences in

speech and register (e.g., hyperbole, satire,
Level comedy)

6
 Producing coherent oral discourse appropriate
to task, purpose, and audience
 Synthesizing and sharing information from a
Reaching variety of sources and perspectives
Language
Proficiency Students Process Recounts by: Process Explanations by: Process Arguments by:
Level
Level  Matching key content-related  Identifying key words and phrases  Matching media (e.g., posters,
terms and ideas to images, that describe the topics or photos, banners) with point of

1 graphs, icons, or diagrams

 Sequencing illustrated text of
narrative or informational events
phenomena
 Recognizing sequence statements
and illustrations that describe
view words and phrases
 Connecting characters/historical
figures with positions or stances
Entering phenomena on various issues
Level  Identifying patterns specific to  Identifying different types of  Making connections between
narrative or informational text connectors that show relationships statements that make claims and

2 (e.g., orientation, presentation of

events, conclusion)
 Locating main ideas in a series of
between topics and phenomena
 Differentiating between technical
and everyday vocabulary that
those providing evidence
 Distinguishing language that
identifies facts and opinions
Emerging related sentences describe phenomena
 Recognizing lexical chains that  Identifying how language provides  Identifying their purposes and
Level show how characters and ideas clarity and precision in describing audiences
are labeled across the text topics or phenomena

3
 Evaluating the strength of
 Identifying detailed descriptions,  Summarizing information with evidence statements
procedures, and information in diagrams, models, flow charts, or
Developing paragraphs illustrations

 Identifying how the authors make  Identifying the interdependence of  Identifying persuasive language
Level language choices and adjusts for parts of systems (e.g., technical, across content areas
audience and purpose government, chemical)  Following the progression of
4  Reflecting on various accounts of
a subject told in different media
(e.g., print and multimedia)
 Comparing information on
phenomena across a variety of
multimedia sources
logical reasoning

Expanding

 Identifying how text structure  Identifying how authors connect  Recognizing multiple perspectives
supports comprehension and related ideas across paragraphs with and points of view on any given
Level retrieval of information and abstraction, complex sentences, and issue
details technical terms
5  Identifying evidence of bias and
 Identifying the central idea or  Tracing the central idea of text and credibility of sources
theme and how it is supported by how it develops, including how it is
Bridging clear descriptions and extended shaped by specific details, extended
details definitions, facts, quotes, or
examples
 Analyzing and comparing how  Recognizing discipline-specific  Evaluating word choice and
authors use language for specific patterns (e.g., orienting the reader, nuance as tools for distinguishing
Level purposes and audiences part-whole classification, neutral/ facts, claims, reasoned judgment,
authoritative tone) and opinions
6
 Identifying how authors develop
and maintain cohesion by  Identifying authors’ precision and  Identifying the logical connections
connecting ideas or events in accuracy in classifications, among claims, counterclaims,
Reaching extended texts comparisons, accounts, or reasons, and evidence
procedures as a result of clear
language choices
**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. There is no ceiling for 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: GRADES 9-12
By the end of each of the English language proficiency levels 1-5 English language learners can...
WRITING
Language
Students Recount by: Explain by: Argue by:
Proficiency Level
Level  Listing content words or phrases that relate  Producing short responses to questions using  Selecting words and phrases to represent
to the topic word/phrase banks points of view
1  Including images, diagrams, and charts to
add details to the topic
 Labeling charts, graphs, timelines, or cycles to describe
phenomena
 Listing pros and cons of issues

Entering
Level  Following patterns specific to narrative or  Using transitions and connectors to show causal  Expressing claims with evidence (e.g.,
informational text (e.g., orientation, relationships or procedures “Socialism is a good government system

2 presentation of events, conclusion)

 Sequencing narratives or informational text
using linking words and phrases
 Choosing everyday or technical language to describe
phenomena
because...”)
 Listing content-related ideas that
represent different points of view on
Emerging issues
Level  Summarizing content-related material  Choosing words and phrases to provide precise details,  Justifying reasons or opinions with
descriptions, comparisons, and ordered procedures evidence
3
 Including important information and related
details  Integrating headings, introductory statements, and  Summarizing opposing positions with
other features to organize text evidence
Developing
Level  Creating narrative or informational extended  Presenting information objectively by using a neutral  Evaluating and challenging evidence
text of past events or experiences (e.g., lab tone appropriate to the content area presented
4 reports, current events)
 Connecting main points, events, and central
 Integrating images, diagrams, formulas, or charts to
describe phenomena
 Creating persuasive essays or reports
making adjustments for specific audiences
Expanding ideas to conclusions
Level  Sequencing using language that creates  Synthesizing information and details about phenomena  Organizing information to show logical
coherence from a variety of sources reasoning
5  Organizing information according to
content-specific expectations
 Organizing information and details logically and
cohesively
 Integrating multiple perspectives and
evidence from a variety of sources
Bridging
Level  Summarizing content-related notes from  Developing ideas about phenomena with relevant and  Evaluating positive and negative
lectures or readings sufficient facts, extended descriptions, concrete details, implications associated with various

6  Producing research reports using multiple

sources of information
or quotations
 Maintaining discipline-specific patterns that bridge
across key uses (e.g., explanation to argument in
positions (e.g., historical events, scientific
discoveries, individuals)
 Organizing information logically and
Reaching history, explanation to recount for information reports) coherently to represent contrasting views

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
telling or summarizing stories, producing information reports, and sharing past experiences, stating the steps to make something, describing experiences,
Recount To retell to display knowledge or narrate experiences or events
ordering steps to get an answer
describing life cycles, sharing why or how things work, stating causes and effects, sharing results of experiments, stating consequences of behaviors,
Explain To clarify the “why” or the “how” of ideas, actions, or phenomena
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
Participating in small or large group activities and projects, contributing ideas to a conversation, extending knowledge with a mentor, elaborating ideas
Discuss To interact with others to build meaning and share knowledge
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 © 2016 Board of Regents of the University of Wisconsin System, on behalf of WIDA. The Can Do Descriptors, Key Uses Edition – Fillable
Eau Claire Area School District Student Name Chart may be copied and distributed for nonprofit educational use only.