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 LISTENING SPEAKING ORAL LANGUAGE
Proficiency
Level Students Process Recounts by: Process Explanations by: Process Arguments by: Students Recount by: Explain by: Argue by: Students Discuss by:
 Showing what happens  Pointing to visual  Indicating personal points  Responding to  Describing the outcomes  Stating a claim or position  Expressing own ideas
next based on familiar oral characteristics of models or of view in response to oral questions related to of experiments or stories from models or examples through drawings,
Level stories (e.g., by pointing or real-life objects from oral phrases or short stories or experiences with guidance and visual
 Sharing facts as evidence
gestures, words and
drawing) clues sentences (e.g., by (e.g., “Who came to the support phrases
1
using sentence starters or
thumbs up/thumbs down; door?”) sentence frames
 Drawing or providing other  Pairing objects, pictures, or agree/disagree cards)  Naming or answering  Expressing agreement/
visual displays of people, equations as directed by a  Acting out and naming Wh- questions related to disagreement
Entering animals, or objects in partner  Identifying preferences events or experiences classroom routines (e.g., nonverbally (e.g.,
response to oral prompts from short oral throughout the school “What do we do now?”) thumbs up or down)
statements day

 Identifying the “who,”  Matching oral descriptions  Distinguishing opinions  Reproducing facts or  Naming steps in  Telling what comes next  Asking yes or no
“where” and “when” of to photos, pictures, or icons from facts from peers’ oral statements in context processes or procedures and showing why questions to request
Level illustrated statements
 Following simple sequences
presentations
 Participating in multi-  Describing familiar  Sharing reasons for
clarification

2
 Identifying main materials presented orally to create  Categorizing content- media presentations phenomena in words or opinions or claims (e.g.,  Recognizing how
or resources from oral patterns or sequences based pictures or objects based on research phrases science experiments) different intonation
descriptions from oral descriptions conveys different
Emerging (e.g., “animals that form meanings
groups to help members
survive”)

 Identifying linking words or  Carrying out steps described  Identifying similarities and  Retelling simple stories  Describe relationships  Describing organizing  Negotiating agreement in
phrases related to passage orally to solve problems differences from oral from picture cues between objects or uses categories for content- small groups
Level of time in speech (e.g., “on content-related materials for tools related information (e.g.,
 Completing graphic  Stating information  Expressing own ideas
3
Monday” “the next day”) organizers or or equipment from personal or fish/birds, forests/ deserts) consistent with the topic
 Expressing cause and
 Illustrating events in representations from oral  Identifying different points school-related effect of behaviors or  Asking and answering discussed
response to audio comparisons of view in short oral experiences events questions in collaborative
Developing recordings of stories or dialogues groups
poems

 Re-enacting content-  Identifying connectors in  Interpreting oral  Sequencing events in  Stating details of  Defend claims or opinions  Expressing own ideas
related situations or events speech or text read aloud information from different stories with temporal processes or procedures to content-related topics and supporting ideas of
Level from oral descriptions sides transitions (e.g., “After others
 Identifying content-related  Describing consequences  Posing different solutions to
4 ideas and details in oral the sun set...”) of behaviors or content-related issues or
 Identifying content-related  Identifying opposing sides  Proposing new solutions
ideas from oral discourse discourse of arguments in dialogues  Describing situations occurrences problems to resolve conflict in
using multi-media (e.g., and events from school small groups
Expanding retracing steps of a and the community
process)

 Identifying details of  Identifying the purpose of  Comparing oral arguments  Describing main ideas  Connecting ideas in  Expressing and supporting  Initiating and
Level content-related topics from language/the message in with representations and of content-related content-related different ideas with maintaining
oral discourse each content area models information presentations examples conversations

5  Making designs or models

following oral directions
and specifications (e.g.,
 Following a series of short
oral directions to create
models of content-area
 Identifying claims in oral
presentations
 Asking and answering
questions about
information from
 Elaborating on the cause
of various phenomena
(e.g., shooting stars,
 Providing evidence to
defend own ideas
 Challenging ideas
respectfully
Bridging maps, origami) phenomena or processes speakers sunsets)  Listening to, building,
and extending ideas

 Identifying key ideas or  Distinguishing shades of  Identifying evidence to  Providing descriptive  Elaborating on ideas in  Connecting personal  Sharing topic-related
details from texts read meaning among closely support claims/ opinions details of content- light of conversations comments to the remarks information
Level aloud or information related words in oral from multimedia related information or among students of others to build a case for
presented orally discourse (e.g., jump/leap, activities ideas or opinions  Building on remarks of
 Following agreed-upon  Synthesizing main ideas others by linking
6  Determining the main ideas
and supporting details of
texts read aloud or
huge/ enormous)
 Comparing strategies from
extended oral discourse
rules for discussions
around differing opinions
 Naming the steps for
producing multimedia
presentations with
from supporting details
of text read aloud or
information obtained
 Summarizing ideas or
opinions from two sides
comments
 Maintaining audience
Reaching information in diverse some detail from diverse media
engagement through
specific language and
media and formats body movement

**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: 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 READING WRITING
Proficiency
Level Students Process Recounts by: Process Explanations by: Process Arguments by: Students Recount by: Explain by: Argue by:

Level  Identifying key words and  Identifying words and phrases in  Identifying facts in illustrated  Labeling images that illustrate  Listing and illustrating ideas  Indicating decisions or preferences
phrases in illustrated text titles and highlighted texts informational text read orally the steps for different through labeled pictures, words, or
 Stating facts associated with
1
processes (e.g., writing images or illustrations phrases
 Signaling language associated  Matching pictures with graphic  Identifying language related to likes, workshop)
with content-related information from illustrated texts needs, and wants in labeled  Providing evidence of natural
information (e.g., during illustrations  Creating visual representations phenomena or opinions through
Entering preview, view, & review) of ideas or stories labeled drawings

Level  Identifying time-related  Interpreting images, illustrations,  Distinguishing fact from fiction (e.g.,  Listing ideas using graphic  Describing elements of  Participating in shared opinion
language in context (e.g., in and graphics using sentence strips or highlighting organizers processes or procedures writing experiences

2
biographies) texts)
 Identifying elements of  Describing visual information  Stating how something  Connecting preferences, choices, or
 Illustrating experiences of expository texts (e.g., graphs,  Identifying claims or opinions in happens using illustrations and opinions to reasons
characters in illustrated captions) in illustrated texts illustrated texts sequential language (e.g.,
Emerging statements eruption of volcanoes)

 Creating timelines or graphic  Sequencing sentences descriptive  Identifying different ideas or  Retelling past experiences  Comparing causes of different  Communicating different content-
Level organizers from illustrated of processes or procedures in opinions in written texts
 Expressing ideas in various
phenomena related ideas or opinions
related statements or informational texts
3
 Identifying general academic and genres (e.g., poetry, interactive  Stating ideas about content-  Describing pros and cons related to
paragraphs content-related words and phrases journals) related topics social issues or familiar topics
 Locating details in content area
 Identifying temporal-related texts or media in text relevant to the genre/key use
Developing words that signal order of events (e.g., “once upon a time” indicates a
(e.g., “In the beginning…”) fairy tale)
Level  Ordering a series of events  Illustrating cause/ effect  Sorting content-related information  Describing a series of events or  Relating details and illustrating  Supporting main ideas or opinions
based on familiar texts relationships in content area texts according to specific criteria (e.g., procedures stages of different cycles (e.g. with evidence from texts
4  Identifying main ideas and
details in illustrated texts
 Classifying main ideas and details
in informational or explanatory
pros and cons)
 Identifying reasons to strengthen
 Creating stories with details
about characters and events
frogs, plants)
 Describing strategies to solve
 Providing evidence to support or
refute peers’ ideas
Expanding texts arguments problems

Level  Paraphrasing narratives or  Identifying relevant information  Identifying data from written  Describing the sequence of  Describing details of processes,  Producing persuasive pieces
informational text with support from texts on the same content sources to support positions content-related ideas procedures, and events supported by multiple reasons or

5
(e.g., arranging paragraph strips) area topic (e.g., in open sorts) details
 Matching opinions to reasons in  Providing details and examples  Producing “how to” manuals
 Highlighting relevant  Identifying the main purpose of informational texts and literature about narratives based on personal experiences  Stating reasoning for content-
information in grade-level texts texts or scientific experiments related choices
Bridging to produce summaries

Level  Identifying setting and character  Describing the connection  Identifying authors’ point of view in  Signaling order of events using  Elaborating topics with facts,  Elaborating on opinions and reasons
details from grade-level text between a series of historical texts temporal words and phrases definitions, and details
 Comparing and contrasting
6
events, scientific ideas, or steps in important points and details
 Determining the central technical procedures in texts  Evaluating characters, settings, and  Relating real or imagined  Comparing different strategies
messages, lessons, or morals of events from a variety of media experiences or events related to procedures or presented in two texts on the same
fables and folktales from diverse  Connecting ideas with details in problem-solving topic
Reaching cultures extended content area texts

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
Recount To retell to display knowledge or narrate experiences or events
something, describing experiences, 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
Explain To clarify the “why” or the “how” of ideas, actions, or phenomena
of behaviors, describing factors that contribute to events, examining relationships among content-related ideas and concepts
stating preferences or opinions, constructing arguments supported with evidence, critiquing the reasoning of others, giving
Argue To persuade by making claims supported by evidence
reasons for a stance
Participating in small or large group activities and projects, contributing ideas to a conversation, extending knowledge with
Discuss To interact with others to build meaning and share knowledge
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
© 2016 Board of Regents of the University of Wisconsin System, on behalf of WIDA. The
Generously created for WIDA by Becky Linderholm Can Do Descriptors, Key Uses Edition – Fillable Student Name Chart may be copied and
Eau Claire Area School District distributed for nonprofit educational use only.