CAN DO DESCRIPTORS BY LANGUAGE DOMAIN, PROFICIENCY LEVEL, AND KEY USE OF LANGUAGE: GRADES 4-5
By the end of each of the English language proficiency levels 1-5 English language learners can...
Language LISTENING
Proficiency
Level Students Process Recounts by:
Matching oral words and
phrases to content-
Level related pictures or
objects
1 Identifying the topic in
oral statements
Entering
Classifying time-related
Level language in oral
statements (e.g.,
present, past, future)
2 Connecting the context
of narratives (e.g., the
Emerging who, what, when, &
where) to illustrations
Identifying the
beginning, middle and
Level end in oral retelling of a
text
3 Following tasks and
directions retold by
Developing peers
Sequencing events or
Level steps based on oral
reading of informational
text
4 Recognizing the language
of related genres (e.g.,
Expanding news reports, historical
accounts)
Identifying related
information from
Level multiple sources
presented orally
5 Recognizing the key
historical, scientific or
Bridging technical language used
in a mini-lecture
Identifying the overall
structure (e.g.,
chronology) of events,
Level ideas, concepts, or
information in oral
6 presentations
Differentiating similarities
Reaching and differences of
information presented
through multimedia and
written text
**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 15 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) youll 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.
Process Explanations by:
Sequencing oral procedures
or cycles with images
Distinguishing key words and
phrases related to
phenomena
Organizing routine causal or
sequential relationships
described orally
Following oral directions to
show recurring steps in
cycles or problem-solving
Interpreting cause and effect
relationships in
conversations
Recognizing relationships in
a series of oral statements
Identifying precise details,
descriptions, or comparisons
that support conversation
Following oral information
on how or why phenomena
occur
Recognizing language used
to enhance the specificity of
phenomena in class
discussions
Identifying components of
systems (e.g., ecosystems,
branches of government) in
small group interactions
Interpreting the specific
language used to enhance
descriptions of phenomena
Attending to the language
related to events or
phenomena in peer
presentations
Process Arguments by:
Matching illustrations with
oral points of view
Identifying language
related to facts or
opinions from oral
presentations
Sorting evidence and
claims from oral
descriptions
Distinguishing words and
phrases related to
opinions or facts from oral
statements
Identifying different
perspectives, stances, or
points of view
Recognizing reasons for
positions in oral
presentations
Identifying evidence that
supports predictions or
hypotheses
Differentiating between
multiple points of view in
class discussions
Distinguishing certainty
from uncertainty of
spoken words or phrases
in context
Identifying the degree of
formality in oral
presentations
Recognizing the strength
of the quality of evidence
presented in oral
discourse
Identifying the purpose of
arguments
**there is no ceiling for level 6
SPEAKING ORAL LANGUAGE
Students Recount by: Explain by: Argue by: Students Discuss by:
Stating key words and Naming components of Stating reasons for Expressing own ideas in a
phrases associated phenomena using choices using words variety of ways (e.g., drawing,
with the content using illustrations, or phrases using gestures, graphing)
visual or graphic photographs, or Answering yes/no Tracking the person speaking
support
Communicating
diagrams
Demonstrating
or choice questions
across content or Sharing own work (e.g.,
graphic organizers, drawings)
personal experiences procedures using realia personal
to contribute to the
orally preferences
conversation
Retelling short stories Giving reasons why or Stating opinions Taking turns and applying
or content-related how something works based on conventions specific to
events using diagrams, charts experiences particular conversations
or images
Stating procedural
steps across content
areas
Stating key words or
phrases in processes in
Responding to
opinion statements
of others with
Addressing others according
to relationship (e.g., student-
peers, student-teacher)
a sequential order personal
preferences
Presenting detailed Stating clear sequential Expressing opinions Asking clarifying questions to
content-related procedures to peers using content-area demonstrate engagement
information that has
Comparing data or
specific language
Using examples to clarify
been rehearsed information Presenting content- statements
Stating main ideas in
classroom
based facts that
support a position Answering questions to
contribute to a topic
conversations on
social and academic
topics
Giving content-related Connecting the Stating relevant Elaborating on statements of
oral reports sequential, cyclical, or evidence for claims others to extend ideas
Sequencing steps to causal relationships of Responding to Presenting creative solutions
content-related issues
solve a problem and concepts
Presenting detailed
opinion statements
of others with
reasons or evidence
to resolve communication
issues
information in small Contributing ideas to co-
groups create group responses
Conveying personal Elaborating by adding Supporting claims Recognizing how language can
and content-related precision and details to with evidence from be used to express bias and
experiences in a team content-related various sources influence others
Using technical and sequence or causal Using claims and Challenging ideas respectfully
specific vocabulary
when sharing content
phenomena
Describing relationships
evidence to
persuade an Managing conversations to
stay focused on a topic
information of components within audience
systems (e.g.,
ecosystems, government)
Summarizing Analyzing how variables Countering with a Examining the value of
discussions on contribute to events or different point of examples to bring clarity to
content-related topics outcomes view statements
Expanding on topics Maintaining a formal Stating conclusions Extend conversations by
with descriptive details register based on a developing topics with clear
using varied
vocabulary
summary of
information from
examples and information
the various sides
 CAN DO DESCRIPTORS BY LANGUAGE DOMAIN, PROFICIENCY LEVEL, AND KEY USE OF LANGUAGE: GRADES 4-5
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 words in context during
oral reading of illustrated text on
familiar topics or experiences
1 Highlighting previewed or familiar
phrases
Entering
Classifying time-related language
Level in text as present or past
Identifying the who, what,
2 where, and when in narrative
text with a partner
Emerging
Matching illustrated words/
phrases to causal or sequential
language
Sequencing sentences strips to
show content-area processes
from illustrated texts
Identifying different types of
connectors (e.g., first, next,
because, so)
Organizing evidence based on
Identifying key words and phrases
that describe the topic or
phenomena
Identifying key words and phrases Communicating personal Producing short-answer responses to Selecting words and phrases to
of claims experiences through drawings questions using word/ phrase banks represent points of view using
and words facts from illustrated text or
Identifying a claim or an opinion
in multimedia with a partner Reproducing a series of events
through illustrated text
Labeling charts and graphs to
describe phenomena (e.g., organisms
in ecosystems)
posters
Using key words or phrases
related to the topic
Identifying language indicative of Listing procedural steps across Using key terms related to Stating reasons for particular
points of view content areas phenomena points of view
Listing positive and negative Ordering linear and cyclical Listing pros and cons of issues
sequential language in texts effects of events in
informational or narrative text
sequences of phenomena (e.g., the
steps of how a volcano erupts)
Differentiating between claims
and evidence

Level Sequencing events in stories or Matching causes with effects Identifying evidence from Using key words and phrases Connecting related ideas or concepts Connecting reasons to opinions
content-related processes multiple places within text reflective of main ideas using linking words and phrases supported by facts and details
Identifying words or phrases to
3 Identifying main ideas in narrative
and informational text
determine the type of
explanation (e.g., linear sequence,
cycle, system)
Identifying different perspectives,
stances, or points of view
Conveying details using
concrete words and phrases
Answering how or why questions
(e.g., How does the water cycle
work? Why are there three
Making adjustments for
audience and context
Developing branches of government?)

Level Connecting details to main ideas or Identifying the different words or Hypothesizing or predicting based Relating a sequence of events Presenting information on processes Comparing and contrasting
themes phrases that are used to describe on evidence using a variety of transitional or phenomena from a variety of evidence for claims
the same topic or phenomena words, phrases, and clauses sources
4 Identifying conclusions in multi-
paragraph text Organizing information on how or
why phenomena occur
Comparing multiple points of
view on a topic Synthesizing information across
related texts (e.g., author
Elaborating topics with facts,
definitions, concrete details, or
Providing reasons and evidence
which support particular points
Expanding study) quotations and examples

Level Becoming familiar with the
language of related genres (e.g.,
news reports, historical accounts)
5 Summarizing information from
multiple related sources
Bridging
Identifying how text provides
clear details of the topic or
phenomena
Identifying components of
systems (e.g., ecosystems,
government)
Connecting personal experience Producing content-related Describing how factors contribute to Evaluating positive and negative
with textual evidence to reports events or outcomes implications associated with
strengthen an interpretation of various positions (e.g., historical
the text
Evaluating the strength of
Creating narratives that
connect personal experiences
and content
Describing how systems relate or
interact events, scientific discoveries)
Including evidence from multiple
evidence as support for claims sources

Level Identifying the overall structure
(e.g., chronology) of events, ideas,
concepts, or information in text
6 Highlighting events or procedures
that happened in historical,
Reaching scientific, or technical text
Identifying how text presents
information in a factual or neutral
manner
Evaluating the specific language
used to enhance descriptions of
phenomena
Evaluating claims and evidence by Summarizing content-related Presenting information on processes Organizing ideas and
drawing from multiple print information or phenomena supported by facts information logically and
sources and details in essays and reports coherently
Differentiating from the strength
of different pieces of evidence as
Using narrative themes to
extend the storyline Selecting the appropriate
organizational structure for the
Integrating information from
multiple sources to provide
support for claims particular purpose evidence for claims

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.