CAN DO DESCRIPTORS BY LANGUAGE 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...
Language LISTENING
Proficiency
Level Students Process Recounts by:
Matching everyday oral Ordering events or stages of
content-related words and phenomena from oral
Level phrases to pictures, statements
diagrams, or photographs Identifying words and
1 Selecting resources,
places, products, or
phrases related to sequence
Entering figures from oral
statements and visual
supports
Matching oral Sequencing steps in
Level descriptions of
characters or main
2 events in content-related
topics
Following modeled oral
Emerging commands
Identifying main ideas Recognizing relationships in
from short content-
Level related oral
presentations
3 Classifying examples of
genres read aloud (e.g.,
Developing types of narration)
Following the steps of Identifying components of
content-related tasks or
Level assignments given orally
Identifying details from
4 oral discussions (e.g.,
when, who, where, what,
and why)
Expanding
Reconstructing past Identifying effects and
experiences or series of
Level events based on oral
discourse
5 Recognizing nuanced
meanings of words and
Bridging phrases in extended oral
discourse
Process Explanations by: Process Arguments by: Students
Matching oral
Recognizing the pros or
processes or procedures
described orally
Comparing information,
symbols, or icons on charts
or tables described orally
Organizing information
a series of oral statements
Identifying causes for
particular events or
phenomena in short oral
presentations
Classifying claims and
systems from multimedia
Interpreting cause and
effect from oral discourse
Identifying how language
consequences of events and
phenomena from class
discussions
Identifying interdependence
of different parts of systems
from multimedia
presentations
SPEAKING
Recount by:
Naming and briefly Ordering events or stages of
information to pictures, describing content
diagrams, or topics using visual
photographs that show support (e.g., posters,
points of view
Distinguishing words and
diagrams, pictures)
Answering select yes/no
phrases related to or Wh-questions
opinions or facts from
oral statements
Restating information Naming properties,
cons of issues from short using content-specific
oral statements terms
Identifying claims in oral
statements
Providing examples of
content-related
information previously
studied
Posing and responding Connecting causes to effects in a
related to different to questions in small
perspectives presented group discussions
orally Describing the
Identifying language
choices that represent
sequence of processes,
cycles, procedures, or
specific points of view events with details
from a series of oral
statements
Presenting factual Describing components of
evidence from oral information on content-
presentations related topics to the
Differentiating multiple class
perspectives presented
orally
Paraphrasing and
summarizing content-
related ideas in large
and small groups
Engaging in extended Presenting information using an
choices connect to discussion of effects,
particular audiences impacts, or events
Evaluating the purpose related to content topics Using nominalization to
of arguments presented
by others
Giving multimedia oral
presentations on
content-related
material learned from
various sources
**there is no ceiling for level 6
Explain by:
Relating points of
phenomena with sequential
language (e.g., first, next, step 1)
Using words and phrases to
identify visually supported
phenomena
Responding to oral or
characteristics or features of
illustrated content-related
topics
Posing and responding to Wh-
questions that relate to
phenomena
Stating claims
series of statements
Sequencing processes, cycles, or
procedures in short extended
discourse
Taking stances and
systems in small groups and
class discussions
Providing precise words and
phrases to provide details,
descriptions, classifications,
comparisons, causes/effects, or
procedures
Challenging evidence
objective, neutral tone in
extended discourse
compress information and
maintain coherence (e.g., This
expansion, Weathering,
An implication...)
ORAL LANGUAGE
Argue by: Students Discuss by:
Representing ones ideas using
view with visual various media
support (e.g., Responding to yes and no
posters, questions posed by the group
photographs)
Stating pros and cons Using nonverbal signals to
demonstrate engagement in
listed visually on a
topic conversations
Asking and answering
written claims questions
Offering facts or Communicating need for clarity
opinion statements
as appropriate to
of messages
Recognizing intonation used
discussion
to achieve various purposes of
communication
Suggesting creative ways to
matched to evidence resolve communication issues
using a series of
Clarifying ones own ideas
related sentences using a variety of strategies
Suggesting details or
reasons to reinforce
(e.g., analogies or metaphors,
paraphrasing)
points of view Asking clarifying questions in a
respectful manner
Demonstrating stamina when
defending them with building ideas in a small group
evidence (e.g., using Validating ideas of others
data or citations)
Sorting through ones own
Comparing and
contrasting different
points of view
ideas to determine relevant
ones
Providing and receiving
constructive feedback from
others tactfully
Co-creating novel perspectives
and claims in debates on issues
Convincing audiences Responding to diverse
of personal points of perspectives and recognizing
view using persuasive
language
bias in ones own view
Generating new ideas or
questions to sustain
conversations

Categorizing perspectives Recognizing specific
of multiple speakers
Identifying important
Level information on specific
events and concepts
6 from lectures and
presentations
Reaching
Identifying strengths,
language used to enhance
clarity and precision
Recognizing and following
language related to the
same event or phenomenon
throughout presentations
Adjusting presentation Providing precision and accuracy Organizing claims and Identifying and reacting to
limitations, and potential style, degree of in classifications, procedures, counter claims in subtle differences in speech
biases from oral formality, word choice, processes, and accounts using debates with and register (e.g., hyperbole,
presentations tone, and information abstraction, technical language, evidence from satire, comedy)
to the context and and a variety of active/passive multiple sources
Organizing claims and audience verb forms Producing coherent oral
counter claims presented
in debates Presenting information
that follows discipline-
Following discipline-specific
organization (e.g., orienting the
Negotiating differing
cultural perspectives
in pairs or small
discourse appropriate to task,
purpose, and audience
specific organization reader, details, conclusion) and groups Synthesizing and sharing
(e.g., orientation to supporting presentations with information from a variety of
topic, sequence of graphs, formulas, quotes or sources and perspectives
events, conclusion) 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 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.
 CAN DO DESCRIPTORS BY LANGUAGE DOMAIN, PROFICIENCY LEVEL, AND KEY USE OF LANGUAGE: GRADES 9-12
Language
Proficiency
Level Students Process Recounts by:
Level Matching key content-related
terms and ideas to images, graphs,
icons, or diagrams
1 Sequencing illustrated text of
narrative or informational events
Entering
Identifying patterns specific to
Level narrative or informational text
(e.g., orientation, presentation of
2 events, conclusion)
Locating main ideas in a series of
Emerging related sentences
Level Recognizing lexical chains that
show how characters and ideas are
labeled across the text
3 Identifying detailed descriptions,
procedures, and information in
Developing paragraphs
Level Identifying how the authors make
language choices and adjusts for
audience and purpose
4 Reflecting on various accounts of a
subject told in different media
Expanding (e.g., print and multimedia)
Identifying how text structure
Level supports comprehension and
retrieval of information and details
5 Identifying the central idea or
theme and how it is supported by
clear descriptions and extended
Bridging details
Analyzing and comparing how
Level authors use language for specific
purposes and audiences
6 Identifying how authors develop
and maintain cohesion by
connecting ideas or events in
Reaching extended 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
Recount To retell to display knowledge or narrate experiences or events
Explain To clarify the why or the how of ideas, actions, or phenomena
Argue To persuade by making claims supported by evidence
Discuss To interact with others to build meaning and share knowledge
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
By the end of each of the English language proficiency levels 1-5 English language learners can...
READING
Process Explanations by:
Identifying key words and phrases
that describe the topics or
phenomena
Recognizing sequence statements
and illustrations that describe
phenomena
Identifying different types of
connectors that show relationships
between topics and phenomena
Differentiating between technical
and everyday vocabulary that
describe phenomena
Identifying how language provides
clarity and precision in describing
topics or phenomena
Summarizing information with
diagrams, models, flow charts, or
illustrations
Identifying the interdependence of
parts of systems (e.g., technical,
government, chemical)
Comparing information on
phenomena across a variety of
multimedia sources
Identifying how authors connect
related ideas across paragraphs with
abstraction, complex sentences, and
technical terms
Tracing the central idea of text and
how it develops, including how it is
shaped by specific details, extended
definitions, facts, quotes, or examples
Recognizing discipline-specific
patterns (e.g., orienting the reader,
part-whole classification, neutral/
authoritative tone)
Identifying authors precision and
accuracy in classifications,
comparisons, accounts, or procedures
as a result of clear language choices
EXAMPLES
telling or summarizing stories, producing information reports, and sharing past experiences, stating the steps to make
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
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
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 with peers, questioning and critiquing ideas in small groups
Process Arguments by:
Matching media (e.g., posters,
photos, banners) with point of
view words and phrases
Connecting characters/historical
figures with positions or stances
on various issues
Making connections between
statements that make claims and
those providing evidence
Distinguishing language that
identifies facts and opinions
Identifying their purposes and
audiences
Evaluating the strength of
evidence statements
Identifying persuasive language
across content areas
Following the progression of
logical reasoning
Recognizing multiple perspectives
and points of view on any given
issue
Identifying evidence of bias and
credibility of sources
Evaluating word choice and
nuance as tools for distinguishing
facts, claims, reasoned judgment,
and opinions
Identifying the logical connections
among claims, counterclaims,
reasons, and evidence
Generously created for WIDA by Becky Linderholm
Eau Claire Area School District
**there is no ceiling for level 6
WRITING
Students Recount by: Explain by: Argue by:
Listing content words or Producing short responses to questions Selecting words and phrases to
phrases that relate to the topic using word/phrase banks represent points of view
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
Following patterns specific to Using transitions and connectors to show Expressing claims with evidence
narrative or informational text causal relationships or procedures (e.g., Socialism is a good
(e.g., orientation, presentation Choosing everyday or technical language government system because...)
of events, conclusion)
Sequencing narratives or
to describe phenomena Listing content-related ideas
that represent different points
informational text using linking of view on issues
words and phrases
Summarizing content-related Choosing words and phrases to provide Justifying reasons or opinions
material precise details, descriptions, comparisons, with evidence
and ordered procedures
Including important
information and related details Integrating headings, introductory
statements, and other features to organize
Summarizing opposing positions
with evidence
text
Creating narrative or Presenting information objectively by Evaluating and challenging
informational extended text of using a neutral tone appropriate to the evidence presented
past events or experiences (e.g., content area
lab reports, current events)
Connecting main points, events,
Integrating images, diagrams, formulas, or
charts to describe phenomena
Creating persuasive essays or
reports making adjustments for
specific audiences
and central ideas to conclusions
Sequencing using language that Synthesizing information and details about Organizing information to show
creates coherence phenomena from a variety of sources logical reasoning
Organizing information Organizing information and details Integrating multiple
according to content-specific
expectations
logically and cohesively perspectives and evidence from
a variety of sources
Summarizing content-related Developing ideas about phenomena with Evaluating positive and negative
notes from lectures or readings relevant and sufficient facts, extended implications associated with
Producing research reports descriptions, concrete details, or various positions (e.g., historical
quotations events, scientific discoveries,
using multiple sources of
information Maintaining discipline-specific patterns that
individuals)
bridge across key uses (e.g., explanation to Organizing information logically
argument in history, explanation to recount and coherently to represent
for information reports) contrasting views
2016 Board of Regents of the University of Wisconsin System, on behalf of WIDA. The
Can Do Descriptors, Key Uses Edition Fillable Student Name Chart may be copied and
distributed for nonprofit educational use only.