CAN DO DESCRIPTORS BY DOMAIN, PROFICIENCY LEVEL, AND KEY USE OF LANGUAGE: GRADE 1

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:
Mimicking gestures or Identifying real-life objects Answering questions about Repeating words, phrases Answering questions with Expressing preferences in Tracking the speakers to
movement associated based on descriptive oral likes and preferences and memorized chunks words or phrases (e.g., Go naming and pointing to demonstrate
Level with oral commands phrases or short Identifying words or phrases of language related to washroom.) objects understanding
Matching key words or sentences that express opinions different topics Describing pictures or Repeating language to Sharing pictures, created
1 expressions in songs,
chants, and poems to
Pointing to objects or
people reflective of
Answering yes or no
questions about stories
classroom objects express agreement or
disagreement
work, or visuals to
contribute to
Entering illustrations content-related or experiences conversations
vocabulary (e.g., family
members)
Acting out oral Classifying real-life objects Evaluating options to make Stating content-related Demonstrating how to do Responding to short Following along familiar
statements using according to their function personal choices from oral facts in context (e.g., something using gestures statements or questions routines of small and
Level manipulatives or real- based on oral directions simple sentences playing telephone) or real-life objects (e.g., tie about choices (e.g., I am large groups
life objects a bow) sure. I am not sure.)
Interpreting oral Signaling agreement or Describing characters or Recognizing different
2 Pointing to objects,
characters or places
descriptions and matching
them to illustrations
disagreement with short oral
statements using gestures
places in picture books Describing what people do
from action pictures (e.g.,
Stating likes and dislikes to
participate in conversations
types of intonation used
by speakers
Emerging from oral descriptions (e.g., Today is Monday. jobs of community workers) with peers
Clap one time for yes. Clap
two times for no.)
Sequencing pictures of Following peer statements Classifying objects according Retelling simple stories Stating associations Describing characters or Asking clarifying
Level stories read aloud (e.g., to create projects to descriptive oral from picture cues between two objects, objects using pictures or questions
beginning, middle, end) Identifying illustrated statements Participating in dialog people, or events (e.g., actions Inviting others to
3 Following modeled oral
instructions related to
cycles or processes
described orally
Following conditional
directions (e.g., Raise two
with peers on familiar
topics
Lidia is my sister and Lisa
is my sister.) Stating choices of materials
or supplies and reasons for
participate

Developing content hands if you like ice cream.) Telling why something their selection
happened
Identifying characters, Following illustrated Organizing information from Restating information Connecting ideas by Justifying the use of objects Using intonation
Level plots, and settings from content-related oral comparisons of people with some details building on guided for particular purposes appropriate for the
oral stories procedures shared orally or objects conversations with peers purposes of
Summarizing a series of Supporting content-related
4 Finding details in
illustrated narrative or
Organizing real-life objects
based on oral comparisons
Identifying claims about real-
life objects or events based
familiar events or
routines
Describing in detail the
function of objects or roles
ideas with examples communication
Restating statements to
Expanding informational text read on observations or of people clarify ideas
aloud experiences
Constructing models Organizing causes and Identifying claims and Presenting information Stating conditions for cause Comparing and contrasting Asking and answering
Level based on instructions effects of various reasons from oral discourse on content-related topics and effect (e.g., If it rains, I content-related ideas (e.g., questions to maintain
from extended oral phenomena presented play inside.) Winter is hot in Hawaii. conversations
discourse with a partner orally Identifying reasons for Sharing details about Winter is cold in Alaska.)
5 Following multistep oral
directions during
Using strategies and
procedures shared by
choices from oral stories personal experiences
with peers and adults
Elaborating on details of
content-related procedures Providing evidence for
specific claims
Elaborate on someone
elses comments to
participate in
Bridging content-related peers conversations
activities
Matching relevant Identifying details from Identifying reasons authors Producing discourse Asking and answering Defending solutions to Sustaining conversations
details to main ideas oral descriptions of give to support points in text appropriate to task and content-related how and simple problems by responding to
presented in oral processes or procedures read aloud situation why questions comments made in
Level discourse Elaborating reasons to justify multiple exchanges
Representing ideas from Distinguishing opinions from Rehearsing content- Expressing connected ideas content-related ideas
6 Identifying different
genres through multiple
readings of text by
oral discussions or
multimedia
reasons in oral discourse related presentations
with peers
with supporting details Asking and answering
questions about key
details in social and
Reaching adults (e.g., rhymes, academic contexts
stories, informational
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.
 CAN DO DESCRIPTORS BY DOMAIN, PROFICIENCY LEVEL, AND KEY USE OF LANGUAGE: GRADE 1
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 Using pictures and illustrations Identifying icons from illustrated Categorizing labeled pictures or Forming words using a variety Designing, drawing and labeling Indicating agreement with
to identify themes or storylines texts or media with a partner photographs of strategies content-specific models opinions of others using
1 Matching vocabulary to
illustrated stories
Sorting objects according to their
use based on labeled illustrations
Identifying opinions from illustrated
statements (e.g., likes and dislikes)
Answering Wh- oral questions
or using icons to plan stories
Identifying topics through
photographs, illustrated word walls,
labeled drawings
Drawing icons or symbols to
Entering or software represent preferences
Level Pointing to icons, letters, or Matching descriptive labels or Identifying information related to Providing information in Labeling and illustrating Producing simple sentences
illustrated words that represent headings to illustrated text events from graphics (e.g., birthday graphic organizers observations over time (e.g., from models about likes,
2 ideas
Identifying repetitive words and
Identifying labeled illustrations
signaled by Wh- questions
charts, weather calendars)
Sharing likes and dislikes using
Presenting content related
information labeling visuals or
growing plants)
Describing people, places, or objects
wants, and needs (e.g., I like,
I dont like)
Emerging phrases in texts environmental print graphics from illustrated examples Supplying facts about topics

Level Identifying Wh- words in
questions (e.g., who, what,
when)
3 Recalling content-related
information from illustrated
Developing texts read aloud
Sorting illustrated content words
and phrases into categories
Matching labeled illustrations to
how or why questions
Identifying persuasive words in Describing feelings or reactions Classifying illustrated words and Participating in interactive
written phrases or statements in to personal events or situations phrases into groups (e.g., Animals journals with peers
context (e.g., have to, must) that fly. Animals that swim.)
Identifying language of wants and
needs in illustrated short stories
Recalling information from
events or experiences Comparing real-life objects,
numbers, or animals using models
Stating preferences related to
social and academic topics
(e.g., I want to go)
read aloud

Level Identifying the main topic of
texts
4 Ordering illustrations based on
sequence of events from texts
read aloud
Expanding
Distinguishing among
Level characters, settings, and events
in narratives
5 Reconstructing texts read orally
using drawings or reenacting
Finding details in illustrated
narrative or informational texts
read aloud
Identifying what authors say in
oral stories
Ordering content-related events
according to information in
illustrated texts
Identifying steps or stages of
content-related processes or
Distinguishing characters opinions Producing a series of related Describing models related to Describing patterns in
or preferences from illustrated text sentences from transition word content-related phenomena in processes and stories to use as
read aloud starters (e.g., first, next, last) pictures or real-life evidence
Determining the authors point of
view from illustrated texts
Describing observations
firsthand or from media
Expressing feelings and a reason
related to situations or events
Stating reasons for particular
claims or opinions in content-
related topics
Determining what happens next Composing stories or narratives Describing causes and effects of Providing simple edits to peers
from illustrated observations using sequential language actions and strategies writing
Identifying evidence or reasons in Editing personal narratives Sequencing steps in solving Elaborating content-related
peers written text based on criteria for success problems using short sentences,
illustrations, and symbols
claims with examples

Bridging text with performances events from informational or

explanatory texts
Identifying who is telling the Identifying words and phrases Predicting meaning of words based Producing narratives with at Predicting how stories, events, or Using persuasive language in a
Level story at various points in texts related to cause and effect on clues from sentence-level least two sequential events situations might end variety of sentences
Matching original text to Identifying reasons for actions in context Producing narrative sequences Producing texts that can name a Producing opinion pieces by
6 paraphrased versions stories, songs, and poems Identifying similarities in and
differences between two texts on
from timelines and labeled
drawings
topic and supply topic-related facts stating an opinion and
providing a connected reason
Reaching the same topic (e.g., in illustrations,
descriptions, or procedures)

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.