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CanDo Booklet GR 9 12
CanDo Booklet GR 9 12
INCLUDES:
Performance Definitions
Can Do Descriptors
For use in conjunction with the
WIDA English Language Proficiency Standards
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Copyright Notice
© 2012 Board of Regents of the University of Wisconsin System. The WIDA English Language Learner Can Do Booklet, Grades 9-12, may
not be reproduced, modified, or distributed without prior written permission from the WIDA Consortium. The WIDA ELL Can Do
Booklet is for your personal, noncommercial use only. Fair use of the WIDA ELL Can Do Booklet includes reproduction for the purpose of
teaching (including multiple copies for lesson planning).
To order more copies of this booklet, please visit www.wida.us or contact the WIDA Help Desk at toll free 1-866-276-7735 or e-mail
help@wida.us.
© 2012 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium—www.wida.us.
Foreword: The WIDA English Language Learner Can Do Booklet
The WIDA Consortium, from its conception, envisioned a system of standards and assessments that would assist
schools in teaching academic language to English Language Learners (ELLs). This dream, now a reality, includes
the development of practical tools to guide teachers when designing and implementing lessons, monitoring student
progress, determining student language proficiency levels, collaborating across programs, and conveying results to
ELLs and their parents.
The WIDA English Language Learner Can Do Booklet is a very important contribution to meeting these goals. The
booklet complements the WIDA English Language Proficiency Standards and provides a valuable set of resources
aligned to the Performance Definitions for the levels of English language proficiency. WIDA’s professional
development program works with these resources to assist teachers in embedding academic English into content
lessons and working school-wide to ensure the academic success of our culturally and linguistically diverse learners.
The WIDA Consortium recognizes that as a teacher of ELLs, you have a challenging but crucial job within your
school. We sincerely hope that this booklet and other WIDA resources help to make your work more effective and
your students more successful both in learning English and mastering challenging academic content.
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Introduction
The resources contained in this booklet are intended to support classroom instruction. As with all WIDA products and services, they
address language proficiency in relation to five English language proficiency (ELP) standards:
The following table displays the major components of WIDA’s standards-based system. The bold-faced components are included in this
booklet and listed in the order in which they appear.
Strands of Model Performance Indicators as Illustrate how English language learners process and use language for each English
representative of the WIDA English Language language proficiency standard, language domain, and language proficiency level
Proficiency Standards by grade level cluster
Performance Definitions Outline how English language learners process and use language for each level of
language proficiency in grades K-12
Can Do Descriptors Describe how English language learners process and use language for each language
domain and level of language proficiency by grade level cluster
Speaking and Writing Rubrics Document how English language learners process and use language in the domain
of speaking or writing for each level of language proficiency based on three criteria:
linguistic complexity, vocabulary usage, and language control in grades K-12
The resources contained in this booklet are intended to support length. It is important to recognize that the Performance Definitions
classroom instruction. The Performance Definitions (see page 4) are the basis for use of other standards-based resources such as the
provide criteria that shape each of the six levels of English language Can Do Descriptors.
proficiency. The three bullets within each proficiency level in the
Performance Definitions represent: The Can Do Descriptors (see pages 6-7) are the centerpiece of
this booklet, designed to support teachers by providing them
• Linguistic Complexity—the amount and quality of speech with information on the language students are able to understand
or writing for a given situation and produce in the classroom. What is unique about the Can
• Vocabulary Usage—the specificity of words or phrases for a Do Descriptors is that they apply to all five English language
given context proficiency standards, which means they provide an opportunity to
• Language Control—the comprehensibility of the link language development across all academic content areas. The
communication based on the amount and types of errors Descriptors are intended to be used in tandem with the Performance
Definitions. This is because the quantity and quality of language
The Performance Definitions provide a concise, global overview of expected at a particular level of language proficiency may not be
language expectations for each level of English language proficiency. fully indicated within the Can Do Descriptor for each language
They span the spectrum of grade levels which means that educators domain and proficiency level.
must interpret the meaning of the Definitions according to students’
cognitive development due to age, their grade level, their diversity of For example, the Can Do Descriptors show that students may
educational experiences, and any diagnosed learning disabilities (if be able to “identify” at various levels of language proficiency,
applicable). For example, in level 5, “extended oral or written but the language (linguistic complexity, vocabulary usage, and
discourse” would probably be indicated by a 1st grade student’s language control) they use will vary tremendously. At one end of
ability to orally retell a story in a series of sentences using simple the spectrum, beginning English language learners may identify by
transition words. However, a middle school student might be pointing or using short words or phrases, whereas at the end of the
expected to exhibit linguistic complexity at level 5 by incorporating language development continuum, students will begin to identify
a variety of sentence structures in an essay several paragraphs in complex themes and ideas described in detailed technical language.
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• Match everyday oral statements according to • Use learning strategies on oral discourse • Identify and react to subtle
information to pictures, time frames described orally • Categorize examples of differences in speech and
diagrams, or photographs • Sequence visuals according genres read aloud register (e.g., hyperbole,
• Categorize content-based
• Group visuals by common to oral directions examples described orally • Compare traits based on satire, comedy)
traits named orally (e.g., visuals and oral descriptions • Evaluate intent of speech
Level 6 - Reaching
“These are polygons.”) using specific and some and act accordingly
• Identify resources, places, technical language
products, figures from oral
statements, and visuals
• Answer yes/no or choice • Describe persons, places, • Suggest ways to resolve • Take a stance and use • Give multimedia oral
questions within context events, or objects issues or pose solutions evidence to defend it presentations on grade-level
of lessons or personal • Ask WH- questions to • Compare/contrast features, • Explain content-related material
experiences clarify meaning traits, characteristics using issues and concepts • Engage in debates on
• Provide identifying • Give features of content- general and some specific • Compare and contrast content-related issues using
information about self language technical language
SPEAKING
The Can Do Descriptors work in conjunction with the WIDA Performance Definitions of the English language proficiency standards. The Performance Definitions use three
criteria (1. linguistic complexity; 2. vocabulary usage; and 3. language control) to describe the increasing quality and quantity of students’ language processing and use across the
levels of language proficiency.
Can Do Descriptors: Grade Level Cluster 9-12
For the given level of English language proficiency and with visual, graphic, or interactive support through Level 4, English
language learners can process or produce the language needed to:
• Use references (e.g., picture • Match cause to effect • Infer significance of data or
dictionaries, bilingual instructions supported by • Differentiate between fact information in grade-level
• Evaluate usefulness of data
glossaries, technology) visuals or data and opinion in text material
or information supported
Level 6 - Reaching
• Match sentence-level • Order paragraphs or visually or graphically • Identify evidence of bias and
descriptions to visual sequence information within credibility of source
representations paragraphs
• Compare content-related
features in visuals and
graphics
• Locate main ideas in a series
of related sentences
• Label content-related • Make content-related • Complete reports from • Summarize content-related • Produce research reports
diagrams, pictures from lists of words, phrases, or templates notes from lectures or text from multiple sources
word/phrase banks expressions • Compose short narrative and • Revise work based on • Create original pieces that
• Provide personal information • Take notes using graphic expository pieces narrative or oral feedback represent the use of a variety
WRITING
on forms read orally organizers or models • Outline ideas and details • Compose narrative and of genres and discourses
• Produce short answer • Formulate yes/no, choice and using graphic organizers expository text for a variety • Critique, peer-edit and make
responses to oral questions WH- questions from models • Compare and reflect on of purposes recommendations on others’
with visual support • Correspond for social performance against criteria • Justify or defend ideas and writing from rubrics
• Supply missing words in purposes (e.g., memos, (e.g., rubrics) opinions • Explain, with details,
short sentences e-mails, notes) • Produce content-related phenomena, processes,
reports procedures
The Can Do Descriptors work in conjunction with the WIDA Performance Definitions of the English language proficiency standards. The Performance Definitions use three
criteria (1. linguistic complexity; 2. vocabulary usage; and 3. language control) to describe the increasing quality and quantity of students’ language processing and use across the
levels of language proficiency.
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• Señalar o mostrar partes • Emparejar o clasificar • Evaluar información en • Distinguir entere • Interpretar situaciones
básicas, componentes, descripciones orales con conversaciones sociales y significados múltiples de de causa y efecto de un
características, o experiencias de la vida real académicas palabras o frases dichas discurso oral
propiedades de objetos, o ejemplos presentados • Distinguir entre los oralmente en contextos • Inferir a partir de un
organismos, o personas con apoyos visuales con puntos principales y sus sociales y académicos discurso oral que contiene
según indicaciones orales contenido académico
Nivel 6 - Alcanzando
detalles en discurso oral de • Analizar tareas con sátira, sarcasmo, o humor
• Emparejar información • Clasificar declaraciones contenido académico contenido académico • Identificar y reaccionar
oral de la vida diaria con orales según el periodo de • Usar estrategias de según el discurso oral a diferencias sutiles en el
dibujos, diagramas o tiempo aprendizaje descritas • Categorizar ejemplos de estilo de hablar (ejemplo:
ESCUCHAR
fotografías • Ordenar apoyos visuales oralmente géneros leídos en voz alta hipérbole, sátira, comedia)
• Categorizar y agrupar siguiendo instrucciones • Categorizar ejemplos con • Comparar rasgos comunes • Evaluar el intento del
apoyos visuales según orales contenido académico basados en apoyos visuales mensaje y reaccionar de
los rasgos comunes descritos oralmente y descripciones orales acuerdo a lo que evaluó
nombrados oralmente usando lenguaje específico
(ejemplo: “Estos son todos y técnico
polígonos”)
• Identificar recursos,
lugares, productos,
y figuras a través de
declaraciones orales y
apoyos visuales
Los Descriptores Can Do trabajan en conjunto con Las Descripciones WIDA de las Habilidades en los niveles de lenguaje académico de las normas de desempeño del
lenguaje inglés, los cuales usan tres criterios (1. complejidad lingüística; 2. uso de vocabulario; y 3. control del lenguaje) para describir la calidad y la cantidad incremental del
procesamiento y uso de lenguaje a través de los diferentes niveles de desempeño.
Descripción de Habilidades: Grados Escolares 9-12
Dado el nivel de desempeño en inglés y apoyados de gráficos, apoyos visuales, y apoyos interactivos hasta el Nivel 4, los
estudiantes de inglés pueden procesar o producir el lenguaje que se necesita para hacer lo siguiente:
• Contestar preguntas de sí/ • Describir personas, • Sugerir maneras con las • Declararse a favor de • Dar presentaciones orales
no o de selección múltiple lugares, eventos u objetos cuales se pueden resolver algo y usar evidencia para con el uso de multimedia
dentro del contexto • Hacer preguntas asuntos o proponer defender su postura sobre el contenido
de una lección o de interrogativas para soluciones • Explicar asuntos y académico
experiencias personales clarificar el significado de • Comparar/Contrastar conceptos del contenido • Participar en debates
Nivel 6 - Alcanzando
• Proveer información de algo características, rasgos académico relacionados a asuntos
identificación de sí mismo • Dar características de y patrones usando • Comparar y contrastar de contenido académico
• Nombrar objetos de la material de contenido mayormente lenguaje puntos de vista usando lenguaje técnico
vida diaria y vocabulario académico (ejemplo: general y lenguaje • Explicar estrategias
• Analizar y compartir
HABLAR
Los Descriptores Can Do trabajan en conjunto con Las Descripciones WIDA de las Habilidades en los niveles de lenguaje académico de las normas de desempeño del
lenguaje inglés, los cuales usan tres criterios (1. complejidad lingüística; 2. uso de vocabulario; y 3. control del lenguaje) para describir la calidad y la cantidad incremental del
procesamiento y uso de lenguaje a través de los diferentes niveles de desempeño.
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Nivel 6 - Alcanzando
relacionadas con la escuela información presentada en detalles importantes en un • Inferir el significado de un informativo
• Responder a preguntas apoyos visuales o gráficos párrafo texto • Inferir el significado
interrogativas relacionadas • Seguir instrucciones de • Contestar preguntas • Emparejar la causa con su de datos o de cierta
con un texto ilustrado pasos múltiples usando correlacionadas a efecto información en material
LEER
• Usar recursos de apoyos visuales o datos información específica de del nivel de grado escolar
• Evaluar cuán útil
referencias (ejemplo: • Emparejar descripciones un texto
es un tipo de dato • Identificar cuando hay
diccionarios con dibujos, a nivel de oraciones con • Diferenciar entre hecho y o la información un cierto prejuicio en
glosarios bilingües, sus representaciones en opinión en un texto apoyada visualmente o un texto o el grado de
tecnología) apoyos visuales • Ordenar párrafos u gráficamente credibilidad de una fuente
• Comparar características ordenar oraciones en informativa
del contenido académico párrafo
representado en apoyos
visuales y en gráficos
• Localizar ideas principales
en una serie de oraciones
relacionadas
Los Descriptores Can Do trabajan en conjunto con Las Descripciones WIDA de las Habilidades en los niveles de lenguaje académico de las normas de desempeño del
lenguaje inglés, los cuales usan tres criterios (1. complejidad lingüística; 2. uso de vocabulario; y 3. control del lenguaje) para describir la calidad y la cantidad incremental del
procesamiento y uso de lenguaje a través de los diferentes niveles de desempeño.
Descripción de Habilidades: Grados Escolares 9-12
Dado el nivel de desempeño en inglés y apoyados de gráficos, apoyos visuales, y apoyos interactivos hasta el Nivel 4, los
estudiantes de inglés pueden procesar o producir el lenguaje que se necesita para hacer lo siguiente:
• Etiquetar diagramas y • Hacer listas de palabras, • Completar informes • Resumir apuntes de un • Crear informes de
dibujos, con contenido frases o expresiones usando plantillas texto o de una charla de investigación usando
académico usando bancos relacionadas con el • Componer narrativas contenido académico múltiples fuentes de
Nivel 6 - Alcanzando
de palabras/frases contenido académico cortas o cuentos • Revisar composiciones información
• Proveer información • Tomar apuntes usando expositivos a través del uso de una • Escribir algo original que
personal en documentos organizadores gráficos o • Bosquejar ideas y detalles narrativa o de una represente el uso de una
leídos formas modelos usando organizadores reacción oral variedad de géneros y de
ESCRIBIR
Los Descriptores Can Do trabajan en conjunto con Las Descripciones WIDA de las Habilidades en los niveles de lenguaje académico de las normas de desempeño del
lenguaje inglés, los cuales usan tres criterios (1. complejidad lingüística; 2. uso de vocabulario; y 3. control del lenguaje) para describir la calidad y la cantidad incremental del
procesamiento y uso de lenguaje a través de los diferentes niveles de desempeño.
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© 2012 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium
www.wida.us
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