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...
Language LISTENING
Proficiency
Level Students Process Recounts by:
 Showing what happens
next based on familiar oral
Level stories (e.g., by pointing or
drawing)
1
 Drawing or providing other
visual displays of people,
Entering animals, or objects in
response to oral prompts
 Identifying the “who,”
“where” and “when” of
Level illustrated statements
2
 Identifying main materials
or resources from oral
descriptions
Emerging
 Identifying linking words or
phrases related to passage
Level of time in speech (e.g., “on
3
Monday” “the next day”)
 Illustrating events in
response to audio
Developing recordings of stories or
poems
 Re-enacting content-
related situations or events
Level from oral descriptions
4 ideas and details in oral
 Identifying content-related
ideas from oral discourse
using multi-media (e.g.,
Expanding retracing steps of a
process)
 Identifying details of
Level content-related topics from
oral discourse
5  Making designs or models
following oral directions
and specifications (e.g.,
Bridging maps, origami)
 Identifying key ideas or
details from texts read
Level aloud or information
presented orally
6  Determining the main ideas
and supporting details of
texts read aloud or
Reaching information in diverse
media and formats
**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.
Process Explanations by: Process Arguments by:
 Pointing to visual
characteristics of models or
real-life objects from oral
clues
 Pairing objects, pictures, or
equations as directed by a
partner
 Matching oral descriptions
to photos, pictures, or icons
 Following simple sequences
presented orally to create
patterns or sequences
 Carrying out steps described
orally to solve problems
 Completing graphic
organizers or
representations from oral
comparisons
 Identifying connectors in
speech or text read aloud
 Identifying content-related
discourse
 Identifying the purpose of
language/the message in
each content area
 Following a series of short
oral directions to create
models of content-area
phenomena or processes
 Distinguishing shades of
meaning among closely
related words in oral
discourse (e.g., jump/leap,
huge/ enormous)
 Comparing strategies from
extended oral discourse
**there is no ceiling for level 6
SPEAKING ORAL LANGUAGE
Students Recount by: Explain by: Argue by: Students Discuss by:
 Indicating personal points  Responding to  Describing the outcomes  Stating a claim or position  Expressing own ideas
of view in response to oral questions related to of experiments or stories from models or examples through drawings,
phrases or short stories or experiences with guidance and visual
 Sharing facts as evidence
gestures, words and
sentences (e.g., by (e.g., “Who came to the support phrases
using sentence starters or
thumbs up/thumbs down; door?”) sentence frames
agree/disagree cards)  Naming or answering  Expressing agreement/
 Acting out and naming Wh- questions related to disagreement
 Identifying preferences events or experiences classroom routines (e.g., nonverbally (e.g.,
from short oral throughout the school “What do we do now?”) thumbs up or down)
statements day
 Distinguishing opinions  Reproducing facts or  Naming steps in  Telling what comes next  Asking yes or no
from facts from peers’ oral statements in context processes or procedures and showing why questions to request
presentations
 Participating in multi-  Describing familiar  Sharing reasons for
clarification
 Categorizing content- media presentations phenomena in words or opinions or claims (e.g.,  Recognizing how
based pictures or objects based on research phrases science experiments) different intonation
from oral descriptions conveys different
(e.g., “animals that form meanings
groups to help members
survive”)
 Identifying similarities and  Retelling simple stories  Describe relationships  Describing organizing  Negotiating agreement in
differences from oral from picture cues between objects or uses categories for content- small groups
content-related materials for tools related information (e.g.,
 Stating information  Expressing own ideas
or equipment from personal or fish/birds, forests/ deserts) consistent with the topic
 Expressing cause and
 Identifying different points school-related effect of behaviors or  Asking and answering discussed
of view in short oral experiences events questions in collaborative
dialogues groups
 Interpreting oral  Sequencing events in  Stating details of  Defend claims or opinions  Expressing own ideas
information from different stories with temporal processes or procedures to content-related topics and supporting ideas of
sides transitions (e.g., “After others
 Describing consequences  Posing different solutions to
the sun set...”) of behaviors or content-related issues or
 Identifying opposing sides  Proposing new solutions
of arguments in dialogues  Describing situations occurrences problems to resolve conflict in
and events from school small groups
and the community
 Comparing oral arguments  Describing main ideas  Connecting ideas in  Expressing and supporting  Initiating and
with representations and of content-related content-related different ideas with maintaining
models information presentations examples conversations
 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
speakers sunsets)  Listening to, building,
and extending ideas
 Identifying evidence to  Providing descriptive  Elaborating on ideas in  Connecting personal  Sharing topic-related
support claims/ opinions details of content- light of conversations comments to the remarks information
from multimedia related information or among students of others to build a case for
activities ideas or opinions  Building on remarks of
 Following agreed-upon  Synthesizing main ideas others by linking
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
some detail from diverse media
engagement through
specific language and
body movement
 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
phrases in illustrated text
1
 Signaling language associated
with content-related
information (e.g., during
Entering preview, view, & review)
 Identifying words and phrases in
titles and highlighted texts
 Matching pictures with graphic
information from illustrated texts
 Identifying facts in illustrated  Labeling images that illustrate
informational text read orally the steps for different
processes (e.g., writing
 Identifying language related to likes, workshop)
needs, and wants in labeled
illustrations  Creating visual representations
of ideas or stories
 Listing and illustrating ideas
 Stating facts associated with
images or illustrations
 Indicating decisions or preferences
through labeled pictures, words, or
phrases
 Providing evidence of natural
phenomena or opinions through
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
Level organizers from illustrated
related statements or
3
paragraphs
 Identifying temporal-related
Developing words that signal order of events
(e.g., “In the beginning…”)
Level  Ordering a series of events
based on familiar texts
4  Identifying main ideas and
details in illustrated texts
Expanding
 Sequencing sentences descriptive
of processes or procedures in
informational texts
 Locating details in content area
texts or media
 Illustrating cause/ effect
relationships in content area texts
 Classifying main ideas and details
in informational or explanatory
texts
 Identifying different ideas or  Retelling past experiences  Comparing causes of different  Communicating different content-
opinions in written texts
 Expressing ideas in various
phenomena related ideas or opinions
 Identifying general academic and genres (e.g., poetry, interactive  Stating ideas about content-  Describing pros and cons related to
content-related words and phrases journals) related topics social issues or familiar topics
in text relevant to the genre/key use
(e.g., “once upon a time” indicates a
fairy tale)
 Sorting content-related information  Describing a series of events or  Relating details and illustrating  Supporting main ideas or opinions
according to specific criteria (e.g., procedures stages of different cycles (e.g. with evidence from texts
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
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)
 Highlighting relevant
information in grade-level texts
Bridging to produce summaries
area topic (e.g., in open sorts) details
 Matching opinions to reasons in  Providing details and examples  Producing “how to” manuals
 Identifying the main purpose of informational texts and literature about narratives based on personal experiences  Stating reasoning for content-
texts or scientific experiments related choices

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

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.