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
language in oral
Level statements (e.g.,
2
present, past, future)
 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
steps based on oral
Level reading of informational
4
text
 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 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:
 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
support
 Communicating
diagrams
 Demonstrating
 Answering yes/no or
choice questions
across content or
 Tracking the person speaking
 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  Responding to  Addressing others according
steps across content  Stating key words or opinion statements to relationship (e.g., student-
areas phrases in processes in of others with 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 based facts that
classroom 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
causal relationships of
 Sequencing steps to  Responding to  Presenting creative solutions
solve a problem content-related issues opinion statements to resolve communication
and concepts
of others with issues
 Presenting detailed reasons or evidence
information in small  Contributing ideas to co-
create group responses
groups
 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
sequence or causal
 Using technical and phenomena  Using claims and  Challenging ideas respectfully
specific vocabulary evidence to
when sharing content persuade an  Managing conversations to
 Describing relationships 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 summary of examples and information
vocabulary information from
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  Matching illustrated words/  Identifying key words and phrases  Communicating personal  Producing short-answer responses to  Selecting words and phrases to
oral reading of illustrated text on phrases to causal or sequential of claims experiences through drawings questions using word/ phrase banks represent points of view using

1
familiar topics or experiences language and words facts from illustrated text or
 Identifying a claim or an opinion  Labeling charts and graphs to posters
 Highlighting previewed or familiar  Sequencing sentences strips to in multimedia with a partner  Reproducing a series of events describe phenomena (e.g., organisms
phrases show content-area processes through illustrated text in ecosystems)  Using key words or phrases
Entering from illustrated texts related to the topic

 Classifying time-related language
Level in text as present or past
2  Identifying the “who,” “what,”
“where,” and “when” in narrative
text with a partner
 Identifying different types of
connectors (e.g., first, next,
because, so)
 Identifying key words and phrases
that describe the topic or
 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
 Organizing evidence based on
sequential language in texts
 Differentiating between claims
 Listing positive and negative
effects of events in
informational or narrative text
 Ordering linear and cyclical
sequences of phenomena (e.g., the
steps of how a volcano erupts)
 Listing pros and cons of issues

Emerging phenomena 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

4
the same topic or phenomena words, phrases, and clauses sources
 Identifying conclusions in multi-  Comparing multiple points of  Providing reasons and evidence
paragraph text  Organizing information on how or view on a topic  Synthesizing information across  Elaborating topics with facts, which support particular points
why phenomena occur related texts (e.g., author definitions, concrete details, or
Expanding study) quotations and examples

Level  Becoming familiar with the  Identifying how text provides  Connecting personal experience  Producing content-related  Describing how factors contribute to  Evaluating positive and negative
language of related genres (e.g., clear details of the topic or with textual evidence to reports events or outcomes implications associated with

5
news reports, historical accounts)
 Summarizing information from
multiple related sources
Bridging
phenomena strengthen an interpretation of various positions (e.g., historical
the text  Creating narratives that  Describing how systems relate or events, scientific discoveries)
 Identifying components of connect personal experiences interact
systems (e.g., ecosystems,  Evaluating the strength of and content  Including evidence from multiple
government) evidence as support for claims sources

Level  Identifying the overall structure  Identifying how text presents  Evaluating claims and evidence by  Summarizing content-related  Presenting information on processes  Organizing ideas and
(e.g., chronology) of events, ideas, information in a factual or neutral drawing from multiple print information or phenomena supported by facts information logically and

6
concepts, or information in text
 Highlighting events or procedures
that happened in historical,
Reaching scientific, or technical text
manner
 Evaluating the specific language
used to enhance descriptions of
phenomena
sources and details in essays and reports coherently
 Using narrative themes to
 Differentiating from the strength extend the storyline  Selecting the appropriate  Integrating information from
of different pieces of evidence as organizational structure for the 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.