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Can Do Descriptors: Grade Level Cluster PreK-KLevel 1EnteringLevel 2BeginningLevel 3DevelopingLevel 4ExpandingLevel 5Bridging Match oral languageto classroom andeveryday objects Point to stated picturesin context Respond non-verballyto oral commandsor statements (e.g.,through physicalmovement) Find familiar peopleand places namedorally Sort pictures or objectsaccording to oralinstructions Match pictures, objectsor movements to oraldescriptions Follow one-step oraldirections (e.g., “standup”; “sit down”) Identify simplepatterns describedorally Respond with gesturesto songs, chants, orstories modeled byteachers Follow two-step oraldirections, one step ata time Draw pictures inresponse to oralinstructions Respond non-verballyto confirm or denyfacts (e.g., thumbs up,thumbs down) Act out songs andstories using gestures Find pictures thatmatch oral descriptions Follow oral directionsand compare withvisual or nonverbalmodels (e.g., “Draw acircle under the line.”) Distinguish betweenwhat happens first andnext in oral activitiesor readings Role play in responseto stories read aloud Order pictures ofevents according tosequential language Arrange objects orpictures accordingto descriptive oraldiscourse Identify pictures/realia associated withgrade-level academicconcepts from oraldescriptions Make patterns fromreal objects or picturesbased on detailed oraldescriptionsLevel 6ReachingWrite in grade-levelListening expectationsbelow:NAMESLISTENINGFor the given level of English language proficiency and with visual, graphic, or interactive support through Level 4, Englishlanguage learners can process or produce the language needed to:The Can Do Descriptors work in conjunction with the WIDA Performance Definitions of the English language proficiency standards. The Performance Definitions use threecriteria (1. linguistic complexity; 2. vocabulary usage; and 3. language control) to describe the increasing quality and quantity of students’ language processing and use across thelevels of language proficiency.
Can Do Descriptors: Grade Level Cluster PreK-KLevel 1EnteringLevel 2BeginningLevel 3DevelopingLevel 4ExpandingLevel 5Bridging Identify people orobjects in illustratedshort stories Repeat words, simplephases Answer yes/noquestions aboutpersonal information Name classroom andeveryday objects Restate some factsfrom illustrated shortstories Describe pictures,classroom objects orfamiliar people usingsimple phrases Answer questions withone or two words (e.g.,“Where is Sonia?”) Complete phrases inrhymes, songs, andchants Retell short narrativestories throughpictures Repeat sentences fromrhymes and patternedstories Make predictions (e.g.“What will happennext?”) Answer explicitquestions from storiesread aloud (e.g., who,what, or where) Retell narrative storiesthrough pictures withemerging detail Sing repetitivesongs and chantsindependently Compare attributes ofreal objects (e.g., size,shape, color) Indicate spatialrelations of real-lifeobjects using phrasesor short sentences Tell original storieswith emerging detail Explain situations(e.g., involvingfeelings) Offer personalopinions Express likes, dislikes,or preferences withreasonsLevel 6ReachingWrite in grade-levelSpeaking expectationsbelow:NAMESSPEAKINGFor the given level of English language proficiency and with visual, graphic, or interactive support through Level 4, Englishlanguage learners can process or produce the language needed to:The Can Do Descriptors work in conjunction with the WIDA Performance Definitions of the English language proficiency standards. The Performance Definitions use threecriteria (1. linguistic complexity; 2. vocabulary usage; and 3. language control) to describe the increasing quality and quantity of students’ language processing and use across thelevels of language proficiency.
Can Do Descriptors: Grade Level Cluster PreK-KLevel 1EnteringLevel 2BeginningLevel 3DevelopingLevel 4ExpandingLevel 5Bridging Match iconsand symbols tocorresponding pictures Identify name in print Find matching wordsor pictures Find labeled real-lifeclassroom objects Match examples of thesame form of print Distinguish betweensame and differentforms of print (e.g.,single letters andsymbols) Demonstrate conceptsof print (e.g., leftto right movement,beginning/end, or top/bottom of page) Match labeled picturesto those in illustratedscenes Use pictures to identifywords Classify visualsaccording to labels oricons (e.g., animals v.plants) Demonstrate conceptsof print (e.g., title,author, illustrator) Sort labeled picturesby attribute (e.g.,number, initial sound) Identify some highfrequency words incontext Order a series oflabeled picturesdescribed orally to tellstories Match pictures tophrases/short sentences Classify labeledpictures by twoattributes (e.g., sizeand color) Find school-relatedvocabulary items Differentiate betweenletters, words, andsentences String words togetherto make shortsentences Indicate features ofwords, phrases, orsentences that are thesame and differentLevel 6ReachingWrite in grade-levelReading expectationsbelow:NAMESREADINGFor the given level of English language proficiency and with visual, graphic, or interactive support through Level 4, Englishlanguage learners can process or produce the language needed to:The Can Do Descriptors work in conjunction with the WIDA Performance Definitions of the English language proficiency standards. The Performance Definitions use threecriteria (1. linguistic complexity; 2. vocabulary usage; and 3. language control) to describe the increasing quality and quantity of students’ language processing and use across thelevels of language proficiency.
Can Do Descriptors: Grade Level Cluster PreK-KLevel 1EnteringLevel 2BeginningLevel 3DevelopingLevel 4Expanding Draw pictures andscribble Circle or underlinepictures, symbols, andnumbers Trace figures andletters Make symbols, figuresor letters from modelsand realia (e.g., straws,clay) Connect oral languageto print (e.g., languageexperience) Reproduce letters,symbols, and numbersfrom models incontext Copy icons of familiarenvironmental print Draw objects frommodels and label withletters Communicate usingletters, symbols, andnumbers in context Make illustrated“notes” and cardswith distinct lettercombinations Make connectionsbetween speech andwriting Reproduce familiarwords from labeledmodels or illustrations Produce symbolsand strings of lettersassociated withpictures Draw pictures and usewords to tell a story Label familiar peopleand objects frommodels Produce familiarwords/phrases fromenvironmental printand illustrated textLevel 5BridgingLevel 6Reaching Create contentWrite in grade-levelbased representationsWriting expectationsthrough pictures andbelow:words Make “story books”with drawings andwords Produce words/phrasesindependently Relate everydayexperiences usingphrases/short sentencesNAMESWRITINGFor the given level of English language proficiency and with visual, graphic, or interactive support through Level 4, Englishlanguage learners can process or produce the language needed to:The Can Do Descriptors work in conjunction with the WIDA Performance Definitions of the English language proficiency standards. The Performance Definitions use threecriteria (1. linguistic complexity; 2. vocabulary usage; and 3. language control) to describe the increasing quality and quantity of students’ language processing and use across thelevels of language proficiency.
Can Do Descriptors: Grade Level Cluster 1-2Level 1EnteringLevel 2BeginningLevel 3DevelopingLevel 4ExpandingLevel 5Bridging Follow modeled, onestep oral directions(e.g., “Find a pencil.”) Identify pictures ofeveryday objects asstated orally (e.g., inbooks) Point to real-lifeobjects reflectiveof content-relatedvocabulary or oralstatements Mimic gestures ormovement associatedwith statements (e.g.,“This is my left hand.”) Match oral reading ofstories to illustrations Carry out two- tothree-step oralcommands (e.g., “Takeout your science book.Now turn to page25.”) Sequence a series oforal statements usingreal objects or pictures Locate objectsdescribed orally Follow modeled multistep oral directions Sequence pictures ofstories read aloud (e.g.,beginning, middle,and end) Match people withjobs or objects withfunctions based onoral descriptions Classify objectsaccording todescriptive oralstatements Compare/contrastobjects according tophysical attributes(e.g., size, shape,color) based on oralinformation Find details inillustrated, narrative,or expository text readaloud Identify illustratedactivities from oraldescriptions Locate objects, figures,places based on visualsand detailed oraldescriptions Use context clues togain meaning fromgrade-level text readorally Apply ideas from oraldiscussions to newsituations Interpret informationfrom oral reading ofnarrative or expositorytext Identify ideas/conceptsexpressed with gradelevel content-specificlanguageLevel 6ReachingWrite in grade-levelListening expectationsbelow:NAMESLISTENINGFor the given level of English language proficiency and with visual, graphic, or interactive support through Level 4, Englishlanguage learners can process or produce the language needed to:The Can Do Descriptors work in conjunction with the WIDA Performance Definitions of the English language proficiency standards. The Performance Definitions use threecriteria (1. linguistic complexity; 2. vocabulary usage; and 3. language control) to describe the increasing quality and quantity of students’ language processing and use across thelevels of language proficiency.
Can Do Descriptors: Grade Level Cluster 1-2Level 1EnteringLevel 2BeginningLevel 3DevelopingLevel 4Expanding Repeat simplewords, phrases, andmemorized chunks oflanguage Respond to visuallysupported (e.g.,calendar) questions ofacademic content withone word or phrase Identify and nameeveryday objects Participate in wholegroup chants andsongs Use first languageto fill in gaps in oralEnglish (code switch) Repeat facts orstatements Describe what peopledo from actionpictures (e.g., jobs ofcommunity workers) Compare real-lifeobjects (e.g., “smaller,”“biggest”) Ask questions of asocial nature Express feelings(e.g., “I’m happybecause ”) Retell simple storiesfrom picture cues Sort and explaingrouping of objects(e.g., sink v. float) Make predictions orhypotheses Distinguish featuresof content-basedphenomena (e.g.,caterpillar, butterfly) Ask questions forsocial and academicpurposes Participate in classdiscussions on familiarsocial and academictopics Retell stories withdetails Sequence stories withtransitionsLevel 5BridgingLevel 6Reaching Use academicWrite in grade-levelvocabulary in classSpeaking expectationsdiscussionsbelow: Express and supportideas with examples Give oral presentationson content-basedtopics approachinggrade level Initiate conversationwith peers and teachersNAMESSPEAKINGFor the given level of English language proficiency and with visual, graphic, or interactive support through Level 4, Englishlanguage learners can process or produce the language needed to:The Can Do Descriptors work in conjunction with the WIDA Performance Definitions of the English language proficiency standards. The Performance Definitions use threecriteria (1. linguistic complexity; 2. vocabulary usage; and 3. language control) to describe the increasing quality and quantity of students’ language processing and use across thelevels of language proficiency.
Can Do Descriptors: Grade Level Cluster 1-2For the given level of English language proficiency and with visual, graphic, or interactive support through Level 4, Englishlanguage learners can process or produce the language needed to:Level 2Beginning Identify symbols, Search for picturesicons, andassociated with wordenvironmental printpatterns Connect print to Identify and interpretvisualspre-taught labeled Match real-life familiardiagramsobjects to labels Match voice to print Follow directions usingby pointing to icons,diagrams or picturesletters, or illustratedwords Sort words into wordfamiliesLevel 3DevelopingLevel 4ExpandingLevel 5Bridging Make text-to-selfconnections withprompting Select titles to match aseries of pictures Sort illustrated contentwords into categories Match phrases andsentences to pictures Put words in order toform sentences Identify basic elementsof fictional stories(e.g., title, setting,characters) Follow sentence-leveldirections Distinguish betweengeneral and specificlanguage (e.g., flowerv. rose) in context Begin using features ofnon-fiction text to aidcomprehension Use learning strategies(e.g., context clues) Identify main ideas Match figurativelanguage toillustrations (e.g., “asbig as a house”)Level 6ReachingWrite in grade-levelReading expectationsbelow:NAMESREADINGLevel 1EnteringThe Can Do Descriptors work in conjunction with the WIDA Performance Definitions of the English language proficiency standards. The Performance Definitions use threecriteria (1. linguistic complexity; 2. vocabulary usage; and 3. language control) to describe the increasing quality and quantity of students’ language processing and use across thelevels of language proficiency.
Can Do Descriptors: Grade Level Cluster 1-2For the given level of English language proficiency and with visual, graphic, or interactive support through Level 4, Englishlanguage learners can process or produce the language needed to:Level 2Beginning Copy written language Provide information Use first language (L1,using graphicwhen L1 is a mediumorganizersof instruction) to help Generate lists ofform words in Englishwords/phrases from Communicate throughbanks or wallsdrawings Complete modeled Label familiar objectssentence starters (e.g.,or pictures“I like .”) Describe people,places, or objects fromillustrated examplesand modelsLevel 3DevelopingLevel 4ExpandingLevel 5Bridging Engage in prewritingstrategies (e.g., use ofgraphic organizers) Form simple sentencesusing word/phrasebanks Participate ininteractive journalwriting Give content-basedinformation usingvisuals or graphics Produce originalsentences Create messages forsocial purposes (e.g.,get well cards) Compose journalentries about personalexperiences Use classroomresources (e.g., picturedictionaries) tocompose sentences Create a relatedseries of sentences inresponse to prompts Produce contentrelated sentences Compose stories Explain processesor procedures usingconnected sentencesLevel 6ReachingWrite in grade-levelWriting expectationsbelow:NAMESWRITINGLevel 1EnteringThe Can Do Descriptors work in conjunction with the WIDA Performance Definitions of the English language proficiency standards. The Performance Definitions use threecriteria (1. linguistic complexity; 2. vocabulary usage; and 3. language control) to describe the increasing quality and quantity of students’ language processing and use across thelevels of language proficiency.
Can Do Descriptors: Grade Level Cluster 3-5Level 1EnteringLevel 2BeginningLevel 3DevelopingLevel 4Expanding Point to statedpictures, words, orphrases Follow one-steporal directions (e.g.,physically or throughdrawings) Identify objects,figures, people fromoral statementsor questions (e.g.,“Which one is arock?”) Match classroomoral language to dailyroutines Categorize contentbased pictures orobjects from oraldescriptions Arrange picturesor objects per oralinformation Follow two-step oraldirections Draw in response tooral descriptions Evaluate oralinformation (e.g.,about lunch options) Follow multi-step oraldirections Identify illustratedmain ideas fromparagraph-level oraldiscourse Match literal meaningsof oral descriptionsor oral reading toillustrations Sequence pictures fromoral stories, processes,or procedures Interpret oralinformation and applyto new situations Identify illustratedmain ideas andsupporting detailsfrom oral discourse Infer from and act onoral information Role play thework of authors,mathematicians,scientists, historiansfrom oral readings,videos, or multi-mediaLevel 5BridgingLevel 6Reaching Carry out oralWrite in grade-levelinstructions containing Listening expectationsgrade-level, contentbelow:based language Construct models oruse manipulatives toproblem-solve basedon oral discourse Distinguish betweenliteral and figurativelanguage in oraldiscourse Form opinions ofpeople, places, or ideasfrom oral scenariosNAMESLISTENINGFor the given level of English language proficiency and with visual, graphic, or interactive support through Level 4, Englishlanguage learners can process or produce the language needed to:The Can Do Descriptors work in conjunction with the WIDA Performance Definitions of the English language proficiency standards. The Performance Definitions use threecriteria (1. linguistic complexity; 2. vocabulary usage; and 3. language control) to describe the increasing quality and quantity of students’ language processing and use across thelevels of language proficiency.
Can Do Descriptors: Grade Level Cluster 3-5Level 1EnteringLevel 2BeginningLevel 3DevelopingLevel 4Expanding Express basic needs orconditions Name pre-taughtobjects, people,diagrams, or pictures Recite words orphrases from picturesof everyday objects andoral modeling Answer yes/no andchoice questions Ask simple, everydayquestions (e.g., “Whois absent?”) Restate content-basedfacts Describe pictures,events, objects, orpeople using phrases orshort sentences Share basic socialinformation with peers Answer simplecontent-basedquestions Re/tell short stories orevents Make predictionsor hypotheses fromdiscourse Offer solutions tosocial conflict Present content-basedinformation Engage in problemsolving Answer opinionquestions withsupporting details Discuss stories, issues,and concepts Give content-basedoral reports Offer creative solutionsto issues/problems Compare/contrastcontent-basedfunctions andrelationshipsLevel 5BridgingLevel 6Reaching Justify/defend opinions Write in grade-levelor explanations withSpeaking expectationsevidencebelow: Give content-basedpresentations usingtechnical vocabulary Sequence steps ingrade- level problemsolving Explain in detailresults of inquiry (e.g.,scientific experiments)NAMESSPEAKINGFor the given level of English language proficiency and with visual, graphic, or interactive support through Level 4, Englishlanguage learners can process or produce the language needed to:The Can Do Descriptors work in conjunction with the WIDA Performance Definitions of the English language proficiency standards. The Performance Definitions use threecriteria (1. linguistic complexity; 2. vocabulary usage; and 3. language control) to describe the increasing quality and quantity of students’ language processing and use across thelevels of language proficiency.
Can Do Descriptors: Grade Level Cluster 3-5Level 1EnteringLevel 2BeginningLevel 3DevelopingLevel 4ExpandingLevel 5Bridging Match icons ordiagrams with words/concepts Identify cognatesfrom first language, asapplicable Make sound/symbol/word relations Match illustratedwords/phrases indiffering contexts (e.g.,on the board, in abook) Identify facts andexplicit messages fromillustrated text Find changes to rootwords in context Identify elements ofstory grammar (e.g.,characters, setting) Follow visuallysupported writtendirections (e.g., “Drawa star in the sky.”) Interpret informationor data from chartsand graphs Identify main ideasand some details Sequence events instories or contentbased processes Use context cluesand illustrations todetermine meaning ofwords/phrases Classify features ofvarious genres of text(e.g., “and they livedhappily ever after” —fairy tales) Match graphicorganizers to differenttexts (e.g., compare/contrast with Venndiagram) Find details thatsupport main ideas Differentiate betweenfact and opinionin narrative andexpository text Summarizeinformation frommultiple relatedsources Answer analyticalquestions about gradelevel text Identify, explain,and give examples offigures of speech Draw conclusionsfrom explicit andimplicit textat or near grade levelLevel 6ReachingWrite in grade-levelReading expectationsbelow:NAMESREADINGFor the given level of English language proficiency and with visual, graphic, or interactive support through Level 4, Englishlanguage learners can process or produce the language needed to:The Can Do Descriptors work in conjunction with the WIDA Performance Definitions of the English language proficiency standards. The Performance Definitions use threecriteria (1. linguistic complexity; 2. vocabulary usage; and 3. language control) to describe the increasing quality and quantity of students’ language processing and use across thelevels of language proficiency.
Can Do Descriptors: Grade Level Cluster 3-5Level 1EnteringLevel 2BeginningLevel 3DevelopingLevel 4ExpandingLevel 5Bridging Label objects, pictures,or diagrams fromword/phrase banks Communicate ideas bydrawing Copy words, phrases,and short sentences Answer oral questionswith single words Make lists from labelsor with peers Complete/producesentences from word/phrase banks or walls Fill in graphicorganizers, charts, andtables Make comparisonsusing real-life orvisually-supportedmaterials Produce simpleexpository or narrativetext String relatedsentences together Compare/contrastcontent-basedinformation Describe events,people, processes,procedures Take notes usinggraphic organizers Summarize contentbased information Author multipleforms of writing (e.g.,expository, narrative,persuasive) frommodels Explain strategies oruse of information insolving problems Produce extendedresponses of originaltext approaching gradelevel Apply content-basedinformation to newcontexts Connect or integratepersonal experienceswith literature/content Create grade-levelstories or reportsLevel 6ReachingWrite in grade-levelWriting expectationsbelow:NAMESWRITINGFor the given level of English language proficiency and with visual, graphic, or interactive support through Level 4, Englishlanguage learners can process or produce the language needed to:The Can Do Descriptors work in conjunction with the WIDA Performance Definitions of the English language proficiency standards. The Performance Definitions use threecriteria (1. linguistic complexity; 2. vocabulary usage; and 3. language control) to describe the increasing quality and quantity of students’ language processing and use across thelevels of language proficiency.
Can Do Descriptors: Grade Level Cluster 6-8Level 1EnteringLevel 2BeginningLevel 3DevelopingLevel 4ExpandingLevel 5Bridging Follow one-step oralcommands/instructions Match social languageto visual/graphicdisplays Identify objects,people, or placesfrom oral statements/questions using gestures(e.g., pointing) Match instructionallanguage with visualrepresentation (e.g.,“Use a sharpenedpencil.”) Follow multi-step oralcommands/instructions Classify/sort contentrelated visuals per oraldescriptions Sequence visuals peroral directions Identify information oncharts or tables basedon oral statements Categorize contentbased examples fromoral directions Match main ideas offamiliar text read aloudto visuals Use learning strategiesdescribed orally Identify everydayexamples of contentbased conceptsdescribed orally Associate oral languagewith different timeframes (e.g., past,present, future) Identify main ideas anddetails of oral discourse Complete contentrelated tasks orassignments based onoral discourse Apply learningstrategies to newsituations Role play, dramatize, orre-enact scenarios fromoral reading Use oral information toaccomplish grade-leveltasks Evaluate intentof speech and actaccordingly Make inferences fromgrade-level text readaloud Discriminate amongmultiple genres readorallyLevel 6ReachingWrite in grade-levelListening expectationsbelow:NAMESListeningFor the given level of English language proficiency and with visual, graphic, or interactive support through Level 4, Englishlanguage learners can process or produce the language needed to:The Can Do Descriptors work in conjunction with the WIDA Performance Definitions of the English language proficiency standards. The Performance Definitions use threecriteria (1. linguistic complexity; 2. vocabulary usage; and 3. language control) to describe the increasing quality and quantity of students’ language processing and use across thelevels of language proficiency.
Can Do Descriptors: Grade Level Cluster 6-8Level 1EnteringLevel 2BeginningLevel 3DevelopingLevel 4ExpandingLevel 5Bridging Answer yes/no andchoice questions Begin to use generaland high frequencyvocabulary Repeat words, shortphrases, memorizedchunks Answer select WHquestions (e.g., “who,”“what,” “when,”“where”) within contextof lessons or personalexperiences Convey contentthrough highfrequency words/phrases State big/main ideas ofclassroom conversation Describe situationsfrom modeledsentences Describe routines andeveryday events Express everyday needsand wants Communicate in socialsituations Make requests Begin to express timethrough multiple tenses Retell/rephrase ideasfrom speech Give brief oral contentbased presentations State opinions Connect ideas indiscourse usingtransitions (e.g., “but,”“then”) Use different registersinside and outside ofclass State big/main ideaswith some supportingdetails Ask for clarification(e.g., self-monitor) Paraphrase andsummarize ideaspresented orally Defend a point of view Explain outcomes Explain and comparecontent-based concepts Connect ideas withsupporting details/evidence Substantiate opinionswith reasons andevidence Defend a point of viewand give reasons Use and explainmetaphors and similes Communicate withfluency in social andacademic contexts Negotiate meaning ingroup discussions Discuss and giveexamples of abstract,content-based ideas(e.g., democracy,justice)Level 6ReachingWrite in grade-levelSpeaking expectationsbelow:NAMESSpeakingFor the given level of English language proficiency and with visual, graphic, or interactive support through Level 4, Englishlanguage learners can process or produce the language needed to:The Can Do Descriptors work in conjunction with the WIDA Performance Definitions of the English language proficiency standards. The Performance Definitions use threecriteria (1. linguistic complexity; 2. vocabulary usage; and 3. language control) to describe the increasing quality and quantity of students’ language processing and use across thelevels of language proficiency.
Can Do Descriptors: Grade Level Cluster 6-8Level 1EnteringLevel 2BeginningLevel 3DevelopingLevel 4Expanding Associate letters withsounds and objects Match content–relatedobjects/pictures towords Identify commonsymbols, signs, andwords Recognize concepts ofprint Find single wordresponses to WHquestions (e.g., “who,”“what,” “when,”“where”) related toillustrated text Use picture dictionaries/illustrated glossaries Sequence illustrated textof fictional and nonfictional events Locate main ideasin a series of simplesentences Find information fromtext structure (e.g.,titles, graphs, glossary) Follow text read aloud(e.g., tapes, teacher,paired-readings) Sort/group pre-taughtwords/phrases Use pre-taughtvocabulary (e.g., wordbanks) to completesimple sentences Use L1 to support L2(e.g., cognates) Use bilingualdictionaries andglossaries Identify topic sentences,main ideas, and detailsin paragraphs Identify multiplemeanings of words incontext (e.g., “cell,”“table”) Use context clues Make predictions basedon illustrated text Identify frequently usedaffixes and root words tomake/extract meaning(e.g., “un-,” “re-,” “-ed”) Differentiate betweenfact and opinion Answer questions aboutexplicit information intexts Use English dictionariesand glossaries Order paragraphs Identify summaries ofpassages Identify figurativelanguage (e.g., “dark asnight”) Interpret adaptedclassics or modified text Match cause to effect Identify specificlanguage ofdifferent genres andinformational texts Use an array of strategies(e.g., skim and scan forinformation)Level 5BridgingLevel 6Reaching Differentiate and apply Write in grade-levelmultiple meanings ofReading expectationswords/phrasesbelow: Apply strategies to newsituations Infer meaning frommodified grade-level text Critique material andsupport argument Sort grade-level text bygenreNAMESReadingFor the given level of English language proficiency and with visual, graphic, or interactive support through Level 4, Englishlanguage learners can process or produce the language needed to:The Can Do Descriptors work in conjunction with the WIDA Performance Definitions of the English language proficiency standards. The Performance Definitions use threecriteria (1. linguistic complexity; 2. vocabulary usage; and 3. language control) to describe the increasing quality and quantity of students’ language processing and use across thelevels of language proficiency.
Can Do Descriptors: Grade Level Cluster 6-8Level 1EnteringLevel 2BeginningLevel 3DevelopingLevel 4Expanding Draw content-relatedpictures Produce high frequencywords Label pictures andgraphs Create vocabulary/concept cards Generate lists from pretaught words/phrasesand word banks (e.g.,create menu from list offood groups) Complete patternsentences Extend “sentencestarters” with originalideas Connect simplesentences Complete graphicorganizers/forms withpersonal information Respond to yes/no,choice, and some WHquestions Produce shortparagraphs with mainideas and some details(e.g., column notes) Create compoundsentences (e.g., withconjunctions) Explain steps inproblem-solving Compare/contrastinformation, events,characters Give opinions,preferences, andreactions along withreasons Create multipleparagraph essays Justify ideas Produce content-relatedreports Use details/examples tosupport idea
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: The Can Do Descriptors work in conjunction with the WIDA Performance Definitions of the
