WORLD-CLASS INSTRUCTIONAL DESIGN AND ASSESSMENT

The English Language Learner

CAN DO Booklet
Grades 3-5

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 3-5, 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
[email protected].

© 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.

Timothy Boals, Ph.D.

Executive Director
WIDA Consortium

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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:

• Social and Instructional Language

• The Language of Language Arts
• The Language of Mathematics
• The Language of Science
• The Language of Social Studies

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.

Components of WIDA’s Standards-based System

Standards-based Component Distinguishing Feature

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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Performance Definitions for the Levels of English Language

Proficiency in Grades K-12
At the given level of English language proficiency, English language learners will process, understand, produce, or use:

• specialized or technical language reflective of the content areas at grade level

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• a variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specified grade level
Reaching
• oral or written communication in English comparable to English-proficient peers

• specialized or technical language of the content areas

5
• a variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays, or reports
Bridging
• oral or written language approaching comparability to that of English-proficient peers when presented with grade-level material

• specific and some technical language of the content areas

4 • a variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences, or paragraphs
Expanding • oral or written language with minimal phonological, syntactic, or semantic errors that do not impede the overall meaning of the
communication when presented with oral or written connected discourse with sensory, graphic, or interactive support

• general and some specific language of the content areas

3 • expanded sentences in oral interaction or written paragraphs
Developing • oral or written language with phonological, syntactic, or semantic errors that may impede the communication, but retain much of its
meaning, when presented with oral or written, narrative, or expository descriptions with sensory, graphic, or interactive support

• general language related to the content areas

2 • phrases or short sentences
Beginning • oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of the communication when
presented with one- to multiple-step commands, directions, questions, or a series of statements with sensory, graphic, or interactive support

• pictorial or graphic representation of the language of the content areas

1 • words, phrases, or chunks of language when presented with one-step commands, directions, WH-, choice, or yes/no questions, or statements
with sensory, graphic, or interactive support
Entering
• oral language with phonological, syntactic, or semantic errors that often impede meaning when presented with basic oral commands, direct
questions, or simple statements with sensory, graphic, or interactive support
 Grade Level Cluster Uses for the CAN DO Descriptors
CAN DO Descriptors The CAN DO Descriptors are a resource, in addition to the English
language proficiency standards, to use in classrooms with English
The grade level cluster CAN DO Descriptors have been created by
language learners. As an instructional assessment tool, language
teachers, primarily for teachers, who work with English language
teachers may:
learners throughout the consortium. During 2007-08, over 900
teachers and administrators participated in refining and validating
• Share the Descriptors with classroom teachers and
five grade level clusters of Descriptors from the original document
administrators to describe the second language acquisition
spanning the K-12 spectrum. These Descriptors for the four
process around the levels of English language proficiency
language domains—listening, speaking, reading, and writing—and
• Provide resource teachers, such as Title I or literacy coaches,
five levels of English language proficiency are based on the WIDA
additional information about English language learners
English Language Proficiency Standards.
• Use to plan with tutors or mentors who work with English
language learners
Interpretation of the CAN DO Descriptors
• Develop or co-develop lessons and units of study with
To maintain the succinctness of the individual statements, some
differentiated language objectives
basic assumptions need to be made in interpreting the CAN DO
• Set language goals with their English language learners*
Descriptors.
• Explain to parents students’ progress in listening, speaking,
reading, and writing*
1. Sensory, graphic, or interactive support are present through
• Suggest language goals to be incorporated into Individual
language proficiency level 4, Expanding.
Education Programs (IEPs) for English language learners with
2. English language learners can process or produce the
diagnosed disabilities
language associated with the stated language functions.
• Translate English language proficiency test scores (i.e.,
3. Linguistic complexity, vocabulary usage, and language control
ACCESS for ELLs®, W-APT™, and WIDA MODEL™) into
increase incrementally as students move from one English
classroom practice
language proficiency level to the next.
• Observe and note levels of student performance as a precursor
to using WIDA Speaking and Writing Rubrics for formative
The CAN DO Descriptors are a sampling of the language
assessment
expectations of English language learners as they travel along the
• Use the Descriptors to advocate on behalf of English language
continuum of English language development. Unlike the strands of
learners
model performance indicators that scaffold across levels of language
proficiency, the CAN DO Descriptors function independently * For these uses, the CAN DO Descriptors are also available in Spanish on pp. 8-11 of
within a given level of language proficiency. this booklet.

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CAN DO Descriptors: Grade Level Cluster 3-5

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:

Level 1 Level 2 Level 3 Level 4 Level 5

Entering Beginning Developing Expanding Bridging

• Point to stated pictures, • Categorize content-based • Follow multi-step oral • Interpret oral information • Carry out oral instructions
words, or phrases pictures or objects from directions and apply to new situations containing grade-level,
oral descriptions content-based language
• Follow one-step oral • Identify illustrated main • Identify illustrated main
directions (e.g., physically • Arrange pictures or objects ideas from paragraph-level ideas and supporting details • Construct models or use
or through drawings) per oral information oral discourse from oral discourse manipulatives to problem-
LISTENING

solve based on oral

• Identify objects, figures, • Follow two-step oral • Match literal meanings of • Infer from and act on oral
discourse
people from oral statements directions oral descriptions or oral information
or questions (e.g., “Which reading to illustrations • Distinguish between literal
• Draw in response to oral • Role play the work of
one is a rock?”) and figurative language in

Level 6 - Reaching
descriptions • Sequence pictures from authors, mathematicians,
oral discourse
• Match classroom oral oral stories, processes, or scientists, historians from
• Evaluate oral information
language to daily routines procedures oral readings, videos, or • Form opinions of people,
(e.g., about lunch options)
multi-media places, or ideas from oral
scenarios

• Express basic needs or • Ask simple, everyday • Answer simple content- • Answer opinion questions • Justify/defend opinions or
conditions questions (e.g., “Who is based questions with supporting details explanations with evidence
absent?”)
• Name pre-taught objects, • Re/tell short stories or • Discuss stories, issues, and • Give content-based
people, diagrams, or • Restate content-based facts events concepts presentations using
pictures technical vocabulary
SPEAKING

• Describe pictures, events, • Make predictions or • Give content-based oral

• Recite words or phrases objects, or people using hypotheses from discourse reports • Sequence steps in grade-
from pictures of everyday phrases or short sentences level problem-solving
• Offer solutions to social • Offer creative solutions to
objects and oral modeling
• Share basic social conflict issues/problems • Explain in detail results
• Answer yes/no and choice information with peers of inquiry (e.g., scientific
• Present content-based • Compare/contrast
questions experiments)
information content-based functions
and relationships
• Engage in problem-solving

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 3-5
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:

Level 1 Level 2 Level 3 Level 4 Level 5

Entering Beginning Developing Expanding Bridging

• Match icons or diagrams • Identify facts and explicit • Interpret information • Classify features of various • Summarize information
with words/concepts messages from illustrated or data from charts and genres of text (e.g., “and from multiple related
text graphs they lived happily ever sources
• Identify cognates from first
after”—fairy tales)
language, as applicable • Find changes to root words • Identify main ideas and • Answer analytical questions
in context some details • Match graphic organizers about grade-level text
• Make sound/symbol/word
READING

to different texts (e.g.,

relations • Identify elements of story • Sequence events in stories • Identify, explain, and give
compare/contrast with
grammar (e.g., characters, or content-based processes examples of figures of
• Match illustrated words/ Venn diagram)
setting) speech
phrases in differing • Use context clues and
• Find details that support

Level 6 - Reaching
contexts (e.g., on the • Follow visually supported illustrations to determine • Draw conclusions from
main ideas
board, in a book) written directions (e.g., meaning of words/phrases explicit and implicit text
“Draw a star in the sky.”) • Differentiate between fact at or near grade level
and opinion in narrative
and expository text

• Label objects, pictures, or • Make lists from labels or • Produce simple expository • Take notes using graphic • Produce extended responses
diagrams from word/phrase with peers or narrative text organizers of original text approaching
banks grade level
• Complete/produce • String related sentences • Summarize content-based
• Communicate ideas by sentences from word/ together information • Apply content-based
drawing phrase banks or walls information to new
WRITING

• Compare/contrast content- • Author multiple forms of

contexts
• Copy words, phrases, and • Fill in graphic organizers, based information writing (e.g., expository,
short sentences charts, and tables narrative, persuasive) from • Connect or integrate
• Describe events, people,
models personal experiences with
• Answer oral questions with • Make comparisons using processes, procedures
literature/content
single words real-life or visually- • Explain strategies or use
supported materials of information in solving • Create grade-level stories or
problems reports

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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Descripción de Habilidades: Grados Escolares 3-5

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:

Nivel 1 Nivel 2 Nivel 3 Nivel 4 Nivel 5

Entrando Emergiendo Desarrollando Extendiendo Conectando

• Señalar dibujos, palabras, • Categorizar dibujos de • Seguir instrucciones • Interpretar información • Seguir instrucciones orales
o frases según lo indicado contenido u objetos verbales de múltiples pasos oral y aplicarla a que contienen lenguaje de
siguiendo instrucciones situaciones nuevas contenido académico del
• Seguir instrucciones orales • Identificar las ideas
verbales grado escolar

Nivel 6 - Alcanzando
de un paso (ejemplo: principales ilustradas en • Identificar puntos
físicamente o a través de • Acomodar dibujos discurso verbal a nivel de y detalles ilustrados • Hacer modelos o usar
dibujos) u objetos según párrafos principales a través de objetos interactivos para
información oral discurso oral resolver problemas en
• Identificar objetos, figuras, • Emparejar significados
ESCUCHAR

discurso oral
o personas siguiendo • Seguir instrucciones literales con ilustraciones • Inferir y actuar en relación
declaraciones verbales verbales de dos pasos siguiendo descripciones a información oral • Distinguir entre lenguaje
o preguntas (ejemplo: verbales o leídas literal y figurativo en
• Hacer dibujos que • Hacer actuaciones de
“¿Cuál de estos objetos es discurso oral
respondan a instrucciones • Ordenar dibujos de las obras o el trabajo de
una piedra?”)
verbales cuentos, procesos o pasos autores, matemáticos, • Formarse opiniones de
• Emparejar lenguaje oral orales científicos o historiadores personas, lugares, o ideas
• Evaluar información oral
del salón de clase con aprendidos a través de escenarios presentados
(ejemplo: las opciones
rutinas diarias de videos, lecturas o oralmente
para el almuerzo)
multimedia

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 3-5
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:

Nivel 1 Nivel 2 Nivel 3 Nivel 4 Nivel 5

Entrando Emergiendo Desarrollando Extendiendo Conectando

• Expresar necesidades o • Hacer preguntas simples • Contestar preguntas • Contestar preguntas de • Justificar/defender
condiciones básicas cotidianas (ejemplo: simples de contenido opinión con detalles que opiniones o explicaciones
“¿Quién falto hoy a académico apoyen un argumento con apoyo de evidencia

Nivel 6 - Alcanzando
• Nombrar objetos,
clases?”)
personas, diagramas, o • Recontar/contar cuentos • Hablar acerca de cuentos, • Dar presentaciones con
dibujos que han sido pre- • Reformular hechos de cortos o eventos asuntos y conceptos contenido académico
enseñados contenido académico usando vocabulario
• Predecir algo o hacer un • Dar presentaciones orales
técnico
HABLAR

• Recitar palabras o frases • Describir dibujos, eventos, hipótesis por medio de de contenido académico
de dibujos de objetos de la objetos o personas usando ejecutar un discurso • Ordenar en secuencia
• Ofrecer soluciones
vida diaria y de modelos frases u oraciones cortas los pasos para resolver
• Ofrecer soluciones para creativas para resolver
presentados oralmente problemas según el grado
• Compartir información conflicto social asuntos/problemas
escolar
• Contestar preguntas básica social con sus
• Presentar información con • Comparar/Contrastar
de selección multiple y compañeros • Explicar resultados
contenido académico relaciones y funciones con
preguntas de sí o no en detalles de una
contenido académico
• Participar en la resolución investigación (ejemplo:
de problemas experimento científico)

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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Descripción de Habilidades: Grados Escolares 3-5

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:

Nivel 1 Nivel 2 Nivel 3 Nivel 4 Nivel 5

Entrando Emergiendo Desarrollando Extendiendo Conectando

• Emparejar íconos o • Identificar hechos o • Interpretar información o • Clasificar características • Resumir información
diagramas con palabras/ mensajes específicos de un datos de cuadros o de un de varios géneros de texto de diferentes orígenes
conceptos texto ilustrado gráfico (ejemplo: “y vivieron relacionados entre sí
felices para siempre” –
• Identificar cognados del • Encontrar cambios a la • Identificar las ideas • Contestar preguntas

Nivel 6 - Alcanzando
cuentos de hadas)
lenguaje nativo, según se raíz de un palabra en un principales y algunos analíticas acerca de texto
apliquen contexto específico detalles • Emparejar organizadores al nivel del grado escolar
gráficos con diferentes
• Hacer conexiones con • Identificar elementos • Odenar eventos de un • Identificar, explicar y dar
textos (ejemplo:
sonido/símbolos/palabras de un cuento (ejemplo: cuento o procesos de ejemplos de elementos del
LEER

comparar/contrastar con
personajes, lugar) contenido académico lenguaje retórico
• Emparejar palabras/frases un diagrama de Venn)
ilustradas en diferentes • Seguir instrucciones • Usar pistas del contexto • Sacar conclusiones de un
• Encontrar detalles
contextos (ejemplo: en la escritas con apoyos e ilustraciones para texto explícito o implícito
que apoyen las ideas
pizarra, en un libro) visuales (ejemplo: “Dibuja determinar el significado al nivel de grado o cerca
principales
una estrella en el cielo”) de palabras/frases del nivel de grado escolar
• Diferenciar entre un
hecho y una opinión en
un texto narrativo o en un
texto expositivo

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 3-5
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:

Nivel 1 Nivel 2 Nivel 3 Nivel 4 Nivel 5

Entrando Emergiendo Desarrollando Extendiendo Conectando

• Etiquetar objetos, dibujos, • Hacer listas de etiquetas • Crear un texto narrativo o • Tomar notas usando • Escribir texto original al
o diagramas usando con compañeros expositivo simple organizadores gráficos nivel de grado escolar

Nivel 6 - Alcanzando
bancos de palabras o frases
• Completar/producir • Unir oraciones • Resumir información con • Aplicar información con
• Comunicar ideas a través oraciones usando bancos relacionadas contenido académico contenido académico a
de dibujos de palabras o frases nuevos contextos
• Comparar/Contrastar • Crear múltiples formas
ESCRIBIR

• Copiar palabras, frases y • Completar organizadores información con de escritura siguiendo • Conectar o integrar
oraciones cortas gráficos, cuadros o tablas contendido académico un modelo (ejemplo: experiencias personales
texto narrativo, texto con contenido/literatura
• Contestar preguntas orales • Hacer comparaciones • Describir eventos,
persuasivo)
con una palabra usando materiales de la personas, procesos o pasos • Crear informes o cuentos
vida real o apoyos visuales • Explicar estrategias o el al nivel de grado escolar
uso de información para
resolver problemas

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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