Can Do Descriptors

KEY USES EDITION

Grades 2-3
The WIDA Can Do Descriptors, Key Uses Edition, Grades K–12
The WIDA Can Do Descriptors provide examples of what language learners can do at various
stages of English language development in listening, speaking, reading and writing. The WIDA
Can Do Descriptors, Key Uses Edition is one component of the WIDA Standards Framework
es of Language D
(shown at right). The framework, as a whole, supports the implementation of the WIDA English in cipl eve
g Pr lop
Language Development Standards in the instruction and assessment of language learners. We in ropriat
p e A
-Ap cad

id

m
encourage educators to use the WIDA Can Do Descriptors, Key Uses Edition in conjunction lly e

Gu

en
with the other components of the framework, along with the previous edition of the Can Do ta

t
m
n
me

ic L
Descriptors. For more information on the WIDA Standards Framework, visit www.wida.us. Performance

Develop

ang
Definitions

uage
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: Standards &
their Matrices
n s
Recount: To display knowledge or narrate experiences or events. Example tasks for the So t

i
ci o ex
cultural Cont

Ex

y
Key Use of Recount include telling or summarizing stories, producing information m

ph
o

e
pl s
reports, and sharing past experiences. ify ilo
ing Ph
the W o
IDA Can D
Explain: To clarify the “why” or the “how” of ideas, actions, or phenomena. Example
tasks for the Key Use of Explain include describing life cycles, sharing why or how things
work, stating causes and effects, and sharing results of experiments. WIDA Standards Framework

Argue: To persuade by making claims supported by evidence. Example tasks for the Key
Use of Argue include stating preferences or opinions and constructing arguments with
evidence.

Discuss: To interact with others to build meaning and share knowledge. Example tasks for the Key Use of Discuss include participating in small or large
group activities and projects.

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 stardards-based contest curriculum, instruction, and assessment.

2
Organization of the WIDA Can Do Descriptors, Key Uses Edition, Grades K–12
The WIDA Can Do Descriptors, Key Uses Edition is organized by grade-level bands (K, 1, 2–3, 4–5, 6–8, and 9–12) that correspond to those in ACCESS for ELLs
2.0. Within each grade-level band, the descriptors are organized by Key Use (Recount, Explain, Argue and Discuss) and within each Key Use, there are example
descriptors for WIDA’s six levels of language proficiency (ELP Levels 1–6).

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.

Potential Uses for the WIDA Can Do Descriptors, Key Uses Edition

Audiences The WIDA Can Do Descriptors, Key Uses Edition can help….

Educators who work with • Differentiate curriculum, instruction, and assessments designed in English based on language learners’ levels of
language learners, including English language proficiency
coaches, teachers (e.g., general • Collaborate and engage in instructional conversations about the academic success of language learners in English
education, gifted and talented, environments
special education, Title I), language • Advocate for equitable access to content for language learners based on their level of language proficiency
specialists, and support staff.

Administrators and school leaders • Communicate with other educators about students’ English language development
• Support the WIDA Can Do Philosophy throughout schools and districts
• Advocate for equitable access to content for language learners based on their level of language proficiency

Stakeholders are encouraged to use the Can Do Descriptors beyond the audiences and purposes identified above to advocate on behalf of language learners.

3
 By the end of each of the given levels of English language proficiency* English language learners can...
2-3
ELP Level 1 ELP Level 2 ELP Level 3 ELP Level 4 ELP Level 5 ELP Level 6
Entering Emerging Developing Expanding Bridging Reaching
Process recounts by Process recounts by Process recounts by Process recounts by Process recounts by Process recounts by
• Showing what • Identifying the • Identifying linking • Re-enacting • Identifying details • Identifying key
happens next based “who,” “where” and words or phrases content-related of content-related ideas or details from
on familiar oral “when” of illustrated related to passage of situations or topics from oral texts read aloud
stories (e.g., by statements time in speech (e.g., events from oral discourse or information
pointing or drawing) • Identifying main “on Monday” “the descriptions • Making designs or presented orally
• Drawing or materials or next day”) • Identifying content- models following • Determining the
providing other resources from oral • Illustrating events related ideas from oral directions and main ideas and
LISTENING

visual displays of descriptions in response to audio oral discourse using specifications (e.g., supporting details
people, animals, or recordings of stories multi-media (e.g., maps, origami) of texts read aloud
objects in response or poems retracing steps of a or information in
to oral prompts process) diverse media and
KEY USE OF RECOUNT

formats

Recount by Recount by Recount by Recount by Recount by Recount by

• Responding to • Reproducing facts • Retelling simple • Sequencing events • Describing main • Providing
questions related or statements in stories from picture in stories with ideas of content- descriptive details
to stories or context cues temporal transitions related information of content-related
experiences (e.g., • Participating • Stating information (e.g., “After the sun • Asking and information or
“Who came to the in multi-media from personal set...”) answering questions activities
door?”) presentations based or school-related • Describing about information • Naming the steps
SPEAKING

• Acting out and on research experiences situations and from speakers for producing multi-
naming events events from school media presentations
or experiences and the community with some detail
throughout the
school day

*Except for Level 6, for which there is no ceiling.

4
 By the end of each of the given levels of English language proficiency* English language learners can...
2-3
ELP Level 1 ELP Level 2 ELP Level 3 ELP Level 4 ELP Level 5 ELP Level 6
Entering Emerging Developing Expanding Bridging Reaching
Process recounts by Process recounts by Process recounts by Process recounts by Process recounts by Process recounts by
• Identifying key • Identifying time- • Creating timelines • Ordering a series • Paraphrasing • Identifying setting
words and phrases related language or graphic of events based on narratives or and character details
in illustrated text in context (e.g., in organizers from familiar texts informational text from grade-level text
• Signaling language biographies) illustrated related • Identifying main with support (e.g., • Determining the
associated with • Illustrating statements or ideas and details in arranging paragraph central messages,
content-related experiences paragraphs illustrated texts strips) lessons, or morals of
READING

information (e.g., of characters • Identifying • Highlighting fables and folktales

during preview, view, in illustrated temporal-related relevant information from diverse
& review) statements words that signal in grade-level cultures
order of events texts to produce
(e.g., “In the summaries
KEY USE OF RECOUNT

beginning…”)

Recount by Recount by Recount by Recount by Recount by Recount by

• Labeling images • Listing ideas using • Retelling past • Describing a • Describing the • Signaling order
that illustrate the graphic organizers experiences series of events or sequence of content- of events using
steps for different • Describing visual • Expressing ideas in procedures related ideas temporal words and
processes (e.g., information various genres (e.g., • Creating stories • Providing details phrases
writing workshop) poetry, interactive with details about and examples about • Relating real
• Creating visual journals) characters and narratives or imagined
representations of events experiences or
WRITING

ideas or stories events

*Except for Level 6, for which there is no ceiling.

5
 By the end of each of the given levels of English language proficiency* English language learners can...
2-3
ELP Level 1 ELP Level 2 ELP Level 3 ELP Level 4 ELP Level 5 ELP Level 6
Entering Emerging Developing Expanding Bridging Reaching
Process Process Process Process Process Process
explanations by explanations by explanations by explanations by explanations by explanations by
• Pointing to visual • Matching oral • Carrying out steps • Identifying • Identifying • Distinguishing
characteristics of descriptions to described orally to connectors in the purpose of shades of meaning
models or real-life photos, pictures, or solve problems speech or text read language/the among closely
objects from oral icons • Completing graphic aloud message in each related words in
clues • Following organizers or • Identifying content- content area oral discourse (e.g.,
LISTENING

• Pairing objects, simple sequences representations from related ideas and • Following a series of jump/leap, huge/
pictures, or presented orally to oral comparisons details in oral short oral directions enormous)
equations as create patterns or discourse to create models • Comparing
directed by a partner sequences of content-area strategies from
phenomena or extended oral
KEY USE OF EXPLAIN

processes discourse

Explain by Explain by Explain by Explain by Explain by Explain by

• Describing the • Naming steps • Describe • Stating details • Connecting ideas • Elaborating on
outcomes of in processes or relationships of processes or in content-related ideas in light of
experiments procedures between objects or procedures presentations conversations
or stories with • Describing familiar uses for tools • Describing • Elaborating on the among students
guidance and visual phenomena in • Expressing cause consequences cause of various • Synthesizing
support words or phrases and effect of of behaviors or phenomena (e.g., main ideas from
SPEAKING

• Naming or behaviors or events occurrences shooting stars, supporting details

answering Wh- sunsets) of text read aloud
questions related to or information
classroom routines obtained from
(e.g., “What do we diverse media
do now?”)

*Except for Level 6, for which there is no ceiling.

6
 By the end of each of the given levels of English language proficiency* English language learners can...
2-3
ELP Level 1 ELP Level 2 ELP Level 3 ELP Level 4 ELP Level 5 ELP Level 6
Entering Emerging Developing Expanding Bridging Reaching
Process Process Process Process Process Process
explanations by explanations by explanations by explanations by explanations by explanations by
• Identifying words • Interpreting images, • Sequencing • Illustrating cause/ • Identifying relevant • Describing the
and phrases in titles illustrations, and sentences descriptive effect relationships information from connection between
and highlighted graphics of processes or in content area texts texts on the same a series of historical
texts • Identifying elements procedures in • Classifying main content area topic events, scientific
• Matching pictures of expository informational texts ideas and details in (e.g., in open sorts) ideas, or steps in
with graphic texts (e.g., graphs, • Locating details in informational or • Identifying the main technical procedures
READING

information from captions) in content area texts or explanatory texts purpose of texts in texts
illustrated texts illustrated texts media • Connecting ideas
with details in
extended content
KEY USE OF EXPLAIN

area texts

Explain by Explain by Explain by Explain by Explain by Explain by

• Listing and • Describing elements • Comparing • Relating details and • Describing details • Elaborating
illustrating ideas of processes or causes of different illustrating stages of of processes, topics with facts,
• Stating facts procedures phenomena different cycles (e.g. procedures, and definitions, and
associated • Stating how • Stating ideas about frogs, plants) events details
with images or something happens content-related • Describing strategies • Producing “how to” • Comparing different
illustrations using illustrations topics to solve problems manuals based on strategies related
WRITING

and sequential personal experiences to procedures or

language (e.g., or scientific problem-solving
eruption of volcanoes) experiments

*Except for Level 6, for which there is no ceiling.

7
 By the end of each of the given levels of English language proficiency* English language learners can...
2-3
ELP Level 1 ELP Level 2 ELP Level 3 ELP Level 4 ELP Level 5 ELP Level 6
Entering Emerging Developing Expanding Bridging Reaching
Process arguments by Process arguments by Process arguments by Process arguments by Process arguments by Process arguments by
• Indicating personal • Distinguishing • Identifying • Interpreting oral • Comparing oral • Identifying evidence
points of view in opinions from facts similarities and information from arguments with to support claims/
response to oral from peers’ oral differences from different sides representations and opinions from
phrases or short presentations oral content- • Identifying models multimedia
sentences (e.g., by • Categorizing related materials or opposing sides • Identifying claims in • Following agreed-
thumbs up/thumbs content-based equipment of arguments in oral presentations upon rules for
down; agree/disagree pictures or • Identifying different dialogues discussions around
LISTENING

cards) objects from oral points of view in differing opinions

• Identifying descriptions (e.g., short oral dialogues
preferences “animals that form
from short oral groups to help
statements members survive”)
KEY USE OF ARGUE

Argue by Argue by Argue by Argue by Argue by Argue by

• Stating a claim • Telling what comes • Describing • Defend claims or • Expressing and • Connecting
or position from next and showing organizing opinions to content- supporting different personal comments
models or examples why categories for related topics ideas with examples to the remarks of
• Sharing facts as • Sharing reasons content-related • Posing different • Providing evidence others to build a
evidence using for opinions or information (e.g., solutions to to defend own ideas case for ideas or
sentence starters or claims (e.g., science fish/birds, forests/ content-related opinions
SPEAKING

sentence frames experiments) deserts) issues or problems • Summarizing ideas

• Asking and or opinions from
answering questions two sides
in collaborative
groups

*Except for Level 6, for which there is no ceiling.

8
 By the end of each of the given levels of English language proficiency* English language learners can...
2-3
ELP Level 1 ELP Level 2 ELP Level 3 ELP Level 4 ELP Level 5 ELP Level 6
Entering Emerging Developing Expanding Bridging Reaching
Process arguments by Process arguments by Process arguments by Process arguments by Process arguments by Process arguments by
• Identifying facts • Distinguishing fact • Identifying different • Sorting content- • Identifying data • Identifying authors’
in illustrated from fiction (e.g., ideas or opinions in related information from written sources point of view in
informational text using sentence strips written texts according to specific to support positions texts
read orally or highlighting texts) • Identifying general criteria (e.g., pros • Matching opinions • Evaluating
• Identifying language • Identifying claims academic and and cons) to reasons in characters, settings,
related to likes, or opinions in content-related • Identifying reasons informational texts and events from a
needs, and wants in illustrated texts words and phrases to strengthen and literature variety of media
READING

labeled illustrations in text relevant to arguments

the genre/key use
(e.g., “once upon a
time” indicates a
fairy tale)
KEY USE OF ARGUE

Argue by Argue by Argue by Argue by Argue by Argue by

• Indicating decisions • Participating in • Communicating • Supporting main • Producing • Elaborating on
or preferences shared opinion different content- ideas or opinions persuasive pieces opinions and
through labeled writing experiences related ideas or with evidence from supported by reasons
pictures, words, or • Connecting opinions texts multiple reasons or • Comparing
phrases preferences, choices, • Describing pros and • Providing evidence details and contrasting
• Providing evidence or opinions to cons related to social to support or refute • Stating reasoning important points
WRITING

of natural reasons issues or familiar peers’ ideas for content-related and details
phenomena or topics choices presented in two
opinions through texts on the same
labeled drawings topic

*Except for Level 6, for which there is no ceiling.

9
 By the end of each of the given levels of English language proficiency* English language learners can...
2-3
ELP Level 1 ELP Level 2 ELP Level 3 ELP Level 4 ELP Level 5 ELP Level 6
Entering Emerging Developing Expanding Bridging Reaching
Discuss by Discuss by Discuss by Discuss by Discuss by Discuss by
• Expressing own • Asking yes or no • Negotiating • Expressing • Initiating and • Sharing topic-
ideas through questions to request agreement in small own ideas and maintaining related information
drawings, gestures, clarification groups supporting ideas of conversationss • Building on remarks
words and phrases • Recognizing how • Expressing own others • Challenging ideas of others by linking
ORAL LANGUAGE

• Expressing different intonation ideas consistent with • Proposing new respectfully comments
agreement/ conveys different the topic discussed solutions to resolve • Listening to, • Maintaining
disagreement meanings conflict in small building, and audience
nonverbally (e.g., groups extending ideas engagement through
thumbs up or down) specific language
and body movement
KEY USE OF DISCUSS

*Except for Level 6, for which there is no ceiling.

10
Copyright Notice

© 2016 Board of Regents of the University of Wisconsin System, on behalf of WIDA. The WIDA Can Do Descriptors, Key Uses Edition, Grade
2–3, (“Can Do Descriptors”) may not be reproduced, modified, or distributed without prior written permission from WIDA. The WIDA Can Do
Descriptors, Key Uses Edition, Grade 2–3 is for your personal, noncommercial use only. Fair use of the WIDA Can Do Descriptors, Key Uses Edition,
Grade 2–3 includes reproduction for the purpose of teaching (including multiple copies for lesson planning).

To order more copies of this booklet, please visit the WIDA Store at https://www.wceps.org/Store/WIDA or call toll free 1- 877-272-5593 or
e-mail store@wceps.org.

Acknowledgements
The development of the Can Do Descriptors represents the work of many educators in the field. WIDA would like to extend its appreciation
to everyone who contributed through their expertise to this work, including the staff at the Center for Applied Linguistics for their ongoing
partnership and support.

Please visit www.wida.us to view a full list of educators who participated on the development workshop, national experts who shared their expertise
in the development process, and those who participated in the review of the Can Do descriptors.
Version 1.1 8/1/16
© 2016 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium

www.wida.us