CAN DO DESCRIPTORS BY DOMAIN, PROFICIENCY LEVEL, AND KEY USE OF LANGUAGE: GRADE 1

By the end of each of the English language proficiency levels 1-5 English language learners can...
LISTENING SPEAKING
Language
Proficiency Students Process Recounts by: Process Explanations by: Process Arguments by:
Level
 Mimicking gestures or  Identifying real-life objects  Answering questions about
Level movement associated with based on descriptive oral likes and preferences
oral commands phrases or short sentences
1
 Identifying words or phrases
 Matching key words or  Pointing to objects or people that express opinions
expressions in songs, chants, reflective of content-related
Entering and poems to illustrations vocabulary (e.g., family
members)
 Acting out oral statements  Classifying real-life objects  Evaluating options to make
using manipulatives or real- according to their function personal choices from oral
Level life objects based on oral directions simple sentences

2
 Pointing to objects,  Interpreting oral descriptions  Signaling agreement or
characters or places from and matching them to disagreement with short oral
oral descriptions illustrations statements using gestures
Emerging (e.g., “Today is Monday.”
“Clap one time for yes. Clap
two times for no.”)

Level  Sequencing pictures of  Following peer statements to  Classifying objects according

stories read aloud (e.g., create projects to descriptive oral

3
beginning, middle, end) statements
 Identifying illustrated cycles
 Following modeled oral or processes described orally  Following conditional
instructions related to directions (e.g., “Raise two
Developing content hands if you like ice cream.”)
 Identifying characters, plots,  Following illustrated content-  Organizing information from
Level and settings from oral stories related procedures shared oral comparisons of people
orally or objects
4
 Finding details in illustrated
narrative or informational  Organizing real-life objects  Identifying claims about real-
text read aloud based on oral comparisons life objects or events based
Expanding on observations or
experiences
 Constructing models based  Organizing causes and effects  Identifying claims and
Level on instructions from of various phenomena reasons from oral discourse
extended oral discourse with presented orally
5 a partner  Identifying reasons for
 Using strategies and choices from oral stories
 Following multistep oral procedures shared by peers
Bridging directions during content-
related activities
 Matching relevant details to  Identifying details from oral  Identifying reasons authors
Level main ideas presented in oral descriptions of processes or give to support points in text
discourse procedures read aloud
6  Identifying different genres
through multiple readings of
 Representing ideas from oral
discussions or multimedia
 Distinguishing opinions from
reasons in oral discourse
Reaching text by adults (e.g., rhymes,
stories, informational text)
Language
Proficiency Students Recount by: Explain by: Argue by:
Level
 Repeating words, phrases  Answering questions with  Expressing preferences in
Level and memorized chunks of words or phrases (e.g., “Go naming and pointing to
language related to different washroom.”) objects
1 topics
 Answering yes or no
 Describing pictures or
classroom objects
 Repeating language to
express agreement or
Entering questions about stories or disagreement
experiences
 Language
Proficiency Students Recount by: Explain by: Argue by:
Level
 Stating content-related facts  Demonstrating how to do  Responding to short
in context (e.g., playing something using gestures or statements or questions
Level telephone) real-life objects (e.g., tie a about choices (e.g., “I am
bow) sure.” “I am not sure.”)
2
 Describing characters or
places in picture books  Describing what people do  Stating likes and dislikes to
from action pictures (e.g., participate in conversations
Emerging jobs of community workers) with peers

Level  Retelling simple stories from  Stating associations between  Describing characters or
picture cues two objects, people, or objects using pictures or

3
events (e.g., “Lidia is my actions
 Participating in dialog with sister and Lisa is my sister.”)
peers on familiar topics  Stating choices of materials
 Telling why something or supplies and reasons for
Developing happened their selection

 Restating information with  Connecting ideas by building  Justifying the use of objects
Level some details on guided conversations for particular purposes
with peers
4
 Summarizing a series of  Supporting content-related
familiar events or routines  Describing in detail the ideas with examples
function of objects or roles
Expanding of people

 Presenting information on  Stating conditions for cause  Comparing and contrasting

Level content-related topics and effect (e.g., “If it rains, I content-related ideas (e.g.,
play inside.”) “Winter is hot in Hawaii.
5
 Sharing details about Winter is cold in Alaska.”)
personal experiences with  Elaborating on details of
peers and adults content-related procedures  Providing evidence for
Bridging specific claims

 Producing discourse  Asking and answering  Defending solutions to

Level appropriate to task and content-related “how” and simple problems
situation “why” questions
6
 Elaborating reasons to justify
 Rehearsing content-related  Expressing connected ideas content-related ideas
presentations with peers with supporting details
Reaching
**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.
 CAN DO DESCRIPTORS BY DOMAIN, PROFICIENCY LEVEL, AND KEY USE OF LANGUAGE: GRADE 1
By the end of each of the English language proficiency levels 1-5 English language learners can...
ORAL LANGUAGE READING
Language
Proficiency Students Discuss by:
Level
Level  Tracking the speakers to
demonstrate understanding

1  Sharing pictures, created

work, or visuals to
contribute to conversations
Entering

Level  Following along familiar

routines of small and large

2
groups
 Recognizing different types
of intonation used by
Emerging speakers

 Asking clarifying questions

Level  Inviting others to participate

3
Developing

Level  Using intonation appropriate

for the purposes of

4
communication
 Restating statements to
clarify ideas
Expanding

Level  Asking and answering

questions to maintain

5
conversations
 Elaborate on someone else’s
comments to participate in
Bridging conversations

 Sustaining conversations by
responding to comments
Level made in multiple exchanges

6
 Asking and answering
questions about key details
in social and academic
Reaching contexts
 Language
Proficiency Students Process Recounts by: Process Explanations by: Process Arguments by:
Level
Level  Using pictures and  Identifying icons from  Categorizing labeled pictures
illustrations to identify illustrated texts or media or photographs

1
themes or storylines with a partner
 Identifying opinions from
 Matching vocabulary to  Sorting objects according to illustrated statements (e.g.,
illustrated stories their use based on labeled likes and dislikes)
Entering illustrations

Level  Pointing to icons, letters, or  Matching descriptive labels  Identifying information

illustrated words that or headings to illustrated related to events from

2
represent ideas text graphics (e.g., birthday
charts, weather calendars)
 Identifying repetitive words  Identifying labeled
and phrases in texts illustrations signaled by Wh-  Sharing likes and dislikes
Emerging questions using environmental print

 Identifying Wh- words in  Sorting illustrated content  Identifying persuasive words

questions (e.g., who, what, words and phrases into in written phrases or
Level when) categories statements in context (e.g.,
“have to,” “must”)
3
 Recalling content-related  Matching labeled
information from illustrated illustrations to “how” or  Identifying language of
texts read aloud “why” questions wants and needs in
Developing illustrated short stories read
aloud

Level  Identifying the main topic of  Finding details in illustrated  Distinguishing characters’
texts narrative or informational opinions or preferences from

4
texts read aloud illustrated text read aloud
 Ordering illustrations based
on sequence of events from  Identifying what authors say  Determining the author’s
texts read aloud in oral stories point of view from illustrated
Expanding texts

Level  Distinguishing among  Ordering content-related  Determining what happens

characters, settings, and events according to next from illustrated

5
events in narratives information in illustrated observations
texts
 Reconstructing texts read  Identifying evidence or
orally using drawings or  Identifying steps or stages of reasons in peers’ written text
Bridging reenacting text with content-related processes or
performances events from informational or
 Identifying who is telling the  Identifying words and  Predicting meaning of words
story at various points in phrases related to cause and based on clues from
Level texts effect sentence-level context

6
 Matching original text to  Identifying reasons for  Identifying similarities in and
paraphrased versions actions in stories, songs, and differences between two
poems texts on the same topic
Reaching (e.g., in illustrations,
descriptions, or procedures)

**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.
 CAN DO DESCRIPTORS BY DOMAIN, PROFICIENCY LEVEL, AND KEY USE OF LANGUAGE: GRADE 1
By the end of each of the English language proficiency levels 1-5 English language learners can...
WRITING
Language
Proficiency Students Recount by: Explain by: Argue by:
Level
Level  Forming words using a variety of  Designing, drawing and labeling  Indicating agreement with opinions of
strategies content-specific models others using labeled drawings
1  Answering Wh- oral questions or using
icons to plan stories
 Identifying topics through
photographs, illustrated word walls, or
 Drawing icons or symbols to represent
preferences
Entering software
Level  Providing information in graphic  Labeling and illustrating observations  Producing simple sentences from
organizers over time (e.g., growing plants) models about likes, wants, and needs
2  Presenting content related
information labeling visuals or graphics
 Describing people, places, or objects
from illustrated examples
(e.g., “I like…, I don’t like…”)
 Supplying facts about topics
Emerging
Level  Describing feelings or reactions to  Classifying illustrated words and  Participating in interactive journals
personal events or situations phrases into groups (e.g., “Animals with peers
3  Recalling information from events or
experiences
that fly. Animals that swim.”)
 Comparing real-life objects, numbers,
 Stating preferences related to social
and academic topics (e.g., “I want to
Developing or animals using models go…”)
Level  Producing a series of related sentences  Describing models related to content-  Describing patterns in processes and
from transition word starters (e.g., related phenomena in pictures or real- stories to use as evidence
4 first, next, last)
 Describing observations firsthand or
life
 Expressing feelings and a reason
 Stating reasons for particular claims or
opinions in content-related topics
Expanding from media related to situations or events
Level  Composing stories or narratives using  Describing causes and effects of  Providing simple edits to peers’ writing
sequential language actions and strategies
5
 Elaborating content-related claims
 Editing personal narratives based on  Sequencing steps in solving problems with examples
criteria for success using short sentences, illustrations,
Bridging and symbols
Level  Producing narratives with at least two  Predicting how stories, events, or  Using persuasive language in a variety
sequential events situations might end of sentences
6  Producing narrative sequences from
timelines and labeled drawings
 Producing texts that can name a topic
and supply topic-related facts
 Producing opinion pieces by stating an
opinion and providing a connected
Reaching reason

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 something, describing experiences,
Recount To retell to display knowledge or narrate experiences or events
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 of behaviors,
Explain To clarify the “why” or the “how” of ideas, actions, or phenomena
describing factors that contribute to events, examining relationships among content-related ideas and concepts
Argue To persuade by making claims supported by evidence stating preferences or opinions, constructing arguments supported with evidence, critiquing the reasoning of others, giving reasons for a stance
Participating in small or large group activities and projects, contributing ideas to a conversation, extending knowledge with a mentor, elaborating ideas
Discuss To interact with others to build meaning and share knowledge
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
Generously created for WIDA by Becky Linderholm Eau Claire Area School District
© 2016 Board of Regents of the University of Wisconsin System, on behalf of WIDA. The Can Do Descriptors, Key Uses Edition – Fillable
Student Name Chart may be copied and distributed for nonprofit educational use only.