CAN DO Descriptors Grade Level Cluster 9-12
Listening
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
Entering Level 2
Beginning Level 3
Developing Level 4
Expanding Level 5
Bridging
Listening
• Point to or show basic
parts, components,
features,
characteristics,
properties of objects,
organisms or persons
named orally
• Match everyday oral
information to
pictures, diagrams or
photographs
• Group visuals by
common traits named
orally (e.g., “These
are polygons.”)
• Identify resources,
places, products,
figures from oral
statements and
visuals
• Match or classify
oral descriptions to
real-life experiences
or visually-
represented content-
related examples
• Sort oral language
statements
according to time
frames
• Sequence visuals
according to oral
directions
• Evaluate information
in social and
academic
conversations
• Distinguish main
ideas from
supporting points in
oral, content-related
discourse
• Use learning
strategies described
orally
• Categorize content-
based examples
described orally
• Distinguish between
multiple meanings of
oral words or
phrases in social and
academic contexts
• Analyze content-
related tasks or
assignments based
on oral discourse
• Categorize examples
of genres read aloud
• Compare traits based
on visuals and oral
descriptions using
specific and some
technical language
• Interpret cause and
effect scenarios from
oral discourse
• Make inferences
from oral discourse
containing satire,
sarcasm or humor
• Identify and react to
subtle differences in
speech and register
(e.g., hyperbole,
satire, comedy)
• Evaluate intent of
speech and act
accordingly
Level 6- Reaching
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.
© 2008 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium. The WIDA CAN DO Descriptors are for your
personal, noncommercial use only. Copying for the purpose of lesson planning is permitted.
