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WORLD-CLASS INSTRUCTIONAL DESIGN AND ASSESSMENT

The English Language LearnerCAN DO Booklet

Grades 9-12

INCLUDES:

Performance DefinitionsCAN DO Descriptors

For use in conjunction with theWIDA English Language Proficiency Standards

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Copyright Notice

2009 Board of Regents of the University of Wisconsin System. Te WIDA English Language Learner CAN DO Booklet, Grades 9-12, maynot be reproduced, modified, or distributed without prior written permission from the WIDA Consortium. Te WIDA ELL CAN DO

Booklet is for your personal, noncommercial use only. Fair use of the WIDA ELL CAN DO Bookletincludes reproduction for the purpose ofteaching (including multiple copies for lesson planning).

o 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-mailhelp@wida.us.

2009 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortiumwww.wida.us.

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Foreword: The WIDA English Language Learner CAN DO BookletTe WIDA Consortium, from its conception, envisioned a system of standards and assessments that would assistschools in teaching academic language to English Language Learners (ELLs). Tis dream, now a reality, includesthe development of practical tools to guide teachers when designing and implementing lessons, monitoring studentprogress, determining student language proficiency levels, collaborating across programs, and conveying results toELLs and their parents.

Te WIDA English Language Learner CAN DO Bookletis a very important contribution to meeting these goals.Te booklet complements the WIDA English Language Proficiency Standardsand provides a valuable set of resources

aligned to the Performance Definitions for the levels of English language proficiency. WIDAs professionaldevelopment program works with these resources to assist teachers in embedding academic English into contentlessons and working school-wide to ensure the academic success of our culturally and linguistically diverse learners.

Te WIDA Consortium recognizes that as a teacher of ELLs, you have a challenging but crucial job within yourschool. We sincerely hope that this booklet and other WIDA resources help to make your work more effective andyour students more successful both in learning English and mastering challenging academic content.

imothy Boals, Ph.D.Executive DirectorWIDA Consortium

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Introduction

Te resources contained in this booklet are intended to support classroom instruction. As with all WIDA products and services, theyaddress language proficiency in relation to five English language proficiency (ELP) standards:

Social and Instructional Language e Language of Language Arts e Language of Mathematics e Language of Science e Language of Social Studies

Te following table displays the major components of WIDAs standards-based system. Te bold-faced components are included in thisbooklet and listed in the order in which they appear.

Components of WIDAs Standards-based System

Standards-based Component Distinguishing Feature

Strands of Model Performance Indicators asrepresentative of the WIDA English LanguageProficiency Standards

Illustrate how English language learners process and use language for each Englishlanguage proficiency standard, language domain,and language proficiencylevelby grade level cluster

Performance Definitions Outline how English language learners process and use language for each leveloflanguage proficiency in grades K-12

CAN DO Descriptors Describe how English language learners process and use language for each languagedomainand level of language proficiency by grade level cluster

Speaking and Writing Rubrics Document how English language learners process and use language in the domainof speaking or writingfor eachlevel of language proficiency based on three criteria:linguistic complexity, vocabulary usage, and language control in grades K-12

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Te resources contained in this booklet are intended to supportclassroom instruction. Te Performance Definitions(see page 4)provide criteria that shape each of the six levels of English languageproficiency. Te three bullets within each proficiency level in the

Performance Definitions represent:

Linguistic Complexitythe amount and quality of speechor writing for a given situation

Vocabulary Usagethe specificity of words or phrases for agiven context

Language Controlthe comprehensibility of thecommunication based on the amount and types of errors

Te Performance Definitions provide a concise, global overview of

language expectations for each level of English language proficiency.Tey span the spectrum of grade levels which means that educatorsmust interpret the meaning of the Definitions according to studentscognitive development due to age, their grade level, their diversity ofeducational experiences, and any diagnosed learning disabilities (ifapplicable). For example, in level 5, extended oral or writtendiscourse would probably be indicated by a 1st grade studentsability to orally retell a story in a series of sentences using simpletransition words. However, a middle school student might beexpected to exhibit linguistic complexity at level 5 by incorporating

a variety of sentence structures in an essay several paragraphs in

length. It is important to recognize that the Performance Definitionsare the basis for use of other standards-based resources such as theCAN DO Descriptors.

Te CAN DO Descriptors(see pages 6-7) are the centerpieceof this booklet, designed to support teachers by providing themwith information on the language students are able to understandand produce in the classroom. What is unique about the CANDO Descriptors is that they apply to all five English languageproficiency standards, which means they provide an opportunity tolink language development across all academic content areas. TeDescriptors are intended to be used in tandem with the PerformanceDefinitions. Tis is because the quantity and quality of languageexpected at a particular level of language proficiency may not be

fully indicated within the CAN DO Descriptor for each languagedomain and proficiency level.

For example, the CAN DO Descriptors show that students maybe able to identifyat various levels of language proficiency,but the language (linguistic complexity, vocabulary usage, andlanguage control) they use will vary tremendously. At one end ofthe spectrum, beginning English language learners may identifybypointing or using short words or phrases, whereas at the end of thelanguage development continuum, students will begin to identify

complex themes and ideas described in detailed technical language.

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Performance Denitions for the Levels of English Language

Prociency in Grades K-12

At the given level of English language proficiency, English language learners will process, understand, produce, or use:

6

Reaching

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

a variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specified grade level

oral or written communication in English comparable to English-proficient peers

5

Bridging

specialized or technical language of the content areas

a variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays, or reports

oral or written language approaching comparability to that of English-proficient peers when presented with grade-level material

4

Expanding

specific and some technical language of the content areas

a variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences, or paragraphs

oral or written language with minimal phonological, syntactic, or semantic errors that do not impede the overall meaning of thecommunication when presented with oral or written connected discourse with sensory, graphic, or interactive support

3

Developing

general and some specific language of the content areas

expanded sentences in oral interaction or written paragraphs

oral or written language with phonological, syntactic, or semantic errors that may impede the communication, but retain much of itsmeaning, when presented with oral or written, narrative, or expository descriptions with sensory, graphic, or interactive support

2

Beginning

general language related to the content areas

phrases or short sentences

oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of the communication whenpresented with one- to multiple-step commands, directions, questions, or a series of statements with sensory, graphic, or interactive support

1

Entering

pictorial or graphic representation of the language of the content areas

words, phrases, or chunks of language when presented with one-step commands, directions, WH-, choice, or yes/no questions, or statementswith sensory, graphic, or interactive support

oral language with phonological, syntactic, or semantic errors that often impede meaning when presented with basic oral commands, directquestions, or simple statements with sensory, graphic, or interactive support

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Grade Level Cluster

CAN DO Descriptors

Te grade level cluster CAN DO Descriptors have been created byteachers, primarily for teachers, who work with English languagelearners throughout the consortium. During 2007-08, over 900teachers and administrators participated in refining and validatingfive grade level clusters of Descriptors from the original documentspanning the K-12 spectrum. Tese Descriptors for the fourlanguage domainslistening, speaking, reading, and writingandfive levels of English language proficiency are based on the WIDAEnglish Language Proficiency Standards.

Interpretation of the CAN DO Descriptorso maintain the succinctness of the individual statements, somebasic assumptions need to be made in interpreting the CAN DODescriptors.

1. Sensory, graphic, or interactive support are present throughlanguage proficiency level 4, Expanding.

2. English language learners can process or produce thelanguage associated with the stated language functions.

3. Linguistic complexity, vocabulary usage, and language control

increase incrementally as students move from one Englishlanguage proficiency level to the next.

Te CAN DO Descriptors are a sampling of the languageexpectations of English language learners as they travel along thecontinuum of English language development. Unlike the strands ofmodel performance indicators that scaffold across levels of languageproficiency, the CAN DO Descriptors function independentlywithin a given level of language proficiency.

Uses for the CAN DO Descriptors

Te CAN DO Descriptors are a resource, in addition to the Englishlanguage proficiency standards, to use in classrooms with English

language learners. As an instructional assessment tool, languageteachers may:

Share the Descriptors with classroom teachers andadministrators to describe the second language acquisitionprocess around the levels of English language proficiency

Provide resource teachers, such as Title I or literacy coaches,additional information about English language learners

Use to plan with tutors or mentors who work with Englishlanguage learners

Develop or co-develop lessons and units of study withdifferentiated language objectives

Set language goals with their English language learners Explain to parents students progress in listening, speaking,

reading, and writing Suggest language goals to be incorporated into Individual

Education Programs (IEPs) for English language learners withdiagnosed disabilities

Translate English language prociency test scores (i.e.,

ACCESS for ELLs, W-APT, and WIDA MODEL) intoclassroom practice Observe and note levels of student performance as a precursor

to using WIDA Speaking and Writing Rubrics for formativeassessment

Use the Descriptors to advocate on behalf of English languagelearners

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CAN DO Descriptors: Grade Level Cluster 9-12For 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:

Te CAN DO Descriptors work in conjunction with the WIDA Performance Definitions of the English language proficiency standards. Te 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 thelevels of language proficiency.

Level 1

Entering

Level 2

Beginning

Level 3

Developing

Level 4

Expanding

Level 5

Bridging

Level6

-Reaching

LISTENING

Point to or show basicparts, components,features, characteristics,and properties of objects,organisms, or personsnamed orally

Match everyday oralinformation to pictures,diagrams, or photographs

Group visuals by common

traits named orally (e.g.,Tese are polygons.)

Identify resources, places,products, figures from oralstatements, and visuals

Match or classify oraldescriptions to real-lifeexperiences or visually-represented, content-relatedexamples

Sort oral languagestatements according totime frames

Sequence visuals accordingto oral directions

Evaluate informationin social and academicconversations

Distinguish main ideas fromsupporting points in oral,content-related discourse

Use learning strategiesdescribed orally

Categorize content-basedexamples described orally

Distinguish betweenmultiple meanings of oral

words or phrases in socialand academic contexts

Analyze content-relatedtasks or assignments basedon oral discourse

Categorize examples ofgenres read aloud

Compare traits based onvisuals and oral descriptionsusing specific and sometechnical language

Interpret cause andeffect scenarios from oraldiscourse

Make inferences from oraldiscourse containing satire,sarcasm, or humor

Identify and react to subtledifferences in speech andregister (e.g., hyperbole,satire, comedy)

Evaluate intent of speechand act accordingly

SPEAKiNG

Answer yes/no or choicequestions within contextof lessons or personalexperiences

Provide identifying

information about self Name everyday objects and

pre-taught vocabulary

Repeat words, short phrases,memorized chunks oflanguage

Describe persons, places,events, or objects

Ask WH- questions toclarify meaning

Give features of content-

based material (e.g., timeperiods)

Characterize issues,situations, regions shown inillustrations

Suggest ways to resolveissues or pose solutions

Compare/contrast features,traits, characteristics usinggeneral and some specific

language Sequence processes, cycles,

procedures, or events

Conduct interviews orgather information throughoral interaction

Estimate, make predictionsor pose hypotheses frommodels

Take a stance and useevidence to defend it

Explain content-relatedissues and concepts

Compare and contrast

points of view Analyze and share pros and

cons of choices

Use and respond to gossip,slang, and idiomaticexpressions

Use speaking strategies (e.g.,circumlocution)

Give multimedia oralpresentations on grade-levelmaterial

Engage in debates oncontent-related issues using

technical language Explain metacognitive

strategies for solvingproblems (e.g., ell mehow you know it.)

Negotiate meaning in pairsor group discussions

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CAN DO Descriptors: Grade Level Cluster 9-12For 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:

Te CAN DO Descriptors work in conjunction with the WIDA Performance Definitions of the English language proficiency standards. Te 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.

Level 1

Entering

Level 2

Beginning

Level 3

Developing

Level 4

Expanding

Level 5

Bridging

Level6

-Reaching

REA

DING

Match visual representationsto words/phrases

Read everyday signs,symbols, schedules, andschool-related words/phrases

Respond to WH- questionsrelated to illustrated text

Use references (e.g., picturedictionaries, bilingualglossaries, technology)

Match data or informationwith its source or genre (e.g.,description of element to itssymbol on periodic table)

Classify or organizeinformation presented invisuals or graphs

Follow multi-stepinstructions supported byvisuals or data

Match sentence-leveldescriptions to visualrepresentations

Compare content-relatedfeatures in visuals andgraphics

Locate main ideas in a seriesof related sentences

Apply multiple meanings ofwords/phrases to social andacademic contexts

Identify topic sentences ormain ideas and details inparagraphs

Answer questions aboutexplicit information in texts

Dierentiate between factand opinion in text

Order paragraphs orsequence information withinparagraphs

Compare/contrast authorspoints of view, characters,information, or events

Interpret visually- orgraphically-supportedinformation

Infer meaning from text

Match cause to eect

Evaluate usefulness of dataor information supportedvisually or graphically

Interpret grade-levelliterature

Synthesize grade-levelexpository text

Draw conclusions fromdifferent sources ofinformational text

Infer signicance of data orinformation in grade-levelmaterial

Identify evidence of bias andcredibility of source

WRITING

Label content-relateddiagrams, pictures from

word/phrase banks

Provide personal informationon forms read orally

Produce short answerresponses to oral questions

with visual support

Supply missing words inshort sentences

Make content-relatedlists of words, phrases, orexpressions

Take notes using graphicorganizers or models

Formulate yes/no, choice andWH- questions from models

Correspond for socialpurposes (e.g., memos,e-mails, notes)

Complete reports fromtemplates

Compose short narrative andexpository pieces

Outline ideas and detailsusing graphic organizers

Compare and reect onperformance against criteria(e.g., rubrics)

Summarize content-relatednotes from lectures or text

Revise work based onnarrative or oral feedback

Compose narrative andexpository text for a varietyof purposes

Justify or defend ideas andopinions

Produce content-relatedreports

Produce research reportsfrom multiple sources

Create original pieces thatrepresent the use of a varietyof genres and discourses

Critique, peer-edit and makerecommendations on others

writing from rubrics

Explain, with details,phenomena, processes,procedures

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2009 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium

www.wida.us