2Can-Do Descriptors What are Can-Do’s? Can-Do’s are informative descriptors about a student’s academic abilities within the classroom.Can-Do’s are produced through testing results and teacher evaluation.The WIDA Can Do Descriptors are commonly used byESL teachers in coaching general education teachers about differentiated instruction for English Learners (ELs).The Can Do Descriptors allow a teacher to know what CCGPS outcomes they can expect from their EL students.How many times have you had a student tell you they didn’t comprehend? Now they can’t do that.Prevents the wool from being pulled over your eyes.
3Can Do Descriptors How might teachers use the CAN DO Descriptors? As an instructional assessment tool that supplements the English language proficiency standards, language teachers may use the Descriptors to:• share with classroom teachers as a way to describe or explain the stages of English language development using concrete examples;• work with content teachers to show language may be integrated within a given discipline or content area;• use to plan with tutors or mentors who work with English language learners;•
4Can Do’s• develop or co-develop lessons with differentiated language objectives;• set language goals with their English language learners;• explain students’ progress in listening, speaking, reading and writing to parents/ family members;• suggest language goals to be incorporated into Individual Education Programs (IEPs) for English language learners with diagnosed disabilities;• translate English language proficiency test scores (i.e., ACCESS for ELLs®, the W-APT™, WIDA MODEL™) into instructional practice;• observe and note levels of student performance as a precursor to using WIDA Speaking and Writing rubrics for formative assessment;• advocate on behalf of English language learners to show what they CAN DO.
5Level 1 Entering / DOK Level 1 • Label objects, pictures, ordiagrams from word/phrasebanks• Communicate ideas bydrawing• Copy words, phrases, andshort sentences• Answer oral questions withsingle wordsStudents in this category:Can Do - Writing
6Level 2 Beginning / DOK Level 2 • Make lists from labels orwith peers• Complete/producesentences from word/phrase banks or walls• Fill in graphic organizers,charts, and tables• Make comparisons usingreal-life or visually supported materialsStudents in this category:Can Do - Writing
7Level 3 Developing / DOK Level 3 • Produce simple expositoryor narrative text• String related sentencestogether• Compare/contrast content based information• Describe events, people,processes, proceduresStudents in this categoryCan Do - Writing
8Level 4 and 5 / DOK Level 4 Can Do - Writing • Take notes using graphicorganizers• Summarize content-basedinformation• Author multiple forms ofwriting (e.g., expository,narrative, persuasive) frommodels• Explain strategies or useof information in solvingproblemsStudents in this categoryCan Do - Writing
9Can Do Level Descriptors Ability to understand the following Academic LanguageLevel 1EnteringLevel 2BeginningLevel 3DevelopingLevel 4 Expanding&Level 5 BridgingUnderstands:Listen-DOK 1Draw-DOK 2Point – DOK 1Illustrate – DOK 3Match – DOK 2Repeat- DOK 1Trace –DOK 1Locate – DOK 2Circle – DOK 1Select – DOK 2Sort – DOK 2Copy – DOK 1Respond – DOK 2Identify – DOK 3Define – DOK 3Name – DOK 1Predict – DOK 3Label – DOK 2State/Restate – DOK 2Describe- DOK 3Group – DOK 2Respond /List- DOK 3Categorize – DOK 3Sequence – DOK 3Answer – DOK 3Tell or Say – DOK 1Ask/Request – DOK 3Classify – DOK 3Create – DOK 4Connect – DOK 4Make Lists – DOK 2Rephrase – DOK 3Give Examples – DOK 3Recall – DOK 3Retell – DOK 2Explain – DOK 4Summarize – DOK 3Role – Play – DOK 2Compare/contrast – DOK 4Discuss – DOK 4Express – DOK 4Analyze – DOK 4Interpret – DOK 4Justify/Defend – DOK 4Elaborate – DOK 4Critique – DOK 4Narrate – DOK 4Conclude – DOK 4Convince – DOK 4Reflect – DOK 4Resolve – DOK 4Compose- DOK 4Infer – DOK 4Synthesize – DOK 4Hypothesize – DOK 4DOK level depends on your depth of requirement for the task. The level of DOK depends on the expressive task. The DOK ties both ESOL and CCGPS together.
10Grades 3-5 Example CAN DO Descriptor: Expanding Level 4 StudentListeningSpeakingReadingWritingStudent E was born and raised in the United States. He is now in third grade.Infer from an activity after hearing oral information.Discuss stories, issues, and concepts.Find details that support main ideas.Maria QueJesus SmithTake notes using graphic organizers.Jose DoeErika TomasDifferentiation Ideas for Student E (third grader)+He will benefit greatly by contrasting and comparing two characters from teacher’s oral reading, using a graphic organizer.+ He will benefit by presenting reports on research on topics of interest that he can make connections to from personal experience.+He will benefit by drawing on inferences from the text with the teacher’s help.+ He will benefit by practicing with graphic organizers to write initial ideas and thoughts. Then allow student to use graphic organizer to write clear, organized and cohesive messages.
11TASK WITH DIFFERENTIATION High School ExampleStudent: EL student in American History ClassListeningSpeakingLEVELCAN DO Descriptor: Expanding Level 2 +Match or classify oral descriptions to real-life experiences or visually represented, content related examples.DOK 3CAN DO Descriptor:Expanding Level 3Suggest ways to resolve issues or pose solutions.DOK 3-4TASK WITH DIFFERENTIATIONDuring a unit on the American Revolution, I could ask Student to create a timeline of the events leading up to war by listening to my short description and placing a picture of the event at the correct location on a timeline.Student is presented with the issue of low voter-turnout in the United States and asked to orally discuss his suggestions for solving this problem.SUPPORT IDEASPhoto cards, flashcards, or other visuals or manipulativesCharts, graphs, oral discussion, and peer or group discussion
12TASK WITH DIFFERENTIATION High School ExampleStudent: EL student in American History ClassReadingWritingLEVELCAN DO Descriptor: Expanding Level 2 +Classify or organize information presented in visuals or graphs.DOK 2CAN DO Descriptor:Expanding Level 4Compose narrative and expository text for a variety of purposes.DOK 3-4TASK WITH DIFFERENTIATIONStrengthen his abilities to interpret print sources, analyze data, or draw conclusions using supportive cues.Strengthen his ability to express and create written text from multiple media resources using supportive cues.SUPPORT IDEASProvide a series of photographs, vocabulary cards and/or object cards prior to and during the reading of assigned print source.View short topic video and provide graphic organizer to identify main ideas/concepts.
13SummaryWIDA’s “Can Do Descriptors” can be used along with DOK level indicatorsDepth of Knowledge is also correlated with helping the EL’s to move from Level 1 in language acquisition to a level 6 where they are proficient.Combining the CDD’s and the DOK can be a useful tool for determining academic ability.The CDD’s and the DOK can be a useful tool for lesson differentiation.
14Resources ESOL Contacts: Dr. April Aldridge –Troy Thomas –Charlotte Thomas –Stephanie Daniels –Vivian Burke –– PowerPoint will be availableStandards and Instruction tab will give you a list of all the Can Do’s along with a great research to tell you how they were created and how to effectively use them.