• Assessment for Linguistically Diverse Students
  • Session One: Understanding My Role as an Assessor
  • Session Two: Developing Understanding through Media
  • Session Three: Designing Assessment Using Standards for Effective Pedagogy
  • Session Four : Considering Alternative Assessments in Relationship to ELs
  • Session Five: Designing and Developing Assessments
  • Session Six: Debating and Responding to Assessment Issues
  • Session Seven: Developing Knowledge for Practice and Advocacy
  • Session Eight : Revealing My Learning
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  • LA 2.2 Introduction to Using Can-Do Descriptors


    Learning Outcome Pedagogical Intent Student Position

    Use assessment data to plan, adapt and implement instruction for English language learners according to their level of English language proficiency.

    Assessment: 25 pts.

    TA: 25 Minutes

    Teachers can identify and utilize suggestions from the Can-D0 Descriptors to individually and collectively plan content lessons to which all students can access and learn from.

    Students have referred to the WIDA Can-Do Descriptors in general.  Now they will evaluate where the student they are studying is as far as proficiency in English in order to better understand the descriptors and how they can utilize them in their classrooms.


    1. In your PLC group and using your knowledge of the students each PLC member is studying, consider their WIDA proficiency scores and grade level. Scroll down the WIDA Can Do descriptors chart  and select the appropriate grade level. Record your student's WIDA scores for each domain (reading, writing, listening, and speaking for Grades 1 and beyond and expressive and receptive for K).

    2. Refer to your chart and discuss the following questions:

      1. Which language domain is the highest? Why do you think that is?
      2. Which language domain is the lowest? Why do you think that is?
      3. What similarities do you see among your students? What are the differences?
      4. What verbs and language can you identify that are similar to grade-level Common Core State Standards (ccss)?
      5. How can understanding EL proficiency levels and using the Can Do descriptors inform your instruction? 
      6. How can you use the CanDo descriptors to improve assessment practices? 
      7. Be prepared to report your group's insights to the rest of the class. 

    This content is provided to you freely by BYU Open Learning Network.

    Access it online or download it at https://open.byu.edu/diverse_assessment/LA_2.2.