The Amazing New Cousin to the Can Do Descriptors for WIDA States – WIDA 2020 Standards, Part 3

 

If you’re a fan of the Can Do Descriptors for WIDA framework users, get ready. I’ve got a wonderful new resource to introduce to you.

 

Teachers of English learners often ask: 

 

• How do I know the extent to which I need to scaffold (i.e. provide support within) instruction that I provide?
• What kind of language should I expect my English learner to produce or understand?
• What exactly does it mean that they are at a “level 2?”
• How can I assess my student’s progress in English over time? 

 

These are wonderful questions to ask! Every learner is so unique. Language development is a journey that looks different for each individual. So it’s important that we stay curious about how we can know and support them well. 

 

Of course, most teachers aren’t language specialists. In fact, a very small number of teachers are trained specifically in supporting multilingual learners. Knowing this, the developers of the WIDA ELD Framework created a tool called the Can Do Descriptors. (Find it in the 2012 edition of the standards). For WIDA states, this tool has become widely used as a resource for getting a glimpse at skills across the language development process. 

Introducing the Can Do Descriptors New “Cousin”

 

With the newest edition of the WIDA standards, released in 2020, a new tool has been introduced– the Proficiency Level Descriptors. I like to call this resource the “cousin” of the Can Do Descriptors. They have some similarities, and some differences. It’s important that we get to know the new Proficiency Level Descriptors, so that we can fully utilize the 2020 WIDA Standards Framework. 

 

First, let’s touch briefly on how WIDA uses a leveling system to bring definition to the language learning process. 

 

Note: This three-part blog series will supplement the training already available through WIDA. I encourage you to take part in the essential training offered by WIDA, and/or your state. References to WIDA framework components and images shown in this series are shared from and credited to WIDA’s website.

 

This is blog three in a three-part series introducing the WIDA 2020 ELD Standards as a resource for K-6 educators. Find the first blog here.

Understanding the WIDA Language Levels

In 2004, WIDA developed a leveling system to bring some definition to how we assess fluency in academic English. This system, as shown in WIDA’s Performance Definitions (expressive and receptive), described language “levels” 1-5. 

 

The 2020 edition includes an expanded description of a sixth language proficiency level. These six WIDA language levels are set in a new context: The Proficiency Level Descriptors. This component provides  “elaborated, developmental interpretations for multilingual learners’ proficiency levels in English.” (from WIDA 2020 ELD Standards Framework) We’ll look at the Proficiency Level Descriptors in a moment.

 

 

When ELs first begin learning English, they communicate using Level 1 (Entering) language skills. As they develop more linguistic tools for academic purposes, they progress through the continuum. The ultimate goal is for each individual to grow over time to Level 6 (Reaching). Here, they will continue as lifelong language learners. 

 

Each WIDA state has developed its own criteria for both entering and exiting an ESL program. This is based on assessment data that refers to the six language levels. It typically includes the annual WIDA ACCESS scores. 

 

 

What About the “Old” Can Do Descriptors for WIDA Framework Users?

 

Over the years, WIDA has produced many very helpful tools and resources for teachers of multilingual learners. The Performance Definitions and the Can Do Descriptors are two that are still available in WIDA’s resource library. They go hand-in-hand. Both indicate specific language skills that may be demonstrated at each proficiency level. 

 

Although there are many similarities between the Performance Definitions/Can Do Descriptors and the new Proficiency Level Descriptors, there are two major differences:

 

1. The new Proficiency Level Descriptors align specifically with the 2020 edition Language Expectations (language standards).

 

1. The new Proficiency Level Descriptors are organized around grade-level clusters (rather than a far more broad K-12 application). 

 

In my personal view, the 2020 edition’s Language Expectations provide the most relevant, useful tool for teachers that WIDA has yet produced. (Huge kudos to WIDA!) With the Proficiency Level Descriptors coordinating well, the two together really do meet most instructional needs. However, WIDA has not branded the older resources as obsolete. They still remain valid tools for reference, as needed. 

 

To learn more about the specific differences between old and new resources, see the 2020 WIDA ELD Standards Framework, Appendix D. 

 

 

Introducing the WIDA Proficiency Level Descriptors

 

You can find WIDA Proficiency Level Descriptors (PLDs) within each grade level cluster section of the 2020 standards. The standards are free and can be downloaded via the WIDA resource library. Each set of PLDs is organized into two tables. One shows descriptors for the “interpretive communication mode” (listening, reading, and viewing). The other shows descriptors for the “expressive communication mode” (speaking, writing, and representing). These modes are what help the PLDs align well with the main Language Expectations. Nice and simple! 

 

Each PLD table has a column for each of the six language proficiency levels. Then, you will find rows that represent the various “dimensions” of language. We all make decisions within these dimensions, as we communicate for various purposes. They are: Discourse, Sentence, Word/Phrase. One way to think about the three dimensions is as follows: 

 

 

Finally, each “box” in the PLD tables defines how students will understand ideas (if interpretive communication) or create/connect/elaborate/extend ideas (if expressive communication). You might call this “the nitty-gritty” of how students employ specific grammar/usage at each of the WIDA language levels. 

 

 

 

Some Points to Keep in Mind

• On each page of the PLDs, WIDA explains: “Toward the end of each proficiency level, when scaffolded appropriately, multilingual learners will…” (2020 WIDA ELD Standards Framework). It’s important to remember that our instructional goal is to scaffold grade-level content. so students can have equitable access and rigor. We don’t want to use the PLDs as a reason to limit students’ exposure to the same academic language and texts used by peers. We want to offer exposure AND scaffolded experiences which lead to growth and success.

 

• Language acquisition will be a unique journey for each learner. Students may not follow a linear, predictable progression of skills. They may demonstrate varied proficiency levels, depending on the activity. 

 

• Rather than using the WIDA Language Levels as a kind of label for students (i.e. “She’s a Level 2…”), we might rather refer to her ability (i.e. “She’s at a Level 2 in expressive language…”).

 

• In the Proficiency Level Descriptors, “text” refers to both written text and spoken language.

 

 

 

Ways to Use the Proficiency Level Descriptors (The New Cousin to the Can Do Descriptors for WIDA Standards Users)

 

So, how are we supposed to use these Proficiency Level Descriptors? Here are some suggestions:

 

1. Similar to the Can Do Descriptors, they can give teachers a sense of what language to expect from students at various proficiency levels. They can help those who aren’t EL specialists gain a better understanding of language development.
2. For those planning for instruction, they can guide decision-making about when and how to scaffold learning activities. Teachers can be more confident that students can meet the language demands of whatever activities before them. Students can be supported well, and challenged to practice new language skills.
3. The PLDs can be helpful when teachers engage in collaborative discussions around planning or student growth. We can gather student work samples for portfolios. We may collect anecdotal notes and oral language recordings. When paired with the PLDs, these are some ways to assess where students are, and next steps.
4. We can let the PLDs guide some language goal-setting for/with students, and monitor progress.

 

We always keep in mind that the PLDs are just one way of defining student language progress. It’s always desirable to bring multiple data points or assessments into discussions around student performance. 

 

 

For more learning and support:

WIDA Standards Implementation Bundle

 

• Check out the other blogs in this series! Part 1 and Part 2 
• Explore the online learning options available through WIDA
• Follow The All-Access Classroom on Instagram and Facebook for more tips and strategies for supporting multilingual learners!
• Join my email list to stay connected to content that is released

 

I hope this series was super helpful for you! I look forward to continuing to implement the WIDA 2020 Standards in my own practice. Let me know how it goes for you!