<p> CAN DO’s ELL Student Chart – Grade Level Cluster 1-2</p><p>Domain Level 1 - Entering Level 2 - Beginning Level 3 - Developing Level 4 - Expanding Level 5 - Bridging Level 6 Can Do Names Can Do Names Can Do Names Can Do Names Can Do Names Names Listening • Follow modeled, one-step • Match oral reading of • Follow modeled multi- •Compare/contrast • Use context clues to gain oral directions stories to illustrations step oral directions objects according to meaning from grade-level • Identify pictures of • Carry out two- to three • Sequence pictures of physical attributes based text read orally everyday objects as stated step oral commands stories read aloud (e.g., on oral information • Apply ideas from oral orally (e.g., in books) (e.g., “Take out your beginning, middle, and • Find details in illustrated, discussions to new • Point to real-life objects science book. Now turn end) narrative, or expository situations reflective of content to page 25.”) • Match people with jobs text read aloud • Interpret information from related vocabulary or oral • Sequence a series of oral or objects with functions • Identify illustrated oral reading of narrative or statements statements using real based on oral descriptions activities from oral expository text • Mimic gestures or objects or pictures • Classify objects according descriptions • Identify ideas/concepts movement associated • Locate objects described to descriptive oral • Locate objects, figures, expressed with grade-level with statements orally statements places based on visuals content-specific language and detailed descriptions Speaking  Repeat simple words, • Use first language to fill • Ask questions of a social • Ask questions for social • Use academic vocabulary in phrases, and memorized in gaps in oral English nature and academic purposes class discussions chunks of language (code switch) • Express feelings (e.g., “I’m • Participate in class • Express and support ideas • Respond to visually • Repeat facts or happy because…”) discussions on familiar with examples supported questions of statements • Retell simple stories from social and academic • Give oral presentations academic content with • Describe what people picture cues topics on content-based topics one word or phrase do from action pictures • Sort and explain grouping • Retell stories with details approaching grade level • Identify and name (e.g., jobs of community of objects • Sequence stories with • Initiate conversation with everyday objects workers) • Make predictions or transitions peers and teachers • Participate in whole group • Compare real-life hypotheses chants and songs objects (e.g., “smaller,” • Distinguish features of “biggest”) content-based phenomena Reading • Identify symbols, icons, • Search for pictures • Make text-to-self • Put words in order to • Begin using features of and environmental print associated with word connections with form sentences non-fiction text to aid • Connect print to visuals patterns prompting • Identify basic elements comprehension • Match real-life familiar • Identify and interpret • Select titles to match a of fictional stories (e.g., • Use learning strategies objects to labels pretaught labeled series of pictures title, setting, characters) (e.g., context clues) • Follow directions using diagrams • Sort illustrated content • Follow sentence-level • Identify main ideas diagrams or pictures • Match voice to print by words into categories directions • Match figurative language pointing to icons, • Match phrases and • Distinguish between to illustrations (e.g., “as big letters, or illustrated sentences to pictures general and specific as a house”) words language (e.g., flower v. • Sort words into word rose) in context families Writing • Copy written language • Provide information • Engage in prewriting • Produce original • Create a related series of • Use first language (L1, using graphic organizers strategies (e.g., use of sentences sentences in response to when L1 is a medium of • Generate lists of words/ graphic organizers) • Create messages for prompts instruction) to help form phrases from banks or • Form simple sentences social purposes (e.g., get • Produce content-related words in English walls using word/phrase banks well cards) sentences • Communicate through • Complete modeled • Participate in interactive • Compose journal entries • Compose stories drawings sentence starters journal writing about personal • Explain processes or • Label familiar objects or • Describe people, places, • Give content-based experiences procedures using pictures or objects from information using visuals • Use classroom resources connected sentences illustrated examples and or graphics to compose sentences models ©2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium www.wida.us</p>