UNIVERSITY OF WISCONSIN–MADISON

WIDA Alternate
Can Do Descriptors
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 Contents
Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Comparison Between the Alternate Proficiency Level Descriptors and the Alternate Can Do Descriptors. . . . . . . . . . . 4
Alternate Proficiency Level Descriptors and Alternate Can Do Descriptors Comparison. . . . . . . . . . . . . . . . . . . . . . . 5

Organization of Alternate Proficiency Level Descriptors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Alternate Proficiency Level Descriptors by Communication Mode . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Organization of the Alternate Can Do Descriptors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Grades K–2 Alternate Can Do Descriptors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Expressive Language Grades K–2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Interpretive Language Grades K–2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Grades 3–5 Alternate Can Do Descriptors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Expressive Language Grades 3–5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Interpretive Language Grades 3–5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Grades 6–8 Alternate Can Do Descriptors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Expressive Language Grades 6–8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Interpretive Language Grades 6–8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Grades 9–12 Alternate Can Do Descriptors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Expressive Language Grades 9–12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Interpretive Language Grades 9–12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

WIDA Alternate Can Do Descriptors 3

 Overview
The resources in this document are intended to support classroom instruction. As with all WIDA products and services, they address language proficiency
in relation to five English language development (ELD) standard statements. Since 2004, these statements have emphasized the importance of providing
multilingual learners with opportunities to understand how language works in the context of content-area instruction. The five ELD standards statements are
abbreviated, as shown in Figure 1, to emphasize the use of language for thinking and acting in the ways of knowing prioritized by that content area.

Figure 1. Conceptual Relationships among the Five WIDA Standards

Standard 1 Standard 2 Standard 3 Standard 4 Standard 5

Language for Language for Language for Language for Language for
Social and Language Arts Mathematics Science Social Studies
Instructional
Purposes

Conceptually, as illustrated in Figure 1, WIDA Standard 1 (Language for Social and Instructional Purposes) is designed to integrate with Standards 2–5 (Language
for Language Arts, Mathematics, Science, and Social Studies), emphasizing the use of everyday language as a springboard to co-construct meaning making in
academic discussions and explorations (Shafer Willner, Kray, & Gottlieb, 2021).

Comparison Between the Alternate Proficiency Level Descriptors

and the Alternate Can Do Descriptors
The Alternate Proficiency Level Descriptors (Alt PLDs) are detailed articulations of the growth in interpretive and expressive language across levels of
English proficiency. The Alternate Can Do Descriptors (Alt Can Dos) exemplify what multilingual learners with the most significant cognitive disabilities can do
with communication and language at various stages of English language development in different content areas within the interpretive communication modes of
listening and reading, and the expressive communication modes of speaking and writing. The Alt PLDs and the Alt Can Dos are intended to work together.

Both the Alt PLDs and the Alt Can Dos are resources that align to the WIDA English Language Development Standards Framework, 2020 Edition. Educators can
use these resources to aid in interpreting results from WIDA alternate assessments, enhance their pedagogy to allow for meaningful student participation, and
monitor the language and communication progress of multilingual learners with the most significant cognitive disabilities.

Although the Alt PLDs and the Alt Can Dos are separate resources and have unique purposes, they work together to help describe what English language
development could look like for multilingual learners with the most significant cognitive disabilities. The table below compares the two tools.

WIDA Alternate Can Do Descriptors 4

 Alternate Proficiency Level Descriptors and
Alternate Can Do Descriptors Comparison
Alternate Proficiency Level Descriptors Alternate Can Do Descriptors

Describes… • Growth in interpretive and expressive language across • Examples of how multilingual learners process and use language for
levels of English language proficiency development each communication mode, ELD standard and proficiency level by
• Progression of linguistic complexity and vocabulary grade cluster
development • Examples of what multilingual learners with significant cognitive
disabilities can do at varying levels of English language proficiency

Grade Band Not grade level or band specific Grade band specific

Academic Content-area agnostic Organized by five WIDA Standards: Language for Social and
Content Instructional Purposes, Language for Language Arts, Language for
Mathematics, Language for Science, and Language for Social Studies

Scaffold/ Cumulative progressions, with each proficiency level building A progression of increasingly greater language development required
Progression on the previous one to accomplish the task in English, but the tasks and activities do not
scaffold across the proficiency levels

Potential Uses • Use as guide for understanding typical patterns of • Understand what students at different levels of language proficiency
language development can do with language
• Show how language development grows over time to the • Expand understanding of what the process of language
next level of language complexity development can look like
• Scaffold learning and resources across all levels of • Support collaboration and scaffolding to help students engage in
language proficiency content-area learning and develop language at the same time
• Score Alternate ACCESS Speaking and Writing domains • Differentiate instruction and classroom assessment for language
• Interpret Alternate ACCESS scores

WIDA Alternate Can Do Descriptors 5

 Organization of Alternate Proficiency Level Descriptors
The Alt PLDs are organized into five levels of English language proficiency for two communication modes: interpretive and expressive (see Figure 2). The two
communication modes encompass the four language domains (speaking, listening, reading, and writing), as outlined in federal requirements for language
proficiency standards, and they spotlight the multimodal nature of both language development and content-area learning. They also position language as being
more tightly integrated with other communication resources by including viewing and representing. These expanded communication modes invite multiple means
of engagement, representation, action, and expression, thereby extending accessibility principles to all multilingual learners, including those with more intensive
learning needs.

Figure 2. WIDA Modes of Communication

IN
TE
RP
RE
+V

TI
Listening

V
ie

E
wi
ng
Writing MODES OF Reading
COMMUNICATION
+R
ep

Speaking
re
EX

s
en
P

tin
RE

g
SS
IV
E

WIDA Alternate Can Do Descriptors 6

The Alt PLDs describe how multilingual learners with the most significant cognitive disabilities use and understand English language and communication toward
the end of each level of English language proficiency. Each end-of-level descriptor builds on previous proficiency levels (e.g., PL4 = PL1 + PL2 + PL3). In other
words, English language development, as depicted by the Alt PLDs, is cumulative. The Alt PLDs are not grade-specific but rather can be applied across grade
clusters and grade-appropriate alternate academic content.

The Alt PLDs are written along three dimensions of language use: discourse, sentence, and word/phrase.

• The discourse dimension communicates overall meaning across an entire text, including how a language user constructs, communicates, or understands the
overall message conveyed, including its organization, connectedness, and degree of detail.
• For multilingual learners with the most significant cognitive disabilities, this also includes the sentence dimension as an indication of grammatical complexity
of clause structures (i.e., chunks of language, and simple, compound, or complex sentences).
• The discourse dimension is supported by the word/phrase dimension, which adds precision and specificity to communication. Like all language learners,
multilingual learners with the most significant cognitive disabilities may often use high-frequency words, but as language develops, they can use and interpret
cross-disciplinary and content-area specific language to express ideas and interpret concepts. The precision of student communication is also impacted by the
degree to which it is embedded in context.

Educators can use the Alt PLDs to understand characteristics of language development at various levels of language proficiency in interpretive and expressive
communication. This can help educators to scaffold learning and resources across levels of English language and communication proficiency, by recognizing where
students are now and where they need to go next. However, as the Alt PLDs are not grade-level or grade-band specific, they must be interpreted with the lens of
grade- and developmental-level appropriateness.

WIDA Alternate Can Do Descriptors 7

 Alternate Proficiency Level Descriptors by Communication Mode
At each grade level, toward the end of a given alternate level of English language proficiency, and with individualized instruction, appropriate supports*,
accommodations, and communication tools…

Expressive Interpretive
…multilingual learners with significant …multilingual learners with significant
cognitive disabilities will produce… cognitive disabilities will interpret and respond to…

End of • Connected ideas with recognizable organization, including • Connected ideas with recognizable organization, including
Level 5 connectors and details connectors and details
Bridging • Simple and compound, connected sentence(s) • A variety of sentences (e.g., simple, compound, and complex
• A growing selection of everyday and content-area words and sentences)
phrases within and across familiar and novel social and academic • A growing selection of everyday and content-area words and
contexts phrases within and across familiar and novel social and academic
contexts

End of • Connected ideas with emerging details • Connected ideas with emerging details
Level 4 • Simple, connected sentence(s) • Simple and compound, connected sentence(s)
Expanding • A selection of everyday and content-area words and phrases • A selection of everyday and content-area words and phrases
applicable in familiar social and academic contexts applicable in familiar and novel social and academic contexts

End of • Familiar ideas with occasional details • Familiar ideas with occasional details
Level 3 • Spoken simple sentences and written chunks of language, • Simple, connected sentence(s)
Developing phrases, or simple clauses (e.g., subject + verb) • High-frequency, familiar words and phrases as part of routine and
• High-frequency, familiar words and phrases as part of routine and familiar social and academic contexts
familiar social and academic contexts

End of • Intentional communication of familiar ideas with attempted • Intentional communication of familiar ideas with attempted
Level 2 details details
Emerging • Spoken chunks of language, phrases, or simple clauses (e.g., • Chunks of language, phrases, or simple clauses (e.g., subject +
subject + verb) and written word(s) verb)
• High-frequency, familiar words and phrases relying on concrete, • High-frequency, familiar words and phrases relying on concrete,
immediate social and academic contexts immediate social and academic contexts

End of • Intentional communication of familiar idea • Intentional communication of familiar ideas

Level 1 • Emerging expression of letters or a word • Emerging expressions of letters or word(s)
Entering • Frequently reoccurring emerging expressions based on • Frequently reoccurring emerging expressions based on
immediate social and academic contexts immediate social and academic contexts

*Appropriate supports includes use of multimodalities and translanguaging.

WIDA Alternate Can Do Descriptors 8
 Organization of the Alternate Can Do Descriptors
The Alternate Can Dos are organized by grade bands (K–2, 3–5, 6–8 and 9–12) that correspond to those in the new WIDA Alternate
ACCESS. Within each grade band, the descriptors are organized by interpretive (listening and reading) and expressive (speaking and writing)
communication modes for each ELD standard and the five levels of English language development: Entering (Level 1), Emerging (Level 2),
Developing (Level 3), Expanding (Level 4), and Bridging (Level 5).

The Alt Can Dos describe what multilingual learners at each of the language development levels can do with communication and language in
English at each of the levels in relation to a learning task. The Alt Can Dos provide examples of a language tasks or activities, and the Alt PLDs
describe the type and amount of language expected to achieve the task or activity in English at a given proficiency level. Thus, the Alt Can Dos
and the Alt PLDs work together to support educators’ understanding of language development at each level.

When developing the Alternate Can Dos, a variety of state alternate academic achievement standards were referenced to determine
appropriate classroom expectations for multilingual learners with significant cognitive disabilities and to provide context for the Alt Can Do
Descriptors. The Alt Can Dos are not exhaustive but are meant to help guide the planning and conversation around meaningful participation of
language learners in standards-based curriculum, instruction, and assessment. The descriptors are a sampling of the language expectations as
students develop in English language proficiency. The sample activities do not necessarily build on each other across proficiency levels. In fact,
the Alt Can Dos in a single strand may be on different topics to provide multiple example topics in each standard and language domain within
the interpretive and expressive modes of communication.

WIDA Alternate Can Do Descriptors 9

 Grades K–2 Alternate Can Do Descriptors
Expressive Language Grades K–2
By the end of each of the given levels of English language development, multilingual learners with significant cognitive disabilities can...

Social and Instructional Language Alternate Can Do Descriptors

Level 1 Level 2 Level 3 Level 4 Level 5

Identify a feeling Make a request using simple Tell about a hobby or interest Identify ways to help a Explain why something is
words and gestures classmate liked or disliked

English Language Arts Alternate Can Do Descriptors

Level 1 Level 2 Level 3 Level 4 Level 5

Sort letter tiles Write their name Talk about an event from a Share information from a Recount similarities and
familiar story familiar book differences in two stories

Mathematics Alternate Can Do Descriptors

Level 1 Level 2 Level 3 Level 4 Level 5

Count to 10 Sort and count objects (e.g., Describe an object in Compare the length of two Explain how to solve a simple
toy bears) the physical world using basic classroom objects (e.g., math problem from a picture
geometric shapes ruler and pencil) or real objects

Science Alternate Can Do Descriptors

Level 1 Level 2 Level 3 Level 4 Level 5

Name an attribute of an List multiple attributes of an Describe the qualities of Compare attributes of similar Describe one way people can
object (color, size, shape, object things that grow objects protect natural resources
weight, buoyancy)

Social Studies Alternate Can Do Descriptors

Level 1 Level 2 Level 3 Level 4 Level 5

Name symbols on a map Share life events or activities Sequence events or activities Share simple observations of Explain what a particular
(compass rose, roads) using visual supports community helpers community helper does

WIDA Alternate Can Do Descriptors 10

Interpretive Language Grades K–2
By the end of each of the given levels of English language development, multilingual learners with significant cognitive disabilities exhibit behaviors indicating that
they can...

Social and Instructional Language Alternate Can Do Descriptors

Level 1 Level 2 Level 3 Level 4 Level 5
Participate in daily routines Match the activity with its Respond when it is their Answer questions about a Identify familiar persons,
components (e.g., playing a turn during multiple-turn social story places, or events based on
game with a ball) exchanges description

English Language Arts Alternate Can Do Descriptors

Level 1 Level 2 Level 3 Level 4 Level 5
Associate initial letter sounds Respond to yes/no questions Point to a picture that After listening to or reading Respond to who, what, where,
with a word about familiar topics corresponds to a story a story, identify people from when questions about details
the story in a text

Mathematics Alternate Can Do Descriptors

Level 1 Level 2 Level 3 Level 4 Level 5
Point to a named shape (e.g., Match quantities (1–10) in Sort objects according to Identify when a quantity is Demonstrate adding and
triangle, circle, square) response to oral or written attributes more or less than another subtracting concepts (e.g.,
numerals quantity “put together” or “take from”
group) based on oral or
written description

Science Alternate Can Do Descriptors

Level 1 Level 2 Level 3 Level 4 Level 5
Sort animals based upon Identify objects based on Show how objects will Follow multi-step directions Match evidence to
common attributes (e.g., description of attributes respond to gravity based on a for recycling different observations that provide
scales, feathers, fur) demonstration materials (e.g., paper or reasons plants need light and
plastic) water to grow

Social Studies Alternate Can Do Descriptors

Level 1 Level 2 Level 3 Level 4 Level 5
Match a description of Sort representations of Identify symbols on a map in Identify ways that people are Sequence events using a
a family activity with a community helpers (e.g., mail response to prompts the same and different timeline
representation carrier, chef, construction
worker) into categories

WIDA Alternate Can Do Descriptors 11

 Grades 3–5 Alternate Can Do Descriptors
Expressive Language Grades 3–5
By the end of each of the given levels of English language development, multilingual learners with significant cognitive disabilities can...

Social and Instructional Language Alternate Can Do Descriptors

Level 1 Level 2 Level 3 Level 4 Level 5

Say "no" to refuse or disagree Label emotions Describe friendly actions Ask questions to understand Add on to the ideas of others
in appropriate contexts a peer's lived experience

English Language Arts Alternate Can Do Descriptors

Level 1 Level 2 Level 3 Level 4 Level 5

Use words, pictures and/or Answer who or what Compare and contrast List details that support main Create a message that
actions to demonstrate how a questions about the text characters using sentence idea recounts events or personal
character in a story is feeling frames experiences

Mathematics Alternate Can Do Descriptors

Level 1 Level 2 Level 3 Level 4 Level 5

Name the hours or minutes Compare single digit and State the value of coins using Ask questions about data on Make comparative
on a digital clock double-digit numbers a simple sentence a graph statements about data using
a picture graph

Science Alternate Can Do Descriptors

Level 1 Level 2 Level 3 Level 4 Level 5

Name parts of a model that Describe the different parts Produce simple statements Compare items or substances Explain cause and effect
show what plants need to of a model about cause-and-effect using weights or measures relationships using a model
grow (e.g., water, sun) relationships in familiar contexts

Social Studies Alternate Can Do Descriptors

Level 1 Level 2 Level 3 Level 4 Level 5

Label items on a graph Provide an example from Describe community jobs Describe physical Compare and contrast
informational text based upon pictures characteristics of different differences between now and
landforms on a map the past

WIDA Alternate Can Do Descriptors 12

Interpretive Language Grades 3–5
By the end of each of the given levels of English language development, multilingual learners with significant cognitive disabilities exhibit behaviors indicating that
they can...

Social and Instructional Language Alternate Can Do Descriptors

Level 1 Level 2 Level 3 Level 4 Level 5

Match feeling words to their Identify words, symbols, or Indicate who to get help from Respond to the comments or Apply ideas from oral
representation characteristics that represent based on a description ideas of others discussions to new situations
their community

English Language Arts Alternate Can Do Descriptor

Level 1 Level 2 Level 3 Level 4 Level 5

Choose correct emotion in Demonstrate understanding Determine a character’s Sequence the parts of a Describe events that occur
response to a character from of new vocabulary attributes from a text familiar story due to an action in a text
a text

Mathematics Alternate Can Do Descriptors

Level 1 Level 2 Level 3 Level 4 Level 5

Identify angles in a shape Demonstrate the sum of Illustrate division when Use an object, visual, or model Identify shapes in response
number combinations up prompted to divide into fair to demonstrate comprehension to a sentence description of
to 10 based on an oral or equal shares of fraction words such as half, defining attributes
description fourth, third, and tenth

Science Alternate Can Do Descriptors

Level 1 Level 2 Level 3 Level 4 Level 5

Identify elements (e.g., Organize objects or items Follow two-step instructions Follow multi-step instructions Identify changes or
temperatures, rainfall) of data according to their descriptions to measure the weight of to create a model explanations of causal
in a graph or chart of weight presented in oral or objects relationships based on
written text descriptions of data

Social Studies Alternate Can Do Descriptors

Level 1 Level 2 Level 3 Level 4 Level 5

Identify environmental Respond to who, what, where, Match job descriptions Sequence pictures based on Compare and contrast
symbols in the school and when questions when looking (simple sentence) with oral or written texts members of the community
community at a map corresponding pictures and their roles/responsibilities

WIDA Alternate Can Do Descriptors 13

 Grades 6–8 Alternate Can Do Descriptors
Expressive Language Grades 6–8
By the end of each of the given levels of English language development, multilingual learners with significant cognitive disabilities can...

Social and Instructional Language Alternate Can Do Descriptors

Level 1 Level 2 Level 3 Level 4 Level 5
State needs and wants Ask a peer to clarify an idea State personal goals or Describe decisions that Adapt formal and informal
accomplishments impact a community language to the appropriate
context

English Language Arts Alternate Can Do Descriptors

Level 1 Level 2 Level 3 Level 4 Level 5
Retell explicitly stated Retell plot using sentence Compare two or more Summarize information from Compare and contrast
information from a text starters elements of a text a text themes across two or more
related texts or media

Mathematics Alternate Can Do Descriptors

Level 1 Level 2 Level 3 Level 4 Level 5
State a prediction Describe "equal share" in Make a prediction based on Summarize data from a graph Construct a graph using data
relation to a division problem evidence or table the student collected

Science Alternate Can Do Descriptors

Level 1 Level 2 Level 3 Level 4 Level 5
Communicate ideas through Answer questions based upon Identify a problem and Explain how an organ or Explain with detail the results
drawing, gesture, and/or text a data set possible solution system of organs helps keep of an experiment
an animal alive

Social Studies Alternate Can Do Descriptors

Level 1 Level 2 Level 3 Level 4 Level 5
List public goods or services State facts and opinions about Describe geographical data Explain how countries solve Support opinions or
that taxes provide a historical event represented in maps and problems explanations with evidence
other geographical tools

WIDA Alternate Can Do Descriptors 14

Interpretive Language Grades 6–8
By the end of each of the given levels of English language development, multilingual learners with significant cognitive disabilities exhibit behaviors indicating that
they can...

Social and Instructional Language Alternate Can Do Descriptors

Level 1 Level 2 Level 3 Level 4 Level 5
Identify one resource to help Identify information in charts Respond to others’ comments Change steps in a plan to Identify unfamiliar words when
reduce asocial or emotional or tables when given an oral, on a topic to further the meet a personal goal based reading or listening and seek
health risks written, or visual prompt discussion on new information support for understanding

English Language Arts Alternate Can Do Descriptors

Level 1 Level 2 Level 3 Level 4 Level 5
Match picture, icon, or realia Answer who, what, where, Sequence events from a Identify details in a text Associate a specific meaning
to related text or multimedia when questions about a text narrative text including central ideas, of multi-meaning words
or multimedia characters, and setting or phrases in text and/or
multimedia

Mathematics Alternate Can Do Descriptors

Level 1 Level 2 Level 3 Level 4 Level 5
Identify words/phrases that Locate key words to solve Match real-world problems to Indicate type of operation for Demonstrate comprehension
can be used to compare real-world problems using mathematical representations a given word problem of oral, textual, or visual
relationships between numbers math manipulatives information using a graph

Science Alternate Can Do Descriptors

Level 1 Level 2 Level 3 Level 4 Level 5
Use a model of the Classify planets and non- Match cause to effect of Follow instructions to conduct Connect a data set with results
Earth, Sun, and Moon to planets based on clues events or phenomena a simple experiment of an experiment that shows
demonstrate a month/year changes in the properties of
substances before and after
changes have occurred

Social Studies Alternate Can Do Descriptors

Level 1 Level 2 Level 3 Level 4 Level 5
Identify directionality on a Follow one-step directions to Identify the timeframe of Follow multi-step directions Demonstrate the impact
map or diagram (e.g., above, find an object on a map a text (e.g., past, present, to find an object on a map or of human activities on the
below, north, south) future) diagram natural environment based on
an informational text or other
media
WIDA Alternate Can Do Descriptors 15
 Grades 9–12 Alternate Can Do Descriptors
Expressive Language Grades 9–12
By the end of each of the given levels of English language development, multilingual learners with significant cognitive disabilities can...

Social and Instructional Language Alternate Can Do Descriptors

Level 1 Level 2 Level 3 Level 4 Level 5
Respond in ways that express Ask for clarification of ideas or Ask questions about Write to a friend (e.g., email, Work with peers to establish
agreement/disagreement or concepts during a discussion another person's feelings or note, letter) class goals
approval/disapproval perspectives

English Language Arts Alternate Can Do Descriptors

Level 1 Level 2 Level 3 Level 4 Level 5
State a main idea presented Retell an event from personal State a claim with supporting Describe how characters, Revise writing based on peer
in a text or other media experience or from a text in evidence ideas, or events change over or teacher feedback
sequential order the course of a text

Mathematics Alternate Can Do Descriptors

Level 1 Level 2 Level 3 Level 4 Level 5
Use a model to add, subtract, Describe the elements Explain the meaning of a Explain the probability of Explain conclusions drawn
or multiply whole numbers (operation and variables) of point on a graph events occurring as possible from data
an equation or impossible

Science Alternate Can Do Descriptors

Level 1 Level 2 Level 3 Level 4 Level 5
Name the changes (e.g., Using a model for support, Provide reasons or methods Compare and contrast the Explain the usefulness of
chemical, physical) during explain foundational scientific to support a scientific claim influence of natural hazards scientific tools
scientific experiments or phenomena (e.g., seasons, on human activity
explorations water cycle)

Social Studies Alternate Can Do Descriptors

Level 1 Level 2 Level 3 Level 4 Level 5
Name various civic Create a timeline to show Express an opinion (letter, Describe the components of Explain with supporting
responsibilities chronological order of events email, in person) on a policy a personal budget details how technology has
or area of concern to a local changed society/societies
or state official

WIDA Alternate Can Do Descriptors 16

Interpretive Language Grades 9–12
By the end of each of the given levels of English language development, multilingual learners with significant cognitive disabilities exhibit behaviors indicating that
they can...

Social and Instructional Language Alternate Can Do Descriptors

Level 1 Level 2 Level 3 Level 4 Level 5
Identify a mentor Match supplies needed with a Take/represent notes using Identify key life experiences Evaluate the credibility of
task, experiment, or recipe a graphic organizer or model of a person through a text or information
(e.g., T-chart, Venn diagram) other media

English Language Arts Alternate Can Do Descriptors

Level 1 Level 2 Level 3 Level 4 Level 5
Match facts or details to a Identify parts of a story Respond to who, what, where, Compare the author’s point of Match figures of speech with
topic or main idea (e.g., introduction, climax, when questions based on a view with their own literal and figurative examples
conclusion) text

Mathematics Alternate Can Do Descriptors

Level 1 Level 2 Level 3 Level 4 Level 5
Identify congruent shapes by Solve a math problem with Identify the appropriate Follow instructions to Represent elements from a
matching objects or visuals one variable from given operation based on a real- measure ingredients in a story problem in a graph
directions world problem recipe

Science Alternate Can Do Descriptors

Level 1 Level 2 Level 3 Level 4 Level 5
Identify a model to show a Use a table or other graphic Match cause to effect in a Organize data from a Follow instructions to conduct
scientific process representation to represent science experiment based on scientific investigation a science experiment
data a description

Social Studies Alternate Can Do Descriptors

Level 1 Level 2 Level 3 Level 4 Level 5
Classify topics communicated Match branches of Create a timeline that Identify causes of historical Identify the impact of
in digital or print based media government with their duties corresponds to a text events change-makers (e.g., MLK,
Malala, Thomas Jefferson)

WIDA Alternate Can Do Descriptors 17

 Glossary
This glossary provides common terms and definitions of key vocabulary used throughout this document. It is intended to ensure that readers have a common
understanding of important terminology.

Alternate Proficiency Level Descriptors (Alt PLDs) are detailed articulations of the growth in interpretive (listening and reading) and expressive language
(speaking and writing) for multilingual learners with the most significant cognitive disabilities across five levels of English proficiency.

Alternative modes of communication can be systems or devices that support communication efforts of students with language impairments or significant
cognitive disabilities. These systems can include augmentative and assistive communication (AAC) options, such as picture books, picture cards, or computerized
speech-generating devices, to name a few (Huff & Christensen, 2018).

Communication is a social event that requires sending and receiving messages with shared understanding of meaning. The tools for communication can include
body movements, such as hand gestures or facial expressions (e.g., smiling or frowning), and symbols and sounds (e.g., grunts, phrases, and words; Huff &
Christensen, 2018).

Communication modes refer to a consolidated and more inclusive way of defining the four traditional language domains of listening, reading, speaking, and
writing in the WIDA English Language Development Standards Framework’s Language Expectations and Proficiency Level Descriptors (WIDA, 2020). Specifically,
the WIDA ELD Standards Framework consolidates the four language domains into two communication modes: interpretive and expressive.

Conveyed expressions refers to information that is shared through acts of communication, such as oral, written, or sign language; images; voice; body
positioning; or symbols on augmentative and assistive communication devices or sounds.

Cross-disciplinary language is used in the Word/Phrase Dimension of the Alt PLDs. This term refers to common academic language used across content areas.
Examples of this kind of general academic language include analyze, evaluate, critique, and identify. (In the 2012 edition of the WIDA ELD Standards Framework,
this term was labeled as specific language.)

Discipline-specific language is used in the Word/Phrase Dimension of the Alt PLDs. This term refers to how language is used in distinctive ways within each
discipline or field. For example, words like substitute and intersect have particular meanings for mathematics; defense and goal have meanings specific to physical
education. (In the 2012 edition of the WIDA ELD Standards Framework, this term was labeled as technical language.)

Everyday language is used in the Word/Phrase Dimension of the Alt PLDs. In some ways similar to Tier 1 language, this term refers to non-technical language,
such as puppies instead of canines,or plussing instead of addition. (In the 2012 edition of the WIDA ELD Standards Framework, this term was labeled as general
language.)

WIDA Alternate Can Do Descriptors 18

Expressive communication mode includes speaking, writing, and representing. For multilingual students with significant cognitive disabilities, the expectations
for the expressive mode of communication include engaging in written and oral communication in a variety of situations for a variety of purposes and audiences
(Christensen & Mitchell, 2021).

Interpretive communication mode includes reading, listening, and viewing. For multilingual students with the most significant cognitive disabilities, the
expectations for the interpretive mode include processing, understanding, interpreting, and evaluating spoken language, symbols, written language, and text in a
variety of situations (Christensen, Mitchell, & Burton 2021).

Key Language Uses refer to the four broad patterns of academic language used across content areas (Narrate, Inform, Explain, Argue) within the WIDA ELD
Standards. They are defined in the following ways:

• Narrate: Language to convey real or imaginary experiences through stories and histories. Narratives can serve many purposes, including to
instruct, entertain, teach, or support persuasion.

• Inform: Language to provide factual information. As students convey information, they define, describe, compare, contrast, organize, categorize, or
classify concepts, ideas, or phenomena.

• Explain: Language to account for how things work or why things happen. As students explain, they substantiate the inner workings of natural,
human made, and social phenomena.

• Argue: Language to justify claims using evidence and reasoning. Argue can be used to advance or defend an idea or solution, change the audience’s
point of view, bring about action, or accept a position or evaluation of an issue.

Language is a structured and shared form of communication, such as spoken and written words, figures, characters, and gestures, or a combination of these.
Language includes rules that dictate word order, tense, social use, and these apply differently depending on the culture in which the language is used (Huff &
Christensen, 2018).

Mode refers to a meaning-making system that includes such elements as oral and written language, symbols, charts, tables, graphs, images, videos, voice, body
positioning, and sounds. See communication modes.

Multilingual learners with the most significant cognitive disabilities are students in the K–12 educational system who have been identified as English
learners per federal guidelines and who have one or more disabilities that significantly limit their intellectual functioning and adaptive behavior as documented in
their individualized education programs (IEPs; Christensen, Gholson, & Shyyan, 2018).

Representing is an expressive mode of communication to create meanings using images, graphic representations, movement, video, graphics, or other visual
means.

WIDA Alternate Can Do Descriptors 19

 References
Christensen, L. L., Gholson, M. L., & Shyyan, V. V. (2018, April). Establishing a definition of English learners with significant cognitive disabilities (ALTELLA Brief No.
1). University of Wisconsin–Madison, Wisconsin Center for Education Research, Alternate English Language Learning Assessment project. http://altella.wceruw.
org/resources.html

Christensen, L., Mitchell, J., & Burton, K. (2021, November 13). The development of alternate can do descriptors for ELs with the most significant cognitive
disabilities [Conference presentation]. Indiana Teachers of English to Speakers of Other Languages (INTESOL) Conference, Indianapolis, IN.

Huff, L., & Christensen, L. L. (2018, September). The role of language and communication in the education of English learners with significant cognitive disabilities
(ALTELLA Brief No. 7). University of Wisconsin–Madison, Wisconsin Center for Education Research, Alternate English Language Learning Assessment project.
http://altella.wceruw.org/resources.html

Shafer Willner, L., Kray, F., & Gottlieb, M. (2021). What’s the same and what’s been updated in the WIDA English Language Development Standards Framework,
2020 Edition. MinneTESOL Journal, 37(2). https://minnetesoljournal.org/whats-the-same-and-whats-been-updated-in-the-wida-english-language-
development-standards-framework-2020-edition/

WIDA. (2020). WIDA English language development standards framework, 2020 edition: Kindergarten–grade 12. Board of Regents of the University of Wisconsin
System.

WIDA Alternate Can Do Descriptors 20

 Acknowledgments
These resources were developed in collaboration with specialists in language development and special education as well as with general practitioners. They have
been tailored to the unique educational needs of this population of learners.

Educators and Advisors Abigail Gonzalez Saneddy Quezada WIDA Staff

Cheryl Alcaya Maureen Goodheart Ana Rawson Drake Accardi
Patti Aube Janet Hagen Dean Reasoner Annemarie Banas
Heidi Baildon Shelley Hartford Sue Reid Kristen Burton
Joni Sue Bair Umi Hassan Svitlana Reynolds Indira Ceylan
Linnea Balderrama Priscilla Havens Christopher Rivera Laurene Christensen
Jessica Blumer Gregory Heath Andrew Rodgers Elizabeth Cranley
Trinell Bowman Tracy Hibbard Joaquin Rodriguez Jessica Davis
Mariellen Bradley Leslie Huff Pam Schwallier Shannon DeWitt
David Brauer Sarah Hutchison Nadra Shami Brandon Gingher
Joan Breslin Larson Nancy Zakaria Vitaliy Shyyan Fernanda Kray
Julie Caine Maria Kennedy Christin Silagy James Mitchell
Elaine Chung Samantha Kodak Joleene Spader Amy Moschkau
Tanya Cochran Kirsi Laine Deborah Spitz Marcy Olson
Melissa Colmenares Madison Leech Doris Vazquez Katie Rozas
Beth Crumpler Tajah McCove Sheri Wells-Jensen Jenn Voorhees
Lydia Cummings Georgia Miller Phoebe Winter
Kate Ditter Tracy Montez Lindner
Leigh Eisenberg Chantelle Murakami
Carin Elliott Jenn Noorjanian
Jocelyn Farland Sahira Paola Nunez
Jose Fernandez Marcia O’Brien
Alyson Ferney Anne Page
Irene Garcia Deanna Parish
Rosemary Gardner Kimberly Peterson
Barbara Gerner de Garcia Michael Plummer
Desiree Glanzer Maryann Polesinelli
Amanda Glasscock Holly Porter

WIDA Alternate Can Do Descriptors 21

 wida.wisc.edu

UNIVERSITY OF WISCONSIN–MADISON