How Can-Do Descriptors Help Educators Track Language Proficiency Across ESOL Skills

Can-Do descriptors: a clear compass for language growth

If you’re navigating a language classroom, you’ve probably felt that moment of wanting a straightforward way to see progress. Can-Do descriptors are exactly that kind of compass. They’re simple, observable statements that describe what a learner can do with language at different levels. And yes, they cover more than just grammar. They map to listening, speaking, reading, and writing, giving teachers and learners a shared language to talk about growth.

The core idea is friendly and practical: not every student follows the same path, but you can still spot milestones. When a learner moves from “I can understand a few common words” to “I can understand main ideas in short talks about topics I know,” that shift is a sign of real progress. That’s the heart of Can-Do descriptors: they translate complex language ability into doable, seeable actions.

The question you asked is a good one: What are these descriptors for? The correct answer is simple and empowering: they help educators track language proficiency levels. Let me explain why that matters and how it works in real classrooms.

Why these descriptors matter

• Clarity for everyone. Students, teachers, and families benefit from clear, observable targets. A descriptor answers questions like, “What can I do with language right now?” or “What should I be working toward next?” When the goal is visible and attainable, motivation tends to stay steady.

• A window into growth, not labels. Proficiency isn’t a single number on a test. It’s a set of abilities you can demonstrate in real situations—talking with a classmate, following a short video, writing a quick note, or reading a map in a new city. Can-Do statements frame that growth in concrete terms.

• A guide for instruction. When teachers know exactly what a learner can do, they can tailor activities. If a student can describe routines but not explain a problem, instruction can nudge from description toward explanation without guessing at the next step.

• A record of development. Over time, these descriptors help document progress. The same learner who started with basic listening and reading tasks can, later, produce and defend ideas in writing or present a simple argument aloud. The trajectory becomes visible.

What they look like in everyday teaching

Think of Can-Do descriptors as short, reusable phrases you can hang on a wall or drop into a notebook. They’re designed to be quick to understand and quick to apply. Here are sample descriptors across four language domains, kept simple and practical. They’re presented as levels you might see in a beginner-to-intermediate progression.

• Listening

• Level 1: I can understand basic questions about familiar topics and give a short reply.

• Level 2: I can follow short, clear conversations on topics I know and catch the main point.

• Level 3: I can understand the gist of discussions on familiar and some new topics, and ask occasional questions to clarify.

• Speaking

• Level 1: I can introduce myself and talk about everyday routines using simple sentences.

• Level 2: I can describe people, places, and events with a sequence of sentences and some detail.

• Level 3: I can explain ideas, justify choices, and ask for clarifications when needed.

• Reading

• Level 1: I can read short, simple texts with common words and find basic information.

• Level 2: I can read longer texts, identify main ideas, and gather essential details.

• Level 3: I can read and summarize passages, compare two texts, and infer meaning from context.

• Writing

• Level 1: I can write a few words or a single sentence about a familiar topic.

• Level 2: I can compose a short paragraph with basic organization and some details.

• Level 3: I can write a coherent paragraph, with a clear point and supporting details.

These examples aren’t carved in stone. They’re starting points you adapt to your students, your curriculum, and the kinds of tasks you want to see in classroom life. The aim is progression that feels achievable and meaningful, not a test-taker’s checklist.

How educators put Can-Do descriptors to work

• From goals to tasks. A teacher might begin with a Can-Do statement like “I can describe events in a simple sequence.” That becomes a target for a week’s activities: retelling a story, narrating a routine, or arranging pictures in order. The tasks are chosen to reveal whether the descriptor is within reach.

• Evidence across contexts. Descriptors shine when teachers collect evidence from different activities—listening to a short talk, participating in a pair discussion, reading a one-page article, or writing a short letter. When you see a learner demonstrate the same capability in multiple contexts, confidence grows.

• Feedback that’s actionable. Instead of a vague note, a teacher might say, “Great job describing your weekend. Let’s add a detail or two so your explanation has a solid clear line.” That kind feedback points to the next, concrete step.

• Student-led reflection. Learners can use Can-Do statements to self-assess. A quick check-in might look like, “I can do Level 2 listening now. What should I try to reach Level 3 next?” Reflection turns growth into a lived practice, not a quiz score.

• Portfolios and milestones. Over time, students gather work samples that align with descriptors. A portfolio shows not just what was done, but how it evolved. It’s a narrative of progress rather than a single moment in time.

A quick reality check: Can-Do descriptors aren’t a rigid framework

One of the great strengths of Can-Do descriptors is their flexibility. They aren’t meant to box students in or pace everyone in lockstep. Language learning isn’t a straight line; it’s a zigzag with small wins, sudden leaps, and a lot of practice in between. The descriptors give a scaffold that teachers can adapt to different classroom rhythms, topics, and student backgrounds.

A common misunderstanding is to think they only measure grammar. In truth, Can-Do statements span speaking, listening, reading, and writing—capturing how learners communicate, understand, and create with language. They’re not a cookie-cutter test; they’re a map of practical communication milestones.

A note for learners: using Can-Do descriptors to steer your own growth

If you’re in a language learning journey, these statements can be your compass too. Look at a descriptor and ask: What would help me demonstrate this today? You might practice a short dialogue, summarize a passage you read, or write a quick note about a topic you care about. Keep track of small wins. When you see them accumulate, you’ll feel the shift in your confidence and ability.

Real-world tangents worth pondering

• Every classroom has a rhythm. Some days are all listening and speaking; other days lean toward reading and writing. Can-Do descriptors travel with that rhythm, always ready to translate what happened in class into what you can do with language next.

• Descriptors as conversation starters. Teachers can use Can-Do statements to open a dialogue with families about what the student is learning. A simple sentence like, “Today we practiced describing a favorite place,” can become a family-friendly note about progress and goals.

• Beyond the classroom. Language is used in work, community, and daily life. Can-Do descriptors can help educators connect classroom growth to real-world tasks, like following directions in a recipe, understanding a public notice, or explaining a plan to a friend.

A practical moment: a mini-implementation plan

If you’re curious how to start using Can-Do statements in a straightforward way, here’s a compact path you can try with minimal fuss:

• Pick one domain to begin with (let’s say speaking). Choose a few clear Can-Do statements at three levels.

• Gather quick evidence. Use short, low-stakes tasks: a 2-minute talk, a quick picture-based description, a simple role-play.

• Reflect with the learner. Ask what felt easy, what was hard, and what would help next.

• Record a milestone. Note the level reached and the next targeted descriptor.

• Expand gradually. Add another domain when you’re comfortable, always keeping the focus on practical communication.

Putting it all together

Can-Do descriptors are practical, human-centered tools that help teachers and learners see language growth as a set of doable actions. They validate effort, highlight real progress across listening, speaking, reading, and writing, and guide instruction in a way that makes sense for daily classroom life. They’re not about confounding labels or rigid checks; they’re about meaningful, observable capabilities that learners can demonstrate in real situations.

If you’re exploring the GACE ESOL framework or related language assessment materials, you’ll notice a shared logic: progress is not a single test result but a spectrum of abilities. Descriptors sit at the heart of that spectrum, turning effort into clarity and goals into steps you can take today.

A closing reflection

Language learning is as much about habit as about facts. Can-Do descriptors invite you to practice communication with intention, celebrate small milestones, and keep your eyes on what you can actually do. They remind us that growth is a journey—one that teachers and students navigate together, with curiosity, patience, and a clear sense of direction. And that sense of direction, more than anything, makes language learning feel possible—and, yes, enjoyable.

If you’d like, we can look at sample Can-Do descriptors for other domains or tailor a simple, learner-friendly set you can try in your own classroom. It’s all about making growth visible, one small, real accomplishment at a time.