Language Benchmarks PDF

Canadian
Language
Benchmarks
English as a Second Language for Adults
October 2012 Edition
For information on the Canadian Language Benchmarks or Niveaux de compétence linguistique canadiens visit: www.language.ca
Centre for Canadian Language Benchmarks

294 Albert Street, Suite 400
Ottawa, ON K1P 6E6
© Her Majesty the Queen in Right of Canada, represented by the Minister of Citizenship and Immigration, 2012
Ci63-26/2012
ISSN 978-1-100-20772-8
C&I-1704-A
October 2012 Edition
Table of Contents
Preface ............................................................................... I
Acknowledgements ............................................................... III
Introduction..........................................................................V
Stage I Listening ..................................................................... 1
Stage II Listening .................................................................. 13
Stage III Listening ................................................................. 25
Stage I Speaking ................................................................... 37
Stage II Speaking .................................................................. 49
Stage III Speaking ................................................................. 61
Stage I Reading .................................................................... 73
Stage II Reading ................................................................... 85
Stage III Reading .................................................................. 97
Stage I Writing .................................................................... 109
Stage II Writing ................................................................... 121
Stage III Writing .................................................................. 133
Competency Tables .............................................................. 145
Glossary ........................................................................... 205
Canadian Language Benchmarks

Preface
This Canadian Language Benchmarks (CLB) document represents a Canadian language standard established and
reinforced through sustained research, application and consultation. The following history summarizes the work that
has been done over a 20-year period to bring this latest version of the standard to publication.
The History of the Canadian Language Benchmarks

In 1992, the Government of Canada introduced a language policy to address the needs of adult immigrants. As a first
step, the ministry now called Citizenship and Immigration Canada (CIC) funded a project to investigate the need for
Canadian language standards. CIC held extensive consultations across Canada with field experts, instructors of English
as a Second Language (ESL)1 and English as a Foreign Language (EFL), language program administrators and learners,
immigrant-serving agencies, and government representatives. The consultations confirmed the need for a nationally
recognized set of language standards.
Canadian Language Benchmarks, Working Document (1996)

As a result of the consultations, CIC established the National Working Group on Language Benchmarks (NWGLB) in
March 1993. The task of the NWGLB was to guide the development of a set of benchmarks to describe language
development in the Canadian context. In 1996, CIC published the Canadian Language Benchmarks: English as a Second
Language for Adults (Working Document).
Centre for Canadian Language Benchmarks (CCLB)

Soon after the introduction of the CLB in 1996, the need emerged for an institution outside government to take
responsibility for CLB projects. Key federal and provincial funders and other stakeholders cooperated to establish the
Centre for Canadian Language Benchmarks (CCLB) and, in September 1997, the Board of Directors held its inaugural
meeting. In March 1998, the CCLB received its Charter as a non-profit corporation, and its doors officially opened in
Ottawa in June.
Canadian Language Benchmarks (2000)

When CIC introduced the CLB Working Document in 1996, the ministry made a commitment to revisit the document on
a regular basis to ensure its ongoing integrity, relevance, and accessibility. Beginning in 1999, the CCLB undertook a
national consultation with users of the CLB Working Document. The CCLB commissioned the principal writer of the 1996
Working Document to make revisions, which CIC published as the Canadian Language Benchmarks 2000: ESL for Adults.2
Niveaux de compétence linguistique canadiens (2006)

In 2002, the CCLB Board of Directors agreed to take responsibility for the French version of the CLB, which had been
funded by CIC and was meant to inform the needs of French as a Second Language (FSL) training programs for
immigrants. The first version, Standards linguistiques canadiens 2002, was sent out to stakeholders and then revised in
2005–2006. The second version, Niveaux de compétence linguistique canadiens 2006 : Français langue seconde pour
adultes (NCLC), was released in 2006.
National Consultation (2008–2010)

In 2008, with funding support from the federal and some provincial governments, the CCLB embarked on a national
consultation to determine how the CLB and NCLC should evolve to meet the changing needs of stakeholders. More than
1,300 people, representing multiple stakeholders, participated in the process. The findings of the consultation allowed
the CCLB to plan for revisions and future directions.
Following this consultation, a preliminary analysis was summarized in a discussion paper, which formed the basis for a
national forum of 40 individuals representing a broad range of stakeholders. Along with the CCLB Board of Directors,
these individuals engaged in further analysis and validation of the findings of the consultations. Among the results of
the analysis was a list of recommended changes.
1
In some parts of Canada, ESL may be replaced by English as an Additional Language (EAL).
2
The Canadian Language Benchmarks 2000: ESL for Literacy Learners was also introduced.
Canadian Language Benchmarks - I

A small working group met in December 2009 to discuss stakeholder recommendations and to determine a methodology
and priorities for revisions to the CLB 2000. Soon after, a small team of writers and expert advisors was assembled to
implement the revisions, which were based on the following broad goals:
● Improving the layout and presentation of information to make the document more user-friendly and accessible.
● Revising, refining and supplementing information to improve comprehensibility, clarity, consistency and
relevance, as well as reducing redundancy.
● Maintaining the integrity of the three stages of the CLB (basic, intermediate and advanced), the 12 levels (to
ensure the CLB reflect the full range of communicative competence) and the theoretical bases of the CLB.
● Using plain language throughout the document to facilitate the use of the CLB with a broad range of users.
● Including information critical for a common understanding of the CLB among the majority of users.
The resulting draft document was reviewed by 10 external experts and three members of an advisory committee
formed by the CCLB. Their feedback was incorporated into the working document.
Validation
In early 2011, the CCLB undertook the first steps of the validation 3 by developing a common theoretical framework for
the CLB and NCLC (Phase I). This document draws upon widely accepted research in the field of language education,
including key principles applicable to all languages and contributions from the ESL and FSL fields. The theoretical
framework underwent extensive independent review at each stage of its development. It was later compared with the
Common European Framework of Reference (CEFR), the American Council for the Teaching of Foreign Languages
(ACTFL) guidelines, and the Échelle québécoise. These comparisons showed that the theoretical framework was
consistent not only with the theoretical concepts it articulated, but also with the key principles underlying other
language frameworks.
The CLB and NCLC were then validated against the theoretical framework to determine whether they accurately
reflected the underlying theory (Phase II). Six independent experts mapped each descriptor in the standards documents
onto the theoretical framework to identify gaps where components of the theoretical models that served as a
foundation for the documents were not adequately represented. The documents were further fine-tuned and both have
been accepted as accurate reflections of the theoretical framework and consistent with widely accepted research.
The next step in the process was an extensive field validation by the documents’ end users (Phase III). A key
component of this step was the development of exemplars to test the validity, clarity, and reliability of descriptors.
Content experts developed Reading and Listening texts and tasks for the 12 levels, as well as prompts which were used
to collect exemplars of learner performance in Speaking and Writing. The tasks and exemplars were independently
benchmarked by six experts, with inter-rater agreement confirming the validity and reliability of the descriptors. Then,
along with the revised CLB and NCLC, they were field tested with more than 100 practitioners across Canada. These
practitioners fulfilled two key roles: first, they confirmed the level of the exemplars based on their experience with
learners at specific levels, and second, they provided feedback on the clarity, completeness, and accuracy of the
representation of these levels. This step informed the final fine-tuning of the standards.
In early 2012, the validation project leads and two independent validation experts confirmed that the revised and
validated CLB and NCLC conform to the basic applicable standards for reliability and validity set out in the Standards
for Educational and Psychological Testing,4 and that the validation process supports the use of CLB and NCLC as
national standards of English and French for living, working and studying in Canada and as valid, reliable standards for
use for a variety of purposes, including high-stakes ones, and in a variety of contexts, including community, workplace
and study settings.
3
A detailed validation report is available at www.language.ca.
4
American Educational Research Association. (1999). Standards for educational and psychological testing. Washington, DC:
American Psychological Association.
II - Canadian Language Benchmarks

Acknowledgements
Canadian Language Benchmarks: English as a Second Language for Adults

The Centre for Canadian Language Benchmarks (CCLB) would like to thank all of the funders who contributed to the
renewal/revision of the CLB standard. The process, from the national consultation to the validation, was funded by
Citizenship and Immigration Canada, National Headquarters; Citizenship and Immigration Canada, Ontario Region; and
the governments of Alberta, British Columbia, Manitoba, Ontario and Saskatchewan.
The CCLB would also like to thank the 1,300 participants in the 2008–2010 National Consultation on the CLB
2000/NCLC 2006 who provided the information for this version of the Canadian Language Benchmarks and for the
revised version of the Niveaux de compétence linguistique canadiens.
Also, the CCLB would like to acknowledge the valuable contribution of experts across Canada who developed the
methodology to engineer changes to the CLB 2000 at the December 2009 working group meeting in Ottawa. The group
consisted of Carol Derby, Anne Hajer, Karen Hammond, Linda Johansson, Joanne Pettis, Christina Stechishin, and Gail
Stewart.
Revision Team
Project Lead: Anne Hajer
Revisers/Writers: Anne Hajer, Anne-Marie Kaskens
Expert Advisors: Gail Stewart, Andrea Strachan
Contributing Writers: Peggy Irwin, Joanne Pettis, Anne Senior, Gail Stewart
Pan-Canadian Expert Reviewers: Denise DeLong, Lucy Epp, Tara Holmes, Dr. Amelia K. Hope, Thomas Jiry,
Marianne Kayed, Bernice Klassen, John Kostoff, Marisa Mazzulla, Jennifer McKay, Ellen Pilon, Anne Senior,
Monica Waterhouse, Elizabeth West
CLB National Advisory Committee members: Anna DeLuca, Dr. Sheila Nicholas, June Shymko
Project Manager: Carmen Chaman
Validation Team (Phase I and Phase II)

Project Leads: Dr. Ross Barbour, Dr. Monique Bournot-Trites
Contributing Researcher/Writer: Dr. Monika Jezak
Independent Experts: Dr. Natalia Dankova, Dr. Albert Dudley, Cheryl Howrigan, Dr. Enrica Piccardo,
Dr. Shahrzad Saif, Dr. Antonella Valeo
Project Manager and Contributing Researcher/Writer: Daphné Blouin Carbonneau
Validation Team (Phase III)

Project Lead: Dr. Nicholas Elson
CLB Expert Validation Panel: Lorene Anderson, Judith Bond, Wendy Ilott, Adriana Ionescu-Parau,
Dr. Seonaigh MacPherson, Lisa Petit
Independent Validation Experts: Dr. Philip Nagy, Dr. David Watt
Project Manager: Daphné Blouin Carbonneau
Canadian Language Benchmarks - III

Acknowledgements for the CLB 2000 and CLB 1996

Writer: Grazyna Pawlikowska-Smith
Advisory Committee: Dr. Tracy Derwing, Dr. Elizabeth Gatbonton, Ann Gray-Elton, Marian Rossiter
Canadian Language Benchmarks, Working Document (1996)

Writers of the Primary Draft of CLB: Elizabeth Ackermann and Cathryn Colp
Revisions to the Draft: Grazyna Pawlikowska-Walentynowicz
National Working Group on Language Benchmarks: Jamie Baird, Joan Baril, Bita Bateni, Elza Bruk,
Raminder Dosanjih, Catarina Garcia, Maureen Gross, Artur Gudowski, Sutrisna Iswandi, Mary Keane, Grant Lovelock,
Lynne McBeath, Pat Parnall, D’Arcy Phillips, Eleanor Rogers, Peggie Shek, Elizabeth Taborek, Martha Trahey,
Shailja Verma
IV - Canadian Language Benchmarks

Introduction
The Canadian Language Benchmarks: General Description
The Canadian Language Benchmarks (CLB) standard is a descriptive scale of language ability in English as a Second
Language (ESL) written as 12 benchmarks or reference points along a continuum from basic to advanced. The CLB
standard reflects the progression of the knowledge and skills that underlie basic, intermediate and advanced ability
among adult ESL learners.
The Canadian Language Benchmarks are:
● a set of descriptive statements about successive levels on the continuum of language ability,
● a description of communicative competencies and performance tasks through which learners demonstrate
application of language knowledge (i.e., competence) and skill (i.e., ability),
● a national standard for planning curricula for language instruction in a variety of contexts,
● a framework of reference for learning, teaching, programming and assessing adult ESL in Canada.
The Canadian Language Benchmarks are NOT:

● a description of the discrete elements of knowledge and skills that underlie communicative competence (such
as specific grammatical structures, elements of pronunciation, vocabulary items, micro-functions, cultural
conventions),
● a curriculum,5
● tied to any specific instructional method,6
● an assessment.
Intended Audience and Purpose

The intended audience for the CLB is the professional field of adult ESL instructors, assessors, curriculum and resource
developers, test designers and academics. The CLB standard can also be used to inform funders of English language
training programs, labour market associations, licensing bodies, and employers.
The CLB fulfill several key purposes for learners, educators and assessors, as well as for the broader community.
For Learners
The CLB provide a basis for learners to plan their language learning, set or adjust goals, and monitor progress. As the
national standard for describing communicative language ability, the CLB can facilitate a common understanding of
learner credentials that allows a smooth transition between classes, programs and institutions, as well as recognition
by professional organizations and licensing bodies across Canada.
For Educators, Assessors and Test Developers Working with Adult ESL Learners
The CLB standard provides a professional foundation of shared philosophical and theoretical views on language ability
that informs language instruction and assessment. It provides a common national framework for describing and
measuring the communicative ability of ESL learners for instructional and other purposes, ensuring a common basis for
the development of programs, curricula, resources and assessment tools that can be shared across Canada.
The CLB help the professional field to articulate ESL needs, best practices and accomplishments.
5
The CLB do not describe or follow any specific curriculum or syllabus.
6
Although no instructional method is specified in the implementation of the CLB, instructional practices should focus on preparing
learners to carry out contextualized ‘real world’ communicative tasks consistent with the CLB.
Canadian Language Benchmarks - V

For the Broader Community
The CLB contribute to clear, informed communication between the ESL community and other stakeholders and
organizations (such as instructors in related fields, applied college programs, TESL and other educational programs,
counselors and language education funding bodies). The CLB also provide information for labour market associations,
sector councils, licensing bodies and employers who seek to understand how language requirements for professions and
trades should be referenced to the standard.
Theoretical Foundations of the CLB

The CLB are founded on significant theoretical considerations and principles. The most influential one is the principle
of communicative language ability, which relates to the ability to understand and communicate messages effectively
and appropriately in a particular social situation. It is understood that language ability requires an integration of
language knowledge, skills and strategies. Many experts have attempted to understand and articulate descriptions of
language ability. The CLB standard is based on an adaptation of the model described by Bachman (1990) and the model
described by Bachman and Palmer (1996, 2010). It also draws upon a pedagogical model of communicative competence
by Celce-Murcia, Dörnyei and Thurrell (1995). Language ability is language use or performance. It is the ability to
communicate: to interact, to express, to interpret and to negotiate meaning, and to create discourse in a variety of
social contexts and situations.
The CLB model comprises five distinctive components organized under two areas, which together express
“communicative language ability.” (Please refer to the graphic on page VIII.)
This model suggests that strategic competence may extend beyond purely linguistic considerations and explains how
communication occurs even in the absence of language. The CLB model takes into account that every act of
communication encompasses elements of both organizational and pragmatic competence, guided by decision making
related to strategic competence.
CLB competency statements reflect the inter-relationship of constituent aspects of language ability that can be
demonstrated through language tasks. This is described in greater detail in the Theoretical Framework for the
Canadian Language Benchmarks and Niveaux de compétence linguistique canadiens.7
The Role of Grammar and Pronunciation

Grammar and pronunciation are components of language ability and, as such, may require explicit instruction.
However, the purpose of a standards document such as the CLB is not to prescribe discrete pronunciation items and
grammatical forms to be mastered at each benchmark. Rather, the elements of grammatical knowledge that learners
need to master are determined by the specific requirements of individual real-life tasks and the social context in which
the tasks are performed.
7
This document is available at www.language.ca.
VI - Canadian Language Benchmarks

The Model of Communicative Language Ability in the CLB
Grammatical Knowledge
Grammatical knowledge is needed to construct accurate sentences or utterances and includes knowledge of
vocabulary, syntax, phonology and graphology.
Textual Knowledge
Textual knowledge is separated into two components: knowledge of cohesion and knowledge of rhetorical or
conversational organization. Knowledge of cohesion is used in producing or comprehending the explicitly marked
relationships between sentences in written texts or between utterances in conversations. These include connecting
words, pro-forms (words that can replace different elements in a sentence), ellipsis, synonyms and paraphrases. In
written texts, rhetorical organization refers to conventions for sequencing units of information. In conversation, it
refers to the way interlocutors manage the conversation by, for example, taking turns.
Functional Knowledge
Functional knowledge helps language users to map sentences, utterances or text onto underlying intentions
and vice versa. Functional knowledge includes knowledge of ideational, manipulative, heuristic and
imaginative functions.
Sociolinguistic Knowledge
Sociolinguistic knowledge governs how the setting affects actual language use. Factors influencing these variations in
language include participants in the exchange, situation, place, purpose of transaction and social situation.
Sociolinguistic knowledge includes knowledge of genre, dialects/varieties, registers, natural or idiomatic expressions,
cultural references and figures of speech.
Strategic Competence
Strategic competence provides a management function in language use, as well as in other cognitive activities, and can
be viewed as a set of metacognitive strategies comprising goal setting (deciding what one is going to do), appraising
(taking stock of what is needed, what one has to work with, and how well one has done) and planning (deciding how to
use what one has).
Canadian Language Benchmarks - VII

The Model of Communicative Language Ability in the CLB
Language Knowledge Strategic Competence

Grammatical Knowledge Strategic Competence
The knowledge of grammar and vocabulary at the sentence The ability to manage the integration
Organizational Knowledge
level, which enables the building and recognition of well- and application of all other
formed, grammatically accurate utterances, according to components of language ability to the
the rules of syntax, semantics, morphology and specific context and situation of
phonology/graphology. language use. It involves planning and
assessing communication, avoiding or
Textual Knowledge repairing difficulties in communication,
coping with communication breakdown
The knowledge and application of cohesion and coherence and using affective devices. Most of
rules and devices in building larger texts or discourse. It all, its function is to ensure
enables the connection of utterances and sentences into effectiveness of communication.
cohesive, logical and functionally coherent texts and/or
discourse.
The ability to convey and interpret the communicative
intent (or function) behind a sentence, utterance or text. It
encompasses macro-functions of language use (e.g.,
transmission of information, social interaction and getting
things done/persuading others, learning and thinking,
Pragmatic Knowledge
creation and enjoyment), and micro-functions, or speech

acts (e.g., requests, threats, warnings, pleas), and the
conventions of use.
Sociolinguistic Knowledge
The ability to produce and understand utterances
appropriately. It encompasses rules of politeness; sensitivity
to register, dialect or variety; norms of stylistic
appropriateness; sensitivity to "naturalness"; knowledge of
idioms and figurative language; knowledge of culture,
customs and institutions; knowledge of cultural references;
and uses of language through interactional skills to establish
and maintain social relationships.
VIII - Canadian Language Benchmarks

Guiding Principles
The following fundamental principles are inherent in the standard and, consequently, inform instructional and
assessment decisions.
The CLB are Competency-Based

Competency Statements stress what the learner can do in English. Competencies may be understood as the
demonstrable application of knowledge and skills by individual learners. The CLB Competency Statements do not
specify context. For example, a Competency Statement might say that a person can fill in simple forms without
specifying the particular type of form. This is because the type of form would depend on the individual’s situation,
needs and goals. For example, some ESL learners might need to fill out forms to apply for services within the
community, while others might need to complete job-related service request forms or apply for admission to academic
programs. Given the range of possible situations and contexts, the sample tasks in this document have been selected to
represent a range of needs, interests and contexts within community, work and study settings.
The CLB relate language to the contexts in which it is used and the communicative functions it performs. For example,
individuals may use English to initiate and maintain relationships, express hopes, dreams and feelings, transact
business, plan, persuade, inform or instruct.8
The CLB are Learner-Centred

Competencies should be embedded in tasks and contexts that are purposeful, relevant and meaningful to the learner,
and tailored to an individual’s abilities and learning style. Sample Tasks are provided in the document to illustrate
each competency in a real-life context; it is assumed that in instructional settings, CLB competencies will be
contextualized in tasks that are relevant to the needs and specific interests of learners.
The CLB are Task-Based

The notion of the language task—a communicative “real world” instance of language use to accomplish a specific
purpose in a particular context—is central to the CLB. When instructors or assessors describe communicative language
ability, they are describing a person’s ability to accomplish communicative language tasks for particular contexts.
Accomplishing communicative tasks provides the learner, instructor or assessor with demonstrable and measurable
performance outcomes.
The CLB Stress Community, Study9 and Work-Related Tasks

Language is used in specific social contexts with particular individuals. The situation and the relationship of the
individuals communicating in those social contexts may require the use of different cultural (pragmatic) conventions. In
addition, specific background information and prior knowledge may also be necessary to carry out particular tasks in
specific social contexts. Language instruction and assessment practices need to reflect contexts that are relevant and
meaningful to learners within community, work and study settings.
8
The CLB document does not include all possible competencies and functions associated with language use. As a descriptive
document, it presents a selection of representative Competency Statements and indicators that suggest the kinds of things that
learners can typically do and the degree of ability they generally demonstrate at each successive benchmark.
9
The term “study” is used throughout the document to include academic and other educational contexts.
Canadian Language Benchmarks - IX

Overview of the CLB Standard
A Canadian Language Benchmark is a description of a person’s ability in a specific language skill.
Each benchmark describes:
● Characteristics of Speaking, Listening, Reading or Writing ability as listed in the Profile of Ability.
● What a person can do in each language skill, as presented in the Competency Statements.
● Specific conditions under which abilities can be demonstrated (including factors such as time constraints,
length of task/text, assistance given), as listed in the Profile of Ability.
● Examples of possible communication tasks for community, study and work contexts, as illustrated in the
Sample Tasks.
● Indicators of task success, as listed in the Sample Indicators of Ability found below the Competency
Statements.
Benchmark Stages
The 12 benchmarks are organized into three stages, numbered I, II and III. Each stage is associated with a degree of
complexity and demand. Within each stage, there are four benchmarks that progress from initial to fluent ability.10
This progression indicates a learner's progression across a stage, as reflected in the Profiles of Ability that appear on a
single page for each stage.
The three stages are:
Stage I – Basic Language Ability (Benchmarks 1–4)

Basic language ability encompasses abilities that are required to communicate in common and predictable contexts
about basic needs, common everyday activities and familiar topics of immediate personal relevance. In the CLB, these
are referred to as non-demanding contexts of language use.
Stage II – Intermediate Language Ability (Benchmarks 5–8)

Intermediate language ability encompasses abilities that allow fuller participation in a wider variety of contexts. It is
the range of abilities required to function independently in most familiar situations of daily social, educational and
work-related life experience, and in some less predictable contexts. In the CLB, these are referred to as moderately
demanding contexts of language use.
Stage III – Advanced Language Ability (Benchmarks 9–12)

Advanced language ability encompasses abilities required to communicate effectively, appropriately, accurately and
fluently about most topics in a wide range of contexts and situations, from predictable to unfamiliar, from general to
professionally complex and from specific to nuanced, in communicatively demanding contexts. Learners at this stage
have a sense of purpose and audience when communicating (including distance, politeness and formality factors,
appropriate register and style, suitable volume or length of communication, accuracy and coherence of discourse,
vocabulary range and precision). At this stage, communicating can involve using language within high-stakes or high-
risk social, academic and work-related contexts, and in situations in which features of the communication (such as
diplomacy, tact, precision) can have significant consequences. In the CLB, these are referred to as demanding contexts
of language use.
Note
Many ESL learners are at different benchmarks in the four language skills, and a learner's separate benchmarks are
often in different benchmark stages. For example, an individual learner might be at Listening Benchmark 6, Speaking
Benchmark 4, Reading Benchmark 7 and Writing Benchmark 5.
10
The term "fluent" describes a degree of ability within a stage and is not an absolute descriptor of discourse. The term does not
mean that a learner speaks or writes with fluency. It means that a learner has reached a successful degree of ability in the types of
tasks and at the level of demand associated with a particular stage of the CLB.
X - Canadian Language Benchmarks

The following table illustrates how the CLB are organized.
Stage I – Basic Language Ability
Benchmark and Listening Speaking Reading Writing

Ability Level
CLB 1: Initial Interpreting simple Creating simple spoken Interpreting simple Creating simple written
CLB 2: Developing spoken communication in communication in written communication communication in
routine, non-demanding routine, non-demanding in routine, non- routine, non-demanding
CLB 3: Adequate contexts of language use contexts of language use demanding contexts of contexts of language use
CLB 4: Fluent within the four within the four language use within the within the four
Competency Areas. Competency Areas. four Competency Areas. Competency Areas.
Stage II – Intermediate Language Ability

Ability Level
CLB 5: Initial Interpreting moderately Creating moderately Interpreting moderately Creating moderately
CLB 6: Developing complex spoken complex spoken complex written complex written
communication in communication in communication in communication in
CLB 7: Adequate moderately demanding moderately demanding moderately demanding moderately demanding
CLB 8: Fluent contexts of language use contexts of language use contexts of language use contexts of language use
within the four within the four within the four within the four
Competency Areas. Competency Areas. Competency Areas. Competency Areas.
Stage III – Advanced Language Ability

Ability Level
CLB 9: Initial Interpreting complex Creating complex spoken Interpreting complex Creating complex
CLB 10: Developing spoken communication in communication in written communication written communication
demanding contexts of demanding contexts of in demanding contexts of in demanding contexts of
CLB 11: Adequate language use within the language use within the language use within the language use within the
CLB 12: Fluent four Competency Areas. four Competency Areas. four Competency Areas. four Competency Areas.
Canadian Language Benchmarks - XI

Progressing Through the Benchmarks
Research shows that learning a new language takes time and effort, and the rate of progress is unique for each skill
and differs amongst learners. This is normal and reflects many factors, including, but not limited to, the following:
● Similarity of English to the first language
● Formal education
● Opportunities for exposure to English outside the classroom
● Motivation
● Natural skill or talent
● Life situation
Many learners may be adept at one skill but struggle in another so that progress is inconsistent across skills. Some
learners may achieve a benchmark and then plateau indefinitely. Others may plateau for a period of time and then
surge ahead. It is helpful to remember that there is ample room for lateral development and progress within a
benchmark.
CLB-Based Assessment
The CLB standard can be used for formative and summative assessments. It is important to note that the CLB document
itself is not an assessment. It is a standard that can inform assessment by providing the information needed to guide
the development of assessment tools. Currently, there are a number of existing assessment instruments aligned to the
Canadian Language Benchmarks. These instruments serve a range of purposes, from initial placement to outcome
evaluation and eligibility. It is beyond the scope of this document to describe every CLB-aligned assessment or to
suggest how assessment results should be interpreted.
The most common types of CLB-based assessments are as follows:
Standardized Testing
Standardized assessment tools are developed and validated for achievement, placement or outcomes testing that
either assessors or instructors can administer under rigorous test conditions to produce reliable results.
Instructor-Based Assessment
Instructors use the CLB as the basis for creating their own informal assessments of learning and achievement. In doing
so, instructors ensure that the tasks, texts, performance conditions and performance criteria they are using to assess
learners’ performance are consistent with the criteria set out in the CLB. For achievement assessment, learners
demonstrate ability in the various competencies by carrying out a variety of language tasks.
Portfolio Assessment
Instructors may find it effective to have learners maintain a portfolio of examples of performance on a range of
language tasks contextualized in a variety of social situations and aligned to the CLB Competency Statements. The
portfolio may be complemented by the use of a variety of evaluating techniques in the classroom, including checklists
of outcomes, anecdotal records, externally developed tests and peer assessment.
Learner Self-Assessment
Learners may use a list of learning outcomes referenced to the CLB (such as the Can Do checklists) as a basis for self-
assessment. Self-assessment provides valuable opportunities for learners to take greater responsibility for their own
learning. It also allows them to reflect on their strengths and identify weaknesses that need to be addressed.
XII - Canadian Language Benchmarks

ESL Literacy
ESL classes include learners with varying degrees of literacy skills and abilities in their first language. These skills and
abilities affect performance and progress while learning an additional language.
ESL literacy learners are those individuals who have little or no literacy skills in their first language, usually because of
limited or interrupted formal education. Literacy learners may be described in any of the following ways:
● They may be speakers of languages with no written code.
● They may have little or no education in their home countries.
● They may have gone to school for up to eight years, but with many interruptions.
They share many characteristics of typical first-language literacy learners, with the added challenge of learning an
additional language.
Although ESL classes frequently include learners who are also developing their ESL literacy skills, these learners are
best supported in classes led by instructors with expertise and appropriate resources for literacy learners. Learners
with intermediate CLB levels in Speaking and Listening may be better served by classes or programs designed for adult
English literacy learners.
For support with instructing ESL literacy learners, consult the Canadian Language Benchmarks: ESL for Literacy
Learners. This standards document is used in conjunction with the Listening and Speaking Benchmarks in the CLB. It is
important to note that the ESL Literacy Benchmarks correspond to the CLB Reading and Writing Benchmark levels; they
do not precede them (except for the Foundation Phase, which describes a Reading/Writing readiness level). However,
the ESL Literacy Benchmarks describe smaller increments of progress and reflect conceptual literacy development.
Canadian Language Benchmarks - XIII

Using the Canadian Language Benchmarks: English as a Second Language for Adults
Sections of the Document
The document is divided into the four language skills: Listening, Speaking, Reading and Writing (in that order). Each
skill is then divided into three stages. Each stage is organized in the following manner:
Profiles of Ability Across a Stage

A Profile of Ability is a statement of learner characteristics for one benchmark in one language skill. Profiles are
presented in groups of four to summarize the progression of ability across one stage of the CLB. This presentation
provides a snapshot of ability across each stage for each language skill. The profile for each benchmark is then
repeated on the corresponding competency pages to underscore the fact that the characteristics listed in this profile
are the key critera that define ability for that benchmark.
XIV - Canadian Language Benchmarks

Knowledge and Strategies
This page includes some possible background knowledge and strategies that a person may need to acquire to achieve
the benchmarks in a stage in one skill. They are organized according to the five components of language ability.
Canadian Language Benchmarks - XV

Canadian Language Benchmark Pages
The CLB for each level for each skill is usually presented in a two-page spread. Each benchmark includes a Profile of
Ability, Competency Statements and Sample Indicators of Ability. Together, they make up a benchmark level for one
skill. Sample Tasks illustrate the Competency Statements in real-world contexts.
Profile of Ability: The Profile of Ability gives an overall picture of a person’s language ability in one skill at one
benchmark level. It includes an overall statement of ability, features of the communication, and characteristics
(strengths and limitations) that are typically demonstrated at that benchmark in that language skill.
Competency Area: For each language skill, there are four broad representative (non exhaustive) Competency Areas,
each reflecting different purposes or functions of language use.
The Competency Areas for each skill are drawn from the following:
● Interacting with Others (all skills): communication to maintain or change interpersonal relationships and to
foster social cohesion.
● Comprehending Instructions (Reading and Listening): communication to understand instructions and directions.
● Giving Instructions (Speaking): communication to convey instructions and directions.
● Getting Things Done (all skills): communication to get things done, to obtain services, to inform decisions, to
persuade or to learn what others want done.
● Comprehending Information (Reading and Listening): communication to learn and understand information and
ideas.
● Sharing Information (Speaking and Writing): communication to inform others, to share or present information
and ideas.
● Reproducing Information (Writing): communication to reduce or reproduce information to summarize, learn,
record or remember information.
XVI - Canadian Language Benchmarks

Competency Statement: For each Competency Area, there are one or more Competency Statements. These are
general statements of communicative language ability that encompass the types of tasks that may typically be
associated with demonstrated ability at each benchmark.
Features of Communication: Some Competency Statements are followed by Features of Communication in square
brackets that are specific to the particular Competency Statements that precede them. Additional features (such as
length, audience, and complexity) that could apply to all of the competencies for the Benchmark level can be found in
the Features of Communication pages for each skill.
Sample Indicators of Ability: Sample Indicators of Ability appear under Competency Statements to provide a general
indication of what a person might need to do when attempting authentic language tasks related to a particular
competency. These Sample Indicators provide an overall sense of the types of requirements that may arise from a task,
but the actual indicators for each authentic language task are determined by the purpose and context of the
communication. Language users are able to fulfil indicators only to the degrees specified in the Profile of Ability for
their benchmarks.
Sample Tasks: Sample Tasks illustrate how a Competency Statement might apply in an authentic work, community or
study context. When referring to Sample Tasks, users of the CLB should keep in mind that these tasks do not define a
benchmark. In reality, communicative tasks are relevant across a range of benchmarks, and what distinguishes one
benchmark from another is the way in which a person demonstrates communicative ability in relation to a task.
Canadian Language Benchmarks - XVII

Some Features of Communication Across a Stage
This page provides details about selected aspects of communication (such as length, audience or complexity) for each
level. These aspects can assist users in identifying level-appropriate tasks for instructional or assessment purposes.
XVIII - Canadian Language Benchmarks

Appendices
Competency Tables
The Competency Tables present the benchmark Competency Statements in a way that allows users to see the
progression of CLB competencies within a Competency Area across all 12 levels. The information is drawn from the
appropriate CLB pages. The sample tasks are not included in the tables.
Glossary
A brief glossary is included to ensure that readers share the same understanding of key terms and concepts used in the
Canadian Language Benchmarks: English as a Second Language for Adults. The glossary is not an exhaustive list of
general ESL terms; rather, it contains terms that have specific meanings within the context of this document.
Supporting Resources
The CCLB develops CLB and NCLC resources. Visit www.language.ca for more information.
Canadian Language Benchmarks - XIX

Stage I
Listening
Benchmarks 1–4
Stage I spans the range of

abilities required to
communicate in common and
predictable situations about
basic needs, routine everyday
activities, and familiar topics
of immediate personal
relevance (non-demanding
contexts of language use).
Canadian Language Benchmarks - 1

STAGE I
Profiles of Ability Across
Stage I Listening
CLB 1 CLB 2 CLB 3 CLB 4

Initial Basic Ability Developing Basic Ability Adequate Basic Ability Fluent Basic Ability
The listener can: The listener can: The listener can: The listener can:
Understand a very limited Understand a limited number Understand key words, Understand, with
number of common individual of individual words, simple formulaic phrases and most considerable effort, simple
words, simple phrases and phrases and short, simple short sentences on topics of formal and informal
routine courtesy formulas sentences related to immediate personal communication on topics of
related to immediate personal immediate personal needs. relevance. personal relevance.
needs.
When the communication is: When the communication is: When the communication is: When the communication is:
• Spoken clearly at a slow rate • Spoken clearly at a slow rate • Spoken clearly at a slow to • Spoken clearly at a slow to
normal rate normal rate
• Strongly supported by • Strongly supported by
visuals or non-verbal visuals or non-verbal • Often supported by visual or • Sometimes supported by
communication (pictures, communication (pictures, contextual clues visual or contextual clues
gestures) gestures)
• Face-to-face with a • Face-to-face or via digital
• Face-to-face with a highly • Face-to-face with a highly supportive speaker or via media (usually one-on-one
supportive speaker or via supportive speaker or via digital media (usually one- or in small groups)
digital media (usually one- digital media (usually one- on-one or in small groups)
on-one) on-one)
• Related to topics of
• Related to topics of personal personal relevance
• Related to immediate • Related to immediate relevance
personal needs personal needs • Relatively short
• Relatively short
• Very short • Short • In non-demanding contexts
• In non-demanding contexts
• In non-demanding contexts • In non-demanding contexts
Demonstrating these Demonstrating these Demonstrating these Demonstrating these
strengths and limitations: strengths and limitations: strengths and limitations: strengths and limitations:
• Understands simple phrases • Understands simple phrases, • Understands the gist and an • Understands an expanded
and a few factual details short, simple sentences and expanding range of factual range of factual details and
a few factual details details some implied meanings
• Recognizes meaning based
on individual familiar words • Recognizes meaning based • Recognizes meaning based • Recognizes meaning based
and short formulaic phrases on familiar words and on familiar phrases and on simple sentences and
phrases and may show some shows a developing structures and shows an
• Relies heavily on gestures initial understanding of understanding of simple initial understanding of
and other visual clues for
simple sentences and sentences and structures some complex sentences
comprehension
structures and structures
• Often relies on contextual
• Needs extensive assistance • Relies on contextual and clues for comprehension • Sometimes relies on
(such as repetition or
other visual clues for contextual clues for
paraphrasing, speech
comprehension
• Needs some assistance (such comprehension
modification, explanation, as repetition and
demonstration or • Needs considerable paraphrasing, speech • Begins to recognize some
translation) assistance (such as modification, explanation, common registers and
repetition or paraphrasing, demonstration or occasional idioms
• Cannot comprehend on the speech modification, translation)
phone
explanation, demonstration
• May need some assistance
or translation)
• Comprehension on the (such as repetition,
phone is very difficult paraphrasing, speech
• Cannot comprehend on the modification or explanation)
phone
• Comprehension on the
phone is difficult
2 - Canadian Language Benchmarks

STAGE I
Stage I Listening
These are some things that may need to be learned as an individual moves through Stage I Listening.
Grammatical Knowledge Functional Knowledge
Recognition of: Understanding of:
• Basic grammar structures to interpret listening texts (such as • Common conversational structures, such as how to open and
simple and continuous verb tenses, simple modals, close a conversation
comparatives and superlatives, and simple yes/no and wh-
questions)
• Common language functions for specific purposes (such as
greeting and leave-taking, making introductions, attracting
• Basic syntax (such as indications of a statement, a negative attention, inquiring about others, expressing and
or a question; word order; prepositional phrases; and acknowledging appreciation, opening and closing telephone
coordination and subordination) calls)
• Words and expressions relating to basic, personally relevant Sociolinguistic Knowledge
facts (such as address, ethnicity, family, school environment, Beginning recognition of:
community facilities, common actions, jobs and occupations,
housing, food, weather, clothing, time, calendar, seasons, • Different registers, e.g., formal/informal
holidays, activities, needs, shopping, weights and measures, • Socio-cultural information relating to social interactions and
sizes, methods of purchase and payment)
service transactions
• Words to describe people, objects, situations, daily routines • Common idiomatic expressions (What’s up?, How’s it going?,
and emergencies
It’s a piece of cake.)
• Basic English phonological sound system, rhythm, intonation • Common social conventions and norms of politeness in
and other clues (such as loudness, pitch and speech rate) to
speech
interpret meaning
Textual Knowledge
Beginning recognition of:
Beginning understanding of:
• Appeals for help
• Frequently used cohesion links (such as pronoun references)
• Requests for repetition and clarification
• Connective words and phrases to show contrast, give
examples, and indicate chronology (such as but, and, or, Ability to:
like, for example and then) • Seek clarification and confirmation if required
• Themes or recognition of main ideas (e.g., genres such as
narratives or reports of information)

STAGE I
Listening – Benchmark 1
Profile of Ability I. Interacting with Others

The listener can:
• Understand individual greetings, introductions and Sample Tasks
Understand a very limited
goodwill expressions. Listen and respond to a greeting
number of common individual
words, simple phrases and [Communication is very brief, 1 or 2 short turns.] from a neighbour, co-worker or
routine courtesy formulas classmate. (Hello. How are you?)
− Identifies individual, familiar words and short
related to immediate personal phrases used in common courtesy formulas. Listen to someone’s introduction
needs. and ask for it to be repeated, if
− Recognizes appeals for repetition.
necessary.
− Indicates comprehension with appropriate verbal
When the communication is: or non-verbal responses.
• Spoken clearly at a slow rate − Demonstrates strengths and limitations typical of
Listening Benchmark 1, as listed in the Profile of
• Strongly supported by Ability.
visuals or non-verbal
communication (pictures,
gestures)
• Face-to-face with a highly
supportive speaker or via
digital media (usually one- II. Comprehending Instructions
on-one)
• Understand very short, simple instructions, Sample Tasks
• Related to immediate commands and requests related to immediate Listen to letters and follow
personal needs personal needs. instructions for spelling a word.
• Very short [Instructions/commands are about 2 to 5 words.] Follow mostly imperative
• In non-demanding contexts − Identifies letters and numbers. instructions from a teacher,
co-worker or classmate. (Open
− Identifies words or phrases that indicate positive
your book. Please come in. Sit
or negative commands or requests.
Demonstrating these down. Close the door. Open the
strengths and limitations: − Responds to requests and directions to provide window. Turn right. Raise your
personal information. hand.)
• Understands simple phrases − Indicates comprehension with appropriate verbal
and a few factual details Follow a simple instruction about
and non-verbal responses. which bus to take (accompanied by
• Recognizes meaning based − Demonstrates strengths and limitations typical of gestures indicating where to go).
on individual familiar words Listening Benchmark 1, as listed in the Profile of
and short formulaic phrases Ability.
• Relies heavily on gestures
and other visual clues for
comprehension
• Needs extensive assistance
(such as repetition or
modification, explanation,
demonstration or
translation)
• Cannot comprehend on the
phone

STAGE I
III. Getting Things Done
• Understand expressions used to attract attention and to request assistance in situations Sample Tasks
of immediate personal need. Listen and respond to common
− Identifies a few common key words and formulaic expressions (Help! Watch out!). expressions used in a store (such
as a sales clerk’s offer to provide
− Indicates comprehension with appropriate verbal or non-verbal responses.
assistance: May I help you?).
− Demonstrates strengths and limitations typical of Listening Benchmark 1, as listed in
Listen and respond to expressions
the Profile of Ability.
used to attract attention and
request assistance. (Excuse me.
Hello. Can you help me? Pardon
me.)
IV. Comprehending Information
• Understand very simple information about highly familiar, concrete topics. Sample Tasks
− Identifies a few obvious factual details, such as numbers, letters, times and dates. Listen and get a few obvious
details from someone being
− Identifies a few key words and short expressions related to immediate needs.
introduced (such as where they
− Indicates comprehension with appropriate verbal or non-verbal responses. are from).
− Demonstrates strengths and limitations typical of Listening Benchmark 1, as listed in Listen to a medical receptionist’s
the Profile of Ability. confirmation of personal
information (such as name,
address and phone number).
Listen to a request for the time
and a response that gives the
time.

STAGE I

The listener can:
• Understand greetings, introductions, requests, Sample Tasks
Understand a limited number goodwill expressions and an expanding range of basic Listen and respond to a short
of individual words, simple courtesy formulas. greeting that includes a goodwill
phrases and short, simple
[Communication is very brief, 2 or 3 turns.] expression from a neighbour, co-
sentences related to
worker or classmate. (How’s it
immediate personal needs. − Identifies common courtesy phrases and an
going? Great. Good to see you.
expanding range of expressions.
How's your daughter? Fine, thank
When the communication is: − Responds to requests for basic personal you. Talk to you later. Have a
information or to identify people and objects. good day.)
• Spoken clearly at a slow rate − Recognizes appeals for repetition or clarification. In a social interaction with an
• Strongly supported by visuals − Demonstrates strengths and limitations typical of acquaintance, recognize and
or non-verbal communication Listening Benchmark 2, as listed in the Profile of respond to an appeal for repetition
(pictures, gestures) Ability. or clarification.
• Face-to-face with a highly Listen and respond to simple
supportive speaker or via expressions of welcome made by a
digital media (usually one- neighbour or teacher. (Please
on-one) come in. Please sit down.)
• Related to immediate
personal needs
• Short
• In non-demanding contexts II. Comprehending Instructions
• Understand short, simple, common instructions, Sample Task

Demonstrating these commands, requests and directions related to Follow instructions, directions and
strengths and limitations: immediate personal needs. requests from a teacher,
• Understands simple phrases, [Instructions/commands are simple imperative receptionist or sales
short, simple sentences and sentences.] representative. (How do you spell
a few factual details your name? Over there. Sign on
− Identifies letters and numbers.
the line. Initial here. Go upstairs.
• Recognizes meaning based on − Identifies words or phrases that indicate positive Can I see some identification?)
familiar words and phrases or negative commands or requests.
and may show some initial
− Responds verbally (by answering questions) or with
understanding of simple
actions.
sentences and structures
− Demonstrates strengths and limitations typical of
• Relies on contextual and Listening Benchmark 2, as listed in the Profile of
other visual clues for Ability.
comprehension
• Needs considerable
assistance (such as repetition
or paraphrasing, speech
demonstration or translation)
• Cannot comprehend on the
phone

STAGE I
• Understand expressions used to make and respond to requests and warnings in situations Sample Tasks
of immediate personal need. Listen to customers making simple
− Identifies expressions for basic requests and warnings. food orders in a restaurant.
− Recognizes apologies. Listen to and respond to a request
to borrow office supplies or use a
− Responds appropriately with physical or verbal responses.
computer.
Listen and respond to a
supervisor’s request to work
overtime.
Listen to a teacher’s request or
warning during a fire drill (Leave
your belongings. Close the door
behind you.) and respond
accordingly.
• Understand simple information about familiar, concrete topics. Sample Tasks

− Identifies specific factual details, such as numbers, letters, time, place, key words and Listen to a friend, colleague or
expressions. classmate give basic personal
information about his/her life.
− Identifies words related to personal identification information.
Listen to a classmate give simple
personal details, such as spelling
his/her name and giving a phone
number and email address.
Listen to a client giving his/her
license plate number and the
name and title of a person he/she
is meeting at a workplace
reception desk.

STAGE I

The listener can:
• Understand simple social exchanges, including styles Sample Tasks
Understand key words, of greetings, introductions and leave-taking. Listen and respond to an informal
formulaic phrases and most greeting, simple exchange and
short sentences on topics of [Communication is brief, about 5 turns.]
leave-taking when meeting a
immediate personal relevance. − Identifies a range of common courtesy expressions
child’s teacher, a new colleague or
in discourse.
a neighbour.
When the communication is: − Begins to identify formal and casual style and
Listen and respond to a formal
register.
introduction by a teacher or
• Spoken clearly at a slow to − Identifies participant roles and relationships based supervisor.
normal rate on courtesy formulas and introductions.
Listen and respond to an apology
• Often supported by visual or − Identifies common basic conversational openings from a classmate or co-worker for
contextual clues and closings. mistakenly taking a pen or pencil.
• Face-to-face with a − Demonstrates strengths and limitations typical of
supportive speaker or via Listening Benchmark 3, as listed in the Profile of
digital media (usually one-on- Ability.
one or in small groups)
• Related to topics of personal
relevance
II. Comprehending Instructions
• Understand instructions and directions related to Sample Tasks
familiar, everyday situations of immediate personal Follow simple instructions from a
Demonstrating these strengths
relevance. salesperson in order to locate
and limitations:
[Instructions are about 2 to 4 steps.] items in various sections of a
• Understands the gist and an store. (The men’s section is
expanding range of factual − Identifies words and phrases that indicate
upstairs, to the left.)
details movement, location, measurement, weight,
amount and size. Follow instructions for completing
• Recognizes meaning based on − Identifies basic connectors related to time (now,
a class assignment. (Put your name
familiar phrases and shows a at the top of the page. Read each
then, before, after) and place (this, that, here,
developing understanding of question carefully. Answer true or
there).
simple sentences and false. Circle the right answers.)
structures − Responds with correct actions to directions and
Follow oral directions from a GPS
instructions.
• Often relies on contextual device about how to reach a
clues for comprehension − Demonstrates strengths and limitations typical of location. (Turn right in
Listening Benchmark 3, as listed in the Profile of 50 meters.)
• Needs some assistance (such Ability.
as repetition and
demonstration or occasional
translation)
• Comprehension on the phone
is very difficult

STAGE I
• Understand expressions used in familiar everyday situations (such as requests, permission Sample Tasks
and warnings). Listen to a colleague’s request for
− Identifies phrases and sentences related to simple persuasive functions. a day off to determine the nature
of the request and the reason.
(Can I take Friday off? My son is
sick. He has a cold.)
Listen to a teacher giving
permission for a student to
borrow a book. (Can I borrow that
book? Sure. It's really interesting.
I hope you like it. Please return it
in 2 weeks.)
• Understand short, simple, descriptive communication about a person, object, situation, Sample Tasks
scene, personal experience or daily routine. Listen to a friend, colleague or
− Gets the gist. classmate’s story about a
personal experience.
− Identifies factual details, key words and expressions as required.
Listen to descriptions of various
people to identify them in a
photograph.
Listen to a short, simple
announcement at school to
inform a classmate, who is
absent, of what action to take
(e.g. bring food to share, arrange
to stay late).

STAGE I

The listener can:
Understand, with considerable • Understand short social exchanges containing Sample Tasks
effort, simple formal and introductions, casual small talk and leave-taking. Listen and respond to a friend’s
informal communication on [Communication is about 6 turns.] simple, casual, familiar small talk.
topics of personal relevance. Listen to a friend or co-worker
− Identifies formal and casual style and register.
describing plans for the weekend.
− Identifies specific factual details and some implied
When the communication is: meanings. Listen to a discussion about
household tasks to determine who
• Spoken clearly at a slow to − Demonstrates strengths and limitations typical of
will do what.
normal rate Listening Benchmark 4, as listed in the Profile of
Ability.
• Sometimes supported by
visual or contextual clues
• Face-to-face or via digital
media (usually one-on-one or
in small groups)
• Related to topics of personal
relevance • Understand common, sequentially presented Sample Tasks
instructions and directions related to familiar, Follow simple instructions from a
• Relatively short everyday situations of personal relevance. doctor to deal with a common
• In non-demanding contexts [Instructions are about 4 to 5 steps.] ailment (such as the flu or a cold).
− Identifies words and phrases that indicate Follow instructions for a simple
Demonstrating these movement, location, manner, frequency and recipe to identify the order of the
strengths and limitations: duration. steps.
− Responds with appropriate actions to directions Follow directions to locate items
• Understands an expanded in a room, on a map or in a
and instructions.
range of factual details and
diagram. (Can you get me the
some implied meanings − Recognizes and identifies correct sequence of
book? It’s in the middle cabinet,
steps.
• Recognizes meaning based on on the top shelf, on the right-hand
simple sentences and − Demonstrates strengths and limitations typical of side.)
structures and shows an Listening Benchmark 4, as listed in the Profile of
Follow instructions for a basic task
initial understanding of some Ability.
at work, such as making a
complex sentences and photocopy or cleaning a piece of
structures equipment.
• Sometimes relies on
contextual clues for
comprehension
• Begins to recognize some
common registers and idioms
• May need some assistance
(such as repetition,
modification or explanation)
• Comprehension on the phone
is difficult

STAGE I
• Understand short communication intended to influence or persuade others in familiar, Sample Tasks
everyday situations. Listen to a short, simple
− Identifies purpose, main ideas, factual details and some implied meanings in simple commercial about a product or
announcements, commercials or infomercials. service to get the gist and enough
information to decide whether
the product is worth purchasing.
Listen to an airport ticket agent
telling a traveller that a boarding
pass cannot be given because the
flight is now full and explaining
when the next available flight will
be departing.
Listen to an exchange between a
sales clerk and a customer to
determine the nature of the
transaction.
• Understand short descriptive or narrative communication on topics of personal relevance. Sample Tasks
− Gets the gist. Listen to a friend, colleague or
classmate’s story about shopping
− Identifies factual details, some implied meanings, key words and expressions.
at a particular store to decide
− Identifies who, what, where and when. whether or not to shop there.
− Demonstrates strengths and limitations typical of Listening Benchmark 4, as listed in Listen to a very short, clear
the Profile of Ability. weather report to use the
information to decide what to
wear.
Listen to a brief description of
topics to be covered in a course.

STAGE I
Some Features of Communication
Across Stage I Listening

• Communication is face-to- • Communication is face-to- • Communication is face-to-face • Communication is face-to-

face (usually one-on-one) face (usually one-on-one) or (usually one-on-one or in face (usually one-on-one or
or via digital media (video, via digital media (video, small groups) or via digital in small groups), very
online). online). media (video, online). briefly on the phone or via
digital media (video,
• Speech is clear and at a • Speech is clear and at a slow • Speech is clear and at a slow online).
slow rate. rate. to normal rate.
• Speech is clear and at a
• Visual clues and setting • Visual clues and setting • Visual clues and setting slow to normal rate.
support the meaning (i.e., support the meaning (i.e., support the meaning (i.e.,
audio is accompanied by audio is accompanied by audio is accompanied by • Visual clues and setting
video, speech is video, speech is video, speech is accompanied support the meaning when
accompanied by pictures or accompanied by pictures or by pictures or gestures). the topic or situation is less
gestures). gestures). routine or familiar.
• Listening texts can be short,
• Listening texts can be • Listening texts can be very informal monologues, • Listening texts can be
short, informal short, informal monologues, dialogues or simple short, informal monologues,
monologues, dialogues or dialogues or simple instructions. presentations, dialogues or
short, simple instructions. instructions. instructions.
• Monologues are relatively
• Monologues are very short • Monologues are short (up to short (a few short sentences). • Monologues and
(a few phrases or a simple a few phrases or sentences). presentations are relatively
sentence).
• Dialogues are relatively short short (up to about 10
• Dialogues are short (no more (up to about 6 turns).
sentences).
• Dialogues are very short than 4 turns).
(2 turns, often a simple
• Instructions are simple and • Dialogues are relatively
question and answer).
• Instructions are a few simple may contain simple and
short (up to about 8 turns).
sentences. compound structures.
• Instructions are short and • Instructions contain simple
simple (just a few words).
• Language is limited to • Language is limited to and compound structures,
simple phrases and simple, formulaic phrases, questions,
and longer phrases of
• Language is limited to short sentences. commands and requests of
location, movement and
familiar, individual, high- immediate personal
frequency words and short
• Topics are related to relevance.
manner.
familiar, everyday situations • Language is simple and
phrases.
of immediate personal • Topics are related to familiar, related to everyday topics
• Topics are related to needs. everyday situations of
and situations.
familiar, everyday personal relevance.
situations of immediate
• Context is non-demanding • Topics are related to
personal needs.
(i.e., routine, predictable) • Context is non-demanding familiar, everyday
and personally relevant. (i.e., routine, predictable)
situations of personal
• Context is non-demanding and personally relevant.
(i.e., routine, predictable)
• Response to task does not relevance.
and personally relevant.
require much speaking or • Response to task does not • Context is non-demanding
writing. require much speaking or
(i.e., routine, predictable)
• Response to task does not writing.
and personally relevant.
require much speaking or
writing. • Response to task does not
require much speaking or
writing.
Note: Length of text and speed of delivery are often beyond the listener's control and are determiners of degrees of
simplicity across Listening Stage I.

Stage II
Listening
Benchmarks 5–8
Stage II spans the range of

abilities required to communicate
with increasing effectiveness and
confidence in a broadening range
of situations that may be less
familiar and predictable
(moderately demanding contexts
of language use).

STAGE II
Stage II Listening

Initial Intermediate Ability Developing Intermediate Adequate Intermediate Fluent Intermediate Ability
Ability Ability
Understand, with some effort, Understand most moderately Understand most moderately Understand moderately
the gist of moderately complex formal and informal complex formal and informal complex formal and informal
complex, concrete formal and communication, including communication, including communication, including
informal communication. some abstract concepts and some abstract concepts and abstract concepts and ideas
ideas related to life ideas related to general related to general knowledge,
experience. knowledge and life life experience and
experience. specialized or work-related
situations.
• Spoken clearly at a slow to • Spoken clearly at a slow to • Spoken clearly at a normal • Spoken clearly at a normal
normal rate normal rate rate rate
• Face-to-face, on the phone • Face-to-face, on the phone • Face-to-face, on the phone • Face-to-face, on the phone
or via digital media (one-on- or via digital media (one-on- or via digital media (one-on- or via digital media (one-on-
one or in small groups) one or in small groups) one or in small groups) one, with multiple speakers
• Related to relevant, • Related to relevant topics • Related to relevant topics, or in small groups)
everyday topics and life experience general knowledge and life • Related to general
• Moderate in length • Moderate in length experience knowledge, life experience
• In moderately demanding • In moderately demanding • Moderate in length and specialized or technical
contexts contexts • In moderately demanding matters
contexts • Moderate in length
• In moderately demanding
contexts
• Understands overall meaning • Understands overall meaning • Understands overall meaning • Understands overall meaning
or intent or intent or intent or intent
• Identifies main ideas, • Identifies main ideas, • Identifies main ideas, • Identifies main ideas, even
supporting details and supporting details and supporting details and when not explicitly stated,
implied meanings implied meanings implied meanings supporting details and
• Understands language that is • Understands language that is • Understands language that is implied meanings
concrete and includes generally concrete with concrete or abstract and • Understands language that is
mostly common vocabulary some abstract elements and sometimes specialized, with concrete or abstract and
• Recognizes meaning based a range of common an expanded range of conceptual, with an
on a developing vocabulary vocabulary expanded range of
understanding of complex • Recognizes meaning based • Recognizes meaning based vocabulary
sentences and structures on a developing on an understanding of an • Recognizes meaning based
• May sometimes rely on understanding of complex increasing range of complex on an understanding of an
contextual clues for sentences and structures sentences and structures adequate range of complex
comprehension • May occasionally rely on • May use contextual clues to sentences and structures
• Recognizes some registers contextual clues for enhance comprehension • May use contextual clues to
• Understands very common comprehension • Recognizes an expanding enhance comprehension
idiomatic language • Recognizes some registers range of registers and styles • Recognizes an expanded
• Sometimes requires and styles • Understands an expanding range of registers and styles
repetition • Understands common range of common idiomatic • Understands an expanded
• Can comprehend on the idiomatic language language range of common idiomatic
phone when context and • May require repetition • Can follow most moderately language
topic are highly relevant and • Can comprehend on the complex phone interactions • Can follow moderately
familiar phone when context and • Has difficulty following complex phone interactions
topic are relevant and faster conversations • Has difficulty following
familiar faster colloquial or
idiomatic conversations

STAGE II
Stage II Listening
These are some things that may need to be learned as an individual moves through Stage II Listening.

Recognition of: Recognition of:
• Grammar structures and syntax to interpret listening texts • Speaking conventions in academic or business oral presentations
(such as perfect tenses, basic conditionals, reported speech, (such as introductions, closings)
noun clauses, relative clauses, passive and active voice,
infinitives and gerunds)
• Common types of humour and jokes, songs, rhymes, dramas,
stories and anecdotes as listening text/oral discourse
• Words and expressions relating to topic areas (such as general
content; academic, occupational and vocational areas; and
• Typical discourse formats for different situations
social participation) Sociolinguistic Knowledge
• Expanded range of concrete, abstract and technical language Recognition of:
relating to familiar everyday facts, opinions, feelings, ideas, • Different registers (formal/informal), styles and some language
and basic concepts and applications relating to numeracy,
varieties (dialects, regionalisms, language used by specific social
science, technology, social science, Canadian citizenship,
and age groups)
cross-cultural and multicultural issues, literature, the media,
health, education, occupations, and financial and consumer • Socio-cultural knowledge relating to specific tasks (such as social
services interaction and service transactions)
• English phonological sound systems (such as sound segments, • Cultural references and topics
rhythms and intonations) to interpret oral discourse
• Expanded colloquial, idiomatic and some literary language
Textual Knowledge
• Paralinguistic signals (such as loudness, pitch, speech rate, body
Recognition of: language and other visual clues)
• Cohesive devices that make it easier to understand listening Strategic Competence
texts across utterances and discourse indicators (such as
Recognition of:
conjunctive adverbs or adverbials) signalling such meanings as
contrast or illustrations by example • Paralinguistic clues for making inferences, guessing and
predicting
• Main ideas and a variety of levels of subordinate ideas
• Expanded inventory of linguistic means of narrating, • Language used to avoid miscommunication
reporting, describing or arguing points in listening texts and Ability to:
oral discourse
• Infer some unstated information and to guess and predict
• Use context clues and non-verbal communication signals to
interpret meaning

STAGE II

The listener can:
• Understand the gist and some details in moderately Sample Tasks
Understand, with some effort, complex common and predictable social exchanges (that Listen to a co-worker, friend
the gist of moderately may express interests, likes, dislikes, preferences, offers, or classmate's likes and
complex, concrete formal and invitations and compliments). dislikes regarding the
informal communication.
− Identifies specific factual details and implied meanings. organization of an upcoming
social event to respond and
When the communication is: contribute ideas.
− Identifies language functions.
Listen to a phone message
• Spoken clearly at a slow to − Identifies emotional states from tone and intonation. from a medical receptionist
normal rate
− Identifies the situation and relationships between changing the date and time
• Face-to-face, on the phone speakers. of an appointment.
or via digital media (one-on- Listen to an exchange
− Interprets feelings such as interest, likes/dislikes,
one or in small groups) between co-workers talking
preferences.
• Related to relevant, about their preferences for
− Demonstrates strengths and limitations typical of various work shifts and the
everyday topics Listening Benchmark 5, as listed in the Profile of reasons for their preferences.
• Moderate in length Ability.
Listen to compliments to
• In moderately demanding determine whether they are
contexts sincere.
Demonstrating these
strengths and limitations:
• Understands overall meaning II. Comprehending Instructions
or intent
• Identifies main ideas, • Understand simple to moderately complex directions and Sample Tasks
supporting details and instructions for generally familiar and relevant Follow instructions on safety
implied meanings procedures. or security procedures at
• Understands language that is [Instructions are about 7 to 8 steps, with up to 10 details work.
concrete and includes (fewer on the phone).] Follow directions to locate an
mostly common vocabulary − Follows a range of basic cohesive devices indicating office, school or tourist
order and sequence. attraction on a map.
• Recognizes meaning based
on a developing − Seeks clarification and confirmation if required. Follow directions on using
understanding of complex public transit given over the
− Responds with actions to directions and instructions.
sentences and structures phone.
• May sometimes rely on Follow a teacher’s
contextual clues for instructions for performing a
Ability.
comprehension mathematical calculation.
Follow a pharmacist’s
• Recognizes some registers instructions on how to take a
• Understands very common specific medication.
idiomatic language
• Sometimes requires
repetition
• Can comprehend on the
phone when context and
topic are highly relevant and
familiar

STAGE II
• Understand the gist and some details in moderately complex communication Sample Tasks
intended to influence or persuade (such as simple advice, opinion or suggestions) in Listen to a public announcement in a
everyday personally relevant situations. mall or department store about a
− Identifies main intent, main idea, factual details, words and expressions. special offer to decide whether or
not to take the offer.
− Identifies some implied meanings.
Listen to a short demonstration
− Identifies cohesive devices and discourse indicators for sequence, comparison and
about the features of a product
contrast.
(such as a home appliance) to
− Identifies basic signals in speech for collaboration, turn-taking and interrupting. decide whether it is worth
− Recognizes and interprets advice, opinions and suggestions. purchasing.
− Demonstrates strengths and limitations typical of Listening Benchmark 5, as listed Listen to TV commercials about two
in the Profile of Ability. different cell phone companies and
compare their services to determine
the best offer.
Listen to a phone message from a
co-worker asking about switching a
shift to make a decision before
returning the call.
• Understand information about familiar or relevant topics. Sample Tasks

• Understand descriptive or narrative monologues or presentations related to everyday, Listen to a public service
personally relevant topics or situations. announcement (such as one about
the benefits of getting a particular
[Presentations are informal, with the use of visuals and up to about 5 minutes in vaccination) to decide whether to
length.] follow the recommendations.
− Gets the gist. Listen to a short news report about
− Identifies key words and phrases. an upcoming community event to
− Identifies factual details and some implied meanings. decide whether to attend.
− Identifies opinions. Listen to a short explanation from a

bank teller about different accounts
− Interprets descriptions, reports and explanations. to determine the advantages and
− Demonstrates strengths and limitations typical of Listening Benchmark 5, as listed disadvantages of each.
in the Profile of Ability. Listen to a weather report to inform
members of a work crew about a
delay due to weather.

STAGE II

The listener can:
Understand most moderately • Understand common social exchanges (such as openings Sample Tasks
complex formal and informal and closings, making and cancelling of appointments, Listen and respond to a
communication, including apologies, regrets, excuses, and problems in reception friend’s reason for cancelling
some abstract concepts and and communication). a dinner date.
ideas related to life − Identifies specific factual details and implied meanings. Listen to a classmate’s
experience. − Identifies formal and casual style and register. reasons for not being able to
complete his/her part of a
When the communication is: group assignment on time
− Identifies some feelings such as regret and compassion. and make inferences about
• Spoken clearly at a slow to − Identifies expressions of openings, pre-closings, closings unstated reasons for not
normal rate and leave-takings. completing the work.
• Face-to-face, on the phone − Identifies situation and relationship between speakers. Listen to a manager
or via digital media (one- apologize to employees for
− Identifies mood, attitude and emotional states from having to cancel the annual
on-one or in small groups)
tone and intonation. staff party.
• Related to relevant topics − Demonstrates strengths and limitations typical of
and life experience Listening Benchmark 6, as listed in the Profile of
contexts
Demonstrating these II. Comprehending Instructions

• Understand moderately complex directions and Sample Tasks
• Understands overall instructions for technical or non-technical tasks. Follow instructions on how to
meaning or intent [Instructions are about 9 to 10 steps, with up to 12 details treat a burn or stop bleeding
(fewer on the phone).] from a medical practitioner
• Identifies main ideas, on the phone (such as a
supporting details and − Follows sequence markers or other linguistic clues to
health information line).
implied meanings infer order of steps.
Follow instructions for
• Understands language that − Follows a range of cohesive devices indicating order and
writing an essay. (Take notes
is generally concrete with sequence.
while doing the research.
some abstract elements and − Seeks clarification and confirmation if required. Write an outline after you
a range of common have done the research.)
vocabulary
− Demonstrates strengths and limitations typical of View an instructional video in
• Recognizes meaning based Listening Benchmark 6, as listed in the Profile of a workplace training session
on a developing Ability. to respond with appropriate
understanding of complex actions in the follow-up
sentences and structures training activities.
• May occasionally rely on
contextual clues for
comprehension
• Recognizes some registers
and styles
• Understands common
idiomatic language
• May require repetition
• Can comprehend on the
phone when context and
topic are relevant and
familiar

STAGE II
• Understand moderately complex communication intended to influence or persuade Sample Tasks

(such as suggestions, advice, encouragements and requests) in everyday, personally Listen to a public transit
relevant situations. announcement asking passengers to
− Identifies main intent, main ideas, factual details, words and expressions. use recycling bins in subway
stations.
− Identifies implied meanings.
Listen to a phone pitch from a
− Identifies the functions of utterances (such as suggestions, encouragement and
telemarketer to identify the offer
requests).
being made.
− Interprets facts, advice, suggestions and opinions.
Listen to 3 commercials for exercise
− Identifies cohesive devices and discourse indicators for comparison, contrast, equipment to decide which would be
condition and result. the most useful piece of equipment
− Demonstrates strengths and limitations typical of Listening Benchmark 6, as listed to buy.
in the Profile of Ability. Take simple routine food orders on
the phone or at a drive-through.
• Understand short group interactions and discussions on familiar topics. Sample Tasks
• Understand descriptive or narrative monologues or presentations on generally familiar Listen to a short briefing about a
and relevant topics. class project to pass on main ideas
and essential details to a team
[Presentations are informal, with the use of visuals and up to about 10 minutes.] member who is absent.
− Identifies topic-specific words, phrases and expressions. Listen to a presentation on nutrition
− Identifies factual details, main ideas, supporting details and implied meanings. given by a registered dietician to get
− Identifies discourse indicators for cause and effect. information about healthy food
choices.
− Makes some inferences.
Listen to information from a
− Predicts what will happen next in a narration. pre-recorded message on
− Identifies some common idiomatic expressions. professional development training
available at a particular institution.
− Identifies signals in speech for collaboration, turn-taking and interruptions.
− Identifies facts and opinions.
− Interprets factual information, explanations and opinions.
− Demonstrates strengths and limitations typical of Listening Benchmark 6, as listed
in the Profile of Ability.

STAGE II

The listener can:
Understand most moderately • Understand moderately complex social exchanges (such as Sample Tasks
complex formal and informal expressions of and responses to gratitude, hopes, Listen and respond to a
communication, including appreciation, complaints, disappointment, satisfaction, complaint from a friend,
some abstract concepts and dissatisfaction, approval and disapproval). colleague or classmate and
ideas related to general − Identifies implied meanings and stated and unspecified determine the nature of the
knowledge and life details. complaint and the speaker’s
experience. mood and attitude.
Listen and respond to a
When the communication is: neighbour expressing
− Understands the intent of the expressions and the appreciation for a favour.
• Spoken clearly at a normal responses.
Listen to a discussion among
rate − Identifies emotional state, mood and attitude from tone co-workers to determine the
• Face-to-face, on the phone and intonation. root of a problem or conflict
or via digital media (one-on- − Interprets feelings such as gratitude, hope and on a team.
one or in small groups) appreciation.
• Related to relevant topics, − Identifies situation and relationship between speakers.
general knowledge and life − Demonstrates strengths and limitations typical of
experience Listening Benchmark 7, as listed in the Profile of
contexts
Demonstrating these II. Comprehending Instructions

• Understands overall meaning • Understand moderately complex directions and Sample Tasks
instructions for technical or non-technical tasks. Follow detailed shipping
or intent
[Instructions are about 10 to 12 steps, with up to instructions from a customer
• Identifies main ideas, 15 details (fewer on the phone).] on the phone.
supporting details and
implied meanings − Follows sequence markers, cohesive devices Follow detailed directions on
(connecting words, reference, parallel structure, how to get to a job
• Understands language that is substitution) or other linguistic clues to infer order of interview.
concrete or abstract and steps. Follow detailed instructions
sometimes specialized, with on how to complete a class
− Seeks clarification and confirmation if required.
an expanded range of project.
vocabulary − Responds with actions to directions and instructions.
Listen to a safety expert
• Recognizes meaning based − Demonstrates strengths and limitations typical of
describe procedures for
on an understanding of an Listening Benchmark 7, as listed in the Profile of
handling dangerous materials
increasing range of complex Ability.
in the workplace to
sentences and structures determine appropriate
• May use contextual clues to action.
enhance comprehension
• Recognizes an expanding
range of registers and styles
• Understands an expanding
range of common idiomatic
language
• Can follow most moderately
complex phone interactions
• Has difficulty following
faster conversations

STAGE II
• Understand moderately complex communication intended to influence or persuade Sample Tasks

(such as requests, reminders, orders and pleas) in situations related to personal or Listen to orders from law
general experiences. enforcement officials (such as a
− Identifies the purpose, main ideas, factual details. police officer, judge, parking
enforcement officer, customs
− Identifies implied meanings.
official).
− Identifies the functions of utterances (such as requests and reminders).
Listen to a detailed reminder to
− Follows discourse indicators signalling cause and effect, condition and result. complete a specific series of
− Interprets requests, reminders, orders and pleas. workplace tasks before a deadline.
− Predicts consequences and outcomes.
• Understand short group interactions, discussions and meetings on generally familiar Sample Tasks
topics. Listen to 2 or 3 short movie reviews
• Understand extended descriptive or narrative monologues or presentations about to decide which one to see.
personal experiences, general knowledge or familiar work-related topics, even when Listen to information about services
some information is presented out of sequence. in the community (such as transit,
[Presentations are informal, with the use of visuals and up to about 15 minutes.] library or entertainment schedules)
to relay the information to someone
− Identifies factual details, main ideas and supporting details. else.
− Makes inferences. Listen to information about Canada
− Identifies rhetorical discourse markers and patterns of chronological order and and make inferences about the
sequence, comparison and contrast, and cause and effect. characteristics of Canadian culture
− Identifies facts and opinions. in comparison to other cultures.
− Interprets factual information, explanations and opinions. Listen to an informal talk on a

general interest or
− Demonstrates strengths and limitations typical of Listening Benchmark 7, as listed occupation-specific topic to learn
in the Profile of Ability. new ideas and information.

STAGE II
Profile of Ability
I. Interacting with Others
The listener can:
Understand moderately complex • Understand moderately complex social exchanges (such as Sample Tasks
formal and informal expressions of and responses to gratitude, hopes, Listen to formal and informal
communication, including appreciation, complaints, disappointment, satisfaction, condolences from friends and
abstract concepts and ideas dissatisfaction, approval, disapproval, formal welcomes acquaintances and identify
related to general knowledge, and farewells, condolences and congratulations). the level of formality to
life experience and specialized − Identifies implied meanings and stated and unspecified respond appropriately.
or work-related situations. details. Listen to a co-worker
− Identifies situations and relationships between discussing a colleague's
When the communication is: participants. abrupt departure from the
company to interpret the
• Spoken clearly at a normal − Identifies speakers’ purpose and intent.
speaker’s attitude.
rate − Identifies emotional state, mood and attitude from tone
Listen to a co-worker
and intonation.
• Face-to-face, on the phone or discussing a workplace
via digital media (one-on-one, − Interprets feelings such as gratitude, hope, experience to predict what
with multiple speakers or in appreciation, disappointment, satisfaction, will be said next based on
small groups) dissatisfaction, approval and disapproval. the content and tone.
• Related to general knowledge, − Identifies the purpose of expressions of formal
life experience and specialized welcomes, farewells, condolences and congratulations.
or technical matters − Understands the intent of expressions and responses.
• Moderate in length − Identifies some nuances in attitude, emotional tone and
register.
contexts − Demonstrates strengths and limitations typical of
Ability.
and limitations:
• Understands overall meaning
or intent
• Identifies main ideas, even
when not explicitly stated, • Understand extended multistep directions or instructions Sample Tasks
supporting details and implied for technical or non-technical tasks.
meanings Follow instructions from a
[Instructions are over 12 steps, with up to 20 details technical assistant on the
• Understands language that is (fewer on the phone).] phone to resolve a simple
concrete or abstract and computer software issue.
conceptual, with an expanded − Follows sequence markers, cohesive devices
(connecting words, reference, parallel structure, Listen to detailed oral
range of vocabulary
substitution) or other linguistic clues to infer order of instructions from a supervisor
• Recognizes meaning based on steps. about a familiar but complex
an understanding of an process.
adequate range of complex Follow instructions to register
sentences and structures − Demonstrates strengths and limitations typical of
for a college or university
• May use contextual clues to course.
Ability.
enhance comprehension
• Recognizes an expanded range
of registers and styles
• Understands an expanded
range of common idiomatic
language
• Can follow moderately
complex phone interactions
• Has difficulty following faster
colloquial or idiomatic
conversations

STAGE II
• Understand communication intended to influence or persuade (such as extended Sample Tasks

warnings, threats, suggestions, recommendations and proposed solutions) in Listen to a teacher or supervisor
situations related to personal decisions or to work-related issues in own field. evaluating someone’s performance. List
− Identifies stated and unspecified meanings. specific details, suggestions and advice
for future reference.
− Identifies the functional value of utterances (such as warnings, threats,
suggestions or recommendations). Listen to warnings about door-to-door
salespeople to identify the best ways of
− Interprets warnings, threats, suggestions, recommendations and proposed
dealing with them.
solutions.
Listen to public announcements
− Evaluates the validity of suggestions or proposed solutions.
containing extended warnings and
− Demonstrates strengths and limitations typical of Listening Benchmark 8, as recommendations to evaluate them.
listed in the Profile of Ability.
• Understand group interactions about abstract and complex ideas on familiar Sample Tasks
topics. Listen to a presentation in a semi-formal
• Understand extended monologues or presentations on topics that are generally community or workplace meeting to take
familiar and related to general knowledge or technical/work-related issues in notes for future use.
own field. Listen to a class presentation to take
[Presentations are informal or semi-formal, extended, with the use of visuals notes of the main ideas and supporting
and up to about 20 minutes long.] details in order to prepare for an exam.
− Identifies the main idea (which is not explicitly stated) and detailed Watch a televised speech by the Prime
information. Minister or another politician to share the
main points and specific details with
− Identifies phrases and sentences that mark topic introduction, topic someone else.
development, topic shift and conclusion.
Listen and identify facts and opinions in a
− Identifies rhetorical discourse markers and patterns of chronological order and conversation between several people
sequence, comparison and contrast, and cause and effect. about a controversial social issue (such as
− Interprets factual information, explanations and opinions. gambling, censorship, budget priorities)
− Identifies facts, opinions and attitudes. to determine own position on the issue.
− Demonstrates strengths and limitations typical of Listening Benchmark 8, as


STAGE II
Across Stage II Listening

Ability Ability
• Communication is live, face- • Communication is live, face- • Communication is live, face- • Communication is live, on
to-face, on the phone or via to-face, on the phone or via to-face, on the phone or via the phone or via digital
digital media (one-on-one or digital media (one-on-one or digital media (one-on-one or media (one-on-one, with
in small groups). in small groups). in small groups). multiple speakers or in small
groups).
• Speech is clear and at a slow • Speech is clear and at a slow • Speech is clear and at a
to normal rate. to normal rate. normal rate. • Speech is clear and at a
normal rate.
• Visual clues and setting • Visual clues and setting • Visual clues and setting may
support the meaning when support the meaning when enhance comprehension • Visual clues and setting may
the topic is unfamiliar or the the topic is unfamiliar or the when the topic is unfamiliar enhance comprehension
situation is not predictable. situation is not predictable. or the situation is not when the topic is unfamiliar
predictable. or the situation is not
• Listening texts can be short • Listening texts can be predictable.
informal monologues, informal monologues, • Listening texts can be
presentations, dialogues or presentations, dialogues or informal or semi-formal • Listening texts can be
small group interactions. small group interactions. monologues, presentations, informal or semi-formal
dialogues or group monologues, presentations,
• Monologues and • Monologues and interactions. dialogues or group
presentations are up to presentations are up to
interactions.
about 5 minutes. about 10 minutes. • Monologues and
presentations are up to • Monologues and
• Dialogues may include • Dialogues may include about 15 minutes. presentations are up to
conversations, interviews conversations, interviews
about 20 minutes.
and discussions in any media and discussions in any media • Dialogues may include
(digital/online, television, (digital/online, television, conversations, interviews • Dialogues may include
radio, etc.). radio, etc.). and discussions in any media conversations, interviews,
(digital/online, television, and discussions in any media
• Instructions are clear, • Instructions are clear and radio, etc.) (digital/online, television,
explicit and presented step explicit, but not always
radio, etc.).
by step. presented step by step. • Instructions are clear and
explicit, but not always • Instructions are clear and
• Language is concrete and • Language is generally presented step by step. coherent, but not always
includes mostly common concrete with some abstract
presented step by step.
vocabulary and a limited elements, and contains a • Language is concrete or
number of idioms. range of common vocabulary abstract and sometimes • Language is concrete or
and idioms. specialized, with an abstract and conceptual,
• Topics are generally expanded range of with an expanded range of
familiar, related to everyday • Topics are generally familiar vocabulary and some less- vocabulary, idioms and
situations and of personal and personally relevant.
common idiomatic colloquial expressions.
relevance.
• Context is moderately expressions.
• Topics are generally
• Context is moderately demanding.
• Topics are generally familiar, about general
demanding.
• Response to task may familiar, personally knowledge, or related to
• Response to task may require some speaking or relevant, and may be about specialized or workplace
require some speaking or writing. general knowledge or work- issues in own field.
writing. related.
• Context is moderately
• Context is moderately demanding.
demanding.
• Response to task may
• Response to task may require some speaking or
require some speaking or writing.
writing.
Note: Length of text and speed of delivery are often beyond the listener's control and are provided to roughly suggest a
progression in degrees of moderate complexity across Listening Stage II. However, it is understood that the time frame
for listening at Stage II is largely determined by the specifics of the situation and the needs of the participants.

Stage III
Listening
Benchmarks 9–12
Stage III spans the range of

effectively, accurately and
fluently, with an appropriate
sense of register, distance,
formality and style in situations
that are becoming increasingly
unpredictable and unfamiliar
(demanding contexts of language
use).

STAGE III
Stage III Listening

Initial Advanced Ability Developing Advanced Ability Adequate Advanced Ability Fluent Advanced Ability
Understand an adequate range Understand an expanding Understand an expanded Understand an extensive
of complex formal and range of complex, detailed range of complex, detailed range of complex abstract
informal communication on a formal and informal formal and informal formal and informal
broad variety of general communication on most communication on a broad communication on most
interest topics, and on some general interest topics and variety of general topics and general and specialized
specialized topics in own specialized topics in own specialized topics in own topics.
field. field. field.
• Spoken clearly at a normal • Spoken clearly at a normal • Spoken clearly at a normal • Spoken clearly at a normal
rate rate to fast rate to fast rate
• Face-to-face, on the phone • Face-to-face, on the phone • Face-to-face, on the phone • Face-to-face, on the phone
or via digital media (with or via digital media (with or via digital media (with or via digital media (with
individuals, small or larger individuals, small or larger individuals, small or larger individuals, small or larger
groups) groups) groups) groups)
• Related to unfamiliar, • Related to unfamiliar, • Related to unfamiliar, • Related to unfamiliar,
abstract, conceptual or abstract, conceptual or abstract, conceptual or abstract, conceptual or
technical matters technical matters technical matters technical matters
• Lengthy • Lengthy • Lengthy • Lengthy
• In demanding contexts • In demanding contexts • In demanding contexts • In demanding contexts
• Sufficiently grasps meaning • Identifies, analyzes and • Identifies, analyzes and • Identifies, analyzes and
to paraphrase or summarize critically evaluates selected critically evaluates critically evaluates
key points and important aspects of communication communication communication
details
• Understands an expanding • Understands an expanded • Understands a wide range of
• Understands a range of range of concrete, abstract range of concrete, abstract concrete, abstract and
concrete, abstract and and technical language and technical language technical language
technical language appropriate for the content appropriate for the content appropriate for the content
appropriate for the content and purpose and purpose and purpose
and purpose
• Uses knowledge of complex • Uses knowledge of complex • Uses knowledge of complex
• Uses knowledge of complex grammar and syntax to grammar and syntax to grammar and syntax to
grammar and syntax to interpret meaning interpret nuances in interpret nuances in
interpret meaning meaning meaning
• Infers bias, attitudinal and
• Infers bias, purpose and other unstated meanings • Infers meaning from most • Infers meaning from almost
attitudinal meaning unstated information all unstated information
• Only occasionally misses a
• May sometimes miss some topic shift or transition • Recognizes the nuances in • Recognizes the nuances in
details or transition signals different styles, registers different styles, registers
• Recognizes the nuances in and language varieties and language varieties
• Recognizes the nuances in different styles, registers
different styles, registers and language varieties • Has only occasional • Has almost no difficulty
and language varieties difficulty interpreting verbal interpreting verbal humour,
• Sometimes has difficulty humour, low-frequency low-frequency idioms, irony,
• Often has difficulty interpreting verbal humour,
idioms, irony, sarcasm, sarcasm, cultural references
interpreting verbal humour, low-frequency idioms and
cultural references and and figurative, symbolic and
low-frequency idioms and cultural references
figurative, symbolic and idiomatic language
cultural references especially when spoken
idiomatic language
quickly

STAGE III
Stage III Listening
These are some things that may need to be learned as an individual moves through Stage III Listening.
Grammatical Knowledge Sociolinguistic Knowledge

Ability to understand: Understanding of:
• Complex grammar and syntax structures to interpret nuances • Different registers, styles and language varieties (dialects,
of meaning (such as past conditionals, reported speech, past regionalisms, language used by specific social and age
or future perfect passive, perfect or past infinitives, groups)
subordinate adverbial clauses, subordinating conjunctions
and modals to express logical deduction)
• Language, discourse formats and processes, and content and
socio-cultural knowledge relating to workplace/business
• Words and lexical phrases (such as formulaic language) used communications, and to specific academic disciplines
for specific topics in academic and professional contexts
• Expanded cultural references
• English phonological sound systems (such as sound segments,
rhythm and intonation) to interpret oral discourse • Expanded colloquial, idiomatic and literary language
Textual Knowledge • Non-verbal communication that accompanies speech (such as
non-verbal vocalizations and variations in voice volume and
Ability to: pitch within sentences to convey different meanings and
• Recognize cohesion links (such as phrasal links) across emotions)
utterances Strategic Competence
• Recognize discourse indicators signalling major parts and Ability to:
thematic sub-parts, topic shifts and transitions in ideas (such
as explanations or reformulation of information,
• Distinguish given information (i.e., assumed to be known)
from new information in speech
illustrations/examples, introduction of contrasting
information such as alternatives, opposing views, unexpected • Recognize avoidance strategies
turn)
• Recognize language used to compensate for or avoid
• Synthesize, integrate and interpret texts miscommunication
Functional Knowledge • Infer unstated information and to hypothesize, guess and
Recognition of: predict
• Thematic organization of sub-parts of presentations or • Use context clues, background knowledge, non-verbal
lectures (such as patterns of narrating, reporting, describing, communication signals and knowledge of vocabulary and
arguing a point, expressing results or consequences) grammar structures to interpret meaning
• Typical organization patterns of lectures (such as reviews of • Recognize paralinguistic clues for making inferences,
information previously covered, overviews of present hypothesizing, guessing and predicting
lectures, outlines of main points, use of examples and details
to provide support, importance of conclusions and
summaries)
• Typical discourse formats for different situations
Ability to:
• Listen to information to perform actions (such as abstract
problem solving, decision making, gathering, using and
manipulating information and negotiating meaning)
• Understand humour, jokes, songs, rhymes, dramas, stories
and anecdotes
• Understand and reduce information to main points or to
selected key points relevant to ideas or topics (such as
summarizing and note taking)

STAGE III

The listener can:
Understand an adequate range • Understand main intent and some implied meanings in Sample Tasks
of complex formal and informal complex communication between speakers with varying Listen to a manager talking
communication on a broad roles and relationships. about company lay-offs to
variety of general interest − Identifies discourse formats for different situations predict what will happen.
topics, and on some specialized and audiences. Listen to a dialogue between a
topics in own field. − Identifies meaning expressed through tone and professor and a graduate
intonation. student to identify the social
When the communication is: roles, status and relationship.
− Identifies signals in speech to collaborate, to hold and
relinquish the floor, to attempt to interrupt politely. Listen to a conversation
• Spoken clearly at a normal between two friends,
rate − Recognizes preferred and non-preferred responses to
classmates or colleagues to
personal interactions.
• Face-to-face, on the phone determine what one person
or via digital media (with − Identifies details of the social context and register. thinks about a decision that
individuals, small or larger − Identifies stated and unspecified details about social the other has made.
groups) roles and relative status. Listen to a televised interview
• Related to unfamiliar, − Identifies situation and relationship between speakers. with a medical or academic
abstract, conceptual or expert to evaluate the overall
− Identifies implied and some unstated meanings. recommendations.
technical matters
− Relates communication to the situational and social
• Lengthy context.
• In demanding contexts − Demonstrates strengths and limitations typical of
Ability.
and limitations:
• Sufficiently grasps meaning
to paraphrase or summarize
key points and important II. Comprehending Instructions
details
• Understands a range of • Understand complex multistep directions and Sample Tasks
concrete, abstract and instructions for familiar procedures. Follow Revenue Canada’s
technical language [Instructions are somewhat detailed, presented clearly telephone instructions on how
appropriate for the content and may be lengthy.] to complete a financial report
and purpose or a tax form properly.
− Integrates a few pieces of detailed information to
• Uses knowledge of complex carry out procedures or follow directions. Follow extensive, complex
grammar and syntax to navigational details on how to
− Follows cohesion links across utterances.
interpret meaning reach a location that is
− Responds with actions to directions and instructions. difficult to find.
• Infers bias, purpose and − Demonstrates strengths and limitations typical of
attitudinal meaning Follow detailed instructions on
Listening Benchmark 9, as listed in the Profile of how to repair or assemble a
• May sometimes miss some Ability. piece of equipment at work.
details or transition signals
Follow complex, multistep
• Recognizes the nuances in instructions for doing a project
different styles, registers and at school.
language varieties
• Often has difficulty
interpreting verbal humour,
low-frequency idioms and
cultural references

STAGE III
• Understand complex and extended communication intended to influence, persuade or Sample Tasks
inform significant decisions (such as proposals, suggestions or recommendations for Listen to several proposals to
solving problems). solve a workplace problem (such
− Identifies main intent, main idea, factual details, relevant words and expressions, as a high rate of absenteeism or
and implied meanings. low employee morale).
− Identifies discourse indicators signalling contrasting information, opposing views, Listen to a conversation between
illustrations/examples. several colleagues in which advice
is given to summarize the nature
− Interprets proposals, suggestions and recommendations.
of the advice.
− Identifies cohesion links (such as phrasal links) across utterances.
Listen to and evaluate feedback
− Identifies and separates feelings, information and facts. and recommendations from an
− Analyzes and evaluates usefulness, appropriateness, relevance and validity of instructor on an academic
proposed solutions, in relation to the purpose and the audience. project.
• Understand complex, extended discussions between several speakers. Sample Tasks

• Understand extensive lectures or presentations. Listen to a lecture on the findings
of a research study, an
[Discussions, lectures and presentations are up to about 30 minutes.] environmental issue or a technical
− Identifies discourse format for different purposes. topic in one’s own field to
− Identifies detailed factual information and implied meanings. summarize the information for a
report or essay.
− Identifies main ideas that are not explicitly stated.
Listen to a 30-minute panel
− Identifies how details support and develop main ideas. discussion to obtain detailed
− Identifies paraphrasing, restating of points, examples and transition indicators. information and perspectives
relating to a topic in one’s own
− Identifies thematic organization of sub-parts of presentations and lectures (such as
field to critically evaluate the
patterns for narrating, reporting, describing, arguing a point, expressing results and
information.
consequences).
Listen to a short podcast for
− Demonstrates critical comprehension by identifying biases and by separating facts
academic or work-related
from opinions.
information to decide whether to
− Identifies, summarizes and critically evaluates the development of positions. research the issue further.

STAGE III

The listener can:
Understand an expanding • Understand complex communication to identify attitudes, Sample Tasks
range of complex, detailed emotions, motivations and intentions. Listen to a manager handling
formal and informal − Identifies different discourse formats for different a customer complaint to
communication on most situations and audiences. identify moods, attitudes and
general interest topics and intentions.
− Identifies meaning expressed through tone and
specialized topics in own intonation. Listen to a dialogue between
field. two acquaintances who are
preparing to complain to the
relinquish the floor, and to attempt to interrupt
authorities about a noisy
When the communication is: politely.
neighbour to identify their
• Spoken clearly at a normal − Recognizes preferred and non-preferred responses. position and intentions.
rate − Identifies unstated and implicit intentions and
• Face-to-face, on the phone motivations based on linguistic and paralinguistic clues.
or via digital media (with − Identifies attitudes and emotions using a range of clues,
individuals, small or larger such as voice tone and volume, pitch, intonation and
groups) stress.
• Related to unfamiliar, − Identifies different styles of speech.
abstract, conceptual or − Demonstrates strengths and limitations typical of
technical matters Listening Benchmark 10, as listed in the Profile of
• Lengthy Ability.
• In demanding contexts
Demonstrating these
strengths and limitations: II. Comprehending Instructions
• Identifies, analyzes and • Understand complex multistep directions and instructions Sample Tasks
critically evaluates selected for less-familiar procedures in some urgent or demanding
aspects of communication Follow complex multistep
situations. instructions from a contractor
• Understands an expanding [Instructions are detailed and may be lengthy, partially for completing or preparing
range of concrete, abstract familiar or predictable.] for a home renovation task.
and technical language
− Integrates several pieces of detailed information to Follow complex medical
appropriate for the content
carry out complex, multistep procedures or to follow instructions for treating a
and purpose
directions. person in medical distress.
• Uses knowledge of complex − Responds with actions to directions and instructions. Follow complex, multistep
grammar and syntax to instructions for creating and
interpret meaning − Demonstrates strengths and limitations typical of
conducting a survey for a
• Infers bias, attitudinal and research study.
Ability.
other unstated meanings
• Only occasionally misses a
topic shift or transition
• Recognizes the nuances in
different styles, registers
and language varieties
• Sometimes has difficulty
low-frequency idioms and
cultural references
especially when spoken
quickly

STAGE III
• Understand content, values and assumptions in communication intended to influence Sample Tasks
or persuade. Listen to a persuasive presentation
− Identifies values and assumptions, where obvious, from stated and unstated clues. (such as to a council, committee,
commission) to identify, analyze and
− Identifies discourse indicators signalling introduction of contrasting information,
evaluate stated and unstated values
opposing views, illustrations/examples, unexpected turns.
and assumptions.
− Identifies cohesion links (such as phrasal links) across utterances.
Listen to evaluate an academic
− Identifies and separates feelings, information and facts. argument in which the speaker tries
− Analyzes and critically evaluates information based on a set of internal or external to persuade the audience with
criteria or standards. evidence from research.
− Demonstrates strengths and limitations typical of Listening Benchmark 10, as listed Listen to critically evaluate a
in the Profile of Ability. persuasive presentation on future
steps for your organization.
• Understand complex expository or argumentative exchanges or discussions between Sample Tasks

several speakers. Listen to a professional development
• Understand extensive lectures or presentations. presentation about a topic in own
field to summarize the information
− Identifies discourse formats for different purposes. for a colleague.
− Identifies detailed factual information and implied meanings. Listen to an academic lecture to
− Comprehends pro and con arguments. take detailed notes of the
− Extracts relevant details from discourse that includes irrelevant or distracting information presented.
information. Listen to evaluate the pros and cons
− Follows the logical line of argumentation in support of a conclusion. of a management proposal to reduce
the workforce.
− Identifies thematic organization of sub-parts of presentations and lectures (such as
patterns for narrating, reporting, describing, arguing a point, expressing results and As part of a hiring committee,
consequences). evaluate the interviews of
4 candidates for an entry-level
− Recognizes fallacies. position. Select the best person for
− Separates facts from opinions in arguments to evaluate credibility/validity. the job.
− Identifies different parts of an argument and logical relationships between parts of
discourse.

STAGE III

The listener can:
• Understand propositionally and linguistically complex Sample Tasks
Understand an expanded communication between diverse speakers to resolve
range of complex, detailed Listen and respond to a
conflicts, build consensus and negotiate compromise. classmate or a colleague's
formal and informal
communication on a broad − Identifies different discourse formats for different accusations about not
variety of general topics and situations and audiences. contributing to a team
specialized topics in own assignment.
field. intonation. Listen to a supervisor
confronting a colleague about
productivity. Identify
When the communication is: relinquish the floor, to attempt to interrupt politely.
language and behaviours that
− Recognizes preferred and non-preferred responses. contribute to an escalation in
• Spoken clearly at a normal
to fast rate − Identifies, analyzes and evaluates language and the conflict to give feedback
interpersonal strategies. on how to manage a similar
• Face-to-face, on the phone situation in the future.
or via digital media (with − Identifies, analyzes and evaluates conflict-escalating
language and behaviour. Identifies converging and Listen to an arbitrator trying
individuals, small or larger
diverging styles of speech (speaking the same way to to settle a dispute to
groups)
convey solidarity, speaking differently to convey identify, analyze and
• Related to unfamiliar, distinctness). evaluate the language and
abstract, conceptual or strategies used to negotiate a
− Demonstrates strengths and limitations typical of compromise.
technical matters
• Lengthy Ability.
Demonstrating these
• Identifies, analyzes and
critically evaluates • Understand complex multistep directions and instructions Sample Tasks
communication for unfamiliar procedures in urgent or demanding Follow extensive directions to
situations. an unfamiliar location in an
• Understands an expanded emergency response or
range of concrete, abstract [Instructions are detailed, lengthy and presented clearly.]
search-and-rescue job.
and technical language − Integrates extensive, detailed information to carry out
appropriate for the content complex, multistep procedures or to follow directions. Follow multistep instructions
and purpose to resolve a complex
engineering problem from a
• Uses knowledge of complex − Demonstrates strengths and limitations typical of technical support worker on
grammar and syntax to Listening Benchmark 11, as listed in the Profile of the phone.
interpret nuances in Ability.
meaning Follow complex multistep
medical or nursing
• Infers meaning from most instructions from a supervisor
unstated information when caring for critically ill
• Recognizes the nuances in patients.
• Has only occasional
difficulty interpreting
verbal humour, low-
frequency idioms, irony,
sarcasm, cultural
references and figurative,
symbolic and idiomatic
language

STAGE III
• Understand the nuances and subtleties of communication intended to influence or Sample Tasks
persuade across a broad variety of general interest, academic and technical topics in Listen to arguments for and against
own field. a controversial issue (such as
− Analyzes and evaluates the appropriateness of persuasive strategies to the building a half-way house in the
audience and the purpose. community) to analyze and evaluate
evidence and logical arguments for
− Identifies language aspects (such as grammar and vocabulary) of persuasive
and against the proposition and
discourse.
determine own position on the issue.
− Identifies discourse indicators signalling contrasting information, opposing views,
Listen to a radio discussion about a
illustrations/examples, unexpected turn, reformulation of information.
current event to decide whether all
− Identifies cohesion links (such as phrasal links) across utterances. sides of the discussion have been
− Identifies and separates feelings, information and facts. presented and which position is best
supported.
− Identifies effective techniques (such as the use of evidence, logical arguments and
ethical and emotional appeals) to obtain agreement on or acceptance of ideas or Listen to a sales pitch for equipment
products. at work (such as a printer, server,
phone) to decide whether or not to
− Demonstrates strengths and limitations typical of Listening Benchmark 11, as listed purchase.
• Understand complex, detailed and specialized discussions between several speakers. Sample Tasks
• Understand complex, detailed and extensive lectures or presentations. In an academic setting, listen to
different views about a topic
− Identifies detailed factual information and implied meanings. presented in a panel discussion to
− Extracts multiple pieces of information as required. summarize presenters’ positions and
− Synthesizes information to reconstruct a message. provide specific details (such as
quotes) for an essay.
− Extracts relevant details from discourse that includes irrelevant or distracting
information. Listen to a series of proposals from
staff concerning the need to
− Identifies thematic organization of sub-parts of presentations and lectures (such as modernize a company’s approach to
patterns for narrating, reporting, describing, arguing a point, expressing results summarize the information and
and consequences). inform the CEO.
− Identifies positions, biases, assumptions and motives.
− Summarizes information.

STAGE III
Profile of Ability
The listener can:
Understand an extensive • Understand the nuances and subtleties of propositionally Sample tasks
range of complex abstract and linguistically complex communication between In a workplace training
formal and informal diverse speakers. session, watch a video-taped
communication on most − Identifies different discourse formats for a variety of team meeting to evaluate the
general and specialized situations and audiences. appropriateness and
topics. effectiveness of the
interaction.
intonation.
When the communication is: Listen to a parliamentary or
− Recognizes preferred and non-preferred responses.
legislative proceeding and its
• Spoken clearly at a normal − Identifies unstated conflicts, challenges and differences related media commentaries
to fast rate of opinion. to identify examples of
• Face-to-face, on the phone − Identifies instances of politeness and cooperation (and sarcasm, criticism and
or via digital media (with their violations) through paralinguistic and linguistic disrespect.
individuals, small or larger clues.
groups) − Identifies examples of imposition, disrespect, criticism
• Related to unfamiliar, and sarcasm, whether explicit or implied.
abstract, conceptual or − Evaluates expressions in terms of cultural norms
technical matters commonly used in professional and academic discourse.
• Lengthy − Analyzes and evaluates language and interpersonal
strategies.
Demonstrating these Ability.
• Identifies, analyzes and
critically evaluates
communication
• Understands a wide range of
concrete, abstract and
• Understand and evaluate detailed, extensive oral Sample Tasks
technical language
instructions in a broad range of situations. Listen to evaluate a
appropriate for the content
and purpose [Instructions are for complex procedures.] workplace instructional video
(such as a training video on a
• Uses knowledge of complex − Evaluates oral instructions or instructional texts for
complex work-related
grammar and syntax to logical accuracy and clarity.
procedure) for logical
interpret nuances in − Uses external criteria and standards to evaluate the accuracy and clarity, and to
meaning validity/effectiveness of instructions or instructional provide suggestions for
texts. improvement.
• Infers meaning from almost
all unstated information − Demonstrates strengths and limitations typical of Follow instructions for solving
Listening Benchmark 12, as listed in the Profile of a complex mathematical
• Recognizes the nuances in Ability. problem.
• Has almost no difficulty
low-frequency idioms,
irony, sarcasm, cultural
references and figurative,
symbolic and idiomatic
language

STAGE III
• Understand the nuances and subtleties of communication intended to influence or Sample tasks
persuade across a wide range of contexts, whether familiar or unfamiliar, Listen to an all-candidates’ debate
including academic, workplace and community. during an election campaign to analyze
− Identifies stated or unstated facts, opinions and attitudes related to text. and evaluate arguments presented by
each candidate and determine which
− Analyzes and evaluates speakers’ points of view.
candidate to vote for.
− Identifies discourse indicators signalling contrasting information, opposing
Listen to a panel debate about a
views, illustrations/examples, unexpected turn, reformulation of information.
controversial political, social or
− Identifies cohesion links (such as phrasal links) across utterances. academic topic to critically evaluate
− Identifies and separates feelings, information and facts. and summarize the information and the
positions of the participants.
− Evaluates the appropriateness, usefulness, relevance and validity of information
to the audience and the purpose. Listen to a court proceeding or formal
workplace meeting to analyze and
− Demonstrates strengths and limitations typical of Listening Benchmark 12, as evaluate the ways in which the
listed in the Profile of Ability. communication of various speakers
influenced the ultimate outcome.
• Critically evaluate complex, detailed and specialized discussions, interviews or Sample Tasks
formal debates. Listen to and critically evaluate the
• Critically evaluate complex, detailed and extensive lectures or presentations. overall organization and delivery
(verbal and non-verbal) of an academic
− Identifies and critically evaluates content, organization and delivery. lecture or a workplace presentation to
− Summarizes and critically evaluates relevance of examples, biases, make suggestions for improvement.
assumptions, values, motives and plausibility. Listen to a formal public debate on a
− Suggests ways to improve content. complex topic to evaluate participants’
− Analyzes and evaluates verbal and non-verbal aspects of delivery and makes conversational management styles and
suggestions for improvement. strategies to provide constructive
feedback.
− Identifies thematic organization of sub-parts of presentations and lectures (such
as patterns for narrating, reporting, describing, arguing a point, expressing Evaluate the points of speeches and
results and consequences). debates of political candidates during
an election campaign to make choices
− Identifies conversation styles (such as high involvement style and high as a voter.
considerateness style).
Listen to the presentation and defence
− Demonstrates strengths and limitations typical of Listening Benchmark 12, as of an academic thesis in own field to
listed in the Profile of Ability. evaluate the quality of the research,
analysis and conclusions.
Listen to the presentation of two
different proposals for expenditures to
decide how to allocate funds.

STAGE III
Across Stage III Listening

• Communication is face-to- • Communication is face-to- • Communication is face-to- • Communication is face-to-

face, on the phone or via face, on the phone or via face, on the phone or via face, on the phone or via
digital media (with digital media (with digital media (with digital media (with
individuals, or small or individuals, or small or individuals, or small or individuals, or small or
larger groups, in any live or larger groups, in any live or larger groups, in any live or larger groups, in any live or
recorded media). recorded media). recorded media). recorded media).
• Speech is clear and at a • Speech is clear and at a • Speech is clear and at a • Speech is clear and at a
normal rate. normal rate. normal to fast rate. normal to fast rate.
• Contextual clues (non-verbal • Contextual clues (non-verbal • Contextual clues (non-verbal • Contextual clues (non-verbal
communication, relationship communication, relationship communication, relationship communication, relationship
cues) support cues) support cues) support cues) support
comprehension in comprehension in comprehension in comprehension in
high-stakes situations. high-stakes situations. high-stakes situations. high-stakes situations.
• Listening texts can be • Listening texts can be • Listening texts can be • Listening texts can be
informal, semi-formal or informal, semi-formal or informal, semi-formal or informal, semi-formal or
formal monologues, formal monologues, formal monologues, formal monologues,
presentations, lectures, lectures, panel discussions, lectures, panel discussions, lectures, panel discussions,
panel discussions, dialogues expository or argumentative debates, expository or debates, expository or
or exchanges between small presentations, extended argumentative argumentative
groups of speakers. dialogues or complex presentations, extended presentations, extended
exchanges between small dialogues or complex dialogues or highly complex
• Required listening time may groups of speakers. exchanges between large exchanges between large
be quite long, as dictated by
groups of several speakers. groups of several speakers.
the topic, purpose, genre • Required listening time may
and context. be quite long, as dictated by • Required listening time may • Required listening time may
the topic, purpose, genre be very long, as dictated by be very long, as dictated by
• Instructions are complex, in and context. the topic, purpose, genre the topic, purpose, genre
any order, but clear and
and context. and context.
coherent. • Instructions are complex, in
any order, but clear and • Instructions are complex, in • Instructions are complex, in
• Language is abstract, coherent. any order. any order.
conceptual and technical,
and may include verbal • Language is abstract, • Language is complex and • Language is complex and
humour, low-frequency conceptual and technical includes cultural references, includes cultural references,
idioms and cultural and may include verbal figurative, symbolic and figurative, symbolic and
references. humour, low-frequency idiomatic language, irony, idiomatic language, irony,
idioms and cultural sarcasm and humour. sarcasm and humour.
• General interest topics and references.
some specialized topics in • Most general and specialized • Most general and specialized
own field. • General interest topics and topics. topics.
specialized topics in own
• Context is demanding. field.
• Context is demanding. • Context is demanding.
• Task response may require • Context is demanding. • Task response may require • Task response may require
knowledge of formal social, analysis and evaluation. analysis and evaluation.
academic and business • Task response may require
codes. knowledge of formal social,
academic and business
codes.
Note: Speed of delivery is often beyond the listener's control and is provided to suggest roughly a progression in
degrees of complexity across Listening Stage III. The time frame for listening at Stage III naturally varies, as dictated by
the specifics of the situation and the needs of the participants.

Stage I
Speaking
Benchmarks 1–4

basic needs, routine everyday
activities, and familiar topics
of immediate personal
relevance (non-demanding

STAGE I
Stage I Speaking

The speaker can: The speaker can: The speaker can: The speaker can:
Communicate very basic Communicate basic personal Communicate basic Communicate information
personal information using a information using short information using simple about common everyday
few common, familiar words phrases and some sentences, sentences about immediate activities, experiences, wants
and formulaic expressions, usually in response to needs and personal and needs.
usually in response to simple questions about personal experiences.
questions related to needs and experiences.
immediate needs.
• Short and face-to-face • Short and face-to-face • Face-to-face or via digital • Face-to-face, very briefly on
media the phone or via digital
• Strongly supported by • Strongly supported by
media
gestures and visual cues gestures and visual cues • Supported by gestures and
visual cues • May be supported by
• Informal • Informal
gestures and visual cues
• With one familiar person at • With one familiar person at • Informal
a time a time • With one person at a time • Informal
• Guided and encouraged by • Guided and encouraged by • Encouraged to a moderate • With one person at a time or
in a small supportive group
questions and prompts from questions and prompts from degree by questions and
a highly supportive listener a highly supportive listener prompts from a supportive • Encouraged occasionally by
listener questions and prompts from
• In non-demanding contexts • In non-demanding contexts
a supportive listener
• Speaks in isolated words or • Speaks in short phrases and • Speaks in short sentences • Speaks in short sentences
strings of 2 to 3 words, with some short sentences, with with some evidence of and some longer compound
no evidence of connected very little evidence of connected discourse sentences, with clear
discourse connected discourse evidence of connected
• Fluency is just barely
discourse
• Fluency is not adequate to • Fluency is not adequate to adequate for simple
sustain simple sustain simple conversations; speech rate • Fluency is adequate for
conversations; speech rate conversations; speech rate is slow with pauses and simple conversations;
is slow with frequent is slow with frequent pauses hesitations speech rate is slow to
pauses, hesitations and and hesitations normal with some pauses or
• Vocabulary is somewhat
repetitions hesitations
• Vocabulary is limited for limited for basic everyday,
• Vocabulary is extremely basic everyday, routine routine communication • Vocabulary is adequate for
limited for basic everyday, communication basic everyday, routine
• Some control over basic
routine communication communication
• Little control over basic grammar structures and
• Very little or no control over grammar structures and tenses • Adequate control over basic
basic grammar structures tenses grammar structures and
• Grammar, vocabulary and
and tenses tenses
• Grammar, vocabulary and pronunciation difficulties
• Grammar, vocabulary and pronunciation difficulties may impede communication • Grammar, vocabulary and
pronunciation difficulties may significantly impede pronunciation difficulties
• May rely on gestures
may significantly impede communication may impede communication
communication
• Relies on gestures
• May revert to first language

STAGE I
Stage I Speaking
These are some things that may need to be learned as an individual moves through Stage I Speaking.
Ability to produce: Understanding of and beginning ability to use:
• Grammar structures and vocabulary relating to basic • Some cultural references or information
personally relevant facts (such as ethnicity, home country,
• Culturally appropriate non-verbal communication strategies
address, age), time, dates, money, school environment,
community facilities, common actions, jobs and • Culturally appropriate strategies to convey politeness and
occupations, family, housing, food, weather, clothing, etc. respect
• Basic syntax (such as indications of a statement, a • Socio-cultural conventions related to specific topics (such as
negative, or a question; word order; prepositional phrases; responding to introductions; giving instructions and directions;
and coordination and subordination) attracting attention; and talking about sensitive topics, such as
age, income, marital status)
• Vocabulary adequate for talking about basic time
references, chronological sequences, needs and wants, and Strategic Competence
personal experiences, and for describing people, objects,
situations, and daily routines Beginning ability to use:
• Adequate pronunciation to convey basic messages • Strategies to indicate problems in understanding (such as asking
for repetition, repeating back, asking for clarification)
Textual Knowledge
• Strategies to ensure understanding, such as confirming
Beginning ability to use: information and paraphrasing
• Connective words and phrases to signal contrast and • Techniques and strategies to learn and memorize language
indicate chronology (such as but, and, or, like, for chunks efficiently
example, first, then)
• Discourse markers to convey shifts in topic meanings (such
as so, and, finally)
• Cohesion links between sentences (pronoun references,
etc.)
• Genres, such as telling narratives or reporting information
Beginning ability to:
• Convey intended purpose of an utterance through
intonation, language, body language, vocalizations, etc.
• Use common expressions for specific purposes (such as
greeting and leave-taking, making introductions, attracting
attention, inquiring about others)
• Use typical set formats in sequencing information (such as
openings, pre-closings, and closings)

STAGE I
Speaking – Benchmark 1

The speaker can:
• Use and respond to basic courtesy formulas and greetings. Sample Tasks
Communicate very basic personal
information using a few common, [Interlocutors are familiar and supportive.] Introduce self to a new
familiar words and formulaic − Responds appropriately to common greetings, neighbour, classmate, or
expressions, usually in response introductions, and leave-takings. teacher. (My name is
to simple questions related to Ahmed.)
immediate needs. − Uses appropriate basic courtesy formulas.
Greet the clerk at a local
− Indicates communication problems verbally or supermarket. (Hello, how are
non-verbally. you?)
When the communication is:
− Demonstrates strengths and limitations typical of Respond to greetings,
• Short and face-to-face Speaking Benchmark 1, as listed in the Profile of Ability. introductions and leave-
• Strongly supported by gestures takings with the appropriate
and visual cues expression. (Hello. Nice to
meet you. Goodbye.)
• Informal
• With one familiar person at a
time
• Guided and encouraged by
questions and prompts from a II. Giving Instructions
highly supportive listener
• In non-demanding contexts • Give brief, simple, common, routine instructions to a Sample Tasks
familiar person. Give a short instruction to a
[Instructions are a few words or a short phrase.] friend, co-worker, or
Demonstrating these strengths classmate. (Pass the salt.
and limitations: − Uses imperative forms and memorized stock
expressions. Close the door. Please come
• Speaks in isolated words or in. Wait! Stop! Please
− Uses appropriate courtesy words (such as please, thank repeat.)
strings of 2 to 3 words, with no
you).
evidence of connected
discourse − Demonstrates strengths and limitations typical of
Speaking Benchmark 1, as listed in the Profile of Ability.
• Fluency is not adequate to
sustain simple conversations;
speech rate is slow with
frequent pauses, hesitations
and repetitions
• Vocabulary is extremely limited
for basic everyday, routine
communication
• Very little or no control over
basic grammar structures and
tenses
pronunciation difficulties may
significantly impede
communication
• May revert to first language

STAGE I

• Make and respond to simple requests related to immediate personal needs (such as Sample Tasks
asking for assistance, or for the time, a price or an amount). Attract a server’s attention and
− Uses appropriate single words, phrases, memorized expressions and courtesy formulas. make a request. (Excuse me.
− Uses simple expressions of time. Coffee, please.)
− Uses expressions for money, prices, and amounts. Ask for the time.
− Uses acceptable gestures and body language when making requests. Describe amounts of money. (I
have 2 quarters. Here is 1 dime.
− Demonstrates strengths and limitations typical of Speaking Benchmark 1, as listed in I have 60 cents.)
Ask for assistance (Help me,
please.)
IV. Sharing Information

• Give basic personal information in response to direct questions from a supportive Sample Tasks
listener. Answer 2 or 3 questions from a
− Answers simple questions about personal information. co-worker, classmate or
− Uses alphabet to spell out words, such as own name. neighbour about self and family.
Answer 2 or 3 personal
• Ask for basic personal information.
information questions (such as
− Asks simple questions using memorized stock phrases. name, address, and phone
− Demonstrates strengths and limitations typical of Speaking Benchmark 1, as listed in number) from a librarian or store
the Profile of Ability. clerk.

STAGE I

The speaker can:
• Use and respond to courtesy formulas and greetings. Sample Tasks
Communicate basic personal
information using short phrases [Interlocutors are familiar and supportive.] Introduce self and respond to
and some sentences, usually in − Initiates and responds appropriately to introductions and another person’s
response to questions about leave-takings using appropriate courtesy formulas. introduction.
personal needs and Initiate a very short
experiences. − Opens a short conversation.
conversation with a
− Indicates communication problems verbally, if needed. classmate or neighbour.
− Demonstrates strengths and limitations typical of Indicate non-understanding if
Speaking Benchmark 2, as listed in the Profile of Ability. necessary. (I don’t
• Short and face-to-face understand. My English is not
good. Speak slowly, please.)
• Strongly supported by
gestures and visual cues Respond to a common
goodwill message with a
• Informal simple and appropriate stock
• With one familiar person at a phrase. (Have a good
time weekend. Thanks. You too.)
• Guided and encouraged by
questions and prompts from a
highly supportive listener
II. Giving Instructions
Demonstrating these strengths • Give short, simple, common, routine instructions to a Sample Task
and limitations: familiar person. Give polite positive or
• Speaks in short phrases and [Instructions are short phrases or imperative sentences.] negative instructions or
some short sentences, with − Uses imperative forms, memorized stock expressions, commands to a friend,
very little evidence of and appropriate courtesy words (such as please). co-worker, sales clerk or
connected discourse classmate. (Water the plants,
− Gives both positive and negative commands. ok? Come to my house.
• Fluency is not adequate to − Demonstrates strengths and limitations typical of Please don’t do that!)
sustain simple conversations; Speaking Benchmark 2, as listed in the Profile of Ability.
speech rate is slow with
frequent pauses and
hesitations
• Vocabulary is limited for
basic everyday, routine
communication
• Little control over basic
grammar structures and
tenses
significantly impede
communication
• Relies on gestures

STAGE I

• Make and respond to simple requests related to common everyday activities. Sample Tasks
− Uses appropriate memorized expressions, simple sentences, and courtesy formulas for Make a simple food order in a
requests. restaurant or cafeteria at work.
(Coffee with milk and sugar,
• Give very simple warnings and cautions.
please.)
− Uses appropriate memorized expressions, simple sentences, and courtesy formulas for
Request an item from a friend,
simple warnings and cautions.
co-worker, or classmate.
− Demonstrates strengths and limitations typical of Speaking Benchmark 2, as listed in
Warn a friend about an icy
sidewalk. (Be careful. Don’t
fall.)
Request that the landlord fix a
simple problem in an apartment.
(Please fix my sink.)
Respond to someone who is
bothersome. (Please leave me
alone.)

• Give expanded basic personal information to a supportive listener. Sample Tasks
− Answers simple questions about personal information. Give basic personal information
− Uses alphabet to spell out words, such as own name. to a teacher or daycare worker.
− Expresses likes and dislikes. Describe a personal photograph

of a family member or a friend
− Expresses basic ability or inability. in a few short phrases. Ask
• Ask for basic personal information. questions about a classmate’s
photograph.
− Asks simple questions using memorized stock phrases.
Talk with a friend about a
• Give basic descriptions of concrete, familiar objects in a few short words or phrases. favourite food or possession. Ask
[Descriptions are in response to questions.] questions about the friend’s
favourite food or possession.
− Describes concrete objects, likes and dislikes.
Give a brief concrete description
− Describes sizes, colours and numbers.
of basic abilities related to
− Demonstrates strengths and limitations typical of Speaking Benchmark 2, as listed in work. (I can type. I can use a
the Profile of Ability. computer.)

STAGE I

The speaker can:
• Use a range of courtesy formulas and greetings in very Sample Tasks
Communicate basic information short, casual, face-to-face interactions.
using simple sentences about Participate in a short, casual
immediate needs and personal [Interlocutors are familiar and supportive.] conversation. Introduce self
experiences. − Opens a conversation. and ask about the other
person at a party, in the
− Initiates and responds appropriately to introductions and workplace, or in class. End
When the communication is: leave-takings. the conversation
• Face-to-face or via digital − Initiates and responds appropriately in short routine appropriately.
media exchanges about self and another person. At a doctor’s office, greet
• Supported by gestures and − Uses an expanding range of courtesy formulas and small the receptionist and
talk phrases. exchange a few simple
visual cues
pleasantries. (Hello. How are
− Uses simple questions to ask about another person.
• Informal you? Nice to see you. It’s a
− Indicates comprehension and communication problems warm day.) State the reason
• With one person at a time verbally, if needed. for the visit and provide
• Encouraged to a moderate − Demonstrates strengths and limitations typical of personal information, such as
degree by questions and Speaking Benchmark 3, as listed in the Profile of Ability. a health card number.
prompts from a supportive
listener
Demonstrating these strengths II. Giving Instructions

and limitations:
• Give simple, common, routine instructions and directions Sample Task
• Speaks in short sentences with to a familiar person.
some evidence of connected Give short directions to a
discourse [Instructions are 2 to 3 steps.] friend, co-worker, or
− Uses appropriate courtesy forms and structures. classmate to a location in a
• Fluency is just barely adequate building. (Go down the hall.
for simple conversations; − Expresses movement and location. Turn right. Take the
speech rate is slow with pauses − Demonstrates strengths and limitations typical of elevator. Go to the main
and hesitations Speaking Benchmark 3, as listed in the Profile of Ability. office. Get a form.)
• Vocabulary is somewhat limited Give a short instruction to a
for basic everyday, routine friend to help him/her find
communication something. (It’s in the closet.
• Some control over basic Look under the chair.)
grammar structures and tenses
impede communication
• May rely on gestures

STAGE I

• Make and respond to an expanding range of simple requests related to everyday Sample Tasks
activities. Ask an employer or teacher for
• Give an expanding range of simple warnings, apologies and cautions. permission to do something.
(May I leave early today? Can I
− Uses appropriate polite expressions.
write the test tomorrow?)
− Uses simple sentences and question formations.
Ask a friend to help move,
− Repeats and attempts to explain when necessary. organize a party, or house-sit.
− Uses appropriate simple expressions. (Can you help me move? I really
appreciate it. Will you water my
− Provides some basic details. plants? Can you do it?)
− Demonstrates strengths and limitations typical of Speaking Benchmark 3, as listed in Advise someone of a dangerous
the Profile of Ability. situation. (Watch your step! Be
careful. The floor is wet.)

• Ask for and give information about immediate needs and some feelings related to Sample Tasks
common everyday activities. Give a brief simple description
− Asks and answers simple, factual questions. of a home or work space.
− Follows conventions for providing personal information such as addresses and phone Give a brief basic description of
numbers. health or feelings to a doctor or
− Expresses some feelings. nurse.
− Expresses very simple immediate and future needs, wants and plans. Talk about simple activities of
last weekend. Ask about a
• Give simple descriptions of concrete objects, people or experiences in a few short friend’s weekend.
sentences.
Describe simple plans or
[Descriptions are an attempt at taking a longer turn within an interaction with one intentions for a future event or
person at a time.] activity.
− Sustains about 4 or 5 sentences, which may not be adequately connected as discourse.

STAGE I

The speaker can:
• Use a range of courtesy formulas and some casual small Sample Tasks
Communicate information talk in short, one-on-one or small group interactions.
about common everyday Greet a neighbour, ask about
activities, experiences, wants [Interlocutors are familiar and supportive.] his/her health, and talk
and needs. − Opens and closes a short conversation. about the weather. Extend
the conversation by asking
− Introduces 2 known people. questions.
When the communication is: − Asks and responds to questions about common, everyday Introduce a teacher or
• Face-to-face, very briefly on routines. employer to a family
the phone or via digital − Uses non-verbal communication (such as eye contact member.
media and nodding) to show interest and encourage Leave a simple voice mail
• May be supported by gestures conversation. message for a friend,
and visual cues − Uses a range of small talk phrases and expressions. co-worker, or classmate.
(Hello, this is Maria. Please
• Informal − Indicates comprehension and communication problems
call me back. My number is…)
verbally, if needed.
• With one person at a time or
in a small supportive group • Participate in very short, simple phone calls.
• Encouraged occasionally by [Phone interactions are very brief.]
questions and prompts from a − Initiates simple phone calls.
supportive listener
− Uses appropriate greetings.
− Leaves a short, simple message with a person or on
voice mail.
Demonstrating these − Uses appropriate closing remarks to end phone calls.
• Speaks in short sentences and Speaking Benchmark 4, as listed in the Profile of Ability.
some longer compound
sentences, with clear
evidence of connected
discourse
• Fluency is adequate for II. Giving Instructions
simple conversations; speech
rate is slow to normal with • Give a set of simple, common, routine instructions and Sample Tasks
some pauses or hesitations directions to a familiar person. Give a short set of
• Vocabulary is adequate for [Instructions are about 4 to 5 steps.] instructions on how to set an
basic everyday, routine − Uses appropriate courtesy forms and structures. alarm clock, use a long-
communication distance calling card, or print
− Expresses movement and location. a file from a computer.
• Adequate control over basic
grammar structures and − Demonstrates strengths and limitations typical of Give directions to a
tenses Speaking Benchmark 4, as listed in the Profile of Ability. co-worker or classmate on
how to get to the lunchroom.

STAGE I

• Make and respond to a range of requests and offers (such as getting assistance, and Sample Tasks
asking for, offering, accepting or rejecting goods or services.) Request a room in a hotel and
− Asks questions and makes requests and suggestions politely and appropriately. ask about services. (Is there
− Uses modals with some accuracy. parking? Is there a pool and an
exercise room?)
− Facilitates the listener’s comprehension by repeating and explaining.
Respond to a warning about a
− Elicits or provides details as needed. simple bylaw violation. (Oh, I
− Demonstrates strengths and limitations typical of Speaking Benchmark 4, as listed in didn’t see the sign. Thanks for
the Profile of Ability. telling me.)
Request a review of a paycheque
because overtime hours were
not included.
Respond to an instructor’s
warning about handing in an
assignment late. (I have a family
emergency. Can I bring it next
week?)

• Ask for and give information about needs and feelings related to common everyday Sample Tasks
activities. Tell a short story about a happy
− Asks and answers simple, factual questions. day.
− Expresses feelings, needs, preferences, satisfaction and dissatisfaction. Tell a short story about a
common activity (such as finding
• Give brief descriptions of personal experiences, situations or simple processes, such as
a job or an apartment).
getting goods or services.
Give a brief description of a
[Descriptions are an attempt at taking a longer turn within an interaction with one
typical day at home or at work.
person or a familiar supportive group.]
Tell what happened (by
− Sustains about 5 to 7 sentences, which are adequately connected as discourse.
narrating a brief series of
− Gives descriptions in coherent narratives. events) in a short TV show.

STAGE I
Across Stage I Speaking


face and with one person face and with one person at a face with one person at a face with one person at a
at a time in a familiar time in a familiar situation. time in a familiar situation. time in a familiar situation,
situation. very briefly on the phone,
• Highly familiar personal • Familiar personal topics.
or in a very small
• Highly familiar personal topics.
• Tasks require responses to supportive group.
topics.
• Tasks require only simple direct questions, some short,
• Tasks require only simple responses to direct questions simple connected discourse,
• Familiar personal topics.
responses to direct or short sentences and and memorized stock • Tasks require short, simple,
questions or short phrases memorized stock expressions. expressions. connected discourse.
and memorized stock
• Situation is predictable. • Situation is predictable. • Situation is predictable.
expressions.
• Interaction is informal. • Interaction is informal. • Interaction is informal to
• Situation is predictable. somewhat formal.
• Listeners are highly • Listeners are supportive and
• Interaction is informal. supportive and encouraging. encouraging. • Listeners are supportive
• Listeners are highly and encouraging.
• Listener may guide the • Listener may guide the
supportive and
speaker by asking questions speaker by asking questions. • Listener may guide the
encouraging.
and by directing the speaker by asking
• Context is non-demanding.
• Listener may guide the communication. questions.
speaker by asking
• Context is non-demanding. • Context is non-demanding.
questions and by directing
the communication.

Stage II
Speaking
Benchmarks 5–8

communicate with increasing
effectiveness and confidence
in a broadening range of
situations that may be less
familiar and predictable
(moderately demanding

STAGE II
Stage II Speaking

Ability Ability
Communicate with some Communicate with some Communicate with some Communicate with confidence
effort in short, routine social confidence in routine social confidence in many daily in most daily routine social,
situations, and present situations, and present routine social, educational, educational and work
concrete information about concrete information in some and work situations, and situations, and present
needs and familiar topics of detail about familiar topics of present concrete and some concrete and some abstract
personal relevance. personal relevance. abstract information on an information on an expanded
expanding range of familiar range of familiar topics.
topics.
• Face-to-face, on the phone, • Face-to-face, on the phone, • Face-to-face, on the phone, • Face-to-face, on the phone,
or via digital media or via digital media or via digital media or via digital media
• Informal to somewhat • Informal to somewhat • Informal to formal • Informal to formal
formal formal
• In somewhat familiar groups • In unfamiliar groups
• In familiar small groups • In mostly familiar small • In moderately demanding • In moderately demanding
groups
• In moderately demanding contexts contexts
contexts • In moderately demanding
contexts

• Clear evidence of connected • Clear evidence of connected • Clear evidence of connected • Clear evidence of connected
discourse discourse discourse discourse
• Adequately fluent for some • Reasonably fluent for some • Reasonably fluent for • Fluent for moderately
moderately demanding moderately demanding moderately demanding demanding contexts; speech
contexts; speech rate is contexts; speech rate is contexts; speech rate is is often at a normal rate
slow to normal with some slow to normal with a few slow to normal with few
• An expanded range of
pauses and hesitations hesitations hesitations
• A range of common • A range of everyday • An expanding range of idiomatic language, which
everyday vocabulary,which vocabulary, which may concrete and idiomatic may include some common
may include a limited include some idioms and a language, which may include cultural references
number of idioms few common cultural some common cultural
• Adequate variety of
references references
• Some variety of grammatical grammatical structures,
structures, with good • Some variety of grammatical • Increasing variety of with adequate control of
control of simple structures structures, with developing grammatical structures, complex structures
and initial control of some control of more complex with developing control of
more complex structures structures complex structures
pronunciation difficulties
• Grammar, vocabulary and • Grammar, vocabulary and • Grammar, vocabulary and seldom impede
pronunciation difficulties pronunciation difficulties pronunciation difficulties communication
sometimes impede may sometimes impede may occasionally impede
• Good use of appropriate
communication communication communication
non-verbal cues and signals
• Some awareness of • Developing use of • Adequate use of appropriate • Adapts speech style and
appropriate non-verbal cues appropriate non-verbal cues non-verbal cues and signals
register to a range of
and signals and signals
• Adapts speech style and different audiences and
• Adapts speech to reflect register to different situations
some degrees of formality audiences and situations
appropriate to the group

STAGE II
Stage II Speaking
These are some things that may need to be learned as an individual moves through Stage II Speaking.
Ability to: Understanding of:
• Demonstrate fluency in using grammatical, syntactical, and • Sociolinguistic norms and culturally determined behaviours,
lexical structures typically occurring in moderately such as attitudes toward hierarchy
demanding academic, community, and work contexts
• Collaborative skills for academic and work purposes (such as
• Use an expanding range of abstract, technical, idiomatic, and contributing to verbal problem solving and decision making in
conceptual vocabulary to report and discuss personal and group settings)
factual information, and to express ideas, opinions and Ability to use:
feelings about familiar topics and issues
• Appropriate language to indicate level of formality and to
• Produce intelligible and communicatively effective show respect
pronunciation
• Appropriate and communicatively effective non-verbal
Textual Knowledge communication strategies
Ability to: • Socio-cultural communication norms, such as
• Use cohesion links across utterances and discourse indicators formality/informality, direct/indirect speech and cultural
(such as conjunctive adverbs and adverbials) signalling such references
meanings as contrast or illustrations Strategic Competence
• Use a combination of main and subordinate ideas Ability to use:
• Use different genres (such as narratives, presentations) • Relevant metalinguistic and other related knowledge and
• Integrate multiple pieces of information for a coherent oral skills (such as how to prepare and deliver presentations and
presentation how to best memorize phrases and expressions)
Functional Knowledge • Strategies to check understanding, such as confirming

information and paraphrasing
Ability to:
• Effective strategies to compensate for or prevent
• Recite songs and rhymes, dramatize, improvise, play basic communication breakdowns
verbal games, and tell stories and simple, non-abstract jokes
• Use interactional and interpersonal communication skills for
conversation management, and for giving and receiving
compliments or invitations, etc.
Understanding of:
• Situational scripts and corresponding oral discourse formats
for particular academic, work, or community events (such as
student-teacher conferences, business or service
transactions, group conversations or discussions, and specific
workplace situations)

STAGE II
Profile of Ability
The speaker can:
Communicate with some effort • Participate in basic social conversations for some Sample Tasks
in short, routine social everyday purposes (such as expressing feelings; making, Initiate a short, informal
situations, and present accepting or declining invitations; and engaging in small conversation with a friend,
concrete information about talk). co-worker or classmate.
needs and familiar topics of [Limited support from interlocutors.] Engage in small talk,
personal relevance. − Opens and maintains a conversation. compliment the person
and/or respond to a
− Responds to small talk. compliment. End the
When the communication is: − Extends, accepts or declines invitations. conversation appropriately.
• Face-to-face, on the phone, − Takes turns by giving non-verbal and verbal signals. Invite a friend, co-worker, or
or via digital media classmate to lunch.
− Encourages conversations by using eye contact, nodding,
• Informal to somewhat formal showing interest, etc. Answer the phone at work.
• In familiar small groups Provide information to the
− Indicates non-comprehension.
caller (such as company
• In moderately demanding • Participate in very short phone calls. name, hours of operation,
contexts basic information about a
[Communicating on the phone may be difficult.]
product or service).
− Answers the phone, greets a caller, and closes a
Demonstrating these conversation using appropriate conventions and
strengths and limitations: expressions.
• Clear evidence of connected − Provides simple personal information.
discourse − Demonstrates strengths and limitations typical of
• Adequately fluent for some Speaking Benchmark 5, as listed in the Profile of Ability.
moderately demanding
contexts; speech rate is slow
to normal with some pauses
and hesitations
• A range of common everyday II. Giving Instructions
vocabulary, which may
include a limited number of • Give instructions and directions for everyday activities Sample Tasks
idioms and processes. Give directions to a home or
• Some variety of grammatical − Uses appropriate courtesy forms and structures. business.
structures, with good control − Uses appropriate expressions to sequence instructions. Give instructions to a new
of simple structures and co-worker on how to use an
initial control of some more − Demonstrates strengths and limitations typical of
Speaking Benchmark 5, as listed in the Profile of Ability. appliance, machine, or
complex structures. system at work, such as a
• Grammar, vocabulary and photocopier or coffee-maker,
pronunciation difficulties or how to transfer a call on a
sometimes impede telephone system.
communication Instruct a classmate on how
• Some awareness of to register for a course.
appropriate non-verbal cues
and signals

STAGE II

• Give and respond to informal requests, permission, suggestions and advice. Sample Tasks
− Provides details and gives reasons. Give advice to a colleague about
− Uses modals with the appropriate level of politeness. taking a day off because he/she
is ill.
the Profile of Ability. Make a suggestion for a class to
begin or end at a different time.
Give reasons to support the
suggestion.
Give advice to a close friend on
how to deal with an unruly child.
Ask permission from a teacher to
hand in an assignment late.
Ask a colleague or fellow student
to help with a task. (Could you
empty the garbage? Would you
mind if I went first?)

• Ask for and give information related to routine daily activities in one-on-one interactions. Sample Tasks
• Agree, disagree and give opinions in small group discussions or meetings. Describe symptoms to a
pharmacist in order to get an
[Discussions or meetings are in groups of 3 to 5 people.]
appropriate medication.
− Provides necessary information.
In a small group discussion, plan
− Asks relevant questions. an event (such as an end-of-
− Repeats information and ideas to confirm understanding. class party, a company open
house, or a birthday party for a
− Expresses opinions and feelings. friend). Discuss different options
− Agrees and disagrees appropriately. and come to an agreement.
− Thanks others for their contributions and information. Give a brief presentation about
− Participates adequately in interactions with some degree of support from others. a news event or incident.
Describe a minor car accident to
• Give presentations about sequences of events; incidents in the past, present or future; or
a police officer.
to describe scenes, pictures or daily routines.
[Presentations are up to about 5 minutes long; topics are familiar and concrete.]
− Presents information using connected discourse.
− Uses an introduction, some development, and a conclusion.
− Uses connective words and phrases.
− Sequences events in a comprehensible order.
− Provides adequate descriptions.
− Shows some awareness of appropriate eye contact and body language.

STAGE II

The speaker can:
Communicate with some
• Participate in routine social conversations for some Sample Tasks
everyday purposes (such as apologies, excuses, expressing Carry on a short, routine
confidence in routine social
opinions, and making suggestions or arrangements). conversation with an
situations, and present
concrete information in some [Limited support from interlocutors.] employer or professor about
detail about familiar topics of − Opens, maintains and closes a conversation. work or school.
personal relevance. Introduce a guest speaker to
− Introduces someone to a small familiar group in a way
that is appropriate to the situation and audience. a class.
When the communication is: − Uses and responds to small talk. Apologize to a co-worker for
a mistake made.
• Face-to-face, on the phone, − Encourages conversation by adding supportive
or via digital media comments. Decline an invitation to a
social event. Apologize and
• Informal to somewhat formal − Provides appropriate apologies and explanations. give a reason for declining.
• In mostly familiar small − Takes turns by interrupting appropriately. Call to make an appointment
groups with a professor or dentist.
− Indicates partial comprehension by asking clarifying
• In moderately demanding questions.
contexts
• Participate in short phone calls.
[Communicating with strangers on the phone may be
Demonstrating these challenging.]
− Answers the phone, greets the caller, and closes a
• Clear evidence of connected conversation using appropriate conventions and
discourse expressions.
• Reasonably fluent for some − Provides information or leaves a message with 3 to
moderately demanding 5 details.
contexts; speech rate is slow − Clarifies and confirms information.
to normal with a few
hesitations − Demonstrates strengths and limitations typical of
• A range of everyday
vocabulary, which may
include some idioms and a
few common cultural
references
II. Giving Instructions
• Some variety of grammatical
structures, with developing • Give sequential instructions and directions for everyday Sample Tasks
control of more complex activities and processes.
structures Give instructions for using a
− Uses correct sequence of steps. bank machine to a friend.
• Grammar, vocabulary and (Sign the cheque before you
− Uses clear references.
pronunciation difficulties may put it in the envelope.)
sometimes impede − Uses sequencing intonation so that the listener can
communication follow. Give instructions to a
co-worker on what to do if
• Developing use of appropriate − Checks to confirm understanding. the fire alarm sounds.
non-verbal cues and signals − Demonstrates strengths and limitations typical of Give instructions to a friend
• Adapts speech to reflect Speaking Benchmark 6, as listed in the Profile of Ability. on how to set up an account
some degrees of formality on a social networking site.
appropriate to the group Give instructions to a
classmate on how and where
to find reference materials in
the library or online.

STAGE II

• Give and respond to informal and somewhat formal suggestions and indirect requests. Sample Tasks
− Gives reasons and predicts consequences of not following through. Make a suggestion in a workplace
− Uses modals with the appropriate level of politeness. or school setting and present
possible consequences if the
− Conveys a developing ability to make indirect requests appropriately. suggestion is not followed. (You
− Demonstrates strengths and limitations typical of Speaking Benchmark 6, as listed in should wear gloves to handle
the Profile of Ability. that. You might cut your hands.)
Request a raise from an
employer and provide persuasive
arguments as to why it is
deserved.
Make indirect requests and
suggestions. (I wouldn’t do that
if I were you. You might want to
reconsider. I don’t think
smoking is allowed here.)

• Ask for and give information in some detail; express opinions, feelings, obligation, ability Sample Tasks
and certainty one-on-one and in small group discussions or meetings. Phone a community centre to
− Provides necessary information. obtain information about
− Asks relevant questions. available programs. Relay the
information to someone else and
− Summarizes information and ideas to confirm understanding. give recommendations.
− Agrees and disagrees appropriately, when necessary. Answer questions about
− Thanks others for their contributions and information. educational background, work
experience and skills in a panel
− Participates effectively in interactions with some degree of support from others.
interview.
• Give detailed presentations about sequences of events; incidents in the past, present or Describe the chef’s special and
future; simple processes; or to describe or compare things such as people and places. answer customers’ questions in a
[Presentations are up to about 7 minutes long; topics are familiar and concrete.] restaurant setting.
− Presents information using connected discourse. Give an informal presentation to
− Uses an introduction, development, and conclusion. classmates or colleagues to
share information about the
− Uses connective words and phrases appropriately. process of applying for Canadian
− Provides adequate detailed descriptions. citizenship or for a student loan.
− Shows some awareness of appropriate eye contact, body language, volume and rate.

STAGE II

The speaker can: • Participate in less routine social conversations for many Sample Tasks
Communicate with some everyday purposes (such as expressing and responding to Express appreciation to a
confidence in many daily appreciation, complaints, satisfaction, dissatisfaction and child’s teacher for his/her
routine social, educational, hope). efforts during the year.
and work situations, and [Limited support from interlocutors.]
present concrete and some Speak to a supervisor about
abstract information on an − Opens and maintains a short formal conversation, closing dissatisfaction with a work
expanding range of familiar with 3 customary steps (pre-closing, closing, leave-taking). schedule.
topics. − Introduces a person formally to a group in a way that is Introduce a guest at a small
appropriate to the situation and audience. community meeting.
When the communication is: − Asks follow-up questions to keep the conversation going. Leave a telephone message
− Shows developing ability to hold the floor and to resume for a friend with details
• Face-to-face, on the phone, about an upcoming
or via digital media after an interruption.
community event and
• Informal to formal − Changes the topic appropriately. directions to the location.
− Confirms own comprehension by repeating or paraphrasing.
• In somewhat familiar groups
• Participate in routine phone calls.
contexts [Communicating on the phone is about familiar routine
matters; clarifying unknown details may cause communication
problems.]
Demonstrating these
− Answers the phone, greets a caller, and closes a conversation
using appropriate conventions and expressions.
• Clear evidence of connected − Provides information or leaves accurate messages in some
discourse detail.
• Reasonably fluent for − Clarifies and confirms information.
moderately demanding
contexts; speech rate is − Demonstrates strengths and limitations typical of Speaking
slow to normal with few Benchmark 7, as listed in the Profile of Ability.
hesitations
• An expanding range of
concrete and idiomatic II. Giving Instructions
language, which may
include some common • Give instructions and directions for technical and non- Sample Tasks
cultural references technical tasks, procedures and processes. Give instructions to a
• Increasing variety of − Uses correct sequence of steps. family member on how to
grammatical structures, − Uses clear references and provides necessary details. assemble a piece of
with developing control of furniture.
− Uses sequencing intonation so that listener can follow.
complex structures Give instructions on how to
− Checks to confirm understanding. use specific functions on a
pronunciation difficulties − Demonstrates strengths and limitations typical of Speaking computer (such as creating
may occasionally impede Benchmark 7, as listed in the Profile of Ability. a table with merged cells
communication or using formatting
features).
• Adequate use of appropriate
Give instructions to a new
non-verbal cues and signals
colleague on what to do if
• Adapts speech style and there is a minor chemical
register to different spill.
audiences and situations
Give instructions to a
classmate on how to
research information on the
Internet for a class
presentation.

STAGE II

• Give extended warnings, suggestions, recommendations or advice. Sample Tasks
− Uses appropriate persuasive arguments. In a parent-teacher interview,
− Uses modals with the appropriate level of politeness. express concerns about a child’s
performance.
the Profile of Ability. Give feedback to a fellow
student on a class assignment.
Provide advice on how to
improve the grade.
Give a detailed suggestion on
how to solve a problem or make
an improvement at work.
Use persuasive arguments to
discourage someone from
engaging in illegal or dangerous
activities, such as drinking and
driving or using drugs.

• Give detailed information; express and qualify opinions and feelings; express Sample Tasks
reservations, approval, disapproval, possibilities and probabilities one-on-one and in Discuss a medical condition with
small group discussions or meetings. a doctor or other medical
− Provides necessary information. practitioner, providing details
− Asks and addresses relevant questions. about symptoms, frequency of
occurrence and severity.
− Summarizes information and ideas to clarify and confirm understanding.
Participate in a small, informal
− Holds the floor, shares the floor, and thanks others for their contributions and meeting of a movie club and
information. express opinions and feelings
− Gives a summary or report about the main points of a contribution by someone else. about the movie being
discussed.
− Participates effectively in interactions with little support from others.
Participate in a union meeting
• Give presentations about moderately complex processes, to tell stories (including future to discuss workload, wages and
scenarios), or to describe, compare and contrast in detail 2 events, jobs or procedures. working conditions.
[Presentations are up to about 10 minutes long; topics are familiar and concrete.] Give an update at a staff
− Presents information using connected discourse. meeting on expected changes to
− Uses an introduction, development and conclusion. employee benefits.
− Uses connective words and phrases appropriately.

− Provides clear and detailed descriptions and comparisons.
− Shows developing awareness of appropriate eye contact, body language, volume and
rate.

STAGE II
Profile of Ability
The speaker can:
• Participate in less routine social conversations for most Sample Tasks
Communicate with confidence
everyday purposes (such as expressing and responding to Express sympathy, comfort,
in most daily routine social,
empathy, clarifying conflicts, and providing reassurance). and reassure a friend who is
educational and work
situations, and present [Little support from interlocutors; communication may be going through a difficult
concrete and some abstract related to situations where tone and register may have an time.
information on an expanded impact on the outcome.] Answer the phone in a
range of familiar topics. − Introduces guests or speakers appropriately. professional manner and
− Expresses and responds to sympathy. respond to non-routine
requests for detailed
When the communication is: − Expresses and responds to formal toasts or welcomes. information about products
• Face-to-face, on the phone, − Responds to minor conflicts or complaints, or comforts or services.
or via digital media others in distress. Speak with a co-worker to
• Informal to formal − Asks follow-up questions to keep conversations going. resolve a conflict.
• In unfamiliar groups − Encourages others to participate. Reassure a customer that
his/her order will arrive on
• In moderately demanding − Holds the floor, interrupts appropriately, and resumes
time.
contexts after an interruption.
− Uses appropriate levels of formality with increased
ability.
Demonstrating these
strengths and limitations: • Participate in brief professional phone calls.
• Clear evidence of connected [Communicating on the phone can involve less familiar and
discourse some non-routine matters.]
• Fluent for moderately − Opens, maintains and closes a phone conversation in a
demanding contexts; speech professional manner.
is often at a normal rate − Provides information in a professional manner.
• An expanded range of − Clarifies and confirms information.
− Uses appropriate levels of formality with increased
idiomatic language, which
ability.
may include some common
cultural references − Demonstrates strengths and limitations typical of
• Adequate variety of
grammatical structures, with
adequate control of complex
structures
• Grammar, vocabulary and II. Giving Instructions
pronunciation difficulties • Give instructions and directions for a broad range of Sample Tasks
seldom impede technical and non-technical tasks, procedures and
communication Give detailed instructions to
processes. movers about packing,
• Good use of appropriate non- − Uses correct sequence of steps. loading and shipping items.
verbal cues and signals
− Uses clear references and provides necessary details. Give detailed, multistep
• Adapts speech style and instructions to a student on
− Uses appropriate intonation so that listener can follow.
register to a range of how to conduct a science
diffferent audiences and − Checks to confirm understanding. experiment.
situations − Demonstrates strengths and limitations typical of Give instructions on how to
Speaking Benchmark 8, as listed in the Profile of Ability. send a text message on a
cell phone.
Give instructions to a
co-worker on how to process
sales, handle merchandise
returns, or operate a cash
register.

STAGE II

• Propose or recommend solutions to problems in a familiar area. Sample Tasks
[Communication may sometimes be related to situations where clarity and diplomacy Explain a problem with a new
have an impact on the outcome.] program, machine, or procedure
− Describes problems and clarifies details. at work and present a detailed
solution.
− Indicates possible solutions, recommends the best ones, and gives reasons.
Respond to a customer
− Demonstrates strengths and limitations typical of Speaking Benchmark 8, as listed in complaint, providing various
the Profile of Ability. suggestions to resolve it.
Propose extending a deadline for
a class assignment and give valid
reasons for the change.

• Give detailed information; express and qualify opinions or concerns; present solutions Sample Tasks
and options; indicate opposition or support for a stand in one-on-one interactions and Participate in a performance
small group discussions or meetings. review with an employer or
− Provides detailed information and presents options as needed. instructor. Provide detailed
− Asks relevant questions to gather, share, analyze and compare information. information about successes
achieved during the year.
− Summarizes information and ideas to clarify and expand understanding.
Participate in a class debate
− Expresses and qualifies opinions, feelings, doubts and concerns. about a controversial issue.
− Appropriately opposes or supports a stand or solution. Express opinions, doubts, and
concerns. Qualify opinions, and
− Holds the floor, shares the floor, draws others out, and thanks them for their
oppose or support the opinions
contribution and information.
of others.
− Participates effectively in interactions.
Give a researched presentation
• Give presentations to describe and explain structures, systems or processes based on on a social system or political
research. process for a class or course.
[Presentations are up to about 20 minutes long; topics are familiar, concrete, or
abstract.]
− Presents information using connected discourse.
− Expresses main ideas and supports them with details.
− Provides an introduction, development and conclusion.
− Narrates coherently so that agents, actions, circumstance, process and sequence are
clear.
− Shows developing awareness of style and formality.
− Provides accurate and somewhat detailed descriptions, explanations or accounts.
− Shows awareness of appropriate eye contact, body language, volume and rate.

STAGE II
Across Stage II Speaking

Ability Ability

face, on the phone, or via face, on the phone, or via face, on the phone, or via face, on the phone, or via
digital media with one digital media with one digital media with one digital media with one
person at a time or in small person at a time or in small person at a time or in person at a time or in
groups. groups. groups. groups.
• Familiar, mostly concrete • Familiar, mostly concrete • Familiar, concrete and some • Familiar, concrete and some
topics. topics. abstract topics. abstract topics.
• Tasks require connected • Tasks require connected • Tasks require connected • Tasks require connected
discourse. discourse. discourse. discourse.
• Situation is somewhat • Situation is somewhat • Situation may be somewhat • Situation can be
predictable. predictable. unpredictable. unpredictable.
• Interaction ranges from • Interaction ranges from • Interaction ranges from • Interaction ranges from
informal to formal. informal to formal. informal to formal. informal to formal.
• Presentations are informal • Presentations are • Presentations are • Presentations are
or semi-formal, up to about semi-formal or formal, up to semi-formal or formal, up to semi-formal or formal, up to
5 minutes long and about 7 minutes long, and about 10 minutes long and about 20 minutes long and
supported by pictures and supported by pictures and supported by pictures and may be supported by
visuals. visuals. other visuals. pictures and other visuals.
• Interaction in a small group • Interaction in a group can be • Interaction in a group can be • Interaction in a group can be
may be a discussion with a a small-group discussion or a small-group discussion or a debate, discussion or
moderator or a facilitator meeting. meeting. meeting.
who is encouraging and
• Context is moderately • Context is moderately • Context is moderately
supportive.
demanding. demanding. demanding.
• Context is moderately
demanding.

Stage III
Speaking
Benchmarks 9–12

communicate effectively,
accurately and fluently, with
an appropriate sense of
register, distance, formality
and style in situations that are
becoming increasingly
(demanding contexts of
language use).

STAGE III
Stage III Speaking

Communicate with some Communicate with increasing Communicate comfortably in Communicate with confidence
confidence in demanding or confidence in demanding or demanding or challenging in demanding or challenging
challenging non-routine work, challenging non-routine work, non-routine work, educational non-routine work, educational
educational and social educational and social and social situations, and and social situations, and
situations, and present situations, and present present information about present information about
information about complex, information about complex, complex, abstract, general complex, abstract, general
abstract and general topics. abstract and general topics. and specialized topics. and specialized topics.
• Face-to-face, on the phone, • Face-to-face, on the phone, • Face-to-face, on the phone, • Face-to-face, on the phone,
or via digital media or via digital media or via digital media or via digital media
• Informal to formal • Informal to formal • Informal to formal • Informal to formal
• With peers and authority • With peers and authority • With peers and authority • With peers and authority
figures, one-on-one or in figures, one-on-one or in figures, one-on-one or in figures, one-on-one or in
groups groups groups groups
• In demanding contexts • In demanding contexts • In demanding contexts • In demanding contexts

• Speaks in coherent, • Speaks in coherent, • Speaks in coherent, • Speaks in coherent,
connected discourse connected discourse connected discourse connected discourse
• Fluent for some demanding • Fluent for an increasing • Fluent for many demanding • Fluent for most demanding
contexts range of demanding contexts contexts
contexts
• A range of concrete, • A wide range of concrete, • A wide range of concrete,
abstract and idiomatic • An expanding range of abstract and idiomatic abstract and idiomatic
language suited to context concrete, abstract and language used language used
and purpose, which may idiomatic language suited to appropriately, accurately appropriately, accurately
include some figures of context and purpose, which and flexibly, including and flexibly, including
speech and cultural may include figures of figures of speech and figures of speech and
references speech and cultural cultural references cultural references
references
• Good control over a variety • Very good control over an • Excellent control over an
of complex grammar • Good control over an expanded variety of expanded variety of
structures expanded variety of complex grammar structures complex grammar structures
complex grammar structures
• Grammar, vocabulary and • Grammar, vocabulary and • Grammar, vocabulary and
pronunciation rarely impede • Grammar, vocabulary and pronunciation do not impede pronunciation do not impede
communication pronunciation very rarely communication communication
• Adapts language based on • Adapts language and adjusts • Adapts language and adjusts
context, relationship and • Adapts language based on speaking style and register speaking style and register
purpose context, relationship and to suit a wide range of to suit a wide range of
purpose different contexts, different contexts,
• Adjusts speech style and
audiences, genres and audiences, genres and
register to a wide range of • Adjusts speech style and
purposes purposes
different audiences and register to a wide range of
situations different audiences and
situations

STAGE III
Stage III Speaking
These are some things that may need to be learned as an individual moves through Stage III Speaking.

Ability to produce: Understanding of:
• A full range of grammatical and lexical structures, including • Sociolinguistic norms and culturally determined behaviours
those occurring in specific topic areas in academic and for oral interactions (such as cultural norms for managing a
professional disciplines conversation and for giving and receiving compliments or
invitations)
• Intelligible and communicatively effective pronunciation
• Appropriate discourse formats, styles and processes (for
Textual Knowledge formal and informal presentations, discussions,
Ability to: conversations, telephone inquiries)
• Effectively use cohesive devices to convey logical and Ability to:
functionally coherent messages • Use culturally appropriate and communicatively effective
• Select, evaluate, synthesize and integrate multiple pieces of non-verbal communication strategies
information for coherent oral presentations • Use figures of speech, idiomatic and colloquial expressions to
communicate effectively with different groups
• Use appropriate interactional and interpersonal
Understanding of and ability to use: communication skills (such as to manage a conversation,
• Situational scripts and corresponding oral discourse formats convey sympathy and give advice)
for academic, professional/occupational, or community • Adapt language to specific audiences and contexts
events (such as a student-professor office meeting, an
academic discussion, a business meeting, a public forum • Use cultural references and figures of speech
debate, and other specific workplace situations) • Use culturally appropriate strategies to convey politeness
• Songs, rhymes, drama, improvisations, verbal games and and respect
abstract jokes
• Language and discourse formats relating to specific work
environments (such as the labour market, occupations and Ability to use:
professions) and to specific tasks in academic and technical • Relevant metalinguistic and other related knowledge and
disciplines skills (such as how to prepare and deliver briefings, position
• Facilitator/leadership skills for academic and work purposes papers, seminars, symposia presentations and lectures)
• Contribute to and facilitate problem solving and decision • Avoidance strategies (such as avoiding a topic and ignoring a
making in group settings question)
• Effective strategies to compensate for or prevent
communication breakdowns

STAGE III
Profile of Ability
The speaker can:
Communicate with some • Manage a range of personal and business interactions that Sample Tasks
confidence in demanding or involve needs, feelings and attitudes (such as respect and Respond with assertiveness to
challenging non-routine work, indifference). expressions of indifference in
educational and social [Communication may be related to high-stakes situations a staff meeting.
situations, and present where tone and register have an impact on the outcome.] Co-facilitate a discussion at a
information about complex,
− Uses a range of polite expressions to show or respond to work meeting, class seminar
abstract and general topics.
respect and friendliness. or community meeting.
− Uses expressions and registers appropriate for the level Manage the discussion,
When the communication is: of formality, occasions, intents and social situations. ensure that everyone has a
chance to speak, and confirm
• Face-to-face, on the phone, − Considers boundaries and degrees of distance to interact and clarify information as
or via digital media appropriately. needed.
• Informal to formal − Uses appropriate assertive communication strategies to Interact with a group of
deal with distance and indifference. volunteers to organize a
• With peers and authority
figures, one-on-one or in − Uses appropriate non-verbal behaviours. community event.
groups • Co-facilitate or contribute to discussions or debates in Interact socially in the
small formal groups. workplace with a group of
people, including authority
[Topics may be abstract or conceptual.] figures.
Demonstrating these − Opens, maintains and closes the discussion.
strengths and limitations: − Negotiates discussion points.
• Speaks in coherent, − Manages the direction of the conversation. Facilitates
connected discourse turns.
• Fluent for some demanding − Holds the floor, shares the floor, and encourages others
contexts to participate.
• A range of concrete, abstract − Asks others to give, confirm and clarify information as
and idiomatic language suited needed.
to context and purpose, − Uses a variety of strategies to keep the discussion on
which may include some track and on topic.
figures of speech and cultural
references − Demonstrates strengths and limitations typical of
• Good control over a variety
of complex grammar
structures
• Grammar, vocabulary and II. Giving Instructions
pronunciation rarely impede
communication • Give complex instructions for some technical and non- Sample Tasks
technical tasks, procedures and processes. Relay instructions from an
• Adapts language based on
context, relationship and − Gives detailed information to carry out instructions. emergency broadcast in the
purpose − Uses accurate language forms and structures to convey case of a natural disaster.
• Adjusts speech style and a sequence of steps. Provide support to a client or

register to a wide range of − Checks to confirm understanding. co-worker by giving
different audiences and instructions on the phone to
− Demonstrates strengths and limitations typical of resolve a computer software
situations Speaking Benchmark 9, as listed in the Profile of Ability. issue.

STAGE III

• Present formal proposals to address concerns or deal with problems. Sample Tasks
[Communication may be related to high-stakes situations where clarity and diplomacy Request a formal review of a
have an impact on the outcome.] mark given by a professor on an
− Presents a formal proposal on how to deal with a concern to an individual or a group in assignment. Provide persuasive
authority. arguments to justify a change
in the mark.
− Provides required details.
Present a proposal to allow use
− Provides persuasive arguments on how the concern should be addressed. of the school gym for after-
− Requests agreement/commitment in a sensitive manner. school activities to the local
parent/teacher association.
− Demonstrates strengths and limitations typical of Speaking Benchmark 9, as listed in the
Profile of Ability. Present a proposal about steps
toward “greening” the
workplace to a supervisor.

• Ask for, give and discuss detailed information and opinions to coordinate teamwork Sample Tasks
assignments, one-on-one and in business meetings, discussions or debates. Meet with a co-worker to
− Provides detailed information as needed. discuss work assignments on a
− Asks relevant questions to gather, share, analyze and compare information. project and to coordinate tasks.
− Expresses and qualifies opinions, feelings and doubts. Discuss the pros and cons of
alternative sources of energy,
− Summarizes information and ideas to clarify and expand understanding. the use of social networking
− Argues persuasively when required. sites, or specific laws like the
Young Offenders Act in a class
− Summarizes positions.
debate.
− Supports, opposes, accepts or rejects ideas and opinions.
Give a demonstration or a
− Adjusts language for clarity and uses appropriate non-verbal cues and signals. briefing about a program,
• Give demonstrations, briefings, oral reports or position papers on familiar or researched product, service or issue at a
topics. staff meeting or to a small
group of clients.
[Presentations are up to about 30 minutes in length.]
Make a formal business
− Organizes, supports, sequences and connects information and ideas. presentation to introduce,
− Describes, classifies, defines, generalizes, explains, illustrates, exemplifies and describe and recommend a new
summarizes. product or service.
− Uses appropriate organization and discourse markers to help listeners to follow.
− Adjusts the presentation according to the audience.
− Responds to comments and questions.
− Demonstrates adequate control, flexibility and a range of linguistic forms.
− Demonstrates strengths and limitations typical of Speaking Benchmark 9, as listed in the
Profile of Ability.

STAGE III

The speaker can:
• Manage an expanding range of personal and business Sample Tasks
Communicate with increasing interactions that involve needs, feelings and attitudes (such
confidence in demanding or Respond appropriately to a
as perceived hostility, blame, sarcasm or condescension). sarcastic or patronizing
challenging non-routine work,
educational and social [Communication may be related to high-stakes situations remark from a colleague or
situations, and present where tone and register have an impact on the outcome.] classmate.
information about complex, − Uses effective verbal communication strategies to diffuse Co-facilitate a discussion in a
abstract and general topics. or de-escalate hostility. large formal group. Ensure
− Uses expressions and registers appropriate for occasions, that everyone has a chance
intents and social situations. to speak, keep the discussion
When the communication is: on topic, and clarify
• Face-to-face, on the phone, − Uses appropriate assertive communication strategies to information as needed.
or via digital media respond to blame, sarcasm, etc.
Use non-aggressive language
− Uses expressions and registers appropriate to the level of to clarify an issue and defuse
• Informal to formal
formality of situations. hostility coming from a
• With peers and authority − Uses non-aggressive, non-challenging body language. colleague who feels his/her
figures, one-on-one or in role in a project has been
groups minimized.
• In demanding contexts • Co-facilitate or contribute to discussions or debates in large
formal groups.
[Topics may be abstract or conceptual.]
Demonstrating these
strengths and limitations: − Opens, maintains and closes discussions.
• Speaks in coherent, − Negotiates discussion points.
connected discourse − Manages the direction of conversations. Facilitates turns.
• Fluent for an increasing − Holds the floor, shares the floor, and encourages others to
range of demanding participate.
contexts − Clarifies information as needed.
• An expanding range of − Uses a variety of strategies to keep the discussion going and
concrete, abstract and on topic.
idiomatic language suited
to context and purpose, − Includes others in discussions.
which may include figures − Demonstrates strengths and limitations typical of Speaking
of speech and cultural Benchmark 10, as listed in the Profile of Ability.
references
• Good control over an
expanded variety of
complex grammar II. Giving Instructions
structures
• Give complex instructions for some technical and non- Sample Tasks
• Grammar, vocabulary and technical tasks, procedures and processes in somewhat As a 911 operator, give
pronunciation very rarely demanding situations. multistep instructions
− Gives detailed information to carry out instructions. regarding emergency
• Adapts language based on − Uses accurate language forms and structures to convey a situations on the phone.
context, relationship and
sequence of steps. Give extensive directions with
purpose
− Checks to confirm understanding. complex navigational details
• Adjusts speech style and on how to reach a location
register to a wide range of − Demonstrates strengths and limitations typical of Speaking that is remote or difficult to
different audiences and Benchmark 10, as listed in the Profile of Ability. identify.
situations

STAGE III

• Persuade persons in authority to grant approvals or accept/reject proposals. Sample Tasks
[Communication may be related to high-stakes situations where clarity and diplomacy Present self and qualifications in a
have an impact on the outcome.] selection interview. Describe area
− Presents a formal proposal to an individual or a group in authority. of specialization and experience in
detail. Field questions about
− Provides required details. approaches to problem solving and
− Provides persuasive arguments to gain acceptance or approval of the proposal. responses to various typical
workplace situations and scenarios.
− Requests agreement/commitment in a sensitive manner.
Present an argument in a
− Uses appropriate verbal and non-verbal communication strategies.
community consultation meeting to
− Demonstrates strengths and limitations typical of Speaking Benchmark 10, as listed accept/reject a proposed project,
in the Profile of Ability. such as building a group home in the
community or creating a waste
disposal site in the area.
Convince a person or organization to
bestow a grant.

• Ask for, give and discuss detailed complex information and opinions to coordinate Sample Tasks
teamwork assignments, train others, delegate, solve problems, resolve conflicts or Train a co-worker on how to carry
make decisions in meetings and business discussions. out a complex procedure at work.
• Participate in a formal debate. Contribute to a university student
− Provides detailed information as needed. debate, supporting or opposing an
issue (e.g., that a minority-view
− Asks relevant questions to gather, share, analyze and compare information.
student club should be funded by
− Expresses and qualifies opinions, feelings and doubts. the student union to promote the
− Summarizes information and ideas to clarify and expand understanding. club’s ideas on campus).
− Argues persuasively when required. Give a presentation on a topic in an
area of study, based on research
− Summarizes positions. findings (such as an overview of
− Supports, opposes, accepts or rejects ideas and opinions. recombinant-DNA procedures in
− Adjusts language for clarity and uses appropriate non-verbal cues and signals. genetic engineering and in other
biotechnological applications).
− Inquires about and discusses implications and consequences.
Give a presentation about the
− Comments on perceived strengths, gaps or weaknesses in concepts. results of a research project at an
• Give seminar-style presentations to explain complex concepts and ideas on familiar or academic conference workshop.
researched topics.
[Presentations are up to about 40 minutes.]
− Organizes, supports, sequences and connects information and ideas.
− Analyzes and evaluates concepts and problems.
− Explains by using analogy, examples, anecdotes and diagrams.
− Uses appropriate organization and discourse markers to help listeners to follow.
− Responds to comments, questions and objections; adds information and elaborates.
− Demonstrates good control, flexibility and a range of linguistic forms.
− Demonstrates strengths and limitations typical of Speaking Benchmark 10, as listed

STAGE III
Profile of Ability
The speaker can:
Communicate comfortably in • Manage an expanded range of personal and business Sample Tasks
demanding or challenging non- interactions to appropriately respond to needs, feelings Give constructive criticism in
routine work, educational and and attitudes (such as criticism and value judgements). a workplace performance
social situations, and present [Communication may be related to high-stakes situations review or during a discussion
information about complex, where tone and register have an impact on the outcome.] with a student.
abstract, general and
− Uses a range of polite and diplomatic expressions to Respond appropriately to
specialized topics.
provide constructive criticism. negative feedback from a
− Uses expressions and registers appropriate for occasions, supervisor, co-worker, or
When the communication is: intents and social contexts. classmate. Ask clarifying
questions if needed and
• Face-to-face, on the phone, − Asks clarifying questions when receiving criticism. justify own position.
or via digital media − Uses appropriate intonation, pitch and tone of voice to Lead or chair a workplace,
• Informal to formal express desired meanings. class or community discussion
• With peers and authority • Facilitate or chair formal meetings, discussions or to come to an agreement or
figures, one-on-one or in debates. solve a problem. Open the
groups discussion, ensure that
[Topics may be abstract or conceptual.] everyone has a chance to
• In demanding contexts − Opens, maintains and closes discussions. speak, prevent conflicts by
− Controls speakers and manages the agenda. reframing negative
statements, and close the
Demonstrating these − Negotiates discussion points. discussion.
− Diffuses conflicts by reframing negative statements.
• Speaks in coherent, − Adjusts conversational and turn-taking style to that of
connected discourse
others.
• Fluent for many demanding − Uses a variety of strategies to stay on topic.
contexts
− Repairs communication problems.
• A wide range of concrete,
abstract and idiomatic − Demonstrates strengths and limitations typical of
language used appropriately, Speaking Benchmark 11, as listed in the Profile of
accurately and flexibly, Ability.
including figures of speech
and cultural references
• Very good control over an
expanded variety of complex
grammar structures II. Giving Instructions
• Grammar, vocabulary and • Give complex instructions for technical and non-technical Sample Tasks
pronunciation do not impede tasks, procedures and processes in many demanding
communication Give complex and detailed
situations. instructions on an
• Adapts language and adjusts − Gives detailed information to carry out instructions. experimental procedure or a
speaking style and register to research assignment.
suit a wide range of different − Uses accurate language forms and structures to convey
contexts, audiences, genres a sequence of steps. Give complex instructions on
and purposes − Checks to confirm understanding. work procedures or on the
set-up, maintenance or
− Demonstrates strengths and limitations typical of operation of equipment to
Speaking Benchmark 11, as listed in the Profile of employees.
Ability.

STAGE III

• Negotiate mutually agreeable solutions to problems. Sample Tasks
[Communication may be related to high-stakes situations where clarity and diplomacy Negotiate a concession from an
have an impact on the outcome.] academic or business partner
− Negotiates concessions or solutions. through logical argumentation.
− Provides required details. Negotiate a business contract

with a supplier at work.
− Uses a variety of persuasive techniques to obtain agreement (such as evidence, logical
arguments and ethical and emotional appeals). Negotiate a mutually agreeable
concession in a marital dispute.
the Profile of Ability. Negotiate a resolution to a
conflict between neighbours,
such as a disagreement about
loud music or about building a
fence between 2 properties.

• Ask for, give and discuss detailed complex information to solve problems, make decisions, Sample Tasks
supervise, motivate or discipline someone or evaluate performance. As a supervisor, discuss an
− Provides detailed information as needed. employee’s achievements in a
− Obtains, synthesizes, organizes and presents information as needed. formal performance evaluation
with the employee.
− Expresses and qualifies opinions, feelings and doubts.
In a seminar or symposium,
− Clarifies issues of discussions. present detailed arguments for
− Helps brainstorm or reach a consensus, decision and solution to a problem. or against Senate reform.
− Sums up consensus, decision and solution reached or not reached. Give a presentation at a
symposium or conference, such
− Adjusts language for clarity and uses appropriate non-verbal cues and signals.
as a community-organized
− Inquires about and discusses implications and consequences. alternative G20 economic
− Comments on perceived strengths, gaps and weaknesses in concepts. conference.
• Give expository or argumentative presentations at symposia or conferences to explain Oppose or support a business
complex concepts on known (through areas of expertise) or researched non-personal, decision, such as laying off or
abstract topics. hiring more staff, or cutting or
raising pay.
[Length of presentation is dictated by the requirements of the task.]
− States the thesis and proposition, and develops a logical line of argumentation.
− Organizes, supports, sequences and connects complex information and ideas.
− Explains by using details, scenarios, statistics, reasons, causes and effects, statistics,
testimonies, illustrations, graphs, etc.
− Presents pro and con arguments.
− Demonstrates logical relationships between parts of the discourse.
− Meets the needs of diverse audiences.
− Demonstrates very good control, flexibility and a range of linguistic forms.

STAGE III
Profile of Ability
The speaker can:
Communicate with confidence • Manage a broad range of personal and business Sample Tasks
in demanding or challenging interactions, in both formal and informal situations, to Welcome a plenary speaker
non-routine work, educational appropriately and effectively negotiate needs, feelings at a conference. Provide
and social situations, and and attitudes (such as recognition, validation, details about the speaker’s
present information about acknowledgement and conflict). accomplishments.
complex, abstract, general and [Situation may be public; communication may be related Acknowledge someone’s
specialized topics. to high-stakes situations where tone and register have an achievements at a formal
impact on the outcome.] retirement or volunteer
When the communication is: − Uses a range of polite expressions to welcome, recognition party.
acknowledge or encourage individuals or groups. Chair a formal meeting (such
• Face-to-face, on the phone,
or via digital media − Uses appropriate intonation, pitch, volume, tone of as an annual general meeting
voice and non-verbal behaviours for greater impact. or a board meeting) using
• Informal to formal parliamentary procedures.
• Facilitate or chair formal meetings, discussions, symposia
• With peers and authority Call the meeting to order,
or debates for a variety of groups.
figures one-on-one or in follow proper voting
[Topics may be abstract or conceptual.] procedures, and adjourn the
groups
− Calls meetings to order, handles motions and voting, meeting.
• In demanding contexts and adjourns meetings (i.e., for formal meetings).
− Manages speakers’ turns.
Demonstrating these − Motivates others to contribute.
− Diffuses conflicts by reframing negative statements.
• Speaks in coherent,
connected discourse − Establishes a climate of collaboration.
• Fluent for most demanding − Repairs communication problems.

contexts − Demonstrates strengths and limitations typical of
Speaking Benchmark 12, as listed in the Profile of
• A wide range of concrete,
Ability.
abstract and idiomatic
language used appropriately,
accurately and flexibly,
including figures of speech
and cultural references
• Excellent control over an II. Giving Instructions
expanded variety of complex
grammar structures • Give complex instructions on technical and non-technical Sample Tasks
tasks, procedures and processes in most demanding Give complex instructions to
• Grammar, vocabulary and situations. employees or colleagues on
pronunciation do not impede
− Gives detailed information to carry out instructions. how to perform a highly
communication
− Uses accurate language forms and structures to convey technical procedure.
• Adapts language and adjusts details and the sequence of steps. Give extended and complex
speaking style and register to
− Checks to confirm understanding. instructions in own area of
suit a wide range of different
expertise for completing a
contexts, audiences, genres − Demonstrates strengths and limitations typical of highly complex lab
and purposes Speaking Benchmark 12, as listed in the Profile of experiment.
Ability.
Give detailed instructions on
how to play a complex game
(such as chess or bridge), or
how to do a complex
dance/exercise routine.

STAGE III

• Negotiate detailed contracts or agreements. Sample Tasks
• Manage and mediate conflicts or disputes. Mediate and help resolve a
conflict about unfair treatment
[Communication may be related to high-stakes situations where clarity and diplomacy
between a student and a
have an impact on the outcome.]
professor.
− Provides required details.
Negotiate a concession with
− Uses persuasive techniques to obtain agreement or acceptance for ideas. management in a labour
− Mediates conflicts in a variety of situations to get things done. relations meeting.
− Uses appropriate verbal and non-verbal communication strategies to negotiate Mediate a child custody
agreements or mediate conflicts. dispute.
− Demonstrates strengths and limitations typical of Speaking Benchmark 12, as listed in Manage or mediate a conflict or
the Profile of Ability. dispute with multiple
stakeholders, such as a dispute
over public land use.

• Ask for, give and discuss detailed complex information to advise, counsel or collaborate on Sample Tasks
complex projects. Counsel and support an
− Provides detailed information as needed. individual in a personal,
− Obtains, synthesizes, organizes and presents information as needed. academic or work-related crisis.
− Elicits information, views and opinions. Facilitate a group meeting to

design or create a complex
− Communicates, discusses and clarifies complex ideas. project.
− Comments on perceived strengths, gaps and weaknesses in concepts. Give a presentation to analyze,
− Helps brainstorm or reach a consensus, decision and solution to a problem. compare and evaluate a literary
work.
Present a thesis defence to a
− Motivates others to contribute or collaborate.
review panel, provide data and
• Give lecture-style presentations to explain and hypothesize about causal or logical details to support research, and
relationships, or to evaluate and critique demands, recommendations or appeals. respond to questions and
[Length of presentation is dictated by the requirements of the task.] challenges.
− States the thesis or proposition, and develops a logical line or argumentation. Present a convincing and
persuasive closing summary to a
− Uses appropriate expository discourse; makes explicit the logical relationships between jury, reminding them of the
parts of the discourse. facts in the case and of their
− Meets the needs of diverse audiences. responsibility to ensure that
justice is carried out.
− Explores causal and logical relationships between facts, phenomena and events; explores
pro and con arguments, hypothesizes and draws conclusions.
− Presents an evaluation, critique, recommendation or appeal.
− Demonstrates excellent control, flexibility and range of linguistic forms.

STAGE III
Across Stage III Speaking

• Interaction is face-to-face, • Interaction is face-to-face, • Interaction is face-to-face, • Interaction is face-to-face,

on the phone, or via digital on the phone, or via digital on the phone, or via digital on the phone, or via digital
media with familiar and media with familiar and media with familiar and media with familiar and
unfamiliar people and unfamiliar people and unfamiliar people and unfamiliar people and
groups. groups. groups. groups.
• Topics may be conceptual or • Topics may be conceptual or • Topics may be conceptual or • Topics may be conceptual or
abstract, researched or abstract, researched or abstract, researched or abstract, researched, or
related to own area of related to own area of related to own area of related to own area of
expertise. expertise. expertise. expertise.
• Situation can be • Situation can be • Situation can be • Situation can be
unpredictable. unpredictable. unpredictable. unpredictable.
• Presentations are • Presentations are • Presentations are • Presentations are
semi-formal or formal, up to semi-formal or formal, up to semi-formal or formal and semi-formal or formal and
about 30 minutes long and about 40 minutes long and given to an audience that given to a wide range of
given to a familiar audience. given to a familiar audience. may be large and unfamiliar. audiences (such as large,
Length is dictated by the small, supportive or
• Interaction in a group can be • Interaction in a group can be
requirements of the task. confrontational). Length is
a discussion or meeting. a seminar, business
dictated by the
discussion or debate. • Interaction in a group can be
• Context is demanding. requirements of the task.
a seminar or symposium.
• Context is demanding.
• Interaction in a group can be
a seminar, conference,
symposium or formal
meeting.

Stage I
Reading
Benchmarks 1–4

in common and predictable
situations about basic needs,
common everyday activities and
familiar topics of immediate
personal relevance
(non-demanding contexts of
language use).

STAGE I
Stage I Reading

The reader can: The reader can: The reader can: The reader can:
Recognize letters, numbers, a Understand individual words, Understand and get some Understand and get most
small number of words and simple learned phrases and information from short, information from short,
very short, simple phrases some very short, simple simple texts related to simple texts related to
related to everyday objects sentences related to familiar, routine everyday familiar, routine everyday
and immediate needs. immediate needs. topics of personal relevance. topics of personal relevance.
When the text is: When the text is: When the text is: When the text is:
• Limited to everyday words • Limited to everyday words • Limited to common, factual, • Limited to common and
and phrases and phrases concrete vocabulary mostly factual, concrete
vocabulary
• Clear, sparse and very easy • Clear, sparse and very easy • Clearly organized and easy
to read to read to read with simple layout • Clearly organized and easy
to read with simple layout
• Supported by visual clues • Supported by visual clues • Sometimes supported by
(e.g., pictures) (e.g., pictures) graphics, charts or diagrams • Sometimes supported by
graphics, charts or diagrams
• Very short • Very short • Short
• In non-demanding contexts • In non-demanding contexts • In non-demanding contexts • Short
• Finds a few key words and • Finds key words and simple • Understands some simple • Understands most simple
simple details details connected discourse connected discourse
• Has little ability to apply • May be able to get the gist • Gets the gist based on • Gets the overall meaning
sound-symbol relationships of short phrases and familiar words and phrases
• Identifies purpose, main
and spelling conventions in sentences based on familiar
• Decodes some unfamiliar ideas, some specific details
English words and phrases
words because of an and links between
• Has almost no ability to • Has limited knowledge of improving awareness of paragraphs
decode unknown words, sound-symbol relationships sound-symbol relationships
• Occasionally guesses the
read connected discourse or and spelling conventions in and spelling conventions in
meaning of unknown words
guess the meaning of English English
and identifies some very
unknown words
• Has very limited ability to • Has limited ability to guess common idioms
• Relies heavily on graphics decode unknown words, the meaning of unknown
• May rely on graphics and
and other visual clues when read connected discourse or words
other visual clues when
interpreting meaning guess the meaning of
• May rely on graphics and interpreting meaning
unknown words
• Relies heavily on a bilingual other visual clues when
• May identify some aspects of
dictionary due to extremely • Relies on graphics and other interpreting meaning
register and style
limited vocabulary visual clues when
• Comprehension is based on • Comprehension is based on a
interpreting meaning
limited knowledge of basic
developing knowledge of
• Comprehension is based on grammar
basic grammar and some
very limited knowledge of
• Relies on a bilingual initial understanding of a
basic grammar
dictionary limited range of complex
• Relies heavily on a bilingual sentences and structures
dictionary due to limited
• Relies on a bilingual
vocabulary
dictionary

STAGE I
Stage I Reading
These are some things that may need to be learned as an individual moves through Stage I Reading.
Recognition of: Beginning recognition of:
• Basic words and expressions about essential everyday • Common figures of speech, idioms and expressions specific to
experiences, including so-called survival words and signs different situations
(such as danger, washroom and exit) and high-frequency
• Cultural references
terms related to personal identity, weather, clothing,
holidays, family activities, hobbies and interests • Politeness conventions in written correspondence and in
different contexts
• Basic grammar structures (such as simple and continuous
verb tenses, simple modals, comparatives and superlatives) • How tone, mood, attitude and opinions are conveyed by
to get a general understanding of texts specific words or phrases
• Basic syntax (such as indications of a statement, a negative • Formal and informal language
or a question; word order; prepositional phrases, and Strategic Competence
coordination and subordination)
Beginning ability to use:
• Basic conventions of mechanics and punctuation
• Basic reading strategies (such as skimming to determine
• Simple yes/no and wh- questions purposes of texts, scanning to locate specific information and
• Terms to describe people, objects, situations, daily routines guessing or inferring from contextual clues)
and emergencies • Background knowledge for comprehension
Textual Knowledge • Resources (such as a bilingual dictionary, asking for help) to
Beginning recognition of: determine meanings of unfamiliar words
• Cohesion links between sentences (such as pronoun • Linguistic, textual, functional and socio-cultural knowledge
references) to interpret intended meanings in written texts
• Connective words and phrases to show additions, examples, • Search engines to access information online
chronological sequences or illustrations by example (such as
and, also, such as)
• Main ideas or text types (e.g., genres such as narrative or
information)
Beginning recognition of:
• Textual and contextual clues to interpret purposes of text
(such as an invitation, a greeting card, a newsletter, an
article or a schedule)
• Typical formats in sequencing and wording information for
specific purposes (such as in a written request, complaint or
invitation)
• Common written formats (such as dictionary entries, news
articles, letters, stories or application forms)

STAGE I
Reading – Benchmark 1

The reader can:
Recognize letters, numbers, a • Understand short greetings and simple goodwill Sample Tasks
small number of words and messages. Read a greeting card or message
very short, simple phrases [Texts consist of a few simple phrases and are related for a special occasion or offering
related to everyday objects to routine social interactions.] wishes for someone to get well
and immediate needs. − Identifies specific goodwill expressions and their soon.
meanings. Read an invitation to find out the
When the text is: − Locates specific words and phrases. date of a party.
• Limited to everyday words − Locates dates, times, addresses and phone numbers. Read a 1-line thank-you note for
a lunch date or dinner party from
and phrases − Demonstrates strengths and limitations typical of a friend, co-worker or classmate.
• Clear, sparse and very easy to Reading Benchmark 1, as listed in the Profile of
read Ability.
• Supported by visual clues
(e.g., pictures)
• Very short
• Understand very short, simple instructions for Sample Tasks
Demonstrating these strengths common, familiar everyday situations.
and limitations: Read and follow a 1-line
[Instructions have only 1 step and may be instruction in a simple common
• Finds a few key words and accompanied by illustrations.] phrase for an everyday activity.
simple details (Take one pill. Pay server.)
− Recognizes individual words (simple imperative
• Has little ability to apply verbs and common nouns). Read and follow very simple
sound-symbol relationships − Follows instruction by responding with action. instructions on a worksheet or
and spelling conventions in form. (Please circle. Please
English − Demonstrates strengths and limitations typical of underline. Write here. Please
Reading Benchmark 1, as listed in the Profile of print. Fill the blanks.)
• Has almost no ability to Ability.
decode unknown words, read
connected discourse or guess
the meaning of unknown
words
• Relies heavily on graphics and
• Relies heavily on a bilingual
dictionary due to extremely
limited vocabulary

STAGE I

• Get information from very short, simple, common formatted texts (such as simple Sample Tasks
sections of forms, maps, diagrams, sales receipts, or common universal traffic signs and Identify where to write personal
civic symbols). information in the name and
− Identifies numbers (amounts, dates) and familiar words (names, addresses, city address section of a very simple
names). application form for an English
− Finds total amount and date on receipts. class.
− Identifies an address. Identify prices, sub-totals, taxes

and total on a sales receipt.
− Identifies where to write personal data on forms.
Locate familiar words on a
− Demonstrates strengths and limitations typical of Reading Benchmark 1, as listed in the simple map to find a street.
Profile of Ability.
Identify dates and amounts on a
pay stub.
Check expiration dates on foods
and drugs in order to decide
whether to keep them or throw
them away.
Read a simple common sign to
heed a rule or warning. (Stop.
No parking. No smoking.)

• Recognize names, numbers and some basic details in very simple, short texts related to Sample Tasks
everyday situations and immediate needs. Refer to a picture dictionary to
− Identifies numbers, letters, a few key words and short expressions. understand a short shopping list
− Demonstrates strengths and limitations typical of Reading Benchmark 1, as listed in the of common daily items.
Profile of Ability. Get the gist of an event by
reading captions associated with
photographs, such as for a child’s
birthday party, a wedding or a
retirement party.

STAGE I

The reader can:
• Understand short greetings and other goodwill Sample Tasks
Understand individual words, messages. Read a short personal message
simple learned phrases and [Texts are up to a few short, simple sentences and (such as a postcard, farewell
some very short, simple related to routine social interactions.] message or invitation) from a
sentences related to friend, classmate or colleague.
immediate needs. − Gets the gist.
− Identifies specific goodwill expressions and their Read a short email or text
meanings. message invitation to lunch or a
party from a friend, co-worker or
When the text is: − Identifies when and where. classmate to find when and
• Limited to everyday words − Finds a few simple details. where the function is.
and phrases
− Locates specific words and phrases.
• Clear, sparse and very easy − Demonstrates strengths and limitations typical of
to read
Reading Benchmark 2, as listed in the Profile of
• Supported by visual clues Ability.
(e.g., pictures)
• Very short
Demonstrating these
strengths and limitations: • Understand short, simple, clearly sequenced Sample Tasks
instructions for common, familiar everyday situations. Read and follow onscreen
• Finds key words and simple
details [Instructions are up to about 4 steps, in point or instructions for withdrawing
bullet form, and may be accompanied by money from an automatic teller
• May be able to get the gist illustrations.] machine (ATM).
of short phrases and
sentences based on − Recognizes individual words, phrases and symbols Read and follow simple
familiar words and phrases commonly used in simple instructions. instructions to complete a class
− Follows instructions in the proper sequence. or work assignment. (Type the
• Has limited knowledge of form. Make 12 copies. Sign the
sound-symbol relationships − Demonstrates strengths and limitations typical of copies.)
and spelling conventions in Reading Benchmark 2, as listed in the Profile of
English Ability.
• Has very limited ability to
decode unknown words,
read connected discourse
or guess the meaning of
unknown words
• Relies on graphics and
• Comprehension is based on
very limited knowledge of
basic grammar
• Relies heavily on a
bilingual dictionary due to
limited vocabulary

STAGE I

• Get information from simple formatted texts (such as simple forms, maps, diagrams, Sample Tasks
signs, labels, tables and schedules). Read the hours of operation on a
− Recognizes layout. store sign in order to plan a
− Identifies where to write personal data. shopping trip.
Get basic information about
• Get basic information from short, simple business or service notices.
specials from a grocery store
− Scans text to find specific details. flyer.
− Demonstrates strengths and limitations typical of Reading Benchmark 2, as listed in the Identify details on a monthly
Profile of Ability. credit card or utility statement
to make a payment or check for
accuracy.
Find details on an invoice or bill
to pay the correct amount.
Refer to a bus schedule to find
out when the next bus will
arrive.

• Understand the purpose and some basic details in very simple, short texts related to Sample Tasks
everyday, familiar, personally relevant situations and topics. Match a shopping list with
− Identifies purpose. pictures in a catalogue or with
− Identifies numbers, a few key words and short, common expressions. the actual items.
− Demonstrates strengths and limitations typical of Reading Benchmark 2, as listed in the Read a few short, simple
Profile of Ability. sentences about a familiar
person and use key words to
identify a few concrete facts.
Read short sentences about own
occupation and identify a few
basic, familiar, concrete facts.

STAGE I

The reader can:
Understand short, personal social messages (such as Sample Tasks
Understand and get some
invitations, thanks, apologies, quick updates and
information from short, simple Read a short message from a
arrangements) within predictable contexts of daily
texts related to familiar, family member, friend,
experience.
routine everyday topics of co-worker or classmate
personal relevance. − Gets the gist. describing his/her weekend.
− Identifies some specific details and information Read a confirmation email for a
(such as sender, date and response required). hotel reservation, language test
When the text is:
− Demonstrates strengths and limitations typical of appointment or eyesight test.
• Limited to common, factual, Reading Benchmark 3, as listed in the Profile of Read an invitation to a wedding
concrete vocabulary Ability. or company event to find the
• Clearly organized and easy to time, location, address and RSVP
read with simple layout details.
• Short
• Understand short, simple, clearly sequenced Sample Tasks
Demonstrating these
instructions for familiar everyday situations. Read directions in point form to
[Instructions are up to about 5 steps, in point form or get to a nearby location.
• Understands some simple prose, and are often accompanied by illustrations.]
connected discourse Read a legibly written note from
− Identifies sequence and location signals (such as a neighbour with simple
• Gets the gist based on first, second, next). instructions on how to take care
familiar words and phrases of their home or pet while they
− Recognizes individual words, phrases and symbols
• Decodes some unfamiliar commonly used in instructions. are away.
words because of an Read and follow short,
− Follows instructions in the sequenced order.
improving awareness of point-form instructions from a
sound-symbol relationships − Demonstrates strengths and limitations typical of supervisor about a simple
and spelling conventions in Reading Benchmark 3, as listed in the Profile of work-related task.
English Ability.
• Has limited ability to guess
the meaning of unknown
words
• May rely on graphics and
limited knowledge of basic
grammar
dictionary

STAGE I

• Get information from simple formatted texts (such as forms, tables, charts, schedules Sample Tasks
and directories). Read a simple product
− Identifies layout and specific information. advertisement to make a
− Scans formatted text (such as a directory) to find specific information. decision about whether to buy
it.
• Get information from short business or service texts (such as brochures, notices, form
Check a bank account balance
letters and flyers).
and make a payment online.
− Gets overall meaning.
Read a short notice about staff
− Interprets simple graphics. kitchen rules.
− Demonstrates strengths and limitations typical of Reading Benchmark 3, as listed in the
Profile of Ability.

• Understand the purpose, main idea, key information and some details in simple, short Sample Tasks
texts related to everyday familiar and personally relevant situations and topics. Read the first paragraph of a
[Texts may be supported by simple formatted graphs, tables and diagrams.] simple story to determine what
− Gets the gist. it is about.
− Identifies key information and main idea. Use an online bilingual

dictionary to find the meanings
− Identifies key events, people, places, things (who, what, where and when). and pronunciations of words and
• Access simple standard reference texts (such as print or online bilingual dictionaries and phrases related to own
encyclopedias). occupation or area of interest.
− Finds individual words.
− Identifies relevant details.
Profile of Ability.

STAGE I

The reader can:
• Understand simple personal social messages (such as Sample Tasks
Understand and get most invitations, thanks, apologies, quick updates and
information from short, simple Read a message (letter, email,
arrangements) within predictable contexts of daily text message, online post) from a
texts related to familiar, experience.
routine everyday topics of friend, co-worker or classmate
personal relevance. − Gets the gist. that includes an update on
− Identifies specific important details (such as sender, his/her life.
date and response required). Read a personal email message
When the text is: sent by a friend apologizing for
− Identifies words that indicate politeness and tone.
• Limited to common and forgetting about a lunch date.
mostly factual, concrete
vocabulary
Ability.
• Clearly organized and easy to
read with simple layout
• Short II. Comprehending Instructions
• In non-demanding contexts • Understand short, simple, clearly sequenced Sample Tasks
instructions and instructional texts for familiar Read and follow instructions on
everyday situations. how to remove temporary
Demonstrating these
strengths and limitations: [Instructions are up to about 6 steps in point form or Internet files from a computer.
as a short, continuous text that may include a visual Read and follow a simple recipe
• Understands most simple to support comprehension.]
connected discourse or preparation steps on a
− Identifies sequence and location signals (such as packaged food item.
• Gets the overall meaning first, next and before). Read and follow instructions for
• Identifies purpose, main − Recognizes common sentence patterns, phrases and playing a simple board or card
ideas, some specific details symbols commonly used in instructions. game.
and links between paragraphs
− Follows instructions in the appropriate sequenced Read and follow short, simple
• Occasionally guesses the order. directions (in an online reference
meaning of unknown words source) to a location.
and identifies some very
Reading Benchmark 4, as listed in the Profile of Read and follow instructions to
common idioms
Ability. prepare and set up for a
• May rely on graphics and workplace event.
• May identify some aspects of
register and style
• Comprehension is based on a
developing knowledge of
basic grammar and some
initial understanding of a
limited range of complex
dictionary

STAGE I

• Get information from simple formatted texts (such as forms, tables, schedules and Sample Tasks
directories). Use a bus or train schedule to
− Identifies layout and specific information. plan the arrival and departure
− Identifies type and purpose. times for an upcoming trip.
Use a telephone directory (print
• Get information from short business or service texts (such as brochures, notices, form
or online) to locate the closest
letters and flyers).
medical clinic.
− Identifies type and purpose.
Find an advertisement to match
− Finds main ideas, specific information and key details. a list of apartment rental
− Compares facts and information to make choices. requirements.
− Demonstrates strengths and limitations typical of Reading Benchmark 4, as listed in the Read a short notice from a bank
Profile of Ability. about a credit card renewal.
Read basic safety rules on a
workplace poster.

• Understand the purpose, main idea, key information and specific details in simple, short Sample Tasks
texts related to everyday familiar and personally relevant situations and topics. Read a short news article (print
[Texts may be supported by graphics, charts, tables, illustrations or diagrams.] or online) to get the details.
− Gets the overall meaning. Use a simple statistical table
− Identifies type and purpose of the text. (print or online) listing place of
birth and number of people in
− Finds key information and specific details. Canada to identify where most
− Compares simple information. immigrants come from.
− Identifies meanings of connective words between sentences in a narrative sequence. Read a simple description of an
event or phenomenon and locate
• Access simple standard reference texts (such as dictionaries and encyclopedias). a few concrete facts.
− Finds relevant information. Read a simple description about
− Identifies overall meaning. a company and locate a few
− Demonstrates strengths and limitations typical of Reading Benchmark 4, as listed in the concrete facts (when it started,
Profile of Ability. what it does, how many people it
employs).
Use an online encyclopedia to
find relevant information for a
class project.
Read simple advertisements of
2 products to decide which
product to buy.

STAGE I
Across Stage I Reading

• Texts are paper-based or • Texts are paper-based or • Texts are paper-based or • Texts are paper-based or
digital/online. digital/online. digital/online. digital/online.
• Texts have a clear font or • Texts have a clear font or • Texts have a clear font or • Texts have a clear font or
legible printing and a very legible printing and a very legible printing and a simple legible printing and a simple
simple layout. simple layout. layout. layout.
• Texts are very sparse with • Texts are very sparse with • Texts are sparse with clear • Texts are sparse with clear
simple, clear organization. simple, clear organization. organization. organization.
• Continuous texts are very • Continuous texts are very • Continuous texts are short • Continuous texts are short
short (from a simple phrase short (up to about 5 to 7 (up to about 2 paragraphs) (up to about 3 paragraphs)
to a few very short very simple sentences). and include mostly and include mostly
sentences). descriptive and narrative descriptive and narrative
• Formatted texts are very
genres. genres.
• Formatted texts are very short and simple and may
short and simple and may include basic common • Formatted texts are short • Formatted texts are simple,
include maps, diagrams and forms, simplified maps, and simple, with clear with clear labels and may
common forms, signs and diagrams, labels, tables, labels, and may include include forms, tables,
symbols. schedules and very simple forms, tables, graphs, maps, schedules, directories,
common flyers. schedules, directories, and graphs, and short business
• Common and familiar visuals
short brochures and flyers. brochures and flyers.
are almost always included • Common and familiar visuals
to support meaning. are often included to • Visuals are sometimes • Visuals are sometimes
support meaning. included to support included to support
• Instructions are 1 step, in
meaning. meaning.
simple phrases and for • Instructions are 1 to 4 steps,
highly common and familiar in single phrases or short • Instructions or instructional • Instructions or instructional
tasks and routines. sentences and for common texts are 1 to 5 steps and texts are for 1 to 6 steps
and familiar tasks and for familiar tasks and and for familiar procedures.
• Language is very simple,
routines. procedures.
concrete and factual. • Language is simple,
• Topics are familiar and • Language is very simple, • Language is simple, concrete and factual with a
concrete and factual. concrete and factual. few common idioms.
related to immediate
personal needs. • Topics are familiar and • Topics are familiar, • Topics are mostly familiar,
related to immediate personally relevant and personally relevant and
• Responses to tasks do not
personal needs. predictable. predictable.
require much writing, if any,
but can require circling, • Responses to tasks do not • Responses to tasks do not • Responses to tasks do not
matching, checking off require much writing, if any, require much writing, if any, require much writing, if any,
items or filling in blanks. but can require circling, but can require circling, but can require circling,
matching, checking off matching, checking off matching, checking off
items or filling in blanks. items or filling in blanks. items or filling in blanks.
• Context is non-demanding. • Context is non-demanding. • Context is non-demanding.
Note: Length and density of text determine the degrees of simplicity across Reading Stage I.

Stage II
Reading
Benchmarks 5–8

abilities required to function
independently in most familiar
situations of daily social,
educational and work-related life
experience, and in some less
predictable contexts (moderately
demanding contexts of language
use).

STAGE II
Stage II Reading
CLB 6 CLB 7
CLB 5 CLB 8
Developing Intermediate Adequate Intermediate
Initial Intermediate Ability Fluent Intermediate Ability
Ability Ability
Understand simple and some Understand an adequate Understand an expanding Understand most moderately
moderately complex texts in range of moderately complex range of moderately complex complex texts in less
predictable, practical and texts in predictable, practical texts in less predictable but predictable but relevant
relevant social, educational and relevant social, relevant social, educational social, educational and
and work-related situations. educational and work-related and work-related situations. work-related situations.
situations.
• Mostly concrete, factual and • Mostly concrete, factual and • Factual, descriptive or • Factual, descriptive or
descriptive descriptive argumentative; with argumentative; with
opinions, explicit and opinions, explicit and
• With mostly common and • With mostly common and
implied meanings implied meanings
some abstract or specialized some abstract or specialized
vocabulary and occasional vocabulary and occasional • With concrete, abstract or • With a range of concrete,
high-frequency idioms idioms specialized vocabulary, and abstract and specialized
some idioms vocabulary and idiomatic
• Sometimes supported by • Occasionally supported by language
visuals visuals • Moderate in length
• Moderate in length
• Relatively short • Relatively short • In moderately demanding • In moderately demanding
contexts contexts
• In moderately demanding • In moderately demanding
contexts contexts

• Identifies purpose, main • Identifies purpose, main • Identifies purpose, main • Identifies purpose, main
ideas, important details and ideas, specific factual ideas, specific details and ideas, specific details and
links between paragraphs details and some implied many implied meanings implied meanings, as well
• Finds some information to meanings • Finds, integrates, compares as mood, attitude and
make comparisons • Finds specific, detailed and contrasts information register
• Occasionally guesses the information for comparing • Often guesses the meaning • Finds, integrates,
meaning of unknown terms, and contrasting of unknown terms, phrases compares, contrasts and
phrases and idioms from • Sometimes guesses the and idioms from the analyzes information
the context without a meaning of unknown terms, context • Usually guesses the
dictionary phrases or idioms from the • Comprehension is based on meaning of unknown terms,
• Often rereads and needs context without a a developing understanding phrases and idioms from
clarification dictionary of an increasing range of the context, but often
• May reread and ask for complex sentences and requires clarification of
• Comprehension is based on less common idioms,
clarification structures
knowledge of basic cultural references and
grammar and some • Comprehension is based on • Identifies a range of
figures of speech
developing understanding a developing understanding different styles and
of complex sentences and of complex sentences and registers • Comprehension is based on
structures structures • Uses a unilingual dictionary an understanding of an
• Identifies an expanding to confirm and refine adequate range of complex
• Identifies some different sentences and structures
styles and registers range of different styles interpretation of unknown
and registers terms • Identifies a wide range of
• Uses a bilingual dictionary different styles and
regularly; begins to use a • Uses a concise unilingual
ESL dictionary regularly registers
concise unilingual ESL
• Uses a unilingual dictionary
dictionary
to confirm and refine
interpretation of unknown
terms

STAGE II
Stage II Reading
These are some things that may need to be learned as an individual moves through Stage II Reading.
Recognition and understanding of: Recognition of:
• Expanded range of concrete (and some abstract), idiomatic • Purposes and authors’ intents
and technical vocabulary relating to common knowledge,
• Common types of humour and jokes
facts, opinions, feelings, ideas, and basic concepts and
applications relating to numeracy, science, technology, social Ability to:
issues, Canadian citizenship, literature, media, health, • Decode print
education, jobs and occupations, financial and consumer
services • Recognize words and formulaic expressions by sight (to
assist bottom-up reading comprehension and
• Grammar and syntax structures to interpret texts (such as processing)
perfect tenses, basic conditionals, basic reported speech,
noun clauses, relative clauses, passive and active voice, • Read stories, poetry, rhymes, and newspaper and
infinitives and gerunds) magazine articles for enjoyment and sociability
• Conventions of mechanics and punctuation and how they are Sociolinguistic Knowledge
used to organize the text and create rhythm, emphasis, etc. Recognition and understanding of:
Textual Knowledge • Expanded formal, informal, idiomatic and some literary
Recognition of: language
• Cohesion links to interpret text signalling contrasts or • Cultural references
illustrations by example (such as conjunctive adverbs or • Content and socio-cultural information, language and
adverbials) discourse formats relating to specific tasks (such as in
• Paragraph structure and relationships between paragraphs social interaction texts, business/service texts)
(such as opening/introduction, development/body and Strategic Competence
conclusion/closing)
Ability to use:
• Discourse indicators and patterns signalling contrasts, cause
and effect or illustrations by example (such as conditionals) • Different reading techniques according to the purpose
of the task (such as skimming to get the gist, scanning
• Genre or rhetorical forms and their roles in interpretation to locate detailed information, speed reading and
and coherence in-depth reading)
• Textual organization of common written formats in expanded • Information search skills (including dictionary use) and
contexts, including workplace settings (such as formats of computer/Internet literacy skills
personal and business letters, memos, reports, email
messages and notes) • Textual and contextual clues to interpret text (such as
literal and inferential comprehension, reading between
• Expanded inventory and comprehension of linguistic, the lines, drawing conclusions and predicting outcomes)
rhetorical and stylistic devices for narrating, reporting,
describing and arguing a point in reading texts and written • Critical skills (such as evaluating and judging) to
discourse interpret written texts

STAGE II

The reader can:
Understand simple and some
• Understand simple to moderately complex personal and Sample Tasks
public social messages (such as those conveying Read an email message or
moderately complex texts in
compliments, invitations, likes, dislikes and preferences) letter from a friend
predictable, practical and
related to a familiar context. containing a discussion of
relevant social, educational
and work-related situations. − Identifies specific factual details and implied meanings. interests. Identify the likes,
− Identifies purpose of the message. dislikes and preferences
expressed.
− Identifies reader/writer relationship.
When the text is: Read letters to an advice
− Identifies mood and attitude of the writer. columnist in the newspaper
• Mostly concrete, factual and
descriptive − Identifies context, register and style. to decide whether you agree
with the advice given.
• With mostly common and − Demonstrates strengths and limitations typical of
Reading Benchmark 5, as listed in the Profile of Ability. Read a workplace email
some abstract or specialized
message about a company
vocabulary and occasional
fundraising event to decide
high-frequency idioms
whether to participate.
visuals
contexts II. Comprehending Instructions
• Understand simple to moderately complex, step-by-step Sample Tasks
Demonstrating these instructions and instructional texts for multistep Follow instructions on how to
strengths and limitations: procedures related to everyday situations. unclog a drain using a
• Identifies purpose, main [Instructions are about 7 to 10 steps, presented in point commercial product.
ideas, important details and form or in a text of about 2 or 3 paragraphs with some Read an instructional text on
links between paragraphs visual clues to support comprehension.] the prevention and treatment
• Finds some information to − Interprets sequence and location signals (such as first, of burns at home or in a work
make comparisons next and before). setting.
• Occasionally guesses the − Follows instructions and directions by responding with Follow directions on how to
meaning of unknown terms, actions as required to complete task. navigate an alternative route
phrases and idioms from the − Demonstrates strengths and limitations typical of during a road closure.
context without a dictionary Reading Benchmark 5, as listed in the Profile of Ability.
• Often rereads and needs
clarification
knowledge of basic grammar
and some developing
understanding of complex
• Identifies some different
styles and registers
• Uses a bilingual dictionary
regularly; begins to use a
concise unilingual ESL
dictionary

STAGE II

• Locate and use 1 or 2 pieces of information from moderately complex formatted texts Sample Tasks
(such as standard maps, charts, forms, tables, schedules, directories or website Use 2 bus or train schedules to
navigation menus). plan a trip that involves a
− Identifies layout and organization of text to find the information needed. stopover or transfer. Locate
− Finds and uses 1 or 2 pieces of information. departure and arrival times to
coordinate the travel.
• Get information from simple to moderately complex business or service texts (such as
Read a brochure about a training
public announcements, brochures, notices, business letters and flyers).
program to determine its
− Gets the gist. suitability for one’s own needs.
− Identifies key information and finds specific details. Read a memo posted in a
− Demonstrates strengths and limitations typical of Reading Benchmark 5, as listed in the workplace or institution giving
Profile of Ability. information about a new policy.

• Understand simple to moderately complex descriptive or narrative texts on familiar Sample Tasks
topics. Read a plain-language text
− Identifies organization of text and links between paragraphs. about legislation relevant to
own situation, such as
• Interpret information contained in formatted texts (such as diagrams, tables, graphs or
employment standards, landlord
website navigation menus).
or tenant law, or driving
• Access and locate basic information from reference sources. regulations.
− Scans to locate relevant terms to access the information needed. Interpret a simple chart to
− Accesses relevant information through a navigational source (Internet search engine, explain a familiar government
website, table of contents, index, glossary). process (such as how a law is
passed).
− Locates 2 relevant pieces of information in reference sources.
Read 2 or 3 movie reviews
− Demonstrates strengths and limitations typical of Reading Benchmark 5, as listed in the online to make a decision about
Profile of Ability. which movie to see.
Use an online resource (such as
an occupational database) to
find key information about own
occupation or target occupation
in Canada.

STAGE II
Profile of Ability
The reader can:
Understand an adequate range • Understand moderately complex social messages (such as Sample Tasks
of moderately complex texts those conveying announcements, cancellations of Read an invitation to a
in predictable, practical and arrangements and apologies) related to a personal fundraising event to decide
relevant social, educational experience or a familiar context. whether or not to attend by
and work-related situations. − Identifies specific factual details and implied meanings. reviewing purpose,
− Identifies the purpose. formality, details about the
occasion and expectations of
When the text is: − Identifies reader/writer relationship. participants.
• Mostly concrete, factual and − Identifies mood and attitude of the writer. Read an email message in
descriptive which a friend or family
− Identifies the context.
• With mostly common and member apologizes for a
some abstract or specialized remark or incident that may
Reading Benchmark 6, as listed in the Profile of Ability.
vocabulary and occasional have been hurtful and
idioms explains the reasons for the
inappropriate behaviour.
• Occasionally supported by
visuals
contexts II. Comprehending Instructions
• Understand moderately complex instructions and Sample Tasks
Demonstrating these instructional texts for multistep procedures related to
strengths and limitations: Read and follow instructions
everyday situations, where the sequence must be and warnings on a label for a
• Identifies purpose, main inferred. common chemical product
ideas, specific factual [Instructions are up to 10 steps, presented partially in (such as cleaning products,
details and some implied point form or in a text of about 3 to 5 paragraphs; not paint thinner) used at home
meanings always step by step; some visual clues may support or at work.
• Finds specific, detailed comprehension.] Follow security instructions
information for comparing − Interprets sequence and location signals and implied and safety regulations at
and contrasting meanings to infer the correct sequence. work.
• Sometimes guesses the − Follows instructions as required to complete the task. Read instructions on
meaning of unknown terms, − Demonstrates strengths and limitations typical of submitting an application for
phrases or idioms from the Reading Benchmark 6, as listed in the Profile of Ability. post-secondary study and
context without a dictionary follow the steps in the
correct order. (Before
• May reread and ask for
submitting your application,
clarification
ensure that you have your
• Comprehension is based on a academic transcript and 3
developing understanding of reference letters. Within 3
complex sentences and weeks of an offer of
structures acceptance, submit payment
• Identifies an expanding for the first installment.)
range of different styles and
registers
• Uses a concise unilingual ESL
dictionary regularly

STAGE II

(such as maps, course calendars, directories or website navigation menus). Read a cover letter for a job and
− Identifies layout and organization of text to find the information needed. determine the applicant’s
− Finds 2 or 3 pieces of information by scanning the text. interest and suitability for the
position.
• Get information from moderately complex business/service texts containing advice,
Read product specifications to
requests or detailed specifications.
determine suitability (such as an
− Identifies main ideas, factual details and some implied meanings. appliance’s specifications and its
− Identifies the writer’s purpose, intent, mood and attitude in sections of text. suitability for the size of your
family).
Profile of Ability. Find 2 courses of interest in a
course calendar for an adult
education institution.
Locate information about used
merchandise on 2 or 3 websites
to find the best deal on an item
needed.

• Understand moderately complex descriptive or narrative texts on familiar topics. Sample Tasks
− Distinguishes facts from opinions. Read a short health or business
− Retells or summarizes. report or a current news item.
− Identifies organization of text and links between paragraphs. Read and interpret a graph or
table showing crime data over
• Interpret information contained in formatted texts (such as diagrams, tables, graphs or time to offer a general opinion
website navigation menus). about crime rates.
− Identifies purpose, main ideas and key details in prose or formatted texts. Read about a familiar health
− Compares facts to make choices. problem in 2 different online
sources. Compare the
• Access, locate and compare 2 or 3 pieces of information from online reference sources. information and consider the
− Accesses relevant information using effective search strategies. recommendations.
− Demonstrates strengths and limitations typical of Reading Benchmark 6, as listed in the Read a course outline (for a
Profile of Ability. non-language course) on a class
homepage. Based on the
outline, determine how much
work will be required, how
grades will be determined and
how strict or relaxed the course
will be.

STAGE II
Profile of Ability
The reader can:
Understand an expanding • Understand moderately complex personal and public Sample Tasks
range of moderately complex social messages (such as those conveying appreciation, Read a letter or email from a
texts in less predictable but complaints, hopes, satisfaction and dissatisfaction). co-worker conveying feelings
relevant social, educational − Identifies specific factual details and implied meanings. about some bad news or
and work-related situations. expressing disappointment
− Identifies the purpose of the message.
about not getting a
− Identifies the reader/writer relationship. promotion.
When the text is:
− Identifies the mood and attitude of the writer. Read a letter from a family
• Factual, descriptive or − Identifies context, register and style. physician announcing that she
argumentative; with has accepted an offer for a
opinions, explicit and − Demonstrates strengths and limitations typical of
new position and requesting
implied meanings Reading Benchmark 7, as listed in the Profile of Ability.
acceptance and support for
• With concrete, abstract or the recent medical school
specialized vocabulary, and graduate who will be taking
some idioms over the practice.
• Moderate in length Read an email from a friend

conveying opinions about a
• In moderately demanding current event or social issue
contexts to decide whether to agree or
disagree.
Demonstrating these
ideas, specific details and
many implied meanings II. Comprehending Instructions
• Finds, integrates, compares • Understand moderately complex instructions and Sample Tasks
and contrasts information instructional texts for multistep procedures related to Read and follow instructions,
familiar tasks, which may be specialized or technical.
• Often guesses the meaning including diagrams on how to
of unknown terms, phrases [Instructions are about 10 to 13 steps in a clear and assemble a piece of furniture
and idioms from the explicit text of about 5 to 10 paragraphs, not always or equipment.
context presented step by step.] Read and follow instructions
• Comprehension is based on − Interprets sequence and location signals and implied on how to remove a computer
a developing understanding meanings to infer the correct sequence. virus and prevent further
of an increasing range of − Follows instructions as required to complete the task. virus infection.
complex sentences and Read and follow instructions
structures − Demonstrates strengths and limitations typical of
Reading Benchmark 7, as listed in the Profile of Ability. on how to conduct a
• Identifies a range of moderately complex science
different styles and experiment.
registers
terms

STAGE II

(such as course calendars, extensive directories, extensive website navigation menus). Read a complaint letter from a
[Formatted texts can contain multiple pieces of information organized in sections with customer or client to determine
subsections.] appropriate action.
− Identifies layout and organization of text to find the information needed. Obtain information from public
− Finds and uses 3 or 4 pieces of information by scanning the text. health advisories, municipal
notices, violation notices, or
• Get information from moderately complex business/service texts containing assessments, community newsletters and
evaluations and advice. bulletins. Decide on action for a
− Identifies main ideas, key details and some implied meanings. personal or family health
concern.
− Identifies the writer’s purpose, intent, mood and attitude in sections of text.
Scan a course calendar (either
− Scans text and makes inferences to select relevant information. online or in print) to locate
− Demonstrates strengths and limitations typical of Reading Benchmark 7, as listed in the eligibility requirements for a
Profile of Ability. particular program, its start date
and any pre-requisites.
Read a workplace performance
review to determine how
successful the employee has
been in meeting objectives and
what areas require improvement
over the next year.

• Understand moderately complex extended descriptions, reports and narrations on Sample Tasks
familiar topics. Read and paraphrase a short
− Distinguishes facts from opinions. research report for an academic
− Evaluates ideas in text to draw conclusions. assignment.
− Identifies organization of text and links between paragraphs. Interpret a chart of tasks (such
as a Gantt chart) in a work plan
• Interpret information contained in moderately complex formatted texts (such as tables, for a group project to
graphs, diagrams and flow charts or website navigation menus). understand the sequence of
− Follows the sequence of a narration or process. steps.
• Access, locate and integrate information from online reference sources. Access and read coverage of a
current event on several news
− Accesses relevant information using effective search strategies. websites to compare coverage
− Compares 3 or 4 pieces of information from different reference sources. of the event.
Profile of Ability.

STAGE II

The reader can:
• Understand moderately complex social messages (such as Sample Tasks
Understand most moderately those conveying general opinions, assessments of current
complex texts in less Read a politician’s blog post
events or situations, and responses to complaints or about a current issue, and
predictable but relevant sympathy).
social, educational and work- infer point of view and
related situations. − Identifies specific factual details and implied meanings. political inclination to agree
− Identifies the purpose of the message. or disagree with the views
expressed.
When the text is: − Identifies the reader/writer relationship.
Read a letter from a city
− Identifies the mood and attitude of the writer. bylaw department notifying
• Factual, descriptive or
argumentative; with opinions, − Identifies context and situation. of a neighbour’s complaint to
explicit and implied meanings determine how to respond.
− Identifies register and style.
• With a range of concrete, Read a workplace policy
abstract and specialized manual to determine how to
Reading Benchmark 8, as listed in the Profile of Ability.
vocabulary and idiomatic address a customer’s
language complaint.
contexts
and limitations: • Understand extended, moderately complex, multistep Sample Tasks
instructions and instructional texts for established (set) Follow multistep instructions
• Identifies purpose, main ideas, procedures related to specialized tasks. to program a common
specific details and implied
[Instructions are about 10 to 13 steps in a clear and appliance or other small
meanings, as well as mood,
explicit text of about 8 to 15 paragraphs, not always electronic item.
attitude and register
presented step by step.] Read and follow instructions
• Finds, integrates, compares, − Interprets sequence and location signals and implied for performing
contrasts and analyzes meanings. cardiopulmonary
information resuscitation (CPR) to
− Infers the correct sequence.
• Usually guesses the meaning prepare for a first aid
of unknown terms, phrases − Follows instructions as required to complete a task. certificate test.
and idioms from the context, − Demonstrates strengths and limitations typical of Read and follow health
but often requires clarification Reading Benchmark 8, as listed in the Profile of Ability. regulations for workplace
of less common idioms, food storage procedures to
cultural references and figures avoid problems such as
of speech spoilage or
• Comprehension is based on an cross-contamination.
understanding of an adequate
range of complex sentences
and structures
• Identifies a wide range of
different styles and registers
• Uses a unilingual dictionary to
confirm and refine
terms

STAGE II

• Locate, integrate and use 3 or 4 pieces of information from moderately complex Sample Tasks
formatted texts. Read a declaration of rights and
[Formatted texts can be visually complex and contain multiple pieces of information responsibilities to be able to
organized in sections with subsections.] explain them to a client, patient
− Identifies layout and organization of text to find the information needed. or student.
− Finds and integrates 3 or 4 pieces of information for comprehension and use. Access and interpret online
tables (such as those for child
• Get information from moderately complex business/service texts containing proposals, support or taxation) to
recommendations and statements of rules, regulations or policies. determine or inform others
− Identifies main ideas, key details and implied meanings. about eligibility or payments
based on a financial situation.
− Identifies the writer’s purpose, intent, mood and attitude in sections of text.
Read the Material Safety Data
− Scans text and makes inferences to select the relevant information. Sheet (MSDS) of a new workplace
− Demonstrates strengths and limitations typical of Reading Benchmark 8, as listed in the product to identify hazardous
Profile of Ability. reactions and emergency
procedures.

• Understand moderately complex extended descriptions, feature articles, reports and Sample Tasks
narrations. Read a letter to the editor about
− Identifies organization of text and links between paragraphs. a proposed law to identify the
− Follows sequences of narrations or processes. writer’s point of view.
− Locates and integrates relevant information across paragraphs/sections of the text. Interpret a chart on average
income in Canada based on
− Evaluates ideas in text, draws conclusions, compares with own opinion. family type to inform others
• Interpret information contained in moderately complex formatted texts (such as tables, about conditions in Canada.
graphs, diagrams and website navigation menus). Locate and use an online source
− Presents the information contained in charts, diagrams and graphs in an alternate form. (such as the Statistics Canada
website) for accurate Canadian
− Analyzes information, supporting details, implied meanings, and writer’s point of view. demographic statistics.
• Access, locate and integrate several pieces of information from relevant online reference Read and interpret workplace
sources. charts (such as patient health
− Accesses information using effective search strategies. status chart for nurses or
equipment maintenance charts
for technologists) for use in
Profile of Ability.
one’s own occupation.

STAGE II
Across Stage II Reading

Ability Ability
• Formatted texts are • Formatted texts are • Formatted texts are • Formatted texts are
moderately complex and moderately complex and moderately complex and moderately complex and
may include maps, forms, may include maps, forms, may include forms, tables, may include forms, tables,
tables, schedules, tables, schedules, schedules, directories, schedules, directories,
directories, course directories, course calendars course calendars and course calendars, graphs and
calendars and graphs. and graphs. graphs. website navigation menus.
• Instructions or instructional • Instructions or instructional • Instructions or instructional • Instructions or instructional
texts are clear and explicit texts are clear and explicit texts are clear and explicit texts are clear and explicit
and are for 7- to 10-step and are for 10-step routine and are for 10- to 13-step and are for extended
routine procedures that procedures that are not procedures that are not multistep, established
are presented step by step. always presented step by always presented step by procedures that are not
step. step. always presented step by
• Continuous texts are
step.
moderately complex and • Continuous texts are • Continuous texts are
may include narrative, moderately complex and moderately complex and • Continuous texts are
descriptive and some may include narrative, may include narrative, moderately complex, and
literary genres. descriptive and some descriptive, argumentative, may include narrative,
literary genres. persuasive and literary descriptive, argumentative,
• Length of continuous text
genres. persuasive and literary
is relatively short (up to • Length of continuous text is
genres.
about 1 page), as dictated relatively short (up to about • Length of continuous text is
by the topic, purpose, 2 pages), as dictated by the moderate (up to about • Length of continuous text is
genre and context. topic, purpose, genre and 4 pages), as dictated by the moderate (up to about
context. topic, purpose, genre and 5 pages), as dictated by the
• Language is mostly factual,
context. topic, purpose, genre and
concrete and literal, with • Language is mostly factual,
context.
some abstract words. concrete and literal, but • Language is concrete or
• Topics are personally may also be abstract and abstract and may be • Language is concrete or
specialized. specialized. abstract and may be
relevant, mostly familiar
specialized.
and predictable. • Topics are personally • Topics are personally
• Context is moderately relevant, mostly familiar relevant, mostly familiar • Topics are personally
and partly predictable. and partly predictable. relevant but are not always
demanding.
familiar or predictable.
• Context is moderately • Context is moderately
demanding. demanding. • Context is moderately
demanding.
Note: Text length is provided only as a very general reference to suggest how tolerance for focused attention may build
across Reading Stage II. Length does not necessarily determine the degrees of moderate complexity.

Stage III
Reading
Benchmarks 9–12

effectively, accurately and
fluently, with an appropriate
sense of register, distance,
formality and style in situations
that are becoming increasingly
(demanding contexts of language
use).

STAGE III
Stage III Reading

Understand an adequate range Understand an expanding Understand an expanded Understand complex
of complex texts in some range of complex range of complex unfamiliar multipurpose texts
unpredictable contexts and on multipurpose texts in many multipurpose texts in most in a broad variety of styles
some unfamiliar topics. unpredictable contexts and on unpredictable contexts and on and formats across a range of
many unfamiliar topics. most unfamiliar topics. situations and contexts that
are demanding and
unpredictable.
• Linguistically complex and • Linguistically complex and • Propositionally and • Propositionally and
may include some idiomatic may include some idiomatic linguistically complex and linguistically complex and
and figurative language and figurative language may include sophisticated may include sophisticated
• With abstract, conceptual or • With abstract, conceptual or reasoning, implicit reasoning, implicit
specialized vocabulary specialized vocabulary subtleties, highly idiomatic subtleties, highly idiomatic
and figurative language and and figurative language, and
• Visually complex and • Visually complex and socio-cultural references socio-cultural references
lengthy or dense lengthy or dense
• With abstract, conceptual or • With abstract, conceptual or
• In demanding contexts • In demanding contexts specialized vocabulary specialized vocabulary
• Visually complex and • Visually complex and
lengthy or dense lengthy or dense
• In demanding contexts • In demanding contexts
• Identifies purpose, main • Identifies purpose, main • Identifies purpose, main • Identifies purpose, main
ideas, supporting details, ideas, supporting details, ideas, author’s intent, ideas, author’s intent,
author’s intent, mood, author’s intent, mood, mood, attitude and point of mood, attitude and point of
attitude and point of view attitude and point of view, view, line of reasoning and view, line of reasoning and
from stated and implied values and assumptions from structure structure
information stated and implied
information • Uses knowledge of styles, • Uses knowledge of styles,
• Uses knowledge of styles to registers and language registers and language
assist in comprehension • Uses knowledge of styles varieties to assist in varieties to assist in
and registers to assist in
• Uses inference to integrate comprehension comprehension
comprehension
several pieces of stated • Uses inference to integrate • Uses inference to integrate • Uses inference to integrate
information across several pieces of stated and stated and implied stated and implied
paragraphs or sections of implied information information throughout a information throughout a
text throughout the text single text or across single text or across
• Separates relevant from multiple texts multiple texts
• Separates relevant from
irrelevant details irrelevant details • Separates relevant from • Separates relevant from
• Paraphrases key points • Paraphrases and summarizes irrelevant details irrelevant details
• Uses knowledge of complex key points • Summarizes and critically • Summarizes and critically
grammar and syntax to • Uses knowledge of complex evaluates content evaluates content
interpret nuances in texts grammar and syntax to • Occasionally has difficulty • Interprets most idiomatic
interpret nuances in texts interpreting low-frequency and figurative language,
• Often has difficulty
interpreting low-frequency • Sometimes has difficulty idiomatic and figurative colloquialisms and cultural
idioms, cultural references interpreting low-frequency language, colloquialisms and references
and figures of speech idioms, cultural references cultural references
and figures of speech • Uses reference materials as
• Uses a unilingual dictionary • Uses reference materials as required to support
• Uses a unilingual dictionary required to support communication
to confirm and refine to confirm and refine
interpretation of unknown communication
terms terms

STAGE III
Stage III Reading
These are some things that may need to be learned as an individual moves through Stage III Reading.
Recognition and understanding of: Understanding of:
• Complex polysyllabic and technical words, and lexical • Expanded informal, formal, idiomatic, colloquial and literary
phrases language
• Complex grammar and syntax structures to interpret • Content and socio-cultural knowledge, language and discourse
nuances of meaning (such as past conditionals, past or formats relating to workplace/business communications and
future perfect passive, perfect or past infinitives, to specific academic disciplines
subordinate adverbial clauses, subordinating conjunctions
• Cultural references in texts
and modals to express logical deduction)
• Appropriate register and level of formality
• Grammatical and rhetorical features in specific academic
and professional domains (such as the use of passive voice • Sources of news and articles for professional and academic
in technical texts, heavy nominalizations in most technical purposes (such as journals, online repositories and research
and formal official texts, and register-specific vocabulary portals relating to specific disciplines)
and expressions) Strategic Competence
• Wide range of concrete, abstract, idiomatic and technical Ability to use:
language, and academic discourse relating to complex
concepts and applications of sciences, technology, social • Computer/Internet literacy and information search skills,
sciences, humanities and other academic and professional including literacy in multimedia genres that combine text,
and occupational domains video, sound, graphics, scientific formulas, animations and
demonstrations
• Conventions of mechanics and punctuation and how they
are used to organize the text and create rhythm, emphasis, • Context clues to interpret text (such as inference, reading
etc. between the lines, drawing conclusions, predicting outcomes,
identifying implicit assumptions)
Textual Knowledge
• Context clues, background knowledge and interpretive skills
Recognition and understanding of: to interpret stylistic and rhetorical features of text
• Wide range of cohesion links in complex, multi-clause • Paraphrasing and summarizing skills
sentences, as well as links between sentences and
paragraphs • Critical skills in decoding text
Recognition and understanding of:
• Rhetorical organization of information in academic and
professional texts (such as the organization of a literature
review report, a thesis or a proposal; a typical rhetorical
structure of a technical journal article, e.g., experimental
vs. non-experimental)
• The purposes of texts and writers’ intentions
• Humour, jokes, stories, poetry and rhymes

STAGE III

The reader can:
• Understand complex written communication (such as Sample Tasks
Understand an adequate range editorials, letters to the editor, personal essays and
of complex texts in some Read 2 editorials on the same
fiction) conveying general opinions and points of view. issue or topic in occupation-
unpredictable contexts and on
some unfamiliar topics. [Texts may contain stated and implied expressions of specific journals to compare
opinions and personal perspectives.] the different perspectives
− Identifies and explains the author’s point of view. (points of view, mood and
When the text is: attitude).
− Identifies or infers mood and attitude.
• Linguistically complex and Read 3 letters to the editor
may include some idiomatic − Identifies the purpose of the text and its parts. on the same issue to identify
and figurative language − Draws inferences about the author’s implied meanings in the points of view and infer
different sections of the text. personal attitudes and
• With abstract, conceptual or emotions.
specialized vocabulary − Identifies context and situation.
Read a professor’s critique of
• Visually complex and lengthy − Identifies register, style and language variety.
a student’s essay to identify
or dense − Demonstrates strengths and limitations typical of the professor’s opinion,
• In demanding contexts Reading Benchmark 9, as listed in the Profile of Ability. attitude and point of view.

and limitations:
• Identifies purpose, main II. Comprehending Instructions
ideas, supporting details,
author’s intent, mood, • Understand formal instructions for familiar procedures in Sample Tasks
attitude and point of view complex texts containing advisories, recommendations,
from stated and implied Read official exam policies
policies and regulations. and related instructions at
information
[Comprehending the instructions requires integrating various educational
• Uses knowledge of styles to several pieces of information; instructions are clear and institutions to inform and
assist in comprehension explicit but not always presented step by step.] prepare students.
• Uses inference to integrate − Locates and integrates several pieces of information in Read instructions on how to
several pieces of stated texts to explain and follow instructions accurately. outline, research, write, edit
information across paragraphs − Paraphrases instructions accurately. and proofread an essay to
or sections of text inform others in a study
− Demonstrates strengths and limitations typical of group.
• Separates relevant from Reading Benchmark 9, as listed in the Profile of Ability.
irrelevant details Read and understand
government compliance
• Paraphrases key points regulations, such as health
• Uses knowledge of complex and safety regulations.
grammar and syntax to Read policy and procedure
interpret nuances in texts manuals regarding workplace
• Often has difficulty harassment or discrimination
interpreting low-frequency to help a co-worker with a
idioms, cultural references complaint.
and figures of speech
• Uses a unilingual dictionary to
confirm and refine
terms

STAGE III

• Obtain and accurately interpret information from complex texts to inform significant Sample Tasks
decisions. Read the details, including fine
− Locates and integrates several pieces of stated and implied information. print, in product warranties or
− Reads carefully to locate and interpret detailed information, including fine print. insurance contracts to
determine rights and coverage.
Profile of Ability. Compare complex information
about benefits and entitlements
in similar positions at
2 different companies to make
a decision about purchasing
coverage.
Read formal business letters,
employment benefit
documents, employment
contracts, public reports and
business articles to increase
one’s ability to advocate for
self in the workplace.

• Understand the organization, underlying structure and development of ideas in complex Sample Tasks
texts. Study a theory for an academic
− Identifies the main idea and describes how it is developed and supported. course to make a detailed
− Identifies specific details, facts, concepts and ideas. outline that displays the
premise statement (hypothesis),
− Reorganizes the text components into a chart or other visual display that clearly shows the supporting details and the
how they are developed through the supporting details. conclusion.
− Identifies organization of text, topic sentences, logical relationship connections between Read multiple workplace
paragraphs and thematic patterns. activity or productivity charts
• Interpret information contained in complex formatted texts (such as charts, graphs and to analyze the data and
diagrams). summarize key trends in a
graph.
− Presents, in an alternate form, information contained in complex formatted texts.
Use a detailed family tree to
• Conduct a complex search of online reference sources to research a defined topic that is recreate biographical and
limited in scope. historical information.
− Accesses appropriate information sources. Gather detailed information
− Uses effective search strategies. about a specific research skill
or a learning strategy from
− Obtains relevant and current information.
several relevant online sources
− Demonstrates strengths and limitations typical of Reading Benchmark 9, as listed in the to improve own study skills.
Profile of Ability.

STAGE III
Profile of Ability
The reader can:
Understand an expanding • Understand complex written communication (such as Sample Tasks
range of complex multipurpose editorials, letters to the editor, personal essays and Read 2 editorials on the same
texts in many unpredictable fiction) conveying stated and unstated values and issue or topic to identify and
contexts and on many assumptions. discuss implicit differences in
unfamiliar topics. − Identifies and explains values and assumptions. values and assumptions.
− Identifies or infers mood and attitude. Read 2 blog postings about a
When the text is: − Identifies the purpose of the text and its parts. social or political issue (such
as taxation, wages or social
• Linguistically complex and − Draws inferences about the author’s implied meanings assistance) to identify
may include some idiomatic in sections of the text. implicit assumptions and
and figurative language − Identifies context and situation. underlying values in each.
• With abstract, conceptual or − Differentiates between facts and opinions. Read an issue-specific
specialized vocabulary webpage, blog or other social
− Identifies register, style and language variety.
• Visually complex and lengthy media communication to
or dense − Demonstrates strengths and limitations typical of evaluate the position and
Reading Benchmark 10, as listed in the Profile of supporting data and respond
• In demanding contexts Ability. appropriately.
Demonstrating these
ideas, supporting details, II. Comprehending Instructions
author’s intent, mood,
attitude and point of view,
• Understand and summarize complex instructional texts Sample Tasks
about familiar procedures. Read instructions from a
values and assumptions from
stated and implied [Comprehending and summarizing the text requires reputable medical program
information integrating several detailed pieces of information; on how to lose, gain and
instructions are clear and explicit, but not presented maintain body weight to
• Uses knowledge of styles and step by step.] explain to a friend or family
registers to assist in
− Summarizes the information from the text into clear, member.
comprehension
comprehensive multistep instructions. Extract information from
• Uses inference to integrate policy and procedure
several pieces of stated and − Locates and integrates several pieces of information to
interpret and follow instructions correctly. manuals, equipment
implied information installation and use manuals,
throughout the text − Extracts important details and presents instructions in product user guides, health
• Separates relevant from point form. and safety advisories, legal
irrelevant details − Demonstrates strengths and limitations typical of and administrative
Reading Benchmark 10, as listed in the Profile of procedures, and scientific
• Paraphrases and summarizes and experimental procedures
Ability.
key points
to reorganize the information
• Uses knowledge of complex into step-by-step procedures.
grammar and syntax to Use electrical and building
interpret nuances in texts codes to help in home
• Sometimes has difficulty maintenance or small
interpreting low-frequency renovation.
idioms, cultural references
and figures of speech
terms

STAGE III

• Obtain and accurately interpret information from multiple complex texts to inform Sample Tasks
significant decisions. Evaluate the validity and logistics
[Texts are continuous or formatted.] of proposed timetables, schedules,
− Integrates several pieces of stated and implied information. programs and itineraries when
compared with other variables,
− Interprets information in legal documents and other texts. such as needs, requirements and
− Identifies the writer’s purpose and attitude in business letters. availability.
− Summarizes information and ideas from multiple texts. Read a detailed waiver or consent
form for a medical procedure to
− Demonstrates strengths and limitations typical of Reading Benchmark 10, as listed in
determine the implications of
signing or not signing.
Read standard legal documents,
formal business reports, financial
listings or warranty contracts to
make decisions about legal
proceedings or investments.

• Understand, summarize and evaluate the development of arguments in complex texts Sample Tasks
(such as lengthy research papers, problem-solution essays or persuasive articles). Trace the development of an
− Identifies fallacies in arguments. argument or theory in a complex text
− Distinguishes a proposition from its argument. related to own field or general area
of interest to summarize or evaluate
− Identifies the logical line of argumentation in support of a conclusion. it.
− Identifies connective words and phrases that convey causal relationships of manner, Read 2 articles that present opposing
purpose, concession and condition. views on a proposed real estate
• Interpret and summarize information and ideas contained in complex formatted texts. development to gather information
for a presentation to city council.
− Presents, in an alternate form, information contained in complex formatted texts.
Interpret information from
• Conduct a complex search of relevant online reference sources to research a topic. questionnaires about the perceived
− Accesses appropriate information sources. quality of a product to convert the
information into percentages, and
− Uses effective search strategies and tools.
summarize and chart the most
− Obtains relevant and current information. significant findings.
− Demonstrates strengths and limitations typical of Reading Benchmark 10, as listed in Access and use several online articles
the Profile of Ability. about a particular learning strategy
to gather information for personal
development and to share with
others.

STAGE III
Profile of Ability
The reader can:
Understand an expanded range • Understand complex communication conveying Sample Tasks
of complex multipurpose texts disagreement or conflict in social and non-social Read documents related to
in most unpredictable contexts correspondence related to community, academic and an important human-rights
and on most unfamiliar topics. business contexts. issue in the workplace to
[Texts may contain stated and implied expressions of support a decision.
disagreement or conflict.] Read an evaluation report
When the text is:
− Draws conclusions based on stated and implied on the effectiveness of a
• Propositionally and information. workplace project to
linguistically complex and identify the evaluator’s
may include sophisticated − Identifies or infers mood and attitude.
attitude, claims and
reasoning, implicit subtleties, − Identifies the purpose of the text and its parts. conclusions.
highly idiomatic and − Identifies and interprets context and situation.
figurative language and socio-
cultural references − Identifies and interprets claims, denials of claims,
clarifications and restatements of information.
• With abstract, conceptual, or
specialized vocabulary − Identifies politeness conventions and their violations.
• Visually complex and lengthy − Demonstrates strengths and limitations typical of

or dense Reading Benchmark 11, as listed in the Profile of Ability.

and limitations: II. Comprehending Instructions
• Identifies purpose, main • Understand extensive specialized instructions for Sample Tasks
ideas, author’s intent, mood,
unfamiliar, complex procedures. Follow software instructions
attitude and point of view,
line of reasoning and [Comprehending the instructions requires integrating for an unfamiliar
structure several detailed pieces of information.] spreadsheet application in
− Follows extensive specialized instructions. order to construct a
• Uses knowledge of styles, spreadsheet with formulas.
registers and language − Integrates several detailed, extensive pieces of
varieties to assist in information to complete the procedure. Read workplace personnel
comprehension policy instructions, such as
− Demonstrates strengths and limitations typical of procedures for terminating
• Uses inference to integrate Reading Benchmark 11, as listed in the Profile of Ability. employees, to apply the
stated and implied information to a particular
information throughout a situation.
single text or across multiple
texts Follow instructions to
determine which method of
• Separates relevant from reporting is required for HST
irrelevant details or other business taxes to
• Summarizes and critically complete the appropriate
evaluates content paperwork and forms.
• Occasionally has difficulty

interpreting low-frequency
idiomatic and figurative
language, colloquialisms and
cultural references
• Uses reference materials as
required to support
communication

STAGE III

• Obtain and accurately interpret, analyze and evaluate information from multiple Sample Tasks
complex texts to inform significant decisions and tasks. Read a persuasive fundraising letter to
[Texts are continuous or formatted.] identify ethics, emotional appeal,
− Integrates several pieces of stated and implied information in legal documents and persuasiveness and intent.
other texts. Interpret various pieces of information
− Analyzes and evaluates persuasiveness of business/service texts. in an insurance contract and in a
property legal document to determine
− Identifies persuasive writing techniques and strategies, such as the use of responsibility for property damage
evidence, and how reasons, examples, logical arguments, and ethical and caused by basement flooding.
emotional appeals are used.
Analyze sales reports from several
− Identifies rhetorical devices (such as emotive language and repetition) used in regions over time to justify staffing
persuasive writing. decisions.
− Evaluates appropriateness of persuasive strategies for audiences and purposes. Identify rhetorical devices used to
− Demonstrates strengths and limitations typical of Reading Benchmark 11, as listed create a positive or accepting spin on
in the Profile of Ability. the information in budgets, plans for
future development and press releases
in preparation for a presentation at a
community or workplace meeting.

• Understand, summarize and outline the message, position, assumptions, bias, values Sample Tasks
and motives from fragments of different texts; support conclusions with evidence. Read reports of various parliamentary
[Analysis requires selecting relevant from distracting information, and posing debates to learn about the motives,
conclusions despite competing interpretations.] values and intentions of an elected
− Evaluates ideas, draws conclusions and expresses own opinion. member of government.
− Summarizes information into a coherent whole. Interpret production data recorded over
time in a number of formats (such as
− Evaluates multiple pieces of information. tables and graphs) to identify variances
− Infers bias, positions, assumptions, values and motives. from established norms for a report or
proposal.
− Identifies attitudinal meanings.
Access several reports about a
• Analyze, summarize and synthesize information and ideas contained in complex specialized topic (such as treatment
formatted texts. options for a particular disease, or
− Presents, in an alternate form, information contained in multiple complex research reports about the effects of
formatted texts. food additives) from key industry-
accepted sources to determine
• Conduct a complex and comprehensive search of multiple online sources of
suitability for purpose.
information related to a specialized topic.
− Accesses appropriate information sources.
− Uses effective search strategies and tools.
− Obtains relevant and current information.
− References sources correctly.
− Determines suitability for purpose.
− Demonstrates strengths and limitations typical of Reading Benchmark 11, as listed

STAGE III

The reader can:
Understand complex unfamiliar
• Understand complex communication conveying social Sample Tasks
politeness and cooperation, or their violations, in social Read idiomatic or colloquial
multipurpose texts in a broad
and non-social correspondence. communication on online
variety of styles and formats
across a range of situations and [Texts may be dense and require high-level inference.] communities to acquire
contexts that are demanding − Identifies or infers mood and attitude. knowledge of current trends
and unpredictable. and issues as well as topics of
− Identifies the purpose of the text and its parts. interest that are unfamiliar
− Identifies and evaluates expressions of social politeness and complex.
When the text is: and cooperation by linguistic clues, face-saving Read a workplace
• Propositionally and expressions (messages that convey respect and value for performance review and
linguistically complex and self and others). interpret implied meanings in
may include sophisticated − Identifies and evaluates instances of violations of social the evaluation of strengths
reasoning, implicit politeness and cooperation, face threatening talk and weaknesses in light of
subtleties, highly idiomatic (messages that convey disapproval, disrespect, proposed lay-offs.
and figurative language, and challenges to criticism, assumptions about the other, Read and evaluate a formal
socio-cultural references demands). letter threatening legal
• With abstract, conceptual or − Demonstrates strengths and limitations typical of action because of a non-
specialized vocabulary Reading Benchmark 12, as listed in the Profile of response to a complaint
Ability. claiming a client was injured
• Visually complex and lengthy
by a company product.
or dense
Demonstrating these
• Identifies purpose, main • Understand complex instructional texts and evaluate and Sample Tasks
ideas, author’s intent, mood, revise them for clarity.
attitude and point of view, Review detailed, extensive,
line of reasoning and − Follows instructions. complex, written instructions
structure − Evaluates instructional texts for accuracy, consistency on complex tasks (such as
and clarity. how to balance a budget,
• Uses knowledge of styles, conduct a staff briefing
registers and language − Evaluates the effectiveness of instructions by using session, construct a
varieties to assist in external criteria, such as field testing with users. spreadsheet, or conduct and
comprehension report an experimental study)
• Uses inference to integrate Reading Benchmark 12, as listed in the Profile of to ensure accuracy and
stated and implied Ability. usability.
information throughout a Evaluate the clarity and
single text or across multiple validity of instructions using
texts external criteria, such as a
• Separates relevant from set of best practices.
irrelevant details
• Summarizes and critically
evaluates content
• Interprets most idiomatic and
figurative language,
colloquialisms and cultural
references
• Uses reference materials as
required to support
communication

STAGE III

• Obtain and accurately interpret, summarize, analyze and evaluate information in multiple Sample Tasks
complex public and semi-public business texts in relation to their purpose and audience. Read and interpret texts
− Evaluates the relevance, validity and appropriateness of content, form, tone and style related to arbitration, court
of texts in relation to text purpose. proceedings and rulings,
− Evaluates the position and intent of the writer. adjudication decisions in labour
union disputes and grievances,
− Identifies stated and implied facts, opinions, mood and attitudes relating to the text. or legislative proceedings to
− Interprets and evaluates information in complex legal contracts and other documents. determine implications for
specific cases.
− Summarizes or presents, in an alternate form, the information and ideas presented in
formatted texts. Read workplace policy
proposals or political party
stances on legislative bills to
Profile of Ability.
summarize the implications of
the proposals or bills from
several points of view.

• Understand the content, organization, language, tone and style of complex, continuous Sample Tasks
and formatted texts, and evaluate them for validity, appropriateness and relevance. Evaluate a report, essay, article
− Evaluates appropriateness of information. or book about a theory,
− Evaluates for logical accuracy, clarity and consistency. historical event or point of view
by reviewing internal
− Interprets information to draw conclusions. consistency or measuring
− Presents, in alternate forms, information contained in multiple complex formatted against external standards.
texts; includes a synthesis and evaluation. Analyze work-related safety
− Evaluates by established external criteria and standards. policies and accident statistics
against those of other years to
• Conduct a complex and comprehensive search of relevant online reference sources related inform the content of a detailed
to a specialized topic. workplace review.
− Accesses appropriate information sources. Obtain relevant and
− Uses various research strategies. comprehensive information
− Obtains comprehensive, relevant, current information from primary and secondary (through a comprehensive
sources. search of key online reference
sources), sufficient for a
− Evaluates and determines quality and suitability for purpose. literature review for an
− Uses effective search tools, research strategies, reading strategies and research/data academic course or a research
collection methods. project.
Profile of Ability.

STAGE III
Across Stage III Reading

• Texts can deal with socio- • Texts can deal with socio- • Texts can deal with socio- • Texts are of any type and
cultural, economic or cultural, economic or cultural, economic or may require high-level
political issues. political issues. political issues. inference.
• Continuous texts are • Continuous texts are • Continuous texts are • Continuous texts are
complex, may be complex, may be complex, may be complex, may be
expository, literary or expository, literary or expository, literary or expository, literary or
persuasive (can include persuasive (can include persuasive (can include persuasive (can include
reports, articles, reports, articles, reports, argumentative reports, argumentative
argumentative essays, argumentative essays, essays, problem-solution essays, problem-solution
problem-solution papers, problem-solution papers, papers, research, novels, papers, research, novels,
research, novels, poems). research, novels, poems). poems). poems).
• Continuous texts may be • Continuous texts may be • Continuous texts may be • Continuous texts may be
quite long, as dictated by quite long, as dictated by very long, as dictated by very long, as dictated by
the topic, purpose, genre the topic, purpose, genre the topic, purpose, genre the topic, purpose, genre
and context. and context. and context. and context.
• Formatted texts vary in • Formatted texts vary in • Formatted texts vary in • Formatted texts vary in
length, may be visually length, may be visually length, may be visually length, may be visually
dense (can include tables, dense (can include tables, dense (can include tables, dense (can include tables,
graphs, process flow graphs, process flow graphs, process flow graphs, process flow
charts, pictographs, charts, pictographs, charts, pictographs, charts, pictographs,
diagrams, questionnaires, diagrams, questionnaires, diagrams, questionnaires, diagrams, questionnaires,
surveys, rating scales, surveys, rating scales, surveys, rating scales, surveys, rating scales,
aerial maps, blueprints, aerial maps, blueprints, aerial maps, blueprints, aerial maps, blueprints,
and assembly and assembly and schematic assembly and schematic assembly and schematic
schematic drawings). drawings). drawings). drawings).
• Instructions are in clear, • Instructions are in clear, • Instructions are complex; • Instructions are complex;
explicit and coherent explicit and coherent are in clear, explicit and are in clear, explicit and
prose, not always prose, not presented in a coherent prose, not coherent prose, not
presented in sequential sequential step-by-step presented in sequential presented in sequential
step-by-step form, but form, but related to step-by-step form, and step-by-step form, and
related to familiar familiar procedures. related to unknown related to unknown
procedures. procedures. procedures.
• Texts are linguistically
• Texts are linguistically complex, and are abstract, • Texts are propositionally • Texts are propositionally
complex, and are abstract, conceptual or specialized. and linguistically complex, and linguistically complex,
conceptual or specialized. and are abstract, and are abstract,
• Topics are partially familiar
conceptual or specialized. conceptual or specialized.
• Topics are partially familiar or unfamiliar.
or unfamiliar. • Topics are partially familiar • Topics are partially familiar
or unfamiliar. or unfamiliar.
• Context is demanding. • Context is demanding.
Note: Text length is not explicitly provided because it does not clearly determine the degrees of increasing
complexity across Reading Stage III.

Stage I
Writing
Benchmarks 1–4

basic needs, common
everyday activities, and
familiar topics of immediate
personal relevance (non-
demanding contexts of
language use).

STAGE I
Stage I Writing

The writer can: The writer can: The writer can: The writer can:
Write basic personal Write basic personal Write simple sentences about Write short, simple texts
identification information and identification information, familiar information related about personal experience
a small number of familiar words, simple phrases, and a to personal experience and and familiar topics or
words and simple phrases few simple sentences about everyday situations. situations related to daily life
related to immediate needs. highly familiar information and experience.
related to immediate needs.
• Limited to letters, numbers, • Limited to everyday words • Grammatically and lexically • Grammatically and lexically
single familiar words, and and phrases simple simple
short familiar phrases • Intended for a highly • Intended for a supportive • Intended for a familiar
• Intended for a highly supportive and familiar and familiar reader reader
supportive and familiar reader • Short • Short
reader • Very short • In non-demanding contexts • In non-demanding contexts
• Very short • In non-demanding contexts
• Very limited knowledge of • Limited knowledge of the • Developing knowledge of the • Adequate knowledge of the
the language and limited language and limited language and exposure to language for simple tasks
exposure to sound-symbol exposure to sound-symbol sound-symbol relationships • Adequate range of simple
relationships relationships • Developing range of simple everyday vocabulary
• Extremely limited • Very limited vocabulary everyday vocabulary • Adequate control of simple
vocabulary • Some initial ability to use • Developing control of simple structures
• Very little ability to use simple structures structures • Conveys personal
simple structures • Some initial awareness of • Developing control of information in mostly single-
• Very little awareness of basic spelling, punctuation spelling, punctuation and clause sentences
basic spelling, punctuation and capitalization capitalization • May use some coordinated
and capitalization conventions • Difficulty with word order clauses with basic tenses
conventions • Difficulty with word order and word forms interferes • Adequate control of
• Extreme difficulty and word forms greatly with comprehensibility spelling, punctuation and
communicating even the interferes with • Some difficulty capitalization
most simple facts or ideas comprehensibility communicating a simple • Difficulty with word order
• Difficulty communicating message and word forms may
simple facts and ideas sometimes interfere with
comprehensibility
• Able to communicate a
simple message

STAGE I
Stage I Writing
These are some things that may need to be learned as an individual moves through Stage I Writing.
Ability to use: Beginning ability to use:
• Basic grammar structures (such as simple and continuous • Appropriate phrases and expressions for salutations, and to
verb tenses, simple modals, comparatives, and invite, thank, and congratulate
superlatives) to convey meaning effectively • Common text formats for specific purposes (such as informal
• Basic syntax (such as indications of a statement, a notes and goodwill messages)
negative, or a question; word order; prepositional phrases, • Basic format and paragraph structure
and coordination and subordination)
• Basic email writing conventions (such as subject lines and
• Simple yes/no and wh– questions opening/closing conventions)
• Common everyday English spelling and punctuation rules • Basic business writing conventions (such as stating the purpose
and conventions for simple sentences in the first paragraph, using a subject line, and basic paragraph
• Vocabulary and expressions needed to write about structure)
familiar, everyday topics (such as shopping, housing, daily Beginning ability to:
routines, dates, banking, food, health, education, jobs,
businesses, families, customs, weather, clothing, travel, • Identify the layout and different parts of standard forms (such
safety, citizenship) as headings, instructions, and areas to complete)
• Vocabulary needed to complete a variety of forms, such as Sociolinguistic Knowledge
personal identification vocabulary
Understanding of and beginning ability to use:
Textual Knowledge • Canadian social conventions related to specific occasions (such
Beginning ability to use: as births, marriages and losses) and the significance of written
messages or cards for these occasions
• Common cohesion links (such as pronoun references) to
connect sentences Strategic Competence
• Connective words and phrases within and between Beginning ability to use:
sentences to indicate addition (such as also, and) and
sequence (such as first, second, next) • Resources such as dictionaries, thesauruses, Internet search
skills, and spell-checking functions on a computer
• Logical sequencing to get main and subordinate ideas
across

STAGE I
Writing – Benchmark 1

The writer can: • Convey greetings or other goodwill messages by Sample Task
Write basic personal completing cards or other very short, simple standard
texts. Complete a standard greeting
identification information and a card or e-card for a friend’s,
small number of familiar words [Messages are a few words in length, addressed to a family member’s,
and simple phrases related to familiar person and related to a personally relevant classmate’s, or co-worker’s
immediate needs. situation.] special occasion. Address the
− Completes a standard greeting card or message with envelope or email.
When the communication is: simple and minimum information.
− Completes a message with an appropriate salutation
• Limited to letters, numbers, (such as hi, hello, dear, to) and closing (such as from,
single familiar words, and regards, love).
short familiar phrases
− Addresses message for sending.
• Intended for a highly
supportive and familiar reader
Writing Benchmark 1, as listed in the Profile of Ability.
• Very short

and limitations: II. Reproducing Information
• Very limited knowledge of the • Copy numbers, letters, words, short phrases or sentences Sample Tasks
language and limited exposure from simple lists or very short passages, for personal use
or to complete short tasks. Copy information from an
to sound-symbol relationships
identification document onto
• Extremely limited vocabulary [Texts to copy are 2 to 3 sentences in length, have clear a form.
• Very little ability to use simple layout and basic everyday information; lists have about
5 to 10 items.] Copy information from an
structures appointment reminder card
• Very little awareness of basic − Copies letters, numbers, words and short sentences, (such as a dentist or
spelling, punctuation and including capitalization and punctuation. hairdresser) onto a personal
capitalization conventions − Follows standard Canadian conventions and styles when calendar.
• Extreme difficulty copying addresses and phone numbers.
Make a list of phone numbers
communicating even the most − Copies text legibly; reader may still have difficulties for own use.
simple facts or ideas decoding some letters and numbers.
In a language class, copy
words from a picture
dictionary into a guided text.

STAGE I

• Complete very short, simple or simplified forms that require only basic personal Sample Tasks
identification information.
Fill out the personal
[Forms contain up to about 5 personal identification items and have clear labels and identification area of a simple
areas in which to write.] change-of-address form with a
− Includes the required basic information. few details (such as date, first
− Writes basic personal information in appropriate sections. and last name, address, postal
code, phone number, and date
− Follows some conventions for addresses, telephone numbers, etc.
of birth).
− Writes legibly.
− Demonstrates strengths and limitations typical of Writing Benchmark 1, as listed in the
identification area of an
Profile of Ability.
application to join a language
class or apply for a job (with
assistance from an employer,
administrative assistant, or
instructor).

• Write a few words to complete a short, guided text or answer simple questions to Sample Tasks
describe a personal situation.
In a language class, complete a
[Text to complete is about 3 to 5 sentences.] simple guided writing text about
− Writes a few personal and familiar details. self by filling in blanks. (My
− Writes legibly. name is _____. I am _______. I
am from _______. I have
_______.)
Profile of Ability.
Write answers to simple
questions about immediate
needs with assistance from a
family member or settlement
worker.

STAGE I

The writer can: • Convey an expanding range of goodwill messages (such Sample Tasks
as thanks, apologies, congratulations, get well wishes,
Write basic personal Complete a short message
goodbyes, and sympathy) by means of standard cards or
identification information, with appropriate phrases to
guided notes.
words, simple phrases, and a few thank a classmate,
simple sentences about highly [Messages are a few words or short phrases, addressed congratulate a co-worker, or
familiar information related to to a familiar person and related to personally relevant wish a friend well (with
immediate needs. situations.] assistance from another
− Completes a standard greeting card or message with person or by referring to an
simple information. example message).
− Uses adequate spelling and punctuation. Write a 1-clause message to
• Limited to everyday words and − Demonstrates strengths and limitations typical of comment on a friend’s newly
phrases posted picture on a social
• Intended for a highly networking site.
supportive and familiar reader
• Very short
II. Reproducing Information

and limitations: • Copy a range of information, from simple lists or very Sample Tasks
• Limited knowledge of the short passages, for personal use or to complete short
tasks. Copy names, addresses, and
language and limited exposure phone numbers from a
to sound-symbol relationships [Texts to copy are 3 to 5 sentences, have clear layout, telephone directory (either
• Very limited vocabulary and basic everyday information; lists have about 10 to print or online).
15 items.]
• Some initial ability to use Copy selected information
simple structures − Copies letters, numbers, words, and sentences with from signs and simple
correct capitalization and punctuation. schedules (such as hours of
• Some initial awareness of basic
spelling, punctuation and − Follows standard Canadian conventions and styles operation of a store, or a
capitalization conventions when copying addresses and phone numbers. work schedule) for personal
− Copies text legibly; reader may still have difficulties use.
• Difficulty with word order and
word forms greatly interferes decoding some letters and numbers. Copy the company name,
with comprehensibility − Copies text with no major omissions and only address, application
occasional copying mistakes. deadline, and contact
• Difficulty communicating
simple facts and ideas − Demonstrates strengths and limitations typical of information from a simple job
Writing Benchmark 2, as listed in the Profile of Ability. ad.
Copy emergency fire
instructions posted in a
building.

STAGE I

• Complete short, simple or simplified forms that require only basic personal identification Sample Tasks
or familiar information.
[Forms contain up to about 10 personal identification items, and have clear labels and identification section of a simple
areas in which to write.] online form to set up an email
− Includes the required basic information. account.
− Writes basic personal information in appropriate sections. Complete the personal
− Follows some conventions for addresses, telephone numbers, etc. identification sections of an
− Follows some basic spelling conventions. application form for an
apartment rental or job
− Writes legibly.
benefits.
Profile of Ability. Fill out an application for a
newspaper or magazine
subscription.

• Write a few words to complete a short, guided text or answer simple questions to Sample Tasks
describe a personal situation.
Write simple (1 line) descriptions
[Texts to complete are about 5 to 7 sentences.] to accompany family
− Writes personal details in response to a few short questions. photographs that are in an
− Follows some spelling and punctuation conventions. album or online in a
photo-sharing application.
− Writes legibly.
− Demonstrates strengths and limitations typical of Writing Benchmark 2, as listed in the Write simple (1 line) responses
Profile of Ability. to basic questions from a family
member or co-worker in text
messages. (I am at work. I am
shopping.)
In a language class, write a few
short personal sentences in
response to question prompts.

STAGE I

The writer can: • Convey short, personal and informal social messages on Sample Tasks
Write simple sentences about topics related to familiar everyday situations (such as
invitations, thanks, updates, cancellations and apologies). Write a note to a neighbour
familiar information related to before going on vacation.
personal experiences and [Messages are a few short sentences addressed to a Include a contact address,
everyday situations. familiar person and related to personally relevant timelines, and emergency
situations.] contact information.
When the communication is: − Conveys the message; reader may have to guess or make Write a short email to invite
inferences to follow completely. a friend to lunch. Include
• Grammatically and lexically − Uses language and content that are appropriate to the details about the time and
simple
intent of the message and the social context. location.
• Intended for a supportive and − Describes time and location (where needed).
familiar reader Write a simple message to a
− Describes some feelings appropriate to the occasion. friend on a social networking
• Short − Demonstrates strengths and limitations typical of site.
• In non-demanding contexts Writing Benchmark 3, as listed in the Profile of Ability. Write a short sympathy or
get-well message to a friend
Demonstrating these or co-worker.
• Developing knowledge of the
language and exposure to
sound-symbol relationships
• Developing range of simple II. Reproducing Information
everyday vocabulary • Copy or record a range of information from short texts for Sample Tasks
• Developing control of simple personal use.
structures Copy from a dictionary
[Texts to copy are up to about 1 paragraph and have a 3 different definitions for the
• Developing control of clear layout; can include passages, directories, same word to learn the
spelling, punctuation and schedules, instructions, and dictionaries.] meanings.
capitalization
− Copies or records letters, numbers, words and sentences Copy instructions (such as a
• Difficulty with word order with correct capitalization and punctuation. short recipe, public transit
and word forms interferes − Follows standard Canadian conventions for directions, or instructions for
with comprehensibility capitalization, punctuation and other requirements of a job application) from a
• Some difficulty the genre. website.
communicating a simple − Copies text legibly, causing only slight uncertainty in Copy a work schedule for
message decoding for the reader. personal use.
− Copies text with no major omissions and only occasional
Copy product information to
copying mistakes.
prepare an order for a
− Demonstrates strengths and limitations typical of customer.
Copy a child’s school
timetable into a day planner
for personal use.

STAGE I

• Complete short, simple forms that require basic personal or familiar information and Sample Tasks
some responses to simple questions.
Fill out an emergency
[Forms contain about 12 to 15 items, and have clear labels and areas in which to write.] information form for an
− Includes the required basic information with no major omissions. employer, a school, or a summer
− Follows appropriate conventions for addresses, telephone numbers, etc. camp.
− Follows most spelling conventions. Write a short note telling a
− Writes legibly. colleague to turn off the light
and lock the door when he/she
• Write short, simple business or service messages. is leaving.
[Messages are about 5 sentences.] Complete an organ donor card to
− Conveys the message, although a reader might have some difficulty following. keep in a wallet.
− Uses language and content that are appropriate to the intent and social context.
Profile of Ability.

• Write a few sentences to describe a familiar person, object, place, situation or event. Sample Tasks
[Writing is up to about 5 sentences.] Write a short description of a
− Uses a few connected sentences. family member.
− Follows most spelling and punctuation conventions. Write a few sentences about a
− Provides adequate descriptions, though a reader may have some difficulty following the family event or occasion to
message. accompany a picture on a social
− Describes likes and dislikes relevant to the topic. networking site.
− Demonstrates strengths and limitations typical of Writing Benchmark 3, as listed in the Write about a special place.
Profile of Ability. Write about a daily work
routine.

STAGE I

The writer can: • Convey short, personal, informal social messages on topics Sample Tasks
Write short, simple texts about related to familiar everyday situations (such as
invitations, thanks, updates, cancellations and apologies). Write an invitation to a
personal experience and familiar family function, such as a
topics or situations related to [Message is a few sentences or a short paragraph housewarming, graduation,
daily life and experience. addressed to a familiar person and related to a personally or birthday party.
relevant situation.]
Write a short personal note
When the communication is: − Conveys the message so that a reader can follow it. to thank a host, friend, or
− Uses language and content that are appropriate to the supervisor for lunch.
• Grammatically and lexically intent and the social context.
simple Write an email to a friend
− Conveys main ideas and supports them with some detail with a short update on what
• Intended for a familiar reader in a basic paragraph structure. happened last week.
• Short − Conveys feelings in a manner that is appropriate to the
• In non-demanding contexts context.
and limitations:
• Adequate knowledge of the
language for simple tasks
• Adequate range of simple II. Reproducing Information
everyday vocabulary
• Copy or record an expanded range of information from Sample Tasks
• Adequate control of simple short texts for personal use.
structures Copy definitions from 2 or
[Texts to copy are up to about 2 paragraphs and have a 3 sources (such as online
• Conveys personal information
clear layout; can include passages, directories, dictionaries or grammar
in mostly single-clause
schedules, instructions, directions, dictionaries and websites).
sentences
manuals; and may come from more than one source.]
• May use some coordinated Copy information about
clauses with basic tenses − Follows standard conventions for capitalization and 2 products or services from
punctuation; accurately copies other elements of catalogues or online sources
• Adequate control of spelling, formatting.
punctuation and capitalization to see which has the most
− Copies text legibly, causing only slight uncertainty in features.
• Difficulty with word order and decoding for the reader.
word forms may sometimes − Copies text with no major omissions and only occasional
interfere with copying mistakes.
comprehensibility
• Able to communicate a simple Writing Benchmark 4, as listed in the Profile of Ability.
message

STAGE I

• Complete simple forms that require basic personal or familiar information and some Sample Tasks
responses to simple questions.
Fill out an application form for
[Forms contain about 15 to 20 items and have clear labels and areas in which to write.] pre-authorized payments for
− Includes the required basic information with no major omissions. water, power or telephone
− Follows appropriate conventions for addresses, telephone numbers, etc. service.
− Follows most spelling conventions. Write an email to an
− Writes legibly. organization to request
information or cancel a service.
• Write simple business or service messages.
Write a short note to a landlord
[Messages are about 7 sentences.] about a problem in the
− Conveys main ideas and supports them with some detail in a basic paragraph structure. apartment that needs attention
− Uses language and content that are appropriate to the purpose, intent, and social or repair.
context. Write a short, simple paragraph
− Demonstrates strengths and limitations typical of Writing Benchmark 4, as listed in the to a supervisor to ask for a day
Profile of Ability. off.

• Write a short paragraph to describe a familiar situation, event, personal experience or Sample Tasks
future plan.
Write a paragraph to describe
[Writing is about 1 paragraph.] coming to Canada.
− Uses basic paragraph structure. Send an email to a co-worker
− Follows most spelling and punctuation conventions. about a trip or vacation.
− Conveys main ideas and supports them with some detail. Write to a friend to share
− Describes the situation adequately so that a reader can follow. information about a new home
− Expresses preferences relevant to the content and with some supporting explanation. (house or apartment).
− Demonstrates strengths and limitations typical of Writing Benchmark 4, as listed in the Write to a friend, colleague or
Profile of Ability. classmate about plans for next
week, next month or next year.

STAGE I
Across Stage I Writing

• Writing style requirements • Writing style requirements • Writing style requirements • Writing style requirements
are simple and informal. are simple and informal. are simple and informal. are simple and informal.
• Topics relate to immediate • Topics relate to immediate • Topics are of everyday • Topics are of everyday
personal needs. personal needs. relevance. relevance.
• Audience is highly supportive • Audience is highly supportive • Audience is supportive and • Audience is familiar.
and familiar. and familiar. familiar. • Task prompts or instructions
• Task instructions are very • Task instructions are very • Task prompts or instructions are simple and call for
simple and call for responses simple and call for responses are simple and call for responses of about
of a few words or short of a few short phrases. responses of a few short 1 paragraph.
phrases. • Forms to complete are short sentences. • Forms to complete are short
• Forms to complete are very (up to about 10 items), • Forms to complete are short (up to about 20 items),
short (up to about 5 items), simple in format, sparse in (up to about 15 items), simple in format, and
simplified, with sparse layout, and require only simple in format, and require basic personal
layout, clear labels, and basic personal information. require basic personal information and some
ample areas in which to • Content to copy or information and some responses to simple
write, and require only basic reproduce is from a short responses to simple questions about self or
personal identification text (3 to 5 sentences) or a questions about self or experience.
information. short list (10 to 15 items) experience. • Content to copy or
• Content to copy or with clear layout and basic • Content to copy or reproduce is from a short
reproduce is from a short everyday information.* reproduce is from a short text (up to about
text (2 to 3 sentences) or a • Guided writing (or cloze) is text (up to about 2 paragraphs) with clear
short list (5 to 10 items) based on texts of about 5 to 1 paragraph) with clear layout; may be of a more
with clear layout and basic 7 sentences with simple layout and basic everyday specialized nature (e.g., a
everyday information.* structure and vocabulary. information.* manual) relating to a
• Guided writing (or cloze) is • Context is non-demanding. familiar context.*
based on texts of about 3 to • Context is non-demanding.
5 sentences with very simple
structure and vocabulary.
* Note: The ability to copy or reproduce information is dependent on the writer's ability to read. Therefore, it is
assumed that the content to copy has a degree of simplicity that does not exceed the writer's Reading Benchmark.

Stage II
Writing
Benchmarks 5–8

abilities required to function
independently in most familiar
situations of daily social,
educational, and work-related life
experience, and in some less
predictable contexts (moderately
demanding contexts of language
use).

STAGE II
Stage II Writing

Initial Intermediate Developing Intermediate Adequate Intermediate Fluent Intermediate
Ability Ability Ability Ability
Write short, simple to Write short, moderately Write clear, moderately Write clear, moderately
moderately complex complex descriptions, complex texts on familiar complex texts on familiar
descriptions, narrations, and narrations and concrete topics within concrete and some abstract
communications about communications about predictable, practical and topics within predictable,
familiar, concrete topics familiar, concrete topics relevant contexts of daily practical and relevant
related to daily life and relevant to personal interests social, educational and contexts of daily social,
experience. and experience. work-related life experience. educational and work-related
life experience.
• On a familiar and personally • On a familiar and personally • On a familiar and personally • On a familiar and personally
relevant topic relevant topic relevant topic relevant topic
• Intended for a familiar • Intended for a familiar • Intended for a familiar or • Intended for a familiar or
audience audience clearly defined audience clearly defined audience
• Relatively short • Relatively short • Moderate in length • Moderate in length
• In moderately demanding • In moderately demanding • In moderately demanding • In moderately demanding
contexts contexts contexts contexts
• Adequate paragraph • Adequate paragraph • Good paragraph structure, • Good paragraph structure,
structure with a main idea structure, with clearly with clearly expressed main with clearly expressed main
and some supporting details expressed main ideas and ideas and adequate ideas and good supporting
• Adequate use of connective some supporting details supporting details details
words and phrases • Appropriate use of • Paragraphs are developed • Paragraphs are developed
• Adequate range of connective words and and joined appropriately to and joined appropriately to
vocabulary for most simple phrases form a coherent text form a coherent text
everyday texts • Good range of vocabulary • Text contains an • Text contains an
• Good control of simple for simple everyday texts introduction, development introduction, development
structures • Good control of simple of ideas and conclusion of ideas, and conclusion
• Difficulty with complex structures • Good range of vocabulary • Very good range of
structures • Developing control of for moderately complex vocabulary for moderately
complex structures texts complex texts
• Adequate control of
spelling, punctuation and • Adequate control of • Adequate control of • Good control of complex
format spelling, punctuation and complex structures structures
• Some awkward-sounding format • Good control of spelling, • Good control of spelling,
phrases and word • Some awkward-sounding punctuation and format punctuation and format
combinations phrases and word • Wording may still be typical • Occasionally, wording may
• Able to communicate some combinations of first language and seem seem awkward or unnatural
moderately complex • Content and language are somewhat unnatural • Content and language,
messages sometimes not appropriate • Content and language, including register and
for the audience including register, are variety, are appropriate for
• Uses a limited range of mostly appropriate for the the audience
natural idiomatic language, audience • Uses an expanded range of
cultural references and • Uses a range of natural natural idiomatic language,
figures of speech idiomatic language, cultural cultural references and
appropriate to the context references and figures of figures of speech
• Able to communicate an speech appropriately appropriately
increasing range of • Able to communicate most • Able to communicate
moderately complex moderately complex moderately complex
messages messages messages

STAGE II
Stage II Writing
These are some things that may need to be learned as an individual moves through Stage II Writing.

Ability to use: Ability to:
• Moderately complex grammar and syntax structures (such as • Use effective and conventional formats for various purposes
perfect tenses, basic conditionals, basic reported speech, noun (such as personal and business letters, memos, reports,
clauses, relative clauses, passive and active voice, infinitives email messages, notes)
and gerunds) to convey meaning effectively and precisely • Reproduce and reduce information (such as paraphrase,
• Expanded range of language (such as concrete, some abstract, summarize and outline in point form)
idiomatic and technical) and skills to compose formal, • Create rhymes, stories, journals, letters and emails for
informal, personal and social messages; to relate or narrate socializing and enjoyment
stories and events; to report personal and factual information;
to express ideas, opinions, and feelings about familiar topics • Use techniques for taking messages and notes
and issues; to ask about and respond to inquiries; and to argue • Complete a variety of forms and/or other documents
points Sociolinguistic Knowledge
• Expanded range of vocabulary that includes words and Beginning ability to:
expressions relating to a variety of topic areas (such as general
content areas, occupational areas) • Use Canadian writing conventions about linear order,
• Spelling, punctuation, and capitalization conventions directness, and formality in a variety of contexts, such as
cover letters, résumés, emails
Textual Knowledge • Adapt writing style for specific audiences and purposes
Ability to:
• Use cohesion links across utterances and discourse indicators, Ability to:
signalling meanings such as contrasts or illustrations by
example (such as conjunctive adverbs, adverbials) • Begin using the writing process, such as pre-writing
• Write a paragraph and a sequence of connected paragraphs (generating ideas, concept-mapping), drafting a
composition, and re-writing (such as revising and
• Use paragraph structure, form and relationships between proofreading for spelling, punctuation, and grammar)
paragraphs (such as opening/introduction, development/body
and conclusion/closing) • Use dictionaries, thesauruses, and other reference sources
online and in print formats
• Use discourse indicators and patterns to signal such meanings
as chronological sequence, comparisons, contrasts, cause and • Use keyboarding and word-processing skills for composing,
effect, and illustrations by example revising, editing, formatting and printing texts

STAGE II

The writer can: • Convey personal messages in short, formal and informal Sample Tasks
Write short, simple to correspondence for a range of everyday social purposes
(such as expressing or responding to invitations and Write a formal invitation for
moderately complex
feelings, or providing quick updates). a group function (such as a
descriptions, narrations and
company picnic, BBQ or
communications about [Message is about 1 paragraph related to everyday potluck).
familiar, concrete topics experience.]
related to daily life and Write a letter or email to a
− Conveys the intended meaning. friend to describe feelings
experience.
− Uses language and content appropriate and relevant to about a new home town,
the situation. English class or job.
When the communication is: − Expresses main ideas and supports them in some detail. Write a short personal
• On a familiar and personally − Demonstrates strengths and limitations typical of journal to share with a
relevant topic Writing Benchmark 5, as listed in the Profile of Ability. teacher or class.
• Intended for a familiar
audience
contexts II. Reproducing Information
• Reduce short, factual, oral discourse (such as live or Sample Tasks
Demonstrating these recorded phone messages or pre-recorded public
information lines) to notes or messages. Take notes from a
strengths and limitations: pre-recorded telephone
• Adequate paragraph structure [Oral discourse is short, with about 5 to 7 details.] message (such as a company
with a main idea and some • Reduce a page of information to a list of important message about job openings,
supporting details details. a message about a store’s
• Adequate use of connective location and hours of
[Information is personally relevant; clear layout.] operation, or a message
words and phrases
− Includes important points with accurate details. detailing a bus or train
• Adequate range of vocabulary − Conveys a clear message. schedule). Include details for
for most simple everyday personal use.
texts − Records details (such as names, addresses, numbers,
dates, times and directions) legibly, with correct Take notes from an
• Good control of simple spelling and other standard conventions of advertising flyer on products,
structures capitalization and punctuation. features, prices and retail
• Difficulty with complex − Demonstrates strengths and limitations typical of locations to inform shopping
structures Writing Benchmark 5, as listed in the Profile of Ability. decisions.
• Adequate control of spelling,
punctuation and format
• Some awkward-sounding
phrases and word
combinations
• Able to communicate some
moderately complex
messages

STAGE II

• Write short business or service correspondence for routine personal needs. Sample Tasks
[Writing is about 1 paragraph.] Write a note to an insurance
− Conveys a sense of audience in language and format. company to cancel or change a
− Conveys the message clearly. policy and to request a refund.
• Complete forms requiring detailed personal information. Fill out an application form for a
car rental or driver’s license.
[Forms have about 20 to 30 items.]
Fill out an accident report form
− Identifies purpose of the form and completes it with all the required information. at work.
− Spells and uses punctuation, capitalization, dates and numbers (and their
abbreviations) correctly.
Profile of Ability.

• Write a paragraph to relate a familiar sequence of events, description of a person, object Sample Tasks
or routine.
Write a paragraph to report a
− Addresses the purpose of the task.
factual event or incident, such
− Expresses a main idea and supports it with details. as an accident, a workplace
− Provides introduction, development, and conclusion in an adequate paragraph incident or a burglary.
structure.
Write a paragraph for a class
− Provides accurate descriptions or accounts of events. newsletter to inform readers
− Provides adequate explanations where necessary. about a new or useful service in
− Uses appropriate connective words. the community (such as a new
− Demonstrates strengths and limitations typical of Writing Benchmark 5, as listed in the language class, community
Profile of Ability. centre, childcare centre or food
bank).

STAGE II

The writer can: • Convey personal messages in short, formal, and informal Sample Tasks
Write short, moderately complex correspondence for an expanding range of everyday
social purposes (such as expressing congratulations, Write a personal message to
descriptions, narrations and
thanks, apologies, or offering assistance). cancel an appointment.
communications about familiar,
Express inability to keep the
concrete topics relevant to [Message is about 1 or 2 paragraphs, for a familiar appointment, disappointment,
personal interests and experience. audience, and related to everyday experience.] and offer an apology.
− Conveys the intended meaning. Write a personal message to
When the communication is: − Uses language and content appropriate and relevant to thank someone for a special
the situation. gesture or to congratulate a
• On a familiar and personally
relevant topic − Expresses main ideas and supports them with some friend who has just had a
detail. baby.
• Intended for a familiar audience
− Demonstrates strengths and limitations typical of Write a letter or email of
• Relatively short Writing Benchmark 6, as listed in the Profile of Ability. appreciation to a teacher or
• In moderately demanding colleague who has provided
contexts support.

and limitations:
• Adequate paragraph structure,
with clearly expressed main II. Reproducing Information
ideas and some supporting • Reduce short, factual oral discourse (such as live or Sample Tasks
details recorded phone messages, pre-recorded public
• Appropriate use of connective information lines, podcasts and short presentations) to Take notes from a website
words and phrases notes or messages. about a procedure (such as
how to get a driver’s license,
• Good range of vocabulary for [Phone messages have about 7 or 8 details and apply for college, or allergy-
simple everyday texts presentations are about 10 minutes, about personally proof a home). Summarize key
• Good control of simple structures relevant topics.] information for personal use.
• Developing control of complex • Reduce a page of information to an outline or summary. Take notes from a short
structures [Topic is of personal relevance and may be related to a information session about a
• Adequate control of spelling, specialized field.] college program to share with
punctuation and format a friend.
− Takes notes and reduces written or oral information to
• Some awkward-sounding phrases important points with accurate details. Take notes in a workplace
and word combinations − Writes messages with accurate details for others. preparation course during a
• Content and language are brief presentation on interview
− Uses common conventions such as point form.
sometimes not appropriate for tips.
− Records details (such as names, addresses, dates,
the audience times and directions) legibly and with correct spelling,
• Uses a limited range of natural capitalization and punctuation.
idiomatic language, cultural − Demonstrates strengths and limitations typical of
references and figures of speech Writing Benchmark 6, as listed in the Profile of Ability.
appropriate to the context
• Able to communicate an
increasing range of moderately
complex messages

STAGE II

• Write short business or service correspondence for routine purposes. Sample Tasks
[Writing is about 1 paragraph.] Write to inform a company that
− Conveys a sense of audience in language and format. a product did not work and ask
− Conveys the intended message. for a refund.
• Complete forms requiring detailed personal information. Write a message to accompany a
job application form. Express a
[Forms have about 30 to 40 items.] desire for the job, provide
− Identifies purpose of form and completes it with all the required information. contact details, and refer the
− Spells and uses punctuation, capitalization, dates and numbers (and their reader to the attached
abbreviations) correctly. application form.
− Demonstrates strengths and limitations typical of Writing Benchmark 6, as listed in the Write an email to a supervisor
Profile of Ability. asking permission to work from
home next week.
Fill out a job application form or
complete a medical history form.

• Write 1 or 2 connected paragraphs to relate a familiar sequence of events, a story, a Sample Tasks
detailed description, or a comparison of people, things, routines or simple procedures.
Write a description of a process,
such as applying for an academic
− Expresses main ideas and supports them with details. program or a job.
− Provides introduction, development and conclusion in adequate paragraph structure.
Write a description of the
− Provides accurate descriptions, comparisons or accounts of events in a clear sequence. impact that a significant person
− Uses appropriate connective words and phrases. has had.
− Demonstrates strengths and limitations typical of Writing Benchmark 6, as listed in the Write a comparison of a
Profile of Ability. company’s services with those
of a leading competitor.

STAGE II

The writer can: • Convey personal messages in formal and informal Sample Tasks
Write clear, moderately complex correspondence for an expanding range of social purposes
texts on familiar concrete topics (such as expressing and responding to appreciation, Write a personal note of
within predictable, practical and complaints, disappointment, satisfaction, dissatisfaction sympathy to someone who
relevant contexts of daily social, or hope). has experienced a loss.
educational and work-related life [Message is about 2 to 3 paragraphs, for a familiar Write a note to a supervisor
experience. audience, and may require some degree of diplomacy or who is ill. Express best wishes
tact.] for a quick recovery, and
offer to assume extra
When the communication is: − Conveys the intended meaning. responsibilities if needed.
• On a familiar and personally − Uses language, format and content appropriate and
Write an email to a colleague
relevant topic relevant to the situation and audience.
or work team expressing
− Expresses main ideas and supports them with details. satisfaction at the successful
• Intended for a familiar or
clearly defined audience − Uses some complex structures and vocabulary with some completion of a project.
difficulty. Explain why it was successful
− Demonstrates strengths and limitations typical of and the positive impact it
• In moderately demanding Writing Benchmark 7, as listed in the Profile of Ability. will have.
contexts

and limitations:
• Good paragraph structure, with II. Reproducing Information
clearly expressed main ideas • Reduce short oral discourse (such as live or recorded
and adequate supporting Sample Tasks
phone messages, pre-recorded public information,
details podcasts or short presentations) to notes. Take notes while listening to
• Paragraphs are developed and tenant rights information
[Phone messages have about 10 details; presentations are from a pre-recorded public
joined appropriately to form a
up to about 15 minutes.] information line.
coherent text
• Text contains an introduction, • Reduce a text of up to about 2 pages to an outline or Take notes from online
development of ideas, and summary. sources about the details of
conclusion [Topic is of personal relevance; may be related to a an ailment or condition to
specialized field.] discuss with a doctor.
• Good range of vocabulary for
moderately complex texts − Reduces information to important points with accurate Write an outline to trace a
• Adequate control of complex details and no major omissions. sequence of events in a
structures − Takes notes in point form from an oral presentation. history text to increase
understanding.
• Good control of spelling, − Writes messages with accurate and legible details.
punctuation and format − Records main ideas or key details in point form. Take notes during a short
workplace presentation and
• Wording may still be typical of − Conveys the essential information.
then write a summary for a
first language and seem − Records details such as names, addresses, dates and co-worker who missed the
somewhat unnatural directions with correct spelling. presentation.
• Content and language, − Demonstrates strengths and limitations typical of
including register, are mostly Writing Benchmark 7, as listed in the Profile of Ability.
appropriate for the audience
• Uses a range of natural
idiomatic language, cultural
references and figures of
speech appropriately
• Able to communicate most
moderately complex messages

STAGE II

• Write business or service correspondence for a range of routine and less routine purposes Sample Tasks
(such as passing on information, and making and responding to requests,
recommendations and warnings). Write a short letter to express
concerns about an issue at a
[Writing is up to about 2 paragraphs.] daycare centre.
− Conveys a clear message. Write a formal letter to an
− Conveys a sense of audience in language and format. academic or work supervisor to
• Complete extended forms requiring detailed personal information. request a leave of absence.
[Forms have about 40 items and may require brief written responses to questions.] Write an email to a government
representative to request a
− Identifies the purpose of the form and completes it with all the required information.
needed service or item in the
− Spells and uses punctuation, capitalization, dates and numbers (and their community, such as an off-leash
abbreviations) correctly. dog area, traffic lights, or play
− Demonstrates strengths and limitations typical of Writing Benchmark 7, as listed in the equipment in the park.
Profile of Ability.
Fill out an application for a post-
secondary educational institution
or an application for a student
loan.
Complete an incident report
form, including a narrative about
the incident.

• Write 2 or 3 connected paragraphs to relate a familiar sequence of events, make a Sample Tasks
comparison, or provide a detailed description of a person, system, routine or procedure.
Write a message to a friend to
inform him/her of the procedure
− Expresses main ideas and supports them with details. for becoming a Canadian
− Presents text as a coherent, connected whole with good use of appropriate connective citizen.
words and phrases.
Write 2 or 3 paragraphs to
− Provides accurate and detailed descriptions, explanations or accounts of events, in a compare the education system
clear sequence. or election procedures of
− Demonstrates strengths and limitations typical of Writing Benchmark 7, as listed in the 2 countries for an academic
Profile of Ability. preparation course. Add a
paragraph expressing a
preference for one or the other
and give reasons.
Write a brief production report
on work stoppage times and
reasons.

STAGE II

The writer can: • Convey personal messages in formal and informal Sample Tasks
correspondence for an expanded range of social
Write clear, moderately complex Write an email message to a
purposes (such as expressing and responding to
texts on familiar concrete and co-worker or classmate to
sympathy, clarifying a conflict, or giving
some abstract topics within express dissatisfaction about
reassurance).
predictable, practical and the outcome of an assigned
relevant contexts of daily social, [Message is about 3 paragraphs, for a familiar group task and express hopes
educational and work-related life audience, often requiring diplomacy, tact and some for a better outcome on an
experience. precision.] upcoming task.
− Conveys the intended explicit and implied Write an appropriate note or
meanings. letter to explain and attempt
− Uses language, format and content appropriate to resolve a minor conflict
• On a familiar and personally and relevant to the situation and audience. (such as making a remark
relevant topic − Expresses main ideas and supports them with that may have hurt or
• Intended for a familiar or details. offended someone).
clearly defined audience − Uses complex structures with only occasional Write an email to a
• Moderate in length difficulties. supervisor to clarify a
• In moderately demanding − Demonstrates strengths and limitations typical of disagreement with a
contexts Writing Benchmark 8, as listed in the Profile of colleague. Explain how the
Ability. conflict has been resolved.

and limitations:
• Good paragraph structure, with
clearly expressed main ideas II. Reproducing Information
and good supporting details
• Paragraphs are developed and • Reduce oral discourse about established procedures Sample Tasks
joined appropriately to form a (given in a live demonstration, over the phone, or
from pre-recorded audio or video material) into Record details of a recipe
coherent text while watching or listening to
notes that can be used to write instructions.
• Text contains an introduction, a cooking show and use the
development of ideas and [Oral discourse is up to about 20 minutes.] notes to write accurate,
conclusion • Reduce a text of up to about 2 pages to an outline organized steps for own use
• Very good range of vocabulary or summary. and to share with friends.
for moderately complex texts [Topic is of personal relevance and may be related Take notes (for later use)
• Good control of complex to a specialized field.] while reading a detailed
structures online text about how to
− Reduces information to main points with accurate
re-image a computer.
• Good control of spelling, supporting details and no major omissions.
punctuation and format − Conveys essential information. Take notes while listening to
• Occasionally, wording may a presentation on a familiar
− Conveys a sense of audience in language format academic or work-related
seem awkward or unnatural and content.
topic.
• Content and language, − Demonstrates strengths and limitations typical of
including register and variety, Writing Benchmark 8, as listed in the Profile of Summarize the main ideas in
are appropriate for the Ability. a text for a class assignment.
audience
• Uses an expanded range of
natural idiomatic language,
cultural references and figures
of speech appropriately
• Able to communicate
moderately complex messages

STAGE II

• Write business or service correspondence for an expanding range of purposes (such as Sample Tasks
giving information in memoranda, documenting work done, indicating a problem,
requesting a change, or requesting information). Write an email to fellow
students working on a group
[Writing is up to about 3 paragraphs.] project. Describe the work
− Conveys a clear message to the reader. completed so far and any
− Conveys a sense of audience in language and format. specific problems encountered,
and make a recommendation for
• Complete an expanded range of forms, including extended application forms and what should happen next.
workplace forms with pre-set formats.
Write an email to a team leader
[Forms have over 40 items; text responses on forms are up to 1 paragraph.] explaining why there is a need
− Identifies purpose of form and its sections and completes it with required information, for another person on the team.
including 1 paragraph written responses, if required.
Write a résumé and formal cover
− Spells and uses punctuation, capitalization, dates and numbers (and their letter to a human resources
abbreviations) correctly. manager in response to a job
− Demonstrates strengths and limitations typical of Writing Benchmark 8, as listed in the advertisement and request an
Profile of Ability. interview.
Write a brief report to a
supervisor to inform him/her
that a piece of equipment is not
working properly.
Complete paper-based or online
job application forms of any
length.

• Write 3 or 4 connected paragraphs to relate a historical event, provide a detailed Sample Tasks
description of a phenomenon, explain a procedure, or express and analyze opinions on a
familiar abstract topic. In a paragraph, describe
information in a statistical table
• Write a paragraph to explain information in a table, graph, flow chart or diagram. listing average incomes of
− Addresses the purpose of the task. Canadians by family type.
− Provides accurate and detailed descriptions, explanations and accounts of events in a Introduce the paragraph with a
clear sequence. general topic sentence, and
− Presents text as a coherent connected whole with good use of appropriate connective then support it with details
words and phrases. drawn from the table.
− Demonstrates strengths and limitations typical of Writing Benchmark 8, as listed in the Write an essay for an entrance
Profile of Ability. exam to a post-secondary
institution. Take a position on
an issue and develop the
position into the essay, with
reasons for the position.

STAGE II
Across Stage II Writing

Initial Intermediate Developing Intermediate Adequate Intermediate Fluent Intermediate
Ability Ability Ability Ability
are informal to formal. are informal to formal. are informal to formal. are informal to formal.
• Topics are personally • Topics are personally • Topics relate to everyday • Topics relate to everyday
relevant, familiar and relevant, familiar and experience and are mostly experience and can be
concrete. concrete. concrete, but can be abstract.
• Audience is familiar or • Audience is familiar or somewhat abstract. • Audience is familiar or
clearly defined. defined. • Audience is familiar or defined.
• Tasks require about • Tasks require up to about defined. • Tasks require up to about
1 paragraph of writing. 2 paragraphs of writing. • Tasks require up to about 4 paragraphs of writing.
• Forms are moderately • Forms are moderately 3 paragraphs of writing. • Forms are moderately
complex in format, requiring complex in format, and • Forms are moderately complex in format, and may
responses of up to about require responses of up to complex in format, and require responses of over
30 items. about 40 items. require responses of up to 40 items.
• Oral information to be • Oral information to be about 40 items. • Oral information to be
reduced is relatively short reduced is relatively short • Oral information to be reduced is moderate in
(about 5 to 7 details). * (about 7 to 8 details or up to reduced is moderate in length (up to about
• Print or online information about 10 minutes) and may length (up to about 20 minutes) and may be
to be reduced is about be specialized.* 15 minutes) and may be technical or specialized.*
1 page in length, and has • Print or online information technical or specialized.* • Print or online information
clear organization and to be reduced or • Print or online information to be reduced or
layout. It may be technical summarized is about to be reduced or summarized is about 2 pages
or specialized.* 1.5 pages in length, and has summarized is about 2 pages in length, and has clear
• Context is moderately clear organization and in length, and has clear organization and layout. It
demanding. layout. It may be technical organization and layout. It may be technical or
or specialized.* may be technical or specialized.*
• Context is moderately specialized.* • Context is moderately
demanding. • Context is moderately demanding.
demanding.
* Note: The ability to reproduce or reduce information is dependent on the writer's ability to comprehend. Therefore,
it is assumed that the content to be reproduced or reduced has a degree of moderate complexity that does not exceed
the writer's Reading Benchmark (in the case of print or online content) or Listening Benchmark (in the case of oral
discourse).

Stage III
Writing
Benchmarks 9–12

communicate effectively,
accurately, and fluently, with
an appropriate sense of
register, distance, formality,
and style in situations that are
becoming increasingly
(demanding contexts of
language use).

STAGE III
Stage III Writing

Write formal and informal Write complex formal and Write complex formal and Write complex formal and
texts of some complexity for informal texts for a informal texts for a wide informal texts for a full range
an adequate range of broadening range of purposes range of purposes and tasks in of purposes, intentions and
purposes and tasks in routine and tasks in mostly routine demanding non-routine objectives related to
but demanding situations. but demanding situations. situations. demanding non-routine,
technical or specialized
situations and tasks.
• On abstract and unfamiliar • On abstract and unfamiliar • On abstract, unfamiliar or • On unfamiliar, highly
topics that may require topics that may require specialized topics that may abstract or specialized
research research require research topics that may require
• Intended for a defined • Intended for a defined • Intended for a defined or research
audience audience undefined audience • Intended for a diverse,
• Lengthy, as dictated by the • Lengthy, as dictated by the • Of any length demanded by defined or undefined
requirements of the task, up requirements of the task, up the purpose, task and genre audience
to a range of about to a range of about • In demanding contexts • Of any length demanded by
1,500 words 3,000 words the purpose, task and genre
• In demanding contexts • In demanding contexts • In demanding contexts
• Adequate organization of • Clear organization of ideas • Coherent synthesis of • Coherent synthesis and
ideas and development of and development of topic extensive complex evaluation of extensive
topic • Main ideas are clearly information from multiple complex information from
• Main ideas are clearly conveyed and well sources multiple sources
conveyed and adequately supported with details • Main ideas are clearly • Writing is clear, effective,
supported with details conveyed and very well and stylistically polished
• Good control of a range of
supported with details enough for publication or
• Good control of a range of complex and diverse
public distribution
complex and diverse structures • Very good control of a broad
structures range of complex and • Excellent control of
• Occasional errors in variations and subtleties of
• Some errors in grammar, grammar, word diverse structures
grammar and structure,
word combinations and word combinations and word • A few minor errors in tone and style
choices still occur choices still occur grammar, word
combinations and word • Rare and minor errors in
• Flexibility of tone and style • Flexibility of tone and style grammar, word
may be limited may be limited choices still occur
combinations and word
• Proofreads and revises own • Proofreads and revises own • Flexibility of tone and style choices may occur
work with occasional input and others’ texts with are evident
• Flexibility of tone and style
from others occasional input from others • Effectively proofreads and are evident
• Able to communicate some • Able to communicate an revises own and others’ • Effectively proofreads,
complex messages, expanding range of complex texts
revises and edits all aspects
adjusting length to suit the messages, adjusting length • Able to communicate most of texts
requirements of the task to suit the requirements of complex messages, • Able to communicate
• A good range of concrete, the task adjusting length to suit the complex messages,
abstract and idiomatic • A very good range of requirements of the task adjusting length to suit the
language suited to context concrete, abstract and • A very good range of requirements of the task
and purpose, which may idiomatic language suited to concrete, abstract and • An excellent range of
include some genre-specific context and purpose, which idiomatic language used concrete, abstract and
expressions or jargon and may include genre-specific appropriately, accurately idiomatic language used
cultural references expressions or jargon and and flexibly, including appropriately, accurately
cultural references genre-specific expressions or and flexibly, including
jargon and cultural genre-specific expressions or
references jargon and cultural
references

STAGE III
Stage III Writing
These are some things that may need to be learned as an individual moves through Stage III Writing.

Ability to: Ability to:
• Use complex grammar and syntax structures (such as past • Use culturally based idiomatic language and metaphors
conditionals, past or future perfect passive, perfect or past • Create a variety of types of texts, such as rhymes, stories,
infinitives and subordinate adverbial clauses) to convey journals, letters and emails for socializing and enjoyment
meaning effectively and precisely
• Adapt writing style to particular audiences
• Use a wide range of vocabulary, including synonyms and
abstract, technical and literary language (such as • Use register (i.e., formality) in particular socio-cultural
metaphors, similes) contexts
• Control grammatical and syntactical accuracy, punctuation, • Use Canadian writing conventions relating to directness or
paragraphing, etc. formality in an expanded repertoire of genres, including
academic texts, workplace reports, etc.
Textual Knowledge
Understanding of:
Ability to:
• Formality requirements for conveying a message in electronic
• Use a wide range of cohesion links in the production of and print forms (such as workplace memoranda, messages of
complex, multi-clause sentences, as well as links between request, work records, formal business and job search
sentences and paragraphs correspondence, social messages) for a wide variety of
• Use clear organizational structure when writing paragraphs purposes
and essays, such as using topic sentences, supporting details Strategic Competence
and conclusions for sentences and paragraphs
Ability to:
• Synthesize and integrate multiple pieces of information into
a coherent text • Follow the writing process, including pre-writing (such as
• Use rhetorical features in organizing information in generating ideas through concept-mapping), writing an outline,
academic and professional texts writing various drafts and rewriting after editing
• Select and organize relevant data to see relationships between
Functional Knowledge facts and to develop logical lines of argumentation in support
Ability to: of conclusions
• Use a variety of genres and their formats (such as business • Use word-processing skills for composing, revising, editing,
letters, memos, problem-solution papers, literature review formatting and printing texts
reports and proposals)
• Use appropriate discourse patterns for particular functions,
such as classifications, descriptions, exemplifications,
comparisons, contrasts, analogies, sequences, purposes,
means and results, and cause and effect
• Reproduce and reduce information when taking extended
messages, lecture notes and minutes for meetings and when
writing summaries, abstracts, etc.

STAGE III

The writer can: • Convey a range of personal and business messages in Sample Tasks
Write formal and informal texts semi-formal or formal correspondence with a sense of
audience, formality and language appropriate to the Write a letter to a business
of some complexity for an acquaintance requesting
adequate range of purposes and occasion, intent and context.
assistance with a job search.
tasks in routine but demanding [Length is dictated by the requirements of the task.]
situations. Write an email to a professor
− Conveys the message with an appropriate sense of or colleague to cancel an
audience, formality and genre. important appointment.
When the communication is: − Writes with consideration for the needs and feelings of Explain the reasons and
the audience. acknowledge any
• On abstract and unfamiliar inconvenience that this may
− Conveys intended tone.
topics that may require cause. Express willingness to
research − Uses language, format and content appropriate to
occasion, intent and social context. re-schedule at a convenient
• Intended for a defined time and location.
audience − Demonstrates strengths and limitations typical of
Writing Benchmark 9, as listed in the Profile of Ability. Write an email to request
• Lengthy, as dictated by the that an instructor review a
requirements of the task, up university application and
to a range of about provide a reference.
1,500 words

and limitations: II. Reproducing Information
• Adequate organization of • Reduce complex information and ideas from multiple Sample Tasks
ideas and development of sources as functional notes, outlines or summaries for
topic personal use or for defined audiences. Write the minutes of a
workplace meeting.
• Main ideas are clearly [Sources can include continuous or formatted texts of up
conveyed and adequately to about 5 pages, or oral discourse of up to about Take notes of the main ideas
supported with details 30 minutes.] in a 30-minute lecture or
presentation.
• Good control of a range of − Conveys essential information (such as conclusions,
complex and diverse decisions, actions to be taken, and policy statements in Write a summary report of a
structures meeting minutes). product field test. Refer to
• Some errors in grammar, multiple individual
− Reduces information to main points with accurate
word combinations and word questionnaire responses.
supporting details, with no major factual omissions or
choices still occur errors. Write a paragraph to
• Flexibility of tone and style − Presents information with only minor errors in grammar, summarize selected
may be limited vocabulary, spelling, punctuation and document layout information gathered from a
or format. graph or table of data.
• Proofreads and revises own
work with occasional input − Demonstrates strengths and limitations typical of
from others Writing Benchmark 9, as listed in the Profile of Ability.
• Able to communicate some
complex messages, adjusting
length to suit the
requirements of the task
• A good range of concrete,
language suited to context
and purpose, which may
include some genre-specific
expressions or jargon and
cultural references

STAGE III

• Write business or service correspondence for a broad range of purposes (such as making Sample Tasks
and responding to requests for information, services or products).
Write a formal letter to a court
[Writing may require diplomacy.] requesting to be excused from
• Write short reports and memos to convey suggestions, recommendations, requests and jury duty. State reasons for the
updates. request.
[Reports and memos may have pre-set formats.] Write a note to a supervisor or
lawyer to request clarification
− Conveys main ideas clearly and provides sufficient detail.
of a procedure. Include an
− Conveys the message with adequate sense of audience, formality and genre. interpretation of the procedure
− Conveys intended tone. to confirm understanding.
− Uses language, format and content appropriate to occasion and relationship to audience. Write a semi-formal letter to
 Complete extensive complex forms and documents with pre-set formats. confirm verbal arrangements
made with a business partner
− Completes complex forms and pre-set form reports. on a shared project.
Profile of Ability. Write a short report to update
a supervisor or academic
advisor on work progress.
Complete a detailed problem
report form.

• Write coherent texts (such as essays, reports or narratives) to relate events from the past Sample Tasks
to describe and compare complex ideas, phenomena or processes, or to express and
analyze opinions. Write a detailed description of
relevant events and
− Addresses the purpose of the task with an appropriate sense of audience.
relationships to orient a new
− Conveys main ideas and supports them with sufficient detail; conveys detailed staff person.
descriptions.
Write an essay to describe and
− Presents text as a coherent whole, with all the parts required by the genre.
compare 2 processes, such as
− Uses discourse patterns and structures, such as definition, classification, exempli - 2 systems of government, or the
fication, cause and effect. views of 2 political parties on
− Uses an effective range of connective words and phrases. an issue.
− Demonstrates strengths and limitations typical of Writing Benchmark 9, as listed in the Write a personal response essay
Profile of Ability. to a short story, movie, poem
or artist’s work. Articulate a
theme revealed in the work and
a response to this theme.
Substantiate the interpretation
with examples.
Write a short fictional story
illustrating the origin of a social
practice.

STAGE III

The writer can: • Convey an expanding range of personal and business Sample Tasks
Write complex formal and messages in semi-formal or formal correspondence with a
sense of audience, formality and language appropriate to Write a letter to a client to
informal texts for a broadening decline work on a project
range of purposes and tasks in the occasion, intent and context.
that would result in an
mostly routine but demanding − Conveys the message with an appropriate sense of
unreasonable workload.
situations. audience, formality and genre.
Tactfully explain reasons and
− Writes with consideration for the needs and feelings of request to be considered for
the audience. other opportunities.
Write a formal letter of
• On abstract and unfamiliar − Uses language, format and content appropriate and acceptance for an award,
topics that may require relevant to occasion, intent and social context. scholarship, grant, contract
research − Demonstrates strengths and limitations typical of or job. Convey thanks and
• Intended for a defined Writing Benchmark 10, as listed in the Profile of Ability. acknowledge those who
audience helped in the achievement of
• Lengthy, as dictated by the success.
requirements of the task, up Write a formal letter of
to a range of about resignation to a committee.
3,000 words
Write a formal letter of
• In demanding contexts apology and
acknowledgement of an
Demonstrating these strengths error.
and limitations:
• Clear organization of ideas and
development of topic
• Main ideas are clearly
conveyed and well supported II. Reproducing Information
with details • Reduce complex, extensive information and ideas from Sample Tasks
• Good control of a range of multiple sources as an accurate outline, summary or
complex and diverse structures abstract, suitable for other people’s use. Take notes from a complex
presentation and organize
• Occasional errors in grammar, [Sources can include lengthy continuous or formatted them as an outline of main
word combinations and word texts, or oral discourse of up to about 1 hour.] points and supporting details.
choices still occur − Conveys essential information. Write a summary of a
• Flexibility of tone and style − Identifies, sorts, synthesizes and summarizes relevant complex meeting for
may be limited information. distribution to meeting
• Proofreads and revises own − Analyzes and reproduces content and organization of participants.
and others’ texts with text as an accurate, concise outline. Write main points, new ideas,
occasional input from others − Reduces information to main points with accurate and follow-up queries about a
• Able to communicate an supporting details and no major factual omissions. class lecture to use as study
expanding range of complex − Presents information with customary document layout notes.
messages, adjusting length to or format.
suit the requirements of the
task
• A very good range of concrete,
language suited to context and
purpose, which may include
genre-specific expressions or
jargon and cultural references

STAGE III

• Write business or service correspondence for a broad range of purposes (such as giving Sample Tasks
instructions, or expressing and responding to complaints, claims or adjustments).
Write a proposal to recommend
[Writing may require diplomacy.] a new or adapted procedure.
• Write semi-formal reports and proposals. Write a report to evaluate the
− Conveys main ideas clearly and provides sufficient detail. long-term cost-effectiveness of
− Conveys intended tone. similar products. Recommend
− Conveys the message with a sense of audience, formality and genre. one for purchase.
− Uses language, format and content appropriate and relevant to the occasion, intent and Write or respond to claim and
social context/relationship. adjustment letters (such as for
insurance claims).
• Complete complex forms and documents with pre-set formats.
− Completes forms with required information. Write an agreement, offer to
purchase or work contract using
standard legal forms.
Profile of Ability.

• Write effective, stylistically complex, and lengthy texts (such as expository or argument Sample Tasks
essays, symbolic stories, inquiry papers, problem-solution papers, or analytic reports)
on previously researched topics. Write a workplace report to
present a problem, analyze
options for various solutions,
− Conveys main ideas and supports them with sufficient detail. and suggest a preferred
− Presents text as a coherent whole, with all the parts required by the genre. solution.
− Uses discourse patterns and functions of definition, contrast, cause and effect, etc. Write a research report for an
− Establishes argumentative and logical connections among textual ideas; develops logical academic course or consumer
line of argumentation in support of conclusion. marketing research for an
− States a proposition, presents substantiation. employer. Articulate the
− Demonstrates strengths and limitations typical of Writing Benchmark 10, as listed in the purpose and nature of the
Profile of Ability. research, the data collection
methods, and an analysis of the
data collected.
Research and write a literature
review.

STAGE III

The writer can: • Convey an expanded range of personal and business Sample Tasks
Write complex formal and messages in semi-formal or formal correspondence with a
sense of audience, formality and language appropriate to Write a formal letter to
informal texts for a wide range of recommend a person for an
purposes and tasks in demanding the occasion, intent and context.
internship or apprenticeship.
non-routine situations. − Conveys the message with an appropriate sense of
audience, formality and genre. Write a letter to introduce
− Writes with consideration for the needs and feelings of and promote a new service or
When the communication is: the audience. product to reluctant
potential clients.
• On abstract, unfamiliar, or − Conveys intended tone.
specialized topics that may − Uses language, format and content appropriate and Write a letter to inform a
require research relevant to occasion, intent and social context. long-term supplier that
company needs have changed
• Intended for a defined or − Demonstrates strengths and limitations typical of
and their services are not
undefined audience Writing Benchmark 11, as listed in the Profile of Ability.
required. Thank the supplier
• Of any length demanded by the for their excellent service,
purpose, task and genre offer to provide referrals and
• In demanding contexts recommendations, and
indicate an intention to
engage them again in the
Demonstrating these strengths future if needs change.
and limitations:
• Coherent synthesis of extensive
complex information from
multiple sources
• Main ideas are clearly conveyed II. Reproducing Information
and very well supported with
details • Reduce and synthesize very complex and extensive Sample Tasks
information from multiple sources into a variety of
• Very good control of a broad Extract information from
formats (such as point-form notes, minutes, outlines,
range of complex and diverse various statistical charts on
summaries, reports, abstracts or charts).
structures drinking and driving.
[Sources can include lengthy continuous or formatted Summarize the information to
• A few minor errors in grammar,
word combinations and word texts, or oral discourse.] illustrate connections and
choices still occur − Conveys essential information. causal relationships (such as
• Flexibility of tone and style are − Reduces and synthesizes information to main points with a decrease in traffic fatalities
evident accurate supporting details, with no major factual after stricter legislation).
omissions or errors. Write an executive summary
• Effectively proofreads and
revises own and others’ texts − Presents information with customary document layout of a longer report or study.
or format. Write an official narrative
• Able to communicate most
complex messages, adjusting − Demonstrates strengths and limitations typical of record of a formal meeting at
length to suit the requirements Writing Benchmark 11, as listed in the Profile of Ability. which complex issues (such as
of the task public policies) were
discussed.
• A very good range of concrete,
abstract, and idiomatic
language used appropriately,
accurately and flexibly,
including genre-specific
cultural references

STAGE III

• Write business or service correspondence for a broad range of purposes and for external Sample Tasks
use (such as sales and marketing letters).
Write an investigative report to
• Write formal business reports, requests for proposals and formal proposals. present facts. Draw
[The tone of the message may have significant consequences.] conclusions, suggest logical
− Conveys main ideas clearly and provides sufficient detail. deductions, and make
extrapolations or predictions.
− Conveys the persuasive message with adequate sense of audience, formality, tone and Write a report to analyze
genre. changes and resulting
consequences to cuts in
− Presents information in a customary format, with a coherent organizational structure.
government funding of social
− Uses language, format and content appropriate and relevant to occasion, intent and services, cultural and
social context/relationship. recreational activities, or
• Create forms and other materials with preset formats to collect and record complex health care services.
information. Write an academic paper
[Writing or forms may be for a broad and diverse audience.] presenting 2 opposing positions
on a topic, adopt one of the
− Creates an effective formatted document.
positions and defend it with
− Presents information in a customary layout or format, with a coherent organizational supporting facts, examples, and
structure. statistics.
Profile of Ability.

• Write effective, stylistically complex texts (such as expository or argument essays, inquiry Sample Tasks
papers, problem-solution papers or analytic reports) on previously researched topics.
Write an inquiry essay to discuss
− Addresses the purpose of task with an appropriate sense of audience.
an issue or present an analysis
− Conveys main ideas and supports them with sufficient detail. of information from various
− Presents text as a coherent whole, with all the parts required by the genre. sources. Articulate a position
− Uses discourse patterns and functions of definition, contrast, cause and effect, etc. and support the arguments.
− Establishes argumentative and logical connections among textual ideas; develops a Write a detailed report or
logical line of argumentation in support of a conclusion. article to hypothesize about
− States a proposition and presents substantiation. causal relationships between
− Demonstrates strengths and limitations typical of Writing Benchmark 11, as listed in the facts, phenomena and events,
Profile of Ability. such as the effect of specific
changes in government policy
on poverty rates.
Write a report to articulate the
results of a research study,
survey or pilot project. Include
charts or other graphical
displays to present the data,
and use conventions
appropriate to the genre.

STAGE III

The writer can: • Convey, in a quality, tone and style suitable for Sample Tasks
Write complex formal and publication, a range of communication that synthesizes
complex propositions to foster goodwill toward a Write a formal public tribute
informal texts for a full range of to honour someone for
purposes, intentions and company, initiative, campaign or political or social entity.
his/her achievements,
objectives related to demanding − Conveys a clear message with a strong sense of
contributions, or special
non-routine, technical or audience, formality and genre.
qualities.
specialized situations and tasks. − Uses language, format and content appropriate to
the occasion, intent and audience. Write a press release to
inform the public about and
When the communication is: to promote a new product or
− Demonstrates strengths and limitations typical of service.
• On unfamiliar, highly abstract Writing Benchmark 12, as listed in the Profile of Ability.
or specialized topics that may Write a formal letter of
require research recommendation in support
of a professor’s promotion to
• Intended for a diverse defined
department head.
or undefined audience
• Of any length demanded by the Write a letter or proposal to
purpose, task and genre request continued funding of
a project. Focus on positive
• In demanding contexts outcomes of the project.
Write an evaluation report to
Demonstrating these strengths shareholders explaining the
and limitations: reasons behind a take-over
bid.
• Coherent synthesis and
evaluation of extensive
complex information from
multiple sources
• Writing is clear, effective and II. Reproducing Information
stylistically polished enough for
publication or public • Reduce and synthesize very complex and extensive Sample Tasks
distribution information from multiple sources into a variety of
formats (such as point-form notes, minutes, outlines, Write an abstract, including a
• Excellent control of variations summaries, reports, abstracts or charts). chart, of an extensive
and subtleties of grammar and statistical report.
structure, tone and style • Evaluate, revise and edit summaries and other reduced
forms of very complex and extensive information by other Edit the official narrative
• Rare and minor errors in writers (such as point-form notes, minutes, outlines, record of a formal meeting at
grammar, word combinations précis, reports, abstracts or charts). which complex issues (such as
and word choices may occur public policies) were
[Sources can include lengthy continuous or formatted discussed. Ensure that the
• Flexibility of tone and style are texts or oral discourse.]
evident content is accurate and the
− Conveys essential information. style is appropriate.
• Effectively proofreads, revises
and edits all aspects of texts − Reduces and synthesizes information to main points with Write a summary report that
accurate supporting details and no major factual synthesizes information from
• Able to communicate complex omissions or errors.
messages, adjusting length to 2 or 3 different studies on
suit the requirements of the − Edits and revises own or other’s texts for format, clarity applied research findings in a
task and accuracy. subject area.
− Edits document so it contains no errors and is presented Edit an executive summary of
• An excellent range of concrete,
in a customary layout or format. a longer report.
abstract, and idiomatic
language used appropriately, − Demonstrates strengths and limitations typical of
accurately and flexibly, Writing Benchmark 12, as listed in the Profile of Ability.
including genre-specific
cultural references

STAGE III

• Write highly specialized, complex formal correspondence and documents (such as external Sample Tasks
correspondence, formal proposals, procedures, training materials or public reports).
Write an external evaluation
[Writing may be for a broad and diverse audience. The tone of the message may have report about a large project.
significant consequences.]
Write a detailed proposal as an
− Conveys main ideas clearly and provides sufficient detail. official bid on a contract, or as
− Conveys the message with a sense of audience, formality and genre. a grant or funding request for a
− Evaluates, revises and edits own and others’ written texts. research project.
− Uses language, format and content of documents appropriate to occasion. Write a policy or procedure
− Presents information in a customary format, with a coherent organizational structure, manual for an organization.
and free of errors. Write a detailed and extensive
− Demonstrates strengths and limitations typical of Writing Benchmark 12, as listed in the workplace training manual.
Profile of Ability.
Evaluate, revise and edit texts
for public use.

• Write effective and stylistically polished texts (such as essays, reports, articles or theses) Sample Tasks
to inform, convince and persuade others.
Write a news story or an article
• Evaluate, revise and edit information texts for public use. for a newsletter or magazine.
Write a report to interpret and
− Writing contains complex, detailed ideas, which successfully inform and persuade. clearly articulate complex
− Conveys main ideas and supports them with sufficient detail. information to the public (such
− Presents text as a coherent whole, with all the parts required by the genre. as the results of a complex
− Demonstrates fluent, error-free command of grammar, vocabulary, idioms, structure of research study, statistical data,
information, style and mechanics. historical information, or the
− Evaluates, revises and edits information texts for public use. performance of a company).
− Demonstrates strengths and limitations typical of Writing Benchmark 12, as listed in the Write public relations or
Profile of Ability. promotional materials for a
campaign or product.
Write a thesis, dissertation or
research paper for a peer-
reviewed journal.

STAGE III
Across Stage III Writing

range from informal to range from informal to range from informal to range from informal to
formal. formal. formal, and may include formal, and may include
• Topics are abstract or • Topics are abstract or charts and graphics. charts or graphics.
specialized. specialized. • Topics are abstract or • Topics are abstract or
• Audience is usually familiar • Audience is usually familiar specialized. specialized.
or defined. or defined. • Audience may not be • Audience may not be
• Tasks may require research • Tasks may require research familiar or defined. familiar or defined.
and citation of reference and citation of reference • Tasks may require research • Tasks may require research
sources. sources. and citation of reference and citation of reference
• Forms are complex and their • Forms are complex and their sources. sources.
length is determined by length is determined by • Forms are complex and their • Forms are complex and their
purpose and situation. purpose and situation. length is determined by length is determined by
• Oral information to be • Oral information to be purpose and situation. purpose and situation.
reduced or summarized may reduced or summarized may • Oral information to be • Oral information to be
be somewhat lengthy (about be lengthy (about 1 hour) reduced or summarized may reduced or summarized may
30 minutes) and technical or and technical or be extensive in length and be extensive in length and
specialized.* specialized.* technical or specialized.* technical or specialized.*
• Print or online information • Print or online information • Print or online information • Print or online information
to be reduced or to be reduced or to be reproduced or to be reduced or
summarized is about 5 pages summarized is about summarized is about summarized is about
with clear organization and 10 pages with clear 15 pages with clear 20 pages with clear
layout, and may be technical organization and layout, and organization and layout, and organization and layout, and
or specialized.* may be technical or may be technical or may be technical or
• Length is suited to the specialized.* specialized.* specialized.*
purpose of the task and may • Length is suited to the • Length is suited to the • Length is suited to the
be up to about 1,500 words. purpose of the task and may purpose of the task and may purpose of the task and may
• Context is demanding. be up to about 3,000 words. be extensive. be extensive.
• Context is demanding. • Context is demanding. • Context is demanding.
* Note: The ability to reduce or summarize information is dependent on the writer's ability to comprehend. Therefore,
it is assumed that the content to be reproduced or reduced has a degree of complexity that does not exceed the
writer's Reading Benchmark (in the case of print or online content) or Listening Benchmark (in the case of oral
discourse).

Competency
Tables
Listening
Benchmarks 1-12
Sample competencies and

indicators of ability organized
by competency area

I. Interacting with Others – LISTENING – Stage I
Listening to communication intended to maintain or change interpersonal relationships and to foster social cohesion

• Understand individual • Understand greetings, • Understand simple social • Understand short social
greetings, introductions and introductions, requests, exchanges, including styles of exchanges containing
goodwill expressions. goodwill expressions and an greetings, introductions and introductions, casual small
[Communication is very expanding range of basic leave-taking. talk and leave-taking.
brief, 1 or 2 short turns.] courtesy formulas. [Communication is brief, [Communication is about
− Identifies individual, [Communication is very about 5 turns.] 6 turns.]
familiar words and short brief, 2 or 3 turns.] − Identifies a range of − Identifies formal and casual
phrases used in common − Identifies common courtesy common courtesy style and register.
courtesy formulas. phrases and an expanding expressions in discourse. − Identifies specific factual
− Recognizes appeals for range of expressions. − Begins to identify formal details and some implied
repetition. − Responds to requests for and casual style and meanings.
− Indicates comprehension basic personal information register. − Demonstrates strengths and
with appropriate verbal or or to identify people and − Identifies participant roles limitations typical of
non-verbal responses. objects. and relationships based on Listening Benchmark 4, as
− Demonstrates strengths and − Recognizes appeals for courtesy formulas and listed in the Profile of
limitations typical of repetition or clarification. introductions. Ability.
Listening Benchmark 1, as − Demonstrates strengths and − Identifies common basic
listed in the Profile of limitations typical of conversational openings
Ability. Listening Benchmark 2, as and closings.
listed in the Profile of − Demonstrates strengths and
Ability. limitations typical of
Listening Benchmark 3, as
listed in the Profile of
Ability.
For the Profiles of Ability and Sample Tasks, see the Benchmark pages.

I. Interacting with Others – LISTENING – Stage II

Initial Intermediate Ability Developing Intermediate Ability Adequate Intermediate Ability Fluent Intermediate Ability
• Understand the gist and some • Understand common social • Understand moderately • Understand moderately
details in moderately exchanges (such as openings complex social exchanges complex social exchanges
complex common and and closings, making and (such as expressions of and (such as expressions of and
predictable social exchanges cancelling appointments, responses to gratitude, responses to gratitude,
(that may express interests, apologies, regrets, excuses, hopes, appreciation, hopes, appreciation,
likes, dislikes, preferences, and problems in reception complaints, disappointment, complaints, disappointment,
offers, invitations and and communication). satisfaction, dissatisfaction, satisfaction, dissatisfaction,
compliments). − Identifies specific factual approval and disapproval). approval, disapproval, formal
− Identifies specific factual details and implied − Identifies implied meanings welcomes and farewells,
details and implied meanings. and stated and unspecified condolences and
meanings. details. congratulations).
− Identifies formal and casual
− Identifies formal and casual style and register. − Identifies language − Identifies implied meanings
style and register. functions. and stated and unspecified
− Identifies language details.
− Identifies language functions. − Identifies formal and casual
functions. style and register. − Identifies situations and
− Identifies some feelings, relationships between
− Identifies emotional states such as regret and − Understands the intent of participants.
from tone and intonation. compassion. the expressions and the
responses. − Identifies speakers’ purpose
− Identifies the situation and − Identifies expressions of and intent.
relationships between openings, pre-closings, − Identifies emotional state,
speakers. closings and leave-takings. mood and attitude from − Identifies emotional state,
tone and intonation. mood and attitude from
− Interprets feelings such as − Identifies situation and tone and intonation.
interest, likes/dislikes, relationship between − Interprets feelings such as
preferences. speakers. gratitude, hope and − Interprets feelings such as
appreciation. gratitude, hope,
− Demonstrates strengths and − Identifies mood, attitude appreciation,
limitations typical of and emotional states from − Identifies situation and disappointment,
Listening Benchmark 5, as tone and intonation. relationship between satisfaction, dissatisfaction,
listed in the Profile of − Demonstrates strengths and speakers. approval and disapproval.
Ability. limitations typical of − Demonstrates strengths and − Identifies the purpose of
Listening Benchmark 6, as limitations typical of expressions of formal
listed in the Profile of Listening Benchmark 7, as welcome, farewells,
Ability. listed in the Profile of condolences and
Ability. congratulations.
− Understands the intent of
expressions and responses.
− Identifies some nuances in
attitude, emotional tone
and register.
− Demonstrates strengths and
limitations typical of
Ability.

I. Interacting with Others – LISTENING – Stage III

• Understand main intent and • Understand complex • Understand propositionally • Understand the nuances and
some implied meanings in communication to identify and linguistically complex subtleties of propositionally
complex communication attitudes, emotions, communication between and linguistically complex
between speakers with motivations and intentions. diverse speakers to resolve communication between
varying roles and − Identifies different conflicts, build consensus and diverse speakers.
relationships. discourse formats for negotiate compromise. − Identifies different
− Identifies discourse formats different situations and − Identifies different discourse formats for a
for different situations and audiences. discourse formats for variety of situations and
audiences. − Identifies meaning different situations and audiences.
− Identifies meaning expressed through tone and audiences. − Identifies meaning
expressed through tone and intonation. − Identifies meaning expressed through tone and
intonation. − Identifies signals in speech expressed through tone and intonation.
− Identifies signals in speech to collaborate, to hold and intonation. − Recognizes preferred and
to collaborate, to hold and relinquish the floor and to − Identifies signals in speech non-preferred responses.
relinquish the floor, to attempt to interrupt to collaborate, to hold and − Identifies unstated
attempt to interrupt politely. relinquish the floor, to conflicts, challenges, and
politely. − Recognizes preferred and attempt to interrupt differences of opinion.
− Recognizes preferred and non-preferred responses. politely.
− Identifies instances of
non-preferred responses to − Identifies unstated and − Recognizes preferred and politeness and cooperation
personal interactions. implicit intentions and non-preferred responses. (and their violations)
− Identifies details of social motivations based on − Identifies, analyzes and through paralinguistic and
context and register. linguistic and paralinguistic evaluates language and linguistic clues
− Identifies stated and clues. interpersonal strategies. − Identifies examples of
unspecified details about − Identifies attitudes and − Identifies, analyzes and imposition, disrespect,
social roles and relative emotions using a range of evaluates criticism and sarcasm,
status. clues such as voice tone conflict-escalating language whether explicit or implied.
− Identifies situation and and volume, pitch, and behaviour. Identifies − Evaluates expressions in
relationship between intonation, and stress. converging and diverging terms of cultural norms
speakers. − Identifies different styles of styles of speech (speaking commonly used in
speech. the same way to convey professional and academic
− Identifies implied and some solidarity, speaking
unstated meanings. − Demonstrates strengths and discourse.
differently to convey
− Relates communication to limitations typical of distinctness). − Analyzes and evaluates
the situational and social Listening Benchmark 10, as language and interpersonal
listed in the Profile of − Demonstrates strengths and strategies.
context. limitations typical of
Ability. − Demonstrates strengths and
− Demonstrates strengths and Listening Benchmark 11, as
limitations typical of listed in the Profile of limitations typical of
Listening Benchmark 9, as Ability. Listening Benchmark 12, as
listed in the Profile of listed in the Profile of
Ability. Ability.

II. Comprehending Instructions – LISTENING – Stage I
Listening to instructions to learn or get things done in community, work or study settings

• Understand very short, simple • Understand short, simple, • Understand instructions and • Understand common,
instructions, commands and common instructions, directions related to familiar, sequentially presented
requests related to commands, requests and everyday situations of instructions and directions
immediate personal needs. directions related to immediate personal related to familiar, everyday
[Instructions/commands are immediate personal needs. relevance. situations of personal
about 2 to 5 words.] [Instructions/commands are [Instructions are about 2 to relevance.
− Identifies letters and simple imperative sentences.] 4 steps.] [Instructions are about 4 to
numbers. − Identifies letters and − Identifies words and 5 steps.]
− Identifies words or phrases numbers. phrases that indicate − Identifies words and
that indicate positive or − Identifies words or phrases movement, location, phrases that indicate
negative commands or that indicate positive or measurement, weight, movement, location,
requests. negative commands or amount and size. manner, frequency and
requests. − Identifies basic connectors duration.
− Responds to requests and
directions to provide − Responds verbally (by related to time (now, then, − Responds with appropriate
personal information. answering questions) or before, after) and place actions to directions and
with actions. (this, that, here, there). instructions.
− Indicates comprehension
with appropriate verbal and − Demonstrates strengths and − Responds with correct − Recognizes and identifies
non-verbal responses. limitations typical of actions to directions and correct sequence of steps.
Listening Benchmark 2, as instructions. − Demonstrates strengths and
limitations typical of listed in the Profile of − Demonstrates strengths and limitations typical of
Listening Benchmark 1, as Ability. limitations typical of Listening Benchmark 4, as
listed in the Profile of Listening Benchmark 3, as listed in the Profile of
Ability. listed in the Profile of Ability.
Ability.

II. Comprehending Instructions – LISTENING – Stage II

• Understand simple to • Understand moderately • Understand moderately • Understand extended

moderately complex complex directions and complex directions and multistep directions or
directions and instructions for instructions for technical or instructions for technical or instructions for technical or
generally familiar and non-technical tasks. non-technical tasks. non-technical tasks.
relevant procedures. [Instructions are about 9 to [Instructions are about 10 to [Instructions are over 12
[Instructions are about 7 to 10 steps, with up to 12 12 steps, with up to 15 steps, with up to 20 details
8 steps, with up to 10 details details (fewer on the details (fewer on the (fewer on the phone).]
(fewer on the phone).] phone).] phone).] − Follows sequence markers,
− Follows a range of basic − Follows sequence markers − Follows sequence markers, cohesive devices
cohesive devices indicating or other linguistic clues to cohesive devices (connecting words,
order and sequence. infer order of steps. (connecting words, reference, parallel
− Seeks clarification and − Follows a range of cohesive reference, parallel structure, substitution) or
confirmation if required. devices indicating order structure, substitution) or other linguistic clues to
and sequence. other linguistic clues to infer order of steps.
− Responds with actions to infer order of steps.
directions and instructions. − Seeks clarification and − Responds with actions to
confirmation if required. − Seeks clarification and directions and instructions.
− Demonstrates strengths and confirmation if required.
limitations typical of − Responds with actions to − Demonstrates strengths and
Listening Benchmark 5, as directions and instructions. − Responds with actions to limitations typical of
listed in the Profile of directions and instructions. Listening Benchmark 8, as
− Demonstrates strengths and listed in the Profile of
Ability. limitations typical of − Demonstrates strengths and
limitations typical of Ability.
listed in the Profile of Listening Benchmark 7, as
Ability. listed in the Profile of
Ability.

II. Comprehending Instructions – LISTENING – Stage III

• Understand complex • Understand complex • Understand complex • Understand and evaluate

multistep directions and multistep directions and multistep directions and detailed, extensive oral
instructions for familiar instructions for less familiar instructions for unfamiliar instructions in a broad range
procedures. procedures in some urgent or procedures in urgent or of situations.
[Instructions are somewhat demanding situations. demanding situations. [Instructions are for complex
detailed, presented clearly [Instructions are detailed and [Instructions are detailed, procedures.]
and may be lengthy.] may be lengthy, partially lengthy and presented − Evaluates oral instructions
− Integrates a few pieces of familiar or predictable.] clearly.] or instructional texts for
detailed information to − Integrates several pieces of − Integrates extensive, logical accuracy and
carry out procedures or detailed information to detailed information to clarity.
follow directions. carry out complex, carry out complex, − Uses external criteria and
− Follows cohesion links multistep procedures or to multistep procedures or to standards to evaluate the
across utterances. follow directions. follow directions. validity/effectiveness of
− Responds with actions to − Responds with actions to − Responds with actions to instructions or instructional
directions and instructions. directions and instructions. directions and instructions. texts.
− Demonstrates strengths and − Demonstrates strengths and − Demonstrates strengths and − Demonstrates strengths and
limitations typical of limitations typical of limitations typical of limitations typical of
Listening Benchmark 9, as Listening Benchmark 10, as Listening Benchmark 11, as Listening Benchmark 12, as
listed in the Profile of listed in the Profile of listed in the Profile of listed in the Profile of
Ability. Ability. Ability. Ability.

III. Getting Things Done – LISTENING – Stage I
Listening to communication intended to get things done, to influence or persuade, to obtain services or induce action in
community, work or study settings

• Understand expressions used • Understand expressions used • Understand expressions used • Understand short
to attract attention and to to make and respond to in familiar everyday communication intended to
request assistance in requests and warnings in situations (such as requests, influence or persuade others
situations of immediate situations of immediate permission and warnings). in familiar, everyday
personal need. personal need. − Identifies phrases and situations.
− Identifies a few common − Identifies expressions for sentences related to simple − Identifies purpose, main
key words and formulaic basic requests and persuasive functions. ideas, factual details and
expressions (Help! Watch warnings. − Demonstrates strengths and some implied meanings in
out!). − Recognizes apologies. limitations typical of simple announcements,
− Indicates comprehension Listening Benchmark 3, as commercials or
− Responds appropriately infomercials.
with appropriate verbal or with physical or verbal listed in the Profile of
non-verbal responses. responses. Ability. − Demonstrates strengths and
− Demonstrates strengths and Listening Benchmark 4, as
limitations typical of limitations typical of
Listening Benchmark 2, as Ability.
Ability. Ability.

III. Getting Things Done – LISTENING – Stage II

• Understand the gist and some • Understand moderately • Understand moderately • Understand communication
details in moderately complex communication complex communication intended to influence or
complex communication intended to influence or intended to influence or persuade (such as extended
intended to influence or persuade (such as persuade (such as requests, warnings, threats,
persuade (such as simple suggestions, advice, reminders, orders and pleas) suggestions,
advice, opinion or encouragements and in situations related to recommendations and
suggestions) in everyday requests) in everyday personal or general proposed solutions) in
personally relevant personally relevant experiences. situations related to personal
situations. situations. − Identifies the purpose, decisions or to work-related
− Identifies main intent, main − Identifies main intent, main main ideas, factual details. issues in own field.
idea, factual details, words ideas, factual details, − Identifies implied − Identifies stated and
and expressions. words and expressions. meanings. unspecified meanings.
− Identifies some implied − Identifies implied − Identifies the functions of − Identifies the functional
meanings. meanings. utterances (such as value of utterances (such as
− Identifies cohesive devices − Identifies the functions of requests and reminders). warnings, threats,
and discourse indicators for utterances (such as suggestions or
− Follows discourse indicators recommendations).
sequence, comparison and suggestions, signalling cause and effect,
contrast. encouragement and condition and result. − Interprets warnings,
− Identifies basic signals in requests). threats, suggestions,
− Interprets requests, recommendations and
speech for collaboration, − Interprets facts, advice, reminders, orders and
turn-taking and suggestions and opinions. proposed solutions.
pleas.
interrupting. − Identifies cohesive devices − Evaluates the validity of
− Predicts consequences and suggestions or proposed
− Recognizes and interprets and discourse indicators for outcomes.
advice, opinions and comparison, contrast, solutions.
suggestions. condition and result. − Demonstrates strengths and − Demonstrates strengths and
− Demonstrates strengths and − Demonstrates strengths and Listening Benchmark 7, as
limitations typical of limitations typical of Listening Benchmark 8, as
listening benchmark 5, as Listening Benchmark 6, as Ability.
listed in the Profile of listed in the Profile of Ability.
Ability. Ability.

III. Getting Things Done – LISTENING – Stage III

• Understand complex and • Understand content, values • Understand the nuances and • Understand the nuances and
extended communication and assumptions in subtleties of communication subtleties of communication
intended to influence, communication intended to intended to influence or intended to influence or
persuade or inform significant influence or persuade. persuade across a broad persuade across a wide range
decisions (such as proposals, − Identifies values and variety of general interest, of contexts, whether familiar
suggestions or assumptions, where obvious academic and technical or unfamiliar, including
recommendations for solving from stated and unstated topics in own field. academic, workplace and
problems). clues. − Analyzes and evaluates the community.
− Identifies main intent, main − Identifies discourse appropriateness of − Identifies stated or
idea, factual details, indicators signalling persuasive strategies to the unstated facts, opinions
relevant words and introduction of contrasting audience and the purpose. and attitudes related to
expressions, and implied information, opposing − Identifies language aspects text.
meanings. views, (such as grammar and − Analyzes and evaluates
− Identifies discourse illustrations/examples, vocabulary) of persuasive speakers’ points of view.
indicators signalling unexpected turns. discourse. − Identifies discourse
contrasting information, − Identifies cohesion links − Identifies discourse indicators signalling
opposing views, (such as phrasal links) indicators signalling contrasting information,
illustrations/examples. across utterances. contrasting information, opposing views,
− Interprets proposals, − Identifies and separates opposing views, illustrations/examples,
suggestions and feelings, information and illustrations/examples, unexpected turn,
recommendations. facts. unexpected turn, reformulation of
− Identifies cohesion links reformulation of information.
− Analyzes and critically information.
(such as phrasal links) evaluates information − Identifies cohesion links
across utterances. based on a set of internal − Identifies cohesion links (such as phrasal links)
− Identifies and separates or external criteria or (such as phrasal links) across utterances.
feelings, information and standards. across utterances. − Identifies and separates
facts. − Demonstrates strengths and − Identifies and separates feelings, information and
− Analyzes and evaluates limitations typical of feelings, information and facts.
usefulness, Listening Benchmark 10, as facts. − Evaluates the
appropriateness, relevance listed in the Profile of − Identifies effective appropriateness,
and validity of proposed Ability. techniques (such as the use usefulness, relevance and
solutions, in relation to the of evidence, logical validity of information to
purpose and the audience. arguments and ethical and the audience and the
− Demonstrates strengths and emotional appeals) to purpose.
limitations typical of obtain agreement on or − Demonstrates strengths and
Listening Benchmark 9, as acceptance of ideas or limitations typical of
listed in the Profile of products. Listening Benchmark 12, as
Ability. − Demonstrates strengths and listed in the Profile of
limitations typical of Ability.
Ability.

IV. Comprehending Information – LISTENING – Stage I
Listening to learn, gain knowledge and get information and ideas from others

• Understand very simple • Understand simple • Understand short, simple, • Understand short descriptive
information about highly information about familiar, descriptive communication or narrative communication
familiar, concrete topics. concrete topics. about a person, object, on topics of personal
− Identifies a few obvious − Identifies specific factual situation, scene, personal relevance.
factual details, such as details, such as numbers, experience or daily routine. − Gets the gist.
numbers, letters, times and letters, time, place, key − Gets the gist. − Identifies factual details,
dates. words and expressions. − Identifies factual details, some implied meanings,
− Identifies a few key words − Identifies words related to key words and expressions key words and expressions.
and short expressions personal identification as required. − Identifies who, what,
related to immediate information. − Demonstrates strengths and where and when.
needs. − Demonstrates strengths and limitations typical of − Demonstrates strengths and
− Indicates comprehension limitations typical of Listening Benchmark 3, as limitations typical of
with appropriate verbal or Listening Benchmark 2, as listed in the Profile of Listening Benchmark 4, as
non-verbal responses. listed in the Profile of Ability. listed in the Profile of
− Demonstrates strengths and Ability. Ability.
Ability.

IV. Comprehending Information – LISTENING – Stage II

• Understand information about • Understand short group • Understand short group • Understand group
familiar or relevant topics. interactions and discussions interactions, discussions and interactions about abstract
• Understand descriptive or on familiar topics. meetings on generally and complex ideas on familiar
narrative monologues or • Understand descriptive or familiar topics. topics.
presentations related to narrative monologues or • Understand extended • Understand extended
everyday, personally relevant presentations on generally descriptive or narrative monologues or presentations
topics or situations. familiar and relevant topics. monologues or presentations on topics that are generally
[Presentations are informal, [Presentations are informal, about personal experiences, familiar and related to
with the use of visuals and with the use of visuals and general knowledge or familiar general knowledge or
up to about 5 minutes in up to about 10 minutes.] work-related topics, even technical/work-related issues
length.] when some information is in own field.
− Identifies topic-specific presented out of sequence.
− Gets the gist. words, phrases and [Presentations are informal or
expressions. [Presentations are informal, semi-formal, extended, with
− Identifies key words and with the use of visuals and the use of visuals and up to
phrases. − Identifies factual details, up to about 15 minutes.] about 20 minutes long.]
− Identifies factual details main ideas, supporting
details and implied − Identifies factual details, − Identifies the main idea
and some implied main ideas and supporting (which is not explicitly
meanings. meanings.
details. stated) and detailed
− Identifies opinions. − Identifies discourse information.
indicators for cause and − Makes inferences.
− Interprets descriptions, effect. − Identifies rhetorical − Identifies phrases and
reports and explanations. discourse markers and sentences that mark topic
− Makes some inferences. introduction, topic
− Demonstrates strengths and patterns of chronological
− Predicts what will happen order and sequence, development, topic shift
next in a narration. comparison and contrast, and conclusion.
listed in the Profile of − Identifies some common and cause and effect. − Identifies rhetorical
Ability. idiomatic expressions. − Identifies facts and discourse markers and
opinions. patterns of chronological
− Identifies signals in speech
order and sequence,
for collaboration, turn- − Interprets factual comparison and contrast,
taking and interruptions. information, explanations and cause and effect.
− Identifies facts and and opinions.
− Interprets factual
opinions. − Demonstrates strengths and information, explanations
− Interprets factual limitations typical of and opinions.
information, explanations Listening Benchmark 7, as
listed in the Profile of − Identifies facts, opinions
and opinions.
Ability. and attitudes.
Ability.
Ability.

IV. Comprehending Information – LISTENING – Stage III

• Understand complex, • Understand complex • Understand complex, detailed • Critically evaluate complex,
extended discussions between expository or argumentative and specialized discussions detailed and specialized
several speakers. exchanges or discussions between several speakers. discussions, interviews or
• Understand extensive between several speakers. • Understand complex, detailed formal debates.
lectures or presentations. • Understand extensive and extensive lectures or • Critically evaluate complex,
[Discussions, lectures and lectures or presentations. presentations. detailed and extensive
presentations are up to − Identifies discourse formats − Identifies detailed factual lectures or presentations.
about 30 minutes.] for different purposes. information and implied − Identifies and critically
− Identifies discourse format − Identifies detailed factual meanings. evaluates content,
for different purposes. information and implied − Extracts multiple pieces of organization and delivery.
− Identifies detailed factual meanings. information as required. − Summarizes and critically

information and implied − Comprehends pro and con − Synthesizes information to evaluates relevance of
meanings. arguments. reconstruct a message. examples, biases,
assumptions, values,
− Identifies main ideas that − Extracts relevant details − Extracts relevant details motives, and plausibility.
are not explicitly stated. from discourse that from discourse that
includes irrelevant or includes irrelevant or − Suggests ways to improve
− Identifies how details content.
support and develop main distracting information. distracting information.
ideas. − Follows the logical line of − Identifies thematic − Analyzes and evaluates
argumentation in support of organization of sub-parts of verbal and non-verbal
− Identifies paraphrasing, aspects of delivery and
restating of points, a conclusion. presentations and lectures
(such as patterns for makes suggestions for
examples and transition − Identifies thematic improvement.
indicators. organization of sub-parts of narrating, reporting,
presentations and lectures describing, arguing a point, − Identifies thematic
− Identifies thematic expressing results and organization of sub-parts of
organization of sub-parts of (such as patterns for
narrating, reporting, consequences). presentations and lectures
presentations and lectures (such as patterns for
(such as patterns for describing, arguing a point, − Identifies positions, biases,
expressing results and assumptions and motives. narrating, reporting,
narrating, reporting, describing, arguing a point,
describing, arguing a point, consequences). − Summarizes information. expressing results and
expressing results and − Recognizes fallacies. − Demonstrates strengths and consequences).
consequences). − Separates facts from limitations typical of − Identifies conversation
− Demonstrates critical opinions in arguments to Listening Benchmark 11, as styles (such as high
comprehension by evaluate listed in the Profile of involvement style and high
identifying biases and by credibility/validity. Ability. considerateness style).
separating facts from − Identifies different parts of
opinions. − Demonstrates strengths and
an argument and logical limitations typical of
− Identifies, summarizes and relationships between parts Listening Benchmark 12, as
critically evaluates the of discourse. listed in the Profile of
development of positions. − Demonstrates strengths and Ability.
limitations typical of Listening Benchmark 10, as
Ability.

Competency
Tables
Speaking
Benchmarks 1-12

by competency area

I. Interacting with Others – SPEAKING – Stage I
Speaking to maintain or change interpersonal relationships and to foster social cohesion

• Use and respond to basic • Use and respond to courtesy • Use a range of courtesy • Use a range of courtesy
courtesy formulas and formulas and greetings. formulas and greetings in formulas and some casual
greetings. [Interlocutors are familiar very short, casual, face-to- small talk in short, one-on-
[Interlocutors are familiar and and supportive.] face interactions. one or small group
supportive.] [Interlocutors are familiar interactions.
− Initiates and responds
− Responds appropriately to appropriately to and supportive.] [Interlocutors are familiar
common greetings, introductions and leave- − Opens a conversation. and supportive.]
introductions, and takings using appropriate − Initiates and responds − Opens and closes a short
leave-takings. courtesy formulas. appropriately to conversation.
− Uses appropriate basic − Opens a short conversation. introductions and leave- − Introduces 2 known people.
courtesy formulas. − Indicates communication takings. − Asks and responds to
− Indicates communication problems verbally, if − Initiates and responds questions about common,
problems verbally or needed. appropriately in short everyday routines.
non-verbally. − Demonstrates strengths and routine exchanges about − Uses non-verbal
− Demonstrates strengths and limitations typical of self and another person. communication (such as eye
limitations typical of Speaking Speaking Benchmark 2, as − Uses an expanding range contact and nodding) to
Benchmark 1, as listed in the listed in the Profile of of courtesy formulas and show interest and
Profile of Ability. Ability. small talk phrases. encourage conversation.
− Uses simple questions to − Uses a range of small talk
ask about another phrases and expressions.
person. − Indicates comprehension
− Indicates comprehension and communication
and communication problems verbally, if
problems verbally, if needed.
needed. • Participate in very short,
− Demonstrates strengths simple phone calls.
and limitations typical of [Phone interactions are very
Speaking Benchmark 3, as brief.]
Ability. − Initiates simple phone calls.
− Uses appropriate greetings.
− Leaves a short, simple
message with a person or
on voice mail.
− Uses appropriate closing
remarks to end phone calls.
Speaking Benchmark 4, as
Ability.

I. Interacting with Others – SPEAKING – Stage II (CLB 7, 8 on next page)
CLB 5 CLB 6
Initial Intermediate Ability Developing Intermediate Ability
• Participate in basic social conversations for some everyday • Participate in routine social conversations for some everyday
purposes (such as expressing feelings; making, accepting or purposes (such as apologies, excuses, expressing opinions and
declining invitations; and engaging in small talk). making suggestions or arrangements).
[Limited support from interlocutors.] [Limited support from interlocutors.]
− Opens and maintains a conversation. − Opens, maintains and closes a conversation.
− Responds to small talk. − Introduces someone to a small familiar group in a way that is
− Extends, accepts or declines invitations. appropriate to the situation and audience.
− Takes turns by giving non-verbal and verbal signals. − Uses and responds to small talk.
− Encourages conversations by using eye contact, nodding, − Encourages conversation by adding supportive comments.
showing interest, etc. − Provides appropriate apologies and explanations.
− Indicates non-comprehension. − Takes turns by interrupting appropriately.
• Participate in very short phone calls. − Indicates partial comprehension by asking clarifying
[Communicating on the phone may be difficult.] questions.
− Answers the phone, greets a caller, and closes a • Participate in short phone calls.
conversation using appropriate conventions and expressions. [Communicating with strangers on the phone may be
− Provides simple personal information. challenging.]
− Demonstrates strengths and limitations typical of Speaking − Answers the phone, greets the caller, and closes a
Benchmark 5, as listed in the Profile of Ability. conversation using appropriate conventions and expressions.
− Provides information or leaves a message with 3 to 5 details.
− Clarifies and confirms information.
− Demonstrates strengths and limitations typical of Speaking
Benchmark 6, as listed in the Profile of Ability.

I. Interacting with Others – SPEAKING – Stage II (cont.)
CLB 7 CLB 8
Adequate Intermediate Ability Fluent Intermediate Ability
• Participate in less routine social conversations for many • Participate in less routine social conversations for most
everyday purposes (such as expressing and responding to everyday purposes (such as expressing and responding to
appreciation, complaints, satisfaction, dissatisfaction and empathy, clarifying conflicts, and providing reassurance).
hope). [Little support from interlocutors; communication may be
[Limited support from interlocutors.] related to situations where tone and register may have an
− Opens and maintains a short formal conversation, closing impact on the outcome.]
with 3 customary steps (pre-closing, closing, leave-taking). − Introduces guests or speakers appropriately.
− Introduces a person formally to a group in a way that is − Expresses and responds to sympathy.
appropriate to the situation and audience. − Expresses and responds to formal toasts or welcomes.
− Asks follow-up questions to keep the conversation going. − Responds to minor conflicts or complaints, or comforts
− Shows developing ability to hold the floor and to resume others in distress.
after an interruption. − Asks follow-up questions to keep conversations going.
− Changes the topic appropriately. − Encourages others to participate.
− Confirms own comprehension by repeating or paraphrasing. − Holds the floor, interrupts appropriately, and resumes after
• Participate in routine phone calls. an interruption.
[Communicating on the phone is about familiar routine − Uses appropriate levels of formality with increased ability.
matters; clarifying unknown details may cause communication • Participate in brief professional phone calls.
problems.]
[Communicating on the phone can involve less familiar and
− Answers the phone, greets a caller, and closes a some non-routine matters.]
conversation using appropriate conventions and expressions.
− Opens, maintains and closes a phone conversation in a
− Provides information or leaves accurate messages in some professional manner.
detail.
− Provides information in a professional manner.
Benchmark 7, as listed in the Profile of Ability. − Uses appropriate levels of formality with increased ability.

I. Interacting with Others – SPEAKING – Stage III (CLB 11, 12 on next page)
CLB 9 CLB 10
Initial Advanced Ability Developing Advanced Ability
• Manage a range of personal and business interactions that • Manage an expanding range of personal and business
involve needs, feelings and attitudes (such as respect and interactions that involve needs, feelings and attitudes (such as
indifference). perceived hostility, blame, sarcasm or condescension).
[Communication may be related to high-stakes situations [Communication may be related to high-stakes situations
where tone and register have an impact on the outcome.] where tone and register have an impact on the outcome.]
− Uses a range of polite expressions to show or respond to − Uses effective verbal communication strategies to diffuse or
respect and friendliness. de-escalate hostility.
− Uses expressions and registers appropriate for the level of − Uses expressions and registers appropriate for occasions,
formality, occasions, intents and social situations. intents and social situations.
− Considers boundaries and degrees of distance to interact − Uses appropriate assertive communication strategies to
appropriately. respond to blame, sarcasm, etc.
− Uses appropriate assertive communication strategies to deal − Uses expressions and registers appropriate to the level of
with distance and indifference. formality of situations.
− Uses appropriate non-verbal behaviours. − Uses non-aggressive, non-challenging body language.
• Co-facilitate or contribute to discussions or debates in small • Co-facilitate or contribute to discussions or debates in large
formal groups. formal groups.
[Topics may be abstract or conceptual.] [Topics may be abstract or conceptual.]
− Opens, maintains and closes the discussion. − Opens, maintains and closes discussions.
− Negotiates discussion points. − Negotiates discussion points.
− Manages the direction of the conversation. Facilitates turns. − Manages the direction of conversations. Facilitates turns.
− Holds the floor, shares the floor, and encourages others to − Holds the floor, shares the floor, and encourages others to
participate. participate.
− Asks others to give, confirm and clarify information as − Clarifies information as needed.
needed. − Uses a variety of strategies to keep the discussion going and
− Uses a variety of strategies to keep the discussion on track on topic.
and on topic. − Includes others in discussions.
− Demonstrates strengths and limitations typical of Speaking − Demonstrates strengths and limitations typical of Speaking
Benchmark 9, as listed in the Profile of Ability. Benchmark 10, as listed in the Profile of Ability.

I. Interacting with Others – SPEAKING – Stage III (cont.)
CLB 11 CLB 12
Adequate Advanced Ability Fluent Advanced Ability
• Manage an expanded range of personal and business • Manage a broad range of personal and business interactions, in
interactions to appropriately respond to needs, feelings and both formal and informal situations, to appropriately and
attitudes (such as criticism and value judgements). effectively negotiate needs, feelings and attitudes (such as
[Communication may be related to high-stakes situations recognition, validation, acknowledgement and conflict).
where tone and register have an impact on the outcome.] [Situation may be public; communication may be related to
− Uses a range of polite and diplomatic expressions to provide high-stakes situations where tone and register have an impact
constructive criticism. on the outcome.]
− Uses expressions and registers appropriate for occasions, − Uses a range of polite expressions to welcome, acknowledge
intents and social contexts. or encourage individuals or groups.
− Asks clarifying questions when receiving criticism. − Uses appropriate intonation, pitch, volume, tone of voice
and non-verbal behaviours for greater impact.
− Uses appropriate intonation, pitch and tone of voice to
express desired meanings. • Facilitate or chair formal meetings, discussions, symposia or
debates for a variety of groups.
• Facilitate or chair formal meetings, discussions or debates.
− Calls meetings to order, handles motions and voting, and
− Opens, maintains and closes discussions. adjourns meetings (i.e., for formal meetings).
− Controls speakers and manages the agenda. − Manages speakers’ turns.
− Negotiates discussion points. − Motivates others to contribute.
− Diffuses conflicts by reframing negative statements. − Diffuses conflicts by reframing negative statements.
− Adjusts conversational and turn-taking style to that of − Establishes a climate of collaboration.
others.
− Repairs communication problems.
− Uses a variety of strategies to stay on topic.
− Repairs communication problems. Benchmark 12, as listed in the Profile of Ability.

II. Giving Instructions – SPEAKING – Stage I
Giving instructions to get things done in community, work or study settings

• Give brief, simple, common, • Give short, simple, common, • Give simple, common, routine • Give a set of simple,
routine instructions to a routine instructions to a instructions and directions to common, routine instructions
familiar person. familiar person. a familiar person. and directions to a familiar
[Instructions are a few words [Instructions are short [Instructions are 2 to 3 person.
or a short phrase.] phrases or imperative steps.] [Instructions are about 4 to 5
− Uses imperative forms and sentences.] − Uses appropriate courtesy steps.]
memorized stock − Uses imperative forms, forms and structures. − Uses appropriate courtesy
expressions. memorized stock − Expresses movement and forms and structures.
− Uses appropriate courtesy expressions, and location. − Expresses movement and
words (such as please, appropriate courtesy words location.
(such as please). − Demonstrates strengths and
thank you). limitations typical of − Demonstrates strengths and
− Demonstrates strengths and − Gives both positive and Speaking Benchmark 3, as limitations typical of
limitations typical of negative commands. listed in the Profile of Speaking Benchmark 4, as
Speaking Benchmark 1, as − Demonstrates strengths and Ability. listed in the Profile of
listed in the Profile of limitations typical of Ability.
Ability. Speaking Benchmark 2, as
Ability.

II. Giving Instructions – SPEAKING – Stage II

• Give instructions and • Give sequential instructions • Give instructions and • Give instructions and
directions for everyday and directions for everyday directions for technical and directions for a broad range
activities and processes. activities and processes. non-technical tasks, of technical and non-
− Uses appropriate courtesy − Uses correct sequence of procedures and processes. technical tasks, procedures
forms and structures. steps. − Uses correct sequence of and processes.
− Uses appropriate − Uses clear references. steps. − Uses correct sequence of

expressions to sequence − Uses clear references and steps.
− Uses sequencing intonation
instructions. so that the listener can provides necessary details. − Uses clear references and
− Demonstrates strengths and follow. − Uses sequencing intonation provides necessary details.
limitations typical of − Checks to confirm so that listener can follow. − Uses appropriate intonation
Speaking Benchmark 5, as understanding. − Checks to confirm so that listener can follow.
listed in the Profile of understanding. − Checks to confirm
limitations typical of − Demonstrates strengths and understanding.
Speaking Benchmark 6, as limitations typical of − Demonstrates strengths and
listed in the Profile of Speaking Benchmark 7, as limitations typical of
Ability. listed in the Profile of Speaking Benchmark 8, as
Ability.

II. Giving Instructions – SPEAKING – Stage III

• Give complex instructions for • Give complex instructions for • Give complex instructions for • Give complex instructions on
some technical and non- some technical and non- technical and non-technical technical and non-technical
technical tasks, procedures technical tasks, procedures tasks, procedures and tasks, procedures and
and processes. and processes in somewhat processes in many demanding processes in most demanding
− Gives detailed information demanding situations. situations. situations.
to carry out instructions. − Gives detailed information − Gives detailed information − Gives detailed information
− Uses accurate language to carry out instructions. to carry out instructions. to carry out instructions.
forms and structures to − Uses accurate language − Uses accurate language − Uses accurate language
convey a sequence of steps. forms and structures to forms and structures to forms and structures to
− Checks to confirm convey a sequence of steps. convey a sequence of steps. convey details and the
understanding. − Checks to confirm − Checks to confirm sequence of steps.
− Demonstrates strengths and understanding. understanding. − Checks to confirm

limitations typical of − Demonstrates strengths and − Demonstrates strengths and understanding.
Speaking Benchmark 9, as limitations typical of limitations typical of − Demonstrates strengths and
listed in the Profile of Speaking Benchmark 10, as Speaking Benchmark 11, as limitations typical of
Ability. listed in the Profile of listed in the Profile of Speaking Benchmark 12, as
Ability. Ability. listed in the Profile of
Ability.

III. Getting Things Done – SPEAKING – Stage I
Speaking to get things done, influence or persuade, to obtain services or induce action in community, work or study settings

• Make and respond to simple • Make and respond to simple • Make and respond to an • Make and respond to a range
requests related to requests related to common expanding range of simple of requests and offers (such
immediate personal needs everyday activities. requests related to everyday as getting assistance, and
(such as asking for assistance, − Uses appropriate activities. asking for, offering,
or for the time, a price or an memorized expressions, • Give an expanding range of accepting or rejecting goods
amount). simple sentences, and simple warnings, apologies or services.)
− Uses appropriate single courtesy formulas for and cautions. − Asks questions and makes
words, phrases, memorized requests. − Uses appropriate polite requests and suggestions
expressions and courtesy • Give very simple warnings expressions. politely and appropriately.
formulas. and cautions. − Uses modals with some
− Uses simple sentences and
− Uses simple expressions of − Uses appropriate question formations. accuracy.
time. memorized expressions, − Facilitates the listener’s
− Repeats and attempts to
− Uses expressions for simple sentences, and explain when necessary. comprehension by
money, prices and courtesy formulas for repeating and explaining.
amounts. simple warnings and − Uses appropriate simple
expressions. − Elicits or provides details as
− Uses acceptable gestures cautions. needed.
and body language when − Demonstrates strengths and − Provides some basic details.
making requests. limitations typical of − Demonstrates strengths and limitations typical of
− Demonstrates strengths and Speaking Benchmark 2, as limitations typical of Speaking Benchmark 4, as
limitations typical of listed in the Profile of Speaking Benchmark 3, as listed in the Profile of
Speaking Benchmark 1, as Ability. listed in the Profile of Ability.
Ability.

III. Getting Things Done – SPEAKING – Stage II
Speaking to get things done, to influence or persuade, to obtain services or induce action in community, work or study settings

• Give and respond to informal • Give and respond to informal • Give extended warnings, • Propose or recommend
requests, permission, and somewhat formal suggestions, solutions to problems in a
suggestions and advice. suggestions and indirect recommendations or advice. familiar area.
− Provides details and gives requests. − Uses appropriate persuasive [Communication may
reasons. − Gives reasons and predicts arguments. sometimes be related to
− Uses modals with the consequences of not − Uses modals with the situations where clarity and
appropriate level of following through. appropriate level of diplomacy have an impact on
politeness. − Uses modals with the politeness. the outcome.]
− Demonstrates strengths and appropriate level of − Demonstrates strengths and − Describes problems and
limitations typical of politeness. limitations typical of clarifies details.
Speaking Benchmark 5, as − Conveys a developing Speaking Benchmark 7, as − Indicates possible solutions,
listed in the Profile of ability to make indirect listed in the Profile of recommends the best ones,
Ability. requests appropriately. Ability. and gives reasons.
− Demonstrates strengths and − Demonstrates strengths and
Speaking Benchmark 6, as Speaking Benchmark 8, as
Ability. Ability.

III. Getting Things Done – SPEAKING – Stage III
Speaking to get things done, to influence or persuade, to obtain services or induce action in community, work or study settings

• Present formal proposals to • Persuade persons in authority • Negotiate mutually agreeable • Negotiate detailed contracts
address concerns or deal with to grant approvals or solutions to problems. or agreements.
problems. accept/reject proposals. [Communication may be • Manage and mediate conflicts
[Communication may be [Communication may be related to high-stakes or disputes.
related to high-stakes related to high-stakes situations where clarity and [Communication may be
situations where clarity and situations where clarity and diplomacy have an impact on related to high-stakes
diplomacy have an impact on diplomacy have an impact on the outcome.] situations where clarity and
the outcome.] the outcome.] − Negotiates concessions or diplomacy have an impact on
− Presents a formal proposal − Presents a formal proposal solutions. the outcome.]
on how to deal with a to an individual or a group − Provides required details. − Provides required details.
concern to an individual or in authority.
a group in authority. − Uses a variety of persuasive − Uses persuasive techniques
− Provides required details. techniques to obtain to obtain agreement or
− Provides required details. − Provides persuasive agreement (such as acceptance for ideas.
− Provides persuasive arguments to gain evidence, logical arguments − Mediates conflicts in a
arguments on how the acceptance or approval of and ethical and emotional variety of situations to get
concern should be the proposal. appeals). things done.
addressed. − Requests − Demonstrates strengths and − Uses appropriate verbal and
− Requests agreement/commitment in limitations typical of non-verbal communication
agreement/commitment in a sensitive manner. Speaking Benchmark 11, as strategies to negotiate
a sensitive manner. − Uses appropriate verbal and listed in the Profile of agreements or mediate
− Demonstrates strengths and non-verbal communication Ability. conflicts.
limitations typical of strategies. − Demonstrates strengths and
Speaking Benchmark 9, as − Demonstrates strengths and limitations typical of
listed in the Profile of limitations typical of Speaking Benchmark 12, as
Ability. Speaking Benchmark 10, as listed in the Profile of
Ability.

IV. Sharing Information – SPEAKING – Stage I
Speaking to inform others, to request, share or present information and ideas in community, work or study settings

• Give basic personal • Give expanded basic personal • Ask for and give information • Ask for and give information
information in response to information to a supportive about immediate needs and about needs and feelings
direct questions from a listener. some feelings related to related to common everyday
supportive listener. − Answers simple questions common everyday activities. activities.
− Answers simple questions about personal information. − Asks and answers simple, − Asks and answers simple,
about personal information. − Uses alphabet to spell out factual questions. factual questions.
− Uses alphabet to spell out words, such as own name. − Follows conventions for − Expresses feelings, needs,
words, such as own name. − Expresses likes and dislikes. providing personal preferences, satisfaction
• Ask for basic personal information such as and dissatisfaction.
− Expresses basic ability or addresses and phone
information. inability. • Give brief descriptions of
numbers. personal experiences,
− Asks simple questions using • Ask for basic personal
memorized stock phrases. − Expresses some feelings. situations or simple
information. processes, such as getting
− Demonstrates strengths and − Expresses very simple
− Asks simple questions using immediate and future goods or services.
limitations typical of memorized stock phrases.
Speaking Benchmark 1, as needs, wants and plans. [Descriptions are an attempt
listed in the Profile of • Give basic descriptions of • Give simple descriptions of at taking a longer turn within
Ability. concrete familiar objects in a concrete objects, people or an interaction with one
few short words or phrases. experiences in a few short person or a familiar
sentences. supportive group.]
[Descriptions are in response
to questions.] [Descriptions are an attempt − Sustains about 5 to
at taking a longer turn within 7 sentences, which are
− Describes concrete objects,
an interaction with one adequately connected as
likes and dislikes.
person at a time.] discourse.
− Describes sizes, colours and
− Sustains about 4 or − Gives descriptions in
numbers.
5 sentences, which may not coherent narratives.
be adequately connected as − Demonstrates strengths and
discourse. limitations typical of
Speaking Benchmark 2, as
− Demonstrates strengths and Speaking Benchmark 4, as
limitations typical of listed in the Profile of
Ability.
Speaking Benchmark 3, as Ability.
Ability.

IV. Sharing Information – SPEAKING – Stage II (CLB 7, 8 on next page)
CLB 5 CLB 6
Initial Intermediate Ability Developing Intermediate Ability
• Ask for and give information related to routine daily activities • Ask for and give information in some detail; express opinions,
in one-on-one interactions. feelings, obligation, ability, and certainty one-on-one and in
• Agree, disagree and give opinions in small group discussions or small group discussions or meetings.
meetings. − Provides necessary information.
[Discussions or meetings are in groups of 3 to 5 people.] − Asks relevant questions.
− Provides necessary information. − Summarizes information and ideas to confirm understanding.
− Asks relevant questions. − Agrees and disagrees appropriately, when necessary.
− Repeats information and ideas to confirm understanding. − Thanks others for their contributions and information.
− Expresses opinions and feelings. − Participates effectively in interactions with some degree of
− Agrees and disagrees appropriately. support from others.
− Thanks others for their contributions and information. • Give detailed presentations about sequences of events;
incidents in the past, present or future; simple processes, or
− Participates adequately in interactions with some degree of descriptions or comparisons of people, places etc.
support from others.
[Presentations are up to about 7 minutes long; topics are
• Give presentations about sequences of events; incidents in the familiar and concrete.]
past, present or future; or to describe scenes, pictures or daily
routines. − Presents information using connected discourse.
[Presentations are up to about 5 minutes long; topics are − Uses an introduction, development and conclusion.
familiar and concrete.] − Uses connective words and phrases appropriately.
− Presents information using connected discourse. − Provides adequate detailed descriptions.
− Uses an introduction, some development, and a conclusion. − Shows some awareness of appropriate eye contact, body
− Uses connective words and phrases. language, volume and rate.
− Sequences events in a comprehensible order. − Demonstrates strengths and limitations typical of Speaking
− Provides adequate descriptions.
− Shows some awareness of appropriate eye contact and body
language.

IV. Sharing Information – SPEAKING – Stage II (cont.)
CLB 7 CLB 8
Adequate Intermediate Ability Fluent Intermediate Ability
• Give detailed information; express and qualify opinions and • Give detailed information; express and qualify opinions or
feelings; express reservations, approval, disapproval, concerns; present solutions and options; indicate opposition or
possibilities and probabilities one-on-one and in small group support for a stand in one-on-one interactions and small group
discussions or meetings. discussions or meetings.
− Provides necessary information. − Provides detailed information and presents options as
− Asks and addresses relevant questions. needed.
− Summarizes information and ideas to clarify and confirm − Asks relevant questions to gather, share, analyze and
understanding. compare information.
− Holds the floor, shares the floor, and thanks others for their − Summarizes information and ideas to clarify and expand
contributions and information. understanding.
− Gives a summary or report about the main points of a − Expresses and qualifies opinions, feelings, doubts and
contribution by someone else. concerns.
− Participates effectively in interactions with little support − Appropriately opposes or supports a stand or solution.
from others. − Holds the floor, shares the floor, draws others out, and
• Give presentations about moderately complex processes, to thanks them for their contribution and information.
tell stories (including future scenarios), or to describe, − Participates effectively in interactions.
compare and contrast in detail 2 events, jobs or procedures. • Give presentations to describe and explain structures, systems
[Presentations are up to about 10 minutes long; topics are or processes based on research.
familiar and concrete.] [Presentations are up to about 20 minutes long; topics are
− Presents information using connected discourse. familiar, concrete, or abstract.]
− Uses an introduction, development and conclusion. − Presents information using connected discourse.
− Uses connective words and phrases appropriately. − Expresses main ideas and supports them with details.
− Provides clear and detailed descriptions and comparisons. − Provides an introduction, development and conclusion.
− Shows developing awareness of appropriate eye contact, − Narrates coherently so that agents, actions, circumstance,
body language, volume and rate. process and sequence are clear.
− Demonstrates strengths and limitations typical of Speaking − Shows developing awareness of style and formality.
Benchmark 7, as listed in the Profile of Ability. − Provides accurate and somewhat detailed descriptions,
explanations or accounts.
− Shows awareness of appropriate eye contact, body language,
volume and rate.

IV. Sharing Information – SPEAKING – Stage III (CLB 11, 12 on next page)
CLB 9 CLB 10
Initial Advanced Ability Developing Advanced Ability
• Ask for, give and discuss detailed information and opinions to • Ask for, give and discuss detailed complex information and
coordinate teamwork assignments, one-on-one and in business opinions to coordinate teamwork assignments, train others,
meetings, discussions or debates. delegate, solve problems, resolve conflicts or make decisions
− Provides detailed information as needed. in meetings and business discussions.
− Asks relevant questions to gather, share, analyze and • Participate in a formal debate.
compare information. − Provides detailed information as needed.
− Expresses and qualifies opinions, feelings and doubts. − Asks relevant questions to gather, share, analyze and
− Summarizes information and ideas to clarify and expand compare information.
understanding. − Expresses and qualifies opinions, feelings and doubts.
− Argues persuasively when required. − Summarizes information and ideas to clarify and expand
− Summarizes positions. understanding.
− Supports, opposes, accepts or rejects ideas and opinions. − Argues persuasively when required.
− Adjusts language for clarity and uses appropriate non-verbal − Summarizes positions.
cues and signals. − Supports, opposes, accepts or rejects ideas and opinions.
• Give demonstrations, briefings, oral reports or position papers − Adjusts language for clarity and uses appropriate non-verbal
on familiar or researched topics. cues and signals.
[Presentations are up to about 30 minutes in length.] − Inquires about and discusses implications and consequences.
− Organizes, supports, sequences and connects information − Comments on perceived strengths, gaps or weaknesses in
and ideas. concepts.
− Describes, classifies, defines, generalizes, explains, • Give seminar-style presentations to explain complex concepts
illustrates, exemplifies and summarizes. and ideas on familiar or researched topics.
− Uses appropriate organization and discourse markers to help [Presentations are up to about 40 minutes.]
listeners to follow. − Organizes, supports, sequences and connects information
− Adjusts the presentation according to the audience. and ideas.
− Responds to comments and questions. − Analyzes and evaluates concepts and problems.
− Demonstrates adequate control, flexibility and a range of − Explains by using analogy, examples, anecdotes and
linguistic forms. diagrams.
− Demonstrates strengths and limitations typical of Speaking − Uses appropriate organization and discourse markers to help
Benchmark 9, as listed in the Profile of Ability. listeners to follow.
− Responds to comments, questions and objections; adds
information and elaborates.
− Demonstrates good control, flexibility and a range of
linguistic forms.

IV. Sharing Information – SPEAKING – Stage III (cont.)
CLB 11 CLB 12
Adequate Advanced Ability Fluent Advanced Ability
• Ask for, give and discuss detailed complex information to solve • Ask for, give and discuss detailed complex information to
problems, make decisions, supervise, motivate or discipline advise, counsel or collaborate on complex projects.
someone or evaluate performance. − Provides detailed information as needed.
− Provides detailed information as needed. − Obtains, synthesizes, organizes and presents information as
− Obtains, synthesizes, organizes and presents information as needed.
needed. − Elicits information, views and opinions.
− Expresses and qualifies opinions, feelings and doubts. − Communicates, discusses and clarifies complex ideas.
− Clarifies issues of discussions. − Comments on perceived strengths, gaps and weaknesses in
− Helps brainstorm or reach consensuses, decisions and concepts.
solutions to problems. − Helps brainstorm or reach a consensus, decision and solution
− Sums up consensuses, decisions and solutions reached or not to a problem.
reached. − Adjusts language for clarity and uses appropriate non-verbal
cues and signals. − Motivates others to contribute or collaborate.
− Inquires about and discusses implications and consequences. • Give lecture-style presentations to explain and hypothesize
− Comments on perceived strengths, gaps and weaknesses in about causal or logical relationships, or to evaluate and
concepts. critique demands, recommendations or appeals.
• Give expository or argumentative presentations at symposia or [Length of presentation is dictated by the requirements of the
conferences to explain complex concepts on known (through task.]
areas of expertise) or researched non-personal, abstract − States the thesis or proposition, and develops a logical line
topics. or argumentation.
[Length of presentation is dictated by the requirements of the − Uses appropriate expository discourse; makes explicit the
task.] logical relationships between parts of the discourse.
− States the thesis and proposition, and develops a logical line − Meets the needs of diverse audiences.
of argumentation.
− Organizes, supports, sequences and connects complex information and elaborates.
information and ideas.
− Explores causal and logical relationships between facts,
− Explains by using details, scenarios, statistics, reasons, phenomena and events; explores pro and con arguments,
causes and effects, statistics, testimonies, illustrations, hypothesizes and draws conclusions.
graphs, etc.
− Presents an evaluation, critique, recommendation or appeal.
− Presents pro and con arguments.
− Demonstrates excellent control, flexibility and range of
− Demonstrates logical relationships between parts of the linguistic forms.
discourse.
− Meets the needs of diverse audiences. Benchmark 12, as listed in the Profile of Ability.
information and elaborates.
− Demonstrates very good control, flexibility and a range of
linguistic forms.
For the Profiles of Ability and Sample Tasks, see the Benchmark page

Competency
Tables
Reading
Benchmarks 1-12

by competency area

I. Interacting with Others – READING – Stage I
Reading messages intended to maintain or change interpersonal relationships and foster social cohesion

• Understand short greetings • Understand short greetings • Understand short personal • Understand simple personal
and simple goodwill and other goodwill messages. social messages (such as social messages (such as
messages. [Texts are up to a few short invitations, thanks, apologies, invitations, thanks, apologies,
[Texts consist of a simple sentences and related to quick updates and quick updates and
phrase to a few sentences, routine social interactions.] arrangements) within arrangements) within
and are related to routine predictable contexts of daily predictable contexts of daily
− Gets the gist. experience. experience.
social interactions.]
− Identifies specific goodwill − Gets the gist. − Gets the gist.
− Identifies specific goodwill expressions and their
expressions and their meanings. − Identifies some specific − Identifies specific
meanings. details and information important details (such as
− Identifies where and when. (such as sender, date and sender, date and response
− Locates specific words and
phrases. − Finds a few simple details. response required). required).
− Locates dates, times, − Locates specific words and − Demonstrates strengths and − Identifies words that
addresses and phone phrases. limitations typical of indicate politeness and
numbers. Reading Benchmark 3, as tone.
limitations typical of Reading Benchmark 2, as
Reading Benchmark 1, as listed in the Profile of Reading Benchmark 4, as
listed in the Profile of Ability. listed in the Profile of
Ability. Ability.

I. Interacting with Others – READING – Stage II

• Understand simple to • Understand moderately • Understand moderately • Understand moderately

moderately complex personal complex social messages complex personal and public complex social messages
and public social messages (such as those conveying social messages (such as (such as those conveying
(such as those conveying announcements, cancellations those conveying appreciation, general opinions, assessments
compliments, invitations, of arrangements and complaints, hopes, of current events or
likes, dislikes and apologies) related to a satisfaction and situations, and responses to
preferences) related to a personal experience or a dissatisfaction). complaints or sympathy).
familiar context. familiar context. − Identifies specific factual − Identifies specific factual
− Identifies specific factual − Identifies specific factual details and implied details and implied
details and implied details and implied meanings. meanings.
meanings. meanings. − Identifies the purpose of − Identifies the purpose of
− Identifies purpose of the − Identifies the purpose. the message. the message.
message. − Identifies reader/writer − Identifies the reader/writer − Identifies the reader/writer
− Identifies reader/writer relationship. relationship. relationship.
relationship. − Identifies mood and − Identifies the mood and − Identifies the mood and
− Identifies mood and attitude of the writer. attitude of the writer. attitude of the writer.
attitude of the writer. − Identifies the context. − Identifies context, register − Identifies context and
− Identifies context, register − Demonstrates strengths and and style. situation.
and style. limitations typical of − Demonstrates strengths and − Identifies register and
− Demonstrates strengths and Reading Benchmark 6, as limitations typical of style.
limitations typical of listed in the Profile of Reading Benchmark 7, as − Demonstrates strengths and
Reading Benchmark 5, as Ability. listed in the Profile of limitations typical of
listed in the Profile of Ability. Reading Benchmark 8, as
Ability.

I. Interacting with Others – READING – Stage III

• Understand complex written • Understand complex written • Understand complex • Understand complex
communication (such as communication (such as communication conveying communication conveying
editorials, letters to the editorials, letters to the disagreement or conflict in social politeness and
editor, personal essays and editor, personal essays and social and non-social cooperation, or their
fiction) conveying general fiction) conveying stated and correspondence related to violations, in social and
opinions and points of view. unstated values and community, academic and non-social correspondence.
[Texts may contain stated assumptions. business contexts. [Texts may be dense and
and implied expressions of − Identifies and explains [Texts may contain stated require high-level
opinions and personal values and assumptions. and implied expressions of inference.]
perspectives.] − Identifies or infers mood disagreement or conflict.] − Identifies or infers mood
− Identifies and explains the and attitude. − Draws conclusions based on and attitude.
author’s point of view. − Identifies the purpose of stated and implied − Identifies the purpose of
− Identifies or infers mood the text and its parts. information. the text and its parts.
and attitude. − Draws inferences about the − Identifies or infers mood − Identifies and evaluates
− Identifies the purpose of author’s implied meanings and attitude. expressions of social
the text and its parts. in sections of the text. − Identifies the purpose of politeness and cooperation
− Draws inferences about the − Identifies context and the text and its parts. by linguistic clues, face-
author’s implied meanings situation. − Identifies and interprets saving expressions
in different sections of the context and situation. (messages that convey
− Differentiates between respect and value for self
text. facts and opinions. − Identifies and interprets and others).
− Identifies the context and − Identifies register, style claims, denials of claims,
the situation. clarifications and − Identifies and evaluates
and language variety. instances of violations of
− Identifies register, style restatements of
− Demonstrates strengths and information. social politeness and
and language variety. limitations typical of cooperation, face
− Demonstrates strengths and Reading Benchmark 10, as − Identifies politeness threatening talk (messages
limitations typical of listed in the Profile of conventions and their that convey disapproval,
Reading Benchmark 9, as Ability. violations. disrespect, challenges to
listed in the Profile of − Demonstrates strengths and criticism, assumptions
Ability. limitations typical of about the other, demands).
Reading Benchmark 11, as − Demonstrates strengths and
listed in the Profile of limitations typical of
Ability. Reading Benchmark 12, as
Ability.

II. Comprehending Instructions – READING – Stage I
Reading instructions to learn or get things done in community, work or study settings

• Understand very short, simple • Understand short, simple, • Understand short, simple, • Understand short, simple,
instructions for common, clearly sequenced clearly sequenced clearly sequenced
familiar everyday situations. instructions for common, instructions for familiar instructions and instructional
[Instructions have only 1 familiar everyday situations. everyday situations. texts for familiar everyday
step and are accompanied by [Instructions are up to about [Instructions are up to about situations.
illustrations.] 4 steps, in point or bullet 5 steps, in point form or [Instructions are up to
− Recognizes individual words form, and are accompanied prose, and are often 6 steps, in point form or as a
(simple imperative verbs by illustrations.] accompanied by short, continuous text that
and common nouns). − Recognizes individual illustrations.] may include a visual to
words, phrases and symbols − Identifies sequence and support comprehension.]
− Follows instruction by
responding with action. commonly used in location signals (such as − Identifies sequence and
instructions. first, second, next). location signals (such as
− Demonstrates strengths and first, next and before).
limitations typical of − Follows instructions in the − Recognizes individual
Reading Benchmark 1, as proper sequence. words, phrases and symbols − Recognizes common
listed in the Profile of − Demonstrates strengths and commonly used in sentence patterns, phrases
Ability. limitations typical of instructions. and symbols commonly
Reading Benchmark 2, as − Follows instructions in the used in instructions.
listed in the Profile of appropriate sequenced − Follows instructions in the
Ability. order. appropriate sequenced
− Demonstrates strengths and order.
limitations typical of − Demonstrates strengths and
Reading Benchmark 3, as limitations typical of
listed in the Profile of Reading Benchmark 4, as
Ability.

II. Comprehending Instructions – READING – Stage II

• Understand simple to • Understand moderately • Understand moderately • Understand extended,

moderately complex, complex instructions and complex instructions and moderately complex,
step-by-step instructions and instructional texts for instructional texts for multistep instructions and
instructional texts for multistep procedures related multistep procedures related instructional texts for
multistep procedures related to everyday situations, where to familiar tasks, which may established (set) procedures
to everyday situations. the sequence must be be specialized or technical. related to specialized tasks.
[Instructions are about 7 to inferred. [Instructions are about 10 to [Instructions are about 10 to
10 steps, presented in point [Instructions are up to 13 steps in a clear and 13 steps in a clear and
form or in a text of about 10 steps, presented partially explicit text of about 5 to explicit text of about 8 to
2 or 3 paragraphs with some in point form or in a text of 10 paragraphs, not always 15 paragraphs, not always
visual clues to support about 3 to 5 paragraphs; not presented step by step.] presented step by step.]
comprehension.] always step by step; some − Interprets sequence and − Interprets sequence and
− Interprets sequence and visual clues may support location signals and implied location signals and implied
location signals (such as comprehension.] meanings to infer the meanings.
first, next and before). − Interprets sequence and correct sequence. − Infers the correct
− Follows instructions and location signals and implied − Follows instructions as sequence.
directions by responding meanings to infer the required to complete the
correct sequence. − Follows instructions as
with actions as required to task. required to complete a
complete task. − Follows instructions as − Demonstrates strengths and task.
− Demonstrates strengths and required to complete the limitations typical of
task. − Demonstrates strengths and
limitations typical of Reading Benchmark 7, as limitations typical of
Reading Benchmark 5, as − Demonstrates strengths and listed in the Profile of Reading Benchmark 8, as
listed in the Profile of limitations typical of Ability. listed in the Profile of
Ability. Reading Benchmark 6, as Ability.
Ability.

II. Comprehending Instructions – READING – Stage III

• Understand formal • Understand and summarize • Understand extensive • Understand complex

instructions for familiar complex instructional texts specialized instructions for instructional texts and
procedures in complex texts about familiar procedures. unfamiliar, complex evaluate and revise them for
containing advisories, [Comprehending and procedures. clarity.
recommendations, policies summarizing the text requires [Comprehending the − Follows instructions.
and regulations. integrating several detailed instructions requires − Evaluates instructional
[Comprehending the pieces of information; integrating several detailed texts for accuracy,
instructions requires instructions are clear and pieces of information.] consistency and clarity.
integrating several pieces of explicit, but not presented − Follows extensive
information; instructions are step by step.] − Evaluates the effectiveness
specialized instructions. of instructions by using
clear and explicit but not − Summarizes the
always presented step by − Integrates several detailed, external criteria, such as
information from the text extensive pieces of field testing with users.
step.] into clear, comprehensive information to complete − Demonstrates strengths and
− Locates and integrates multistep instructions. the procedure.
several pieces of limitations typical of
− Locates and integrates − Demonstrates strengths and Reading Benchmark 12, as
information in texts to several pieces of
accurately explain and limitations typical of listed in the Profile of
information to interpret Reading Benchmark 11, as Ability.
follow instructions and follow instructions
accurately. listed in the Profile of
correctly. Ability.
− Paraphrases instructions − Extracts important details
accurately. and presents instructions in
− Demonstrates strengths and point form.
Reading Benchmark 9, as limitations typical of
listed in the Profile of Reading Benchmark 10, as
Ability.

III. Getting Things Done – READING – Stage I
Reading texts to get things done, to obtain services, to inform decisions or to learn what others want us to do

• Get information from very • Get information from simple • Get information from simple • Get information from simple
short, simple, common formatted texts (such as formatted texts (such as formatted texts (such as
formatted texts (such as simple forms, maps, forms, tables, charts, forms, tables, schedules and
simple sections of forms, diagrams, signs, labels, tables schedules and directories). directories).
maps, diagrams, sales and schedules). − Identifies layout and − Identifies layout and
receipts, or common − Recognizes layout. specific information. specific information.
universal traffic signs and
civic symbols). − Identifies where to write − Scans formatted text (such − Identifies type and
personal data. as a directory) to find purpose.
− Identifies numbers specific information.
(amounts, dates) and • Get basic information from • Get information from short
familiar words (name, short, simple business or • Get information from short business or service texts
address, city names). service notices. business or service texts (such as brochures, notices,
− Scans text to find specific (such as brochures, notices, form letters and flyers).
− Finds total amount and form letters and flyers).
date on receipts. details. − Identifies type and
− Demonstrates strengths and − Gets overall meaning. purpose.
− Identifies an address.
limitations typical of − Interprets simple graphics. − Finds main ideas, specific
− Identifies where to write Reading Benchmark 2, as information and key
personal data on forms. − Demonstrates strengths and
listed in the Profile of limitations typical of details.
− Demonstrates strengths and Ability. Reading Benchmark 3, as − Compares facts and
limitations typical of listed in the Profile of information to make
Reading Benchmark 1, as Ability. choices.
Reading Benchmark 4, as
Ability.

III. Getting Things Done – READING – Stage II

• Locate and use 1 or 2 pieces • Locate and use 2 or 3 pieces • Locate and use 3 or 4 pieces • Locate, integrate and use 3
of information from of information from of information from or 4 pieces of information
moderately complex moderately complex moderately complex from moderately complex
formatted texts (such as formatted texts (such as formatted texts (such as formatted texts.
standard, maps, charts, maps, course calendars, course calendars, extensive [Formatted texts can be
forms, tables, schedules, directories or website directories, extensive website visually complex and contain
directories or website navigation menus). navigation menus). multiple pieces of
navigation menus). − Identifies layout and [Formatted texts can contain information organized in
− Identifies layout and organization of text to find multiple pieces of sections with subsections.]
organization of text to find the information needed. information organized in − Identifies layout and
the information needed. − Finds 2 or 3 pieces of sections with subsections.] organization of text to find
− Finds and uses 1 or 2 pieces information by scanning the − Identifies layout and the information needed.
of information. text. organization of text to find− Finds and integrates 3 or
• Get information from simple • Get information from the information needed. 4 pieces of information for
to moderately complex moderately complex − Finds and uses 3 or 4 pieces comprehension and use.
business or service texts business/service texts of information by scanning • Get information from
(such as public containing advice, requests or the text. moderately complex
announcements, brochures, detailed specifications. • Get information from business/service texts
notices, business letters and − Identifies main ideas, moderately complex containing proposals,
flyers). factual details and some business/service texts recommendations and
− Gets the gist. implied meanings. containing assessments, statements of rules,
− Identifies key information − Identifies the writer’s evaluations and advice. regulations or policies.
and finds specific details. purpose, intent, mood and − Identifies main ideas, key − Identifies main ideas, key
− Demonstrates strengths and attitude in sections of text. details and some implied details and implied
limitations typical of − Demonstrates strengths and meanings. meanings.
Reading Benchmark 5, as limitations typical of − Identifies the writer’s − Identifies the writer’s
listed in the Profile of Reading Benchmark 6, as purpose, intent, mood and purpose, intent, mood and
Ability. listed in the Profile of attitude in sections of text. attitude in sections of text.
Ability. − Scans text and makes − Scans text and makes
inferences to select inferences to select the
relevant information. relevant information.
Reading Benchmark 7, as Reading Benchmark 8, as
Ability. Ability.

III. Getting Things Done – READING – Stage III

• Obtain and accurately • Obtain and accurately • Obtain and accurately • Obtain and accurately
interpret information from interpret information from interpret, analyze and interpret, summarize,
complex texts to inform multiple complex texts to evaluate information from analyze and evaluate
significant decisions. inform significant decisions. multiple complex texts to information in multiple
− Locates and integrates [Texts are continuous or inform significant decisions complex public and semi-
several pieces of stated and formatted.] and tasks. public business texts in
implied information. [Texts are continuous or relation to their purpose and
− Integrates several pieces of audience.
− Reads carefully to locate stated and implied formatted.]
and interpret detailed information. − Integrates several pieces of − Evaluates the relevance,
information, including fine stated and implied validity and
− Interprets information in appropriateness of content,
print. legal documents and other information in legal
documents and other texts. form, tone and style of
− Demonstrates strengths and texts. texts in relation to text
limitations typical of − Identifies the writer’s − Analyzes and evaluates purpose.
Reading Benchmark 9, as purpose and attitude in persuasiveness of
listed in the Profile of business/service texts. − Evaluates the position and
business letters. intent of the writer.
Ability. − Identifies persuasive
− Summarizes information − Identifies stated and
and ideas from multiple writing techniques and
strategies, such as the use implied facts, opinions,
texts. mood and attitudes relating
of evidence, and how
− Demonstrates strengths and reasons, examples, logical to the text.
limitations typical of arguments, and ethical and − Interprets and evaluates
Reading Benchmark 10, as emotional appeals are information in complex
listed in the Profile of used. legal contracts and other
Ability. documents.
− Identifies rhetorical devices
(such as emotive language − Summarizes or presents, in
and repetition) used in an alternate form, the
persuasive writing. information and ideas
− Evaluates appropriateness presented in formatted
of persuasive strategies for texts.
audiences and purposes. − Demonstrates strengths and
limitations typical of Reading Benchmark 12, as
Ability.

IV. Comprehending Information – READING – Stage I
Reading texts to learn, gain knowledge and get information and ideas

• Recognize names, numbers • Understand the purpose and • Understand the purpose, • Understand the purpose,
and some basic details in very some basic details in very main idea, key information main idea, key information
simple, short texts related to simple, short texts related to and some details in simple and specific details in simple
everyday situations and everyday, familiar, personally short texts related to short texts related to
immediate needs. relevant situations and everyday familiar and everyday familiar and
− Identifies numbers, letters topics. personally relevant situations personally relevant situations
a few key words and short − Identifies purpose. and topics. and topics.
expressions. − Identifies numbers, a few [Texts may be supported by [Texts may be supported by
− Demonstrates strengths and key words and short, simple formatted graphs, graphics, charts, tables,
limitations typical of common expressions. tables and diagrams.] illustrations or diagrams.]
Reading Benchmark 1, as − Demonstrates strengths and − Gets the gist. − Gets the overall meaning.
listed in the Profile of limitations typical of − Identifies key information − Identifies type and purpose
Ability. Reading Benchmark 2, as and main idea. of the text.
listed in the Profile of − Identifies key events, − Finds key information and
Ability. people, places, things, specific details.
(who, what, where and − Compares simple
when). information.
• Access simple standard − Identifies meanings of
reference texts (such as print connective words between
or online bilingual sentences in narrative
dictionaries and sequence.
encyclopedias).
• Access simple standard
− Finds individual words. reference texts (such as
− Identifies relevant details. dictionaries and
− Demonstrates strengths and encyclopedias).
limitations typical of − Finds relevant information.
Reading Benchmark 3, as − Identifies overall meaning.
Ability.

IV. Comprehending Information – READING – Stage II

• Understand simple to • Understand moderately • Understand moderately • Understand moderately

moderately complex complex descriptive or complex extended complex extended
descriptive or narrative texts narrative texts on familiar descriptions, reports and descriptions, feature articles,
on familiar topics. topics. narrations on familiar topics. reports and narrations.
− Identifies organization of − Distinguishes facts from − Distinguishes facts from − Identifies organization of
text and links between opinions. opinions. text and links between
paragraphs. − Retells or summarizes. − Evaluates ideas in text to paragraphs.
• Interpret information − Identifies organization of draw conclusions. − Follows sequences of
contained in formatted texts text and links between − Identifies organization of narrations or processes.
(such as diagrams, tables, paragraphs. text and links between − Locates and integrates
graphs, or website navigation paragraphs. relevant information across
menus). • Interpret information
contained in formatted texts • Interpret information paragraphs/sections of the
• Access and locate basic (such as diagrams, tables, contained in moderately text.
information from reference graphs or website navigation complex formatted texts − Evaluates ideas in text,
sources. menus). (such as tables, graphs, draws conclusions,
− Scans to locate relevant − Identifies purpose, main diagrams and flow charts or compares with own
terms to access the ideas and key details in website navigation menus). opinion.
information needed. prose or formatted texts. − Follows the sequence of a • Interpret information
− Accesses relevant − Compares facts to make narration or process. contained in moderately
information through a choices. • Access, locate and integrate complex formatted texts
navigational source information from online (such as tables, graphs,
(Internet search engine, • Access, locate and compare 2 diagrams and website
or 3 pieces of information reference sources.
website, table of contents, navigation menus).
index, glossary). from online reference − Accesses relevant
sources. information using effective − Presents the information
− Locates 2 relevant pieces of search strategies. contained in charts,
information in reference − Accesses relevant diagrams and graphs in an
sources. information using effective − Compares 3 or 4 pieces of alternate form.
search strategies. information from different
− Demonstrates strengths and reference sources. − Analyzes information,
limitations typical of − Demonstrates strengths and supporting details, implied
Reading Benchmark 5, as limitations typical of − Demonstrates strengths and meanings, and writer’s
listed in the Profile of Reading Benchmark 6, as limitations typical of point of view.
Ability. listed in the Profile of Reading Benchmark 7, as
Ability. listed in the Profile of • Access, locate and integrate
Ability. several pieces of information
from relevant online
reference sources.
− Accesses information using
effective search strategies.
Ability.

IV. Comprehending Information – READING – Stage III
• Understand the organization, • Understand, summarize and • Understand, summarize and • Understand the content,
underlying structure and evaluate the development of outline the message, position, organization, language, tone
development of ideas in arguments in complex texts assumptions, bias, values and and style of complex
complex texts. (such as lengthy research motives from fragments of continuous and formatted
− Identifies the main idea papers, problem-solution different texts; support texts, and evaluate them for
and describes how it is essays or persuasive articles). conclusions with evidence. validity, appropriateness and
developed and supported. − Identifies fallacies in [Analysis requires selecting relevance.
− Identifies specific details, arguments. relevant from distracting − Evaluates appropriateness

facts, concepts and ideas. − Distinguishes a proposition information, and posing of information.
from its argument. conclusions despite competing − Evaluates for logical
− Reorganizes the text interpretations.]
components into a chart or − Identifies the logical line of accuracy, clarity and
other visual display that argumentation in support of − Evaluates ideas, draws consistency.
clearly shows how they are a conclusion. conclusions and expresses − Interprets information to
developed through the own opinion. draw conclusions.
− Identifies connective words
supporting details. and phrases that convey − Summarizes information into − Presents, in alternate
− Identifies organization of causal relationships of a coherent whole. forms, information
text, topic sentences, manner, purpose, − Evaluates multiple pieces of contained in multiple
logical relationship concession and condition. information. complex formatted texts;
connections between • Interpret and summarize − Infers bias, positions, includes a synthesis and
paragraphs and thematic information and ideas assumptions, values and evaluation.
patterns. contained in complex motives. − Evaluates by established
• Interpret information formatted texts. − Identifies attitudinal external criteria and
contained in complex − Presents, in an alternate meanings. standards.
formatted texts (such as form, information • Conduct a complex and
charts, graphs and diagrams). • Analyze, summarize and
contained in complex synthesize information and comprehensive search of
− Presents, in an alternate formatted texts. ideas contained in complex relevant online reference
form, information • Conduct a complex search of formatted texts. sources related to a
contained in complex relevant online reference specialized topic.
formatted texts. − Presents, in an alternate
sources to research a topic. form, information contained − Accesses appropriate
• Conduct a complex search of − Accesses appropriate in multiple complex information sources.
online reference sources to information sources. formatted texts. − Uses various research
research a defined topic that strategies.
is limited in scope. − Uses effective search • Conduct a complex and
strategies and tools. comprehensive search of − Obtains comprehensive,
− Accesses appropriate multiple online sources of relevant, current
information sources. − Obtains relevant and
current information. information related to a information from primary
− Uses effective search specialized topic. and secondary sources.
strategies. − Demonstrates strengths and
limitations typical of − Accesses appropriate − Evaluates and determines
− Obtains relevant and Reading Benchmark 10, as information sources. quality and suitability for
current information. listed in the Profile of − Uses effective search purpose.
− Demonstrates strengths and Ability. strategies and tools. − Uses effective search tools,
limitations typical of − Obtains relevant and current research strategies, reading
Reading Benchmark 9, as information. strategies and
listed in the Profile of research/data collection
Ability. − References sources correctly. methods.
− Determines suitability for − Demonstrates strengths and
purpose. limitations typical of
− Demonstrates strengths and Reading Benchmark 12, as
limitations typical of Reading listed in the Profile of
Benchmark 11, as listed in the Ability.
Profile of Ability.

Competency
Tables
Writing
Benchmarks 1-12

by competency area

I. Interacting with Others – WRITING – Stage I
Writing to maintain or change interpersonal relationships and to foster social cohesion

• Convey greetings or other • Convey an expanding range of • Convey short, personal and • Convey short, personal,
goodwill messages by goodwill messages (such as informal social messages on informal social messages on
completing cards or other thanks, apologies, topics related to familiar topics related to familiar
very short, simple standard congratulations, get well everyday situations (such as everyday situations (such as
texts. wishes, goodbyes, and invitations, thanks, updates, invitations, thanks, updates,
[Messages are a few words in sympathy) by means of cancellations, and apologies). cancellations, and apologies).
length, addressed to a standard cards or guided [Messages are a few short [Message is a few sentences
familiar person and related to notes. sentences addressed to a or a short paragraph
a personally relevant [Messages are a few words or familiar person and related addressed to a familiar
situation.] short phrases, addressed to a to personally relevant person and related to a
− Completes a standard familiar person and related to situations.] personally relevant
greeting card or message personally relevant − Conveys the message; situation.]
with simple and minimum situations.] reader may have to guess or − Conveys the message so
information. − Completes a standard make inferences to follow that a reader can follow it.
− Completes a message with greeting card or message completely. − Uses language and content
an appropriate salutation with simple information. − Uses language and content that are appropriate to the
(such as hi, hello, dear, to) − Uses adequate spelling and that are appropriate to the intent and the social
and closing (such as from, punctuation. intent of the message and context.
regards, love). − Demonstrates strengths and the social context. − Conveys main ideas and
− Addresses message for limitations typical of − Describes time and location supports them with some
sending. Writing Benchmark 2, as (where needed). detail in a basic paragraph
− Demonstrates strengths and listed in the Profile of − Describes some feelings structure.
limitations typical of Ability. appropriate to the occasion. − Conveys feelings in a
Writing Benchmark 1, as − Demonstrates strengths and manner that is appropriate
listed in the Profile of limitations typical of to the context.
Ability. Writing Benchmark 3, as − Demonstrates strengths and
Ability. Writing Benchmark 4, as
Ability.

I. Interacting with Others – WRITING – Stage II

• Convey personal messages in • Convey personal messages in • Convey personal messages in • Convey personal messages in
short, formal and informal short, formal and informal formal and informal formal and informal
correspondence for a range of correspondence for an correspondence for an correspondence for an
everyday social purposes expanding range of everyday expanding range of social expanded range of social
(such as expressing or social purposes (such as purposes (such as expressing purposes (such as expressing
responding to invitations and expressing congratulations, and responding to apprecia- and responding to sympathy,
feelings, or providing quick thanks, apologies, or offering tion, complaints, clarifying a conflict, or giving
updates). assistance). disappointment, satisfaction, reassurance).
[Message is about 1 paragraph [Message is about 1 or dissatisfaction, or hope). [Message is about
related to everyday 2 paragraphs, for a familiar [Message is about 2 to 3 paragraphs, for a familiar
experience.] audience, and related to 3 paragraphs, for a familiar audience, often requiring
− Conveys the intended everyday experience.] audience, and may require diplomacy, tact and some
meaning. − Conveys the intended some degree of diplomacy or precision.]
meaning. tact.] − Conveys the intended
− Uses language and content
appropriate and relevant to − Uses language and content − Conveys the intended explicit and implied
the situation. appropriate and relevant to meaning. meanings.
− Expresses main ideas and the situation. − Uses language, format and − Uses language, format and
supports them in some − Expresses main ideas and content appropriate and content appropriate and
detail. supports them with some relevant to the situation relevant to the situation
detail. and audience. and audience.
limitations typical of − Demonstrates strengths and − Expresses main ideas and − Expresses main ideas and
Writing Benchmark 5, as limitations typical of supports them with details. supports them with details.
listed in the Profile of Writing Benchmark 6, as − Uses some complex − Uses complex structures
Ability. listed in the Profile of structures and vocabulary with only occasional
Ability. with some difficulty. difficulties.
Writing Benchmark 7, as Writing Benchmark 8, as
Ability. Ability.

I. Interacting with Others – WRITING – Stage III

• Convey a range of personal • Convey an expanding range of • Convey an expanded range of • Convey, in a quality, tone and
and business messages in personal and business personal and business style suitable for publication,
semi-formal or formal messages in semi-formal or messages in semi-formal or a range of communication
correspondence with a sense formal correspondence with a formal correspondence with a that synthesizes complex
of audience, formality and sense of audience, formality sense of audience, formality propositions to foster
language appropriate to the and language appropriate to and language appropriate to goodwill toward a company,
occasion, intent and context. the occasion, intent and the occasion, intent and initiative, campaign, or
[Length is dictated by the context. context. political or social entity.
requirements of the task.] − Conveys the message with − Conveys the message with − Conveys a clear message
− Conveys the message with an appropriate sense of an appropriate sense of with a strong sense of
an appropriate sense of audience, formality and audience, formality and audience, formality and
audience, formality and genre. genre. genre.
genre. − Writes with consideration − Writes with consideration − Uses language, format and
− Writes with consideration for the needs and feelings for the needs and feelings content appropriate to the
for the needs and feelings of the audience. of the audience. occasion, intent and
of the audience. − Conveys intended tone. − Conveys intended tone. audience.
− Conveys intended tone. − Uses language, format and − Uses language, format and − Conveys intended tone.
− Uses language, format and content appropriate and content appropriate and − Demonstrates strengths and
content appropriate to relevant to occasion, intent relevant to occasion, intent limitations typical of
occasion, intent and social and social context. and social context. Writing Benchmark 12, as
context. − Demonstrates strengths and − Demonstrates strengths and listed in the Profile of
limitations typical of limitations typical of Ability.
limitations typical of Writing Benchmark 10, as Writing Benchmark 11, as
Writing Benchmark 9, as listed in the Profile of listed in the Profile of
listed in the Profile of Ability. Ability.
Ability.

II. Reproducing Information – WRITING – Stage I
Writing to reduce or reproduce information to summarize, learn, record or remember

• Copy numbers, letters, • Copy a range of information, • Copy or record a range of • Copy or record an expanded
words, short phrases or from simple lists or very short information from short texts range of information from
sentences from simple lists or passages, for personal use or for personal use. short texts for personal use.
very short passages, for to complete short tasks. [Texts to copy are up to [Texts to copy are up to
personal use or to complete [Texts to copy are 3 to about 1 paragraph and have a about 2 paragraphs and have
short tasks. 5 sentences, have clear clear layout; can include a clear layout; can include
[Texts to copy are 2 to layout, and basic everyday passages, directories, passages, directories,
3 sentences in length, have information; lists have about schedules, instructions, and schedules, instructions,
clear layout and basic 10 to 15 items.] dictionaries.] directions, dictionaries and
everyday information; lists − Copies letters, numbers, − Copies or records letters, manuals; and may come from
have about 5 to 10 items.] words, and sentences with numbers, words and more than one source.]
− Copies letters, numbers, correct capitalization and sentences with correct − Follows standard
words and short sentences, punctuation. capitalization and conventions for
including capitalization and − Follows standard Canadian punctuation. capitalization and
punctuation. conventions and styles when − Follows standard Canadian punctuation; accurately
− Follows standard Canadian copying addresses and conventions for copies other elements of
conventions and styles when phone numbers. capitalization, punctuation formatting.
copying addresses and − Copies text legibly; reader and other requirements of − Copies text legibly, causing
phone numbers. may still have difficulties the genre. only slight uncertainty in
− Copies text legibly; reader decoding some letters and − Copies text legibly, causing decoding for the reader.
may still have difficulties numbers. only slight uncertainty in − Copies text with no major
decoding some letters and − Copies text with no major decoding for the reader. omissions and only
numbers. omissions and only − Copies text with no major occasional copying
− Demonstrates strengths and occasional copying omissions and only mistakes.
limitations typical of mistakes. occasional copying − Demonstrates strengths and
Writing Benchmark 1, as − Demonstrates strengths and mistakes. limitations typical of
listed in the Profile of limitations typical of − Demonstrates strengths and Writing Benchmark 4, as
Ability. Writing Benchmark 2, as limitations typical of listed in the Profile of
listed in the Profile of Writing Benchmark 3, as Ability.
Ability.

II. Reproducing Information – WRITING – Stage II

• Reduce short, factual, oral • Reduce short, factual oral • Reduce short oral discourse • Reduce oral discourse about
discourse (such as live or discourse (such as live or (such as live or recorded established procedures (given
recorded phone messages or recorded phone messages, phone messages, pre- in a live demonstration, over
pre-recorded public pre-recorded public recorded public information, the phone, or from pre-
information lines) to notes or information lines, podcasts podcasts or short recorded audio or video
messages. and short presentations) to presentations) to notes. material) into notes that can
[Oral discourse is short, with notes or messages. [Phone messages have about be used to write instructions.
about 5 to 7 details.] [Phone messages have about 10 details; presentations are [Oral discourse is up to about
• Reduce a page of information 7 or 8 details and up to about 15 minutes.] 20 minutes.]
to a list of important details. presentations are about • Reduce a text of up to about • Reduce a text of up to about
10 minutes, about personally 2 pages to an outline or 2 pages to an outline or
[Information is personally relevant topics.]
relevant; clear layout.] summary. summary.
• Reduce a page of information [Topic is of personal [Topic is of personal
− Includes important points to an outline or summary.
with accurate details. relevance; may be related to relevance and may be related
[Topic is of personal a specialized field.] to a specialized field.]
− Conveys a clear message. relevance and may be related − Reduces information to − Reduces information to
− Records details (such as to a specialized field.] important points with main points with accurate
names, addresses, numbers, − Takes notes and reduces accurate details and no supporting details and no
dates, times and directions) written or oral information major omissions. major omissions.
legibly, with correct to important points with
spelling and other standard − Takes notes in point form − Conveys essential
accurate details. from an oral presentation. information.
conventions of
capitalization and − Writes messages with − Writes messages with − Conveys a sense of audience
punctuation. accurate details for others. accurate and legible in language format and
− Demonstrates strengths and − Uses common conventions details. content.
limitations typical of such as point form. − Records main ideas or key − Demonstrates strengths and
Writing Benchmark 5, as − Records details (such as details in point form. limitations typical of
listed in the Profile of names, addresses, dates, − Conveys the essential Writing Benchmark 8, as
Ability. times and directions) legibly information. listed in the Profile of
and with correct spelling, Ability.
capitalization and − Records details such as
punctuation. names, addresses, dates
and directions with correct
− Demonstrates strengths and spelling.
Writing Benchmark 6, as − Demonstrates strengths and
Ability.

II. Reproducing Information – WRITING – Stage III

• Reduce complex information • Reduce complex, extensive • Reduce and synthesize very • Reduce and synthesize very
and ideas from multiple information and ideas from complex and extensive complex and extensive
sources as functional notes, multiple sources as an information from multiple information from multiple
outlines or summaries for accurate outline, summary or sources into a variety of sources into a variety of
personal use or for defined abstract, suitable for other formats (such as point-form formats (such as point-form
audiences. people’s use. notes, minutes, outlines, notes, minutes, outlines,
[Sources can include [Sources can include lengthy summaries, reports, abstracts summaries, reports, abstracts
continuous or formatted texts continuous or formatted or charts). or charts).
of up to about 5 pages, or texts, or oral discourse of up [Sources can include lengthy • Evaluate, revise and edit
oral discourse of up to about to about 1 hour.] continuous or formatted summaries and other reduced
30 minutes.] − Conveys essential texts, or oral discourse.] forms of very complex and
− Conveys essential information. − Conveys essential extensive information by
information (such as information. other writers (such as point-
− Identifies, sorts, synthesizes form notes, minutes,
conclusions, decisions, and summarizes relevant − Reduces and synthesizes
actions to be taken, and outlines, précis, reports,
information. information to main points abstracts, or charts).
policy statements in with accurate supporting
meeting minutes). − Analyzes and reproduces [Sources can include lengthy
content and organization of details, with no major
− Reduces information to factual omissions or errors. continuous or formatted texts
text as an accurate, concise or oral discourse.]
main points with accurate outline. − Presents information with
supporting details, with no customary document layout − Conveys essential
major factual omissions or − Reduces information to information.
main points with accurate or format.
errors. − Reduces and synthesizes
supporting details and no − Demonstrates strengths and
− Presents information with major factual omissions. limitations typical of information to main points
only minor errors in Writing Benchmark 11, as with accurate supporting
grammar, vocabulary, − Presents information with details and no major factual
customary document layout listed in the Profile of
spelling, punctuation and Ability. omissions or errors.
document layout or format. or format.
− Edits and revises own or
− Demonstrates strengths and − Demonstrates strengths and other’s texts for format,
limitations typical of limitations typical of clarity and accuracy.
listed in the Profile of − Edits document so it
listed in the Profile of contains no errors and is
Ability. Ability.
presented in a customary
layout or format.
Writing Benchmark 12, as
Ability.

III. Getting Things Done – WRITING – Stage I
Writing to get things done, influence or persuade, obtain services or induce action in community, work or study settings

• Complete very short, simple • Complete short, simple or • Complete short, simple forms • Complete simple forms that
or simplified forms that simplified forms that require that require basic personal or require basic personal or
require only basic personal only basic personal familiar information and familiar information and
identification information. identification or familiar some responses to simple some responses to simple
[Forms contain up to about information. questions. questions.
5 personal identification [Forms contain up to about [Forms contain about 12 to [Forms contain about 15 to
items and have clear labels 10 personal identification 15 items, and have clear 20 items and have clear
and areas in which to write.] items, and have clear labels labels and areas in which to labels and areas in which to
− Includes the required basic and areas in which to write.] write.] write.]
information. − Includes the required basic − Includes the required basic − Includes the required basic
− Writes basic personal information. information with no major information with no major
information in appropriate − Writes basic personal omissions. omissions.
sections. information in appropriate − Follows appropriate − Follows appropriate
− Follows some conventions sections. conventions for addresses, conventions for addresses,
for addresses, telephone − Follows some conventions telephone numbers, etc. telephone numbers, etc.
numbers, etc. for addresses, telephone − Follows most spelling − Follows most spelling
− Writes legibly. numbers, etc. conventions. conventions.
− Demonstrates strengths and − Follows some basic spelling − Writes legibly. − Writes legibly.
limitations typical of conventions. • Write short, simple business • Write simple business or
Writing Benchmark 1, as − Writes legibly. or service messages. service messages.
listed in the Profile of − Demonstrates strengths and [Messages are about [Messages are about 7
Ability. limitations typical of 5 sentences.] sentences.]
Writing Benchmark 2, as − Conveys the message, − Conveys main ideas and
listed in the Profile of although a reader might supports them with some
Ability. have some difficulty detail in a basic paragraph
following. structure.
− Uses language and content − Uses language and content
that are appropriate to the that are appropriate to the
intent and social context. purpose, intent, and social
− Demonstrates strengths and context.
Writing Benchmark 3, as limitations typical of
listed in the Profile of Writing Benchmark 4, as
Ability.

III. Getting Things Done – WRITING – Stage II

• Write short business or • Write short business or • Write business or service • Write business or service
service correspondence for service correspondence for correspondence for a range of correspondence for an
routine personal needs. routine purposes. routine and less routine expanding range of purposes
[Writing is about 1 [Writing is about purposes (such as passing on (such as giving information in
paragraph.] 1 paragraph.] information, and making and memoranda, documenting
responding to requests, work done, indicating a
− Conveys a sense of audience − Conveys a sense of audience recommendations and problem, requesting a
in language and format. in language and format. warnings). change, or requesting
− Conveys the message − Conveys the intended [Writing is up to about information).
clearly. message. 2 paragraphs.] [Writing is up to about
• Complete forms requiring • Complete forms requiring − Conveys a clear message. 3 paragraphs.]
detailed personal detailed personal
information. information. − Conveys a sense of audience − Conveys a clear message to
in language and format. the reader.
[Forms have about 20 to [Forms have about 30 to 40 − Conveys a sense of audience
30 items.] items.] • Complete extended forms
requiring detailed personal in language and format.
− Identifies purpose of the − Identifies purpose of form information. • Complete an expanded range
form and completes it with and completes it with all of forms, including extended
all the required the required information. [Forms have about 40 items
and may require brief application forms and
information. − Spells and uses punctuation, workplace forms with pre-set
written responses to
− Spells and uses punctuation, capitalization, dates and questions.] formats.
capitalization, dates and numbers (and their [Forms have over 40 items;
numbers (and their abbreviations) correctly. − Identifies the purpose of
the form and completes it text responses on forms are
abbreviations) correctly. − Demonstrates strengths and up to 1 paragraph.]
with all the required
− Demonstrates strengths and limitations typical of information. − Identifies purpose of form
limitations typical of Writing Benchmark 6, as and its sections and
Writing Benchmark 5, as listed in the Profile of − Spells and uses punctuation,
capitalization, dates and completes it with required
listed in the Profile of Ability. information, including one-
Ability. numbers (and their
abbreviations) correctly. paragraph written
responses, if required.
limitations typical of − Spells and uses punctuation,
Writing Benchmark 7, as capitalization, dates, and
listed in the Profile of numbers (and their
Ability. abbreviations) correctly.
Ability.

III. Getting Things Done – WRITING – Stage III

• Write business or service • Write business or service • Write business or service • Write highly specialized,
correspondence for a broad correspondence for a broad correspondence for a broad complex formal
range of purposes (such as range of purposes (such as range of purposes and for correspondence and
making and responding to giving instructions, or external use (such as sales documents (such as external
requests for information, expressing and responding to and marketing letters). correspondence, formal
services or products). complaints, claims or • Write formal business proposals, procedures,
[Writing may require adjustments). reports, requests for training materials or public
diplomacy.] [Writing may require proposals and formal reports).
• Write short reports and diplomacy.] proposals. [Writing may be for a broad
memos to convey suggestions, • Write semi-formal reports [The tone of the message may and diverse audience. The
recommendations, requests and proposals. have significant tone of the message may
and updates. consequences.] have significant
− Conveys main ideas clearly consequences.]
[Reports and memos may and provides sufficient − Conveys main ideas clearly
have pre-set formats.] detail. and provides sufficient − Conveys main ideas clearly
detail. and provides sufficient
− Conveys main ideas clearly − Conveys intended tone. detail.
and provides sufficient − Conveys the message with a − Conveys intended tone.
detail. − Conveys the message with a
sense of audience, − Conveys the persuasive sense of audience,
− Conveys the message with formality and genre. message with adequate formality and genre.
adequate sense of − Uses language, format and sense of audience,
audience, formality and formality, tone and genre. − Evaluates, revises and edits
content appropriate and own and others’ written
genre. relevant to the occasion, − Presents information in a texts.
− Conveys intended tone. intent and social customary format, with a
context/relationship. coherent organizational − Uses language, format and
− Uses language, format and content of documents
content appropriate to • Complete complex forms and structure.
appropriate to occasion.
occasion and relationship to documents with pre-set − Uses language, format and
audience. formats. content appropriate and − Presents information in a
relevant to occasion, intent customary format, with a
• Complete extensive complex − Completes forms with coherent organizational
forms and documents with required information. and social
context/relationship. structure, and free of
pre-set formats. − Demonstrates strengths and errors.
− Completes complex forms limitations typical of • Create forms and other
materials with preset formats − Demonstrates strengths and
and pre-set form reports. Writing Benchmark 10, as limitations typical of
listed in the Profile of to collect and record complex
− Demonstrates strengths and information. Writing Benchmark 12, as
limitations typical of Ability. listed in the Profile of
Writing Benchmark 9, as [Writing or forms may be for Ability.
listed in the Profile of a broad and diverse
Ability. audience.]
− Creates an effective
formatted document.
− Presents information in a
customary layout or format,
with a coherent
organizational structure.
Ability.

IV. Sharing Information – WRITING – Stage I
Writing to inform others or to share or present information and ideas in community, work or study settings

• Write a few words to • Write a few words to • Write a few sentences to • Write a short paragraph to
complete a short, guided text complete a short, guided text describe a familiar person, describe a familiar situation,
or answer simple questions to or answer simple questions to object, place, situation or event, personal experience or
describe a personal situation. describe a personal situation. event. future plan.
[Text to complete is about [Texts to complete are about [Writing is up to about [Writing is about
3 to 5 sentences.] 5 to 7 sentences.] 5 sentences.] 1 paragraph.]
− Writes a few personal and − Writes personal details in − Uses a few connected − Uses basic paragraph
familiar details. response to a few short sentences. structure.
− Writes legibly. questions. − Follows most spelling and − Follows most spelling and
− Demonstrates strengths and − Follows some spelling and punctuation conventions. punctuation conventions.
limitations typical of punctuation conventions. − Provides adequate − Conveys main ideas and
Writing Benchmark 1, as − Writes legibly. descriptions, though a supports them with some
listed in the Profile of − Demonstrates strengths and reader may have some detail.
Ability. limitations typical of difficulty following the − Describes the situation
Writing Benchmark 2, as message. adequately so that a reader
listed in the Profile of − Describes likes and dislikes can follow.
Ability. relevant to the topic. − Expresses preferences
− Demonstrates strengths and relevant to the content and
limitations typical of with some supporting
Writing Benchmark 3, as explanation.
Ability.

IV. Sharing Information – WRITING – Stage II

• Write a paragraph to relate a • Write 1 or 2 connected • Write 2 or 3 connected • Write 3 or 4 connected

familiar sequence of events, paragraphs to relate a paragraphs to relate a paragraphs to relate a
description of a person, familiar sequence of events, familiar sequence of events, historical event, provide a
object or routine. a story, a detailed make a comparison, or detailed description of a
− Addresses the purpose of description, or a comparison provide a detailed description phenomenon, explain a
the task. of people, things, routines or of a person, system, routine procedure, or express and
simple procedures. or procedure. analyze opinions on a familiar
− Expresses a main idea and abstract topic.
supports it with details. − Addresses the purpose of − Addresses the purpose of
the task. the task. • Write a paragraph to explain
− Provides introduction, information in a table, graph,
development, and − Expresses main ideas and − Expresses main ideas and
supports them with details. supports them with details. flow chart or diagram.
conclusion in an adequate
paragraph structure. − Provides introduction, − Presents text as a coherent − Addresses the purpose of
development, and connected whole with good the task.
− Provides accurate
descriptions or accounts of conclusion in adequate use of appropriate − Provides accurate and
events. paragraph structure. connective words and detailed descriptions,
− Provides accurate phrases. explanations and accounts
− Provides adequate of events in a clear
explanations where descriptions, comparisons − Provides accurate and
or accounts of events in a detailed descriptions, sequence.
necessary.
clear sequence. explanations or accounts of − Presents text as a coherent
− Uses appropriate connective events, in a clear sequence. connected whole with good
words. − Uses appropriate connective
words and phrases. − Demonstrates strengths and use of appropriate
− Demonstrates strengths and limitations typical of connective words and
limitations typical of − Demonstrates strengths and phrases.
limitations typical of Writing Benchmark 7, as
Writing Benchmark 5, as listed in the Profile of − Demonstrates strengths and
listed in the Profile of Writing Benchmark 6, as
listed in the Profile of Ability. limitations typical of
Ability.
Ability.

IV. Sharing Information – WRITING – Stage III

• Write coherent texts (such as • Write effective, stylistically • Write effective, stylistically • Write effective and
essays, reports or narratives) complex, and lengthy texts complex texts (such as stylistically polished texts
to relate events from the past (such as expository or expository or argument (such as essays, reports,
to describe and compare argument essays, symbolic essays, inquiry papers, articles or theses) to inform,
complex ideas, phenomena or stories, inquiry papers, problem-solution papers or convince and persuade
processes, or to express and problem-solution papers, analytic reports) on others.
analyze opinions. or analytic reports) previously researched topics. • Evaluate, revise and edit
− Addresses the purpose of on previously researched − Addresses the purpose of information texts for public
the task with an topics. task with an appropriate use.
appropriate sense of − Addresses the purpose of sense of audience. − Addresses the purpose of
audience. the task with an − Conveys main ideas and the task with an
− Conveys main ideas and appropriate sense of supports them with appropriate sense of
supports them with audience. sufficient detail. audience.
sufficient detail; conveys − Conveys main ideas and − Presents text as a coherent − Writing contains complex,
detailed descriptions. supports them with whole, with all the parts detailed ideas, which
− Presents text as a coherent sufficient detail. required by the genre. successfully inform and
whole, with all the parts − Presents text as a coherent − Uses discourse patterns and persuade.
required by the genre. whole, with all the parts functions of definition, − Conveys main ideas and
− Uses discourse patterns and required by the genre. contrast, cause and effect, supports them with
structures, such as − Uses discourse patterns and etc. sufficient detail.
definition, classification, functions of definition, − Establishes argumentative − Presents text as a coherent
exemplification, cause and contrast, cause and effect, and logical connections whole, with all the parts
effect. etc. among textual ideas; devel- required by the genre.
− Uses an effective range of − Establishes argumentative ops a logical line of − Demonstrates fluent, error-
connective words and and logical connections argumentation in support of free command of grammar,
phrases. among textual ideas; a conclusion. vocabulary, idioms,
− Demonstrates strengths and develops logical line of − States a proposition and structure of information,
limitations typical of argumentation in support of presents substantiation. style and mechanics.
Writing Benchmark 9, as conclusion.
− Demonstrates strengths and − Evaluates, revises and edits
listed in the Profile of − States a proposition, limitations typical of information texts for public
Ability. presents substantiation. Writing Benchmark 11, as use.
− Demonstrates strengths and listed in the Profile of − Demonstrates strengths and
limitations typical of Ability. limitations typical of
Ability. Ability.

GLOSSARY
The definitions included in this glossary are provided to support the use of the CLB document.
Abstract language Language that refers to ideas or concepts; things that cannot be experienced by the senses.
Benchmark A reference point; a statement describing what a person can do at a given level of ability.
Business/service Messages to get something done or to obtain services in community, workplace or study contexts.
messages
Coherence The logical connectedness of ideas, arguments and exchanges to make the purpose and intended
meaning of the discourse clear to the audience and participants.
Cohesion The use of specific words or phrases to hold a text together and give it meaning.
Communicative See Language ability

competence
Competencies Statements of intended outcomes of learning applicable to a variety of specific contexts:

observable, measureable behaviours, usually evaluated against specifically stated objectives,
conditions, or standards of performance.
Competency areas Competency areas refer to a broad, universally relevant purpose of language use. The competency
areas in this document include: Interacting with others; Comprehending or giving instructions;
Getting things done; Reproducing information (in writing only), and Comprehending or sharing
information.
Complex structures Grammatical structures in sentences that typically include:

• one main clause and one or more dependent clauses
• various expansions of noun groups, e.g., noun clauses
• subordinate adverbial clauses and subordinating conjunctions
• structures such as past perfect passive (had been reminded), future perfect passive (will have
been achieved), perfect or past infinitives (to have resigned)
Also see Simple structures.
Complex texts Texts that include:

• several ideas connected together or consisting of parts connected together in a logical inter-
relationship
• sentences with subordinate clauses, i.e., those that show logical relations of time, reason,
contrast, cause and effect, conditions, etc.
• long, complex sentences with polysyllabic or technical words
• dense information
• abstract ideas
• references to specialized fields of knowledge or cultural traditions
• presuppositions and implications
• complex grammatical structures
Also see Complex structures, Moderately complex texts and Simple texts.

Compound sentences Sentences with two or more independent clauses, linked together by a coordinating conjunction
(e.g., The day was warm, the breeze was mild, and everyone had a good time.).
Conceptual language Language related to concepts, opinions and ideas formed in the mind (i.e., conceptualized);
language that involves complex intellectual processing.
Concrete language Language that refers to things that have a physical existence and can be experienced by the
senses.
Connected discourse Meaningful, purposeful chunks of connected language that are cohesive, logical and functionally
coherent.
Content words Nouns, verbs, adjectives or adverbs (as opposed to function words such as conjunctions, articles,
prepositions and pronouns).
Context The physical and socio-cultural world that surrounds and interacts with text in the creation of
discourse; may include the physical situation in which a message occurs, such as in the workplace,
at school, or in a doctor’s office; may also include the participants (including their status and
roles) and background knowledge needed to interpret or create meaning in discourse.
Contextual clues Hints in a text and in the physical and socio-cultural elements surrounding an interaction that help
a person to comprehend meaning; may appear within the same sentence as the word to which
they refer, or may be in a preceding or subsequent sentence; may also include physical cues like
body language and tone or visual clues such as pictures.
Also see Linguistic cues and Visual clues.
Continuous texts Texts written in the form of sentences (as opposed to formatted texts).
Also see Formatted texts.
Conversation styles The approach that a speaker uses when communicating (e.g., circular, direct, argumentative,
questioning).
Correspondence In the CLB, correspondence refers to written communication between two or more people (e.g.,
letters, emails, notes).
Defined audience Communication directed at a specific person or organization, or a limited group of people (as
opposed to a broader, more general audience).
Demanding contexts Refers to using language within high-stakes or high-risk social, educational and work-related
of language use contexts, such as in situations in which features of the communication (e.g., diplomacy, tact,
precision) have significant positive or negative consequences. Situations may include managing,
supervising, and advising others, or may involve influencing or challenging others, including
authority figures.
Discourse Ideas combined into a series of utterances or written sentences, cohesive in form, coherent in
thought, carrying a specific intent, produced in a specific context, and for a specific audience and
purpose.
ESL English as a Second Language: English used by non-native speakers in an environment where
English is the dominant language. In some Canadian jurisdictions (such as Manitoba), ESL is
referred to as EAL (English as an Additional Language).
Fluency Ability to express ideas or thoughts with little or no hesitation.

Formatted texts Words, numbers or sentences displayed in graphical formats (e.g., within a table, chart, graph,
form, or list).
Simple formatted texts: feature information used for common and everyday basic personal and
social needs; everyday vocabulary; visually clear and uncomplicated, with clear labels and
information that requires little inference, if any; contain white space and a limited amount of
information.
Moderately complex formatted texts: feature information and vocabulary used for common and
everyday needs related to daily personal, social and work situations; can be visually complex or
lengthy.
Complex formatted texts: feature information related to specialized fields of knowledge or
activities; can be visually complex and lengthy.
Formulaic expressions Set words and phrases used in everyday language.
Functional knowledge The ability to convey and interpret the communicative intent (or function) of a sentence,
utterance or text. Functional knowledge encompasses macro-functions of language use (e.g.,
transmission of information, social interaction, and getting things done/persuading others,
learning and thinking) and micro-functions, or speech acts (e.g., requests, threats, warnings,
pleas, etc.) and the conventions of use.
Functional value of an The intended purpose or intent of speech (e.g., to thank, to persuade, to invite).
utterance
Grammatical Knowledge of grammar and vocabulary at the sentence level that enables the recognition and
knowledge formation of well-formed, grammatically accurate utterances, according to the rules of syntax,
semantics, morphology, phonology and graphology.
Guided writing Writing tasks that involve some sort of scaffolding to support the writer. Scaffolding can include
providing a partially completed text with blanks to fill in, a bank of words or phrases, or a
supportive individual giving prompts or assistance in completing a writing task.
High-stakes situations Situations where communicating effectively (or not doing so) can affect the desired outcome or a
significant decision (e.g., entrance tests for college or university, immigration interviews, job
interviews).
Language ability There are various theories and definitions of language ability but, simply defined, it is the ability
to understand and communicate effectively and appropriately in a given community. The
Canadian Language Benchmarks represent one schema of describing language ability at 12
different levels, but there are other ways to describe, define, and operationalize language ability.
Linguistic cues Hints in a text that help a person to comprehend meaning; may appear within the same sentence
as the word to which they refer, or may be in a preceding or subsequent sentence.
Also see Contextual clues.
Linguistically complex Communication that includes complex grammatical structures and may include idiomatic and
figurative language to express meaning.
Also see Propositionally complex.
Linguistically Communication that includes complex grammatical structures as well as a broad range of
sophisticated technical and non-technical, specialized, occupation-specific, idiosyncratic and genre-governed
language (such as “legalese”).
Moderately complex Texts that feature:

texts • simple, compound, and some complex sentence structures
• clauses containing up to about seven content words
• topics and vocabulary related to everyday needs and universal interests in daily personal, social
or work situations
• language that is mostly factual and concrete, familiar and predictable

Moderately In the CLB, this refers to using language in familiar situations of daily social, educational and
demanding contexts work-related life experience, in less predictable contexts (i.e., other than everyday, routine
of language use situations).
Non-demanding Refers to using language to communicate in common, predictable, routine, everyday activities
contexts of language that may relate to immediate needs.
use
Plain language texts Clear, straightforward expression of language, including the avoidance of jargon and wordiness;
designed to help the audience understand the message easily. Features of plain language texts
typically include the use of short sentences, common everyday words, clear and logical
organization of necessary information, and design features (such as white space, headings and
sub-headings, and bulleted lists) that help readers understand the message easily.
Pragmatics Relating to the intended meaning in discourse beyond the semantic meaning of the words.
Predictable contexts Context refers to all the elements that surround written text or spoken discourse. A text is said to
be predictable if the occasion and/or situation that prompts it (e.g., birthday, graduation, dinner
party) is familiar and the form of the text or discourse (e.g., greeting card or typical expressions
for congratulating and thanking) is known.
Elements of a predictable context can include:
• words and pictures surrounding a written text. For example, This is a fish, accompanied by a
picture of a fish, has a highly predictable context and can be said to strongly support the text
(which is an important text feature in CLB 1).
• the relationship and circumstances between the writer/speaker and receiver (e.g., a letter that
arrives with flowers after a quarrel between friends).
• familiarity, or lack of familiarity, with the socio-cultural norms of behaviour and communication
(e.g., a handshake is preferable to a hug and kiss when greeting an acquaintance).
Profile of ability Provides an overall picture of a person’s language ability in one skill (i.e., Listening, Speaking,
Reading or Writing) at a benchmark level. It includes an overall statement of ability, some
characteristic features of the text or communication, and sample behaviour a person typically
exhibits when proficient at that level.
Propositionally Complexity of the ideas expressed in statements containing propositions or assertions (rather than
complex in the language used to express the propositions).
Also see Linguistically complex.
Register A form of language customarily used in particular social situations or with particular content
matter (e.g., literary, colloquial, slang, professional, highly formal, official); can include specific
uses of grammatical features or words. For example, in the register of denturists, phrases/words
such as invest the case, articulator, and soft liner have specific technical meaning.
Routine Simple, repetitive and predictable.
Sample indicators of Sample indicators of ability appear under CLB competency statements and provide examples of
ability behaviours and skills that a person typically exhibits to demonstrate proficiency of a competency
statement. These are termed sample because actual indicators of proficiency will depend on the
communication task and its purpose.
Sample tasks Sample tasks are offered to illustrate a competency statement in an authentic real-life task in
work, community or study contexts. Additional sample tasks can be found in supplementary CLB
resources available through the Centre for Canadian Language Benchmarks.
Settings The physical environment in which language occurs (e.g., in the community, at work, in the
classroom, etc.).

Simple sentences Expressing a complete thought usually with only one clause.
Simple structures Grammatical structures in short sentences that are typically limited to:
• basic single clause sentence construction
• basic verb tenses (such as simple present, past or future) and used with the continuous aspect
• simple word order sequences (e.g., The boy wiped the dirty table.)
Simple texts Texts that are short, clear and not difficult. They feature:
• mostly simple structures
• short, simple and compound sentences
• everyday vocabulary within familiar and predictable topics about basic personal and social
needs
• factual, concrete and explicit information
• limited reference to outside contexts or cultural traditions
Also see Simple structures.
Simplified texts Authentic texts that have been adapted to make them easier to read; can involve adapting a
range of text elements, such as reducing text length, sentence length or complexity, or limiting
language to familiar and simple terms.
Situations Environment in which communication takes place; situational factors (e.g., who a learner is
talking to, at what locale, for what purpose, and about what topic) influence the level of
difficulty and the choice of linguistic forms used in communication.
Sociolinguistic The ability to produce and understand utterances appropriate to a given social context: includes
knowledge rules of politeness; sensitivity to register, dialect or variety; norms of stylistic appropriateness;
sensitivity to "naturalness"; knowledge of idioms and figurative language; knowledge of culture,
customs and institutions; knowledge of cultural references; and uses of language through
interactional skills to establish and maintain social relationships.
Sound-symbol The relationship between the letters of the alphabet and their corresponding sounds.
relationship
Specialized Technical, occupation-specific and academic terms or jargon.

(vocabulary)
Strategic competence The ability to manage the integration and application of all other language competence
components to the specific context and situation of language use; involves planning and assessing
communication; avoiding potential or repairing actual difficulties in communication; coping with
communication breakdown; and using effective devices to ensure the effectiveness of
communication.
Tasks Practical applications and demonstrations of language abilities; practical activities or actions that
result from using language.
Textual knowledge The knowledge and application of cohesion and coherence rules and devices in building larger
texts/discourse; refers to the connection of utterances and sentences into cohesive, logical and
functionally coherent texts and/or discourses.
Turns Opportunities or invitations to speak at some point in a conversation; everything that one speaker
says before another speaker begins to speak in an exchange is a turn.
Visual clues Pictures, tables and text (in Reading), and gestures, tone, situation, etc. (in Listening) that
provide support for comprehending a text or discourse.

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Acknowledgements ............................................................... III

Stage I Listening ..................................................................... 1

Stage II Listening .................................................................. 13

Stage III Listening ................................................................. 25

Stage I Speaking ................................................................... 37

Stage II Speaking .................................................................. 49

Stage III Speaking ................................................................. 61

Stage I Reading .................................................................... 73

Stage II Reading ................................................................... 85

Stage III Reading .................................................................. 97

Stage I Writing .................................................................... 109

Stage II Writing ................................................................... 121

Stage III Writing .................................................................. 133

Competency Tables .............................................................. 145

Glossary ........................................................................... 205

Canadian Language Benchmarks

The History of the Canadian Language Benchmarks

Canadian Language Benchmarks, Working Document (1996)

Centre for Canadian Language Benchmarks (CCLB)

Canadian Language Benchmarks (2000)

Niveaux de compétence linguistique canadiens (2006)

National Consultation (2008–2010)

Canadian Language Benchmarks - I

II - Canadian Language Benchmarks

Canadian Language Benchmarks: English as a Second Language for Adults

Validation Team (Phase I and Phase II)

Validation Team (Phase III)

Canadian Language Benchmarks - III

Canadian Language Benchmarks (2000)

Canadian Language Benchmarks, Working Document (1996)

IV - Canadian Language Benchmarks

The Canadian Language Benchmarks are NOT:

Intended Audience and Purpose

Canadian Language Benchmarks - V

Theoretical Foundations of the CLB

The Role of Grammar and Pronunciation

VI - Canadian Language Benchmarks

Canadian Language Benchmarks - VII

Language Knowledge Strategic Competence

creation and enjoyment), and micro-functions, or speech

VIII - Canadian Language Benchmarks

The CLB are Competency-Based

The CLB are Learner-Centred

The CLB are Task-Based

The CLB Stress Community, Study9 and Work-Related Tasks

Canadian Language Benchmarks - IX

The three stages are:

Stage I – Basic Language Ability (Benchmarks 1–4)

Stage II – Intermediate Language Ability (Benchmarks 5–8)

Stage III – Advanced Language Ability (Benchmarks 9–12)

X - Canadian Language Benchmarks

Stage I – Basic Language Ability

Benchmark and Listening Speaking Reading Writing

Stage II – Intermediate Language Ability

Benchmark and Listening Speaking Reading Writing

Stage III – Advanced Language Ability

Benchmark and Listening Speaking Reading Writing

Canadian Language Benchmarks - XI

XII - Canadian Language Benchmarks

Canadian Language Benchmarks - XIII

Profiles of Ability Across a Stage