Canadian Language Benchmarks Can Do Statements

Transcription

1 Can Do Statements

2 Copyright 2013 Centre for Centre for 294 Albert Street, Suite 400 Ottawa, ON K1P 6E6 For information on the or Niveaux de compétence linguistique canadiens, visit:

3 Can Do Statements Contents Introduction for Instructors Introduction for Learners Acknowledgements Glossary Listening Benchmarks Speaking Benchmarks Reading Benchmarks Writing Benchmarks

4 Can Do Statements Introduction for Instructors The Can Do Statements are based on the (CLB). They describe what learners can do at benchmarks 1 to 12 in the skills of Listening, Speaking, Reading and Writing. The purpose of these statements is to present some of the information in the CLB document in language that is accessible to learners. The statements can help to facilitate discussions between you and your learners about what they have accomplished and what they still need to develop. The Can Do Statements should be used after benchmarks have been assigned by a reliable methodology, such as a standardized placement test or classroom outcomes instrument. The statements themselves are not a means to assess learners or to assign benchmarks. When benchmarks have been assigned, you should use the Can Do Statements to explain what the benchmarks mean. The best way to do this is to call the learner s attention to the statement for each assigned benchmark and also to the benchmark below and the one above. This three -benchmark range provides a meaningful indication of where the learner fits on the continuum of language ability. For example, after a Writing assessment process in which a learner successfully demonstrates the characteristics of CLB 3, you might want to explain this assigned benchmark and talk to the learner about accomplishments and goals. You would begin by presenting the Can Do Statement for Writing benchmark 3, showing the learner the very general descriptor of overall ability that appears in the top left box on the statement page. Then, you would point out the information in the top right box, which gives the conditions and features that have to be present in order for the learner to successfully demonstrate ability. Moving on to the competency areas, you would explain to the learner that a result of benchmark 3 means that he or she can do many things that are similar to the tasks listed in those boxes. Call the learner s attention to the fact that there are four competency areas and discuss the kinds of abilities that are associated with each, stressing the importance of developing Writing ability in reference to all four areas. Next, you would show the learner the Can Do Statement for Writing benchmark 2 and explain how he or she exceeds the characteristics of this benchmark. Finally, you would spend some time showing the learner the Can Do Statement for Writing benchmark 4. At this point, you would explain that this is the next benchmark to be accomplished. Together, you and the learner would review the information in the benchmark 4 statement and discuss the kinds of things that need to be worked on in order to develop Writing ability to the degree of benchmark 4. After this discussion, the learner would have a sense of what it means to progress from one benchmark to another, understanding what has been accomplished in moving from benchmark 2 to 3 and what is required to work toward benchmark 4. This discussion would be repeated for the other language skills, after which the learner would have a sense of his or her general progress through the benchmarks and an understanding of what is required to work toward the next higher benchmark in each language skill.

5 The Can Do Statements are not checklists. Instructors who have previously worked with CLB-based checklists may wonder why this use of the resource is not recommended. The main reason is that a checklist can send the wrong message about what it means to assign a benchmark. A simple onepage checklist cannot capture all of the requirements for reliable assignment of a benchmark, yet the checklist format can lead to the mistaken assumption that a learner has achieved a benchmark when all or most of the checkmarks have been entered on the page. The Can Do Statements summarize CLB-based information in a way that supports instructors in explaining benchmarks that have been assigned using accepted methodologies. In your classroom, you may already be using some of the standardized CLB-based tools available for progress assessment, and if you are also using Portfolio Based Language Assessment (PBLA), you are systematically gathering samples and evidence to show that a learner can consistently demonstrate ability to the required degree in each language skill. It is this evidence, along with your day-to-day observations and other classroom activities that inform your assessment of curriculum progress or outcomes. The Can Do Statements cannot be used as assessments because they do not include any test prompts, items or indicators. The tasks suggested in the statements are for illustration purposes only and do not include the level of detail needed to support assessment. The statements cannot be used by learners for self evaluation because learners do not have enough knowledge of the CLB continuum to place themselves at benchmarks. The expertise of an instructor and the application of a systematic procedure are required to determine when a learner has met the expectations of a CLB-based curriculum. The Can Do Statements support your explanations to learners after accurate benchmarks have been assigned. The statements enhance CLB-based instruction by providing a resource that clearly explains to learners what their assigned benchmarks mean and what they need to focus on as they work toward the next benchmark in each language skill.

6 Can Do Statements Introduction for Learners English as a Second Language (ESL) in Canada is often based on the Canadian Language Benchmarks (CLB). There are 12 benchmarks for each language skill - Listening, Speaking, Reading and Writing. If you are an ESL learner in Canada, you probably have four assigned benchmarks. These benchmarks indicate how well you can use English to express your ideas and to comprehend others. Information about the benchmarks is contained in a large document used by instructors and test developers. The document is quite complex and difficult for many learners to understand. The Can Do Statements were created to help you understand what your assigned benchmarks mean. The statements are based on the CLB, and they tell you some of the things that a person can do at each benchmark. If you want to use the Can Do Statements by yourself, find your assigned benchmark for each language skill. Look at the top left box for a general description of your ability. Look at the top right box to see when you are able to best show your ability. Look at the other boxes to see the kinds of things that people at your benchmark can usually do. This will give you a general idea of what your benchmark means. For a better understanding of your benchmarks, it is best to look at the Can Do Statements together with your instructor. He or she can explain in detail why you fit at each of your benchmarks. Your instructor may also point out particular class activities or assignments that show abilities related to your benchmarks. He or she will then explain what you need to work on so that you can make progress to reach the next benchmark. The Can Do Statements help you understand what you have already accomplished, and they give information that supports you as you set your next language learning goals.

7 Sample Statement The following illustration describes each section of the Can Do Statements: The top-left box gives you a general description of your ability. Can Do Statements understand short, simple sentences Listening Benchmark I can see the person the person speaks at a slow to normal rate and helps me understand the person often uses pictures or gestures the topic is familiar 3 The top-right box tells you when you are able to best show your ability. Understand very short, simple social conversations (including greetings, introductions and endings). an apology from a friend an introduction to a new co-worker Understand common requests, warnings, and permission. a request for a day off work a request to borrow a book Comprehending Instructions Follow 2- to 4-step common instructions and directions. instructions for a classroom activity directions to a washroom Comprehending Information Understand short descriptions of a person, object, situation, personal experience, or routine. the description of a family photo the details of a birthday party Look at the other boxes to see the kinds of things that people at your benchmark can usually do. This will give you a general idea of what your benchmark means. The Can Do Statements are intended to help learners understand the Canadian Language Benchmark levels; The Can Do Statements were developed with support from the Province of Manitoba.

8 Can Do Statements Acknowledgements This revision of the Can Do Checklists was developed by the Centre for Canadian Language Benchmarks with support from the Province of Manitoba and the Government of Canada. Thank you to those involved in the revision, listed in alphabetical order: Illustrations: Natalie Blais Anne Hajer Rebecca Hiebert Lisa Petit Greg Reader Jo-Anne Schick Anne Senior Gail Stewart June Derksen

9 Listening

10 Can Do Statements Listening 1 understand a few words and very simple phrases understand common polite phrases I can see the person the person speaks slowly and helps me understand the person uses pictures or gestures the person speaks about things I know or need Understand very simple greetings and introductions. Understand very simple requests. Hi, my name is Alex. Hi Alex, I m Marta. Can I see your health card? Follow very short, simple instructions. Understand very simple information. Go straight. What time is it? It s 9: Centre for

11 Can Do Statements Listening 2 understand very short, simple sentences I can see the person the person speaks slowly and helps me understand the person uses pictures or gestures the person speaks about things I know or need Understand greetings, introductions, and some questions in very simple social conversations. Understand some simple requests and warnings. She s 5 years old. How old is your daughter? What would you like to drink? Coffee, with milk and sugar, please. Follow simple instructions and directions. Understand simple information. Please pass me the scissors. Your next appointment is June 12 at 1 p.m. June 12 at 1 p.m. Thank you Centre for

12 Can Do Statements Listening 3 understand most simple sentences I can see the person the person speaks at a slow to normal rate and helps me understand the person often uses pictures or gestures the topic is familiar Understand very short, simple social conversations (including greetings, introductions and endings). an apology from a friend an introduction to a new co-worker Understand common requests, warnings, and permission. a request for a day off work a request to borrow a book Comprehending Instructions Follow 2- to 4-step common instructions and directions. instructions for a classroom activity directions to a washroom Comprehending Information Understand short descriptions of a person, object, situation, personal experience, or routine. a description of a family photo details of a birthday party 2013 Centre for

13 Can Do Statements Listening 4 understand some simple formal and informal communication understand conversations about familiar topics I can see the person the person speaks at a slow to normal rate and helps me understand the topic is familiar Understand short social conversations that include small talk. informal chat with a colleague about weekend plans a description of household tasks Understand common persuasive requests. a short simple commercial a sales clerk giving reasons to buy a more expensive product Comprehending Instructions Follow 4- to 5-step common instructions and directions for familiar everyday situations. directions for a simple recipe simple instructions from a doctor Comprehending Information Understand short descriptions or stories. a very short, clear weather report a classmate s story about shopping 2013 Centre for

14 Can Do Statements Listening 5 understand, with some effort, moderately complex formal and informal communication the communication is face-to-face (one-on-one or in small groups) or on the phone the communication is moderate in length the information is concrete Understand common and predictable social conversations. someone s description of his/her interests, likes, dislikes, or preferences a friend s offer to help a compliment from a co-worker Understand communication intended to influence or persuade. public announcements short product demonstrations television commercials Comprehending Instructions Follow 7- to 8-step instructions and directions for familiar procedures. directions to locate something on a map instructions for safety or security procedures at work Understand information about familiar topics. a bank teller explaining different account options Understand informal presentations up to about 5 minutes long. a short news report Comprehending Information 2013 Centre for

15 Can Do Statements Listening 6 understand most moderately complex, formal and informal communication related to life experience the communication is face-to-face (one-on-one or in small groups) or on the phone the communication is moderate in length the information is concrete and sometimes includes some abstract concepts Understand common social conversations. making and cancelling arrangements apologizing or making excuses Understand communication intended to influence or persuade. telemarketer offers public transit announcements Comprehending Instructions Follow 9- to 10-step instructions and directions for technical and non-technical tasks. instructions on how to write an essay instructional videos in a workplace training session Comprehending Information Understand short group interactions and discussions on familiar topics. group discussions about class projects Understand informal presentations up to about 10 minutes long. short presentations by professionals such as public health nurses 2013 Centre for

16 Can Do Statements Listening 7 understand most moderately complex formal and informal communication related to life experience and general knowledge the communication is face-to-face (one-on-one or in small groups) or on the phone the communication is moderate in length the information includes some abstract concepts and ideas Understand social conversations. a person expressing appreciation for a favour a complaint from a friend or classmate a discussion among co-workers who are not getting along Understand communication intended to influence or persuade. reminders or requests from employers orders from law enforcement officials Comprehending Instructions Follow 10- to 12-step instructions and directions for technical and non-technical tasks. detailed directions on how to get somewhere instructions for procedures in the workplace Comprehending Information Understand short group interactions and discussions on familiar topics. one-on-one meetings with supervisors at work Understand informal presentations up to about 15 minutes long. informal talks on general interest or occupation specific topics 2013 Centre for

17 Can Do Statements Listening 8 understand moderately complex formal and informal communication related to life experience, general knowledge, and specialized or work-related situations the communication is face-to-face (one-on-one or in small groups) or on the phone the communication is moderate in length the information includes abstract concepts and ideas Understand social conversations. a co-worker discussing a colleague who suddenly left the company a formal farewell at a retirement party formal and informal condolences from friends after a funeral Understand communication intended to influence or persuade. warnings about door-to-door salespeople and suggestions for the best ways to deal with them public announcements containing extended warnings and recommendations Comprehending Instructions Follow long, detailed instructions and directions (over 12 steps) for technical and non-technical tasks. instructions from a technical assistant to resolve a simple computer software issue detailed instructions from a supervisor about a familiar but complex process Comprehending Information Understand group interactions about abstract and complex ideas on familiar topics. discussion about controversial social issues in a class debate Understand informal or semi-formal presentations up to about 20 minutes long. presentations in workplace or community meetings 2013 Centre for

18 Can Do Statements Listening 9 understand an adequate range of complex formal and informal communication on a broad variety of general interest topics, and on some specialized topics in my field the communication is related to unfamiliar, abstract, conceptual, or technical matters the communication is lengthy the communication is in demanding contexts Understand main intent and some implied meanings in complex communication between speakers with varying roles and relationships. dialogues between professors and graduate students Understand complex extended communication intended to influence, persuade, or inform significant decisions. proposals to solve a workplace problem Comprehending Instructions Understand somewhat detailed multistep directions and instructions for familiar procedures. Revenue Canada s telephone instructions on how to complete a tax form Comprehending Information Understand extended discussions between several speakers. panel discussions in a familiar field to critically evaluate information Understand and summarize extensive lectures or presentations. lectures on the findings of research studies 2013 Centre for

19 Can Do Statements Listening10 understand an expanding range of complex, detailed formal and informal communication on most general interest topics and specialized topics in my field the communication is related to unfamiliar, abstract, conceptual, or technical matters the communication is lengthy the communication is in demanding contexts Understand complex communication to identify attitudes, emotions, motivations, and intentions. a manager handling a complaint Understand, analyze and critically evaluate content, values and assumptions in communication intended to influence or persuade. persuasive presentations (such as to a commission or a committee) to evaluate a proposal Comprehending Instructions Understand complex multistep directions and instructions for less familiar procedures in some urgent or demanding situations. complex medical instructions for treating a person in medical distress Comprehending Information Understand complex expository or argumentative exchanges or discussions between several speakers. discussions of a hiring committee Understand extensive lectures or presentations. academic lectures or presentations in a conference or symposium 2013 Centre for

20 Can Do Statements Listening11 understand an expanded range of complex formal and informal communication on a broad variety of general topics and specialized topics in my field the communication is related to unfamiliar, abstract, conceptual, or technical matters the communication is lengthy the communication is in demanding contexts Understand communication between diverse speakers to resolve conflicts, build consensus, and negotiate compromises. an arbitrator settling a dispute by negotiating a compromise a mediator settling a child custody dispute Understand the nuances and subtleties of communication intended to influence or persuade across a broad variety of general interest, academic, and technical topics in my field. arguments for or against a controversial issue Comprehending Instructions Understand complex multistep directions and instructions for unfamiliar procedures in urgent or demanding situations. extensive directions to an unfamiliar location in an emergency situation extensive instructions in a medical emergency Comprehending Information Understand specialized discussions between several speakers. a series of proposals from staff during a formal meeting Understand complex, detailed, and extensive lectures or presentations. a panel discussion presenting different academic positions on a topic 2013 Centre for

21 Can Do Statements Listening12 understand an extensive range of complex, abstract, formal, and informal communication on most general and specialized topics the communication is related to unfamiliar, abstract, conceptual, or technical matters the communication is lengthy the communication is in demanding contexts Understand the nuances and subtleties of communication between diverse speakers. legislative proceedings that include examples of sarcasm, criticism and disrespect condolences and congratulations Understand the nuances and subtleties of communication intended to influence or persuade across a wide range of contexts, whether familiar or unfamiliar, including academic, workplace, and community. all-candidates debates during election campaigns Comprehending Instructions Understand and evaluate detailed, extensive oral instructions for complex procedures in a broad range of situations. instructions for solving a complex mathematical problem Comprehending Information Critically evaluate complex, detailed and specialized discussions, interviews, or formal debates. formal debates in Parliament Critically evaluate, analyze, and synthesize complex, detailed, and extensive lectures or presentations. the defence of an academic thesis 2013 Centre for

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23 Speaking

24 Can Do Statements Speaking 1 say a few words and very simple phrases say the alphabet, names, numbers, times, and dates I can see the person the person helps me I can use pictures and gestures Say very simple greetings. Give a very simple introduction. Make very simple requests. May I try one? My name is Yana. Nice to meet you. Of course Give very short, simple instructions. Answer very basic questions about myself. Ask simple questions about a person. Please, come in Sit down Where are you from? I m from Sweden Centre for

25 Can Do Statements Speaking 2 say simple phrases and some very short, simple sentences talk about some very common, everyday things I can see the person the person helps me I can use pictures and gestures Start short social conversations with greetings and end with goodbyes. Give a simple introduction. Make simple requests. Say simple warnings. Hi. My name is Ahmed. What s your name? Good to meet you, too. My name is John. Nice to meet you, Ahmed. Be careful It s hot. Thanks Give short, simple instructions. Give basic information about myself. Please sign at the bottom. Sure, Nehal. Ask for basic information about another person. Describe a familiar thing (size, colour, number). Maria s favourite toy is her yellow teddy bear Centre for

26 Can Do Statements Speaking 3 say short, simple sentences talk about some common, everyday things I need and about my experiences begin to use basic grammar and sometimes connect my ideas I can see the person the person sometimes helps me I can sometimes use pictures and gestures Have very short, simple social conversations. introduce myself to a new person talk to a receptionist about my appointment Make and respond to simple polite requests. ask if I may do something ask someone to help me Give very short, simple warnings, cautions, and apologies. tell someone to be careful Giving Instructions Give simple 2- to 3-step instructions and directions. tell a new student where to sit give directions to the classroom Sharing Information Ask for and give simple information about things I need and things I do. tell the doctor how I feel talk about what I did yesterday talk about my plans Describe things, people, and situations in a few short sentences. describe my home describe a person in my family 2013 Centre for

27 Can Do Statements Speaking 4 give simple information about common everyday activities, experiences, needs, and wants use basic grammar and connect my ideas I can see the person or talk very briefly on the phone the person sometimes helps me I can sometimes use pictures and gestures Have short, casual social conversations. introduce 2 people to each other talk about the weather with a co-worker Talk briefly on the phone. start and carry on simple telephone conversations and end the calls leave short, simple telephone messages Make and respond to polite requests. ask for information about services ask for help when I am shopping ask for a day off Giving Instructions Give simple 4- to 5-step instructions and directions. give directions to a familiar place give instructions on how to set an alarm clock Sharing Information Ask for and give simple information about my needs and feelings. tell a classmate how I am feeling Describe personal experiences and situations using 5-7 sentences. describe my day at work say what happened on my favourite TV show 2013 Centre for

28 Can Do Statements Speaking 5 communicate, with some difficulty, in short, routine social and business situations present concrete information about my needs and things that are important to me use simple and a few more complex structures and connect my ideas I speak face-to-face, online, on the phone, or in familiar small groups the situation is casual or somewhat formal Participate in basic social conversations. say how I feel invite people and reply to invitations make small talk Participate in very short phone calls. provide basic information when answering the phone at work Make and respond to informal requests, and give permission, suggestions and advice. give advice to a colleague ask permission to hand an assignment in late make suggestions for a change to a class schedule ask a friend to help with a task Giving Instructions Give step-by-step instructions or directions for everyday activities. give directions to a new home or business Sharing Information Ask for and give information about my everyday activities in one-on-one conversations. describe symptoms to a pharmacist Agree, disagree and give opinions in small group discussions or meetings. plan a workplace event with co-workers Give short presentations (up to about 5 minutes) about events or daily routines. give a brief presentation about a news event or incident 2013 Centre for

29 Can Do Statements Speaking 6 communicate with some confidence in everyday social situations present concrete information in some detail about familiar topics that are important to me use simple and some complex structures and connect my ideas I speak face-to-face, online, on the phone, or in mostly familiar small groups the situation is casual or somewhat formal Participate in routine social conversations. make suggestions or arrangements for an event express opinions make excuses or apologies Make and respond to somewhat formal suggestions and indirect requests. request a raise from an employer Participate in short phone calls. make a call to the dentist to set up an appointment Giving Instructions Give step-by-step instructions or directions for everyday activities. give instructions for using a bank machine give instructions to a friend on how to set up an account on a website Sharing Information Ask for and give information in some detail in oneon-one and in small group discussions and meetings. express feelings or opinions express obligation, certainty or ability Give detailed presentations (up to about 7 minutes) about events, simple processes, or to describe or compare things. an informal presentation to colleagues about immigrating to Canada 2013 Centre for

30 Can Do Statements Speaking 7 communicate with some confidence in many daily routine, social, educational, and work situations present concrete and some abstract information on an expanding range of familiar topics use simple and some complex structures, and connect my ideas I speak face-to-face, online, on the phone, or in somewhat familiar groups the situation is informal to formal Participate in less routine social conversations for many everyday purposes. respond to appreciation or dissatisfaction Participate in routine phone calls. leave a telephone message for a friend with details about an upcoming event Give extended warnings, suggestions, recommendations or advice. give a detailed suggestion on how to solve a problem make recommendations on how to improve a friend s class assignment Giving Instructions Give instructions and directions for technical and non-technical tasks, procedures and processes. give instructions on how to use specific functions on a spreadsheet Sharing Information Give detailed information one-on-one and in small group discussions or meetings. discuss a medical condition with a doctor Give detailed presentations (up to about 10 minutes) about events, simple processes, or to describe or compare and contrast 2 events, jobs, or procedures. compare and contrast the advantages and disadvantages of 2 workplace procedures 2013 Centre for

31 Can Do Statements Speaking 8 communicate with confidence in most daily routine social, educational and work situations present concrete and some abstract information on a range of familiar topics use an adequate range of grammatical structures in connected discourse I speak face-to-face, online, on the phone, or in familiar or unfamiliar groups the situation is informal to formal Participate in less routine social conversations for most everyday purposes. comfort someone in distress introduce guest speakers formally to a group Propose or recommend solutions to problems in familiar areas. respond to a customer complaint, providing various suggestions to resolve it Make short professional phone calls. reassure a customer that his/her order will arrive on time Giving Instructions Give instructions and directions for a broad range of technical and non-technical tasks, procedures, and processes. give detailed, multistep instructions to a student on how to conduct a science experiment Sharing Information Give detailed information one-on-one and in small group discussions or meetings. participate in a performance review with an employer Give presentations (up to about 20 minutes long) on familiar, concrete, or abstract topics based on research. research and present on a political process for a course 2013 Centre for

32 Can Do Statements Speaking 9 communicate with some confidence in demanding or challenging non-routine work, educational, and social situations present information about complex, abstract, and general topics speak fluently and comprehensibly using a variety of vocabulary and structures I speak with peers and authority figures, one-on-one or in groups the situation is informal to formal Manage a range of personal and business interactions that involve needs, feelings, and attitudes (such as respect and indifference). respond with assertiveness to expressions of indifference at a staff meeting Present formal proposals to address concerns or deal with problems. request a formal review of a mark given by a professor for an assignment Co-facilitate or contribute to discussions or debates in small formal groups. manage the discussion in a workplace meeting to make sure everyone has a chance to speak, and confirm and clarify information as needed Giving Instructions Give complex instructions for some technical and non-technical tasks, procedures, and processes. provide support to a client by giving instructions on the phone to resolve a computer software issue Sharing Information Ask for, give and discuss detailed information and opinions to coordinate teamwork assignments, oneon-one and in business meetings, discussions, or debates. discuss work assignments on a project and coordinate tasks with co-workers Give demonstrations, briefings, oral reports or position papers on familiar or researched topics. make a formal business presentation to introduce, describe and recommend a new product or service 2013 Centre for

33 Can Do Statements Speaking10 communicate with increasing confidence in demanding or challenging non-routine work, educational, and social situations. present information about complex, abstract, and general topics speak fluently and comprehensibly using a range of concrete, abstract and idiomatic language, with good control of an expanded variety of complex structures Manage an expanding range of personal and business interactions that involve needs, feelings and attitudes (such as perceived hostility, blame, sarcasm or condescension). respond appropriately to a sarcastic or patronizing remark from a colleague or classmate I speak with peers and authority figures, one-on-one or in groups the situation is informal to formal Persuade persons in authority to grant approvals or accept/reject proposals. convince a person or organization to bestow a grant Co-facilitate or contribute to discussions or debates in large formal groups. keep a workplace discussion on topic, ensure everyone has a chance to speak, and clarify information as needed Giving Instructions Give complex instructions for some technical and non-technical tasks, procedures, and processes in somewhat demanding situations. as a 911 operator, give multistep instructions regarding emergency situations on the phone Sharing Information Ask for, give and discuss complex information and opinions to coordinate teamwork, train others, delegate, solve problems, resolve conflicts, or make decisions in meetings and business discussions. train a co-worker on how to carry out a complex procedure at work Participate in formal debates. Give seminar-style presentations to explain complex concepts and ideas on familiar or researched topics. give a presentation about the results of a research project at an academic conference 2013 Centre for

34 Can Do Statements Speaking11 communicate comfortably in demanding non-routine work, educational, and social situations present information about complex, abstract, general, and specialized topics speak fluently and comprehensibly using a range of concrete, abstract and idiomatic language, with very good control of an expanded variety of complex structures I speak with peers and authority figures, one-on-one or in groups the situation is informal to formal Manage an expanded range of personal and business interactions to appropriately respond to needs, feelings, and attitudes (such as criticism and value judgments). give constructive criticism in a workplace performance review Negotiate mutually agreeable solutions to problems. negotiate a mutually agreeable concession in a marital dispute Facilitate or chair formal meetings, discussions, or debates. lead a community discussion to come to an agreement and solve a problem Giving Instructions Give complex instructions for technical and nontechnical tasks, procedures, and processes in many demanding situations. give detailed instructions for a research assignment Sharing Information Ask for, give and discuss detailed complex information to solve problems, make decisions, supervise, motivate or discipline someone, or evaluate performance. as an employer, discuss an employee s achievements in a formal performance evaluation Give expository or argumentative presentations at symposia or conferences to explain complex concepts on known (through areas of expertise) or researched non-personal, abstract topics. oppose or support a business decision, such as laying off or hiring more staff 2013 Centre for

35 Can Do Statements Speaking12 communicate with confidence in demanding or challenging non-routine work, educational, and social situations present information about complex, abstract, general, and specialized topics speak fluently and comprehensibly using a range of concrete, abstract and idiomatic language, with excellent control of an expanded variety of complex structures Manage a broad range of personal and business interactions, in both formal and informal situations, to appropriately and effectively negotiate needs, feelings, and attitudes (such as recognition, validation, acknowledgement and conflict). welcome a plenary speaker at a conference (include details about the speaker s accomplishments) I speak with peers and authority figures, one-on-one or in groups the situation is informal to formal Negotiate detailed contracts or agreements. negotiate a concession with management in a labour relations meeting Manage and mediate conflicts or disputes. mediate a child custody dispute Facilitate or chair formal meetings, discussions, symposia or debates for a variety of groups. chair an annual general meeting using parliamentary procedures Giving Instructions Give complex instructions on technical and nontechnical tasks, procedures, and processes in most demanding situations. give detailed instructions on how to do a complex dance routine Sharing Information Ask for, give and discuss detailed complex information to advise, counsel, or collaborate on complex projects. provide a convincing and persuasive closing summary to a jury Give lecture-style presentations to explain and hypothesize about causal or logical relationships, or to evaluate and critique demands, recommendations, or appeals. present a thesis defense to a review panel 2013 Centre for

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37 Reading

38 Can Do Statements Reading 1 read the alphabet read numbers read some very common, everyday words the topic is very familiar there are many pictures the words are very easy to read I use a dictionary in my language Understand some words and phrases in very short, simple messages. Find some information in very short, simple signs, maps, and forms. Understand very short, simple instructions. Understand very simple information Centre for

39 Can Do Statements Reading 2 read common, everyday words and phrases read some very short, simple sentences the topic is very familiar there are some pictures the words are very easy to read I use a dictionary in my language Understand very short, simple messages. Find some information in very simple forms, maps, signs, and labels. Party for Uzma on May 8. Apples on sale until Friday. Understand short, simple instructions with up to 4 steps. Understand simple information about everyday topics. Wet hands. Wash with soap for 20 seconds. Dry hands thoroughly. Use towel to turn off tap Centre for

40 Can Do Statements Reading 3 read short, simple sentences understand some information in short, simple paragraphs the topic is familiar there are some pictures, charts, or diagrams I sometimes use a dictionary in my language Understand very short, simple social messages. a short note from my teacher a short with the details for an appointment Find some information in simple forms, tables, and schedules. bus schedules Find some key information in short business texts such as flyers, form letters, and brochures. a flyer with information about a sale Comprehending Instructions Understand simple instructions with about 5 steps, often with pictures. directions to the bus stop steps to take care of someone s house while the person is away Comprehending Information Understand the main idea and some important information in short, simple paragraphs. a story about my neighbourhood Find simple information in dictionaries and encyclopedias. a word in an online bilingual dictionary 2013 Centre for

41 Can Do Statements Reading 4 understand short, simple paragraphs the topic is familiar there are sometimes pictures, charts, or diagrams I sometimes use a dictionary in my language Understand simple social messages. an from a friend with the reason they didn t come to class a letter with news from a friend Find information in simple forms, tables, schedules, and directories. telephone numbers in an online directory Find and compare information in short business texts such as brochures, notices, form letters, and flyers. two simple brochures about travel Comprehending Instructions Follow simple instructions with about 6 steps and with some pictures. simple recipes instructions for playing a simple game Comprehending Information Understand and compare some important information in 2-3 short, simple paragraphs. factual description of a company (its location, when it started, how many people worked there, etc.) information about 2 different apartments Find information in dictionaries and online encyclopedias. information for a class project in an online encyclopedia 2013 Centre for

42 Can Do Statements Reading 5 understand simple and some moderately complex reading materials the text is relatively short the text is factual or descriptive the vocabulary is mostly common, with some abstract or specialized vocabulary and occasional common idioms Understand familiar personal and public social messages. an or a letter from a friend containing a compliment or an invitation letters to an advice columnist Scan formatted texts (such as forms, tables, schedules, directories, maps, and website navigation menus) to find and use 1-2 pieces of information. a train departure and arrival schedule Find information in business texts. a workplace memo about a new policy Follow step-by-step instructions with visual clues and about 7-10 steps for everyday tasks. first aid instructions Comprehending Instructions Comprehending Information Understand descriptions and stories about familiar topics. a plain language text about landlord or tenant law Interpret and use information in diagrams, tables, graphs, and website menus. a simple chart showing how a law is passed Get basic information from reference sources. information about an occupation in Canada 2013 Centre for

43 Can Do Statements Reading 6 understand a range of moderately complex reading materials the text is relatively short the text is mostly factual or descriptive the vocabulary is mostly common, with some abstract or specialized vocabulary and occasional idioms Understand familiar personal and public social messages. a workplace announcement Scan formatted texts (such as maps, course calendars, directories, and website navigation menus) to find and use 2-3 pieces of information. two courses of interest in a course calendar Get infromation from moderately complex business texts. product specifications for a home appliance a cover letter for a job application Comprehending Instructions Follow instructions with some visual clues and about 10 steps for everyday tasks, even when the steps are not always listed in order. an application for post-secondary study Comprehending Information Understand descriptions and stories about familiar topics. a short current news item Interpret and use information in charts, diagrams, tables, graphs, and website menus. crime rate data presented in a table Access, locate, and compare 2 or 3 pieces of information online. different online readings about a familiar health problem 2013 Centre for

44 Can Do Statements Reading 7 understand a range of moderately complex reading materials the text is moderate in length the text is factual, descriptive or argumentative with opinions and implied meanings the vocabulary includes a range of concrete, abstract or specialized terms, and idiomatic language Understand personal and public social messages for a variety of purposes. a personal expressing appreciation, complaint, hopes, satisfaction, or dissatisfaction a letter from a friend relating some bad news Scan formatted texts (such as course calendars, directories, and website navigation menus) to find and use 3-4 pieces of information. course eligibility criteria, start date, and pre-requisites Get information from moderately complex business texts. a performance review a public health advisory Comprehending Instructions Follow instructions with up to about 13 steps or 5-10 paragraphs for tasks that may be specialized or technical. how to remove a computer virus how to assemble a piece of furniture Comprehending Information Understand extended descriptions, reports, and stories about familiar topics. a short research report Interpret and use information in charts, diagrams, tables, graphs, and flow charts. a flow chart illustrating a company reporting system Use information from different online reference sources. reports of an event in 2 online newspapers 2013 Centre for

45 Can Do Statements Reading 8 understand most moderately complex reading materials the text is moderate in length the text is factual, descriptive or argumentative with opinions and implied meanings the vocabulary includes a range of concrete, abstract or specialized terms, and idiomatic language Understand social messages for a variety of purposes. general opinions in a blog responses to complaints or sympathy Locate, integrate, and use 3 or 4 pieces of information from formatted texts. an online financial table which indicates the amount that a person is eligible to receive, or needs to pay Get information from business service texts containing proposals, recommendations and statements of rules, regulations, and policies. an organization s declaration of rights and responsibilities Comprehending Instructions Follow extended instructions with up to about 13 steps or 8-15 paragraphs for specialized tasks. how to program a small electronic item how to perform cardiopulmonary resuscitation (CPR) Comprehending Information Understand extended descriptions, feature articles, reports, and narrations. letters to the editor expressing opinions about a controversial issue Interpret and use information in charts, diagrams, tables, graphs, and flow charts. a patient health status chart for nurses Access and use several pieces of information from different online reference sources. information on the Statistics Canada website 2013 Centre for

46 Can Do Statements Reading 9 understand an adequate range of complex texts in less predictable social, education and work-related situations the text is visually complex and lengthy or dense the text is linguistically complex and may include some idiomatic and figurative language the vocabulary is abstract, conceptual, or specialized Understand complex written communication conveying general opinions and points of view. editorials a professor s critique of a student s essay Obtain and accurately interpret information from complex texts to inform significant decisions. formal business letters employment contracts public reports business articles Comprehending Instructions Understand formal instructions for familiar procedures in complex texts containing advisories, recommendations, policies, and regulations. procedures outlined in government health and safety regulations Comprehending Information Understand the organization, underlying structure and development of ideas in complex texts. a research paper outlining an academic theory Interpret information in complex formatted texts (such as charts, graphs and diagrams). workplace productivity charts Conduct a complex search of online reference sources to research a defined topic that is limited in scope. online resources describing research skills 2013 Centre for

47 Can Do Statements Reading10 understand an expanding range of complex multipurpose texts in less predictable social, education and work-related situations the text is visually complex and lengthy or dense the text is linguistically complex and may include some idiomatic and figurative language the vocabulary is abstract, conceptual, or specialized Understand complex written communication conveying stated and unstated values and assumptions. blog postings about social or political issues issue-specific web pages on social media sites Obtain and accurately interpret information from multiple texts to inform significant decisions. standard legal documents business letters waivers and consent forms Comprehending Instructions Understand and summarize instructional texts about familiar procedures. electrical and building codes for a small renovation Comprehending Information Understand, summarize and evaluate the development of arguments in texts. persuasive articles with opposing views Interpret and summarize information and ideas in formatted texts. questionnaires about the quality of a product Conduct a complex search of relevant online reference sources to research a topic. reference websites for an academic paper 2013 Centre for

48 Can Do Statements Reading11 understand an expanded range of complex multipurpose texts in less predictable social, education and work-related situations the text is visually complex and lengthy or dense the text is propositionally and linguistically complex and may include sophisticated reasoning, implicit subtleties, highly idiomatic and figurative language, and sociocultural references the vocabulary is abstract, conceptual or specialized Understand complex communication conveying disagreement or conflict in social and non-social correspondence related to community, academic, and business contexts. editorials a document related to a human-rights issue in the workplace Obtain and accurately interpret, analyze and evaluate information from multiple complex texts to inform significant decisions and tasks. in-depth sales reports Comprehending Instructions Understand extensive specialized instructions for unfamiliar, complex procedures. instructions to determine which method of reporting is required for HST or other business taxes Comprehending Information Understand, summarize, and outline the message, position, assumptions, bias, values, and motives from fragments of different texts; support conclusions with evidence. parliamentary debate reports Analyze, summarize and synthesize information and ideas contained in complex formatted texts. production data tables and graphs Conduct a complex and comprehensive search of multiple online sources of information related to a specialized topic Centre for

49 Can Do Statements Reading12 understand complex, unfamiliar multipurpose texts in less predictable social, education and work-related situations the text is visually complex and lengthy or dense the text is linguistically complex and may include some idiomatic and figurative language the vocabulary is abstract, conceptual, or specialized Understand complex communication conveying social politeness and cooperation, or their violations, in social and non-social correspondence. a letter threatening legal action Obtain and accurately interpret, summarize, analyze, and evaluate information in multiple complex public and semi-public business texts in relation to their purpose and audience. adjudication decisions in labour union disputes and grievances Comprehending Instructions Understand complex instructional texts to evaluate and revise them for clarity. instructions on how to conduct and report an experimental study Comprehending Information Understand the content, organization, language, tone and style of complex, continuous and formatted texts, and evaluate them for validity, appropriateness, and relevance. a book about a historical event Conduct a complex and comprehensive search of relevant online reference sources related to a specialized topic. an academic literature review 2013 Centre for

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51 Writing

52 Can Do Statements Writing 1 write the alphabet and numbers write some very common, everyday words the topic is very familiar someone helps me I write for a familiar person Write very short, simple social messages. Complete very short, simple forms. Copy numbers, simple lists of words, or very short, simple sentences. Complete 3-5 very short, simple sentences about me Centre for

53 Can Do Statements Writing 2 write simple phrases and some very short, simple sentences write very common, everyday words the topic is very familiar someone helps me I write for a familiar person Write short, simple social messages. Complete short, simple forms. Copy 3-5 short, simple sentences. Copy lists with items. Write a few words to complete short sentences or answer questions about me Centre for