About These Benchmarks
These benchmarks outline the language skills adult ESL learners are expected to demonstrate at each placement level. Each skill area — Listening, Speaking, Reading, and Writing — is described with specific Can-Do Statements alongside Assessment Prompts to guide instructors during placement interviews and informal assessments. The benchmarks are designed to identify where learners are now and inform instructional planning from day one.
Beginner — Initial
ESL Adult Learner Placement Benchmark
Listening
| Can-Do Statement | Assessment Prompt |
|---|---|
| I can understand simple individual greetings, introductions, and expressions of goodwill when spoken slowly and clearly (~1–2 short turns). | Say 'Hello, how are you?' Does the student respond appropriately? |
| I can understand very short, simple instructions, commands, and requests related to immediate personal needs (~2–5 words). | Give: 'Sit down,' 'Open the book,' 'Write your name.' Does the student comply? |
| I can understand expressions used to attract attention and request assistance in situations of immediate personal need. | Say 'Excuse me, can you help me?' or 'Wait!' — does the student respond appropriately? |
| I can understand very simple information about highly familiar, concrete topics (e.g., name, city, phone number). | Share basic personal details aloud. Does the student follow along and respond? |
Speaking
| Can-Do Statement | Assessment Prompt |
|---|---|
| I can participate in simple individual greetings, introductions, and goodwill expressions (~1–2 short turns). | Prompt: 'Say hello and tell me your name.' |
| I can give brief, simple, routine instructions to a familiar person (2–5 words or short phrases). | Prompt: 'Tell me how to open this book.' (Expected: 'Open it.' / 'Open the book.') |
| I can make and respond to simple requests related to immediate personal needs (asking for assistance, the time, a price, or an amount). | Prompt: 'Ask me what time it is. Now ask me how much this pen costs.' |
| I can give and ask for basic personal information in response to direct questions from a supportive listener. | Use scaffolded prompts: 'What's your name? Where are you from? Do you have children?' |
Reading
| Can-Do Statement | Assessment Prompt |
|---|---|
| I can understand very short, simple written instructions for common, familiar everyday situations. | Show a simple sign (STOP, EXIT, PUSH/PULL). Does the student read and respond correctly? |
| I can get information from very short, simple, commonly formatted texts (sections of forms, maps, diagrams, sales receipts, traffic signs, and civic symbols). | Show a simple bus schedule. Ask: 'What time does the next bus leave?' (one clearly visible answer) |
| I can recognize names, numbers, and some basic details in very simple, short texts related to everyday situations and immediate needs. | Show a 2–3 sentence text: 'My name is Ana. I live in Providence. My number is 555-1234.' Ask: 'What is her phone number?' |
Writing
| Can-Do Statement | Assessment Prompt |
|---|---|
| I can copy numbers, letters, words, short phrases, or sentences from simple lists or very short passages for personal use or to complete short tasks, following American English conventions. (Texts: 2–3 sentences or lists of ~5–10 items.) | Provide a short 6-item grocery list. Ask the student to copy it accurately. |
| I can complete very short, simple forms requiring only basic personal identification information. (Up to ~5 items; clear labels and designated writing areas.) | Provide a 4-field form: Name, Country of Origin, Phone Number, Date. |
| I can write a few words to complete a short, guided text or answer simple questions to describe a personal situation (~3–5 sentence guided text). | Provide a fill-in template: 'My name is ___. I am from ___. I have ___ children. I study English because ___.' |
Beginner — Developing
ESL Adult Learner Placement Benchmark
Listening
| Can-Do Statement | Assessment Prompt |
|---|---|
| I can understand greetings, introductions, requests, goodwill expressions, and basic courtesy formulas (~2–3 turns). | Conduct a brief exchange: 'Good morning! How are you? Where are you from?' |
| I can understand short, simple instructions, commands, requests, and directions related to immediate personal needs (1–2 short imperative sentences). | Give 1–2 step directions: 'Take out your pencil and write your name at the top of the page.' |
| I can understand expressions used to make and respond to requests and warnings in situations of immediate personal need. | Present: 'Can you open the window?' and 'Be careful — the floor is wet!' |
| I can understand simple information about familiar, concrete topics (e.g., daily schedule, family, weather). | Describe a familiar topic: 'My class starts at 9 AM. There are 15 students in the room.' |
Speaking
| Can-Do Statement | Assessment Prompt |
|---|---|
| I can participate in greetings, introductions, requests, and courtesy exchanges (~2–3 turns). | Prompt: 'Start a conversation — greet me, introduce yourself, and ask my name.' |
| I can give short, simple, common routine instructions to a familiar person (short phrases or imperative sentences). | Prompt: 'Tell me how to turn on the computer.' (Expected: 'Press the button. Click here.') |
| I can make and respond to simple requests related to common everyday activities; give very simple warnings and cautions. | Prompt: 'Ask me to help you spell a word. Now give me a simple safety warning.' |
| I can give expanded personal information and basic descriptions of familiar objects in a few short words or phrases; ask for basic personal information. | Prompt: 'Describe what's on the table in front of you. Then ask me one question about myself.' |
Reading
| Can-Do Statement | Assessment Prompt |
|---|---|
| I can understand short, simple, clearly sequenced written instructions for common, familiar everyday situations (point form, ~4 steps). | Provide a 4-step illustrated direction card (e.g., how to use a microwave). Ask the student to sequence the steps. |
| I can get information from simple formatted texts (forms, maps, diagrams, signs, labels, tables, schedules) and basic information from short, simple business or service notices. | Show a simple community flyer or product label. Ask 2–3 factual questions. |
| I can understand the purpose and some basic details in very simple, short texts related to everyday, familiar, personally relevant situations. | Show a 4–5 sentence text on a familiar topic. Ask: 'What is this text about? What is one detail you learned?' |
Writing
| Can-Do Statement | Assessment Prompt |
|---|---|
| I can copy a range of information from simple lists or very short passages for personal use or to complete short tasks while adhering to conventions. (Texts: 3–5 sentences or lists of ~10–15 items.) | Provide a 4-line address block or short class schedule. Ask the student to copy with correct capitalization and spacing. |
| I can complete short, simple forms requiring basic personal identification or familiar information. (Up to ~10 items; clear labels and designated writing areas.) | Provide a 10-field enrollment form (name, address, phone, emergency contact, class preference, etc.). |
| I can write words and phrases to complete a short, guided text or answer simple questions to describe a personal situation (~5–7 sentence guided text). | Provide sentence starters: 'Every day I ___. My favorite food is ___. My family ___. I come to class because ___.' |
Beginner — Adequate
ESL Adult Learner Placement Benchmark
Listening
| Can-Do Statement | Assessment Prompt |
|---|---|
| I can understand simple social exchanges, including varied styles of greetings, introductions, and leave-taking (~5 turns). | Role-play a multi-turn greeting using both formal and informal registers. |
| I can understand instructions and directions related to familiar everyday situations of immediate personal relevance (2–4 steps). | Give a 3–4 step task: 'Go to the desk, pick up the folder, find page 5, and read the first sentence aloud.' |
| I can understand expressions used in familiar everyday situations, including requests, permission, and warnings. | Use varied expressions: 'You can't park here,' 'Could I borrow your pen?' 'Watch your step.' |
| I can understand short, simple, descriptive communication about a person, object, situation, scene, personal experience, or daily routine. | Give a brief description: 'My neighbor has two kids. She works at a restaurant and takes the bus every morning.' |
Speaking
| Can-Do Statement | Assessment Prompt |
|---|---|
| I can engage in simple social exchanges, including varied styles of greetings, introductions, and leave-taking (~5 turns). | Role-play meeting someone new at a community event using both formal and informal language. |
| I can give simple, common, routine instructions and directions to a familiar person (2–3 steps). | Prompt: 'Tell me how to get from the main entrance to this classroom.' (Expected multi-step response.) |
| I can make and respond to an expanding range of simple requests related to everyday activities; give a variety of simple warnings. | Prompt: 'Ask me for directions to the library. Warn me about something in this room.' |
| I can ask for and give information about immediate needs and feelings related to everyday activities; give simple descriptions of objects, people, or experiences in a few short sentences. | Prompt: 'Tell me about your daily routine. How do you feel about studying English? Describe someone in your family.' |
Reading
| Can-Do Statement | Assessment Prompt |
|---|---|
| I can understand short, simple, clearly sequenced written instructions for familiar everyday situations (point or prose form, ~5 steps). | Give a 5-step how-to card (e.g., 'How to use the library computer'). Ask 2–3 comprehension questions. |
| I can get information from simple formatted texts (forms, tables, charts, schedules, directories) and from short business or service texts (brochures, notices, form letters, flyers). | Show a short form letter or brochure. Ask: 'What is this about? Who is it for? What should you do?' |
| I can understand the purpose, main idea, key information, and some details in simple short texts related to familiar everyday situations; can use simple reference materials (bilingual dictionaries, encyclopedias). | Show a 1-paragraph community notice. Ask: 'What is the main idea? What should the reader do with this information?' |
Writing
| Can-Do Statement | Assessment Prompt |
|---|---|
| I can copy or record a range of information from short texts for personal use. (Texts: up to ~1 paragraph; may include passages, directories, schedules, instructions, or dictionary entries.) | Provide a short paragraph with key information. Ask the student to copy the most important details onto a notepad. |
| I can complete short, simple forms requiring personal or familiar information and some responses to simple questions. (~12–15 items; clear labels and designated writing areas.) | Provide a 13-item form including short-answer questions such as 'Why are you studying English?' and 'What are your learning goals?' |
| I can write a few sentences to independently describe a familiar person, object, place, situation, or event (up to ~5 sentences). | Give an open prompt: 'Write 4–5 sentences about someone you know or a place that is important to you.' |
Split-Level Profile
For learners whose skills span two adjacent benchmark levels
What is a Split-Level Profile?
A Split-Level Profile identifies learners who demonstrate skills that span across two adjacent benchmark levels — for example, a student who reads at the Adequate level but speaks at the Initial level. This profile is common among heritage speakers, highly literate newcomers, or students returning after a gap.
Placement Rule: Place the student at the lower level and flag the stronger domain(s) in the intake record. This ensures appropriate support while informing differentiated instruction from day one.
Split-Level Intake Form
Student Name:
Date of Assessment:
Instructor:
Skill Levels Observed
Listening
Speaking
Reading
Writing
Overall Placement Level:
Stronger domain(s) to flag:
Reassessment Date:
Notes: