WL Benchmarks

Reading Comprehension
Reading Comprehension is assess through weekly ​Readers’ Workshops​ during year 1 trimester
1. The table below is taken from the Readers’ Workshop Starter Lessons. Within the first
trimester of year 1, the growth in ​word count​, ​number of questions​, and ​minute for
self-engagement​ is stark.

Readers’ Readers’ Readers’ Readers’ Readers’ Readers’

Workshop Workshop Workshop Workshop Workshop Workshop
1 text 2 text 3 text 4 text 5 text 6 text

Word count (approx) 7 15 30 90 140 146

Number of questions 15 20 25 30 30 30

Minutes for self-engagement 3 3 5 7 7 7

Beyond year 1 trimester 1, students are assessed on reading comprehension through the use of
assessments that mimic the ​Mini Story​ format that they are familiar with.

NOTE​: Reading assessments are written in the target language (e.g. French or Spanish) while
the questions are in English.

T1 T2 T3 T4 T5 T6 T7 T8 T9

Word count See 150 150 150 150 150 150 150 150
(approx) above

Number of questions See 30 30 30 30 30 30 30 30

(approx) above

Minutes for See 10 13 16 19 25 25 25 25

self-engagement above
Writing Comprehension
The table below provides information on the word count goals that the teacher should have for
each class on a trimester basis and the number of minutes that are set aside for
self-engagement on the writing task during the Extended Writing Task.

By the end of 8th grade students are able to compose an extemporaneous writing sample of
approximately 210 words in under 30 minutes. This prepares them ​well​ to successfully engage
advanced writing tasks in foreign language courses in high school and beyond.

T1 T2 T3 T4 T5 T6 T7 T8 T9

Word count benchmark N/A 60 90 120 150 180 210 210 210

Minutes on task N/A 10 13 16 19 25 25 25 25

Speaking Comprehension
The table below provides information on the amount of time for which a scholar should be able
to speak about a topic with 1 minute to prepare. Topics are chosen by drawing cards, drawing
slips of paper, or pulling from a bank of structures. Students are allowed a note card to capture
ideas before the speaking task timer is set.

T1 T2 T3 T4 T5 T6 T7 T8 T9

Time speaking Up to Up to Up to Up to Up to Up to Up to Up to Up to
(in minutes) .5 .5 1 min 1 min 1.5 1.5 1.5 2 min 2 min
min min min

Listening Comprehension
Assessing listening comprehension is continuous and ongoing in a TPRS classroom. For this
reason the team had not created benchmarks in the same manner as with other modes of
communication.

At McAuliffe a typical listening assessment would take the following format:

1. Your teacher will read a paragraph of text to you three times
○ Regular (natural) pace
○ Slow pace
○ Regular (natural pace)
2. While the teacher is reading the paragraph, you should listen and try to remember as
much as you can.
 3. Then, you will have 10 minutes to respond to the 5 questions that follow the text.
4. Responses are worth 2 points per question, for a total possible of 10 points.

B A M

2 or fewer correct answers 3-4 correct answers 5 correct answers

0-4 points 6-8 points 10 points

B -​ Beginning (e.g. correlates to a letter grade of D+ or lower)

A - ​Approaching (e.g. correlates to a letter grade of C- or to B-)
M - ​Meeting (e.g. correlates to a letter grade of B or higher)