REEP LEVEL DESCRIPTIONS: 150

150 (Beginning): Can satisfy limited oral and literacy survival needs. A native speaker used to dealing with LEP speakers will have difficulty communicating with a person at this level.

Correlations:
Speaking/Listening:  REEP Skill Level 1; NRS Beginning ESL; SPL I, II, III; BEST Short Form Placement Scores 0-18
Writing: REEP Rubric 1; REEP Skill Level 2; NRS Beginning ESL; CASAS Level A
Reading: REEP Skill Level 2; CASAS Level B.

Click on individual skills for detailed descriptions:
 


 
SPEAKING - 150
ORAL INTERACTION
ELABORATION & EXPLANATION
GRAMMAR
Expresses basic needs with simple learned phrases, simple sentences and gestures. Speaks with much hesitation and pauses.

May switch to primary language in order to communicate message.

Can say the letters of the alphabet and numbers.
 
 
 
 
 
 
 
 
 
 
 

 

 Almost no elaboration.  Given open-ended questions on very familiar topics, will not elaborate beyond an immediate, brief response.  May use gestures.

Explanations are minimal, using one word or simple phrases.

May attempt explanations by quoting speaker; "He: 'Oh, I sick.'

Given specific questions on very familiar topics, may respond using simple sentences.

Has difficulty understanding wh- questions.

Answers to questions are usually 2 to 4 words in length.

 Has a little control of very basic grammatical forms and structures.

Attempts subject/verb/complement sentences.

Attempts to use simple present.  Makes frequent errors.

Basic modifiers (some pronouns and articles) used but inconsistently.

Numerous one syllable action verbs are present.  Attempts to use basic modals - would, can, could and maybe.
 
 
 
 

 

 
 
LISTENING - 150
Understands a number of simple learned phrases. 
May need slow speech 
and frequent repetition.		 May need context, 
concrete examples, and non-verbal cues to understand oral information.		 May understand letters of the alphabet and numbers.

 

 
WRITING - 150
CONTENT & VOCABULARY
ORGANIZATION & DEVELOPMENT
STRUCTURE
MECHANICS
VOICE
Given a model on a familiar topic, may be able to write a series of simple sentences.

Little comprehensible information.

May not address question.

Limited word choice, repetitious.

 Weak, incoherent.

May have unrelated sentences.

 Serious and frequent grammatical errors.

Mostly fragments (incomplete sentences).

2-3 phrases/simple patterned sentences.

 Lack of mechanics.

Handwriting and/or spelling obscure meaning.

 Not evident.
Lifeskills Writing: 
Can write the letters 
of the alphabet and numbers 1-100 independently.		 Copies materials that are personally meaningful. May 
need assistance.		 Completes simplified forms which require personal information. May need assistance.

 
READING - 150
Recognizes upper and 
lower case letters of the alphabet.

Interprets isolated words 
and simple phrases in 
familiar contexts (e.g. 
traffic signs, personal identification forms).

Can identify sequence of 
a simple narrative.

 Relates phonological 
sounds to initial 
consonants.

Given prereading 
assistance, can read 
short, simplified narrative paragraphs on familiar 
topics containing familiar vocabulary. May have 
some misinterpretations.

May use bilingual 
dictionary. Has difficulty locating the correct entry.

 Recognizes numbers 1-100.

Can answer simple factual questions (e.g. yes/no, true/false, fill-in) based on readings and simple wh-questions.

 

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