REEP LEVEL DESCRIPTIONS: 300

300 (High Intermediate Oral/High Beginning Literacy): Can orally satisfy survival, social, and work demands, but has limited literacy skills. A native speaker not used to dealing with LEP speakers will have some difficulty communicating with a person at this level.

Correlations:
Speaking/Listening:  REEP Skill Level 4; NRS High Intermediate ESL; SPL V, VI; BEST Short Form Placement Scores 27-33
Writing: REEP Rubric 2; 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 - 300
ORAL INTERACTION
ELABORATION & EXPLANATION
GRAMMAR
Functions independently in most everyday situations.

Can participate in conversations that go beyond the familiar topics and basic needs.

Speaks fluently. Will use hesitation and pauses when searching for vocabulary or language structures.

Will express ideas with some confidence and occasionally be spontaneous when speaking on familiar or personal subjects.

Will seek clarification by repetition, rephrasing and asking questions.

Communicates on phone in routine situations. May ask for repetition.

 May attempt elaboration by expanding ideas and may use anecdotes or personal stories.

Gives simple explanations. May attempt more detailed explanations if asked.

Generally answers open-ended questions using 3 - 5 sentences.
 
 
 
 

 

 Has control of basic grammatical forms and structures.  May use more complex ones, but with limited control.

Uses compound sentences with 'and' and 'but'.  Can have problems with word order especially when attempting complex sentences.

Uses modifiers such as, articles, possessive pronouns and predicate adjectives.

Mostly uses present tense forms but attempts past, future and perfect tenses.

 
LISTENING - 300
Understand conversations 
on everyday topics at 
normal speed in contact situations.

Understanding simple oral instructions.

 Has some ability to understand in non-contact situations (e.g. telephone). Can retell conversations to demonstrate comprehension, but may not be able to separate main idea from details.

 
WRITING - 300
CONTENT & VOCABULARY
ORGANIZATION & DEVELOPMENT
STRUCTURE
MECHANICS
VOICE
Addresses part of the task (some but little substance) or copies from the model.

Irrelevant information.

Frequent vocabulary errors of function, choice, & usage with meaning obscured.

Given personal writing, borrows familiar words, phrases, and high frequency expressions from speaking.

 Thought pattern can be difficult to follow, ideas not connected, not logical.

May use unrelated sentences.

 Frequent grammatical errors.

Meaning obscured.

Sentence structure repetitive (or copies from model).

 Frequent errors.

Inconsistent use of punctuation.

Spelling may distract from meaning.

Invented spelling.

Tends to spell phonetically.

 Addresses audience.
Lifeskills Writing: 
Copies personally relevant material. Can generally complete a variety of simplified forms.

 
READING - 300
May have difficulty alphabetizing lists to the second or third letter.

Given prereading 
assistance, can read short, simplified narratives on 
familiar and some unfamiliar topics containing familiar 
vocabulary and structures. May need several readings and may have some misinterpretations.

 Can interpret abbreviations for words previously 
learned in the context of specific topics (e.g. 
housing, employment).

Demonstrates comprehension by orally answering questions (e.g. yes/no, wh-, true/false), 
but may have difficulty answering questions in writing. May personalize 
text and have difficulty reading objectively.

 Generally reads word by word and decodes unfamiliar words by sound, not by context.

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