REEP LEVEL DESCRIPTIONS: 350

350 (Intermediate): Can satisfy most oral and literacy survival needs and some social and work demands. A native speaker used to dealing with LEP speakers will be able to communicate with a person at this level on familiar topics with little difficulty and effort.

Correlations:
Speaking/Listening:  REEP Skill Level 3; NRS Low Intermediate ESL; SPL IV, V; BEST Short Form Placement Scores 23-29
Writing: REEP Rubric 3; REEP Skill Level 4; NRS Low Intermediate ESL; CASAS Level B.
Reading: REEP Skill Level 4; CASAS Level B.

Click on individual skills for detailed descriptions:
 


 
SPEAKING - 350
ORAL INTERACTION
ELABORATION & EXPLANATION
GRAMMAR
Functions independently in most face to face routine social and work situations. 

Can participate in simple conversations that go beyond the basic needs. May attempt spontaneity. Still speaks with hesitation, fragments and phrases as speaker struggles with vocabulary, forms and structures.

Occasionally clarifies meaning by rewording. 

Asks and responds to questions on familiar and some unfamiliar subjects...

Can occasionally clarify general meaning by rewording.

Communicates on phone in survival situations, but usually needs to repeat.

Attempts elaboration of ideas especially when asked.

Attempts at explanations are limited unless directly asked.

On familiar, open-ended questions, usually will answer with 3 to 6 sentences. On questions calling for specific responses, will answer with 1 to 2  sentences. May elaborate more.
 
 

 

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

Compound sentences are evident but also occasionally missing subjects and direct objects.

Generally uses present tense forms. Uses past tense with occasional errors.
 
 
 
 
 
 
 
 

 


 
LISTENING - 350
Understands conversations 
on familiar topics when spoken slowly and/or with repetition.

Understands simple oral instructions. May need repetition.

Can identify main topic of conversation and some supporting detail on 
familiar material related to everyday topics.
Has limited ability to understand in non-contact situations (e.g. telephone).

 


 
WRITING - 350
CONTENT & VOCABULARY
ORGANIZATION & DEVELOPMENT
STRUCTURE
MECHANICS
VOICE
Addresses at least part of the task with some
substance.

Limited vocabulary choice.

Errors of vocabulary function and usage, but meaning is generally not obscured.

Limited in appropriate details- 
insufficient amount of detail or 
irrelevant information.

Trouble sequencing.

May indicate paragraphing.

May not have a main idea or stay on topic. Attempts to elaborate.

Restricted to basic structural
patterns (simple present, 
subject-verb), has some errors.

Writes complete simple sentences using correct word order.

Correct usage of adverbials (because clause) and conjunctions 
(and/or/but)

Goes beyond the model.

Some punctuation 
and capitalization
though frequent 
errors. 

Occasional spelling
errors that distract
from meaning.

Emerging voice.

Some engagement.

Some personalization.

Lifeskills Writing: 
Completes a variety of simplified forms.

 
READING - 350
Can interpret abbreviations 
for words previously learned 
in the context of specific topics (e.g. housing, employment).

May have some ability to guess vocabulary in context.

Can read short simplified materials on familiar and unfamiliar topics if visuals 
or other aids are included.

Can demonstrate understanding by 
answering factual 
questions, orally and in writing (e.g. true/false, wh-).

Can relate titles to simple texts.

Given clues (e.g. first, next), can identify the sequence of 
a simple narrative passage.

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