REEP Level Descriptions: 400

400 (High Intermediate to Advanced Oral \ (Low) Intermediate Literacy): Can satisfy most oral survival, social, and work demands; can satisfy most literacy survival needs, but has difficulty with social and work demands. A native speaker not used to dealing with LEP speakers will be able to communicate with a person at this level on familiar topics, but with some difficulty and effort.

Correlations:
Speaking/Listening:  REEP Skill Level 5; NRS Low Advanced ESL; SPL VI, VII; BEST Short Form Placement Scores 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 - 400
ORAL INTERACTION
ELABORATION & EXPLANATION
GRAMMAR
Functions independently in most work situations and social situations.

Speaks fluently, but may have some hesitation when searching for vocabulary or language structures.

Expresses ideas with some confidence and willingness to be spontaneous.

May clarify general meaning by rewording in familiar contexts.

Asks and responds to questions on a variety of subjects.

Communicates on the telephone on familiar topics.  May need to repeat to be understood.

 Elaborates with some details and some anecdotes from personal experience.

Can extend a conversation somewhat by asking questions and expressing ideas and feelings.

May explain answers with simple responses and tell stories.

On familiar, open-ended questions, will answer with 3 to 5 sentences.
 
 
 
 

 

 Has control of basic grammatical forms and structures and may attempt more difficult forms and structures but with limited control.

Uses compound sentences.  Complex sentences used with occasional errors.

A variety of indefinite pronouns (some, other, somebody, etc.) and adverbs (too, also, never, etc.) are emerging.

Past tense often used correctly.  Occasionally the present tense is still mixed in.  Present perfect is attempted.

 
LISTENING - 400
Understands conversations containing some unfamiliar vocabulary in familiar contexts. May need 
repetition, rewording, or 
slower speech.

Can understand and give simple telephone messages.

 Understands most conversations on familiar topics in contact 
situations.

Understands simple oral instructions, but may need repetition.

 Has some ability to understand in non-contact situations (e.g. telephone).

 
WRITING - 400
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.

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

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 - 400
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, Who-).

 Can relate titles to texts.

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

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