REEP LEVEL DESCRIPTIONS: SPEAKING

Document technical information

Format pdf
Size 49.7 kB
First found May 22, 2018

Document content analysis

Category Also themed
Language
English
Type
not defined
Concepts
no text concepts found

Persons

Organizations

Places

Transcript

REEP LEVEL DESCRIPTIONS: SPEAKING
100: SPEAKING
150: SPEAKING
(REEP Skill Level I; NRS Beginning ESL Literacy; SPL 0, I, II)
(REEP Skill Level I; NRS Beginning ESL; SPL I, II, III)
Oral Interaction:
Has limited communicative ability. May function in situations related to
basic needs in a limited way.
Oral Interaction:
Expresses basic needs with simple learned phrases, simple sentences
and gestures. Speaks with much hesitation and pauses.
Expresses a few basic survival needs using isolated words, simple
learned phrases, simple learned sentences and gestures.
May switch to primary language in order to communicate message.
Can say the letters of the alphabet and numbers.
Speech includes frequent long pauses and echoing of others' words.
May switch to primary language to communicate message.
May understand a few isolated words or very simple learned phrases
(e.g. What’s your name?) when spoken slowly and with repetitions.
Elaboration and Explanation:
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 understand some letters of the alphabet and some numbers.
May attempt explanations by quoting speaker; "He: 'Oh, I sick.'
Needs to have all routine tasks demonstrated.
Elaboration and Explanation:
Almost no elaboration. May attempt to elaborate by saying another
word that expresses the same idea or use gestures.
Unable to offer further explanation to statements already given except
by using gestures or primary language.
Given a very familiar question, may respond with isolated words or
gesture. In some cases, may answer with a complete simple sentence.
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.
Grammar:
Has a little control of very basic grammatical forms and structures.
Attempts subject/verb/complement sentences.
Grammar:
Has little control of basic grammatical forms and structures. May use
one simple sentence pattern such as "I go work", "I go school".
Attempts to use simple present. Makes frequent errors.
Basic modifiers (some pronouns and articles) used but inconsistently.
Communication consists mostly of isolated nouns or action verbs and
learned phrases such as "My name is..."; "wake up"; "go out".
Copyright, 2011
Numerous one syllable action verbs are present. Attempts to use basic
modals - would, can, could and maybe.
REEP LEVEL DESCRIPTIONS: SPEAKING
200 & 250: SPEAKING
350: SPEAKING
(REEP Skill Level 2; NRS Low Int. ESL; SPL III, IV)
(REEP Skill Level 3; NRS Low Intermediate ESL; SPL IV, V)
Oral Interaction:
Expresses basic survival needs.
Participates in simple conversations in routine social situations using
learned phrases and simple sentences. Still uses gestures but does not
rely on them. Begins to show signs of spontaneity but generally does
not go beyond the given subject.
May attempt to participate in conversations in non-routine social
situations.
Speaks with hesitation and frequent pauses. May switch to primary
language.
States simple personal information on the telephone, but with difficulty.
Elaboration and Explanation:
Elaborates ideas a little on familiar subjects. May elaborate by saying
words and phrases of similar meaning that express the original idea.
Oral Interaction:
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.
Explanations usually consist of a series of simple sentences. Asks and
responds to questions on familiar topics, with learned phrases and
simple sentences.
Elaboration and Explanation:
Attempts at explanations are limited unless directly asked.
Given familiar subjects, will usually respond to questions with a short
simple sentence, sometimes 2 sentences together.
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.
Grammar:
Has inconsistent control of basic grammatical forms and structures.
Makes frequent errors.
Sentences generally consist of subject + verb + complement. May
attempt compound sentences with 'and'.
Uses some basic modifiers (articles, possessive pronouns, adjectives)
but is inconsistent and makes frequent errors.
Greater variety of verbs emerging. Generally uses present tense
forms. Attempts other tenses but they are often incorrect.
Copyright, 2011
Grammar:
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.
REEP LEVEL DESCRIPTIONS: SPEAKING
300: SPEAKING
400 & 450: SPEAKING
(REEP Skill Level 4; NRS High Intermediate ESL; SPL V, VI)
(REEP Skill Level 5; NRS Advanced ESL; SPL VI, VII)
Oral Interaction:
Functions independently in most everyday situations.
Oral Interaction:
Functions independently in most work situations and social situations.
Can participate in conversations that go beyond the familiar topics and
basic needs.
Speaks fluently, but may have some hesitation when searching for
vocabulary or language structures.
Speaks fluently. Will use hesitation and pauses when searching for
vocabulary or language structures.
Expresses ideas with some confidence and willingness to be
spontaneous.
Will express ideas with some confidence and occasionally be
spontaneous when speaking on familiar or personal subjects.
May clarify general meaning by rewording in familiar contexts.
Asks and responds to questions on a variety of subjects.
Will seek clarification by repetition, rephrasing and asking questions.
Communicates on phone in routine situations. May ask for repetition.
Communicates on the telephone on familiar topics. May need to repeat
to be understood.
Elaboration and Explanation:
May attempt elaboration by expanding ideas and may use anecdotes or
personal stories.
Elaboration and Explanation:
Elaborates with some details and some anecdotes from personal
experience.
Gives simple explanations. May attempt more detailed explanations if
asked.
Can extend a conversation somewhat by asking questions and
expressing ideas and feelings.
Generally answers open-ended questions using 3 - 5 sentences.
May explain answers with simple responses and tell stories.
Grammar:
Has control of basic grammatical forms and structures. May use more
complex ones, but with limited control.
On familiar, open-ended questions, will answer with 3 to 5 sentences.
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.
Grammar:
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.
Copyright, 2011
REEP LEVEL DESCRIPTIONS: SPEAKING
500/550: SPEAKING
EXIT: SPEAKING
(REEP Skill Level 6; NRS Advanced ESL; SPL VI, VII)
(SPL VIII+)
Oral Interaction:
Functions independently in nearly all social and work situations.
Speaks with little or no hesitation and can sustain a conversation on
familiar topics.
Can deliver and self-evaluate an effective short oral presentation with
few organization problems and few language problems that interfere
with communication.
Speaks fluently with little or no hesitation.
Expresses ideas with confidence using a wide range of language.
Functions independently in social and work situations.
Can understand and use English to express humor, word play, and
attitude.
Understands and generally utilizes appropriate social registers.
A personal, expressive style (voice) is emerging at this level.
Can expand, support, clarify, restate, or paraphrase ideas.
Can reword ideas for clarification.
Communicates effectively by telephone on familiar subjects.
Communicates on phone on familiar subjects.
Can summarize reading passages.
Elaboration and Explanation:
Capable of elaboration with details and examples. May use anecdotes
and personal stories.
Has control over complex grammar but makes mistakes.
Expresses complicated ideas with some success.
Explanations are generally fully developed with details.
Usually responds with short speeches 5 to 6 sentences in length.
Grammar:
Controls basic grammatical forms and structures. Occasionally makes
errors with complex structures.
Uses a variety of sentence structures including the impersonal 'you' as
subject.
Uses modifiers (articles, possessive pronouns, single word adverbs,
adjectives and prepositional phrases) but errors may occur.
Uses an increasing variety of verbs, modals and tenses. There may still
be more mixing of the present when expressing the past.
Copyright, 2011
REEP LEVEL DESCRIPTIONS: SPEAKING
Copyright, 2011
×

Report this document