ERLI Proficiency Scale

The ERLI program is divided into 4 levels:

  • Level 2: High-Beginner level
  • Level 3: Intermediate level
  • Level 4: High-Intermediate level
  • Level 5: Advanced level

Note: In any class at any level, a student must earn a 70% or higher [C, B, or A] before they can progress to the next level in that class.

For example: Student A passes level three reading with a C. This student will next go to level four reading.

Interpretation of the ERLI Proficiency Scale

Level 2:

Reading – A student completing Level 2 Reading should be able to…

  • demonstrate an understanding and application of limited critical thinking skills including basic inferences and analysis.
  • demonstrate an understanding and application of high-beginner level fiction and non-fiction material in a variety of styles/formats such as non-authentic articles, reports, essays, and abridged novels and short stories.
  • successfully identify the stated main idea and supporting details of high-beginner-level paragraphs and/or high-beginner-level longer texts.
  • demonstrate an understanding and application of vocabulary recognition strategies such as context clues; and roots, prefixes, and suffixes as they arise.

Writing – A student completing Level 2 Writing should be able to…

  • demonstrate an ability to employ a range of sentence structures using simple, compound and complex grammatical structures.
  • write sentences without serious errors in spelling and mechanics that interfere with comprehension.
  • brainstorm and outline a paragraph.
  • organize a paragraph to include a topic sentence, supporting details and concluding sentence along with appropriate transitions.
  • employ supporting details such as relevant examples and explanations.
  • write cohesive and coherent paragraphs.
  • write a variety of paragraph formats such as narrative, classification, process, opinion, and descriptive.
  • correctly use beginning-level vocabulary in their paragraphs.

Grammar – A student completing Level 2 Grammar should be able to…

  • demonstrate applications basic grammar parts of speech including nouns, verbs, adjectives, adverbs [frequency, degree, and those that modify verbs], and prepositions.
  • demonstrate an understanding and application of the simple past, present, and future tenses as well as the past, present, and future progressive (continuous).
  • demonstrate an understanding and application of imperatives
  • demonstrate an understanding and application of sentence word order in both statement and question forms
  • demonstrate an understanding and application of subject-verb agreement, and capitalization and punctuation rules
  • demonstrate a beginning understanding and application of articles and count/non-count nouns.
  • demonstrate an understanding and application of simple & continuous present modals.

Listening/Speaking – A student completing Level 2 Listening/Speaking should be able to…

Listening:

  • demonstrate an ability to use short-hand techniques such as some abbreviations, symbols, and acronyms at a high-beginning-level.
  • demonstrate an ability to organize notes from a high-beginner-level lecture by identifying and writing down main ideas and supporting details, employing the use of some key words from a beginner-level lecture
  • demonstrate an ability to pass quizzes/tests based on notes from a high-beginner-level lecture.
  • demonstrate an ability to recognize topics of high-beginning-level listening passages.
  • demonstrate an ability to identify facts directly expressed in beginning-level listening passages.
  • demonstrate an ability to identify opinions directly expressed in high-beginning-level listening passages.
  • demonstrate an ability to make predictions about specific content they will hear in high-beginning-level listening passages. For example, using pictures to predict content.
  • demonstrate an ability to make inferences about specific content they hear in high-beginning-level listening passages.

Speaking:

  • demonstrate an ability to use high-beginning-level-appropriate language in the context of organized presentations that include presentation techniques , and can include technological aids
  • demonstrate an ability to use high-beginning-level-appropriate language in the context of formal classroom discussions such as found in debates, as well as informal classroom conversations.
  • demonstrate an ability to utilize correct grammar and pronunciation in a high-beginning-level context with fewer errors than level one.
  • demonstrate an ability to utilize idiomatic language in high-beginning level speaking activities.

Level 3:

Reading – A student completing Level 2 Reading should be able to…

  • demonstrate an understanding and application of critical thinking skills including inferences and basic analysis from an intermediate-level passage
  • demonstrate an understanding and application of intermediate-level fiction and non-fiction material in a variety of styles/formats such as non-authentic articles, reports, essays, novels, and short stories.
  • successfully identify the stated and implied main idea and supporting details of intermediate-level paragraphs and/or intermediate-level longer texts
  • successfully employ skimming and scanning techniques to find details and main ideas in an intermediate-level text.
  • demonstrate an understanding of vocabulary recognition strategies such as context clues; and roots, prefixes, and suffixes and apply them in determining the meanings of new terms found in intermediate-level texts.
  • demonstrate an understanding and application of literary devices such as figurative and idiomatic language found in intermediate-level literary passages.

Writing – A student completing Level 3 Writing should be able to…

  • demonstrate an ability to write in a variety of essay formats as narrative, persuasive, cause & effect, comparison/contrast, and descriptive.
  • demonstrate an ability to brainstorm and outline an intermediate-level academic essay.
  • demonstrate an ability to organize a multi-paragraph essay that includes an introduction with a thesis, body and conclusion along with appropriate transitions with each paragraph consisting of a minimum of six lines.
  • demonstrate an ability to employ supporting details such as relevant examples, statistics and explanations within an essay.
  • demonstrate an ability to use intermediate-level vocabulary with fewer errors than level two.
  • demonstrate an ability to employ a range of sentence structures using simple, compound and complex grammatical structures with fewer errors than level two.
  • demonstrate an ability to write with fewer errors in spelling and mechanics than found in level two.
  • demonstrate an ability to produce written responses to non-authentic intermediate-level texts.
  • demonstrate an ability to paraphrase non-authentic texts at an intermediate-level and have an understanding of how to apply these skills to avoid plagiarism.
  • demonstrate an ability to summarize non-authentic texts at an intermediate-level while avoiding plagiarism.

Grammar – A student completing Level 3 Grammar should be able to…

  • demonstrate an intermediate understanding and application of the 12 active verb tenses.
  • demonstrate an intermediate understanding and application of common phrasal verbs.
  • demonstrate an intermediate-level understanding and application of gerunds and infinitives as subjects and objects.
  • demonstrate an intermediate-level understanding and application of adverb clauses (time, reason, contrast, and unexpected as well as
  • demonstrate an intermediate-level understanding and application of past and present modals in the simple and continuous forms.

real conditionals – past, present & future real in their active forms.

  • demonstrate an intermediate-level understanding and application adjective clauses in their basic forms for Subject-Subject and Object-Subject clauses
  • demonstrate an intermediate-level understanding and application of prepositions and prepositional phrases.
  • demonstrate an intermediate-level understanding and application of quantifiers, and definite & indefinite articles.

Listening/Speaking – A student completing Level 3 Listening/Speaking should be able to…

Listening:

  • demonstrate an ability to use note-taking techniques such as the Cornell method, Mind Mapping, and /or outlining to take notes from an intermediate-level listening lecture.
  • demonstrate an ability to use short-hand techniques such as a limited number of abbreviations, symbols, and acronyms while building on those used in level 2 to take notes from an intermediate-level lecture.
  • demonstrate an ability to organize notes from an intermediate-level lecture by identifying and writing down main ideas and supporting details and employing the use of some key words.
  • demonstrate an ability to pass quizzes/tests based on notes from an intermediate-level lecture.
  • demonstrate an ability to comprehend intermediate-level non-authentic academic and intermediate-level non-academic discourse such as on topics from current events and popular culture.
  • demonstrate an ability to predict, infer, and recognize the difference between fact and opinion from intermediate-level passages.

Speaking:

  • demonstrate an ability to use intermediate level-appropriate language in the context of organized presentations that include presentation techniques , and can include technological aids.
  • demonstrate an ability to use intermediate level-appropriate language in the context of formal classroom discussions such as found in debates, as well as informal classroom conversations.
  • demonstrate an ability to utilize correct grammar and pronunciation in an intermediate-level context with fewer errors than level two.
  • demonstrate an ability to utilize idiomatic language in intermediate-level speaking activities.

Level 4:

Reading – A student completing Level 4 Reading should be able to…

  • demonstrate an understanding and application of critical thinking skills including inferences, analysis, and bias from a high-intermediate-level passage.
  • demonstrate an understanding and application of high-intermediate-level fiction and non-fiction material in a variety of styles/formats such as articles, reports, essays, abridged novels, and abridged & unabridged short stories.
  • successfully identify the stated and implied main idea and supporting details of high-intermediate-level paragraphs and/or high-intermediate-level longer texts such as an entire article.
  • successfully employ skimming and scanning techniques to find details and main ideas in high-intermediate-level texts.
  • demonstrate an understanding and application of vocabulary recognition strategies such as context clues, roots, prefixes, and suffixes to guess the meanings of new terms found in high-intermediate-level texts.
  • demonstrate an understanding and application of literary devices such as figurative and idiomatic language; and metaphors used in high-intermediate-level literary passages.

Writing – A student completing Level 4 Writing should be able to…

  • demonstrate an ability to write in a variety of essay formats to include persuasive, cause & effect, comparison/contrast and argumentative.
  • demonstrate an ability to brainstorm and outline a high-intermediate-level academic essay.
  • demonstrate an ability to organize a multi-paragraph essay that includes an introduction with a thesis, body and conclusion along with appropriate transitions with each paragraph consisting of a minimum of seven lines.
  • demonstrate an ability to employ supporting details such as relevant examples, statistics and explanations occasionally paraphrased from controlled high-intermediate sources.
  • demonstrate an ability to use high-intermediate-level vocabulary with errors than level three.
  • demonstrate an ability to employ a range of sentence structures using more complex grammatical structures than taught in level three with fewer errors than level three.
  • demonstrate an ability to write with limited errors in spelling and mechanics than found in level three.
  • demonstrate an ability to produce written responses to authentic and non-authentic texts at a high-intermediate-level.
  • demonstrate an ability to paraphrase authentic and non-authentic texts at a high-intermediate-level and use these skills to avoid plagiarism.
  • demonstrate an ability to summarize authentic and non-authentic texts at a high-intermediate-level while avoiding plagiarism.

Grammar – A student completing Level 4 Grammar should be able to…

  • demonstrate a high-intermediate-level understanding and applications of all 12 active verb tenses
  • demonstrate a high-intermediate-level understanding and application of all 12 passive verb tenses
  • demonstrate a high-intermediate-level understanding and application of the four kinds of adjective clauses [Subject-Subject, Object-Subject, Subject-Object, and Object-Object] in their active and passive forms.
  • demonstrate a high-intermediate-level understanding and application of adverbial clauses [These include reason, time, contrast, unexpected result, and condition clauses] in their active and passive forms.
  • demonstrate a high-intermediate-level understanding and application of the five types of conditional clauses, both real and unreal. [The five types are past, present, and future real, & present and past unreal.]
  • demonstrate a high-intermediate-level understanding and application of subject, direct object, and subject complement noun clauses in their active forms.

Listening/Speaking – A student completing Level 4 Listening/Speaking should be able to…

Listening:

  • demonstrate an ability to use note-taking techniques such as the Cornell method, Mind Mapping, and /or outlining to take notes from a high-intermediate-level lecture.
  • demonstrate an ability to use short-hand techniques such as abbreviations, symbols, and acronyms to take notes from a high-intermediate-level lecture
  • demonstrate an ability to organize notes from a high-intermediate-level lecture by identifying and writing down main ideas and supporting details, and employing the use of key words.
  • demonstrate an ability to pass quizzes/tests based on notes from an academic or non-academic high-intermediate-level lecture
  • demonstrate an ability to comprehend non-authentic and authentic high-intermediate-level academic listening discourse.
  • demonstrate an ability to predict, infer, and recognize the difference between fact and opinion within a high-intermediate-level listening discourse.

Speaking:

  • demonstrate an ability to use high-intermediate-level language in the context of organized presentations that include presentation techniques , and should include technological aids
  • demonstrate an ability to use high-intermediate-level language in the context of formal classroom discussions such as found in debates, as well as informal classroom conversations
  • demonstrate an ability to use high-intermediate-level language to utilize facts, estimates [statistics], and opinions to support an argument.
  • demonstrate an ability to utilize idiomatic language in high-intermediate-level speaking activities.
  • demonstrate an ability to utilize correct grammar and pronunciation in high-intermediate-level contexts with fewer errors than level three

Level 5:

Reading – A student completing Level 5 Reading should be able to…

  • Students should demonstrate an understanding and application of critical thinking skills including inferences, analysis, and bias through the use of authentic, advanced-level literary and academic passages.
  • demonstrate an understanding and application of advanced-level fiction and non-fiction material in a variety of styles/formats such as articles, reports, essays, and unabridged novels and short stories
  • successfully identify the stated and implied main idea and supporting details of advanced-level paragraphs and advanced-level longer academic texts
  • successfully employ skimming and scanning techniques to find details and main ideas in an advanced-level text.
  • demonstrate an understanding and application of vocabulary recognition strategies such as context clues, roots, prefixes, and suffixes to guess the meanings of new terms found in high-advanced-level texts.
  • demonstrate an understanding and application of literary devices such as figurative and idiomatic language; and metaphors used in advanced-level literary passages.

Writing – A student completing Level 5 Writing should be able to…

  • demonstrate an ability to write in a variety of essay formats to include but not limited to argumentative, cause & effect, comparison/contrast, and expository.
  • demonstrate an ability to brainstorm and outline an advanced-level academic essay.
  • demonstrate an ability to organize a multi-paragraph essay that includes an introduction with a thesis, body and conclusion along with appropriate transitions with each paragraph consisting of a minimum of eight lines.
  • demonstrate an ability to employ supporting details such as relevant examples, statistics and explanations paraphrased from other sources.
  • demonstrate an ability to use advanced-level vocabulary with limited errors.
  • demonstrate an ability to employ a range of sentence structures using more complex grammatical structures than taught in level four with limited errors.
  • demonstrate an ability to write with limited errors in spelling and mechanics.
  • demonstrate an ability to produce written responses to advanced-leve lacademic and literary texts
  • demonstrate an ability to paraphrase authentic texts at an advanced-level and advanced-level and use these skills to avoid plagiarism
  • demonstrate an ability to summarize authentic texts at an advanced-level while avoiding plagiarism

Grammar – A student completing Level 5 Grammar should be able to…

  • demonstrate applications of active and passive verb tenses within the grammatical forms described below.
  • demonstrate an advanced-level understanding and application of the four kinds of adjective/relative clauses in their active and passive reduced forms as well as their active and passive fronted forms.
  • demonstrate an advanced-level understanding and application of the five categories of adverbial clauses in both their active and passive reduced forms as well as their fronted forms.
  • demonstrate an advanced-level application of subject, direct object, and subject complement noun clauses in both their active and passive forms.
  • demonstrate an advanced-level understanding and application of the five types of conditional clauses in their active and passive inverted forms.

Listening/Speaking – A student completing Level 5 Listening/Speaking should be able to…

Listening:

  • demonstrate an ability to use note-taking techniques such as the Cornell method, Mind Mapping, and /or outlining to take notes from an advanced-level listening lecture.
  • demonstrate an ability to use short-hand techniques such as extensive use of abbreviations, symbols, and acronyms to take notes from an advanced-level lecture
  • demonstrate an ability to organize notes from an advanced-level academic lecture by identifying and writing down main ideas and supporting details, employing the use of key words
  • demonstrate an ability to pass quizzes/tests based on notes from an advanced-level lecture
  • demonstrate an ability to comprehend advanced-level authentic academic listening discourse such as that commonly found within a university classroom.
  • demonstrate an ability to predict, infer, and recognize the difference between fact and opinion within an advanced-level listening passage

Speaking:

  • demonstrate an ability to use advanced-level language in the context of organized presentations that include presentation techniques and technological aids.
  • demonstrate an ability to use advanced-level language in the context of formal classroom discussions such as found in debates, as well as informal classroom conversations.
  • demonstrate an ability to use advanced-level language to utilize facts, estimates [statistics], and opinions to support an argument.
  • demonstrate an ability utilize correct grammar and pronunciation in an advanced-level context with fewer errors than level four.
  • demonstrate an ability to utilize idiomatic language in advanced-level level speaking activities.