Alignment of the National Reporting System for Adult Educat…

August 2023

Alignment of the National Reporting System for Adult Education Standards to the Global Scale of English.........3 About the Global Scale of English.......................................................3 Alignment of the NRS standards to the GSE...................................5 Methodology. ........................................................................... 5 Arriving at a guide range for NRS levels................................................................5 Dividing NRS descriptors into descriptor segments..........................................7 Alignment......................................................................................................................7 NRS: GSE range calculations....................................................................................8 Appendix..................................................................................................... 9 NRS Level 1: Beginning Literacy.......................................................10 Reading. ..................................................................................................................... 10 Writing........................................................................................................................ 12 Speaking and Listening..........................................................................................14 Language................................................................................................................... 18 NRS Level 2: Beginning Basic.............................................................21 Reading. ..................................................................................................................... 21 Writing........................................................................................................................ 23 Speaking and Listening..........................................................................................26 Language................................................................................................................... 29

NRS Level 3: Low Intermediate ........................................................32 Reading. ..................................................................................................................... 32 Writing........................................................................................................................ 35 Speaking and Listening..........................................................................................37 Language................................................................................................................... 40 NRS Level 4: High Intermediate........................................................43 Reading. ..................................................................................................................... 43 Writing........................................................................................................................ 46 Speaking and Listening..........................................................................................49 Language................................................................................................................... 53 NRS Level 5: Low Adult Secondary..................................................55 Reading. ..................................................................................................................... 55 Writing........................................................................................................................ 58 Speaking and Listening..........................................................................................61 Language................................................................................................................... 66 NRS Level 6: High Adult Secondary.................................................68 Reading. ..................................................................................................................... 68 Writing........................................................................................................................ 71 Speaking and Listening..........................................................................................74 Language................................................................................................................... 78 References............................................................................................... 81

2 | Alignment of the National Reporting System for Adult Education Standards to the Global Scale of English

Alignment of the National Reporting System for Adult Education Standards to the Global Scale of English

This report outlines the alignment of the National Reporting System for Adult Education (NRS) standards to the Global Scale of English (GSE), an international standard and scale used to measure the English proficiency of language learners. The report provides an overview of the Global Scale of English, the methodology used for the alignment and a table showing the NRS alignment to the GSE. About the Global Scale of English The Global Scale of English (GSE) is a standardized scale which measures English language proficiency and is psychometrically aligned to the Common European Framework of Reference for Languages (CEFR, 2001). The scale, which ranges from 10 to 90, is designed to motivate learners by accurately demonstrating small increments in progress – within and across CEFR levels. Using the GSE, teachers can match a student to the right course materials to suit their exact level and learning goals. The GSE serves as a standard against which English language courses and assessments worldwide can be benchmarked.

Alignment of the National Reporting System for Adult Education Standards to the Global Scale of English | 3

The GSE Learning Objectives are aligned to the GSE proficiency scale and describe what a learner can do at different levels of proficiency on the scale. The work to develop the GSE Learning Objectives builds upon the research carried out by Brian North and the Council of Europe in creating the CEFR, with GSE Learning Objectives following the same “Can Do” formula found in the CEFR. More information about the development of the Global Scale of English can be found in this white paper. To address the specific needs of learners studying English for different purposes, GSE Learning Objectives have been developed for five different learner audiences: adults studying on a general English course, adults studying academic English, adults studying English for the workplace, Young Learners (aged 6-14) and Very Young Learners (aged 3-5). The main learning objectives used for this alignment study were the GSE Learning Objectives for Adult Learners. The full set of GSE Learning Objectives for Adults can be found here .

CEFR level

GSE Scale

Pre-A1

10 – 21

22 - 29

30 – 35

A2+

36 – 42

43 – 50

B1+

51 – 58

59 – 66

B2+

67 – 75

76 – 84

85 – 90

For more information about the Global Scale of English, visit our website at pearson.com

Table 1: The relationship between the GSE Scale and the CEFR

4 | Alignment of the National Reporting System for Adult Education Standards to the Global Scale of English

Alignment of the NRS standards to the GSE Methodology Arriving at a guide range for NRS levels

As a first step in the alignment process, an estimated CEFR level was established for each NRS level. This was achieved using an existing alignment of NRS levels to the Lexile Framework for Reading (US Department of Education, 2016). Whilst the Lexile Framework is a measure of reading only, it has been aligned to the CEFR in a separate validated study (Jing Wei, Alistair van Moere, 2021). The estimated CEFR level of each NRS level was used as a guide only, and the final levelling validated through the alignment of the NRS descriptors to the GSE. The table below shows the amalgamated information from the two studies mentioned above. The final column indicates the estimated CEFR guide range for each NRS level, based on the two sets of data.

Alignment of the National Reporting System for Adult Education Standards to the Global Scale of English | 5

Lexile equivalence for NRS levels

Lexile range for each CEFR level

Estimated CEFR level for NRS levels

NRS Levels

CEFR Level

Level 1: Beginning Literacy Level 2: Beginning Basic

<420

<535L

Pre-A1 – A1

420 – 820

540L - 800L

A2 – low A2+

Level 3: Low Intermediate Level 4: High Intermediate

740 – 1010

805L - 1090L

A2+ – B1

925 – 1185

805L - 1090L

B1+

Level 5: Low Adult Secondary Level 6: High Adult Secondary

1050 – 1335

1095L - 1320L

B2 – low B2+

1185 – 1385

1325L - 1460L

High B2+ – C1

6 | Alignment of the National Reporting System for Adult Education Standards to the Global Scale of English

1. All NRS descriptor segments were entered into a spreadsheet. 2. Key words from the descriptor segments were used to search for related GSE Learning Objectives in the General Adult set of learning objectives. Where no suitable GSE Learning Objective for Adult Learners was found, a GSE Learning Objective for Young Learners was selected. The values of these GSE Learning Objectives for Young Learners are shown in italics to indicate that the GSE value is to be considered provisional for an Adult audience. 3. The GSE Learning Objective providing the closest possible match was selected, using the estimated CEFR range for each NRS level as a guide. In order to provide a full alignment, multiple GSE Learning Objectives were selected for each NRS descriptor segment where possible. 4. The final list of GSE Learning Objectives was analyzed to see how many learning objectives were at each CEFR level to provide an overview of the distribution of learning objectives across levels. 5. The basic mean of all the learning objectives was calculated and a standard statistical deviation of +/- three was applied to find the upper and lower ends of the level range

Dividing NRS descriptors into descriptor segments NRS level descriptors are presented as paragraphs of running text for each level. To facilitate the alignment process, the paragraphs of text were divided into smaller sections of information for each skill (henceforth referred to as descriptor segments). The wording from the NRS descriptors was retained verbatim. NRS level descriptors are divided into: Reading, Writing, Speaking & Listening, Language. The Speaking & Listening descriptor segments were aligned separately to both GSE Learning Objectives for Speaking and GSE Learning Objectives for Listening. Descriptor segments from the Language section were aligned to GSE Grammar Learning Objectives in addition to the learning objectives for the four skills. Alignment The study to align NRS standards to the GSE followed a process that has been used to align a number of international assessments, standards and institutional curricula.

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NRS: GSE range calculations The full alignment of NRS descriptor segments to GSE Learning Objectives is given in the Appendix. The table below shows the final GSE ranges and corresponding CEFR levels to the NRS level descriptors.

Level NRS

GSE range

CEFR level

Level 1: Beginning Literacy

15 - 30

Pre-A1 – A1

Level 2: Beginning Basic

29 - 42

A2 – A2+

Level 3: Low Intermediate

41 - 52

Level 4: High Intermediate

50 - 60

B1+

Level 5: Low Adult Secondary

59 - 69

B2 – B2+

Level 6: High Adult Secondary

69 -84

B2+ – C1

8 | Alignment of the National Reporting System for Adult Education Standards to the Global Scale of English

Appendix

The following tables show the detailed alignment of NRS level descriptors to GSE Learning Objectives.

Alignment of the National Reporting System for Adult Education Standards to the Global Scale of English | 9

NRS Level 1: Beginning Literacy

Reading Individuals ready to exit the Beginning Literacy Level comprehend how print corresponds to spoken language and are able to demonstrate understanding of spoken words, syllables, and sound-letter relationships (phonetic patterns), including consonant digraphs and blends. In particular, students at this level are able to recognize and produce rhyming words, blend and segment onsets and rhymes, isolate and pronounce initial, medial, and final sounds, add or substitute individual sounds, and blend and segment single syllable words. They are able to decode two-syllable words following basic patterns as well as recognize common high frequency words by sight. Individuals are able to read simple decodable texts with accuracy, appropriate rate, and expression. They are able to determine the meaning of words and phrases in texts with clear and explicit context. Individuals ready to exit this level are able to determine main ideas, retell key details, and ask and answer questions about key details in simple texts. Individuals are also able to use the illustrations in the text(s), whether print or digital, to describe its key ideas (e.g., maps, charts, photographs, cartoons). They also are able to use text features, both print and digital, to locate key facts or information. When listening to text above their current independent reading level, they are able to identify the reasons an author gives to support points in a text, describe the connections between ideas within a text, and examine the basic similarities in and differences between two texts on the same topic.

10 | Alignment of the National Reporting System for Adult Education Standards to the Global Scale of English

NRS Descriptor Segment

GSE Learning Objective

GSE Level

CEFR Level

Individuals ready to exit this level are able to recognize and produce rhyming words blend and segment onsets and rhymes, isolate and pronounce initial, medial, and final sounds, add or substitute individual sounds, and blend and segment single syllable words. They are able to decode two-syllable words following basic patterns. They can recognize common high frequency words by sight, read simple decodable texts with accuracy, appropriate rate, and expression. They can determine the meaning of words and phrases in texts with clear and explicit context, determine main ideas, retell key details, ask and answer questions about key details in simple texts.

Can identify individual sounds within simple words.

A1 (22-29)

Can identify the initial sound in simple words.

Below A1 (10-21)

Can combine single letter sounds to read simple words.

Below A1 (10-21)

Can identify the individual vowel and consonant sounds in simple words, if supported by pictures.

Below A1 (10-21)

Can identify very common food and drink on a menu.

Below A1 (10-21)

Can recognise familiar names, words and very basic phrases on simple notices.

Below A1 (10-21)

Can understand basic phrases in short, simple texts.

A1 (22-29)

Can understand familiar phrases in a simple text.

A1 (22-29)

Can guess the meaning of a word from an accompanying picture.

A1 (22-29)

Can understand basic sentences describing everyday objects (e.g. colour, size), given visual support.

A1 (22-29)

Can understand simple descriptions of places.

A1 (22-29)

Can follow basic instructions for making something simple.

A1 (22-29)

Can understand short, simple messages about when and where to meet.

A1 (22-29)

Can understand familiar phrases in a simple text.

A1 (22-29)

Can understand simple phrases related to familiar, everyday activities.

A1 (22-29)

Can follow simple instructions to carry out a straightforward task.

A1 (22-29)

Can understand basic factual statements relating to pictures or simple texts.

A1 (22-29)

Alignment of the National Reporting System for Adult Education Standards to the Global Scale of English | 11

NRS Descriptor Segment

GSE Learning Objective

GSE Level

CEFR Level

They can use the illustrations in the text(s), whether print or digital, to describe its key ideas (e.g., maps, charts, photographs, cartoons) and use text features, both print and digital, to locate key facts or information.

Can understand a simple travel itinerary, including places, dates, and times.

A1 (22-29)

Can understand a simple timesheet.

A1 (22-29)

Can understand short, simple descriptions of objects, people and animals, given visual support.

A1 (22-29)

Can follow short, simple written directions (e.g. to go from X to Y).

A1 (22-29)

Can understand short written notices, signs and instructions with visual support.

A1 (22-29)

Can identify key information in short, simple factual texts from the headings and pictures. Can recognise the use of simple linking words e.g. 'and', 'so', or 'but' to connect ideas in a short phrase or sentence. Can identify basic similarities and differences in the facts between two short simple texts on the same familiar topic, if supported by pictures and questions. Can recognise the use of 'because' to signal the relationship between an action and a reason or explanation.

A2 (30-35)

When listening to text above their current independent reading level, they are able to identify the reasons an author gives to support points in a text, describe the connections between ideas within a text and examine the basic similarities in and differences between two texts on the same topic.

A2 (30-35)

A2+ (36-42)

Writing Individuals ready to exit the Beginning Literacy Level are able to write basic sight words and familiar words and phrases as they compose simple sentences or phrases. This includes writing simple informative texts in which they supply some facts about a topic and narratives that include some details regarding what happened. They use simple transition and temporal words to signal event order (e.g., so, and, because, when, next, finally). With support, they are able to gather and use information from provided sources, both print and digital, to answer a simple research question.

12 | Alignment of the National Reporting System for Adult Education Standards to the Global Scale of English

NRS Descriptor Segment

GSE Learning Objective

GSE Level

CEFR Level

Individuals ready to exit the Beginning Literacy Level are able to write basic sight words and familiar words and phrases as they compose simple sentences or phrases. This includes writing simple informative texts in which they supply some facts about a topic and narratives that include some details regarding what happened. They use simple transition and temporal words to signal event order (e.g., so, and, because, when, next, finally). With support, they are able to gather and use information from provided sources, both print and digital, to answer a simple research question.

Can write their name, address and nationality.

Below A1 (10-21)

Can list names, numbers, prices and very simple information from texts that are of immediate interest, that are composed in very simple language and contain illustrations.

Below A1 (10-21)

Can copy familiar words and short phrases about everyday objects and set phrases.

Below A1 (10-21)

Can complete simple forms with basic personal details.

A1 (22-29)

Can copy short sentences on everyday subjects (e.g. directions how to get somewhere).

A1 (22-29)

Can write a few basic sentences introducing themselves (e.g. name, age, where they are from), given prompts or a model.

A1 (22-29)

Can write simple sentences about things that they and other people have.

A1 (22-29)

Can write basic sentences describing everyday objects (e.g. colour, size), given a model.

A1 (22-29)

Can use basic punctuation (e.g. commas, full stops, question marks).

A1 (22-29)

Can write simple sentences about personal interests.

A1 (22-29)

Can write simple sentences about their family and where they live.

A1 (22-29)

Can write simple sentences about someone's life and routines.

A1 (22-29)

Can write short, simple notes, emails and postings to friends.

A1 (22-29)

Can write simple sentences about a familiar object.

A1 (22-29)

Can use very basic connectors like 'and', 'but', 'so' and 'then'.

A2 (30-35)

Alignment of the National Reporting System for Adult Education Standards to the Global Scale of English | 13

Speaking and Listening Individuals ready to exit this level are able to participate in conversations of short duration, collaborating with diverse partners and groups, while respecting individual differences. This includes following agreed upon rules for discussion and responding to the comments of others through multiple exchanges. Individuals are able to describe people, places, things, and events with relevant details, producing complete sentences when appropriate to task and situation. They can discuss what they have heard read aloud and ask and answer questions about it.

NRS Descriptor Segment

GSE Skill

GSE Learning Objective

GSE Level

CEFR Level

Individuals ready to exit this level are able to participate in conversations of short duration, collaborating with diverse partners and groups, while respecting individual differences. This includes following agreed upon rules for discussion and responding to the comments of others through multiple exchanges.

Speaking Can use a few basic words and phrases to show politeness (e.g. 'please', 'thank you').

Below A1 (10-21)

Can give very limited personal information using basic fixed expressions.

Below A1 (10-21)

Can establish basic social contacts with simple, polite greetings and farewells.

Below A1 (10-21)

Can say what they do (e.g. name of their job, student).

Below A1 (10-21)

Can introduce themselves in a basic way, giving some information about where they live, their family etc.

A1 (22-29)

Can ask and answer basic questions about family and friends in a limited way.

A1 (22-29)

Can give key information to introduce themselves (e.g. name, age, where they are from).

A1 (22-29)

Can greet people, ask how they are and react to news.

A1 (22-29)

Can agree to simple requests using a few basic fixed expressions.

A1 (22-29)

Can ask and answer simple questions in areas of immediate need or on very familiar topics. Can invite others’ contributions to very simple tasks using short, simple phrases prepared in advance. Can indicate that they understand and ask whether others understand. Can facilitate an intercultural exchange by showing a welcoming attitude and interest with simple expressions and non-verbal signals, by inviting others to contribute, and by indicating whether they understand when addressed directly.

A1 (22-29)

14 | Alignment of the National Reporting System for Adult Education Standards to the Global Scale of English

NRS Descriptor Segment

GSE Skill

GSE Learning Objective

GSE Level

CEFR Level

(cont.) Individuals ready to exit this level are able to participate in conversations of short duration, collaborating with diverse partners and groups, while respecting individual differences. This includes following agreed upon rules for discussion and responding to the comments of others through multiple exchanges.

Speaking Can recognise when people disagree or when someone has a problem and can use memorised, simple expressions (e.g. “I understand” or “Are you okay?”) to indicate sympathy.

A1 (22-29)

Can introduce themselves, their hobbies and interests in a basic way.

A1 (22-29)

Can introduce someone in a basic way, giving their name and job title.

A1 (22-29)

Can make a few basic requests related to immediate personal needs (e.g. 'Can I have a pen, please?').

A1 (22-29)

Can accept offers using basic fixed expressions.

A1 (22-29)

Can ask simple questions about other people (e.g. their name, age, where they live, things they have). Can use brief, everyday expressions to describe wants and needs, and request information.

A1 (22-29)

Can make an introduction and use basic greeting and leave-taking expressions.

A1 (22-29)

Can ask people for things and give people things.

A1 (22-29)

Can ask and answer simple questions about people they know in a limited way.

A1 (22-29)

Can use brief, everyday expressions to describe wants and needs, and request information.

A1 (22-29)

Can express preferences about food and drink using basic fixed expressions.

A1 (22-29)

Can answer simple questions about their daily activities or routines, given a model.

A1 (22-29)

Can exchange personal details (e.g. where they live, things they have).

A1 (22-29)

Can express how they are feeling using very basic fixed expressions.

A1 (22-29)

Can answer simple questions about habits and routines.

A1 (22-29)

Can ask for simple directions, referring to a map or plan.

A1 (22-29)

Can talk about the family in a basic way, given prompts.

A1 (22-29)

Can respond politely when introduced to someone, using a few basic fixed expressions.

A1 (22-29)

Listening Can understand basic personal details if given carefully and slowly.

Below A1 (10-21)

Alignment of the National Reporting System for Adult Education Standards to the Global Scale of English | 15

NRS Descriptor Segment

GSE Skill

GSE Learning Objective

GSE Level

CEFR Level

Listening Can understand basic questions about personal details if addressed slowly and clearly.

Below A1 (10-21)

Can understand the main information when people introduce themselves (e.g. name, age, where they are from). Can identify a caller's name and phone number from a short, simple telephone conversation.

A1 (22-29)

Can understand questions addressed carefully and slowly.

A1 (22-29)

Can understand simple directions from X to Y on foot or public transport.

A1 (22-29)

Can understand basic information about someone when introduced to them using simple language. Can follow simple, everyday transactions (e.g. shopping and eating out) if carried out slowly and clearly.

A1 (22-29)

Individuals are able to describe people, places, things, and events with relevant details, producing complete sentences when appropriate to task and situation. They can discuss what they have heard read aloud and ask and answer questions about it.

Speaking Can relay very basic information (e.g. numbers and prices) from short, simple, illustrated texts. Can use a few simple words to describe objects (e.g. colour, number), if supported by pictures. Can relay simple instructions about places and times, provided these are repeated very slowly and clearly.

Below A1 (10-21)

Can ask and answer simple questions about things they have in a limited way.

Below A1 (10-21)

Can say where they and other people are in a limited way.

A1 (22-29)

Can describe objects in a basic way (e.g. colour, size).

A1 (22-29)

Can ask for and give very basic information about the home.

A1 (22-29)

Can read aloud short, familiar fixed expressions in a way that can be understood.

A1 (22-29)

Can ask basic questions about objects (e.g. colour, size).

A1 (22-29)

Can express ability or lack of ability with regard to basic activities using 'can' or 'can’t'.

A1 (22-29)

Can ask simple questions about numbers of objects there are using a basic phrase (e.g. 'how many?').

A1 (22-29)

16 | Alignment of the National Reporting System for Adult Education Standards to the Global Scale of English

NRS Descriptor Segment

GSE Skill

GSE Learning Objective

GSE Level

CEFR Level

(cont.) Individuals are able to describe people, places, things, and events with relevant details, producing complete sentences when appropriate to task and situation. They can discuss what they have heard read aloud and ask and answer questions about it.

Speaking Can recognise familiar key words and phrases in short, basic descriptions (e.g. of objects, places or people), if spoken slowly and clearly.

A1 (22-29)

Can use basic words to describe common weather conditions.

A1 (22-29)

Can ask and answer simple questions about people they know in a limited way.

A1 (22-29)

Can describe a person's likes and dislikes using simple language.

A1 (22-29)

Can answer simple questions about their daily activities or routines, given a model.

A1 (22-29)

Can answer simple questions about the location of people or things in a limited way.

A1 (22-29)

Can describe an object using simple language.

A1 (22-29)

Listening Can extract the names of people or places from short, simple dialogues, if delivered slowly and clearly.

A1 (22-29)

Can understand basic questions about people's likes and dislikes.

A1 (22-29)

Can understand basic statements about where things or people are, if spoken slowly and clearly and supported by pictures. Can understand basic questions about objects in pictures or in their immediate surroundings.

A1 (22-29)

Can understand basic information about someone's likes and dislikes.

A1 (22-29)

Can relay (in Language B) simple, predictable information about times and places given in short, simple statements (delivered in Language A). Can identify how much something costs in short, simple dialogues about the price, if delivered slowly and clearly.

A1 (22-29)

Can understand simple directions from X to Y on foot or public transport.

A1 (22-29)

Can understand basic factual statements.

A1 (22-29)

Can recognise words and simple phrases related to familiar topics, if spoken slowly and clearly and supported by pictures. Can recognise key information (e.g. place, time) about everyday events, if spoken slowly and clearly.

A1 (22-29)

Alignment of the National Reporting System for Adult Education Standards to the Global Scale of English | 17

NRS Descriptor Segment

GSE Skill

GSE Learning Objective

GSE Level

CEFR Level

Listening Can recognise familiar key words and phrases in short, basic descriptions (e.g. of objects, places or people), if spoken slowly and clearly.

A1 (22-29)

Can understand basic information about prices, times, and dates in familiar contexts, if spoken slowly and clearly.

A1 (22-29)

Can understand simple directions, if spoken slowly and clearly.

A1 (22-29)

Can identify common objects from spoken descriptions, if spoken slowly and clearly.

A1 (22-29)

Can understand what people say they can or can't do from simple sentences spoken slowly and clearly.

A1 (22-29)

Can identify objects, places or people from short spoken descriptions.

A1 (22-29)

Language When writing and speaking, individuals ready to exit this level are able to correctly use frequently occurring nouns, verbs (past, present, and future), adjectives, pronouns, prepositions and conjunctions. When writing sentences individuals correctly use capitalization, ending punctuation, and commas in dates and to separate single words in a series. They are able to spell words with common patterns and frequently occurring irregular words. Other words they spell phonetically. In response to prompts, they are able to produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences orally. Individuals are able to determine the meaning of unknown and multiple-meaning words, by applying their knowledge of frequently occurring roots and affixes, as well as sentence-level context. They are able to distinguish shades of meaning among verbs (e.g., look, glance, stare, glare) and adjectives differing in intensity (e.g., large, gigantic) by choosing them or acting out their meanings.

18 | Alignment of the National Reporting System for Adult Education Standards to the Global Scale of English

NRS Descriptor Segment

GSE Skill

GSE Learning Objective

GSE Level

CEFR Level

Frequently occurring nouns

Grammar

Can use regular nouns in the plural form.

A1 (22-29)

Can use common irregular nouns in the plural form.

A1 (22-29)

Verbs (past, present, and future)

Can use the present simple to refer to daily routines.

A1 (22-29)

Can make affirmative statements using common irregular past simple forms.

A2 (30-35)

Can express personal plans and intentions for the future using 'going to'.

A2 (30-35)

Adjectives

Can use the verb 'be' in the simple present with adjectives.

A1 (22-29)

Pronouns

Can use subject personal pronouns.

A1 (22-29)

Prepositions and conjunctions

Can use basic prepositions of place with nouns and noun phrases.

A1 (22-29)

Can say where they and other people are using a few basic prepositions.

A1 (22-29)

When writing sentences individuals correctly use capitalization, ending punctuation, and commas in dates and to separate single words in a series. They are able to spell words with common patterns and frequently occurring irregular words. Other words they spell phonetically. In response to prompts, they are able to produce and expand complete simple and compound declarative, Individuals are able to determine the meaning of unknown and multiple- meaning words, by applying their knowledge of frequently occurring roots and affixes, as well as sentence- level context. interrogative, imperative, and exclamatory sentences orally.

Writing

Can use capital letters appropriately.

A1 (22-29)

Can use basic punctuation (e.g. commas, full stops, question marks).

A1 (22-29)

Can spell a range of common names.

A1 (22-29)

Can spell a range of common greetings.

A1 (22-29)

Can spell a range of common jobs.

A1 (22-29)

Grammar

Can ask wh- questions using the present simple.

A1 (22-29)

Can use verbs in the imperative.

A1 (22-29)

Speaking Can initiate and respond to simple statements on very familiar topics.

A2 (30-35)

Reading Can guess the meaning of unfamiliar words in short, simple stories, if supported by pictures.

A2+ (36-42)

Can recognise most frequent everyday words, including those with regular prefixes and suffixes.

A2+ (36-42)

Alignment of the National Reporting System for Adult Education Standards to the Global Scale of English | 19

NRS Descriptor Segment

GSE Skill

GSE Learning Objective

GSE Level

CEFR Level

They are able to distinguish shades of meaning among verbs (e.g., look, glance, stare, glare) and adjectives differing in intensity (e.g., large, gigantic) by choosing them or acting out their meanings.

Reading

Can understand the relationship between words from the same vocabulary set (e.g. colours, foods, classroom objects).

A1 (22-29)

20 | Alignment of the National Reporting System for Adult Education Standards to the Global Scale of English

NRS Level 2: Beginning Basic

Reading Individuals ready to exit the Beginning Basic Level are able to decode multi-syllable words, distinguish long and short vowels when reading regularly spelled one-syllable words, and recognize the spelling-sound correspondences for common vowel teams. They also are able to identify and understand the meaning of the most common prefixes and suffixes. They can read common irregular sight words. Individuals are able to read level appropriate texts (e.g., texts with a Lexile Measure of between 420 – 820) with accuracy, appropriate rate, and expression. They are able to determine the meaning of words and phrases in level-appropriate complex texts. Individuals ready to exit this level are able to determine main ideas, ask and answer questions about key details in texts and show how those details support the main idea. Individuals also are able to explain how specific aspects of both digital and print illustrations contribute to what is conveyed by the words of a text. They are able to compare and contrast the most important points and key details of two texts on the same topic. When listening to text above their current independent reading level, they are able to describe the relationship between ideas in a text in terms of time, sequence, and cause/effect, as well as use text features and search tools, both print and digital, to locate information relevant to a given topic efficiently. They also are able to describe how reasons support specific points an author makes in a text and identify the author’s main purpose or what the author wants to answer, explain or describe, as well as distinguish their own point of view from that of the author’s.

Alignment of the National Reporting System for Adult Education Standards to the Global Scale of English | 21

NRS Descriptor Segment

GSE Learning Objective

GSE Level

CEFR Level

Individuals ready to exit the Beginning Basic Level are able to decode multi-syllable words, distinguish long and short vowels when reading regularly spelled one-syllable words, and recognize the spelling-sound correspondences for common vowel teams. They also are able to identify and understand the meaning of the most common prefixes and suffixes. They can read common irregular sight words. Individuals are able to read level appropriate texts (e.g., texts with a Lexile Measure of between 420 – 820) with accuracy, appropriate rate, and expression. They are able to determine the meaning of words and phrases in level-appropriate complex texts. Individuals ready to exit this level are able to determine main ideas, ask and answer questions about key details in texts and show how those details support the main idea. Individuals also are able to explain how specific aspects of both digital and print illustrations contribute to what is conveyed by the words of a text. They are able to compare and contrast the most important points and key details of two texts on the same topic. When listening to text above their current independent reading level, they are able to describe the relationship between ideas in a text in terms of time, sequence, and cause/ effect.

Can identify the individual vowel and consonant sounds in simple words, if supported by pictures.

Below A1 (10-21)

Can combine single letter sounds to read simple words.

Below A1 (10-21)

Can combine a range of letter sounds to read some common words (e.g. sing, high).

A1 (22-29)

Can guess the meaning of a new word from knowledge of part of it (e.g. children/ child, your/you, going/go). Can recognise most frequent everyday words, including those with regular prefixes and suffixes.

A2+ (36-42)

Can recognise familiar names, words and very basic phrases on simple notices.

Below A1 (10-21)

Can understand short, simple texts about everyday activities.

A2 (30-35)

Can derive the probable meaning of simple unknown words from short, familiar contexts.

B1 (43-50)

Can read a simple text and extract factual details.

A2 (30-35)

Can identify specific information in simple letters, brochures and short articles.

A2+ (36-42)

Can scan a simple text, identifying the main topic(s).

A2+ (36-42)

Can identify the main topic and related ideas in a simple structured text.

A2+ (36-42)

Can understand basic factual statements relating to pictures or simple texts.

A1 (22-29)

Can make basic inferences from simple information in a short text.

A2+ (36-42)

Can identify basic similarities and differences in the facts between two short simple texts on the same familiar topic, if supported by pictures and questions.

A2+ (36-42)

Can understand a simple work schedule.

A2 (30-35)

Can follow a basic sequence of events in a simple text on a familiar topic.

A2+ (36-42)

Can recognise cause and effect relationships between ideas in simple connected text.

B1 (43-50)

22 | Alignment of the National Reporting System for Adult Education Standards to the Global Scale of English

NRS Descriptor Segment

GSE Learning Objective

GSE Level

CEFR Level

They can use text features and search tools, both print and digital, to locate information relevant to a given topic efficiently.

Can use a simple contents page to locate information.

A2 (30-35)

Can understand a simple payslip, listing earnings and basic deductions.

A2+ (36-42)

Can understand short, simple user tips in a software interface.

A2+ (36-42)

Can understand simple factual titles and headlines relating to common events.

A2+ (36-42)

Can use an index to locate key information in a text.

B1 (43-50)

They also are able to describe how reasons support specific points an author makes in a text.

Can understand rules and regulations (e.g. safety) if expressed in simple language.

A2+ (36-42)

Can recognise the use of 'because' to signal the relationship between an action and a reason or explanation.

A2+ (36-42)

Can identify a point of view in a short, simple narrative text.

A2+ (36-42)

They can identify the author’s main purpose or what the author wants to answer, explain or describe, as well as distinguish their own point of view from that of the author’s.

Can understand short, simple personal emails and letters.

A2+ (36-42)

Can understand basic opinions expressed in simple language in short texts.

A2+ (36-42)

Can identify the writer's purpose in writing a short text e.g. to arrange a specific time to meet, to give specific information etc.

B1 (43-50)

Writing Individuals ready to exit the Beginning Basic Level are able to write opinion pieces on topics or texts, supporting a point of view with reasons. They are able to write simple informative texts in which they examine a topic and convey information clearly. They also are able to write narratives with details that describe actions, thoughts, and feelings. They use transition and temporal words (e.g., also, another, more, but) to link ideas and signal event order. Individuals ready to exit this level are able to use technology to produce and publish writing as well as to interact and collaborate with others. They are able to conduct short research projects and summarize their learning in print. This includes taking brief notes from both print and digital sources, and sorting evidence into provided categories.

Alignment of the National Reporting System for Adult Education Standards to the Global Scale of English | 23

NRS Descriptor Segment

GSE Learning Objective

GSE Level

CEFR Level

Individuals ready to exit the Beginning Basic Level are able to write opinion pieces on topics or texts, supporting a point of view with reasons.

Can give a simple reason for an action in an informational text, given a model.

B1 (43-50)

Can write a simple structured paragraph giving their opinion on a familiar topic, given a model.

B1 (43-50)

Can express a personal opinion in a simple academic text.

B1 (43-50)

Can provide facts or examples to support a stated opinion in a simple structured paragraph, given a model.

B1+ (51-58)

They are able to write simple informative texts in which they examine a topic and convey information clearly. They also are able to write narratives with details that describe actions, thoughts, and feelings.

Can signal contrast in a simple text with a limited range of language.

A2+ (36-42)

Can write about the key information they have read in a short paragraph.

Can write very short, simple sentences about their feelings.

A2 (30-35)

Can write short descriptive texts (4–6 sentences) on familiar personal topics (e.g. family, possessions), given a model.

A2 (30-35)

Can write a short description of familiar activities, given visual support.

A2+ (36-42)

Can write a simple story or description of an event using basic time expressions.

A2+ (36-42)

Can write a basic description of experiences, feelings and reactions, given a model.

B1 (43-50)

They use transition and temporal words (e.g., also, another, more, but) to link ideas and signal event order.

Can use very basic connectors like 'and', 'but', 'so' and 'then'.

A2 (30-35)

Can write about everyday things (e.g. people, places, job, study) in linked sentences.

A2+ (36-42)

Can write a story with a simple linear sequence.

B1 (43-50)

24 | Alignment of the National Reporting System for Adult Education Standards to the Global Scale of English

NRS Descriptor Segment

GSE Learning Objective

GSE Level

CEFR Level

Individuals ready to exit this level are able to use technology to produce and publish writing as well as to interact and collaborate with others. They are able to conduct short research projects and summarize their learning in print.

Can write short, simple notes, emails and postings to friends.

A1 (22-29)

Can engage in basic social communication online (e.g. a simple message on a virtual card for a special occasion, sharing news and making/confirming arrangements to meet). Can respond to simple instructions and ask simple questions in order to accomplish a shared task online with the help of a supportive interlocutor. Can exchange simple information with someone in online communication, eg. in chat messages.

A2 (30-35)

A2+ (36-42)

Can take part in online communication using a few basic fixed expressions.

A2+ (36-42)

Can write short, simple notes, emails and messages relating to everyday matters.

A2+ (36-42)

Can work online with a partner to complete a simple task, if provided with visuals as support.

A2+ (36-42)

Can post reactions to a simple online posting using basic fixed expressions.

A2+ (36-42)

Can write about personal experiences in a diary or online posting, given a model.

B1 (43-50)

Can write a short online profile.

B1 (43-50)

This includes taking brief notes from both print and digital sources, and sorting evidence into provided categories.

Can list simple information (e.g. names, numbers, prices) from short illustrated texts on familiar topics. Can list specific information contained in simple texts on everyday subjects of immediate interest or need. Can take simple notes at a presentation/demonstration where the subject matter is familiar and predictable and the presenter allows for clarification and note-taking. Can list the main points of short, clear, simple messages and announcements, provided they are clearly and slowly articulated.

A1 (22-29)

A2 (30-35)

Can make simple notes about the key points of a familiar topic.

B1 (43-50)

Alignment of the National Reporting System for Adult Education Standards to the Global Scale of English | 25

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