What are lexile levels of reading
Lexile® Framework For Reading | NC DPI
The Lexile® Framework for Reading measures reading ability and text complexity on the same scale.
There are two Lexile measures: the Lexile reader measure and the Lexile text measure. A Lexile reader measure represents a student’s reading ability on the Lexile scale. A Lexile text measure represents a text’s difficulty level on the Lexile scale. Lexile measures are expressed as numeric measures followed by an “L” (for example, 850L), and represent a position on the Lexile scale. When used together, Lexile measures help a student choose a book or other reading material that is at an ideal difficulty to spur reading growth.
Today, Lexile measures are recognized as one of the most widely used reading metrics. Lexile measures connect learners of all ages with resources at the right level of challenge and monitor progress toward state and national learning standards. Lexile measures range from below 200L for beginning readers and text to above 1600L for advanced readers and text.
An important factor for readiness is students’ ability to read and understand texts of steadily increasing complexity as they progress through school. The Lexile Framework provides valuable insights into student readiness by measuring both the complexity of college and career texts and a student’s ability to comprehend these texts.
Lexile Tools and Resources
| Link to Resource | Description of Resource |
|---|---|
| An Introduction to the Lexile® Framework for Reading | This video introduces the Lexile Framework for Reading, how the Lexile Framework and Lexile measures can be used, and shows free tools and research-based resources for utilizing the Lexile measures. |
| The Lexile® & Quantile® Hub | The new Hub platform provides access to all of the free Lexile and Quantile tools that support student learning and growth in reading and math. NC Webinars on The Hub
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| Lexile® Find a Book | Search among over half a million books using the Find a Book book browser that:
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| Lexile Analyzer® | Paste or type in text of 1,000 words or less to discover:
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| Lexile® WordLists | Create your own customized lists of consequential words from a collection of 40 million words based on general and academic domain K–12 vocabulary. Lists can be downloaded and printed. |
| Lexile® Oral Reading Framework Map | The Lexile map for oral reading provides examples of books and publicly available passages that have Lexile® oral readability measures. Lexile oral readability measures describe how difficult a text is to read aloud. |
| Lexile® Career Database | Identify the Lexile level associated with the reading demands of a particular career in this new tool. |
| Lexile® Grade Level Chart | See how a large sample of students in grades K–12 who were administered tests that reported Lexile measures performed based on this 2010–2016 research. Interactive charts are provided for descriptive purposes only and not intended to be interpreted as state performance standards. |
| Lexile® Growth Planner | Chart a student's reading growth across different annual state assessments and forecast future growth. With the Growth Planners, you can:
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| Lexile® Measures Manager | Determine a student's optimal reading or math measure when two assessments have resulted in significantly differing Lexile or Quantile measures.
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| The Lexile® Framework for Reading Video | This six-minute animated video on the basic concepts and uses of the Lexile Framework for Reading is the perfect resource for educators and parents who are new to Lexile measures. |
| Lexile Educator Guide | This is a two-page overview of the benefits and usefulness of the Lexile Framework for Reading for Educators. |
| The Lexile Infographic | Everything you need to know about the Lexile® Framework for Reading in one easy to understand graphic. |
| Lexile® Map | The Lexile Map provides examples of popular books and sample texts on the Lexile scale ranging from 200L for beginning reader books to 1600L for more advanced texts. It's a quick reference guide that helps to show what a Lexile measure represents. |
| Parent’s Guide to the Lexile® Framework for Reading | This is a two-page overview of the benefits and usefulness of the Lexile Framework for Reading. |
| Lexile Measures at Home | This webpage details ways you can use a student's Lexile measure—and the Lexile measures of books and other reading materials—to foster literacy and learning at home. |
| EOG English Language Arts/Reading and EOC English II Performance Standards Reported in Lexile® Measures | This document includes a chart which provides End-of-Grade English Language Arts/Reading and End-of-Course English II performance standards (achievement levels) in the Lexile measure. |
| Linking the NC EOG English Language Arts/ Reading and EOC English II with the Lexile® Framework (Updated April 2015) | Linking assessment results with the Lexile Framework provides a mechanism for matching each student’s reading ability with text on a common scale. It serves as an anchor to which resources, concepts, skills, and assessments can be connected allowing parents, teachers, and administrators to speak the same language |
Read tool descriptions below or visit the Hub at hub.lexile.com. 
More information about the Lexile Framework can be found at Lexile.
com.
About Lexile® Measures for Reading
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Skip to main contentLexile measures provide educators with an interpretive — not prescriptive — tool for measuring student growth and predicting future success. The idea behind the Lexile® Framework for Reading is simple: if we know how well a student can read and how hard a specific book is to comprehend, we can predict how well that student will likely understand that book.
There are two Lexile measures: the Lexile reading measure and the Lexile text measure.
A student gets a Lexile reading measure from a reading test or program. For example, if a student receives an 880L on their end-of-grade reading test, their Lexile reading measure is 880L. More than 65 popular reading assessments and programs and 25 state assessments report Lexile reading measures.
A book, article or piece of text gets a Lexile text measure when it’s analyzed by MetaMetrics®. For example, the first Harry Potter book measures 880L, so its Lexile text measure is 880L.
The Lexile Scale
The Lexile Framework measures students and texts on the same developmental scale to seamlessly match readers to targeted texts.
When the Shoe FitsYou know your shoe size. But imagine how frustrating it would be to try to buy shoes if you couldn’t find out what size they were.
The same goes for non-Lexile reading scores. A student scored “286” in reading, for example— what would that mean? How would that student find materials to match a “286”?
That’s what makes the Lexile Framework for Reading different from other reading scales. It comes to life when you match a Lexile reading measure with a Lexile text measure. The Lexile scale is like a thermometer from below 0L for beginner readers to above 2000L.
The Lexile measure is shown as a number with an “L” after it — 880L indicates an 880 Lexile measure. When a Lexile text measure matches a Lexile reading measure, this is called a “targeted” reading experience. The reader will likely have some challenge with the text, but not enough to get frustrated. This is the best way to grow as a reader — with text that’s not too hard but not too easy.
Lexile measures provide educators with valuable information about students’ abilities, as well as the difficulty of a text, such as a book or a magazine article. Here are just a few ways educators use Lexile measures:
- Personalize learning. Educators best serve students when they treat them like individuals. They can personalize learning by using free Lexile resources to connect students with materials in their Lexile range, or reading comprehension “sweet spot,” which is from 100L below to 50L above their reported Lexile measure.
- Differentiate instruction. When all students in a classroom are using the same textbook, Lexile measures help teachers predict which students might need extra help, and which ones might need enrichment (see the following Forecasted Comprehension figure).
- Communicate with parents. Lexile measures offer educators a way to communicate with parents about their children’s progress. When parents know their child’s Lexile measure, they can use that information at home to connect their child with reading material. Educators can direct parents to additional Lexile parent resources.
These are just a few of the ways educators work with Lexile measures. Please read about all the ways that Lexile measures can work for you.
Forecasted Comprehension
The Lexile Framework helps teachers forecast students' comprehension of a text by knowing their Lexile reading measures.
ACTFL | Reading
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Introduction
ACTFL Language Competency Assessment Guide 2012 - Reading.
This section describes the five main levels of foreign language proficiency: expert, professional, advanced, intermediate and basic. The description of each main level provides a specific list of relevant skills and abilities. Together, these levels form a kind of hierarchy, in which each subsequent level includes all previous levels. The main levels of advanced, intermediate and basic are divided into three sub-levels: high, intermediate and beginner. One of the innovations is the division of the advanced level into high, intermediate and beginner sublevels. Due to this, reading skills are described in a coordinate system that is parallel to the descriptions of the levels of other language competencies.
Reading is an interpretive skill. Reading comprehension is mainly due to the amount of information that the reader can extract from the text, as well as the ability to draw conclusions and logical relationships built both on the basis of a single text and on a combination of several coherent messages.
In describing the tasks performed when reading different types of texts and under different circumstances, the Language Competence Assessment Guide demonstrates the extent and extent to which comprehension of written texts is available. The manual does not describe how reading skills are developed, how a person learns to read, and also does not cover the cognitive processes associated with this type of speech activity. This Guide has a different purpose - to describe what exactly the reader understands from the material read.
This Guide can be used to assess both interpretive reading (literary and journalistic texts of various genres, articles, essays, reports, etc.) and interpersonal written communication of various kinds (correspondence, instant messages, SMS messages, email messages). etc.).
The description of reading skills at different levels in the on-line version given in the Guide is accompanied by specific examples illustrating the features of each main level.
2012 ACTFL Language Competency Assessment Guide - Reading Section - may be used for non-commercial educational purposes only when reproduced in its entirety, without any modifications, and with reference to the ACTFL.
EXPERT LEVEL
Individuals whose reading skills are at the expert level understand a wide range of written texts from a variety of genres, including professional, technical, scientific, nonfiction and literary. These texts are characterized by one or more of the following features: a high level of abstraction, a narrow specialization or low frequency of the vocabulary, a high content richness, and also, often, the complexity of the structure. Readers at this level have access to explicit and implicit information, they understand the general tone of what is written and the position of the author; they are able to critically perceive complex argumentation. In addition, these individuals may detect unexpected changes in the course of reasoning or presentation due to the complexity of the topics covered.
Expert-level reading comprehensions understand texts intended for a limited (eg, professional) audience, and can also comprehend different styles and varieties of language (such as historical, regional, and colloquial).
They are able to appreciate all the richness of written speech and fully understand texts that are complex in composition, where sophisticated rhetorical devices and rare words are used. Texts of this kind usually have the length of a standard essay, but they can also be excerpts from longer materials.
Individuals with expert reading skills understand the written language of educated native speakers and are able to capture the nuances and subtleties of texts of various genres. However, they may still have difficulty reading texts written in non-standard language variants.
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POEM: TWENTY YEARS
Dmitry Bykov. Citizen Poet. 08/22/2011
Twenty years - not a damn thing (V.
Mayakovsky):
About the twentieth anniversary of the collapse of the USSR
Drops fell on the ground.
White with difficulty through the rain,
Bristling with barricades,
The Moscow White House.
Now, of course, ashamed,
But twenty years ago
We thought that soon
There will be a garden city.We thought then, after all,
Naive jesters,
That if we are not pressed,
Then we are already cool,
We have been given freedom,
The scoop will not be resurrected -
In four years
There will be a garden city.Then there were no grandmas,
Order dilapidated,
The country fell on its side
And cracked at the seams,
Smoldered along the outskirts
And moved to be scrapped
Poisoned, denounced,
Melted piece.
But we are the wrong breed,
To be frightened by decay.
In four years
There will be a garden city here!Then the heroes began to drink,
They said goodbye to shame,
Then they smashed with volleys
The same White House,
Whether it was foolishness or malice
The children of the mountains were furious -
We killed so many there,
What is still scary.
But the clouds at the hour of sunrise
hang densest of all.
In four years
There will be a garden city here!Then the oligarchy
There was a redistribution,
The leaders barked,
Boris overlooked.
Keepers of the bedbug
Sent a flight
Quiet lieutenant colonel
From the St. Petersburg swamps,
And now a crowd of people
Kisses a new backside:
In four years
There will be a city-garden!Fronts of invisible warriors,
Dressed up as a king!
I learned a lot
Thanks to you.
I memorized the right way,
Without false shame:
Neither the city nor the garden
There will never be.
It's hard to dream
About the golden age.
And the garden was here once,
And the city was then.
Another fashion has come,
Predictions here are simple:
In four years
Only you will be here.Goodbye, barricades,
Goodbye, iron junk.
We were fools
When we stood there.
It's time to admit calmly,
Leaving the triumph,
That besides the lieutenant colonel,
There will be nothing.
With the quickness of a lover
He penetrated all minds.
I look at the lieutenant colonel -
And I see: it's us.
It remains to drink without spilling,
Until the white piglets.
There is no other way here
Set up a garden city.Rationale for Rating
A thorough comprehension of the intent of this literary text, a poem on the occasion of the 20th anniversary of the collapse of the USSR written by Dmitry Bykov that harkens to the work of Vladimir Mayakovsky (a Futurist poet who was writing during the turn of the previous century) requires a reader at the Distinguished level. Lower-level readers may understand the words but not the sophisticated puns, plays on words, subtexts, inferences, cultural, social and historical references that permeate the entire text.
Typical at this level are texts such as this characterized by unique vocabulary and creative use of words and structures. The piece is dense with cultural and historical references. Readers at the Distinguished level are able to comprehend the author's tone and appreciate the richness of the text, primarily because they are able to read from within the cultural and experiential framework of the author.
PROFESSIONAL LEVEL
Persons whose reading skills correspond to the professional level understand texts of different genres, covering a wide range of both familiar and unfamiliar topics. The degree of their understanding depends not so much on familiarity with the subject under consideration, but on the level of language proficiency, which implies an extensive vocabulary, the ability to recognize complex text-forming structures and knowledge of the culture of the country of the corresponding language. Readers at this level are able to make inferences based on linguistic and extralinguistic landmarks of the text.
Individuals with proficiency in reading skills understand texts that use specific, often specialized vocabulary and complex grammatical structures. These texts contain arguments, substantiated opinions, hypotheses, and abstract definitions commonly found in scientific and professional literature. Texts of this kind tend to be logical and/or analytical and can often contain cultural references.
Persons whose reading skills correspond to a professional level understand fairly large texts of a professional, scientific or literary nature, have an adequate understanding of the expressive means of the language and literary styles. However, they do not always fully understand texts containing some little-known cultural references and other features of the culture being studied.
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EDUCATION IN RUSSIAN
Non-general education: place and time
Many are familiar with the torment at the music school? Yes, yes, because they say that it is necessary to study music, and as early as possible.
This idea is not confirmed by anything concrete - but then people are sick of violins all their lives. On the other hand, in high school, many themselves become interested in music, create rock bands. That's when music can be learned with pleasure! To be honest, even fanatical teaching of reading to children from kindergarten already seems to me some kind of archaic distortion. And now this bias smoothly flows into another - it is believed that it is very important to teach children from the same age to poke at the buttons of a computer or mobile phone. Although there are things that should have been learned early. For example, it is correct to fall when you are pushed to take away your mobile phone. Or speak correctly so that nothing is taken away from you.
Well, it's not taught in school. But even school subjects, if you look closely, are arranged according to the program in some very medieval order. Everything that concerns the organization of the world - and that is of particular interest to children - was stuffed somewhere in high school.
And in the textbook "The World Around" the first class, it is proposed to remember the same three unfortunate stones (mica, granite and quartz) that we had in childhood in the same lesson: by that time we ourselves already knew dozens of minerals. And how boring these lessons must be for my son - after the annual stone fair at VDNKh, after the stalactite caves of the Crimea and his own collection of minerals in three boxes. Again, a stupid waste of time in useless lessons. Rationale for Rating
Readers at the Superior level are able to comprehend this text about the state of education in Russia today and the author’s position on the need for reform. The reader’s comprehension of the author’s voice in this opinion piece is made possible not only because of the knowledge of a broad vocabulary, colloquial language and complex structures, but also because of the knowledge of the target culture. The author is clearly writing for an audience that shares the same cultural background and experience characteristic of the Superior level, the reader is able to draw inferences intended by the author because of this extralinguistic experience and knowledge.
ADVANCED
Individuals with advanced reading skills are able to understand the main idea and some minor details of authentic narrative and descriptive texts. They are able to compensate for the lack of knowledge of lexical and grammatical structures, using contextual landmarks. By analogy, reading comprehension is supported by knowledge of the grammatical system of the language being studied (noun/adjective agreement, the place of the verb in the sentence, etc.). Provided they are familiar with the topic, advanced readers are also able to extract basic information from simple texts, such as highlighting the main argument.
Advanced readers understand texts with a clear and predictable structure on topics of general interest.
They are able to independently read and understand texts on topics that are new to them and have a sufficient command of the commonly used norms of the language in order to understand the aspect-temporal relationships, and the chronological sequence of presentation.
However, these readers at this level often have difficulty reading texts that are abstract speculations.
High Advanced
High Advanced readers easily and fully understand ordinary narrative and descriptive texts of any length, as well as more complex factual material. They are able to highlight the most important parts in texts devoted to areas of special interest or knowledge. They can also understand individual fragments of texts that deal with topics or situations unfamiliar to them. Not limited to a simple understanding of the facts presented in the text, these persons begin to grasp the implicit conclusions implied by the author. Increasing knowledge of the expressive means of the language and its literary styles allows them to understand a wide variety of texts, but there may be cases of misunderstanding of what they read in more structurally and / or conceptually complex texts.
Intermediate Advanced
Intermediate Advanced readers understand ordinary narrative and descriptive texts, such as long descriptions of people, places, and objects, as well as narratives of past, present, and future events.
These texts use the general language norms of written speech, thanks to which these persons can guess in advance what exactly they are about to read. Readers at this level understand the main ideas and many minor details and circumstances. Understanding the content is due not only to knowledge of the situation and the subject referred to in the text, but also to the degree of general proficiency in the language. Readers at this level can to a certain extent understand the meaning of texts that are more structurally and/or conceptually complex.
Advanced Beginner
Advanced Beginner readers understand simple narrative and descriptive texts with a clear structure, although this understanding may not always be complete. These texts mainly consist of frequently used words and constructions. Readers at this level understand the main ideas and some minor details and circumstances. Understanding can often come from knowing the general situation and subject matter. Readers at this level will have difficulty understanding more complex texts.
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MOSCOW SCIENCE FESTIVAL
MOSCOW, October 12 — RIA Novosti. A communication session with the crew of the International Space Station (ISS) will take place on Saturday at the Lomonosov Moscow State University (MSU) as part of the eighth Moscow Science Festival, the organizing committee of the festival reports. This session will be the first such event in the history of science festivals in Russia.
The crew of Expedition 37/38 to the ISS (International Space Station), including Sergei Ryazansky, the first Moscow State University graduate who went into space, will answer the questions of festival visitors. He is 19In 1996, he graduated from the Department of Virology, Faculty of Biology, University.
The Science Festival in Moscow has been held annually since 2006, and this year it ends with the III All-Russian Science Festival. This year the capital festival will be held on October 11-13.
About 1,500 events will take place within its framework, in particular, lectures by leading Russian and foreign scientists, including Nobel Prize winners, scientific shows, master classes and laboratories, excursions, screenings of scientific and educational films and events. The festival will take place on 90 sites, the main ones will be Moscow State University and Expocentre. In addition, events will be held at universities, technology parks and incubators, at industrial enterprises implementing scientific developments. It is assumed that the festival in Moscow will be visited by 400-450 thousand people. Admission to all events is free. Rationale for Rating
Readers at the Advanced level can understand the main idea and supporting details of a multi-paragraph informative text on a concrete subject matter of general interest, such as this report of the upcoming Science Festival to be held in Moscow . This text is organized using a clear and predictable structure, with the overall topic introduced in the first paragraph, followed by some background and details of the event.
The text is straightforward and uses a general vocabulary and standard, high-frequency grammatical structures.
INTERMEDIATE LEVEL
Readers at the intermediate level understand the information contained in simple, predictable texts that do not differ in complex structure. They rely heavily on contextual cues. The most easily understood information is text that is familiar in format, such as the weather forecast or announcements related to everyday topics.
Intermediate readers understand texts containing basic information such as those found in notes, announcements - both those appearing in print and on the pages of online announcements and forums. Such texts are simple and have a predictable presentation model. The discourse of such texts has a minimally coherent character and is mainly organized in the form of separate sentences and their chains, containing mainly frequently used words.
Readers at this level most correctly grasp the meaning of texts that are simple in content and form and do not contain ambiguities.
They understand messages in familiar, everyday contexts. Readers at the intermediate level sometimes do not fully understand texts or materials abounding in details, for the understanding of which it is important to know the language structures expressing species-temporal relationships and chronology.
Intermediate High
Intermediate High readers easily and fully understand short, simple texts containing basic information on everyday topics of personal interest or familiarity. These individuals also understand some coherent texts of a descriptive and narrative nature, although in this case there may be some gaps in understanding due to limited vocabulary, knowledge of syntactic structures and written norms of the language being studied.
Intermediate Intermediate
Intermediate Intermediate readers understand short, simple texts that provide basic information on everyday topics of personal interest or familiarity, although misunderstandings may occur in some cases.
These individuals are able to extract some information from short connected texts containing narratives or descriptions on familiar topics.
Intermediate entry level
Readers at the intermediate initial sublevel understand some information in the simplest coherent texts, which deal with a limited range of personal and daily needs, although there may be frequent cases of misunderstanding. Readers at this level will have difficulty understanding coherent texts of any length.
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Rationale for Rating
This passage is accessible to the Intermediate-level reader since it is a simple, loosely connected text found in an expanded TV guide as a description of a program. There are numerous cognates (program, comedy, humor, actors, situations, anecdotic, grotesque), and a list of names of six famous personalities, referring to the title “6 Frames,” helping the Intermediate-level reader understand the basic information conveyed – that the program has something to do with these 6 people playing out comedic situations.
BASIC
Basic readers understand single key words, lexical cognates, and typical and highly contextualized set phrases.
A limited amount of information is available to readers at this level in texts whose content is easily predictable in their format and familiar context, such as a hotel bill, a credit card bill, or a weather report. Readers at this level rely heavily on their background knowledge and extralinguistic support (for example, illustrations of a weather report or credit card bill format) to extract information.
Basic readers understand text best when they can anticipate the information it contains. At this level, understanding becomes possible due to the recognition of key words, lexical cognates, and phrases typical for a particular context.
Basic high
Readers at the basic high sublevel comprehend key words and lexical cognates, as well as typical phrases in various texts closely related to the context, with relative ease and completeness.
With a stock of memorized words, they can understand predictable information that can be found, for example, in train timetables, on road maps and street signs. Readers at this sublevel usually understand the meaning of short, simple texts containing basic information for which there is a contextual or extralinguistic support.
Basic Intermediate
Readers at Basic Intermediate recognize letters or symbols of alphabetic or syllabic writing systems, or a limited number of characters in hieroglyphic writing. They can identify a number of words and phrases that are closely related to the context, including lexical cognates and loanwords, but rarely understand the meaning of the text beyond a single phrase. They often need to re-read the text.
Basic entry level
Readers at the basic elementary sublevel recognize a limited number of letters, symbols, or hieroglyphs. Sometimes they are able to recognize frequently used words and/or phrases, provided they rely heavily on context.
European Language Proficiency Levels
(A1) - Beginner
(A2) - Below Intermediate
(B1) - Intermediate
(B2) - Above Intermediate
(C1) - Advanced
(C2) - Professional Level
There are two main recognized scales of English proficiency levels: International and European. The proposed table gives a description of each of the levels and shows the correspondence between the levels according to the International and European classification.
A2
Prescribing level
Below average
(Pre-Intermediate)
You can talk about yourself, your family, profession, preferences, Khobika, in the Khobika, in the Khobika, in the Khobyk , season…). You understand the texts of advertisements, announcements at the airport, store, inscriptions on products, postcards, you know how to write personal and business letters. Read and retell not very difficult texts.
B1
Threshold level
Average
(Intermediate)
You can understand what is being discussed in most radio and television and television programs about current events. You know how to express your own opinion, justify your views, retell the content of what you read or see, conduct personal and business correspondence of medium complexity, read adapted literature in a foreign language.
B2
Threshold advanced level
above the average
(Upper-Intermediate)
You own the conversational language in various situations (from the Kindly) language. You can speak almost clearly and in detail on a wide range of issues, explain your point of view on an important issue, giving arguments for and against. You read non-adapted literature in a foreign language, you know how to retell the content of complex texts.
C1
Professional ownership level
Advanced (Advanced)
You understand a variety of compounded texts and you can identify the implicit values, without preparation, perceptions without preparations without preparations without preparations without prepa in the choice of words to express their thoughts. Your speech is distinguished by a variety of linguistic means and the accuracy of their use in situations of everyday, educational or professional communication. You can write clear, logical, detailed messages on complex topics.
C2
Propuitation level
Professional
(Proficency)
You can freely understand any oral or written information, you can summarize the information received from different present it in the form of a clearly reasoned coherent message. You can express your thoughts fluently and clearly, even on complex issues, while conveying the subtlest shades of meaning.
More information about the European Scale can be found on the website of the Council of Europe at (in English): http://www.coe.int/t/dg4/linguistic/Cadre1_en.asp
(A1) – initial
According to the generally accepted method of teaching foreign languages, 4 types of speech activity develop at each level: Speaking, Reading, Listening and Writing. Chief among these is speaking, and it is to the goal of speaking fluently and correctly that all other learning is subordinated. Level A1 is the basics of a foreign language. Here they are introduced to the alphabet and the peculiarities of the pronunciation of sounds that have no analogues in our native language. They learn to understand foreign speech and speak within the framework of the studied vocabulary on certain topics.
(A2) - below average
Level A 2 is a kind of "key moment" in the life of a foreign language learner.
It is at this level that all the basic grammar is laid down that is necessary to keep a conversation on a certain topic, expressing one's opinion or requirement in a familiar context. You can forget about the expression “I understand, but I can’t say”. Of course, it is important how conscientiously you worked throughout this level of language learning, as well as what knowledge you had at the start.
(B1) - intermediate
B1 - this is the so-called "average" level of language proficiency, but in fact this is already quite a decent level, allowing you to speak a foreign language quite fluently, discuss many professional and everyday topics, understand hearing almost everything said in a foreign language at a normal pace. Students understand what is being discussed in most radio and television programs, know how to express their own opinion, justify their views, retell the content of what they have read or seen, conduct personal and business correspondence of medium complexity, read literature in a foreign language.
This level of language proficiency allows you to take entrance exams to Russian universities and preparatory courses abroad.
(B2) - above average
B2 is not just an average level of foreign language proficiency, it is already a serious level of knowledge sufficient for foreign language communication in almost all areas of communication. Knowledge at level B2 is enough to live and communicate in a country where the studied language is considered the main one. Knowledge at this level is consolidated, systematized and expanded by more complex cases of using grammatical structures. At this stage of learning in each of the main activities (Speaking, Reading, Listening, Writing) in more detail.
(C1) - advanced
This is a serious level of knowledge of a foreign language, because it is the level C1 that graduates of the philological faculties of higher educational institutions of our country should master. That is, for the most part, people who teach a foreign language as a foreign language speak it at an advanced level.
At this level, a person already spontaneously (that is, without prior preparation) and relatively freely can verbally express his opinion on any topic, including narrowly focused ones. At the same time, he does not have difficulties using complex grammatical constructions and with a large number of synonyms that are used to reinforce his point of view with examples and so on. At this level of learning, the ability to speak about everything will develop, even if you do not know much about the topic of conversation, the main thing is not what you say, but how you say it.
(C2) - professional level of proficiency
This is the highest level of foreign language proficiency New grammar material at this stage of training, students will not meet, since all the grammar was passed at the previous levels. Grammar is repeated and consolidated on the basis of thematic articles with a large content of specific vocabulary. As for vocabulary , it will be replenished due to specific vocabulary, jargon, terms.
