• Needs Assesssment
  • Course Planning
  • Unit Planning
  • Lesson Planning
  • Lesson Plan Form
  • Level Descriptions
  • Organization
  • Unit Index
  • Reading Development
  • Writing Development
  • Grammar
  • Technology Curriculum
  • Level Descriptions
  • Assessment Framework
  • Initial Assessment
  • Lifeskills Performance
  • Progress Through the
  • Culminating Assessment
  • Final Assessment
  • Reporting Progress
  • Competency Lists


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    The level 400 curriculum is a supplement to The REEP Curriculum: A Learner-Centered ESL Curriculum ESL Adults. The level 400 represents one of two levels that have been added to the original 8 instructional levels since the publication of The REEP Curriculum, 3rd edition in 1994. The level 400 curriculum is not a �stand alone� curriculum.  It is designed to be used in conjunction with The REEP Curriculum.  Like the other levels, level 400 is designed for 120 to 180 hours of instruction but can be adapted to more or fewer hours.

    Level 400 focuses on the writing development needs of learners who have high intermediate/advanced oral skills but intermediate writing and reading skills. Speaking and listening practice as well as reading development are integrated through pre-writing and post-writing activities.

    The primary objectives for the level are for students to write 3-paragraph essays using a variety of organizational structures, and read level  appropriate narratives and newspapers.


    The curriculum is organized around two types of units: reference units and writing instruction units. Also included are entry level descriptions, a progress report, resources, and appendices of activities and sample essays referred to in the curriculum.

    Reference Units

    The reference units outline the writing and reading objectives to be covered and evaluated during the course. These units include: essay writing, business writing, mechanics, and structure. The objectives are not meant to be covered in sequence but should be woven throughout the course of instruction as determined by student need. The evaluation of these objectives for each student is documented on the student�s progress report at mid cycle and at the end of the cycle (Go to Progress Report) These units also include suggested resources for the objectives.

    Instructional Writing Units

    The eight instructional units focus on developing writing skills. Each of these units provides suggested activities, resources, and notes to prepare students to write an essay using a particular type of development.

    Time Order
    ("First Day in the U.S.")

    Personal Timelines

    On the Job

    Description: Personal Profile
    ("An Important Person in My Life")

    Description: Person

    Book Review

    Movie Review

    Description/Contrast: Place
    ("Life in the Village")

    ("An Experience that Changed my Life")

    Business Letter Writing

     For the most part, these units are meant to be covered in the order in which they appear in the curriculum. They build on each other, and some units are more challenging than others. The units include:

    The First Day in the US, which is the first essay, is used as a diagnostic essay to ensure that students have been properly placed. Samples of a low, mid, and a high 400 essay on this topic are included in Appendices. Level Descriptions for 400 writing follow this introduction.

    The Book Review and Business Letter Units can be covered anywhere they seem to fit and may be repeated throughout the course. The Book Review Unit should, however, be completed before the Movie Review Unit.

    Contrast Essays should be covered toward the end of the class as they are the most difficult.

    Each unit includes preparation, writing, and post-writing activities to assist students in writing an essay using a particular topic. Reading skill development is integrated into the pre and post writing activities.

    The preparation activities include structure and mechanics review/practice as well as pre-writing activities. The pre-writing activities follow the same format throughout: class brainstorming on the topic (what the students know/what they could write about), the teacher telling a story following the outline that students should use in their writing, and pair discussion of questions about the topic.

    While not specified in each unit in the curriculum, post-writing activities should always include self and/or peer editing activities. Samples are included in the Appendix.

    The final unit activity of each writing unit should involve publication of the students� work. The essays could be typed and posted in the classroom or an a bulletin board in a public area. The essays could be put on the Internet (See REEP web site.) A class book could be made of the essays. Essays could be included in a school newsletter or submitted to other publications.

    Supplemental Lessons and Materials: The REEP Curriculum, 3rd edition contains numerous supplemental activities, e.g. learner needs assessment, identifying main ideas and details, peer editing, writing cinquains, keepsakes, holiday units, etc.

    See also the activities and lesson plans for the intermediate and advanced levels on the Lesson Plan Index page of the REEP ESL Curriculum for Adults.

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