SAQA

All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Use basic reading skills to respond to defined texts

SAQA US ID	UNIT STANDARD TITLE
12446	Use basic reading skills to respond to defined texts
ORIGINATOR
SGB GET/FET Language and Communication
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 04 - Communication Studies and Language			Language
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
ABET Level 2	Regular-Fundamental	Below Level 1	Level TBA:Pre-2009 BelowL1	8
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Registered"		2002-10-09	2005-10-09	SAQA 0144/02
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2006-10-09		2009-10-09

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This unit standard replaces:

US ID	Unit Standard Title	Pre-2009 NQF Level	NQF Level	Credits	Replacement Status
5710	Read and respond to a range of text types.	Below Level 1	Level TBA:Pre-2009 BelowL1	8

This unit standard is replaced by:

US ID	Unit Standard Title	Pre-2009 NQF Level	NQF Level	Credits	Replacement Status
119629	Use basic reading/viewing skills to respond to defined texts	Below Level 1	Level TBA:Pre-2009 BelowL1	8

PURPOSE OF THE UNIT STANDARD

Persons credited with this Unit Standard will be able to apply reading strategies to understand and respond to simple texts. They will recognise that different types of texts have different uses and purposes.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Learners have reading skills at ABET Level 1 in the target language.

UNIT STANDARD RANGE

Simple texts within a range of different text types of limited length and familiar vocabulary.

Notes on range:

1. Text types to be read at this level include narrative, persuasive, factual and everyday information/practical texts. Texts may be of mixed types. For example:
a. narrative: stories, simple readers, simple poems, songs, personal letters, notes, diaries, dialogues, drawings or photographs.
b. factual: simplified newspaper or magazine articles, information pamphlets, tables, diagrams.
c. persuasive: advertisements, publicity material, posters, slogans, simplified letters to the editor, simplified speeches.
d. everyday information/ practical: forms, written instructions and directions, signs and notices, simple linear timetables, calendars, recipes, menus, simple dictionaries, directories (eg telephone), letters, cartoons, simplified classified advertisements, simple agendas, messages, newspaper headlines, product labels, symbols (eg logos), appointments and so on.

2. Text length is up to approximately 320 words and up to five paragraphs for assessment purposes. (Longer texts are appropriate for teaching purposes.)

3. Text content is appropriate for adults, and covers popular topics.

4. Vocabulary is accessible, not specialised or technical. Difficult vocabulary is explained in the text itself. Some unfamiliar vocabulary may be left unexplained for the candidate to guess from context.

5. Mainly simple sentences and a limited range of complex and compound sentences, but not sentences with embedded clauses.

6. Text is explicit, clear and non-ambiguous (repetition is used, references throughout text are clearly signalled, text is not densely packed with information, etc).

7. Text is readable and well-spaced.

8. The following punctuation marks are avoided: colons, semi-colons, dashes and slashes.

9. Texts have format and style features such as paragraphs, headings, numbering, sections.

10. If illustrations are used, they should be clear, appropriate and well-placed.

11. Evidence of comprehension is established through responses to texts which include:

relevant single sentences or a series of sentences are given orally or in writing (up to 2 paragraphs) in answer to questions on a text.

correct responses are given to yes/no, true/false, gap fill, matching and multiple choice exercises on a text.

appropriate oral or written answers are given to open ended and interpretive questions on a text.

sequencing and ordering tasks.

filling in and labeling of tables and simple diagrams is expected, but not their construction.

discussions and debates are held in response to texts.

role plays and drama are performed in response to texts.

reading aloud is prepared, not impromptu or unseen.

the main idea and/or gist of a text is given orally or in writing.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Use appropriate reading strategies to suit the text and the purpose of the task.

OUTCOME RANGE

This outcome can be demonstrated through a number of activities such as oral responses and discussions, and written answers to specific questions on a text.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Reading strategies appropriate to the text and task are chosen and used.

ASSESSMENT CRITERION 2

2. Meaning of unfamiliar vocabulary is inferred through use of context clues and word attack skills.

ASSESSMENT CRITERION 3

3. Specific information is found using reading strategies (eg scanning and skimming).

ASSESSMENT CRITERION 4

4. Specific information is located using basic referencing skills (numbering, alphabetical order etc).

ASSESSMENT CRITERION 5

5. Reading skills are used to find detailed meaning.

ASSESSMENT CRITERION 6

6. The gist of a text is understood through using reading strategies (eg skimming).

ASSESSMENT CRITERION 7

7. Typographical features are recognised (headings, sub-headings, numbering, bold etc).

SPECIFIC OUTCOME 2

Understand the meaning of a text.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Parts of words, phrases or sentences and the way they build meaning are used to understand the text.

ASSESSMENT CRITERION 2

2. Main ideas, topics, and messages are identified.

ASSESSMENT CRITERION 3

3. Surface /literal content is found and recalled.

ASSESSMENT CRITERION 4

4. Values and views of the world expressed in the text are understood.

ASSESSMENT CRITERION 5

5. Graphic or visual information is found and explained.

ASSESSMENT CRITERION 6

6. Graphic or visual information is used for a specific purpose.

ASSESSMENT CRITERION 7

7. Different ways of referring to the same person/things are followed throughout the text.

ASSESSMENT CRITERION 8

8. Texts are read aloud with pauses, some fluency to show understanding of literal meaning.

SPECIFIC OUTCOME 3

Relate text to own experience and knowledge.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Own experience and knowledge is used to respond to text.

ASSESSMENT CRITERION 2

2. Conclusions and opinions derived from reading are expressed and supported.

SPECIFIC OUTCOME 4

Identify features of a text.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Purpose of the text is identified.

ASSESSMENT CRITERION 2

2. Likely audience for text is identified.

ASSESSMENT CRITERION 3

3. Likely source of the text is identified.

ASSESSMENT CRITERION 4

4. Aesthetic and creative uses of language are recognised (eg rhyme, simple comparisons).

SPECIFIC OUTCOME 5

Identify the organisation and structure of the text.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Topic sentences in paragraphs are identified.

ASSESSMENT CRITERION 2

2. Introductions and conclusions are identified.

ASSESSMENT CRITERION 3

3. Statements and supporting evidence are identified (examples, illustrations, definitions etc).

ASSESSMENT CRITERION 4

4. Opinions and supporting points are identified (reasons, illustrations, examples etc).

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Accreditation Options:
Providers of learning towards this unit standard will need to meet the accreditation requirements of Umalusi, the ETQA for General and Further Education.

Moderation Options:
The moderation requirements of this ETQA must be met in order to award credit to learners for this unit standard.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Learners can understand and explain that languages have certain features and conventions, which can be manipulated. Language has aesthetic, affective, cultural, social and political dimensions. Learners can apply this knowledge and adapt language to suit different contexts, audiences and purposes.

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems: through application of reading skills.

Reflect on and explore a variety of strategies to learn more effectively: learning how to use reading for learning/ study.

UNIT STANDARD CCFO WORKING

Work effectively with others and in teams: through doing reading tasks and activities with others.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one`s activities responsibly and effectively: through using language and referencing skills.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information: collecting information at a basic level.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion.

UNIT STANDARD CCFO DEMONSTRATING

Be culturally and aesthetically sensitive across a range of social contexts: through reading and responding to selected texts that create awareness.

UNIT STANDARD CCFO CONTRIBUTING

Participate as responsible citizens in the life of local, national and global communities: reading newspapers and accessing information.

UNIT STANDARD ASSESSOR CRITERIA

Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:

Reading, viewing, writing, listening and speaking are learned, taught and assessed in an integrated way.

Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes. Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.

At this level errors are expected. Assessors must use professional judgement in evaluating competence.

Make sure evidence is gathered across the range as expressed under the title. Specific range statements under individual outcomes or assessment criteria are illustrations, from which learning programme developers can select. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.

The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance can be reproduced.

All assessments should be conducted in line with the following well documented principles: assessment should be appropriate, fair, manageable, integrated into work or learning, valid, and consistent. Evidence should be authentic, sufficient, and current.

Assessment of this standard can be carried out through continuous assessment of tasks done throughout the course and external examinations.

UNIT STANDARD NOTES

This unit standard has been replaced by unit standard 119629, 'Use basic reading/viewing skills to respond to defined texts', ABET Level 2, 8 credits.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Fundamental	48642	General Education and Training Certificate Housing: Housing Consumer Education	Level 1	NQF Level 01	Passed the End Date - Status was "Reregistered"	2009-05-13	Was CETA until Last Date for Achievement

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

NONE