2986 Read information texts in familiar contexts (ESOL) by Y9QI7Wm

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Read information texts in familiar contexts (ESOL)

Level                              2

Credits                            4

Purpose       This unit standard is for people for whom English is not their first language.

              People credited with this unit standard are able to read information texts in
              familiar contexts.

Subfield                           Languages

Domain                             English for Speakers of Other Languages

Status                             Registered

Status date                        21 May 2010

Date version published             21 May 2010

Planned review date                31 December 2014

Entry information                  Recommended: Unit 2985, Read simple information
                                   texts (ESOL), or demonstrate equivalent knowledge and
                                   skills.

Accreditation                      Evaluation of documentation by NZQA.

Standard setting body (SSB)        NZQA National Qualifications Services

Accreditation and Moderation Action Plan (AMAP) reference                    0226
This AMAP can be accessed at http://www.nzqa.govt.nz/framework/search/index.do.

Special notes

1   English for Speakers of Other Languages (ESOL) refers to the acquisition of English
    as an additional language.

2   All assessment activities must be conducted in English, which must not be the
    candidate’s first language.

3   Candidate’s responses may be oral or written. Written responses need not be
    grammatically correct or in sentence form, but errors must not interfere with meaning.

4   A range of reading tasks must be used in assessment activities for this unit standard,
    and may include but is not limited to – open-ended questions, multiple-choice,
    true/false, sorting, cloze.




                                                                 New Zealand Qualifications Authority 2012
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5     For this unit standard, texts:
      i     must each be at least 200 words in length;
      ii    must use simple and compound sentences, and may include complex
            sentences;
      iii   may include but are not limited to extracts from – textbooks, non-fiction books,
            information sheets, encyclopedias and subject reference books;
      iv    may have complementary illustrations or diagrams placed so that the
            relationship between text and illustration is clear to the candidate;
      v     must use sentence structures which are familiar to the candidate;
      vi    must begin with a general statement followed by specific information in logical
            order;
      vii must be familiar and relevant, but must not be seen by the candidates prior to
            the assessment;
      viii may be abridged versions designed for language candidates.

6     Candidates may use a bilingual and/or English dictionary, but must not use an
      electronic translator for assessment. Candidate may request assistance to
      understand the requirements of the assessment tasks.

7     Definitions
      Familiar context refers to content in texts that is relevant and predictable.
      Essential vocabulary refers to vocabulary that is necessary to understand the text.
      They are typically words that relate to the topic.

Elements and performance criteria

Element 1

Read information texts in familiar contexts (ESOL).

Range      two texts, each from a separate familiar context.

Performance criteria

1.1         The main idea of the overall text is identified with reference to layout and any
            headings, illustrations, or diagrams.

1.2        Main points and supporting detail in each text are identified.

1.3        The effect on meaning of cohesive devices in the text is identified.

           Range         cohesive devices may include but are not limited to – repetition of
                         key nouns, pronoun reference, conjunctions.

1.4        The meaning of essential vocabulary as used in each text is given.

           Range         ten words.




                                                                  New Zealand Qualifications Authority 2012
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Please note

Providers must be accredited by NZQA, or an inter-institutional body with delegated
authority for quality assurance, before they can report credits from assessment against
unit standards or deliver courses of study leading to that assessment.

Industry Training Organisations must be accredited by NZQA before they can register
credits from assessment against unit standards.

Accredited providers and Industry Training Organisations assessing against unit standards
must engage with the moderation system that applies to those standards.

Accreditation requirements and an outline of the moderation system that applies to this
standard are outlined in the Accreditation and Moderation Action Plan (AMAP). AMAP
also includes useful information about special requirements for organisations wishing to
develop education and training programmes, such as minimum qualifications for tutors and
assessors, and special resource requirements.

Comments on this unit standard

Please contact NZQA National Qualifications Services nqs@nzqa.govt.nz if you wish to
suggest changes to the content of this unit standard.




                                                               New Zealand Qualifications Authority 2012

								
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