Learning Progressions For Adult Literacy- Tertiary Education Commission (N.Z.)

7/30/2019 Learning Progressions For Adult Literacy- Tertiary Education Commission (N.Z.)

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LEARNING PROGRESSIONS

FOR ADULT LITERACY



Ma- te mo-hio ka ora:

ma- te ora ka mo-hio

Through learning there is life:

through life there is learning!

Acknowledgments

The Tertiary Education Commission would like to thank all those who contributed to this work, especially:

• the original development team: Murray Britt (The University of Auckland), Robyn Chandler (Christchurch),

Sue Douglas (Learning Media Limited), Sue Dymock (The University of Waikato), Margaret Franken (The University

of Waikato), Garry Nathan (The University of Auckland), Kevin Roach (Auckland University of Technology),

Warren Shepheard (Mathtec), Gill Thomas (New Zealand Maths Technology) and Sue Brown (writer).

The development team referred to work already undertaken in the tertiary sector in New Zealand and internationally

and the school sector teaching and learning materials developed for New Zealand schools as part of the government’s

Literacy and Numeracy Strategy, especially the Numeracy Project, which formed the basis for the number

progressions. The team found the Equipped for the Future content standards and performance continuums particularly

useful as a starting point for their thinking.

• all those who contributed to the review process through their feedback and experience using the documents:

tertiary providers and tutors; other agencies and individuals; developers with the Learning for Living professional

development clusters including Erica O’Riordan, David Gough, Carole Craighead, Louise Hawkins, Janet Coup,

Janet Hogan, Phil Kane, Jenny Amaranathan, Warren Shepheard

• the review team: Margaret Franken (The University of Waikato), Sue Dymock (The University of Waikato), Gill Thomas

(New Zealand Maths Technology) and advisers Jill Heinrich, Jane Terrell, Aroha Puketapu-Dahm

• Learning Media Limited, for professional services.

Note: The Tertiary Education Commission has made every reasonable attempt to contact all the holders of copyright

for material quoted or adapted in this publication. We would be pleased to hear from any copyright holders whom we

have been unable to contact.

Published 2008 by the Tertiary Education Commission.

All text copyright © Crown 2008.



LEARNING PROGRESSIONS

FOR ADULT LITERACY



Tertiary Education Commission Learning Progressions for Adult Literacy

Foreword

E ng-a iwi, e ng-a reo, e ng-a mana, e rau rangatira m-a.

T-en-a koutou, t-en-a koutou, t-en-a tatou katoa.

We are deligted to release tis latest version of te learning progressions, knowing tat many people

involved wit adult literacy and numeracy in New Zealand are keen to put it to use.

Tank you so muc to te many people wo ave contributed to te production of tis document,

troug te preparation of material and by providing advice and suggestions for improvement.

As we continue our effort to ensure tat every New Zealander as te crucial literacy and numeracy

skills tey need for living and learning, te progressions offer a robust framework for oter tools andresources, a focus for continuing to develop ig quality teacing and learning, and a common language

for use in te many settings were literacy and numeracy are developed.

Supporting adults to develop tese skills is not as easy as ABC. Tis sector will always need evidence-

based researc, informed managers and dedicated tutors wo are committed to te callenge of

improving teir teacing. Tese progressions, wit teir accent on strengtening learners’ epertise,

are key tools in our “kete” to elp us rise to te task.

Ma - te mo - io ka ora: ma - te ora ka mo - io

Troug learning tere is life: troug life tere is learning!

Janice Siner

Chief Executive

Tertiary Education Commission




Contents

Introduction 4

Te structure of te progressions 5

Listening, speaking, reading and writing

progressions

7

Listen with Understanding 8

Vocabulary progression 8

Language and Tet Features progression 9

Compreension progression 10

Listening Critically progression 1 1

Interactive Listening and Speaking progression 12

Speak to Communicate 13



Using Strategies to Communicate progression 15

Interactive Listening and Speaking progression 16

Read with Understanding 17

Decoding progression 17



Compreension progression 20

Reading Critically progression 21

Write to Communicate 22

Purpose and Audience progression 22

Spelling progression 23



Planning and Composing progression 26Revising and Editing progression 27

Further information 28

Te links between listening, speaking, reading

and writing

29

Additional details about eac progression 30

Te researc base 43

References 44

Glossary 45

Strand charts 54

Listen wit Understanding 54

Speak to Communicate 56

Read wit Understanding 58

Write to Communicate 60




Introduction

To work and participate effectively in a modern

knowledge society, New Zealand adults require

a certain level of epertise in listening, speaking,

reading and writing. Adults wo ave not yet

developed tis epertise will nd it difcult to fully

participate. If tey and teir teacers understand

ow epertise develops and if tey ave a clear

picture of te steps tey can take, tey will be able

to make progress in learning to listen, speak, read

and write more effectively.1

Te learning progressions set out in tis book

provide a framework tat sows wat adult learners

know and can do at successive points as tey

develop teir epertise in literacy learning. Tis

framework can be used as a guide to identifying

te net steps for adult learners. Eac progression

covers a particular aspect of learning.

Te progressions can be used in many different

adult learning settings. Tey describe wat is

learned in te order tat it is usually learned.

Tey can be used to:

• gain a basic picture of an adult learner’s

current skills, strategies and knowledge in oral

and written Englis

• identify te Englis-language demands of

specic workplace, community, or personal

tasks and tets, and

• provide a sequence for teacing and

learning programmes and suggestions to usein designing suc programmes.

Te progressions are neiter a curriculum nor a

teacing and learning programme. Tey are not,

as tey stand, an assessment tool and tey are not

a set of teacing and learning activities. Rater,

teacers and managers of adult literacy learners

1 Adults also need basic numeracy knowledge, skills and strategies. Te numeracy progressions are presented in a

companion booklet, Learning Progressions for Adult Numeracy .

2 Students witin te scool sector work towards tese standards in order to get te National Certicate of Educational

Acievement (NCEA) and many adult learners also work towards tem, for eample, in adult learning courses in institutes

of tecnology and polytecnics.

are invited to use te progressions as a basis

for developing or adapting teir own curricula,

programmes, assessment tools and teacing and

learning activities.

The professional development resources that

accompany this booklet suggest some ways

in which to develop materials based on the

progressions for many different purposes. They

also include some models for text analysis and

diagnostic assessment as well as a range of

teaching and learning activities.

Te learning progressions do not describe all

of te knowledge and skills needed to meet any

specic acievement standards or Unit Standards

on te National Qualications Framework (NQF).2

Te progressions do, owever, ave a natural link

to te national assessment system. Te igest

step in eac progression describes te knowledge

and skills tat underpin te literacy competencies

demonstrated by learners wit level 2 or 3 NQF

qualications. Adult learners wo acquire all te

knowledge and skills described in te relevant

progressions will ave a sound foundation to

build on if tey decide to study for acievement

standards or Unit Standards at level 3, 4 or 5 of

te NQF.

Te researc tat informed te development of te

learning progressions is described in a companion

booklet, Learning Progressions for Adult Literacy and Numeracy: Background Information .

The progressions and Te Reo Rangatira

(the Ma-ori language)

Te progressions sow te development of

epertise in listening, speaking, reading and writing

in New Zealand Englis and te eamples used




3 Altoug no adult learner is ever completely typical, tere are typical patterns of progress common to te majority

of adult learners.

include some words from Te Reo tat are commonly

used in New Zealand. Tis acknowledges Ma-ori iwi

as tangata wenua and reects te fact tat Te Reo

is one of our ofcial languages. Most New Zealanders

regularly use, see or ear Te Reo and Ma-ori concepts

in teir everyday lives. People wo are uent in

Te Reo as well as Englis move easily between bot

languages and may respond to a question in Englis

by using bot languages. Tutors can acknowledge

and reect tis in teir own teacing, wile at te

same time using te progressions as a guide for

literacy development.

The structure of the progressions

The strands

A strand of tread is made up of many individual

bres. In te same way, eac strand of te learning

progressions is made up of several progressions,

wic togeter describe te development

of epertise witin te strand. Te learning

progressions for literacy are organised in te

following four strands:

• Listen wit Understanding

• Speak to Communicate

• Read wit Understanding

• Write to Communicate.

Te strands are interconnected. For eample,

learners listen to te sounds in te words tey say

in order to read and write tose words.

The progressions

Te term progression is used to describe a set

of steps along a continuum, eac step representing

a signicant learning development as learners

build teir epertise. Eac progression igligts

a particular area of learning witin a strand. Te

progressions are intended to illustrate a typical

learning patway.3 Te titles of te progressions

are listed on page 7.

A progression implies a continuous, sequential

movement towards epertise rater tan a series

of separate tasks to be mastered in order to “move

up”. For tis reason, individual steps witin a

progression are distinguised from one anoter

in tis book by referring to teir place in te

sequence (for eample, “te second step in te

reading compreension progression”) rater tan

by using numbers, stages or levels. Te learning

progressions reect te way tat all learners

continually build on and etend teir eisting

knowledge and skills.

Te progressions are also interconnected. For

eample, a wide vocabulary is needed for learning

in all te progressions in reading, writing, speaking

and listening.

The steps

Development witin any one progression is

not evenly spaced and some of te sifts in

development involve more learning tan oters.

Te amount of learning needed will also depend on

te learner. Adults do not all learn in te same way.

Some need to spend more time learning certain

skills, or consolidating te learning, tan oters do.

On te pages tat sow eac progression, te steps

to competence in tat progression are representedby pikopiko wit increasing numbers of fronds. Te

initial learning step is represented by a single koru,

te net step by a pikopiko wit two fronds and so

on. Te nal step is represented in most cases by a

pikopiko wit si fronds.




The koru (in its mature forms, the pikopiko)

was chosen as the symbol for the steps in

each progression because it is a familiar and

valued image for New Zealanders and because

its natural and gradually unfolding growth

pattern could be seen to reect the process of

successful learning, or ako. As fronds mature,

new fronds begin to grow, nourished and

sheltered by the work of the existing fronds,the plant’s root system and a favourable

environment. Pikopiko is an indigenous food

picked directly from ngahere (the forest)

which can give and sustain life. In the same

way, ako can give and sustain intellectual and

spiritual life.

Te steps vary in size and quantity from one

progression to anoter. Tis is because te writers

ave tried to sow steps at parallel stages of

a typical learner’s development across all teprogressions. Not all te steps owever, involve te

same amount of learning, and te development of

skills, strategies and knowledge does not always

occur in evenly sized or spaced steps.

In te reading and writing strands, for eample,

only one progression (te Decoding progression,

on page 17) as si separate steps. In all of te

oter reading and writing progressions, tere

are some double steps (te movement in te

progression is sown over two steps), becausete learning described by te bullet points takes

time to develop, consolidate and practise. Tis is

considered to be te equivalent of two steps in a

progression.

A different kind of variation occurs in places

were te learning in one progression depends

on prior learning in anoter. For eample, learners

cannot begin to use language and tet features

in teir writing until tey ave gained familiarity

wit written words and sentences and te basic

purposes of written tets – learning wic occurs at

te rst step in oter writing progressions. Because

of tis, tere is a gap at te rst step in te writing

progressions for Language and Tet Features.




Listening, speaking, reading and writing

progressions

Listen with Understanding

Vocabulary progression

Language and Text Features progression

Comprehension progression

Listening Critically progression

Interactive Listening and Speaking progression

Speak to Communicate



Using Strategies to Communicate progression


Read with Understanding

Decoding progression




Reading Critically progression

Write to Communicate

Purpose and Audience progression

Spelling progression



Planning and Composing progression

Revising and Editing progression




Listen with Understandng


To listen wit understanding in Englis, listeners need to know te meanings of te words (vocabulary) tat tey ear.

Tey need to understand te forms and functions of tese words, ow tey are used in sentences and ow words relate

to one anoter. Refer to page 34 for more about developing a listening vocabulary.

AS ThEY DEVELOP ThEIR ExPERTISE, MOST ADULTS WILL:

• ave a listening vocabulary of common

nouns, verbs and familiar prases tey

understand

• identify words and prases in running

speec.

Listeners ave a vocabulary of common nouns, verbs and familiar prases

tey can identify in meaningful communication contets, suc as brief social

meetings. Areas of study can include:

— distinguising individual words and prases in speec and talking about

teir meanings

— listening for key words and prases. Tese may include formulaic prases

(prases tat follow a set formula or pattern) suc as, “how are you?” or

“Net, please.”

• identify words and prases and

understand many of te words in fast

speec

• be aware tat many words may ave more

tan one meaning and notice wen a word

is used wit an unfamiliar meaning.

Listeners understand everyday vocabulary in words and prases spoken

quickly, including te vocabulary used in simple questions and statements

tat convey requests, instructions, greetings and sort eplanations. Tey

understand tat many words ave two or more meanings and seek to identify

te new meaning of a familiar word used in an unfamiliar way. Areas of study

can include:

— listening for words and prases tat signal questions and requests

— listening for words and prases in fast speec

— discussing words, suc as power, ot, kiwi and book , tat ave two

or more meanings.

• ave a listening vocabulary of everyday

words and some less common words

• understand wen a speaker uses simple

gurative language, suc as metapor,symbolism or irony, for effect

• identify te connotations (common

associations) of familiar words.

Listeners understand everyday words and prases and some tat are less

common. Areas of study can include:

— etending vocabulary to include words and prases related to work,

community, or academic topics— analysing words and prases tat are meant guratively rater tan literally,

for eample, “I eard troug te kumara vine tat you were sick”

— discussing te different connotations of some words tat ave similar

meanings, for eample, ouse, ome and marae .

• ave a listening vocabulary tat includes

some general academic words and some

specialised words.

Listeners ave a vocabulary tat includes some general academic words (see

page 35) and some specialised words. Areas of study can include listening for

and discussing:

— academic words and prases, suc as explain, describe, compare, multiply,

divide and common denominator

— specialised words and terms, wic may be tose eard in a work setting (for

eample, forklift, waser, sprinkler system and mains pressure ).

• ave a listening vocabulary tat includes

many general academic words and

specialised words

• understand wen a speaker uses more

comple gurative language, for eample,

by talking about te Eart as if it were a

woman (personication)

• understand wen a speaker uses, for

effect, words tat ave particular

connotations.

Listeners ave a wide and rapidly epanding listening vocabulary tat includes

many general academic words and specialised words, including acronyms.

(Specialised words include words and acronyms tat are eard most often in a

specic area of work or study, suc as potosyntesis, compliance, DOC, TPK

and GST .) Listeners can understand wy speakers coose to use various kinds

of gurative language and words (suc as arassment or gentleman ) tat

ave particular connotations. Areas of study can include:

— listening for and discussing te use of gurative language in radio

and television reports or programmes

— a sentence-by-sentence analysis of a recorded talk or lecture.






To listen wit understanding, listeners use teir knowledge of language features and te features of connected discourse 4

in Englis. Features of connected discourse include te different parts of te discourse and te ways in wic parts are

connected, for eample, by te use of words (discourse markers) tat signal a sequence. Tis progression also includes te

features of speec tat relate to te speaker’s pace and intonation and to ow te speaker may stress certain words or

sounds. Refer to page 36 for more about tese aspects of spoken language.


• understand sort conversations and

oter simple spoken language tat

uses formulaic epressions and simple

structures.

Listeners recognise simple language forms including some formulaic

epressions, suc as tose used for questions (“Wat is your name?”;

“Can I elp you?”; “Can I take a message?”) and for instructions (“Write your

iwi ere.”; “Pass me te ammer.”). Areas of study can include:

— etending te repertoire of formulaic epressions tat learners understand

— listening for and discussing commonly-used epressions.

• understand spoken conversations and

oter simple spoken language tat uses

some comple structures

• understand spoken conversations and

oter simple spoken language even wen

te speakers pause, repeat temselves, or

make false starts.

Listeners can recognise and understand simple sentences used in

conversations and oter connected discourse. Listeners understand te

language features used by speakers in giving oral instructions (for eample,

imperative verbs suc as “Speak up!”) or in describing a simple process

(for eample, discourse markers suc as rst , ten and next ). Tey can

sustain teir understanding of speec tat includes repetition, pauses and

false starts. Areas of study can include:

— practising following simple verbal sequenced instructions (for eample,

repeating a verbal message, carrying out an unfamiliar but simple task

from clear spoken instructions)

— practising (in role plays) listening to a speaker wo uses repetition, pauses

and false starts (for eample, “I’m sorry to say … well, I mean … te fact

is tat …”).

• understand more comple spoken

conversations and oter simple discourse

including some less-familiar oral tettypes

• recognise te language features used to

establis coerence in suc discourse.

Listeners understand te more comple grammatical constructions used in

more formal oral tet types suc as etensive verbal reports. Tey are able to

use teir knowledge of ow language works (for eample, te use of discoursemarkers) to follow and understand te main points in connected discourse.

Listeners in face-to-face settings can interpret te meanings of canges in a

speaker’s pitc, pace and tone. Areas of study can include:

— listening to and discussing te ways in wic a speaker uses discourse

markers suc as “On te one and … on te oter and”; “Terefore, I …”;

“And nally before I go …” to elp te listener follow a comple report

— listening to a speaker (for eample, on te marae, in a formal meeting,

or in a television interview) to observe and later discuss te speaker’s use

of pitc, pace, tone and body language.

• recognise language features in comple

etended discourse and understand te

ways in wic speakers use tese features

to acieve a purpose.

Listeners recognise and understand language features in comple, etended

discourse weter tere is one speaker, two speakers or several speakers.

More comple types of discussion include arguments, community meetings

and formal interviews.

4 Discourse means oral or written language consisting of more tan one sentence. It is used ere because oral language is generally more

unpredictable tan written language and terefore cannot easily be described in terms of tet types. Connected discourse refers to longer,

connected speec or verbal interactions.



10 Tertiary Education Commission Learning Progressions for Adult Literacy



To listen wit understanding, listeners use compreension strategies. Many of tese strategies are similar to tose used

for reading compreension. For eample, as listeners focus on understanding te messages conveyed in spoken Englis,

tey make connections wit teir own knowledge, tey ask questions and tey infer meanings tat ave been implied but

not made eplicit. Refer to page 38 for more about listening compreension.


• listen for te gist or for specic

information in simple speec in very

familiar situations

• ask for repetition or a cange of pace

if necessary

• make connections wit teir own

knowledge to improve teir understanding.

Listeners use strategies in order to get te gist of speec in very familiar

situations. Altoug tey may not understand every word spoken, tey are

aware tat tey can ask for repetition or a cange of pace and tey use wat

tey already know about te topic and about words and language to elp

tem understand. Areas of study can include:

— responding to simple instructions tat ave a few basic steps and were

te steps are clear (for eample, were words suc as rst, next, ten are

used to indicate sequence)

— listening for key words and making connections wit te learner’s own

knowledge

— asking simple questions to sow understanding or seek clarication.


information in some connected

discourse5 on familiar topics

• ave an awareness of wat to do and

ow to do it wen compreension

breaks down

• use some compreension strategies.

Listeners apply teir knowledge of words, of ow language is used and of

te world to get te gist of sentence-lengt statements and some connected

discourse on familiar topics. Listeners are aware tat wat tey ear sould

make sense and tey are developing te use of suc listening compreension

strategies as listening for key ideas, asking questions and inferring

information. Areas of study can include:

— listening to sort oral tets, suc as recounts, and ten retelling tem

— making connections wit prior knowledge in order to understand

connected discourse

— listening for and identifying relevant information to pass on to anoter person.


information in more comple discourse

• use a range of compreension strategies

• use knowledge of wat to do and ow to

do it wen compreension breaks down

• understand discourse on familiar topics.

Listeners apply teir knowledge of words, of ow language is used and of te

world to get te gist of more comple connected discourse on familiar topics.

Topics may include tose related to personal background and needs, social

conventions and everyday tasks. Types of oral tets may include instructions,

narratives and recounts tat include a time sequence. Areas of study can include:

— listening to sort lectures and ten summarising tem

— listening and responding appropriately to open-ended questions,

for eample, wen role playing a job interview.

• understand discourse on less familiar

topics.

Listeners get te gist of more comple connected discourse on less familiar

topics. Areas of study can include:

— listening to a straigtforward lecture or presentation and asking appropriate

questions

— listening to and ten carrying out detailed instructions (suc as instructions

for te many tasks required to prepare for a community or work-related event).

• understand discourse on a range of topics

beyond everyday contets and immediate

eperiences

• listen for te gist or for specic information

in a wide range of oral tets

• use compreension strategies selectively

and eibly

• use a range of strategies wen

compreension breaks down in different

listening situations.

Listeners get te gist of a wide range of comple connected discourse in

a variety of situations. Topics may include tose associated wit personal,

community, work and education settings. Listeners use compreension

strategies selectively and eibly, wit an awareness of wat to do and ow

to do it wen compreension breaks down. Areas of study can include:

— listening to sort plays, stories or poems to identify underlying temes

or implied meanings

— listening and contributing appropriately to small-group discussions on some

unfamiliar topics.

• understand discourse on a range of

unfamiliar topics in a variety of contets.

Listeners use a wide range of strategies to understand etended eplanations

and oter kinds of oral tets (suc as news reports, lectures and debates)

on a range of unfamiliar topics in a variety of work, personal, community and

academic contets.






Tertiary Education Commission Learning Progressions for Adult Literacy 11


Listening Critically progression

To listen wit understanding, listeners need to develop a critical awareness of wo is speaking and wy. As tey become

aware of different speakers’ purposes and points of view, tey are able to make teir own judgments about te relevance,

reliability or bias of wat tey ear. Refer to page 41 for more about wat is involved in listening critically.


• ave some awareness of people’s

different purposes for speaking

• be aware tat all speakers ave a

perspective (point of view).

Listeners begin to develop awareness of people’s different purposes for

speaking and tat different speakers convey different perspectives. Tese

may be epressed in te speaker’s tone, intonation and body language as well

as in words. Areas of study can include:

— identifying speakers’ purposes and perspectives wile watcing tem

speak on television and oter media.

• recognise te purposes and possible uses

of different kinds of connected discourse6

• ave some awareness of teir own

purposes for listening.

Listeners develop an awareness of te possible uses of spoken language.

Areas of study can include:

— comparing different ways of conveying information

— discussing te different ways in wic speec can be used to inuencelisteners.

• tink critically about te ideas and

language as tey listen, in order to

understand, evaluate and respond

appropriately and meet te listening

purpose

• use strategies to compare and evaluate

information and ideas.

Listeners are aware of ow speakers can inuence listeners and tey use tis

awareness to elp tem understand and evaluate wat tey ear. Strategies

listeners can use for evaluating oral discourse include reviewing information,

summarising ideas and making comparisons wit information or ideas from

oter speakers or sources. Areas of study can include:

— listening to a simple news report, summarising te issue and epressing an

opinion on te issue.

• tink about underlying meanings in order

to understand not only te sense of te

words but also te intent of te speaker.

Listeners use strategies to tink about te underlying meanings of wat tey

ear. Tey make inferences about te speaker’s intent (purpose) and consider

any possible bias. Areas of study can include:

— listening and responding appropriately wen taking part in a role play inwic one speaker (wo could be a police ofcer, kauma-tua, landlord, boss

or neigbour) is displeased wit te oter

— listening for, identifying and evaluating te viewpoints of speakers on a radio

talkback programme.

• use strategies to analyse ideas and

information and to consider meaning

critically

• evaluate te trut, relevance, or

usefulness of information in relation to

te speaker’s (or te listener’s) purpose.

Listeners analyse ideas and information and consider te meaning critically

using a range of strategies, suc as comparing and contrasting, asking

questions and evaluating te relevance, validity and adequacy of information.

Tey eamine te apparent meaning of te speaker’s words and te speaker’s

probable intent and ten respond appropriately. Areas of study can include:

— listening for, identifying and evaluating te viewpoints and trutfulness of

speakers wo are advertising products in various ways in recorded radio

advertisements

— listening to and evaluating te questions asked and responses given in a

news report about a controversial issue.

• use a wide range of strategies to reect

critically on purpose and meaning

• evaluate a speaker’s point of view,

attitude, bias or agenda

• ave an understanding of te metods

tat speakers can use for specic

purposes.

More epert listeners reect critically on purpose and meaning using a

wide range of strategies, suc as applying relevant information to different

scenarios, comparing different points of view and drawing conclusions

or forming generalisations about te “big picture”. Tey can evaluate a

speaker’s point of view, attitude, bias, or agenda and tey understand te

language devices used by te speaker to epress or obscure tese. Areas of

study can include:

— listening to and discussing political speeces, debates and news media

interviews.









To participate effectively in conversations and discussions, people need to listen wit understanding and communicate by

speaking. People need to develop specic skills to manage tese face-to-face interactions, for eample, by taking turns

or by interrupting appropriately, by clarifying meanings tat are not clear to tem and by using conversational forms of

speec suc as “question and answer”. Refer to page 42 for more about effective oral language interactions.


• respond to and use simple formulaic

epressions in spoken language.

Learners use and respond to formulaic epressions in very familiar or

predictable contets. Interactions may include ecanges wen meeting

and wen leaving, as well as simple requests and responses. Areas of study

can include:

— simple role plays to etend te use of a range of greetings, farewells,

requests and responses.

• respond to and use skills and appropriate

language to manage simple interactions

and negotiate meaning

• respond to and use some non-verbalmetods to monitor te effectiveness of

interactive communication

• ave an awareness of te conventions

for taking part in interactions in familiar

social and cultural settings, for eample,

during telepone conversations.

Learners apply teir knowledge of vocabulary and grammatical constructions

as tey engage in simple interactions. Areas of study can include:

— using common formulaic epressions for everyday interactions,

for eample, greetings, compliments and requests for (or offers of)elp or information

— nding ways to negotiate meaning, for eample, cecking for

compreension by using epressions suc as “See?” or “Wat did you say,

again?”

— using verbal and non-verbal indicators for turn-taking, for eample,

te use of key words and epressions (suc as “Don’t you tink …?”;

“Do you mean …?”; or “You know?”), gestures, canges in direction

of gaze and canges in intonation.

• respond to and use more sopisticated

skills and appropriate language to

monitor and improve te effectiveness of

interactions

• respond to and use variations in tone of

voice, intonation and stress (for eample,

te stress placed on specic words or

sentences)

• recognise and use te vocabulary and

oter language features tat mark

te register appropriate to te topic,

audience and contet.

Learners use a range of strategies to manage, monitor and improve

interactive communication. (See te glossary for an eplanation of register .)


— etending knowledge of social and cultural communication rules,

suc as epectations of politeness, marae protocol, or appropriate topics

for informal and formal dialogue

— attending to verbal or non-verbal signals (for eample, tose used to

indicate turn-taking, agreement or discomfort), interpreting signals suc

as “mmm”, “yea”, “ae” and discriminating between registers of speec

and tones of voice

— seeking, giving and receiving feedback in order to negotiate meaning, using

strategies suc as cecking, making evaluative comments, using repetition,

interrupting and refocusing te conversation.

• respond to and use appropriate skills and

language to manage interactions in an

increasing range of formal and informal

settings


voice, intonation and stress• respond to and use an awareness of te

rules for taking part in interactions in

a wide range of familiar and unfamiliar

work, academic, social, community and

cultural contets.

Learners are able to maintain effective interactions on a wide range of topics

in a range of familiar and unfamiliar contets. Tey manage te interactions

by using a range of strategies for taking sort and long turns, lling gaps,

maintaining or canging te focus, monitoring for mutual understanding and

monitoring for social and cultural appropriateness (for eample, by observing

all participants’ comfort witin te interaction). Areas of study can include:— managing interactions in formal and informal situations

— discussing te rules for participation in personal, work, academic, social,

community and cultural contets

— managing conversational difculties, suc as strong disagreement or

inappropriate emotion.






To communicate effectively, speakers need to know te meanings of te words (vocabulary) tey use. Tey need to

understand te forms and functions of tese words, ow tey are used in sentences and ow te words relate to one

anoter. Tey need to be able to select words and prases appropriate to te speaking situation. Refer to page 35 for

more about developing a vocabulary for speaking.


• use a range of words, formulaic

epressions and familiar prases

related to everyday topics and personal

eperiences.

Speakers use a range of appropriate formulaic epressions and limited

vocabulary related to common, everyday topics and personal eperiences.


— building a repertoire of useful words, epressions and prases

— using appropriate words and epressions for making or responding to

simple requests.

• ave a limited vocabulary tat includes

words and prases related to common,

everyday topics and personal eperiences

• coose appropriate vocabulary (includingpolite forms of words and epressions) for

different contets and audiences.

Speakers use a limited vocabulary to communicate in meaningful speec.

Tey are becoming aware of ow to use a few colloquial epressions in wic

words take on different meanings (suc as “hang on!”; “Give me a and”; “Do

you want a andle [of beer]?”). Areas of study can include:— constructing plurals

— deciding ow to greet and introduce people in different situations.

• ave an etended vocabulary tat

relates to familiar topics and personal

eperiences

• ave a knowledge of te collocations

(words tat commonly go togeter) of

many words

• be able to use some words and prases

wit gurative as well as literal meanings

• coose appropriate vocabulary for

different contets and audiences.

Speakers use an etended vocabulary, including words related to common,

everyday topics and personal eperiences. Areas of study can include:

— etending vocabulary from familiar to less familiar words and epressions

— learning collocations suc as brigt red , ride a bike, drive a car and sick

and tired

— discussing specic words in terms of teir denotations (te use of a word

to name a dened ting, for eample, pig meaning a specic kind of animal)

and connotations (te common associations of a word, for eample, te

word pig may ave connotations of dirty and greedy ).


includes some general academic and

some specialised words.

Speakers etend teir vocabulary to include more specialised words, suc as

tose tey may use in an academic or work setting. Tey are condent about

using colloquial and gurative language appropriately. Areas of study include:

— building up a repertoire of specialised words and prases relevant to te

contets in wic tey work.


includes words related to work, personal,

community, social and academic contets.

Speakers communicate uently and coerently, using a wide range of

vocabulary related to teir work, personal, community, social and academic

contets. Tey select words and epressions tat are appropriate to te

contet and reect teir own style or voice. Speakers reect critically on teir

coice of vocabulary. Areas of study can include:

— using words and epressions to convey voice (for eample, “I grabbed some

kai” instead of “I ad lunc”.)

— analysing recorded oral tets to identify and reect on specic vocabulary

coices.






To communicate effectively, speakers use teir knowledge of language features and te features of oral tets in Englis.

Features of oral tets include te different parts of te tet and te coesive devices, suc as sequencing, tat link te

parts. Different oral tet types ave different caracteristic features. Tis progression also includes te features of speec

tat relate to te speaker’s pace and intonation and to ow tey stress certain words or sounds. Refer to page 36 for more

about tese aspects of spoken language.


• take part in sort spoken conversations

and speak by temselves using formulaic

prases and simple structures.

Speakers use and respond verbally to simple language forms and some

formulaic epressions, suc as tose used for questions (“Wat is your

name?”; “Can I elp you?”) and for instructions (“Write your name ere”;

“Pass me te ammer.”). Areas of study can include:

— etending te repertoire of formulaic epressions tat learners can use

in a variety of familiar situations

— using common formulaic epressions appropriately in response to

questions.

• take part in spoken conversations and

use a few oral tet types, suc as simple

instructions and descriptions

• speak using some comple prases and

structures.

Speakers can use simple sentences in conversations. Tey use appropriate

language features wen giving oral instructions (for eample, imperative

verbs suc as “Open te door!”) or wen describing a simple process

(for eample, suc discourse markers as rst, ten and next ). Areas of study

can include:

— etending simple descriptions or eplanations by adding details.

• use comple sentence structures

and more comple language features

to epress a point of view in spoken

conversations and in using more comple

oral tet types

• use appropriate language features

to establis coerence in connecteddiscourse.7

Speakers use more comple grammatical constructions in more formal tet

types, suc as etensive informational reports. Speakers use discourse

markers to ensure teir connected discourse is coerent. In face-to-face

conversations and oter speaking situations, speakers use prosodic features

suc as patterns of stress and intonation, for eample, “I asked you your

wa-nau name”. Areas of study can include:

— discussing te ways in wic a sequence of ideas can be signalled, foreample in a set of instructions, an oral report, a story or an argument

— eploring te ways in wic canges in stress and intonation can alter te

impact of a spoken message (for eample, an instruction, a greeting or a

response) and discussing te effects of te canges.

• use comple sentence structures and

etend teir use of language features to

acieve particular purposes.

Speakers use language features in comple, etended discourse bot wen

interacting wit oters (for eample, in debates) and wen speaking alone

(for eample, wen giving comple eplanations and/or reading written tets

aloud). Areas of study can include:

— practising speaking (reading aloud or telling) a variety of sort tets aloud,

using stress and intonation to support te meaning. Eamples could include

telling or reading a story to young cildren, or eplaining a comple process

— discussing wen it may or may not be appropriate to use comple words

and sentence structures to epress an idea to different audiences. Tis

could include consideration of te needs of te listener and te purpose of

te interaction.








Using Strategies to Communicate progression

Speakers use strategies to communicate information and ideas effectively. Tese strategies include selecting information,

ideas and tougts, coosing to use particular words or details and using non-verbal features (wic include pace,

intonation, stress and body language). Refer to page 40 for more information.


• communicate information and tougts

in familiar, predictable situations.

Speakers communicate information and tougts in familiar, predictable

contets by using simple strategies (for eample, using formulaic prases

and questions, responding to simple questions and combining familiar words

and prases).

• select and communicate information,

ideas and tougts, using appropriate

words and prases wit some uency on

very familiar topics

• monitor and modify speec to improve

te clarity and effectiveness of te

communication.

Speakers communicate information, ideas and tougts in meaningful

interactions. Tey may do tis (for eample, in response to questions) by

combining and recombining sort known words or prases. Tey also use teir

prior knowledge and eperiences to elp tem make decisions about ow to

communicate. Areas of study can include:

— combining words and prases, for eample, “Tanks for asking. I can’t

tell you rigt now.”

— etending communication, for eample, “his moko ave been very sick,

tat’s wy e couldn’t come last nigt. he’d like to come net time toug.”

— nding ways to adapt speec for various familiar situations, for eample,

using sorter, clearer sentences wen te listener is learning Englis:

“Tis is were you sleep. You was in ere. We eat in ere.”

• select and communicate information,

ideas and tougts, using appropriate

vocabulary, epressions and grammar

uently and coerently on less familiar

topics

• use appropriate gestures, tone, pace andintonation to improve communication.

Speakers communicate information, ideas and tougts on less familiar

topics and in less familiar situations. Tey use prior knowledge to determine

appropriate gestures, tone, pace and intonation. Speakers monitor and

modify teir communications. Areas of study can include:

— discussing te use of gestures, tone, pace and intonation

— reformulating ideas into effective communications— meeting communication callenges in unfamiliar or stressful situations.

• select, organise and communicate

information, ideas and tougts, wit

some details and eamples, wen

speaking on familiar and unfamiliar topics.

Speakers use details and eamples to communicate ideas and information

effectively. Tey ave increased control of wat tey want to say and of ow

to say it. Areas of study can include:

— elaborating on ideas by adding relevant details

— making notes to elp plan for speaking.

• use a range of strategies to select,

organise and communicate information,

ideas and tougts in etended discourse

on a range of unfamiliar topics in a variety

of contets

• monitor and modify speec to clarifyor obscure a particular point of view,

attitude, bias or agenda.

Speakers communicate uently and coerently, using a wide range of

vocabulary related to teir work, personal, community, social and academic

contets. Tey select words and epressions tat are appropriate to te

contet and reect teir own style or voice. Speakers communicate in

meaningful interactions, using coerent, reasoned and comple discourse.

Tey can sustain communication on a range of topics, elaborating teir ideaswit signicant detail and eamples. Tey use strategies to monitor and

modify teir speec in order to clarify or obscure a particular point of view,

attitude, bias or agenda. Speakers make conscious and deliberate decisions

about te content and organisation of teir discourse.


— selecting and organising information to meet te needs of a particular

audience

— establising rapport wit an audience, for eample, by including interest,

umour or personal stories in speec.






To participate effectively in conversations and discussions, people need to communicate by speaking and listen wit

understanding. People need to develop specic skills to manage tese face-to-face interactions, for eample, by taking

turns or by interrupting appropriately, by clarifying meanings tat are not clear to tem and by using conversational forms

of speec suc as “question and answer”. Refer to page 42 for more about effective oral language interactions.


• respond to and use simple formulaic

epressions in spoken language.

Learners use and respond to formulaic epressions in very familiar or

predictable contets. Interactions may include ecanges wen meeting

and wen leaving, as well as simple requests and responses. Areas of study

can include:

— simple role plays to etend te use of a range of greetings, farewells,

requests and responses.

• respond to and use skills and appropriate

language to manage simple interactions

and negotiate meaning

• respond to and use some non-verbalmetods to monitor te effectiveness of

interactive communication

• ave an awareness of te conventions

for taking part in interactions in familiar

social and cultural settings, for eample,

during telepone conversations.

Learners apply teir knowledge of vocabulary and grammatical constructions

as tey engage in simple interactions. Areas of study can include:

— using common formulaic epressions for everyday interactions, for

eample, greetings, compliments and requests for (or offers of) elp orinformation

— nding ways to negotiate meaning, for eample, cecking for

compreension by using epressions suc as “See?” or “Wat did you say,

again?”

— using verbal and non-verbal indicators for turn-taking, for eample,

te use of key words and epressions (suc as “Don’t you tink …?”,

“Do you mean …?”, or “You know?”), gestures, canges in direction

of gaze and canges in intonation.

• respond to and use more sopisticated

skills and appropriate language to

monitor and improve te effectiveness of

interactions


voice, intonation and stress (for eample,

te stress placed on specic words or

sentences)

• recognise and use te vocabulary and

oter language features tat mark

te register appropriate to te topic,

audience and contet.

Learners use a range of strategies to manage, monitor and improve

interactive communication. (See te glossary for an eplanation of register .)


— etending knowledge of social and cultural communication rules, suc

as epectations of politeness, marae protocol, or appropriate topics for

informal and formal dialogue

— attending to verbal or non-verbal signals (for eample, tose used to

indicate turn-taking, agreement or discomfort), interpreting signals suc

as “mmm”, “yea” and “ae” and discriminating between registers of

speec and tones of voice

— seeking, giving and receiving feedback in order to negotiate meaning, using

strategies suc as cecking, making evaluative comments, using repetition,

interrupting and refocusing te conversation.

• respond to and use appropriate skills and

language to manage interactions in an

increasing range of formal and informal

settings


voice, intonation and stress• respond to and use an awareness of te

rules for taking part in interactions in

a wide range of familiar and unfamiliar

work, academic, social, community and

cultural contets.

Learners are able to maintain effective interactions on a wide range of topics

in a range of familiar and unfamiliar contets. Tey manage te interactions

by using a range of strategies for taking sort and long turns, lling gaps,

maintaining or canging te focus, monitoring for mutual understanding and

monitoring for social and cultural appropriateness (for eample, by observing

all participants’ comfort witin te interaction). Areas of study can include:— managing interactions in formal and informal situations

— discussing te rules for participation in personal, work, academic, social,

community and cultural contets

— managing conversational difculties, suc as strong disagreement or

inappropriate emotion.





Decoding progression

To read wit understanding, readers need to decode. Decoding means translating written words into te sounds of spoken

words, often silently. Before tey can develop decoding skills, learners must ave developed some basic prerequisite skills

and understandings, including ponological and ponemic awareness (see page 32). Wile some adult learners may not

ave developed tese prerequisite skills, te rst step in tis progression describes learners wo ave acquired tem and

can decode some basic words. Refer to pages 31–34 for more about te skills tat are needed for decoding.


• ave a bank of sigt words (words tey

recognise automatically)

• use a few reliable strategies for decoding

regularly and irregularly spelled everyday

words in sort, simple tets.

Readers decode unknown words by using suc strategies as applying letter–

sound correspondence rules, sounding out words by separating tem into

individual sounds or syllables and recognising simple word patterns. Many of

te words learned will be of Anglo-Saon origin, for eample, e, cat, dog and

sed . Areas of study can include:

— listening for initial letters (suc as t, b or o ) and letter blends

(suc as st, gr or oi ) in words and recognising tem in written tets

— recognising digraps (suc as c, s and t )

— identifying te spelling rules tat govern sort and long vowel sounds

— listening for common onsets and rimes8 in words and recognising temin written tets.

• ave a large bank of sigt words

• use several simple, reliable strategies for

decoding everyday words in sort tets

wit some uency and accuracy

• ave some awareness of te accuracy

of teir decoding attempts.

Readers decode unknown words by using a wider range of strategies, for

eample, by using analogy and by applying teir knowledge of word families

and morpeme patterns. (A morpeme is te smallest unit of meaning in a

word, so word roots and most prees and sufes are morpemes.) Tey

ave some awareness of te accuracy of teir attempts and, as tey read,

tey ask temselves “Does tat make sense?” Areas of study can include:

— discussing common word families (for eample, run, runs, running, ran )

— nding common morpeme patterns (for eample, prees and sufes

like un-, -s, -ly and -ful )

— using analogy to infer te unknown from te known (for eample, if you

know te onset f in t and te rime all in ball , you can work out fall ).

• use more comple, reliable strategies

for decoding most everyday words wit

uency and accuracy.

Readers uently decode most familiar everyday words by using strategies

tey already know, suc as analysing words (for eample, by identifying

morpeme patterns, breaking words into syllables and using analogy), wit

greater ease. Tey apply tese strategies to longer or more comple words.

Readers draw on te contet to monitor teir reading for accuracy and sense,

for eample, by asking temselves “Does tat make sense?” or “Does tat

sound rigt?” Areas of study can include:

— analysing longer and more comple words in terms of morpemes

or syllables.

• uently decode more specialised words,

including words of many syllables

• monitor teir reading for accuracy

and sense.

Readers use teir knowledge to decode unfamiliar specialised words uently.


— repeated reading of connected tets, to increase uency.

• uently decode more comple and/or

irregular words, using strategies suc as

inferring te unknown from te known

and analysing words (for eample, by

identifying morpeme patterns involving

less common prees and sufes)

• decode most words automatically.

Readers use strategies suc as inferring meaning from te contet

and analysing words (for eample, by considering morpeme patterns,

less-common prees and sufes and adverbial endings) in irregularly

spelt words to uently decode more comple and/or irregularly spelt words.

Decoding is becoming automatic. Areas of study can include:

— recording and discussing words (for eample, tose found in work

or course-related tets) tat can be broken into prees, root words

and sufes

— recording and discussing irregularly spelt words and unepected

pronunciations (for eample, coug, doug, doubt, island and Arkansas ).

• decode unfamiliar words rapidly and

automatically.

Readers decode unfamiliar words automatically witout losing uency.

8 Te onset is te initial sound in a syllable and te rime is te following sound. Note tat rime is not te same word as ryme : see glossary.






To read wit understanding, readers need to know te meanings of te words (vocabulary) in te tets tey read.

Tey need a large and increasing bank of sigt words (words tey recognise automatically and do not need to decode).

Tey need to understand te forms and functions of tese written words, ow tey are used in sentences and ow words

relate to one anoter. Refer to pages 34–36 for more about developing a reading vocabulary.


• ave a reading vocabulary of everyday

words, signs and symbols.

Readers can recognise and understand familiar words (for eample, names,

common words and ig-interest words) in different contets. Tey also

recognise and understand essential signs and symbols relevant to teir own

situations.


words tat includes some compound words

• ave a knowledge of word families tatenables tem to increase teir reading

vocabulary

• be aware tat many words ave more tan

one meaning and notice wen a word is

used wit an unfamiliar meaning

• ave some understanding of te purposes

of acronyms and abbreviations

• know some everyday signs and symbols.

Readers ave a reading vocabulary of everyday words (including some

compound words, for eample, lawnmower, middleman ) tat tey can identify

and understand. Tey can use teir developing knowledge of words, topicsand contets to increase teir reading vocabulary. Readers seek to identify

te new meaning of a familiar word wen it is used in an unfamiliar way. Areas

of study can include:

— learning word families, because knowing a root word and understanding

ow it can be canged opens up te meanings of many more words

(for eample, love gives access to loves, loved, lovely, unloved, lovable )

— connecting new words wit background knowledge, because wen readers

connect new words wit a concept or topic tey already know about,

tey are more likely to understand and retain te new words (for eample,

te vocabulary associated wit tangi can include passed away, grief

and warenui )

— nding synonyms, because knowing words tat ave te same or very

similar meanings increases readers’ vocabulary knowledge (for eample,

warm and tepid, cold and cilly , or wet, damp, moist and soggy ).


words and some less common words,

acronyms and abbreviations

• understand tat some words and prases

can ave gurative as well as literal

meanings

• ave strategies for nding te meanings

of unknown words, including a knowledge

of ow to nd words in a dictionary and

interpret denitions.

Readers ave acquired a reading vocabulary of everyday and some less

common words tey recognise and understand. Tey use teir own knowledge

of te world and te reading contet to make inferences as tey work out te

meanings of new words and interpret denitions in a dictionary to nd te

best meaning. Areas of study can include:

— inferring te meanings of new words from knowledge about te contet

and about ow words work in relation to oter words

— distinguising gurative and literal meanings, for eample, in words and

epressions suc as “Wit your food basket and my food basket …” or

“I eard troug te kumara vine tat you were going on oliday” or

“Give me a and”

— using dictionaries and discussing denitions

— learning te meanings of acronyms and abbreviations tat are used in

teir reading.

• ave a reading vocabulary tat includes

some general academic words and some

specialised words

• understand ow word families can be

generated (based on roots, prees and

sufes) and use tis understanding to

etend teir vocabulary.

Readers ave acquired a reading vocabulary of some general academic words

and some specialised words tey recognise and understand. Tey are able

to use teir knowledge of word formation based on roots, prees and sufes

to etend teir own reading vocabulary. Areas of study can include:

— using known parts of words, suc as specic prees, roots and sufes,

to increase vocabulary (for eample, to read inadequately by knowing te

meanings of in-, adequate and -ly )

— eploring word derivations. (Note tat knowing suc Latin and Greek

morpemes as inter, poly, geo, bio, contra, multi, grapic and logic , wic

form parts of Englis words, will elp readers to understand new words tat

use different combinations of tese parts.)

• ave a large reading vocabulary tat

includes general academic words and

specialised words and terms.

Readers ave acquired a large reading vocabulary tat relates to teir own

knowledge of te world, and tat includes general academic words and

specialised words and terms. Readers use wat tey know about words and

about te world to increase teir vocabulary in a wide range of contets.






To read wit understanding, readers use teir knowledge of language features, grammar and te features of written

tets. Features of written tets include te lengt and layout of te tet, te different parts of te tet and te coesive

devices, suc as te sequencing of paragraps, tat link te parts. Different written tet types ave different caracteristic

features. Oter tets tat readers need to understand include static visual tets, suc as tables, carts, maps, illustrations

and potograps, and visual tets wit moving images, suc as movies, and TV advertisements and programmes. Refer to

pages 36–37 for more about te features of written tets.


• understand tat groups of words work

togeter in meaningful units.

Readers recognise tat prases and oter groups of words are important

elements in sentences. Tey use tis knowledge to understand were

important content is located. Readers also use tis knowledge to elp teir

cunking of words, wic leads to later uency. Areas of study can include:

— nding te words tat carry meaning in a simple prase or sentence

— reading prases and simple sentences aloud to sow understanding of

te grouping of te words.

• understand sort, simple tets tat

are made up of simple sentences and

compound sentences

• understand ow capital letters and full

stops are used to sow were sentences

begin and end

• recognise some common tet types

• recognise some common visual tet forms.

Readers recognise simple sentences and compound sentences (for eample,

two simple sentences joined by a conjunction). Tey use teir knowledge of

simple punctuation and of common grammatical constructions to understand

written tets. Tey understand ow written tets include particular language

features (suc as te past tense) and/or particular visual language features

(suc as a table to present information) tat suit te writer’s purpose.

Te purpose for writing determines te tet type and specic tet types

ave typical features. Readers can identify suc features in te tets tey

read and view. Areas of study can include:

— nding te simple sentences witin a compound sentence

— reading tets aloud wit epression to sow understanding of te use of

punctuation

— identifying te typical features of some common tet types (for eample,

reports generally use te past tense and descriptions te present tense).

• understand a variety of sentence

structures and paragrap structures

witin more comple tets

• be aware of ow clauses can be combined

and marked wit commas, semicolons,

or colons witin comple sentences

• understand ow simple clauses can be

elaborated by adding words and prases

• recognise te features and structures of

a wider range of tet types

• be aware of a range of visual tet forms

tat can be combined wit or included in

written tets.

Readers recognise a wider variety of punctuation features and grammatical

constructions. Tey use tis knowledge to compreend vocabulary,

sentences and paragraps. Tey understand te specic language features

caracteristic of some tet types, including instructions, reports and

eplanations. Readers can identify language features tat make a tet more

coesive, or tat clarify te links between ideas. Tey understand some ways

in wic writers use visual tet forms to enance te effectiveness of written

tet (for eample, by using tables to present data, by using ypertet to elp

readers make links to related material, or by using bilingual lettereads).


— analysing te language and visual features of some tet types (for eample,

te use of description in a report, te use of a ow cart in an eplanation)

— eploring te ways in wic ypertet can be used wen searcing for

information.

• understand a variety of sentence

structures and paragrap structures

across a wide range of comple tets

• understand tat te information in well

constructed paragraps includes bot

general and particular information,

for eample, a paragrap may move from

a claim to reasons justifying te claim

• be aware of retorical patterns tat are

common to many tet types, suc as

descriptions of cause and effect

• recognise te features and structures of

a wide range of tet types, including some

specialised tet types suc as instruction

manuals.

Readers are familiar wit te structures of long, comple ction and

non-ction tets. Tey can identify ways in wic language features are

used to create sifts in meaning (for eample, troug a cange of tense).

Tey recognise te purposes of te language features associated wit

more specialised tet types (for eample, te detailed descriptions

in many academic tets and te retorical questions commonly used

in argument tets).






To read wit understanding, readers need to use a range of compreension strategies. Readers may use tese

compreension strategies singly or in combination. Refer to pages 37–39 for more about reading compreension and

related strategies.


• ave some awareness of teir purpose

for reading

• epect tat tets will make sense

• use strategies to read sort, simple tets

wit support.

Readers need to ave a purpose for reading and to epect tat tets will make

sense. Tey may need support to read and understand sort, simple tets suc

as road signs, notices in public places and simple email messages. Tis support

may be in te form of assistance wit unknown words or unfamiliar concepts.

Support can also take te form of a more epert reader reading te tet aloud

as te learner follows it. Readers begin to integrate information from various

sources (te words and images in te tet, te tet structure and teir own

prior knowledge) to compreend tets. Areas of study can include:

— carting , discussing and practising using sources of information to

understand sort, simple tets.

• use compreension strategies to

understand sort, simple tets

• use strategies to locate items of

information in sort, simple tets

• ave some awareness of wat to do

and ow to do it wen compreension

breaks down.

Readers use a range of compreension strategies (suc as making

connections to teir own prior knowledge) to understand simple tets.

Readers integrate information from various sources (te words and images

in te tet, te tet structure and teir own prior knowledge) to compreend

tets. Readers are able to recognise wen compreension as broken down

and use “-up” strategies suc as rereading, adjusting te reading pace, or

listing unknown words. Areas of study can include:

— reading and discussing simple tets suc as scool notices, workplace

or community announcements and instructions, and simple letters and

narratives.

• use compreension strategies to assist

in understanding information or ideas in

longer or more comple tets

• use strategies to locate important

information in tets

• ave an increasing awareness of wat to

do and ow to do it wen compreension

breaks down.

Readers use a range of compreension strategies (suc as drawing inferences

and creating mental images) and integrate information from various sources

to understand longer or more comple tets suc as bus timetables, popular

magazine articles and sort personal recounts. Tey ave an increasing

awareness of wat to do and ow to do it wen compreension breaks down,

for eample, tey know wen to refer to a dictionary for te meaning of an

unknown word.

• use strategies to read an increasingly

varied range of more comple tets for

specic purposes

• use strategies to locate, organise and

summarise important information in tets

• use strategies to gater and syntesise

information from across a small range

of tets

• ave increasing control over ow tey usecompreension strategies.

Readers read an increasingly varied range of more comple tets for various

purposes, drawing on compreension strategies in increasingly eible and

integrated ways. Te tets may include some newspaper reports, workplace

or community documents (suc as employment contracts or ofcial letters),

electronic tets suc as web pages or blogs, and tets related to subjects te

reader is studying. Readers monitor teir own compreension as tey read.


— locating and comparing information about a topic from several different

sources— identifying and summarising te most important information in a tet.

• select and integrate a wide range of

compreension strategies

• ave an awareness of ow to use

strategies and evaluate teir effectiveness

• use strategies to summarise and

syntesise information across a wider

range of more comple tets and for more

comple purposes

• integrate prior knowledge wit

new information witin and across

several different tets to deepen teir

understanding.

Readers can read practically all tets, including long, comple tets, for a

range of purposes, integrating a wide range of compreension strategies at

an advanced level. Tey ave an awareness of ow and wy to use strategies

across a range of reading situations, and tey can talk about teir use of

strategies and evaluate te effectiveness of te strategies. Tey can integrate

teir own prior knowledge wit new information or ideas witin and across

multiple tets in order to evaluate te information or ideas and develop a

deeper understanding of tem.





Reading Critically progression

To read wit understanding, readers need to develop a critical awareness tat enables tem to consider wo wrote a tet

and for wom, wy te tet was written and weter it may ave purposes tat are not immediately apparent. As tey

become aware of writers’ differing purposes and perspectives, readers are able to make teir own judgments about te

relevance, reliability or bias of wat tey read. Refer to page 42 for more about reading critically.


• ave some awareness of te different

purposes of visual and written tets

• be aware tat all readers and writers

ave a perspective (point of view).

Readers begin to develop awareness of different purposes for tets and

to realise tat all readers and writers ave a perspective. Areas of study

can include:

— identifying te purposes and perspectives of suc visual tets as posters

and billboards.

• recognise te purposes, levels of meaning

and possible uses of different forms and

types of written and visual tets

• use strategies to compare and evaluate

information from different sources.

Readers develop an awareness of te possible uses of different forms and

types of written and visual tets. Tey compare information from different

sources in order to evaluate purpose, effectiveness and bias in tets. Areas of

study can include:

— identifying te purposes and perspectives of newspaper advertisements,magazine covers and junk mail.

• identify writers’ purposes and ways in

wic writers use ideas and language to

suit teir purposes

• identify a variety of sources for specic

information and use strategies to compare

and evaluate information witin or across

different tets.

Readers identify writers’ purposes and te ways in wic writers use ideas

and language to suit teir purposes. Readers compare and evaluate

information witin or across different tets, for eample, to identify missing

or contradictory information. Areas of study can include:

— identifying te purposes and perspectives of letters to te editor, websites,

advertising material, popular magazine articles, bilingual websites,

lettereads and signage.

• use strategies to analyse ideas and

information and to reect critically on

surface meanings and underlying meanings• evaluate te validity (trut) of information

in relation to te writer’s purpose and/or

te reader’s purpose.

Readers analyse ideas and information in tets and reect critically on

surface and underlying meanings, using a range of strategies, suc as

comparing, contrasting, evaluating and asking questions. Readers evaluatea writer’s purpose and tey comment on te validity or reasonableness

of te information or ideas in a tet. Areas of study can include:

— comparing te purposes and perspectives of websites, work-related

documents (suc as contracts, Ma-ori Land Court documents), community

documents (suc as scool newsletters or planning permissions) and

spoken tets (suc as radio news bulletins).

• use strategies condently to reect

critically on meaning

• evaluate a writer’s point of view, attitude,

bias or agenda

• ave an understanding of te language

features used by writers for specic

purposes.

Readers reect critically on meaning, using a wide range of strategies.

Tese strategies could include applying relevant information to different

scenarios, comparing different points of view, drawing conclusions and

forming “big picture” generalisations. Readers can evaluate a writer’s point

of view, attitude, bias or agenda, and tey understand te language features

used by te writer to epress or obscure tese. Areas of study can include:

— analysing te forms and purposes of language features used in advertising

or on political pamplets, for eample, te use of retorical questions

(“Do you want our town to be vibrant and successful?”)

— identifying ways in wic tets can be used to include, eclude or imply

disapproval of certain groups in society, for eample te use of racist or

seist language or images.





Purpose and Audience progression

Writers set goals as tey plan and write to communicate. Tey need to be aware of teir writing purpose and of te

audiences for teir writing. Tey understand ow specic tet types matc specic writing purposes. Tey coose te

appropriate type and adapt its caracteristic features to meet teir writing purposes and engage particular audiences.

Refer to page 31 for more about te importance of te purpose and audience for writing.


• ave a simple purpose for writing, wit one

or more goals related to te tet content

(wat te tet will say).

Writers usually ave a simple purpose for writing and tey develop one or more

related goals in order to communicate basic, essential information or ideas in

writing. Some writers may need support to clarify a specic purpose, wic can

ten inform teir planning and composing. Areas of study can include:

— discussion of igly relevant topics or needs in order to develop possible

purposes for writing

— writing brief notes so learners can recall or pass on information.

• ave purpose-related goals for writing and

use tem to elp plan, compose and revise

• begin to develop a sense of te audience

(te reader) for wom tey are writing.

Writers can articulate teir writing goals and relate tem to an overall

purpose, suc as wanting to sare information or to make a request or a

complaint. Tey can use teir goals to aid teir planning, for eample, by

creating a mind map or web of ideas tey wis to communicate. Writers refer

to teir purpose as tey compose and revise, and tey may adjust teir goals

or teir writing accordingly. Writers are prepared to persevere wit writing

in order to acieve teir purpose. Areas of study can include:

— making mind maps to record words and ideas related to writing for a

specic purpose, for eample, to eplain ow to use a piece of equipment

— eploring a selection of sort tets tat ave been written for different

purposes or audiences, suc as cildren’s picture books, tet books,

newspaper advertisements and websites.

• ave an audience in mind and consider teappropriateness of te coices tat tey

make in relation to tat audience.

Writers use teir knowledge of teir audience to inform teir tinking as teyplan, compose and revise. Tey use suc strategies as asking questions to

ceck teir writing is meeting its purpose. Areas of study can include:

— discussing questions tat writers use to question teir own writing, for

eample, “Would my reader be interested in tis?” or “Would tis persuade

people to come to te ui?”

— taking relevant notes, wen listening to a speaker, for temselves or for

colleagues.

• ave a network of goals tat relate to te

purpose, te audience and te content

• reect on teir purpose and audience as

tey compose and revise.

Writers work towards goals tat relate to teir overall purpose and to te

content of teir writing. Tey reect on te purpose and te audience as tey

compose and revise. Areas of study can include:

— writing “before” and “after” reviews of teir writing process, to track any

canges in goals (recognising tat epert writers often cange teir goals

as tey write)

— reecting on te ways in wic a tet could be altered to matc differentpurposes or audiences, for eample, by adding emotive language to

persuade or by simplifying comple sentences to make te tet easier

to read.





Spelling progression

Writers need to be able to spell words accurately to communicate troug writing. Spelling (encoding) means recording

words correctly and consistently. Epert spellers use a range of strategies to work out unknown words. Before tey can

develop spelling strategies, learners must ave developed some basic prerequisite skills and understandings, including

ponological and ponemic awareness (see page 32). Learners also need to be able to form letters correctly. Wile some

adult learners may not ave developed all of tese prerequisite skills, te rst step in tis progression describes learners

wo ave acquired tem and can write some basic words correctly. Refer to page 34 for more about spelling.


• ave a bank of ig-frequency

words tey can write

automatically and accurately

• ave in teir spelling bank

ig-frequency words tat

ave regular spelling patterns

and irregular spelling patterns.

Writers spell unknown words by using a number of strategies. Tese include applying

letter–sound correspondence rules, analogy and recalling from memory (for eample, te

is an irregular word tat must be committed to memory). Areas of study can include:

— learning letter-sound relationsips , for eample, single consonants , consonant blends

(suc as sp, tr, cr ), consonant digraps (suc as c, s, t ) and vowel sounds, and

producing tem in writing

— learning to use analogy (if you can spell bat , you can spell at, sat, mat, cat )

— learning common words wit irregular spelling patterns, suc as are, ave and you , by rote.

• ave a large bank of words

tey can write automatically

and accurately

• use reliable strategies for

spelling everyday words wit

some uency and accuracy

• ave an awareness of te

accuracy of teir spelling

attempts

• use appropriate levelled

dictionaries to ceck spelling

attempts.

Writers spell more difcult words by using more comple sound-letter relationsip

rules, analogy, memory and by applying spelling rules. Tey realise tat some letters

may represent more tan one sound, for eample, c in cat, cent and cycle . Tey ave an

awareness of te accuracy of teir spelling attempts and tey can ask temselves “Does

tat look rigt?”.


— eploring spelling patterns, for eample, consonant blends, consonant and vowel

digraps (suc as au, ea, ou )

— building word families (for eample, sit, sitting, sits, sat )

— learning spelling rules (for eample, silent e rule, rules for adding sufes)

— using analogy to infer te unknown from te known (for eample, if you can spell black ,

you can work out slack )

— using simple tools (suc as word lists or a computer spell-ceck) to conrm or correct

spelling.

• use wit condence strategies

for spelling most everyday

words wit uency and

accuracy

• use word analysis to spell

common tree and some four

syllable words (for eample,

ospital, information ).

Writers spell most familiar everyday words wit uency by using strategies tey already

know to write longer or more comple words. Writers are able to monitor teir writing for

accuracy, for eample, by asking temselves

“Does tat make sense?” and by cecking against a printed tet, or by using a spell-ceck

or a dictionary. Areas of study can include:

— practising making analogies by comparing te word to be spelled wit a known word

— carting spelling patterns (for eample, te long e sound in ee, a-e, o-e, ew, ay (me,

tree, Pete, meat) , or te long u sound in u-e, ew, eu, ue (tune, new, feud, due))

— selecting important or commonly-used irregular words to learn (to commit to memory).

Eamples include troug, toug, wic, straigt, anoter.

— identifying ways to form te past tense (for eample,op/opped, carry/carried, cry/cried).

• use strategies to spell more

specialised words, including

words of many syllables, wit

uency

• use knowledge of ow more

comple words are built (pre

+ Latin root + suf) to spell

more advanced words

• monitor teir writing for

accuracy and sense.

Writers use teir knowledge of spelling patterns, sounds and teir visual memory to spell

less familiar or recently learnt specialised words uently. Tey can identify patterns for

spelling plurals or te past tense. Areas of study can include:

— carting and analysing specialised words tat are important for learners in teir work

or study

— more advanced spelling rules (for eample, admit + ance = admittance )

— eploring te different ways of spelling a suf tat is pronounced te same way

(for eample, -tion -cian, -sion ).

• ave developed te ability

to spell a wide range of

unfamiliar, less familiar, or

recently learnt words rapidly

and accurately.

Writers are able to spell a wide range of unfamiliar, less familiar, or recently learnt words

automatically by drawing on a range of strategies, including visual memory. Areas of study

can include:

— spelling words used in specic contets including academic and topic-specic words,

suc as examination , ceremonial , magnetic , Waitangi

— proofreading wit a specic focus suc as contractions, plurals, or te addition of sufes.






Wen writing to communicate, writers draw on te words tey use as tey listen and speak and on te words tey ave

learned from reading. Writers use tis vocabulary knowledge to nd te words tey want to include in teir tets. Tey need

to understand te meanings of te words, teir forms and functions, ow te words are used in sentences and ow words

relate to one anoter. Tey need to be able to select words and prases tat best epress teir ideas and tat are appropriate

to teir writing purpose and audience. Refer to page 36 for more about developing a vocabulary for writing.


• use a range of everyday, igly familiar

words and prases to write simple tets.

Writers use teir knowledge of some everyday, igly familiar words to write

simple tets. Areas of study can include:

— brainstorming and making lists of words te writer knows or needs to know

for essential everyday uses.

• ave a writing vocabulary tat is adequate

for communicating meaning in everyday

writing tasks

• add detail to simple sentences, for

eample, by adding an adjective to a noun.

Writers ave a writing vocabulary tat is adequate for suc everyday tasks

as writing simple notes (of one or two sentences), sopping lists and personal

statements. Areas of study can include:

— coosing vocabulary tat is accurate and appropriate for different contets,

for eample “Bring pork cops for te a-ngi”

— writing notes and personal statements in pairs to ceck for meaning and

appropriate coice of words

— etending te list of words and prases te writer can use wit condence.

• ave an etended writing vocabulary

related to teir personal, work and

community tasks

• know about te connections between

words, including collocations.

Writers etend teir productive vocabulary to include common and specialised

words related to personal, work and community tasks. Writers apply teir

knowledge of ow words work and use words in appropriate ways in teir

writing. Areas of study can include:

— etending writers’ word lists to include new topics, word families, synonyms

(words tat mean te same), omonyms (words tat sound te same),

descriptive adjectives and adverbs and action verbs

— eploring collocations (suc as knife and fork, iwi and apu - afliations,

a lovely day, salt and pepper, falling in love and drive a car )

— putting words into categories (for eample, pot, frypan, kete and saucepan are all containers for cooking food).

• ave a specialised writing vocabulary

related to a range of topics

• know ow to select vocabulary tat is

appropriate to te contet

• know tat words can be formed based

on roots, prees and sufes, and use

tis knowledge to etend teir writing

vocabulary.

Writers etend and rene teir knowledge of words tat relate to a range

of topics. Tey select vocabulary appropriate to te contet. Areas of study

can include:

— identifying te vocabulary of a specic oral or written tet type, for

eample, te vocabulary used in arguments, instructions or recounts

— elaborating on sentences to add interesting detail and to make meaning

more precise

— eploring te meanings of words based on knowledge of root words

(especially Greek and Latin roots), prees and sufes.

• ave an etensive writing vocabulary of

everyday and specialised words tat relateto a wide range of topics and contets.

Writers are able to draw on teir knowledge of words and of te world to select

te most effective words to use for teir purpose and audience. Areas of studycan include:

— nding new words (from spoken or written tets) ten discussing teir

meanings and ow tey relate to known words (for eample, discuss ow

interconnected is similar to and different from words te learners already

know and ow its meaning can be worked out by word analysis).






Wen writing to communicate, writers use teir knowledge of language features, grammar and te features of written

tets. Features of written tets include te lengt and layout of te tet, te different parts of te tet and te coesive

devices, suc as te sequencing of paragraps, tat link te parts. Different written tet types ave different caracteristic

features. Oter tet features tat writers may need to be able to use include visual language features suc as tables,

carts, maps, illustrations and potograps. Refer to pages 36–37 for more about te features of written tets.


Adults need to gain familiarity wit written words and sentences and te

purposes of texts in order to develop initial understandings about specic

grammar and text types.

• be able to use basic grammar and

punctuation to construct sort, simple

sentences and compound sentences

• use punctuation effectively to sow were

sentences begin and end

• know and use te basic features of some

common tet types and visual tet forms.

Writers use simple, common grammatical constructions to compose simple

sentences and compound sentences (for eample, by joining two simple

sentences wit a conjunction). Tey coose language features (suc as

tense) and/or particular visual language features (suc as a table to present

information) according to te purpose for writing and te type of tet. Tey

can use tese features appropriately in te tets tey compose. Areas of study

can include:

— identifying and using te caracteristics of some tet types, for eample,

te use of past tense in reports and te present tense in descriptions.

• use effective sentence structures and

more comple punctuation to write

more comple sentences wit detail and

elaboration

• write longer tets tat ow well and make

sense

• ave and apply a knowledge of te

features and structures of a wider range

of tet types.

Writers use a wider variety of punctuation and grammatical constructions to

compose sentences and paragraps. Tey use language features tat make

a tet more coesive, for eample, words to indicate sequence (rst, second )

or to clarify te links between ideas (but, owever, in contrast ). Tey know

ow to use te language features caracteristic of some tet types, including

instructions, reports and eplanations. Tey use visual tet forms to enance

te effectiveness of teir writing. Areas of study can include:

— eamining te correct and effective use of punctuation, for eample, to

mark and combine clauses witin sentences by using commas, colons and

semicolons— analysing te language features of a variety of tet types suc as

descriptive adjectives, adverbs and te present tense (Weta look like large,

brown grassoppers.) in reports; and te passive voice in eplanations

(Wen te two substances ave been combined )

— using tables to present data or ypertet to elp readers make links to

related material.

• use comple sentence and paragrap

structures across a wide range of comple

tets

• use a full range of punctuation and

discourse markers to communicate

meaning

• structure longer tets by using paragraps

and sub-eadings to present information

and ideas effectively.

Writers are familiar wit te grammatical structures and sopisticated

punctuation used in long, comple ction and non-ction tets. Tey can write

effective paragraps tat include bot general and particular information

(for eample, by moving from a claim to reasons justifying te claim) and tey

can use sub-eadings to break up a tet and signpost canges of focus. Tey

can use language features to create sifts in meaning (for eample, troug a

cange of tense). Areas of study can include:

— using retorical patterns, for eample, te pattern If … appens, te result

will be … to describe cause and effect, or te pattern We accept tat …

to concede a point in an argument

— using te language features associated wit more specialised tets, for

eample, te etensive noun prases (Te unexpected reaction to te

presence of an acid indicates…) used in many academic tets and te

retorical questions (You wouldn’t want our old people to live away from

te wa - nau, would you? ) commonly used in argument tets

– words (especially Greek and Latin roots), prees and sufes.





Planning and Composing progression

Wen writing to communicate, writers use strategies witin a writing process to plan and compose tets. Te initial steps

in te writing process are usually planning (deciding wat to write about and ow to approac te task) and composing

(recording tougts, ideas and information). Refer to pages 40–41 for more about te writing process and te development

of epertise in planning and composing.


• write single words and simple prases to

convey information in a readable draft

• use a igly structured template or model

to write a simple tet on a very familiar

topic.

Writers gain condence by using models and templates as tey begin to

write tets. Models can include sort sentences about a learner’s personal

eperience dictated by te learner and recorded by te tutor, simple printed

forms and oter simple tets on familiar topics for specic purposes. Support

can be provided in te form of igly structured templates, writing frames or

grapic organisers. Areas of study can include:

— brainstorming ideas for a specic purpose and ten following a model to

develop one idea into a sentence

— writing down telepone messages tat are accurate and understandable.

• write a sort, compreensible tetusing simple sentences, wit support if

necessary

• use knowledge of tet structure to identify

and organise a limited number of ideas

around a familiar topic.

Writers plan and compose sort, compreensible tets tat organise a limitednumber of ideas around a familiar topic, sometimes wit support. Writers are

also able to take notes (wen listening to spoken tets) tat are not in te form

of complete sentences, but convey te essential information required. Areas of

study can include:

— listing possible topics for writing and ten generating ideas for sentences

about one or more of te topics

— building on an idea and etending a sentence by adding descriptive detail

— taking notes for oneself or to pass on to someone else.

• use simple planning strategies

• use knowledge of tet structure to

organise a limited number of ideas in a few

sort, well-linked paragraps wit several

supporting details and/or eamples

• write a simple, compreensible tet tat

conforms to an appropriate tet type.

Writers select simple planning strategies appropriate to teir needs and

purposes. Tey use teir knowledge of tet types (suc as recounts, narratives

and arguments) and make coices tat reect teir purpose. Writers can

organise a limited number of ideas about a topic into a few sort, well-linked

paragraps wit several supporting details and/or eamples. Areas of study

can include:

— developing an idea into a paragrap and writing several related ideas as

linked paragraps

— epanding a simple sentence into one or more sentences tat give fuller

details, for eample, by adding eamples to a letter of complaint.

• use multiple planning strategies

• use knowledge of tet types and teir

structures to select appropriate tet forms

and media for te purpose

• write tet wit some uency, using a

limited variety of comple sentence

structures and retorical patterns

• use strategies to select and incorporate

relevant information or ideas from one ormore sources

• ave an awareness of voice and know ow

to adapt teir writing to epress te voice

tey coose to use.

Writers use a wide range of planning strategies, selecting and using metods

tat suit teir purposes. Tey keep teir purpose and audience in mind as

tey select relevant information or ideas tey want to record and coose te

most appropriate medium to use (for eample, andwriting on paper, a web

page, or a mural wit words and images). Writers use wat tey already know

about tet types and structures (forms) to organise teir ideas. Teir writing

is reasonably uent and coerent and uses a consistent and engaging voice

(refer to glossary for a denition of voice in tis sense). Areas of study can

include:— writing sentences wit comple structures

— using retorical patterns, suc as asking questions or repeating certain

prases

— using a wide range of sources for information.

• select from and use a range of tools

(including computer tools) for overall

planning and organisation

• use teir knowledge of tet types, tet

structures and media to communicate

information or ideas in te most

effective ways

• uently write etended, coerent tets

of various types wit appropriate detail,

using a variety of sentence and tet

structures.

Writers use a range of tools (including computer tools and oter digital tools)

to plan and compose etended, coerent tets wit appropriate detail.

Tey use a variety of sentences witin te structures of different tet

types. Tey can adapt teir writing to meet te needs of different audiences

(including te appropriate and correct use of Ma-ori terms and greetings)

and tey ave a sense of temselves as writers wit a distinctive voice wic

tey can vary to suit teir purpose and audience.





Revising and Editing progression

Wen writing to communicate, writers revise and edit teir work to improve it. Tey ceck tat te meaning of teir tet

is clear and tat te writing meets teir purpose and is likely to engage teir intended audience. Revising and editing

are steps tat writers may revisit at different times during te writing process. Refer to page 40 for more about revising

and editing.


• use basic revision strategies, wit support ,

to edit teir writing in response to

feedback.

Writers seek and respond to feedback on teir writing. Te feedback given

by a more epert writer can be seen as equivalent to tat of a partner in a

conversation – te two can negotiate te meaning and te writer can make

canges according to te feedback given. Areas of study can include:

— practise at giving and receiving verbal feedback on a written tet

— increasing te time learners spend rereading and reviewing teir own

writing, wit support.

• review and revise teir writing by making a

few simple canges to te content, based

on rereading and feedback• make simple corrections to grammar,

spelling and punctuation

• use electronic or print-based tools to elp

tem identify and correct errors.

Writers reread teir work, cecking for clarity and accuracy and tey also

seek feedback from oters. Tey make canges based on te review and te

feedback. Areas of study can include:— discussing ow to make canges based on feedback

— rereading for a purpose

— using revision and editing tools, suc as models of good writing (for

comparison), computer spell-ceck tools and dictionaries.

• review teir writing in terms of its

appropriateness for te intended

audience, its coerence and ow, te word

coices, te sentence structure and te

structure of te tet as a wole

• make several simple canges to improve

te tet’s coerence and te way te

content is organised

• proofread te tet to correct te grammar,

spelling and punctuation

• use appropriate tools to aid proofreading.

Writers reread and revise teir writing. Tey ceck for specic features and

make canges based on teir own reviews and on feedback. Areas of study can

include:

— discussing wat is meant by coerence and ow or effective word use in

written tets

— using revision cecklists , for eample, to remind writers to ceck for a

logical order of ideas and for correct, formal sentence structures were

appropriate

— using proofreading cecklists to elp writers searc for and correct errors

in spelling, grammar and punctuation.

• review te tet to identify and address any

problems, cecking tat te tet meets

its purpose and is likely to engage te

intended audience

• proofread te tet using appropriate print

or computer-based tools.

Writers review and revise teir writing, largely by temselves, making canges

were necessary. Tey keep te demands of teir purpose and te needs of

teir audience in mind as tey revise. Areas of study can include:

— differing levels of formality in tets and editing for different purposes

— using a range of appropriate tools for proofreading

— peer-editing using accepted proofreading marks.

• review tets to identify and address

problems, add detail, or modify te tone.

Writers routinely review, revise and proofread teir tets to identify and

address problems, add detail, or modify tone. Tey reect critically on te

effectiveness of teir writing and gain new knowledge from teir engagement

wit writing, for eample, as tey seek answers to teir own questions about

te content and form of teir writing. Areas of study can include:

— reviewing writing critically to identify and remove any (unintentional) bias.




Further information

Te researc tat informed te development of

te learning progressions, along wit some more

tecnical background information about te

progressions and about adult learners, is described

in a companion booklet, Learning Progressions

for Adult Literacy and Numeracy: Background

Information .

Tis section of te book adds to te information

given on te previous pages about te strands and

te progressions. It discusses te links between

te four strands and goes on to provide additional

details about eac progression.




The links between listening, speaking, reading and writing

Te learning progressions describe te

development of epertise across te four strands

tat relate to listening, speaking, reading and

writing. Witin tese strands, progressions ave

been developed for specic areas of learning,

suc as vocabulary and compreension. however,

tese divisions do not mean tat eac area of

learning is isolated. Tey overlap one anoter and,

in some cases, certain learning in one progression

is a prerequisite for learning in anoter. Te

interrelationsips between listening and speaking,

between reading and writing and between oral and

written language mean tat no one strand sould

be considered on its own.

Because of tis, te information provided below

is presented under general eadings tat may

apply to progressions in two or more strands. Te

cart on page 30 illustrates tis by sowing te

common areas between te strands. For eample,

all four strands ave progressions for Vocabularyand for Language and Tet Features. To empasise

te strong interrelationsip between listening and

speaking, te progression for Interactive Listening

and Speaking is repeated in bot te Listen to

Understand and te Speak to Communicate strands.

Adults become aware of teir own tinking and

learning processes as tey become increasingly

independent tinkers and learners. Tis awareness

is known as metacognition and is an essential factor

in etending learning. Being aware of te links

between listening, speaking, reading and writing

elps learners to build tis metacognition as tey

transfer wat tey ave learned in one area of

literacy learning to oters.




Te table below sows te order in wic additional information is provided. In some areas and were two

or more progressions ave a common teme (for eample, Purpose and Audience), general information is

presented as well as specic information for a strand.

LISTEN WITh

UNDERSTANDING

(Receptive)

SPEAK TO

COMMUNICATE

(Productive)

READ WITh

UNDERSTANDING

(Receptive)

WRITE TO

COMMUNICATE

(Productive)

Purpose and Audience

progression

Awareness of purpose and audience is key in all four strands, but is

covered in a general way, over several progressions, in tese tree

strands. See page 31

Page 31

Decoding and Spelling

(encoding) progression

General: pages 1–

Te typical adult learner already knows te

code of spoken Englis, so no progression is

given for oral language

Page 33 Page 34

Vocabulary

progression

General: pages –

Page 35 Page 35 Page 36 Page 36

Language and Text

Features progression

General: pages –

Page 37 Page 37 Page 37 Page 37

Comprehension

progression

General: page

Page 38 Pages 38–39

Using Strategies

to Communicate

progression

General: page 0

Page 40 Using Strategies

to Communicate

and Planning and

Composing are

similar

Planning and Composing

progression

General: page 0

Using Strategies

to Communicate

and Planning and

Composing aresimilar

Page 40

Revising and Editing

progression

Speakers revise,

eg. by restating

someting in a

different way

Page 40

Listening and Reading

Critically progression

page 1

Page 41 Page 42

Interactive Listening

and Speaking

progression

Page 42 Page 42

Additional details about each progression




Purpose and Audience

General information

All oral and written tets ave a meaning and a

purpose. Adults learn to distinguis between te

different purposes of tets troug eamining

te purposes tey ave as tey prepare to listen,

speak, read or write. Tese purposes can be

very diverse, for eample, to entertain, to build a

friendsip, to get someting done, to comfort, toinuence, to subvert, to deceive, to persuade, to

build community or to sock. Te purposes can be

direct, indirect or a combination. Te purpose may

be to epress te writer’s or speaker’s point of view,

perspective, attitude, bias or agenda, and tese

purposes may be epressed in direct or indirect

ways. Listeners and readers wo tink critically

are able to consider different perspectives along

wit te different intentions of tets (see page 41).

Listeners and readers also ave teir own purposes

for listening and reading, wic may or may not align

wit te purposes of te tets tey listen to or read.

Since all tets ave a purpose, it follows tat all

tets will ave one or more intended audiences.

Even personal diaries ave te writer of te diary

as an audience. Te audience may be obvious (for

eample, a written or oral report may be given

as part of a andover on a project), or it may be

less obvious or even obscured (for eample, if te

person giving te report wants an opportunity

to brag about ow wat a good job e or se asdone).

Write to Communicate: Purpose and Audience

progression

Wenever someone writes, tey ave a purpose

for writing and goals to elp tem meet teir

purpose. Tese goals relate to wat te writer

wants to say and ow te writer will say it. As te

writing progresses, te writer may read back over

teir work to ceck tat it is meeting te purpose,

making canges to te ideas and information aswell as to word-level and sentence-level features

suc as spelling, grammar and te order of

sentences. Te more eperienced and condent te

writer becomes, te more automatic some parts

of te process (suc as letter formation, spelling

and te use of grammar) become. Oter aspects of

te writing process continue to require conscious

planning and skill even for te most epert writers.

An epert writer begins te writing process by

clarifying teir purpose for writing, identifying

te audience tey want to engage and tinking

about ow tey will meet te purpose and engage

te audience. For eample, wen a person needs

to write a CV, te purpose is to present teir

qualications, skills and eperience in a positive

ligt so tey will ave te best cance of getting a

job. Te audience is te potential employer. As te

writing progresses, te writer cecks to make sure

all te rigt details are included, tat te CV is not

too long and tat te presentation is correct and

tidy. All tese features will elp make te CV t for

te purpose and te audience.

A CV, like many oter kinds of written tets, as

establised conventions, features and language.

Writers gain knowledge of te features and

structures of te different tet types troug

reading and writing many different tets as well as

troug teir eperience of oral discourse. Tey can

use models of te types of tets tat best t teir

writing purposes, for eample, to eplain, instruct,

report or persuade. Eperienced writers can bring

te features, conventions and generic patterns ofmany different tet types to mind as tey write.

Decoding for reading; Spelling

(encoding) for writing

General information

Decoding means translating written words into

te sounds and meanings of spoken words (often

silently). Encoding, or spelling, is te reverse

process. Te skills used in encoding are usually

developed alongside decoding skills and reect

similar learning.




In order to become good decoders and spellers,

learners need to rst develop some basic

understandings about print and ow it relates to

spoken Englis. In particular, learners must ave

developed ponological awareness and ponemic

awareness.

Phonological awareness

Tis is an awareness of te different levels in te

sound system of speec. In order to learn to reador spell words, learners need to be aware tat te

words tey ear in spoken language are made up of

small segments of sound and tat tese sounds can

be represented in print. Ponological awareness is

te awareness tat words can be separated in tree

ways and at tree levels, by syllables, by onsets and

rimes, and by ponemes. Syllable awareness is an

awareness tat words can be divided into syllables.

A learner wo as ponological awareness at te

syllable level will know tat te word mat as one

syllable, tat rabbit as two syllables and tat

ospital as tree syllables. Onset-rime awareness

is ponological awareness witin te syllable level.

At tis level, te learner knows tat, in te word

mat , te m is te onset (te initial consonant/s of a

syllable) and te at is te rime unit of te syllable

(te vowel and any consonants tat follow it). Te

tird level of separating words is by ponemes

(or ponemic awareness). Ponemic awareness is

knowing tat mat as tree ponemes (/m/ /a/ /t/).

Phonemic awareness

Tis is te most advanced level of ponological

awareness. Ponemic awareness means awareness

of te sounds or ponemes in spoken words and

te ability to manipulate te sounds. Ponemes

are te smallest sound units tat can cange te

meaning of a word. For eample, te difference

between it/sit, it/ot or it/id is a difference

of only one poneme (a sound) in eac case.

Te Englis language includes 42 to 46 ponemes

and tese ponemes are represented by 26 letters.

Te 42 to 46 ponemes produce over 500,000

words. Knowing tat te word mat as tree

ponemes (/m/ /a/ /t/) or tat te difference

between mat and pat is one poneme (/p/) are

eamples of learners aving ponemic awareness.

Ponemic awareness is very important for learning

to read and write Englis tets. In alpabetic

languages suc as Englis, letters or letter clusters

represent sounds or ponemes. Readers and

writers must develop an awareness tat words

are made up of ponemes. Tis awareness does

not necessarily come easily, because ponemes

are an abstract concept; tey are eard, not seen.

Learners wo lack ponemic awareness nd it very

ard to understand letter-sound correspondences

and tis means tey ave great difculty in learning

to read and write.

Further prerequisites for learning to decode

and spell

Learners also need to know te names of te

letters of te alpabet and te sounds te letters

represent, and tey need to understand te key

concepts about print. Witout tis knowledge,

readers will not learn to decode and writers will

not learn to spell.

• Te alpabetic principle. Learners need to

know tat letters in print represent sounds

in speec. Tis means knowing tat speec

can be turned into print, tat print can be

turned into speec and tat letters are used to

represent sounds in te language. It includesknowledge of te names and sapes of te

letters of te alpabet. Tis knowledge is

necessary so tat learners can recognise

letters by sape as tey read and sape letters

correctly as tey write.

• Concepts about print. Learners need to

understand ow print works in written tet.

Suc concepts include:

– tat tet is written and read from left to

rigt wit a return sweep to te left of eac

new line




– tat print on te left-and page or column is

read before print on te rigt

– tat written sentences start wit capital

letters and end wit full stops

– tat te spacings between words, sentences,

lines of print and paragraps follow a

meaningful pattern.

• Knowledge of letter-sound correspondence.

Wen learners understand tat te words in

speec are composed of small segments of

sound and tat letters in print can represent

tese sounds, tey can learn te ways in wic

certain letters represent specic sounds. Tis

is not an easy understanding for all learners,

partly because te matc between sounds and

letters or letter clusters is not always regular.

however, tis knowledge of te relationsip

between spoken sounds and te corresponding

letters is essential for decoding and writingtet.

• Word analysis. Learners use teir increasing

knowledge of te ways in wic many words

are built up from root words, prees and

sufes to elp tem work out ow to read new

words, for eample, by recognising te way

te word kind canges wen te pre un- is

added. In writing (encoding), tis word analysis

is used wen spelling.

• Developing te ability to decode or spell automatically. Good decoders and spellers

quickly develop a store or bank of words tey

recognise or can write automatically. Tese

words are variously known as ig-frequency

(words tat appear very frequently in written

tets), everyday (words tat a person may

encounter in teir everyday life), or familiar

(words tat a person knows well, often because

tey ave particular relevance for te person).9

Suc categories overlap, but knowing many of

tese kinds of words is essential for reading

and writing. By accessing tis bank of words,

readers are able to speed up teir processing

of print, pausing to decode only tose words

tey do not yet recognise automatically.

Similarly, writers are able to speed up teir

writing, pausing for words tey are not yet able

to write automatically. At te early stages of

reading and writing, te words most likely to be

used automatically are sort, everyday words

(typically of Anglo-Saon origin), for eample,

e, and, bread and dog . Many readers ave

difculty progressing past tis stage to

automatic recognition of multi-syllabic words

(typically of Greek or Latin origin), because

tey need to apply more comple strategies

to decode tese words. Te strategies tey

need to learn are described in te Decoding

progressions. Related strategies are needed for

writing words and tese are described in te

Spelling progression.

Read with Understanding: Decoding progression

Decoding is an essential skill for reading. Decoding

is not enoug in itself to enable compreension,

but to be a good reader it is necessary to be a

good decoder. To easily read te tets in teir

everyday lives, adults need to be able to decode

unfamiliar words witout aving to tink about it

(tat is, tey need to develop te ability to decode

automatically).

9 Many websites provide lists of suc words: see for eample, ttp://www.englis-zone.com/reading/dolc.tml,

ttp://literacyconnections.com/Dolc.pp




Write to Communicate: Spelling progression

As well as te prerequisites listed above, writers

learn and apply strategies for spelling. Tese

include:

— recalling words from memory

— working out words by using sound-letter

relationsips

— spelling rules and conventions

— using knowledge of root words and afes

— writing te word ten cecking to see if it

looks rigt

— making analogies to known words or parts

of words.

Epert spellers draw on tese strategies

automatically, using tem eibly to solve particular

spelling problems. Learners need to develop

epertise in te use of dictionaries and oter tools

to ceck teir spelling, including knowing ow to

select te correct spelling wen tere are coices.

As tey develop teir epertise, adult learners need

access to suitably-levelled dictionaries and spelling

aids, including electronic tools.

Vocabulary

General information

Te concept of vocabulary, as used in te

progressions, includes knowing and understanding

te meanings of words in spoken and written Englislanguage. In addition, knowledge of vocabulary

includes knowing ow words work and ow tey can

be used in relation to eac oter in specic contets.

Kinds of vocabulary

Adult learners ave several different and

overlapping kinds of vocabulary. Stein (2000)

identies te following four:

• Receptive vocabulary. Te words an individual

understands, eiter orally (eard) or in print

(read).

• Productive vocabulary. Te words an individual

can use orally (by speaking) or in print

(by writing).

• Oral vocabulary. Te words an individual can

use or recognise in speaking or listening.

• Reading vocabulary. Te words an individual

recognises in a printed form.

All of tese kinds of vocabulary are covered in te

literacy learning progressions.

Knowing a word

Knowing a word involves a comple network

of connections (including collocations and

connotations), images and understandings. Adults

use memory, knowledge of te world, knowledge

of language and tets and a range of strategies to

activate and connect elements witin teir own

network of word knowledge wen tey listen, speak,

read or write.

People learn new words in many different ways

and learning new words takes time. It may take

a learner many encounters wit a word before

tey ave a full understanding of te meanings

and uses of te word. One reason for tis is tat

about 70 percent of Englis words ave more tan

one meaning.10 For eample, te word brigt as

numerous sades of meaning. Learners will need

to ear te word used wit all tese meanings in

different contets in order to fully understand te

meanings and teir possible applications. (Te ligt

is brigt; Te future looks brigt; Jon is brigt;

Sara as a brigt personality .) Likewise, most

adult Englis speakers talk of driving a car, but

riding a orse: even toug te actions involved are

very similar, tey know tat different words apply to

different forms of transport.

Tese different levels of knowledge about a word

(tat is, variations in ow well a word is known)

can become apparent in contets were detailed

10 Lederer, 1991.




knowledge may be needed because of te degree of

precision and epertise required. A person may know

a word well in everyday contets, but in specialised

contets te same word may take on particular

meanings. For eample, many people migt know

and use te word ormones , but wen listening to a

talk or reading an article by a doctor, tey may nd

tey don’t ave a deep enoug understanding of te

word to fully compreend te talk or article.

Academic vocabulary

Many of te words used in an educational setting

are different from tose used for everyday

interactions. Tese are te words tat allow adults

(bot tutors and learners) to talk and tink in

an academic way. Tis academic vocabulary is

particularly used for reading and writing, but also

for listening and speaking.

Academic words are likely to be more tan one

syllable long and to be abstract rater tan

concrete. Tese words epress abstract notions

(for eample, ideology, capacity and penomenon ),

descriptions (for eample, etnic and compatible ),

processes (for eample, decline and trend ) and

aspects of academic tasks (for eample, dene,

demonstrate and contrast ).

Te basic vocabulary (consisting of approimately

2,000 word families 11) tat most learners ave

needs to be epanded to include useful words tat

will be encountered across a wide range of written

and oral academic tets. Tis is best done troug

eplicit instruction, as well as troug etended

reading, listening and engaging in etended

discussions. It is also interesting to note tat alf

of te ig-frequency words we use and two-tirds

of all academic and specialised words are derived

from Latin, Frenc and Greek. Tis indicates te

importance of learning te meanings of Latin,

Frenc and Greek roots, prees and sufes.

For furter information about ow learning

vocabulary, including information about word

families, refer to Learning Progressions for Adult

Literacy and Numeracy: Background Information

Websites

Useful sites for vocabulary lists and related

assessment tools are:

ttp://www.vuw.ac.nz/lals/researc/awl/

(Coead, 2000: an academic word list)

www.er.uqam.ca/nobel/r21270/tetools/web_vp.tml

www.er.uqam.ca/nobel/r21270/levels/

Listen with Understanding: Speak to

Communicate: Vocabulary progressions

Knowledge of oral vocabulary means understanding

te words in spoken language, as well as

recognising tem. It also includes knowing ow

words work in relation to eac oter and witin

specic speaking contets.

An important aspect of speakers’ and listeners’

vocabulary knowledge concerns te appropriateness

of word use, including correct pronunciation. Tis

involves being sensitive to register (see glossary),

and aving knowledge of te rules of politeness in

relevant cultural contets, of idioms and gurative

language, and of culture and customs. Tis

compleity is reected in tese progressions as tey

describe te steps toward epertise in vocabulary

knowledge and use. It is also important to recognisetat for many adult learners, teir oral vocabulary

may be far greater tan teir reading or writing

vocabulary. For eample, learners wo are used to

listening and speaking on te marae or in meetings

will bring a ric understanding of language (including

vocabulary) to teir learning.

11 Nation, I. S. P., 1996.




Read with Understanding: Vocabulary

progression

A reader wo encounters an unknown word for

te rst time as several options. One option is to

skip te word. Wen encountering te occasional

unknown word, a reader will often skip it if it does

not affect te overall gist of te passage. Te

reader, owever, does store away one or more

aspects of te word (tat is, tey remember

someting about te word; peraps a spelling

pattern or te contet in wic te word occurred).

Te reader may also searc for familiar word

patterns, suc as known prees or word roots.

After eac encounter wit te word, te reader

stores away more information until eventually

te word is known. Multiple eposures to a word

are essential if te word is to become part of an

individual’s vocabulary. Nagy and Scott (2000)

cite researc sowing tat, after forty encounters

wit a word, learners were still etending teirknowledge of te word.

Approimately 2,000 ig-frequency words12

togeter wit te academic words discussed on

page 35 will provide almost all of te vocabulary

needed for reading, altoug learners will

sometimes need to learn some low-frequency

specialised words for particular reasons.13

Studies of vocabulary ave sown tat understanding

a basic 2,000 word vocabulary of ig-frequency

items (wic includes very many word families)enables a person to understand approimately

80 percent of te words in an academic tet.14 At tis

level, owever, te learner will probably not be able to

etend teir word knowledge independently: learners

typically need to understand 95 percent of te words

before tey can successfully guess te meanings of

unknown words.15

Adult learners may ave an oral vocabulary tat

is muc larger and more sopisticated tan teir

reading or writing vocabulary. Tis means tey

ave eard and can use in speaking, many more

words tan tey can decode. As teir decoding

skills improve, te difference between teir oral

and reading vocabularies may decrease. In addition

to tis, eplicit teacing of new vocabulary may be

needed to ensure tey are able to understand te

longer, less familiar words tey will meet in more

sopisticated or specialised tets.

Write to Communicate: Vocabulary progression

Just as speakers need a wide vocabulary tey

can apply in many different situations, so too

writers need to be able to draw on a very wide

vocabulary if tey are to convey teir tinking to

oters. Te progression for vocabulary describes

ow tis learning develops as writers etend

teir vocabulary troug repeated encounters

wit words, and troug opportunities to epress

temselves in increasingly comple tasks or

purposes, wit accuracy and clarity.

Language and Text Features

General information

Tere is a progression for Language and Tet

Features in all four strands. Language features

include te way words work in sentences (for

eample, as verbs, nouns, adjectives, or adverbs), te

forms of words (for eample, past, present and future

tense forms or singular and plural forms), te rules of

grammar tat govern ow words are put togeter to

form prases, clauses and sentences, and te lengt

and compleity of sentences. Features of tets (wic

vary depending on te form or type of tet) include

te different parts of a tet and te coesive devices,

suc as sequencing, tat link te parts.

12 Nation, I. S. P., 1996.

13 Coead and Nation, 2001.

14 Coead, 2000.

15 Nation, I. S. P., 2001.




Every speaker and writer makes teir own

individual coices about te vocabulary tat is

appropriate to te situation and about te style

or “voice” tey want to use. Tey adapt teir style

according to ow tey want to be perceived by te

audience and tey coose an appropriate register.

Te term register may be used to mean te kind

of language tat is familiar and epected in a

particular tet type. For eample, “Te Board of

Trustees wants to advise all parents and wa-nau

tat …” is in a very different register from “hey

Mere, did you know tat …”. Te term can also

be used to describe te way in wic a speaker

or writer cooses vocabulary, grammar, features

relating to te patterns of stress and intonation,

or visual language features for a particular purpose

and audience.

Listen with Understanding, Speak to Communicate:


Te listening strand describes an increasing ability

to understand more comple vocabulary, grammar

and types of oral discourse (wic may include tet

types in oral form, suc as recounts or information

reports). It also describes an increasing ability to

understand te vocabulary, grammar and oter

language features associated wit less personal

and familiar topics. It includes body language and

prosodic features (see glossary). Te speaking

strand sares tese focuses and also recognises

tat speakers need to develop a repertoire of oral

language features and oral tet forms so tat tey

can tailor teir speaking to matc teir audience,

purpose and te situation.

Read with Understanding: Language and Text


Te reading progression for Language and Tet

Features reects te fact tat a good knowledge

of tese features elps readers to read wit

understanding. (For eample, readers wo

understand te features of instruction tets know

to look for te words tat indicate te order in

wic te steps sould be done.) Written tets

may also include visual language features suc

as eadings, illustrations, diagrams or tables. Te

features of written tets vary depending on te

form or type of tet and include te lengt and

layout of te tet, te different parts of te tet and

te coesive devices, suc as te sequencing of

paragraps, tat link te tet.

Write to Communicate: Language and Text


As tey gain eperience and develop epertise wit

reading and writing, writers increase teir coices

of words, sentence structures, metapors and oter

language features. Tey learn ow tese features

can be manipulated to reect teir own voice and

to create a particular effect. Written tets may also

include visual language features suc as eadings,

illustrations, diagrams or tables.

Developing expertise in using written text types

As tey develop epertise in te writing process,

writers develop knowledge of te generic (typical)

patterns of various tet types and tey bring tese

patterns to mind as tey write. Writers use teir

knowledge of generic patterning at tree levels:

• to inform te overall structure of te tet

• to elp sape te ideas in te tet

• to decide on te appropriate language items

to use.

Comprehension

General information

Te two receptive language strands are bot about

understanding language, and compreension

involves using compreension strategies to

understand language at more tan just surface level.

Te strategies listeners and readers use are similar

in many (but not all) ways. Adult learners can often

transfer skills in compreending oral language to

teir written language and vice versa.




Listen with Understanding: Comprehension

progression

Listening sares many caracteristics wit reading,

particularly in relation to compreension. however,

listening does differ from reading and may be

considered more demanding, partly because

te majority of adults’ listening is done “in te

moment”. Tis means tat listeners may not be

able to review wat tey ear, altoug tey may

ask te speaker (were present) for elp wen

meaning breaks down. (An obvious eception is

recorded speec tat allows for replaying.)

Active listeners attend to oral information, clarify

a purpose for listening and use listening strategies

appropriate to tat purpose. For eample, tey

may listen to a speaker in order to get te gist of

wat tey are saying (te overall general meaning),

tey may listen for a particular item of relevant

information, or tey may need to understand

everyting te speaker says. Te compreension

strategies listeners use are similar to tose used

by readers. Tey include making connections

wit te speaker and between ideas, identifying

and responding to te main ideas, summarising

information and inferring information tat as not

been made eplicit. Active listeners monitor teir

compreension, using and adjusting strategies to

overcome barriers or obstacles.

Te variability of social, cultural and emotional

contets adds to te compleity of any listeningtask, particularly for adults wo are not uent in

Englis. Te listening strand includes te idea tat

tese strategies are eible and can be adapted for

different purposes.

Listeners develop strategies for negotiating meaning

wit speakers. Initially, tese may simply involve

using well-known epressions (for eample, “I don’t

get it” or “Wat do you mean?”). Later tey etend to

more sopisticated ways of communicating wat te

listener as understood and wat furter claricationor information tey require (for eample, “You said …,

but I’m not clear if you meant … or …”).

Read with Understanding: Comprehension

progression

Prerequisites for comprehension

In order to compreend written tets, te reader

needs to ave some basic knowledge, strategies

and awareness.

Tese include:

• te ability to decode print accurately

and uently

• prior knowledge about language, including

vocabulary and sentence structures, and

an awareness of wen and ow to use tis

knowledge

• prior knowledge and eperiences of te world,

including life eperiences, content knowledge,

background knowledge and knowledge

about tets

• an awareness of teir own processes andstrategies as tey approac reading.

Te prior knowledge readers bring to any reading

task will vary enormously: as well as differing

amounts of knowledge about reading, learners will

all ave different prior knowledge ranging from

very personal and everyday knowledge to broad

and specialised knowledge. Scema teory (see te

booklet Learning Progressions for Adult Literacy and

Numeracy: Background Information ) seeks to eplain

ow prior knowledge is used in learning. Te teorysuggests tat individuals relate all new information

to wat tey already know or ave eperienced. For

readers (and writers) tis includes prior knowledge

about written tets, ranging from information about

ow words are spelled to information about te

structure of a formal essay or te rigt format and

language for a job application.

Reading comprehension strategies

Good readers use a range of compreension

strategies. Tey monitor teir compreension as teyread and apply -up strategies (suc as rereading)

wen tey realise tey ave lost te meaning.




Tere is general agreement about te kinds

of strategies readers employ to elp tem

compreend tets. Readers use te compreension

strategies singly or togeter in many different ways

as tey encounter new problems or ideas in tets.

Te reading compreension progression is based

on te following set of reading compreension

strategies.

• Activating prior knowledge or making connections . Readers bring to mind te

knowledge tey already ave about te world,

words and tets, and tey apply tat prior

knowledge to elp tem understand te new

knowledge in a tet.

• Forming and testing ypoteses or making

predictions . Readers form epectations

about tets before and during reading. Teir

epectations lead tem to make predictions,

wic good readers will ceck as tey read,to conrm or revise tem against te new

information tey are gaining from te tet.

hypoteses may be based on any aspect of

te tet, suc as te tet structure, te subject

matter, te size and sape of a book, or

te contet or task witin wic te reading

is required.

• Identifying te main ideas . Readers determine

wat te most important or central ideas in

tets are. To do tis, tey draw on teir prior

knowledge and eperience of te ways in wic

tets are structured (for eample, knowing tat

newspaper articles often state te main idea

in te rst sentence), tey infer meaning and

decide on te relative importance of different

parts of te tet. Readers may also ypotesise

about te ideas and syntesise different aspects

of te tet in order to identify te main ideas.

• Using knowledge of text structure . Te way

in wic tet is structured plays an important

role in compreension. Readers use wat

tey already know or are learning about tet

structure to elp tem nd teir way troug a

tet and compreend new tets.

• Summarising . Readers make rapid summaries

(rater like making mental notes) of wat tey

are reading as tey work troug a tet, cecking

for connections and clarication and using

teir knowledge of topics, vocabulary and tet

structure to nd and connect important points.

• Drawing inferences or reading between te

lines . Readers make educated guesses to ll

in gaps as tey read, inferring te information

tat te writer as not made eplicit. To do tis,

readers draw on teir background knowledge

as well as te words on te page, making and

testing ypoteses about wat te writer

probably intended.

• Creating mental images or visualising . Readers

construct mental images as tey read in order

to picture te information or ideas in ways tat

elp tem connect wit teir own background

knowledge. Readers also use mental images to

elp tem see patterns, for eample, in ideas or

tet structure, tat will lead tem to a deeper

understanding of te tet.

• Asking questions of te text and searcing for

answers . Most readers are constantly posing

and answering questions in teir eads wile

tey read, as a strategy for understanding te

tet tey are engaged wit. Questions may

relate to te meanings of words or sentences,

te structure of te tet as a wole, te plot

or caracter development (in a story) or to

any oter aspect of te tet and its contet.

Troug asking questions, readers are able to

form and test ypoteses, make inferences,

summarise and co-ordinate te use of otercompreension strategies.




Planning, composing and using

strategies to communicate

General information

Communicating is wat language is all about and

tis includes listening, speaking, reading and writing.

In te names of te strands for te progressions,

owever, te term communication is applied more

specically to productive language – Speak to

Communicate and Write to Communicate. Writers,as well as speakers, use strategies to communicate

and tey bot plan and compose te tets tey

produce. Te different wordings reect a difference

in empasis rater tan a different process.

Speak to Communicate: Using Strategies to

Communicate progression

A central need for adult learners is to be able to

communicate information and ideas effectively.

Speakers plan and make decisions about wen

and ow to use particular language features orinformation in order to communicate teir meaning

or message clearly. Tey do tis using strategies

tat are similar to tose used by writers.

As tey gain epertise, speakers are aware of

teir audience and can use verbal and non-verbal

strategies to modify teir communications as

tey speak.

Te concept of uency in spoken language is an

important part of epertise in spoken language –

it is described in te accompanying booklet,Learning Progressions for Adult Literacy and

Numeracy: Background Information.

Write to Communicate: Planning and Composing

and Revising and Editing progressions

In order to meet te tet-based demands of being

a worker, a learner and a family and community

member, adults need to communicate ideas and

messages in writing. As tey progress from beginner

to epert writers, learners become more epert in

using te various steps in te writing process.

The writing process

Te writing progressions in tis publication are

based on te understanding tat writers follow

a recognisable and eible process as tey write

– planning (deciding wat to say and ow to say it),

composing (translating ideas into written tet) and

revising (improving eisting tet). Troug tese

processes, writers solve new problems and construct

new meanings. Te writer may repeat any part of te

writing process at any time. For eample, revising can

occur at any time during te process of composing

and te writer’s plan may cange as te writing

progresses. In te process of writing, learning takes

place as te writer discovers or canges meanings.

Planning and composing . Planning is te part of

te process in wic a writer as an awareness

of wanting to convey someting in writing at te

very least. At te early stages of development,

writers may need strong support or scaffolding

(suc as writing frames) in order to plan. As te

writer develops epertise, tese supports can be

gradually removed. Epert writers ave plans tat

are eible and tey take time to pause and tink

as tey plan. A writer’s plans can cange as te

writing continues. Te learning progressions reect

te development of independence, eibility and

epertise in planning for writing.

Beginner writers usually ave little knowledge of

composition to draw on beyond a basic knowledge

of content, vocabulary and language features.Te writer simply puts basic information or ideas

directly into written tet and may not monitor to

ceck weter te ideas are well developed and

make sense. As teir epertise develops, writers are

able to bring togeter wat tey know about te

content and wat tey know about te language

and tet structures tey can use to convey it. Were

beginner writers translate teir tougts directly

into written form, epert writers move between

te content and te form of te tet, drawing on

an etensive knowledge of content, vocabulary,

grammar, tet features, audience and tet types.




Revising and editing . As epert writers compose,

tey are constantly reviewing wat tey write

against teir purpose, plans and goals. Tey are

able to judge wat to cange and ow to do it as

tey strive to convey teir messages clearly and

effectively. Many beginner writers are not aware

of te need to review by rereading or, if tey do

reread teir work, tey are not sure wat tey are

looking for. Tey may be unaware of te quality

of wat tey ave written, focusing instead on

getting te surface features rigt. Tey may correct

surface features (suc as spelling and punctuation)

if tey reread, but tey may miss obvious errors

in meaning because tey often tend to read wat

tey intended to write rater tan wat tey ave

actually written.

Epert writers also proofread teir work, cecking

for legibility, spelling, grammar and punctuation.

More importantly, tey review teir writing as a

wole, cecking, restructuring and adjusting tetet to make sure it matces teir intentions.

Te use of tecnology for writing etends te

options available to adult learners. Email, tet

messaging and writing for te Internet all provide

learners wit engaging contets for writing. Eac

form as its own rules and constraints, as well as

providing fast access to a wider audience tan print

forms. Computers can support writing development

because tey enable users to revise teir tet

quickly and easily. Computer spelling and grammarcecks provide non-treatening tools for cecking

accuracy. Learners may need some instruction in

using tese tools.

Listening and reading critically

General information

Tets are never neutral. Te values and beliefs of

te writer or speaker affect te messages tat are

communicated. For tis reason, it is important for

adult learners to develop te skills for tinking

critically about te tets tey read, view, or ear.

Tinking critically involves analysing and

interpreting meanings, responding critically totets wen reading and listening, and being critically

aware wen writing and speaking. Adult learners

develop teir awareness of speakers’ and writers’

different perspectives and purposes in order to gain

deeper levels of meaning, to avoid being manipulated

by writers and speakers and to gain insigts and

enjoyment from te tets tey engage wit.

Listen with Understanding: Listening Critically

progression

Listening includes te development of criticaltinking, leading eventually to te listener being

able to evaluate a speaker’s purpose, assess ow

well tey ave met tat purpose, decide ow valid

and reliable te information is and identify te

speaker’s attitude or bias.

Te progression for Listening Critically describes

development from aving a limited awareness of

purpose and audience to aving well developed

skills of reection, analysis and evaluation. In order

to listen critically, adult learners need rst to be

able to understand te sense of oral discourse.

Basic listening skills and strategies, including

compreension strategies, are needed before te

listener is in a position to be more critical about

wat tey ear. Tis does not mean tat critical

listening as to wait for adult learners to be ready

in some way. All adults will be able to relate to

some of te ways in wic spoken language (suc

as a powerful speec, a “ard sell”, or a coaing

invitation) is used to acieve a particular purpose

wit a specic audience in mind.




Read with Understanding: Reading Critically

progression

Reading includes te development of critical

tinking, wic leads to te reader being able

to evaluate a writer’s purpose, assess ow well

tey ave met tat purpose, decide ow valid and

reliable te information is and identify te writer’s

attitude or bias.

All te learning progressions in te strand Readwit Understanding (ecept Decoding) include te

idea of tinking critically in tat eac describes

development from aving only a limited awareness

of purpose and audience to aving well developed

skills of reection, analysis and evaluation.

Basic reading skills and strategies, including

compreension strategies, are needed before te

reader is in a position to apply a more critical eye

to a tet. Tis does not mean tat critical reading

as to wait for adult learners to be ready in some

way. All adults will be able to relate to some of

te ways in wic written and visual language

(suc as an amusing television advertisement, a

strongly worded letter to te editor, or a clear set of

instructions) is used to acieve a particular purpose

wit a specic audience in mind.

Interactive speaking and listening

Listen with Understanding and Speak to

Communicate: Interactive Speaking and

Listening progressionTe Interactive Speaking and Listening progression,

wic is identical in te two strands Speak to

Communicate and Listen wit Understanding,

describes te learning a person needs to undertake

in order to become an active participant in te most

dynamic of speaking and listening situations, face-

to-face interaction. Te progression focuses on four

particular kinds of speaking skills:16

• Skills in managing an interaction . Tese

can include taking te oor, interrupting,

redirecting a conversation, agreeing wile

disagreeing, reiterating a point of view and

closing a discussion. Oter eamples include

esitating and witolding a turn.

• Skills in negotiating meaning . Tese skills are

important for all adults. Participants negotiate

meaning by using communication strategies

to ensure tey ave epressed or understood

meaning clearly. (Te negotiation of meaning

tat can occur around face-to-face interactions

is an ecellent contet for ESOL learners

wo are working to improve teir language

knowledge.)

• Skills in using appropriate conversational

formulas and llers . Effective speakers and

listeners are able to give and respond to

feedback, using suc oral language forms as

appropriate formulas (for eample, “how are

you?”), conversation llers (for eample, “I’ll

never forget…”) and evaluative comments (for

eample, “Great idea!”), as well as repetition.

• Skills in taking sort and long speaking

turns . Tese skills enable people engaging

in conversations to take speaking turns

of increasing lengt and compleity. Suc

speaking skills are a mark of epertise. Tey

are more likely tan te oter kinds of speaking

skills to be constrained by a speaker’s lack

of language knowledge because tey cannot

be based on memorised or formulaic oral

language.

16 Nunan, 1989.




Te researc tat as underpinned te

development of te learning progressions is

described in a companion booklet, Learning

Progressions for Adult Literacy and Numeracy:

Background Information . Tis booklet sets out te

reasons for using a continuum model and eplains

wy particular progressions are sequenced in

particular ways. It discusses te nature of adult

learners and adult learning and looks at te

particular needs of ESOL learners wit regard to

Englis language and literacy learning.

Te companion booklet also contains te researc

base for te progressions for listening, speaking,

reading and writing, as well as te numeracy

progressions.

A note on ESOL learners

These progressions have not been primarily

developed for use by people learning English

as a second or additional language. They do

not reect all the elements of learning that

are needed by second language learners or

those who are at a preliterate stage of

learning English.

However, the progressions are potentially

useful and relevant to these learners and their

teachers. Refer to Learning Progressions for

Adult Literacy and Numeracy: Background

Information for information about how the

progressions relate to the needs of those

in English for Speakers of Other Languages

(ESOL) programmes.

The research base




References

For a fuller reference list, including the key

works that underpin this document, refer to

the reference list in the companion booklet,

Learning Progressions for Adult Literacy and

Numeracy: Background Information

Coead, A. (2000). “A New Academic Word List”.

TESOL Quarterly, vol. 34, no. 2, pp. 213–238.

Coead, A. and Nation, P. (2001). “Te Specialised

Vocabulary of Englis for Specic Purposes”.

In J. Flowerdew and M. Peacock (eds), Researc

Perspectives on Englis for Academic Purposes

(pp. 252–267). Cambridge: Cambridge University Press.

Lederer, R. (1991). Te Miracle of Language.

New York: Pocket Books.

Nagy, W. E. and Scott, J. A. (2000). “Vocabulary

Processes”. In M. L. Kamil , P. B. Mosental, P. D. Pearson

and R. Barr (eds), handbook of Reading Researc ,

vol. 3 (pp. 269–294). Mawa, NJ: L. Erlbaum Associates.

Nation, I. S. P. (2001). Learning Vocabulary in Anoter

Language. Cambridge: Cambridge University Press.

Nation, I. S. P. (1996). Vocabulary Lists. Wellington:

Englis Language Institute, Victoria University of

Wellington.

Nunan, D. (1989). Designing Tasks for te Communicative

Classroom. New York: Cambridge University Press.

Stein, S. (2000). Equipped for te Future Content

Standards: Wat Adults Need to Know and Be Able to Do

in te 21st Century. Wasington, DC: National Institute

for Literacy.

Tertiary Education Commission (2008). Learning

Progressions for Adult Literacy and Numeracy: Background Information . Wellington: Tertiary Education

Commission.




Glossary

Academic words Words tat epress specic ideas or instructions and are scolarly rater

tan specialised or practical. Academic words are tose most often eard

in education or teoretical contets, for eample, conclusive, metodology,

controversial .

Acronym A word or term formed from te initial letters of oter words, for eample,

NZQA, TPK .

Alphabetic principle Te understanding tat written letters of te alpabet represent specic spoken

sounds.

Automatically Witout aving to tink about it, for eample, decoding wole words or prases

witout needing to sound out individual letters or syllables.

Clause A group of words tat includes a subject and a verb, for eample, “te door

closes”. A sentence may ave one or more clauses.

Cognition, cognitive Cognition means te process of acquiring knowledge; cognitive skills are te

skills used in acquiring knowledge.

Coherent Te way in wic te meanings and sequences of ideas combine to make

meaning. A tet is coerent wen te words, structures and sequences of ideas

work togeter effectively to create a meaningful wole for a listener or reader.

Cohesion (of a text) Te way in wic te various parts of a tet, suc as te ideas and sentences,

are linked togeter. Tis can be acieved in many ways, for eample, by using

leical cains (words wit linked meanings placed trougout te tet), by using

pronouns tat refer back to a noun used earlier, by omitting unneeded words

tat te reader can supply from te contet (ellipsis), or by using verb tenses to

remind te reader tat te action continues to be in te past.

Cohesive devices Tere are many devices tat speakers and writers can use to make a tet more

coesive. Tey include leical cains, pronoun references and ellipsis. Tey build

on te prior eperience or scemas tat listeners and readers bring to listening

or reading.

Collocation A set of two or more words tat are often used togeter, suc as eavy drinker

or “See you later”.

Colloquial language Informal language, often involving suc well-known idioms as “he’s onto it!”

or “Everyting’s ka pai”.

Complex sentence A sentence in wic tere is more tan one clause and one of te clauses is

subordinate to anoter, for eample, “Wen I was walking ome [subordinate

clause], I met hone“ [main clause]. A comple sentence often includes prases

as well as one or more subordinate clauses.

Compound word Two or more words tat function as a single unit of meaning, for eample,

steamroller and wallpaper .




Compound sentence A sentence containing at least two main clauses joined by conjunctions,

for eample, “I like mussels, but Tania likes pipis.”

Concepts about print Ideas about or knowledge of te conventions of written tets. Key concepts

about written Englis tets include:

• tat tet is read from left to rigt wit a return sweep to te left of eac

new line

• tat print on te left-and page or column is read before print on te

rigt-and page or column

• tat written sentences start wit capital letters and end wit full stops

• tat te spacings between words, sentences, lines of print and paragraps

follow a meaningful pattern.

Connotations Te common associations of a word, for eample, te word pig as connotations

of dirty and greedy ).

Content (of a text) Te ideas or information contained witin a tet.

Critical awareness

(of texts)

An active awareness of different perspectives and purposes for speaking and

writing and of ow tese sape tets, for eample, awareness tat a writer may

place te information tey want to draw attention to at te beginning of teir tet.

Decode To decode means to read words by translating te written symbols into te

sounds of spoken language (often silently).

Denotation Te use of a word to name a dened ting, for eample, a pig meaning a specic

kind of animal wit four legs, two ears and so on.

Dialogue A conversation between two or more people.

Digraph A combination of two letters tat represent one sound, for eample, ea in bread ,

or two letters tat represent a sound tat is not a combination of te two

individual sounds, for eample, c, s .

Discourse Language beyond te level of te sentence. Te word discourse can refer to

bot spoken and written language. however, tese progressions use it mainly for

spoken language, because it captures te fact tat a lot of spoken language is

often unpredictable. For eample, altoug te language used to open and close

a telepone conversation may follow a predictable pattern, te middle section

wit te key messages generally does not.

Discourse marker A word or prase in a tet tat elps te listener or reader to follow te

relationsips between te parts of a tet, for eample, “First ... nally”, “Of

course”, “but, on te oter and …”.

Effective interactions Interactions tat acieve teir intended purpose, for eample, reacing a mutual

understanding.




Ellipsis Te omission of words from a sentence; in grammar, te term ellipsis conveys

tat implied words are omitted, for eample, “Yes I will” [answer te pone].

In punctuation, te term means tree dots sowing tat some tet is missing,

for eample, “Yes, I’d love to, but …”

Encode (in writing) To write (tat is spell) words and common symbols from spoken language in

te symbols (letters and punctuation marks) of written language.

Everyday words hig-frequency words tat are commonly used in a wide range of everyday

contets and are not tecnical or academic, for eample, ouse, wait,

decide, appy.

Extended vocabulary A vocabulary tat goes beyond te basic words associated wit a contet or

topic, for eample, witin te topic of cars, tyre could be considered a basic

vocabulary item wile tread is more etended.

Figurative language Language tat uses images to build meaning witout literal description

and often witout direct comparison, for eample, by using metapor

“My eart wept for you”.

Flow To move forward steadily and continuously witout abrupt canges or

interruptions.

Fluent, uency A speaker, reader or writer is uent (demonstrates uency) wen tey canspeak, read or write rapidly and accurately, focusing on meaning witout aving

to give laborious attention to te individual words or te common forms and

sequences of te language.

Formulaic phrases or

expressions

Common prases or epressions tat are learned and used as wole units rater

tan as individual words, for eample, “how are you?” or “See you later.”

Generative principles

(of word formation)

Te principles tat allow new words to be formed (generated) from root words,

for eample, by adding endings to form plurals (orse, orses ) or different tenses

(walk, walked ).

Genre See Tet type.

Gist Te substance or general idea of an oral or written tet, witout all of te details.

Graphic organiser A template tat writers can use to elp tem organise a tet, for eample,

an electronic tet le wit spaces for an introduction, main points, and details

and a conclusion.

Grammatical

constructions

Te ways words and sentences are arranged according to te rules of grammar,

for eample, in Englis te passive verb form be + past participle is used to

sow tat te subject of te sentence is not te agent of te verb, but rater

receives te action. It is incorrect to say “Te warenui is building”, te correct

grammatical construction is “Te warenui is being built”.

High-frequency words Te 2,000 words most frequently used by Englis language speakers.




Infer To read between te lines and understand someting tat is not stated eplicitly.

Integrate (strategies) To use multiple strategies in combination, for eample, by making inferences

wen reading and drawing on prior knowledge as well as information from te

tet to assess tese inferences.

Interactions Reciprocal actions or communications, for eample, were two or more people

engage in oral or written discussion or conversation.

Intonation Te way a speaker’s voice rises and falls, for eample, a speaker’s voice may fall

at te end to epress autority (“Stop tat now”) or te speaker can give wat

is said a particular meaning or feeling, for eample, “Sue’s ere?” wit a rising

intonation is a question, wereas “Sue’s ere” wit a falling or at intonation is a

statement.

Language device A language feature used by a speaker or writer to create a particular effect,

for eample, te use of language forms suc as is likely to and may to modify

statements and sow reasonableness, accuracy and objectivity in an academic

argument.

Letter-sound

correspondence

Te way certain letters or letter combinations in written language correspond to

or represent certain sounds in spoken language.

Media Forms of communication, for eample, print media, digital media and electronicmedia.

Metacognition,

metacognitive

Terms used to describe te processes learners use to tink and talk about teir

own learning, articulating wat tey know, wat tey can do and ow tey can

apply teir learning in new contets. As learners make teir learning eplicit to

temselves and oters, tey develop teir awareness of teir learning and ow

to develop as learners.

Morpheme Te smallest unit of meaning in a word. For eample, te word jumped contains

two morpemes, jump- , meaning to leap and -ed , meaning in te past .

Negotiating meaning Communicating wit te intention of reacing a better understanding of anoterspeaker or writer, for eample, asking and answering questions suc as “Do you

mean …?”, “Wy did you say …?”

Non-verbal methods of

communicating

Ways of communicating tat do not require te use of words, suc as gestures,

facial epressions and te use of pictures or mime.

Onset and rime Te initial sound (te onset) and te following sound (te rime) in a syllable,

for eample, s/op, t/ink and scr/ap . Note tat rime is not te same as ryme ,

wic is wen two words sare te same rime in teir nal syllable, for eample,

s/op, dr/op and lo/lli/pop .

Oral text A spoken tet (see also Tet).

Pace Te speed of a written or spoken Tet.




Perspective A particular point of view.

Phoneme Te smallest segment of sound in spoken language, for eample, pot and knife

ave tree ponemes.

Phonemic awareness Te awareness of individual sounds in spoken language and tat tese sounds

can be represented by letters or groups of letters in written language.

Phonological awareness Te awareness of different levels in te sound system of spoken language

– word, syllable, onset and rime, and poneme.

Phrase A group of words tat forms part of a sentence but does not epress a completetougt, for eample, as appy as anyting (adjectival prase) or a unique and

unexpected experience (noun prase).

Pitch Te degree of igness or lowness of a speaker’s tone.

Prex A word part tat can be added at te beginning of a base or root word to alter

its meaning, for eample, un- can be added to te word kind to make unkind .

Prior knowledge/

learning

Wat a person already knows (te knowledge tey bring to a spoken or written

tet).

Progression A set of steps along a continuum, eac step representing a signicant learning

development.

Prosodic features Features relating to te patterns of stress and intonation in spoken language.

Purpose (of a text) Te intended effect of a speaker’s or writer’s spoken or written tet, for eample,

to seek or communicate information, to entertain, or to epress opinion.

Register An epert speaker or writer cooses te appropriate register for te situation,

bearing in mind wat is taking place, wo is taking part and wat part language

is playing. Te term register may be used wit a very specic meaning, tat is,

te kind of language tat is familiar and epected in a particular social or work

setting. For eample, “Would you mind kindly stepping tis way?” is spoken in a

very different register from “Get over ere rigt now!” and tere are differences

in te underlying as well as surface meanings. Te term can also be used to

describe te way in wic a speaker cooses vocabulary, grammar, prosodic

features suc as tone and oter language features for a particular purpose and

audience.

Rhetorical pattern A language pattern used to create a particular effect, for eample, patterns

of repetition or pauses in oratory; patterns tat indicate a connection suc as

cause and effect in oral and written tet.

Rhyme (Of two or more words) To sare te same, or a very similar, nal syllable,

for eample, pill, will and still . Sometimes words tat ryme may only sare te

same rime (nal sound) in teir nal syllables, for eample, lollipop and drop .

Rime See Onset and rime.




Root word Te original base word from wic one or more oter words ave been

formed, for eample, te root of original is te Latin word origo, origin- ,

meaning “to rise”.

Sentence structure Te arrangement of words and prases to create sentences. Sentences may

be simple (“I’m a Kiwi”), compound (“I’m a Kiwi but I come from Australia”),

or comple (“I’m a Kiwi from New Zealand, wic is a small country in te

Sout Pacic”).

Sight words Words tat a reader knows and can read automatically, rater tan needing

to decode tem.

Specialised words Words tat are used for a specic subject or contet, for eample, a tecnical

contet (specications, two-by-four ).

Static visual texts Visual tets tat feature still images (as in a poster) rater tan moving images

(as in a television advertisement).

Strand A strand of tread is made up of many individual bres. In te same way,

eac strand of adult learning progressions is made up of several progressions,

wic togeter describe te development of epertise witin te strand.

Strategy Te deliberate application of knowledge and/or skills in a particular way to solve

a problem, for eample using prior knowledge of te topic to test weter tedecoding of a tet makes sense.

Stress

(on spoken words)

Stress means te way te speaker indicates meaning by empasising certain

words and syllables rater tan oters, for eample, “Moreu told you e

resigned?” wit te stress or empasis on resigned epresses surprise tat

Moreu resigned, but wit te stress on told or you epresses surprise tat

Moreu told you.

Style A distinctive way of speaking or writing.

Sufx A word part tat can be added at te end of a base or root word to alter its

meaning, for eample, -ly and -est can be added to te word kind to make kindly and kindest .

Syllable A segment of a word, often a vowel sound wit initial or nal, or initial and

nal consonant sounds. Words may consist of one syllable, for eample, dog,

on, brougt, play, or more tan one syllable, for eample, to/day, de/ci/sion ,

ce/le/bra/tion .

Symbol A grapic or literary image tat represents a particular concept, for eample,

a picture of a skull and crossbones often represents danger or tat someting

is poisonous and, in Englis literature, images associated wit spring

(blossoms, daffodils, lambs) often represent yout, new life or new beginnings.

Syntactic functions Te roles of particular kinds of words (for eample, verbs, nouns and

prepositions) in a sentence.




Synthesise information To draw two or more pieces of information togeter to create a new

understanding tat includes elements from varied sources. Many academic tets,

for eample, include information from many oter sources and tis information

is used according to te writer’s purpose, suc as to support te writer’s

argument.

Text A piece of spoken, written or visual communication tat is a wole unit,

for eample, a conversation, a speec, a poem or a poster.

Text form Te form in wic a particular eample of a tet type appears. For eample,

a poem, a magazine article and a letter to te editor are all tet forms. Eac oftese could also be any one of a number of tet types. A magazine article,

for eample, could be an argument or a recount.

Text type (genre) A particular kind of tet, wit particular conventions and generic patterns

linked to te purpose of te tet. Te patterning may sow itself in te overall

structure of te tet and in te ideas and language features. For eample, if

a writer’s purpose is to recount someting tat appened in te past, we can

anticipate tat tey will cover a series of events in cronological order. Written

tets may consist of more tan one tet type, for eample, a tet about te

sport of rugby may include bot a report eplaining te sport and a recount

of a particular game.

Tone Modulation of te voice or prasing of a written tet to epress te attitude or

feeling tat te speaker or writer wants to convey to te intended audience, for

eample, te tone of voice used by a speaker could be angry, friendly or serious.

Te term “tone” is sometimes used in te sense of intonation.

Utterances A segment of spoken language tat is seen as complete witin te contet of

te discourse and usually as pauses or silence before and after. It may be one

word, or a prase, or a sentence, for eample, “hi”, “At ome” (a response to a

question), or “Tat’s a nice sirt.”

Validity Te degree to wic an assertion can be supported by evidence.

Visual text A tet in wic visual elements predominate words. It may use static images,

as in a poster, or moving images, as in a video (see also Tet).

Vocabulary Te words in a language. Tere are different ways to count vocabulary items,

but te vocabulary of a language is often based on te number of words or

prases wit specic meanings. For eample, different forms of a verb (word

family) are equal to one vocabulary item, as is a compound word or epression

suc as “soot te breeze”.




Voice Te personal caracteristics in a spoken or written tet (including tone, register,

style and tet features) troug wic te listener or reader can identify eiter

a particular speaker or writer, or te kind of person tat te writing suggests te

writer is, for eample, using like as a ller “… and se was, like, really mad” could

be seen to suggest te voice of an adolescent or teenage girl (altoug voice

may also be assumed as a device of a writer).

Word family A group of words tat sare a common base or root word, for eample, run, ran,

runner, running or care, careless, carefree, uncaring.

Writing frame A template or grapic organiser designed to support writers. For eample,a writing frame may use eadings or sentence starters wit lines for te writer

to enter information or ideas. A bank deposit form is one kind of writing frame.



54 Teta Ecat C Lea Pe Alt Lteac

Strand charts


voCAbuLAry ProgrEssion LAnguAgE And TExT fEATurEs ProgrEssion

mosT AduLTs wiLL bE AbLE To: mosT AduLTs wiLL bE AbLE To:

• ae a lte cala c , e a ala

pae te eta

• et a pae peec.

• eta t ceat a te ple pe

laae tat e lac epe a ple tcte.

• et a pae a eta a te

at peec

• e aae tat a a ae e ta e ea

a tce e a e t a ala ea.

• eta pe ceat a te ple pe

laae tat e e cple tcte

• eta pe ceat a te ple pe

laae ee e te peae pae, epeat teele,

ae ale tat.

• ae a lte cala eea a e le

c • eta e a peae e ple ate laae,

c a etap, l , eect

• et te ctat (c acat) ala

.

• ae a lte cala tat cle e eeal acaec

a e pecale .

• eta e cple pe ceat a te ple

ce cl e le-ala al tet tpe

• ece te laae eate e t etal ceece

c ce.

• ae a lte cala tat cle a eeal acaec

a pecale

• eta e a peae e e cple ate

laae, eaple, tal at te Eat a t ee a

a (pecat)

• eta e a peae e , eect, tat ae

patcla ctat.

• ece laae eate cple etee ce a

eta te a c peae e tee eate t

acee a ppe.



Teta Ecat C Lea Pe Alt Lteac 55

ComPrEhEnsion ProgrEssion LisTEning CriTiCALLy ProgrEssion inTErACTivE LisTEning And sPEAking

ProgrEssion

mosT AduLTs wiLL bE AbLE To: mosT AduLTs wiLL bE AbLE To: mosT AduLTs wiLL bE AbLE To:

• lte te t pecc at

ple peec e ala tat

• a epett a cae pace

ecea

• ae cect t te lee

t pe te eta.

• ae e aaee peple’ eet

ppe pea

• e aae tat all peae ae a pepecte

(pt e).

• ep t a e ple lac

epe pe laae.


e cecte ce ala tpc

• ae a aaee at t a t

t e cpee ea

• e e cpee tatee.

• ece te ppe a ple e

eet cecte ce

• ae e aaee te ppe

lte.

• ep t a e ll a apppate

laae t aae ple teact

a etate ea

• ep t a e e -eal et

t t te eectee teacte

ccat

• ae a aaee te cet

ta pat teact ala cal

a cltal ett, eaple,

telepe ceat.


e cple ce• e a ae cpee tatee

• e lee at t a t t

e cpee ea

• eta ce ala tpc.

• t ctcall at te ea a laae

a te lte, e t eta,ealate a ep apppatel a eet

te lte ppe

• e tatee t cpae a ealate

at a ea.

• ep t a e e ptcate ll

a apppate laae t t ape te eectee teact

• ep t a e aat te ce,

tat a te ( eaple, te te

place pecc etece)

• ece a e te cala a te

laae eate tat a te ete

apppate t te tpc, aece a

ctet.

• eta ce le ala tpc. • t at el ea e t

eta t l te ee te ,

t al te tet te peae.

• eta ce a ae tpc

e eea ctet a eate

epeece


a e ae al tet

• e cpee tatee electel

a el

• e a ae tatee e

cpee ea eet

lte tat.

• e tatee t aale ea a

at a t ce ea ctcall

• ealate te tt, eleace ele

at elat t te peae’

( te ltee’) ppe.

• ep t a e apppate ll a

laae t aae teact a

cea ae al a al

ett

• ep t a e aat te ce,

tat a te

• ep t a e a aaee te le

ta pat teact a e ae

ala a ala , acaec,

cal, ct a cltal ctet.

• eta ce a ae ala

tpc a aet ctet.

• e a e ae tatee t eect

ctcall ppe a ea

• ealate a peae’ pt e, attte,

a aea

• ae a eta te et tat

peae ca e pecc ppe.





voCAbuLAry ProgrEssion LAnguAgE And TExT fEATurEs ProgrEssion


• e a ae , lac epe a ala pae

elate t eea tpc a peal epeece.

• tae pat t pe ceat a pea teele

lac pae a ple tcte.

• ae a lte cala tat cle a pae elate

t c, eea tpc a peal epeece• ce apppate cala (cl plte

a epe) eet ctet a aece.

• tae pat pe ceat a e a e al tet tpe,

c a ple tct a ecpt• pea e cple pae a tcte.

• ae a etee cala tat elate t ala tpc a

peal epeece

• ae a lee te cllcat ( tat cl

tete) a

• e ale t e e a pae t ate a ell a

lteal ea

• ce apppate cala eet ctet a

aece.

• ae a etee cala tat cle e eeal

acaec a e pecale .

• e cple etece tcte a e cple laae

eate t epe a pt e pe ceat a

e cple al tet tpe

• e apppate laae eate t etal ceece

cecte ce.

• ae a etee cala tat cle elate t ,

peal, ct, cal a acaec ctet.

• e cple etece tcte a ete te e

laae eate t acee patcla ppe.




using sTrATEgiEs To CommuniCATE ProgrEssion inTErACTivE LisTEning And sPEAking ProgrEssion


• ccate at a tt ala, pectale

tat.

• ep t a e ple lac epe pe laae.

• elect a ccate at, ea a tt,

apppate a pae t e ec e alatpc

• t a peec t pe te clat a eectee

te ccat.

• ep t a e ll a apppate laae t aae ple

teact a etate ea• ep t a e e -eal et t t te

eectee teacte ccat

• ae a aaee te cet ta pat teact

ala cal a cltal ett, eaple, telepe

ceat.

• elect a ccate at, ea a tt,

apppate cala, epe a aa etl a

ceetl le ala tpc

• e apppate ete, te, pace a tat t pe

ccat.

• ep t a e e ptcate ll a apppate laae

t t a pe te eectee teact

• ep t a e aat te ce, tat a te

( eaple, te te place pecc etece)

• ece a e te cala a te laae eate tat

a te ete apppate t te tpc, aece a ctet.

• elect, ae a ccate at, ea a tt,

t e etal a eaple, e pea ala a

ala tpc.

• e a ae tatee t elect, ae a ccate

at, ea a tt etee ce a ae

ala tpc a aet ctet

• t a peec t cla ce a patcla pt

e, attte, a aea.

• ep t a e apppate ll a laae t aae

teact a cea ae al a al ett

• ep t a e aat te ce, tat a te

• ep t a e a aaee te le ta pat

teact a e ae ala a ala , acaec,

cal, ct a cltal ctet.





dECoding ProgrEssion voCAbuLAry ProgrEssion


• ae a a t ( te ece atatcall)

• e a e elale tatee ec elal a elal

pelle eea t, ple tet.

• ae a ea cala eea , a l.

• ae a lae a t

• e eeal ple, elale tatee ec eea

t tet t e ec a accac

• ae e aaee te accac te ec attept.

• ae a ea cala eea tat cle e

cp

• ae a lee ale tat eale te t ceae

te ea cala

• e aae tat a ae e ta e ea a

tce e a e t a ala ea

• ae e eta te ppe ac a

aeat

• e eea a l.

• e e cple, elale tatee ec t eea

t ec a accac.

• ae a ea cala eea a e le

c , ac a aeat

• eta tat e a pae ca ae ate a

ell a lteal ea• ae tatee te ea ,

cl a lee t a cta a

tepet et.

• etl ece e pecale , cl

a llale

• t te ea accac a ee.

• ae a ea cala tat cle e eeal acaec

a e pecale

• eta ale ca e eeate (ae t,

pee a e) a e t eta t ete te

cala.

• etl ece e cple a/ ela ,

tatee c a e te te a

aal ( eaple, et pee patte

l le c pee a e)

• ece t atatcall.

• ece ala apl a atatcall. • ae a lae ea cala tat cle eeal acaec

a pecale a te.




LAnguAgE And TExT fEATurEs

ProgrEssion

ComPrEhEnsion ProgrEssion rEAding CriTiCALLy ProgrEssion


• eta tat p

tete eal t.

• ae e aaee te ppe

ea

• epect tat tet ll ae ee

• e tatee t ea t, ple tet t

ppt.

• ae e aaee te eet

ppe al a tte tet

• e aae tat all eae a all te ae

a pepecte (pt e).

• eta t, ple tet tat ae

ae p ple etece a cp

etece

• eta captal lette a ll tp

ae e t ee etece e a

e

• ece e c tet tpe

• ece e c al tet .

• e cpee tatee t eta

t, ple tet

• e tatee t lcate te at

t, ple tet

• ae e aaee at t a

t t e cpee ea .

• ece te ppe, leel ea

a ple e eet a tpe

tte a al tet

• e tatee t cpae a ealate

at eet ce.

• eta a aet etece tcte

a paaap tcte t e

cple tet

• e aae clae ca e ce aae t ca, ecl cl

t cple etece

• eta ple clae ca e

elaate a a pae

• ece te eate a tcte a

e ae tet tpe

• e aae a ae al tet

tat ca e ce t cle

tte tet.

• e cpee tatee t at

eta at ea le

e cple tet

• e tatee t lcate ptatat tet

• ae a cea aaee at t

a t t e cpee

ea .

• et te’ ppe a a c

te e ea a laae t t te

ppe

• et a aet ce peccat a e tatee t cpae

a ealate at t ac

eet tet.

• e tatee t ea a ceal ae

ae e cple tet pecc

ppe

• e tatee t lcate, ae a

ae ptat at tet

• e tatee t ate a tee

at ac a all ae tet

• ae cea ctl e te e

cpee tatee.

• eta a aet etece tcte

a paaap tcte ac a e ae

cple tet

• eta tat te at ell

ctcte paaap cle t eeal

a patcla at, eaple, a

paaap a e a cla t ea

jt te cla

• e aae etcal patte tat ae

c t a tet tpe, c a

ecpt cae a eect

• ece te eate a tcte a

e ae tet tpe, cl e

pecale tet tpe c a tct

aal.

• e tatee t aale ea a

at a t eect ctcall ace

ea a el ea

• ealate te alt (tt) at

elat t te te’ ppe a/ te

eae’ ppe.

• elect a teate a e ae

cpee tatee

• ae a aaee t e tatee

a ealate te eectee

• e tatee t ae a tee

at ac a e ae e

cple tet a e cple ppe

• teate p lee t e

at t a ac eeal

eet tet t eepe te eta.

• e tatee cetl t eect ctcall

ea

• ealate a te’ pt e, attte,

a aea

• ae a eta te laae

eate e te pecc ppe.





PurPosE And AudiEnCE ProgrEssion sPELLing ProgrEssion voCAbuLAry ProgrEssion


• ae a ple ppe t, t

e e al elate t te tet

ctet (at te tet ll a).

• ae a a -eqec

te ca te atatcall a

accatel

• ae te pell a -

eqec tat ae ela

pell patte a ela pellpatte.

• e a ae eea, l ala

a pae t te ple tet.

• ae a lae a te ca

te atatcall a accatel

• e elale tatee pell

eea t e ec a

accac

• ae a aaee te accac

te pell attept

• e apppate leelle ctae t

cec pell attept.

• ae a t cala tat

aeqate ccat ea

eea t ta

• a etal t ple etece,

eaple, a a ajecte t a

.

• ae ppe-elate al t

a e te t elp pla, cpea ee

• e t eelp a ee te aece

(te eae) te ae t.

• e t cece tatee

pell t eea tec a accac

• e aal t pell c

tee a e llale (

eaple, hospital , information ).

• ae a etee t cala

elate t te peal, act ta

• at te cect etee

, cl cllcat.

• ae a aece a ce

te apppatee te cce te

ae elat t tat aece.

• e tatee t pell e pecale

, cl a llale,

t ec

• e lee e cple

ae lt (pe + Lat t +

) t pell e aace

• t te t accac

a ee.

• ae a pecale t cala

elate t a ae tpc

• t elect cala tat

apppate t te ctet

• tat ca e e ae

t, pee a e, a e

t lee t ete te t

cala.

• ae eelpe te alt t pell a

e ae ala, le ala,

ecetl leat apl a

accatel.

• ae a et al tat elate t te

ppe, te aece a te ctet

• eect te ppe a aece a

te cpe a ee.

• ae a etee t cala

eea a pecale tat

elate t a e ae tpc a

ctet.




LAnguAgE And TExT fEATurEs

ProgrEssion

PLAnning And ComPosing ProgrEssion rEvising And EdiTing ProgrEssion


• te le a ple pae t

ce at a eaale at

• e a l tcte teplate el t

te a ple tet a e ala tpc.

• e ac e tatee, t ppt ,

t et te t epe t eeac.

• e ale t e ac aa a

pctat t ctct t, ple

etece a cp etece

• e pctat eectel t ee

etece e a e

• a e te ac eate e

c tet tpe a al tet .

• te a t, cpeele tet

ple etece, t ppt ecea

• e lee tet tcte t et

a ae a lte e ea

a a ala tpc.

• ee a ee te t a a

e ple cae t te ctet, ae

eea a eeac

• ae ple cect t aa, pell

a pctat

• e electc pt-ae tl t elp

te et a cect e.

• e eecte etece tcte a e

cple pctat t te e cpleetece t etal a elaat

• te le tet tat ell a ae

ee

• ae a appl a lee te eate

a tcte a e ae tet tpe.

• e ple pla tatee

• e lee tet tcte t aea lte e ea a e t, ell-

le paaap t eeal ppt

etal a/ eaple

• te a ple, cpeele tet tat

c t a apppate tet tpe.

• ee te t te t

apppatee te tee aece,t ceece a , te cce,

te etece tcte a te tcte

te tet a a le

• ae eeal ple cae t pe te

tet’ ceece a te a te ctet

ae

• pea te tet t cect te aa,

pell a pctat

• e apppate tl t a pea.

• e ltple pla tatee

• e lee tet tpe a te

tcte t elect apppate tet

a ea te ppe

• te tet t e ec, a lte

aet cple etece tcte a

etcal patte

• e tatee t elect a cpate

eleat at ea e

e ce

• ae a aaee ce a t

aapt te t t epe te ce te

ce t e.

• e cple etece a paaap

tcte ac a e ae cple

tet

• e a ll ae pctat a ce

ae t ccate ea

• tcte le tet paaap

a -ea t peet at a

ea eectel.

• ee te tet t et a ae a

ple, cec tat te tet eet t

ppe a lel t eae te tee

aece

• pea te tet apppate pt

cpte-ae tl.

• elect a e a ae tl

(cl cpte tl) eall

pla a aat

• e te lee tet tpe, tet

tcte a ea t ccate

at ea te t eecte

a• etl te etee, ceet tet

a tpe t apppate etal,

a aet etece a tet tcte.

• ee tet t et a ae

ple, a etal te te.



Documents

Learning Progressions For Adult Literacy- Tertiary Education Commission (N.Z.)