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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Use reading skills to respond to defined texts 
SAQA US ID UNIT STANDARD TITLE
12453  Use reading skills to respond to defined texts 
ORIGINATOR
SGB GET/FET Language and Communication 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 04 - Communication Studies and Language Language 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
ABET Level 3  Regular-Fundamental  Below Level 1  Level TBA:Pre-2009 BelowL1 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Registered" 
2002-10-09  2005-10-09  SAQA 0144/02 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2006-10-09   2009-10-09  

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

This unit standard replaces: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
5713  Read and respond to a range of text types.  Below Level 1  Level TBA:Pre-2009 BelowL1   

This unit standard is replaced by: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
119632  Use reading/viewing skills to respond to defined texts  Below Level 1  Level TBA:Pre-2009 BelowL1   

PURPOSE OF THE UNIT STANDARD 
Persons credited with this Unit Standard will be able to read, understand and respond critically to a range of texts. They will recognise that different types of texts have different uses and purposes. Reading skills at this level will be applied in other learning situations. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Learners have language skills at ABET 2 in the target language. 

UNIT STANDARD RANGE 
Written and visual texts appropriate to the needs and interests of learners, including narrative, persuasive, factual, everyday information and practical texts.

Notes on range:

1. Text types to be read at this level include narrative, persuasive, factual and everyday information/practical texts. Texts may be of mixed types. For example:
a. narrative: stories, extracts from novels or plays, poetry, songs, letters, notes, diaries, dialogues, drawings or photographs.
b. factual: extracts from text books and reference books, newspaper or magazine articles (simplified where necessary), information pamphlets, graphs, tables, diagrams.
c. persuasive: advertisements, publicity material, posters, slogans, letters to the editor, editorials, speeches.
d. everyday information/ practical: forms, written instructions and directions, signs and notices, timetables, maps, calendars, recipes, menus, dictionaries, directories (eg telephone), business letters, cartoons, classified advertisements, minutes, agendas, messages, advertisements, newspaper headlines, product labels, symbols (eg logos), CVs, memos, diaries, appointments and so on.

2. Text length is up to 450 words and up to seven paragraphs for assessment purposes. (Longer texts are appropriate for teaching purposes.)

3. Text content is appropriate for adults, and begins to cover non-routine but popular topics.

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

5. Sentences may be complex and compound, and may include occasional embedded clauses.

6. Text is clear, readable and well-spaced.

7. The full range of punctuation marks is used.

8. Texts have format and style features such as paragraphs, headings, numbering, sections and may be accompanied by illustrations (with or without captions), graphs, diagrams or other visual material.

9. Evidence of comprehension is established through responses to texts which include:
  • relevant single sentences or a series of sentences are given orally or in writing (up to 4 paragraphs) in answer to questions on a text.
  • correct responses are given to yes/no, true/false, gap fill, matching and multiple choice exercises on a text.
  • appropriate oral or written answers are given to open ended and interpretive questions on a text.
  • summarising, sequencing and ordering tasks.
  • filling in and labeling of tables, graphs and diagrams is expected.
  • conversion of text from one format to another format.
  • discussions and debates are held in response to texts.
  • role plays and drama are performed in response to texts.
  • reading aloud is prepared.
  • the main idea and/or gist of a text is given orally or in writing. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Use appropriate reading strategies to suit the text and the purpose of the task. 
    OUTCOME RANGE 
    This outcome can be demonstrated through a number of activities such as oral responses and discussions, and written answers to specific questions on a text. 

    ASSESSMENT CRITERIA
     

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

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

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

    ASSESSMENT CRITERION 4 
    4. Reading skills are used in order to find detailed meaning. 

    ASSESSMENT CRITERION 5 
    5. That is likely to come next in a text is predicted. 

    ASSESSMENT CRITERION 6 
    6. Main topics are identified through skimming text, headings and sub-headings. 

    ASSESSMENT CRITERION 7 
    7. Specific information is located using basic referencing skills (numbering, alphabetical order etc). 

    ASSESSMENT CRITERION 8 
    8. Typographical features and their functions are recognized (headings, sub-headings, numbering, bold etc). 

    SPECIFIC OUTCOME 2 
    Understand the meaning of a text. 

    ASSESSMENT CRITERIA
     

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

    ASSESSMENT CRITERION 2 
    2. Main ideas, topics or messages are identified. 

    ASSESSMENT CRITERION 3 
    3. Surface/ literal content is found, recalled, paraphrased or summarised. 

    ASSESSMENT CRITERION 4 
    4. Graphic or visual information is found, extracted and/or converted into written or oral form. 

    ASSESSMENT CRITERION 5 
    5. Graphic or visual information is used for a specific purpose. 

    ASSESSMENT CRITERION 6 
    6. Texts are read aloud with pauses, stress and some fluency, showing understanding of literal and non-literal meaning. 

    ASSESSMENT CRITERION 7 
    7. Grammatical structures are used to help understanding (eg use of tenses to understand when something happened; different ways of referring to the same person or thing are followed throughout the text; use of pronouns to understand who is doing something). 

    SPECIFIC OUTCOME 3 
    Relate a text to own experience and knowledge. 

    ASSESSMENT CRITERIA
     

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

    ASSESSMENT CRITERION 2 
    2. Conclusions, opinions and judgements derived from reading are expressed and supported. 

    SPECIFIC OUTCOME 4 
    Interpret and respond critically to a text. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Purpose, intended audience and likely source are identified. 

    ASSESSMENT CRITERION 2 
    2. Fact and opinion are identified and distinguished. 

    ASSESSMENT CRITERION 3 
    3. Misleading or contradictory information is identified. 

    ASSESSMENT CRITERION 4 
    4. The omission of necessary information is noted. 

    ASSESSMENT CRITERION 5 
    5. Meanings not stated directly in the text are understood. 

    ASSESSMENT CRITERION 6 
    6. Values, views of the world and stereotypes are identified. 

    ASSESSMENT CRITERION 7 
    7. Aesthetic and creative uses of language are recognised (non-literal use such as humour, poetic devices, symbolism etc). 

    SPECIFIC OUTCOME 5 
    Identify the organisation and structure of a text. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Topic sentences in paragraphs are identified where present. 

    ASSESSMENT CRITERION 2 
    2. Introductions and conclusions are identified. 

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

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

    ASSESSMENT CRITERION 5 
    5. The way grammatical structures help organise a text is recognised (cause and effect; linking words such as and, because, but; use of paragraphs; use of punctuation in direct and indirect speech etc). 

    SPECIFIC OUTCOME 6 
    Identify characteristics of familiar text types. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Text type is identified (memo, letter, report, advertisements, poem, poster etc). 

    ASSESSMENT CRITERION 2 
    2. Characteristics of the text type are identified (address and salutations in a letter; headings and sub-headings in a report; versus in a poem, etc). 

    ASSESSMENT CRITERION 3 
    3. Specific reference to text characteristics is used to support identification of text type. 


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

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

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


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
  • Identify and solve problems: through application of reading skills.
  • Reflect on and explore a variety of strategies to learn more effectively: learning how to use reading for learning/ study.
  • Explore education and career opportunities: using reading to access information on such issues.
  • Develop entrepreneurial opportunities: reading for information. 

  • UNIT STANDARD CCFO WORKING 
    Work effectively with others and in teams: through doing reading tasks and activities with others. 

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

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information: collecting information at a basic level. 

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

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically: reading makes it possible for people to access and use scientific and technological information and applications. 

    UNIT STANDARD CCFO DEMONSTRATING 
  • Understand the world as a set of related systems: through using reading skills to identify links, and explore a range of contexts and texts.
  • Be culturally and aesthetically sensitive across a range of social contexts: using reading to explore different cultures and contexts. 

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

    UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:
  • Reading, viewing, writing, listening and speaking are learned, taught and assessed in an integrated way.
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes. Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • At this level errors are expected. Assessors must use professional judgement in evaluating competence.
  • Make sure evidence is gathered across the range as expressed under the title. Specific range statements under individual outcomes or assessment criteria are illustrations, from which learning programme developers can select. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance can be reproduced.
  • All assessments should be conducted in line with the following well documented principles: assessment should be appropriate, fair, manageable, integrated into work or learning, valid, and consistent. Evidence should be authentic, sufficient, and current.
  • Assessment of this standard can be carried out through continuous assessment of tasks done throughout the course and external examinations. 

  • UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 119632, "Use reading/viewing skills to respond to defined texts"; ABET Level 3, 8 credits.

    This unit standard replaces unit standard 5713, which was "Read and respond to a range of text types", 8 credits, ABET Level 3. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Fundamental  49411   General Education and Training Certificate: Construction  Level 1  NQF Level 01  Reregistered  2023-06-30  CETA 
    Fundamental  49013   National Certificate: Mining Operations: Underground Hard Rock  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered" 
    2007-08-16  Was MQA until Last Date for Achievement 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. DIGGERS TRAINING AND DEVELOPMENT SERVICES 
    2. PALABORA COPPER (PTY) LTD 
    3. SENZEKO EXECUTIVE RISK CC 



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