119457 Interpret and use information from texts

119457 Interpret and use information from texts Learner Guide 1
LEARNING UNIT: 119457 Interpret and use information
from texts
CREDITS: 05
NQF LEVEL: 03
LEARNER MANUAL
LEARNING PROGRAMME
DEVELOPED BY YELLOWMEDIA
PUBLISHERS

Welcome to the programme
Follow along in the guide as the training practitioner takes you through
the material. Make notes and sketches that will help you to
understand and remember what you have learnt.
Take notes and share information with your colleagues. Important and
relevant information and skills are transferred by sharing!
This learning programme is divided into sections. Each section is preceded by a
description of the required outcomes and assessment criteria as contained in the
curriculum. These descriptions will define what you have to know and be able to do in
order to be awarded the credits attached to this learning programme.
These credits are regarded as building blocks towards achieving the Qualification upon
successful assessment and can never be taken away from you!
Programme methodology
The programme methodology includes facilitator
presentations, readings, individual activities, group
discussions and skill application exercises.
Know what you want to get out of the programme from the
beginning and start applying your new skills immediately.
Participate as much as possible so that the learning will be
interactive and stimulating.
The following principles were applied in designing the course:
 Because the course is designed to maximise interactive learning, you are
encouraged and required to participate fully during the group exercises
 As a learner you will be presented with numerous problems and will be required to
fully apply your mind to finding solutions to problems before being presented with
the course presenter’s solutions to the problems
 Through participation and interaction the learners can learn as much from each
other as they do from the course presenter
 Although learners attending the course may have varied degrees of experience in
the subject matter, the course is designed to ensure that all delegates complete the
course with the same level of understanding
 Because reflection forms an important component of adult learning, some learning
resources will be followed by a self-assessment which is designed so that the
learner will reflect on the material just completed.
This approach to course construction will ensure that learners first apply their minds to
finding solutions to problems before the answers are provided, which will then maximise

the learning process which is further strengthened by reflecting on the material covered by
means of the self-assessments.
Different types of activities you can expect
To accommodate your learning preferences, a variety of different types of activities are
included in the formative and summative assessments.
They will assist you to achieve the outcomes (correct results) and should guide you
through the learning process, making learning a positive and pleasant experience.
The table below provides you with more information related to the types of activities.
Icons Type of assessment Description
Formative knowledge
assessment:
This comprises of questions
to assess your knowledge.
You must obtain at least 80%
in each assessment criterion.
Teamwork Self-Assessment
Form
After you completed this
course, you will be required
to assess your own
behaviour regarding team
work.
Work place experience After you completed this
to assess your own
behaviour regarding work
experience.
Project research After you completed this
to assess your own
behaviour regarding
research.

Learner Administration
Attendance Register
You are required to sign the Attendance Register every day you attend training sessions
facilitated by a facilitator.
Programme Evaluation Form
On completion you will be supplied with a “Learning programme Evaluation Form”. You are
required to evaluate your experience in attending the programme.
Please complete the form at the end of the programme, as this will assist us in improving
our service and programme material. Your assistance is highly appreciated.
Learner Support
The responsibility of learning rests with you, so be proactive and ask questions and seek
assistance and help from your facilitator, if required.
Please remember that this learning programme is based on outcomes based education
principles which implies the following:
 You are responsible for your own learning – make sure you manage your study,
research and workplace time effectively.
 Learning activities are learner driven – make sure you use the Learner Guide and
Formative Assessment Workbook in the manner intended, and are familiar with the
workplace requirements.
 The Facilitator is there to reasonably assist you during contact, practical and
workplace time for this programme – make sure that you have his/her contact
details.
 You are responsible for the safekeeping of your completed Formative Assessment
Workbook and Workplace Guide
 If you need assistance please contact your facilitator who will gladly assist you.
 If you have any special needs please inform the facilitator.

Learner Expectations
Please prepare the following information. You will then be asked to
introduce yourself to the instructor as well as your fellow learners
Your name
The organisation you represent
Your position in the organisation
What do you hope to achieve by attending this programme / what are your
expectations?

Information about this module
Overview
119457Interpret and use information from texts
.
Scope of the programme
The learning contained within this module will enable learners to:
 Use a range of reading and/or viewing strategies to understand the literal
meaning of specific texts.
 Use strategies for extracting implicit messages in texts.
 Respond to selected texts in a manner appropriate to the context.
 Explore and explain how language structures and features may influence a
reader/viewer.
Entry Level Requirements
The credit calculation is based on the assumption that learners are already
competent in terms of the following outcomes or areas of learning when starting to
learn towards this unit standard: Level 2 unit standards entitled Access and use
information from texts.
Target group
Mode of delivery
This module will be delivered to you in a four day facilitated workshop. During these four
days you will be required to complete formative activities during class time as well as after
class in your own study time.
Unit standard alignment
Unit standard Number : 119457 Interpret and use information from texts
NQF Level :03
Credits :05
Learning time
It will take the average learner approximately 05 learning hours to master the outcomes of
this programme.
Assessment
 Formative assessment will take place during the learning process in class through
means of exercises. You will be required to complete activities as part of a group in
class as well as individual activities. These formative activities will help prepare you
for your final assessment.
 Summative assessment will be conducted at the end of this learning process
through means of a Portfolio of Evidence.

In order to assess whether a learner can actually demonstrate the desired outcomes,
assessment criteria are included in the unit standard. Each outcome has its own set of
assessment criteria.
The assessment criteria describe the evidence that is needed that will show that the
learner has demonstrated the outcome correctly.
It is of utmost importance that the learner fully understands the assessment criteria as
listed in the unit standard, as it is the only way in which the learner will know what he will
be assessed against.
The final or summative assessment is the most important aspect of this training
program. It is during this process that the learner will be declared competent or not yet
competent.
The learner will know exactly how he will be assessed, and when and where he will be
assessed. All of these details must be obtained from the training provider where the
learner enrolled for his program.
Range statements
A variety of written and/or signed/visual texts used in socio-cultural, learning and
workplace contexts.
Specific range statements are provided in the body of the unit standard where they
apply to particular specific outcomes or assessment criteria.
Remember: Also included in the unit standard are the range
statements in support of the assessment criteria. The range
statements indicate detailed requirements of the assessment
criteria.
The learner guide
The learner guide is included in this material under various learning units. The
learner guide has been designed in such a manner that the learner is guided in a
logical way through the learning material and requirements of the unit standard.
RPL assessment
The assessment of RPL learners will be conducted in the same way as for those of new
learners. The assessment pack is exactly the same and will therefore be used for new
learners as well as RPL Learners. It must however be noted that learners who are
applying for RPL must provide proof of previous learning and subject related experience
prior to the assessment.
This proof or evidence can be in the format of certified copies (certificates) of previous
learning programs that have been attended.

Contents
Welcome to the programme.................................................................................................2
Programme methodology.....................................................................................................2
Different types of activities you can expect..........................................................................3
Learner Administration.........................................................................................................4
Learner Support...................................................................................................................4
Learner Expectations...........................................................................................................5
Information about this module..............................................................................................6
Learning Unit 1: .................................................................................................................11
Unfamiliar words ................................................................................................................12
Formative assessment.......................................................................................................21
Role play...................................................................................................................................21
Activity: 01...............................................................................................................................21
Project.......................................................................................................................................22
Group Activity: 02..................................................................................................................22
Summative assessment.....................................................................................................24
Simulation................................................................................................................................24
Learning Unit 2: .................................................................................................................26
Key Points – Definitions.....................................................................................................27
Sticking Points and Common Issues .................................................................................27
Exercise – Understanding Reliability, Validity, and Bias ....................................................28
Role play...................................................................................................................................31
Activity: 04...............................................................................................................................31
Group Activity: 05..................................................................................................................32
Research PROJECT.................................................................................................................33
Activity: 06...............................................................................................................................33
Summative assessment.....................................................................................................34
Simulation................................................................................................................................34
ACTIVITY 02.............................................................................................................................34
Essay –Reflexive ...............................................................................................................35
Learning Unit 3: .................................................................................................................36
Oral Communication.................................................................................................................37

How we use this skill ............................................................................................................37
Training can deliver unanticipated positive results.........................................................37
Writing ..........................................................................................................................................38
Brief, targeted training can have a big impact ..................................................................38
Role play...................................................................................................................................39
Activity: 07...............................................................................................................................39
Learning Unit 4: .................................................................................................................42
Reading ........................................................................................................................................43
Resistance to change or an Essential Skills need?.........................................................43
Role play.................................................................................................................................44
Activity: 09............................................................................................................................44
Annexure 1: Growth Action Plan.......................................................................................46
Annexure 2: Words that are new to me.............................................................................47
Annexure 3: Training Evaluation.......................................................................................48
Annexure 4: Evaluation of Facilitator ................................................................................49
2. Bibliography .............................................................................................................50
SECTION C: SELF REFLECTION..............................................................................51
Self-Assessment ..........................................................................................................53
Learner Evaluation Form...........................................................................................54

Learning path:
Use a range of reading and/or viewing strategies to
understand the literal meaning of specific texts
Use strategies for extracting implicit messages in
texts
Respond to selected texts in a manner appropriate
to the context
Explore and explain how language structures and
features may influence a reader/viewer

Learning Unit 1:
At the end of this module learners will be able to:
Introduction
1. Unfamiliar words/signs are identified. Their meanings are correctly
determined by using knowledge of syntax, word-attack skills/sign
parameter/analysis skills, and contextual clues.
2. Different options for the meanings of ambiguous words are tested, and
selected meanings are correct in relation to the context.
3. Main ideas are separated from supporting evidence and paraphrased
or summarised.
4. The purpose of visual and/or graphic representations in texts are
recognised and explained.
5. Features of visual texts are explained in relation to the way they impact
on meaning.
Conclusion
Use a range of reading and/or viewing
strategies to understand the literal
meaning of specific texts

Unfamiliar words
What do we do when we come across a word we do not understand? We are going to explore
techniques you can use in order to understand the exact (literal) meaning of certain unfamiliar
words in a piece of writing or part of a talk.
If a word is unfamiliar to us there are certain strategies or techniques we can use to help us make
an intelligent guess at what the meaning of the word is. In order to do this we need to know a little
bit about how sentences are structured.
Possess a limited, meaningful sight vocabulary of words, signs and symbols
 Understand that written words carry meaning and that adults will already be familiar with many of
the words they will meet in print, from their experience of spoken language
 Understand that some words occur in texts more frequently than others, and recognize key high-
frequency words
 Read and understand words on forms related to personal information, e.g. first name, surname,
address, postcode, age, date of birth
 Understand that there are words which are key personal words for them and their situation, identify
these words and learn to recognize them
 Know and apply some techniques for recognizing words on sight: length, shape, initial letter
combinations, association with other words
Syntax
 The word syntax can be defined as the organisation of words in sentences
 the ordering of and relationship between the words and other structural
 Elements in phrases and sentences.
Look at the difference between these two sentences:-
� Drinking water from the streams is very dangerous as the run-off from mines and commercial
farms have poisoned a lot of rivers.
� Commercial farms and mines run-off drinking water from very dangerous streams, which have
poisoned a lot of rivers.
The orders in which we have placed the words, the syntax, have made all the difference in
meaning between the two sentences.

Now look at this sentence:
� Themba was playing a pleasant tune on the mbiro when his mother called him. We may not
know what the word "mbiro” means but from where it is in the sentence we can guess that it is an
object of some sort. It is a musical instrument which may be described as a ‘thumb piano’ and is of
sub-Saharan origin. We can thus see how syntax gives us some clue as to the meaning of an
unfamiliar word.
� Word attack
Another useful strategy for trying to understand what an unfamiliar word means is word-attack
skills. Word-attack skills refer to looking at the unfamiliar word in its context, and trying to see what
you can work out from the context and the syntax and any other clues, such as capital letters, to
help you understand the word.
An example could be the word ‘agri businesses. If we had never heard the word before and heard
the following sentence "The statistics for the production of wheat was poor compared to last year in
the agribusiness" we could do a word attack on "agribusiness" by thinking of its parts. We are
familiar with "agri" from terms like “agriculture” which we associate with farming. We also know the
word "business" as referring to trade, industry or a company. So we could guess that ‘agribusiness’
is something, which could be seen as a group of industries or trade dealing with farm produce and
services.
Context
Context can be defined as the text surrounding a word or passage; the words, phrases, or
passages that come before and after a particular word or passage in a speech or piece of writing.
The context helps to explain the word’s full meaning. When we looked at the word "agribusiness"
the context in which it was used also helped us guess at its meaning. We picked up clues from the
fact that it was.
Unfamiliar words
Sometimes we borrow words from another language. Borrowed words are foreign words and we
can usually only use the context and syntax in our word-attack to try and work out what they mean,
as the parts of the word will not be familiar to us. Look at the syntax, and context in which the word
that is in bold is used. Use your word attack skills to try and work out what it means if you are
unfamiliar with the word. Then look at the solutions.
A. Escargot is my favourite dish" said Francois.

B. My hunger was satisfied with the ostrich biltong which was so lekker.
C. I would rather watch flamenco than classical ballet.
D. Will you be having the legumes and chips with your steak?
E. That gogo must be over 80 years old.
F. These samoosas are delicious.
G. We survived poverty through sharing and ubuntu.
H. We can see from the context and syntax that escargot refers to a food item. It is in
I. Fact French for snails.
J. We can see from the context and syntax that biltong is a food. This is derived from
K. Afrikaans and is dried raw meat. ‘Lekker’ is Afrikaans for delicious.
L. We can see from the context and syntax that flamenco refers to a type of
M. Performance. It is a Spanish word describing a particular style of dancing.
N. We can see from the context that legumes are a type of food to be eaten with steak.
O. Legumes in French means vegetables.
P. We can see from the context and syntax that gogo refers to an old person. It means
Q. Granny in Zulu.
R. We can see that samoosas refer to a food item. It is an Urdu (Indian) word for a
S. Spicy delicacy that is triangular.
T. We can see that poverty was alleviated through ubuntu. Ubuntu is a Xhosa word for
U. Family/friends helping each other in all circumstances.
V. See what other examples of borrowed words you can think of. We have many from
W. Afrikaans and from Malaysia.
� Complex Terms
A complex term is a word made up of more than one word in order to combine two ideas together.
Complex is the opposite of simple; it means having many parts: made up of many interrelated
parts. We all know what marine means and we know what biology means. Marine Biology is the
specific complex term used to refer to the study of life forms that are related to the sea and coast.
Look at these neologisms, done in bold, in the context of the sentence. Use your word-attack
skills to try to match the examples with the definitions given in the list below the examples.
Match appropriate numbers then look at the solution.
1. Jabulani was amazed by the geocomputation used to analyze the area.
2. Local DJ Sammy is a great turntablist and is very popular.
3. Members of boybands often all look alike.

4. Johannes was found guilty of drug-rape after police discovered Rohypnol in his possession.
5. The new cultipacker attached to the tractor was extremely effective in tilling the soil.
6. Andrew is hopeless on the computer and is a real technophobe.
7. The sudden fall in the price of dot-com shares could have been predicted.
8. Boardsailers should be careful of huge swells in the ocean.
9. The women used the water sparingly when growing their vegetables because they were water-
wise.
Definitions:
a People using e.g. windsurfers on water.
b Companies that do business using the Internet.
c A farm tool (a large metal roller with grooves) that is pulled behind the tractor to tighten-up the
soil following ploughing/disking/seed.
d High performance computing in geographic information systems.
e A group of musicians who form a young all-male pop group.
f A person who plays records in an unconventional way for an audience.
g A form of sexual assault in which a chemical substance to reduce memory is used.
h A person who fears all modern inventions and machinery.
i Being aware of water restrictions and the need to conserve water.
Colloquialisms and slang.
A colloquialism is an informal expression; an informal word or phrase that is more usual in
conversation than in formal speech or writing, e.g. "I am beat" meaning I am tired; "I am now
finished and klaar" meaning "I am tired." Or “I want to give up”.
Slang is also an informal manner of speech. Slang can be defined in two ways, firstly as very
casual speech or writing when words, or expressions, are casual, or playful replacements for
standard ones; slang words or phrases are often short-lived, and are usually considered unsuitable
for formal contexts. Secondly it can be defined as language of an exclusive group; a form of
language used by a particular group of people, often deliberately created and used to exclude
people outside the group, e.g. "hang ten" is a phrase that comes from surfers’ slang.
We all use colloquialisms and slang in our ordinary day-to-day speech and also in emails or other
forms of written communication to our friends and family. In the formal settings however we should
guard against using them to our superiors and to our colleagues. In the professional world it is
more acceptable to use more formal standard ways of expressing ourselves, whether in writing or
in oral communication.

As always we need to be aware of our audience (listeners).
Look at these examples of slang and colloquialisms that are in bold font. If you are not familiar with
them, look at the syntax and context, and use your word-attack skills to try to figure out what they
mean. Then look at the explanations below and match the appropriate numbers.
1. Charlize is an ace actress.
2. Thabo asked where the action was in Mbekweni.
3. Has the greenchop been fed to the grazing animals yet?
4. Tomorrow our boss is bringing in the big guns.
5. Is the sheep suffering from bloat?
6. If Marlena doesn't go on diet soon she will end up a blimp.
7. Ismail never touches any booze.
8. The fresh cow is looking after its young.
9. If the weather is nice tomorrow Senta is going to go and catch some rays.
10. I did an all-nighter to get my work finished on time.
Explanations:
a most interesting place
b important people
c very fat person
d alcohol
e cow has recently given birth
f suntan
g freshly cut forage fed directly to animals
h abnormal accumulation of gases in ruminant animals which causes the upper left
side of the animal to swell
i stayed up late
j very impressive
Think carefully about whether you use too much slang or too many colloquialisms in your formal
communications.

Jargon
Jargon can be defined as specialist language; it is language that is used by a particular group,
profession, or culture, especially when the words and phrases are not understood or used by other
people, e.g. farmers’ jargon, or medical jargon.
Jargon is not a good way of communicating with the general public. Often the words used are so
specialized that unless we are familiar with the field it is very difficult for a person off the street to
work out what is meant by something. If we are with people who are in the same profession or a
group of friends who share the same hobby, it is perfectly acceptable to use jargon.
Read this extract that is aimed at people in the computer field (the jargon is in bold)
"Many people use MWEB as their ISP. When doing a search on the net you may just want to
browse. If the page is written in Java or in HTML then you can scroll up and down. You can also
download on to a floppy or a stiffy. A frustrating thing that happens is when the
URL can't be located, even though you have done a good search with keywords, or the server is
down". How much did you understand? If you are very computer literate you may have understood
quite a bit. If you know little about computers or the Internet this talk would not have meant very
much to you. This is an example of jargon. Can you think of ways that could help you understand
this better? You could ask someone who is an expert or you could find a good
Reference book to explain these terms. Remember, do not get intimidated by jargon. If someone
like a doctor or a salesperson uses jargon that you do not understand you should always ask for a
clear explanation.
Now think of a field in which you know quite a bit, such as plant growing techniques.
Do you ever use jargon that would not be understood by people outside this field?
How do you think it makes your listener (audience) feel?
Dialects
A dialect can be defined as a regional variety of language, with differences in vocabulary,
grammar, and pronunciation e.g. In the United Kingdom there are many different dialects such as
Scottish, Irish, Welsh, Cockneyetc. South African English as used by native English speakers can
be seen as a single dialect with the main differences being in accent. It is not very different from
standard (British) English although a number of different dialects have been identified with non-
native speakers, these include a number of varieties of 'township' English and the Cape Flats
dialect (although this is a mixture of English and Afrikaans).
Here is an example of Standard English "translated" into Scottish dialect.
"We are having a great time and are learning to communicate better in South African English."

"We ur havin' a braw time an' ur learnin' tae communicate better in south African sassenach" .
Here is an example of Standard English "translated" into an Ali G dialect:
"Hallo everybody! What are you up to on this fine day?”
"Alo everyone! wot iz yous up to on dis wicked day?"
Could you have used your word-attack skills to work out what "braw", "sassenach", and
"Wicked" mean in this context?
List these acronyms with their less familiar full names. Match the appropriate numbers
1. GMO a. South African Bureau of Standards
2. UNICEF b. Personnel Protective Equipment
3. UNISA c. Zimbabwean African National Unity Patriotic Front
4. WHO d. Keep It Straight and Simple
5. ARC e. Agricultural Research Council
6. KISS f. United Nations Children Education Fund
7. AZAPO g. World Health Organization
8. ZANU (PF) h. University of South Africa
9. SABS i. Azanian People's Organization
10. PPE j. United Nations Educational, Scientific and Cultural Org.
11. DWAF k. Department of Water Affairs
12. UNESCO l. Genetically Modified Organism
13. EIA m. Environmental Impact Analysis
Answers:
Next time you see an acronym try to work out from the context what the letters might stand for.
Remember it is another unfamiliar word on which to practise your word-attack skills.
Neologism
A neologism can be defined as a new word or meaning, or a recently coined word or phrase.
An example is the word 'hoover'. This was the name of a popular make of vacuum cleaner in the
1950's that then started to be used as a word in its own right, meaning 'to clean with a vacuum
cleaner' as in "I will hoover the room with the Electrolux."
Summarizing and Paraphrasing
Paraphrase is to rephrase and simplify; to restate something using other words, especially in order
to make it simpler or shorter, e.g. "he was suffering from an acute case of influenza and thus

absented himself from his place of learning", could be much more simply put as "he had bad flu
and so didn't come to college".
Summarize is to make a summary; to make or give a shortened version of something that has
been said or written, stating its main points, e.g. "The farm could have been over a million acres, it
looked as if it could stretch to outer space" can be summarised as “the farm was very big”
In order to paraphrase (and summarize) we need to be able to separate the main ideas from the
supporting evidence used as examples or additional material.Look at the examples of fairly long
complicated sentences given here and see if you can separate the main idea from the supporting
evidence in each case.
Write down what you think the main idea of each sentence is.
 Dr Tshabala, who is a kind and honourable man who has received much recognition for his
excellent service to the community, is currently working at the university.
 AIDS is a terrible illness which strikes at the immune system of rich and poor alike and has
caused the death of millions worldwide in a horrible and tragic manner.
 All the players in the orchestra, and by this I mean even the most insignificant clasher of
cymbals, need to focus their total and undivided attention on the conductor at all times,
indeed, for every second of the performance.
 The successful Farming Institute, which has been conducting classes since the year
 2000 and is situated in the Boland with more than a thousand students registered at the
moment, is investigating merging with other agricultural educational institutions.
What is vocabulary?
The following is the National Reading Panel’s definition of vocabulary. It’s important to make the
distiction between oral vocabulary and reading vocabulary. Oral vocabulary can be further divided
into listening vocabulary (receptive vocabulary, as our SLP’s call it) and speaking vocabulary
(expressive vocabulary). The words that are encountered in text (reading vocabulary) are more
complex than our speaking vocabulary.

Why is vocabulary important?
Vocabulary is important because it is a strong predictor of reading comprehension. If children
are to understand the text, they must know what most of the words mean before they can
comprehend what they are reading. Of course, this makes sense! Children with well-developed
vocabularies can recognize a new word in text faster and easier if the word has an identity in their
mind. Let’s consider the following example from The Mitten:
“A waft of warm steam rose in the air, and a fox trotting by stopped to investigate. Just the sight of
the cozy mitten made him feel drowsy.”
These two sentences are loaded with vocabulary (so cool!). What if the underlined words were not
a part of the child’s vocabulary and he has never been exposed to those words in conversation
or having books read to him? Certainly the child’s understanding of the text would be affected and
when the child tried to read those words, he would not have the background knowledge that would
help him figure out the word.

Formative assessment
Role play
Activity: 01
Instructions Identify Unfamiliar words/signs from your manual.
Determine Their meanings correctly by using knowledge
of syntax, word-attack skills/sign parameter/analysis skills,
and contextual clues
Method Group Activity
Media Method Flipchart
Answers:
Critical Cross Field
Orgaisation
DEMONSTRATING
Marks 10

Project
Group Activity: 02
Instructions What are the Different options for the meanings of
ambiguous words?
Answers:
Orgaisation
Communicating
Marks 05

Research PROJECT
Activity: 03
Instructions Explain how Main ideas are separated from supporting
evidence and paraphrased or summarised
Method Individual Activity
Answers:
Orgaisation
COLLECTING
Marks 10

Summative assessment
Simulation
ACTIVITY 01
Instructions Explain The purpose of visual and/or graphic
representations in texts
CCFO
ORGANISING
Mark 10
Answer:

Essay –Reflexive
Take some time to reflect on what you have learnt in this module and assess your
knowledge against the following pointers. Write down your answers. Should you not be
able to complete each of these statements, go back to your notes and check on your
understanding? You can also discuss the answers with a colleague.
Use a range of reading and/or viewing strategies to understand the literal meaning of
specific texts

Learning Unit 2:
Introduction
1. Source of text is identified and discussed in terms of reliability and
possible bias.
2. Attitudes, beliefs and intentions are explored in order to determine the
point of view expressed either directly or indirectly.
3. Techniques are explored and explained in terms of purpose and
audience.
4. Promotion of, or support for, a particular line of thought/cause is
identified and explained with reference to selection or omission of
materials.
Conclusion
Use strategies for extracting implicit
messages in texts

Key Points – Definitions
Reliability is the ability of a method or instrument to yield consistent results each time. Reliability is
strengthened by using well-designed instruments and by providing data collectors and respondents
with clear instructions on how to administer and complete instruments.
Validity is the ability of a method or instrument to accurately measure what it intends to or what it
is supposed to measure. Measurement is valid when it produces results addressing the specific
outcome you wish to measure. Valid measurement collects data on all relevant aspects or
dimensions of an outcome. Validity is also supported when the results produced by an instrument
are corroborated by information from other sources. For example, the validity of a math test is
supported when students who score high (or low) on the test also perform well (or poorly) at
solving math problems in class and on homework assignments.
Results are biased when they are systematically skewed or distorted. Results can be biased due
to the over- or under-representation of particular groups in the dataset, and due to question
wording that tends to encourage or discourage particular responses. The timing of data collection
can also systematically bias results.
Sticking Points and Common Issues
Below are some issues that may come up as learners consider the material, along with notes on
how to respond to these issues.
What do I do if I cannot get data collection in place before my program begins?
It is always best to make key decisions about methods and instruments before starting your
program. However, we recognize this may not always happen perfectly. Development and
improvement of methods and instruments is an ongoing process. Programs start from wherever
they are, but should strive to develop and strengthen data collection systems as quickly as
possible. For example, if a program needs to collect pre-and-post data, then, ideally, instruments
need to be developed and tested before the program starts. Otherwise, the program will not be
able to conduct a true pretest since the intervention will have already begun. In this situation, the
program would still need to conduct the pretest as early as possible and note in the progress report
that pretest data were collected late after the intervention started.
Under what circumstances may one modify an instrument?
In general, care should be taken when modifying instruments to avoid compromising the rigor,
quality, and usefulness of data. Sample instruments provided in support of national performance
measures may be modified as long as the instrument can still collect key data elements required

by the performance measurement instructions. Instruments that come from other sources can be
modified to fit your program context. However, modifying an instrument that has been validated will
compromise the integrity of the instrument, so it is not advisable to revise these instruments or the
instructions for their administration. When modifying an instrument always remain mindful of the
instrument’s original purpose and avoid modifications that deviate from this purpose or that will
weaken the rigor, quality, or usefulness of the data.
On the one hand, I am advised to pilot test and revise instruments. On the other hand, I am
advised not to revise standardized instruments. Does this mean that I should not pilot test
standardized instruments, since I cannot revise them?
The purpose of pilot testing is to improve instruments. Piloting includes testing the instrument itself
as well as the data collection process. If you plan to use a standardized instrument, pilot testing
can help you understand how well (or poorly) the instrument works in your context. This is
actionable information even if you are not revising the instrument or the procedures for
administering it. Sometimes modest changes to how an instrument is administered can fix
problems without compromising quality. If you encounter serious problems using a standardized
instrument then you know in advance that it cannot be used and you will have to consider
alternatives. Part of the value of pilot testing is simply learning about whether any problems exist –
and gaining greater confidence in your instruments if you find that they are free from serious
problems
Exercise – Understanding Reliability, Validity, and Bias
Instructions: Read each scenario and use the checkbox list to identify the most likely measurement
issue. Briefly explain your choice and propose a solution.
1. The Elmwood Tutoring Program provides one-on-one and small group literacy tutoring to
students in grades 3-5 who read below grade level. Students at two local primary schools
participate twice per week in 90-minute literacy tutoring sessions focusing on improving
students’ ability to read aloud (oral reading fluency). Outcome data are collected by school
personnel who administer a standardized reading comprehension test to students at the
beginning and end of the school year. Test results show trivial improvements in test scores
from pretest to posttest. Assuming the problem is with measurement and not with the program
design…
What is the most likely measurement problem? ☐ Reliability ☐ Validity ☐ Bias
Briefly explain your answer. __________________________________________________
________________________________________________________________________

Briefly, how might the program address this measurement problem? __________________
________________________________________________________________________
________________________________________________________________________
2. The Tupelo Housing Program assists economically disadvantaged and homeless individuals to
move into safe, healthy, and affordable housing. National service volunteers counsel
individuals on their housing needs, help them apply for housing assistance, and follow up to
provide continued assistance and to verify an individual’s housing status up to 9 months after
initial service. National service volunteers find that it is more difficult to track homeless men
than other economically disadvantaged clients over the 9-month period to verify their housing
status, so outcome data are missing for many homeless clients.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. The Dawsonville Children’s Health Initiative partners with local schools to provide a twice-
weekly afterschool physical fitness program for children ages 6-14. National service volunteers
strive to increase children’s exercise habits by teaching them about the benefits of regular
physical exercise and by organizing a variety of age-appropriate sports activities for children to
participate in. Changes in exercise habits are measured by a questionnaire that children
complete at the end of the program. However, the program manager is concerned that the
questionnaire is not producing high-quality data, particularly for questions that ask children
about their exercise habits before participating in the program. Assuming the problem is with
measurement and not with the program design…
________________________________________________________________________
________________________________________________________________________

________________________________________________________________________
4. The Easton Waterway Restoration Project partners with the State Bureau of Conservation
and Restoration to identify sections of the Victoria River for stream bank restoration. The goal
of this work is to create stream bank conditions that can lead to eventual water quality
improvements. Crews of national service volunteers implement remediation in accordance with
the State Bureau’s waterway management plan, including removal of trash and debris from
stream banks, removal of invasive plants, reintroduction of native plants, and erosion
abatement. Land managers from the State Bureau inspect project sites within 4 weeks of
project completion. The assessment instrument used by land managers contains checkbox
items to indicate whether various remediation actions were taken, but does not provide a way
to assess the quality of these remediation actions with respect to environmental standards.
Assuming the problem is with measurement and not with the program design…
________________________________________________________________________
________________________________________________________________________

Role play
Activity: 04
Instructions Discuss Source of text in terms of reliability and possible
bias
Answers:
Orgaisation
DEMONSTRATING
Marks 10

Project
Group Activity: 05
Instructions Explain how Attitudes, beliefs and intentions are explored
in order to determine the point of view expressed either
directly or indirectly
Answers:
Orgaisation
Communicating
Marks 05

Research PROJECT
Activity: 06
Instructions Explain Techniques in terms of purpose and audience
Method Individual Activity
Answers:
Orgaisation
COLLECTING
Marks 10

Summative assessment
Simulation
ACTIVITY 02
Instructions Identify and explain Promotion of, or support for, a
particular line of thought/cause with reference to selection
or omission of materials
CCFO
ORGANISING
Mark 10
Answer:

Essay –Reflexive
Use strategies for extracting implicit messages in texts

Learning Unit 3:
Introduction
1. Instructions and requests are acted upon.
2. Text-type, format and register used are on the appropriate level of formality.
Conclusion
Respond to selected texts in a manner
appropriate to the context

Oral Communication
Oral Communication is the ability to talk with others to give and exchange information & ideas,
such as: ask questions, give directions, coordinate work tasks, explain & persuade.
How we use this skill
 greeting people and taking messages
 reassuring, comforting or persuading
 seeking information & resolving conflicts
 facilitating or leading a group
Training can deliver unanticipated positive results
Within the extremely competitive call centre industry, one local company frequently reviews staff
training needs as part of its goal of continuous improvement. Even though there were no glaring
performance concerns, the company decided to include Essential Skills training for their new hires.
A needs assessment determined that effective call centre work requires a full range of oral
communication skills, including speaking with confidence and providing clear and concise
information using listening, questioning, reiteration and problem-solving skills.
Unexpectedly, incorporating Essential Skills into the existing training for new hires resulted in a
decrease in customer dissatisfaction rates. Company officials were doubly pleased because
increased customer satisfaction is often associated with higher employee satisfaction and
retention.

Writing
Writing is the ability to use the written word to create a clear message. It includes non-paper-
based writing such as typing on a computer. We use this skill when we organize, record,
document, provide information to persuade, request information from others and justify a request.
 organizing, recording or documenting
 providing information to persuade
 requesting information or justifying a request
 presenting an analysis or comparison
Brief, targeted training can have a big impact
A manufacturing company recently adopted a commitment to promoting from within to fi ll vacant
supervisor and management positions. Employees previously working in operations made the
move to these senior positions but the company soon discovered a problem with their written
communications skills.
These rising stars had superb technical knowledge but struggled with spelling, grammar,
punctuation and clear writing. This resulted in reports and documents that frustrated the reader,
were difficult to understand and carried the potential for costly or even tragic errors.
Workplace Education Manitoba conducted an assessment and determined that what was needed
was brief instruction in business writing techniques with a focus on clear language. It took just 10
hours of instruction to equip the employees with the skills they needed.

Role play
Activity: 07
Instructions Instructions and requests are acted upon
Answers:
Orgaisation
DEMONSTRATING
Marks 10

Project
Group Activity: 08
Instructions Explain why Text-type, format and register used should
be on the appropriate level of formality
Answers:
Orgaisation
Communicating
Marks 05

Essay –Reflexive
Respond to selected texts in a manner appropriate to the context.

Learning Unit 4:
Introduction
1. The choice of words/signs, language usage, symbols, pictures and tone/sign
size and pace is described in terms of how a point of view is shaped or
supported
Conclusion
Explore and explain how language
structures and features may influence a
reader/viewer

Reading
Reading Text is the ability to read and understand written information in many different types of
workplace documents, e.g., work instructions, emails and memos, health & safety manuals &
policies & reports. We use this skill to scan for information, skim for overall meaning, evaluate what
we read and integrate information from multiple sources.
 scanning for information
 skimming for overall meaning
 critiquing or evaluating what’s read
 integrating information from multiple sources
Resistance to change or an Essential Skills need?
Despite a 25-year positive employment record at a medium-sized company, Bevhad become
increasingly uncooperative with the assignment of new tasks. Absenteeism became an issue and
she started filing a large number of grievances.
A union representative determined that Bev’s problem was likely literacy related. Based on a skills
assessment, a training program was put in place and within three months Bev’s improved skill level
and resulting change in attitude allowed her to be a capable part of the new work process and
routine.

Role play
Activity: 09
Instructions Describe The choice of words/signs, language usage,
symbols, pictures and tone/sign size and pace in terms of
how a point of view is shaped or supported
Answers:
Orgaisation
DEMONSTRATING
Marks 10

Essay –Reflexive
knowledge against the following pointers. Write down your answers. Should you not be able
to complete each of these statements, go back to your notes and check on your
Explore and explain how language structures and features may influence a reader/viewer

Annexure 1: Growth Action Plan
The personal development plan will enable you address any areas of weakness that you
identify during the course and stimulate your desire for personal growth.
Growth Action Plan
I have identified the following as areas in which I need to improve in order to
become competent. List in order of priority.
Actions to
be taken
Resources Completion date Evidence
Learner Name:
Learner Signature:
Facilitator Name:
Facilitator Signature:

Annexure 2: Words that are new to me
Compile a list of words that is new to you and discuss the meaning of the words with your
facilitator.
Term Description
e.g. characteristic
Trait, feature, quality, attribute, etc
Learner Name:
Learner Signature:
Facilitator Name:
Facilitator Signature:

Annexure 3: Training Evaluation
Training Program
Facilitator Name
Date
Ratings:
1 Poor
2 Areas for Improvement
3 Meet the standard requirements
4 Very Good
5 Excellent
Tick where appropriate:
Did the training relate to your job e.g. skills, knowledge? 1 2 3 4 5
Comments:
To what extent will your performance improve as a
result of attending this training
1 2 3 4 5
Comments:
To what extent would you recommend this course to others? 1 2 3 4 5
Comments:
Did this training meet your desired needs? 1 2 3 4 5
Comments:
Was the training material user friendly / easy to understand? 1 2 3 4 5

Annexure 4: Evaluation of Facilitator
Ratings:
1 Poor
2 Areas for Improvement
3 Meet the standard requirements
4 Very Good
5 Excellent
Tick where appropriate:
1 2 3 4 5
Preparation for the training
Knowledge of subject
Handling of questions
Interaction with participants
Voice clarity
Use of training aids (flip charts, handouts, etc)
Facilitator made training exciting
Recommendation of facilitator for future training
Other comments on Facilitator’s delivery of his training

2.Bibliography
Acknowledgements & Reference
The following web-sites have been used for research:
Supplier
Yellow Media Publishers
Senior learning material Developer:
Ms Duduzile Zwane
www.yellowmedia.co.za
dudu@yellowmedia.co.za

SECTION C: SELF REFLECTION
I enjoyed/did not enjoy this module because:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
I enjoyed/did not enjoy this module because:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
I found group work ___________________________________!!!
The most interesting thing I learnt was:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
I feel I have gained the necessary skills and knowledge to:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
______________________________________________________________
______________________________________________________________

Please add the following to this module:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Some comments from my classmates about my participation in class:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________________________________________________
_____________________________________________________________

Self-Assessment
Self-Assessment:
You have come to the end of this module – please take the time to
review what you have learnt to date, and conduct a self-assessment
against the learning outcomes of this module by following the
instructions below:
Rate your understanding of each of the outcomes listed below:
Keys:  - no understanding
 - Some idea
 - Completely comfortable
NO OUTCOME
SELF
RATING
  
1.
Use a range of reading and/or viewing strategies to
understand the literal meaning of specific texts
2. Use strategies for extracting implicit messages in texts.
3.
Respond to selected texts in a manner appropriate to the
context
4.
Explore and explain how language structures and features
may influence a reader/viewer

Learner Evaluation Form
Learning
Programme Name
Facilitator Name
Learner name
(Optional)
Dates of
Facilitation
Employer / Work
site
Date of
Evaluation
Learner Tip:
Please complete the Evaluation Form as thoroughly as you are able
to, in order for us to continuously improve our training quality!
The purpose of the Evaluation Form is to evaluate the following:
 logistics and support
 facilitation
 training material
 assessment
Your honest and detailed input is therefore of great value to us, and
we appreciate your assistance in completing this evaluation form!

A Logistics and Support Evaluation
No Criteria / Question
Poor
BelowStandard
Sufficient
AboveStandard
Excellent
1 Was communication regarding attendance of the
programme efficient and effective?
2 Was the Programme Coordinator helpful and efficient?
3 Was the training equipment and material used effective and
prepared?
4 Was the training venue conducive to learning (set-up for
convenience of learners, comfortable in terms of
temperature, etc.)?
Additional Comments on Logistics and Support
Poor
BelowStandard
Sufficient
AboveStandard
Excellent
B Facilitator Evaluation
1 The Facilitator was prepared and knowledgeable on the
subject of the programme
2 The Facilitator encouraged learner participation and input
3 The Facilitator made use of a variety of methods,
exercises, activities and discussions
4 The Facilitator used the material in a structured and
effective manner
5 The Facilitator was understandable, approachable and
respectful of the learners
6 The Facilitator was punctual and kept to the schedule
Additional Comments on Facilitation

Poor
Below
Standard
Sufficient
Above
Standard
Excellent
1 2 3 4 5
C Learning Programme Evaluation
1 The learning outcomes of the programme are
relevant and suitable.
2 The content of the programme was relevant
and suitable for the target group.
3 The length of the facilitation was suitable for
the programme.
4 The learning material assisted in learning new
knowledge and skills to apply in a practical
manner.
5 The Learning Material was free from spelling
and grammar errors
6 Handouts and Exercises are clear, concise
and relevant to the outcomes and content.
7 Learning material is generally of a high
standard, and user friendly
Additional Comments on Learning Programme
D Assessment Evaluation
Poor
Below
Standard
Sufficient
Above
Standard
Excellent
1 2 3 4 5
1 A clear overview provided of the assessment
requirements of the programme was provided
2 The assessment process and time lines were clearly
explained
3 All assessment activities and activities were discussed
Additional Comments on Assessment

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