US 26624 Annotated exemplars

This annotated exemplar is intended for teacher use only. Annotated exemplars are extracts of student evidence, with commentary, that explain key parts of a standard. These help teachers make assessment judgements at the grade boundaries.

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Using 266 unit standards for the Literacy and Numeracy co-requisite (external link) - NCEA.education

For Outcome 1 learners must read texts that reflect the reading demands described by Step 4 of the ‘Read with understanding’ strand of the Learning Progressions for Adult Literacy.

This text is of sufficient length and complexity to meet these requirements, see Guidance Information (GI) 3.

This sample of evidence has been taken from a portfolio of evidence generated over a period of at least one month as required by GI3.

The evidence for this text was naturally occurring from a careers advice context within a Youth Guarantee programme, see GI3.

Information relevant to the reader’s purpose has been located (1), see Performance Criteria (PC) 1.1.

The text has been summarised in the learner’s own words in terms of its ideas. Supporting evidence for these ideas has been provided. Both explicit (2) and implicit (3) ideas have been summarised, see PC1.2.

Examples of ideas and supporting evidence described by the learner:

• explicit: you don’t have to have NCEA or certain school subjects (evidence: quote from website).
• explicit: you need communication and personal skills (evidence: highlighting/annotation on original text).
• implicit: the NZ police want all different types of people (evidence: reference to two relevant sections of website; highlighting on original text).

The text has been described in the learner’s own words in terms of the writer’s purpose (4), see PC1.3.

The text has been evaluated in relation to the learner’s purpose for reading (4). Since the learner’s purpose was to find information, the evaluation considers whether the text provided the information the learner was looking for. Supporting evidence has been provided, see PC1.4.

For Outcome 1, learners must read texts that reflect the reading demands described by Step 4 of the ‘Read with understanding’ strand of the Learning Progressions for Adult Literacy. This text is of sufficient length and complexity to meet these requirements, see Guidance Information (GI) 3.

This sample of evidence has been taken from a portfolio of evidence generated over a period of at least one month, see GI3.

The evidence for this text was naturally occurring from a vocational training context involving work towards a Health and Safety Unit Standard, see GI3.

Information relevant to the reader’s purpose has been located (1), see Performance Criteria (PC) 1.1.

The text has been summarised in the learner’s own words in terms of its ideas. Supporting evidence for these ideas has been provided. Both explicit (2) and implicit (3) ideas have been summarised, see PC1.2.

Examples of ideas and supporting evidence described by the learner:

• explicit: The best approach is to eliminate the hazard (evidence: reference to chart on page 3)
• explicit: If you can’t eliminate the hazard you should try to isolate or minimise the risk (evidence: reference to chart on page 3)
• implicit: Group safety controls are things that employers would be responsible for (evidence: reference to page 1, examples of group controls).

The text has been described in the learner’s own words in terms of the writer’s purpose (4) see PC1.3.

The text has been evaluated in relation to the learner’s purpose for reading (5). Since the learner’s purpose was to find information, the evaluation considers whether the text provided the information the learner was looking for. Supporting evidence has been provided, see PC1.4.

For Outcome 1, learners must read texts that reflect the reading demands described by Step 4 of the ‘Read with understanding’ strand of the Learning Progressions for Adult Literacy. This text is of sufficient length and complexity to meet these requirements, see Guidance Information (GI) 3.

This sample of evidence has been taken from a portfolio of evidence generated over a period of at least one month, see GI3.

The evidence for this text was naturally occurring from an Agriculture classroom context, see GI3.

Information relevant to the reader’s purpose has been located (1), see Performance Criteria (PC) 1.1.

The text has been summarised in the learner’s own words in terms of its ideas (2). Supporting evidence for these ideas has been provided. Only explicit ideas have been summarised for this text; other texts in this portfolio contained evidence for implicit ideas, see PC1.2.

Examples of ideas and supporting evidence described by the learner:

• explicit: Sulphurgain products are suitable for NZ conditions (evidence: relevant quotation).
• explicit: The products can help provide sulphur in the short term and the long term (evidence: relevant quotations).

The text has been described in the learner’s own words in terms of the writer’s purpose (3), see PC1.3.

The text has been evaluated with supporting evidence in terms of the learner’s purpose for reading. Since the learner’s purpose was to find information, the evaluation considers whether the text provided the information the learner was looking for. Supporting evidence has been provided (4).

For Outcome, learners must read texts that reflect the reading demands described by Step 4 of the ‘Read with understanding’ strand of the Learning Progressions for Adult Literacy. This text is of sufficient length and complexity to meet these requirements, see Guidance Information (GI) 3.

This sample of evidence has been taken from a portfolio of evidence generated over a period of at least one month, see GI3.

The evidence for this text was naturally occurring from an English classroom context as part of a reading log standard, see GI3.

Information relevant to the reader’s purpose has been located. Implicit evidence of this is provided in the learner’s highlighting on the original text and the learner’s correct responses to the three-level guide questions. See Performance Criteria (PC) 1.1.

This text does not meet the requirements for PC1.2. Although ideas within the text have been explored within the three-level guide questions, the standard requires learners to summarise ideas from texts read in their own words, see PC1.2.

The text has been described in the learner’s own words in terms of the writer’s purpose(1). See PC1.3.

The text has been evaluated with supporting evidence in terms of the learner’s purpose for reading (2). Since the learner’s purpose was to be entertained (reading for pleasure), the evaluation considers whether the learner enjoyed the text. Supporting evidence has been provided. See PC1.4.

For Outcome 1, learners must read texts that reflect the reading demands described by Step 4 of the ‘Read with understanding’ strand of the Learning Progressions for Adult Literacy. This text is of sufficient length and complexity to meet these requirements. See Guidance Information (GI) 3.

This sample of evidence has been taken from a portfolio of evidence generated over a period of at least one month, see GI3.

The evidence for this text was naturally occurring from a Physical Education classroom context as part of a nutrition study. See GI3.

Information relevant to the reader’s purpose has been located (1). See Performance Criteria (PC) 1.1.

The text does not meet the requirements for PC1.2. The text has been summarised in the learner’s own words in terms of its explicit ideas (2). However, the learner has not provided supporting evidence from the text for the ideas that were identified in this text. See PC1.2.

Examples of ideas described by the learner (without supporting evidence):

• explicit: Most people already eat enough protein and don’t need to add protein products to their diets (no evidence provided)
• explicit: Eating too much extra protein can damage the liver and kidneys (no evidence provided)
• explicit: People should not consume extra protein without checking with their doctor or dietitian as to whether they actually need it (no evidence provided).

The text has been described in the learner’s own words in terms of the writer’s purpose (3). See PC1.3.

The text has been evaluated with supporting evidence in terms of the learner’s purpose for reading (4). Since the learner’s purpose was to learn about someone’s opinion, the evaluation considers whether the text detailed that opinion. Supporting evidence has been provided. See PC1.4.

For Outcome 1, learners must read texts that reflect the reading demands described by Step 4 of the ‘Read with understanding’ strand of the Learning Progressions for Adult Literacy. This text is of sufficient length and complexity to meet these requirements. See Guidance Information (GI) 3.

This sample of evidence has been taken from a portfolio of evidence generated over a period of at least one month, see GI3.

The evidence for this text was naturally occurring from a Foundation Skills classroom context as part of daily reading activities. See GI 3.

Information relevant to the reader’s purpose has been located, (1) see Performance Criteria (PC) 1.1.

The text has been summarised in the learner’s own words in terms of its ideas. Supporting evidence for these ideas has been provided. Both explicit (2) and implicit (3) ideas have been summarised. See PC1.2.

Examples of ideas and supporting evidence described by the learner:

• explicit: the movie was quite entertaining (evidence: list of adjectives from the text)
• implicit: overall the reviewer did not think the Pitch Perfect movies were really great movies (evidence: relevant quotes).

The text does not meet the requirements for PC1.3. The text has not been described in the learner’s own words in terms of the writer’s purpose; instead, the learner has described his/her own purpose for reading the text (4) Information about the learner’s purpose for reading is needed to support evidence related to PC1.1 and 1.4, but learners are also required to describe the writer’s purpose for each text read. See PC1.3.

The text has been evaluated with supporting evidence in terms of the learner’s purpose for reading (5). Since the learner’s purpose was to find out a reviewer’s opinion in order to make a decision, the evaluation considers whether the text provided the information the learner was looking for. Supporting evidence has been provided see PC1.4.

For Outcome 1, learners must read texts that reflect the reading demands described by Step 4 of the ‘Read with understanding’ strand of the Learning Progressions for Adult Literacy. This text is of sufficient length and complexity to meet these requirements. Refer to Guidance Information (GI) 3.

This sample of evidence has been taken from a portfolio of evidence generated over a period of at least one month, see GI3.  

The evidence for this text was naturally occurring from an English classroom context involving a Famous New Zealanders investigation. See GI1.3.

Information relevant to the reader’s purpose has been located (1). See Performance Criteria (PC) 1.1.

The text has been summarised in the learner’s own words in terms of its ideas. Supporting evidence for these ideas has been provided. Both explicit (2) and implicit (3) ideas have been summarised. See PC1.2.

Examples of ideas and supporting evidence described by the learner:

• explicit: Buck Shelford was a New Zealand hero (evidence: fans wanted him back on the field)
• explicit: his fans wanted him back on the field (evidence: fans brought “Bring back Buck” placards)
• implicit: Buck Shelford was passionate about being Māori (evidence: how he “brought the Māori back into the haka” and the effect his haka had on people – spine shiver / goose bumps).

The text has been described in the learner’s own words in terms of the writer’s purpose, (4) see PC1.3.

The text does not meet the requirements for P 1.4. The text has been evaluated with supporting evidence, but the evaluation does not relate to the learner’s purpose for reading (5). The evaluation considers the learner’s interest and enjoyment of the text, but the learner’s purpose for reading was to learn about a famous New Zealander.