VU21448 Read and write short, simple instructional and informational texts

Unit Code

VU21448

Unit Title

Read and write short, simple instructional

and informational texts

Unit Descriptor

This unit describes reading and writing performance

outcomes, skills and knowledge required by adult learners of
English as an additional language to read and write short,
simple digital and/or print informational and instructional texts
directly related to immediate personal and social needs.
The outcomes described in this unit relate to:
The ISLPR (International Second Language Proficiency
Ratings) descriptors for Reading and Writing. They
contribute directly to the achievement of Reading 1+ and
Writing 1+
and
the Australian Core Skills Framework (ACSF) They
contribute directly to the achievement of ACSF indicators of
competence for Reading and Writing at Level 1.

Employability Skills

This unit contains employability skills.

Application of the Unit

This unit applies to participants wishing to develop simple

reading and writing skills to satisfy immediate personal and
social needs in familiar and mostly predictable community,
educational or workplace contexts.

Element

Performance Criteria

Elements describe the

essential outcomes of a unit of
competency. Elements
describe actions or outcomes
that are demonstrable and
assessable.

Performance criteria describe the required performance needed to

demonstrate achievement of the element they identify the
standard for the element. Where bold/italicised text is used, further
information or explanation is detailed in the required skills and
knowledge and/or the range statement. Assessment of performance
is to be consistent with the evidence guide.

1 Follow short simple

written directions or
instructions

1.1 Identify the purpose of the short simple

written directions or instructions
1.2 Clarify and confirm actions required
1.3 Complete the requirements according to the instructions
or directions

2 Write short simple

instructional texts for
immediate personal and
social purposes

2.1 Identify the purpose of the text and clarify the

needs of the audience
2.2 Select information as appropriate

2.3

Use format appropriate to purpose to record

instructions

2.4

Check writing and make revisions as needed

3 Read short, simple

informational texts

3.1 Identify the audience and purpose in the short

simple informational text
3.2 Scan text for specific information
3.3 Identify key vocabulary items

4 Write short simple

informational texts

4.1 Identify the audience and purpose for the short simple
informational text
4.2 Plan writing
4.3 Convey information clearly in short sentences
4.4 Check text and produce final draft

Required Knowledge and Skills

This describes the essential skills and knowledge and their level required for this unit.

Required Linguistic Knowledge and Skills:

a limited range of simple content words, phrases and expressions relevant to immediate
needs
to respond to simple instructions e.g. Tick the answer
to read and compose short, simple informational texts e.g. time, place, date and cost of class
performance

a limited range of simple phrases and formulaic expressions used in simple instructions
and information texts
a limited range of simple adjectives and modifying devices e.g. In central Australia it is
very hot and dry to provide detail in informational texts
a limited number of simple adverbial phrases:
sequencing / discourse markers e.g. first, next, finally
adverbs of time and manner e.g. usually, now, slowly, quickly e.g. Sale on now

a limited range of common high frequency tenses e.g.

simple present e.g. to be The house is in Dandenong and to go + direction
simple past
imperative Meet at the canteen
future with will You will complete three tests

 a limited range of simple phrasal verbs e.g. Mix in

simple modals e.g. must, have to, You must mix it slowly

 simple contracted forms e.g. Your teacher cant come until 2:30
simple connectives e.g. and, or, but, because:
to follow instructions e.g. Heat the milk but do not boil
to read and write informational texts e.g. Students can go home because the The school
is closed today

the alphabet in upper and lower case:

to read letters in the context of simple whole words
to decode meaning of simple text
to copy and construct words, numbers and simple sentences using correct letter and word
order

regular and irregular plural forms e.g. strawberries

basic structural features of informational texts e.g.
short, simple sentences (subject-verb-object)
short compound sentences
simple punctuation such as full stop and question marks

simple question forms e.g.

to seek clarification and confirmation of meaning in instructions and information texts
to seek assistance from support person to draft and check writing and make corrections

reading skills to access simple bilingual dictionary and / or simple English dictionary to
check unfamiliar words
Required sociolinguistic and cultural knowledge and skills:
appropriate register in writing according to the audience and the purpose of the text
conventions to complete short simple informational texts e.g.
layout e.g. headings, bullet points
visual and diagrammatic elements e.g. tables or diagrams

writing conventions from left to right and top to bottom

Range Statement
The Range Statement relates to the unit of competency as a whole. It allows for different work
environments and situations that may affect performance. Bold / italicised wording in the
Performance Criteria is detailed below.

Purpose may include:

to access information, goods or services e.g.

to locate information
to obtain a required book
to renew a library book

to use equipment e.g. a printer

to access learning activities

 to complete a test
to find a location e.g.

 instructions on where to meet for a class activity

to get from one place to another

personally relevant instructions or directions e.g.

study timetable
vocabulary lists, translation of new words learned

Short simple written

directions or instructions may
include:

written on paper or online e.g.

on screen step by step instructions such as ATM
withdrawal, library book renewal
paper based or online instructions for a language
learning activity
simple directions to a nearby location (as part of a notice
or email for an excursion or community activity)
a list of ingredients or items for a community activity or
class party
simple recipe
using basic equipment such as the photocopier,
language learning software program
notes
signs eg keep out, dont touch

Actions may include:

number of and order of steps to take

requirements e.g. completion of forms
collection of equipment or other items e.g. ingredients
and items required to follow a recipe
confirming with others

Needs of the audience may

include:

audience may be fellow classmates, community

members or self
legible handwriting, clear logical layout, key information
highlighted, correct spelling and grammar,
accurate numerical information, e.g. times (am or
pm)/addresses/quantities, such as kilos, grams
information in one or more languages

Format may include:

Lists with headings e.g.

shopping list/recipe/ingredients
book list/personal vocabulary list/verb tenses list

short texts copied from dictionaries e.g. definitions, pronunciation of words

copying short texts from notices, community posters,

schedules, train/tram times

 simple instructions for a specific purpose, e.g. how to

make something, directions to a place

chart
labelled diagram/map
prose format, which may include visual
note form using headings and bullet points / outline
numbering
digital format
Check may include:

asking the teacher or support person to check

asking another student to check
asking a friend or family member to check
review using bilingual resources e.g. dictionary
using word processing spell check

Audience and purpose may

include:

specific group e.g. to inform students of arrangements

for a course
teacher e.g. a report as part of an assessment
peers e.g. informational report to class members
community e.g. information about a social event, an
upcoming market
newsletter items for a community group e.g. local
soccer club
fellow parents or workers e.g. information in a report, a
blog or in a newsletter
about a problem and solution
to compare and contrast
to describe cause and effect

Short simple
informational texts may
include:

online screen based texts and paper based texts

a short news item for a class newspaper
a description of a room for rent; car for sale, house for
rent
simple brochure
simple poster/flyer e.g. for a class activity, a community
event

Specific information may

include:

main topic or ideas

people involved
names of places or locations

 specific facts e.g.

when
why
how
past and future events

linguistic items as listed under Required Linguistic

Skills and Knowledge e.g. connectives
but comparisons
because giving reasons

Key vocabulary items may

include:

words and phrases to describe

time
place
people
news events e.g. storm damage
equipment
quantities
rules e.g. regarding riding a bicycle

Plan writing may include:

selecting information for appropriate content

selecting appropriate layout and format to meet
audience needs e.g.
colour
headings and sub headings
italics and bold
bullet points and numbering

selecting graphic aids e.g. photos and diagrams

planning structure of the written piece using linguistic
features e.g. linking words, temporal sequence

Evidence Guide
The evidence guide provides advice on assessment and must be read in conjunction with the
Elements, Performance Criteria, Required Skills and Knowledge, the Range Statement and the
Assessment section in Section B of the Accreditation Submission.

Critical aspects for

assessment and evidence
required to demonstrate
competency in this unit

Assessment must confirm the ability to:

use familiar conventions and linguistic knowledge to:
read simple instructional and information texts related to
familiar topics such as personal details, daily routines,
immediate social and study needs
construct simple instructional and informational texts

which include
short sentences

using formats as appropriate to need and context

 review own written instructional and informational texts

for accuracy

Context of and specific

resources for assessment

Assessment must ensure:

assessment tasks use texts which are
related to familiar topics and immediate personal and
social settings
contain familiar structures and vocabulary
include familiar cultural references

access to online texts and print based texts

access to EAL resources e.g.
bilingual dictionary
simple English dictionary or picture dictionary
charts, word lists

support for the learner takes into consideration the

following:
need for frequent support to interpret meaning and
understand unfamiliar cultural references
need for strong support from the context, including visual
cues to interpret meaning
need for extended time to read and complete written
texts
writing may include omission of articles, errors in verb
tenses and agreement

Method(s) of assessment

The following assessment methods are suitable for this

unit:
verbal questioning to establish understanding of
written instructions and information
a portfolio containing evidence of completed texts
additional verbal questioning to confirm
linguistic, sociolinguistic and cultural
knowledge