I’m currently working on developing a set of generic project templates that tutors can use to bring together unit standards 22664 (Reading) and 22662 (Writing) in the context of some other narrowly focused topic of study. I’ll add 26625 later as well if this works well enough.

Here’s what I’ve done so far:

1. My initial brainstorming and rough ideas are here.
2. The revised structure I came up with is here.
3. My guidelines for selecting reading texts at or above step four in the reading strand are here.

Next I need to create a couple of templates. One template is to capture information that relates to the evidence requirements of Unit Standard 22664 for the learner’s reading portfolio. The other is a template to capture the writing process that will follow.

What I’ve outlined below is what I see as the minimum required for a evidence collection sheet for US 22664 on reading. Again, this is a bit rough and I’ll deal with the writing template in another post. I’ve modified the structure again slightly.

Evidence coversheet for embedded reading (US22664)

1. Complete this before you read
   • Learner name:
   • Tutor:
   • Class or group:
   • Date:
   • Title of the reading text:
   • Author, website or other source:
2. Getting started
   • Predict: What do you think this is about?
   • Make notes below on anything you need to know before you get started. Your tutor can help with this.
3. Reading: First time through the text
   • Read it
   • Identify and write down any problem words.
   • Identify and write down the most important explicit information and ideas in the text. Refer to the prompts below for different kinds of explicit information and ideas that you might find.

     Prompts: Explicit information ideas might include any of the following:

     • An object
     • A person or people
     • A time or date
     • A unit of measurement
     • A suggestion, recommendation, or advice
     • An action
     • A location or place
     • The meaning of a word, sentence, or paragraph
     • If something is true or correct
     • A reason or cause
     • A solution to a problem
     • A step or steps in a process
     • The purpose of a text
     • A particular situation or state
     • Anything else that jumps out at you from the text
   • Make notes on any important information and ideas that you find.
4. Reading: Second time through the text
   • Read it again
   • Identify and record implicit ideas in the text. Refer to the prompts below to get you started:

     Prompts: Try and answer any of these questions to try and read between the lines.

     • Can you make an educated guess about why this is important?
     • What is the writer not saying here?
     • What questions does this raise?
     • Can you identify the difference between what’s opinion here and what’s fact?
     • Why do you think you need to know this?
     • What’s your opinion about what you’ve just read?
5. Purpose
   • Identify and explain writer’s purpose. Why do you think the writer wrote this? What was their purpose?
   • What about your own purpose for reading? Evaluate the text in terms of one of usefulness, interest, validity, credibility.