ASPECTS OF COMMUNICATION

READING LEVEL 3 - SAMPLE ACTIVITIES

Personal(expressing identity)

• Reads and selects information from a range of written texts both online and in hard copy, e.g. finds time and date of a music concert on online ticket website, finds appropriate podcasts, uses internet banking, plans itinerary from holiday brochures and fact sheets
• Reads short simple narrative of choice and discusses how text reflects author’s opinion about characters, events or ideas
• Reads a range of texts, e.g. formal letter, brochure, SMS, MSN, noting key differences of presentation and layout 

Cooperative(interacting in groups)

• Reads agenda/notes relevant to a workplace or other community meetings and asks questions to clarify meaning and information and to promote discussion
• Reads information of relevance to work team and suggests how information may apply to group activities or represent group interests, e.g. annual profit and loss over a period of time
• Reads and responds to notices posted on chat rooms 

Procedural(performing tasks)

• Selects and applies the procedures and strategies needed to perform a range of tasks after reading appropriate texts, e.g. machinery/equipment manuals, Standard Operating Procedures, work instructions, emailing assignments as attachments, buying on eBay
• Uses text organisers in books, manuals, as an aid to reading, e.g. table of contents, indexes
• Interprets information gained from tables, charts and other graphic information using a range of sources including brochures, internet, memos, e.g. plans travel arrangements using a flight schedule and/or brochure, completes work according to work schedule/time frame, takes issues for discussion to team meetings

Technical (using tools and technology)

• Uses the author, title, key-word and other search indexes of a library computer
• Reads and follows information presented in technical drawings, manuals and work instructions, e.g. specifications for job, construction plans
• Uses ‘help’ facility on software programme to find out how to format a text, e.g. brief report, contribution to workplace or community newsletter, emails to colleagues or to place orders, spreadsheets

Systems(interacting in organisations)

• Reads and interprets diagrammatic/graphic texts which are unambiguously presented, e.g. flow chart to describe simple operation in the workplace, pathways of classes/subjects
• Identifies relevant information from a range of written texts, e.g. selects personally relevant job advertisement(s) in a newspaper, identifies specific information in an online course handbook

Public(interacting with the wider community)

• Identifies key messages in a longer text, e.g. reads a newspaper feature article and identifies the main issues
• Uses program guides, reviews and promotions to make choices about personal viewing
• Interprets information from a bar graph in an article, then extrapolates information to form an opinion, predict a trend or make recommendations
• Reads a diagrammatic text and comments on how information supports or refutes a particular point of view, e.g. how statistics on road fatalities presented in graphic form might be used to justify stricter road rules