The document provides guidance for an assessment related to improving literacy and numeracy. It asks the recipient to choose one aspect of literacy and numeracy to improve and identify a framework to guide their embedding approach. It discusses key frameworks like Te Whare Tapa Whā and the learning progressions for literacy. It also provides examples of breaking down frameworks into more specific concepts and categorizing vocabulary. The document appears to be providing a template and guidance for an assessment task focused on literacy and numeracy improvement.

1. Getting Started
Literacy & Numeracy
Hui 2
Graeme Smith

2. ASSESSMENT
What are the main factors contributing to low LN levels? What
have you tried to address these challenges?
Choose one aspect of literacy that you aim to improve. Identify a
key framework & explain how you can use it to guide your
embedding approach.
Choose one aspect of numeracy that you aim to improve. Identify
a key framework & explain how you can use it to guide your
embedding approach

3. Embedded literacy and
numeracy combines the
development of literacy and
numeracy skills with other skills.

6. Te Whare Tapa Whā

7. Read with Understanding
Decoding Vocabulary Language & Text
Features
Comprehension Reading
Critically
1
2
3
4
5
6
THE DETAILS ARE A DISTRACTION
UNTIL YOU KNOW WHAT YOU’RE DOING

8. Read with Understanding
Decoding Vocabulary Language & Text
Features
Comprehension Reading
Critically
1
2
3
4
5
6
1
3
WHAT CONCEPTS DO
YOU NEED TO KNOW FIRST?
4
2

9. Read with Understanding
Decoding Vocabulary Language & Text
Features
Comprehension Reading
Critically
1
2
3
4
5
6
STRAND
PROGRESSION
STEP
WHAT CONCEPTS DO
YOU NEED TO KNOW FIRST?
MAPPING

10. BREAKING
DOWN THE
LEARNING
PROGRESSIONS
FURTHER
DEALING ONLY
WITH WHAT IS
USEFUL
Vocabulary
1
Everyday
words
2
3
4 Academic
words
5
6 Technical words

11. Vocabulary
1
Everyday
words
2
3
4 Academic
words
5
6 Technical words
Which words do
my students need
to know…?

12. Vocabulary
1
Everyday
words
2
3
4 Academic
words
5
6 Technical words
Which words do
my students need
to know…?

13. Vocabulary
1
Everyday
words
2
3
4 Academic
words
5
6 Technical words
Which words do
my students need
to know…?
GAP
Which words do
they already
know…?

14. TITLE
Text

15. TITLE
Text

16. TITLE
Text
Thickness
Floor
Cuts
Surface
Ground
Subtracting
Maintain
Requirement
Require
Adjust
Piles
Joists
Bearers
Finished Floor Level
(FFL)
Timber treatment
Anchor piles
Scarf cut
Damp proof course
Proximity
TECHNICAL
WORDS

17. TITLE
Text
Thickness
Floor
Cuts
Surface
Ground
Subtract
Maintain
Requirement
Require
Adjust
Piles
Joists
Bearers
Finished Floor Level
(FFL)
Timber treatment
Anchor piles
Scarf cut
Damp proof course
Proximity
ACADEMIC
WORDS
TECHNICAL
WORDS

18. TITLE
Text
Thickness
Floor
Cuts
Surface
Ground
Subtract
Maintain
Requirement
Require
Adjust
Piles
Joists
Bearers
Finished Floor Level
(FFL)
Timber treatment
Anchor piles
Scarf cut
Damp proof course
Proximity
EVERYDAY
WORDS
ACADEMIC
WORDS
TECHNICAL
WORDS

19. + Vocabulary E.g.
1
Everyday
words
Thickness
Floor
Cuts
Surface
Ground
2
3
4 Academic
words
Subtract
Maintain
Requirement
Require
Adjust
5
6 Technical words
Piles, Joists, Bearers, Finished Floor
Level (FFL), Timber treatment,
Anchor piles, Scarf cut, Damp proof
course, Proximity
What could we do
with this list?

20. Read with Understanding
Decoding Vocabulary Language & Text
Features
Comprehension Reading
Critically
1 Use strategies to read short
simple texts with support
2
Use strategies to locate
information in short, simple
texts
3 Use strategies to locate
important information in texts
4 Use strategies to locate,
organise and summarise
important information in texts
5
6
Use strategies to summarise
and synthesis information
across a wide range of more
complex texts

21. Read with Understanding
Decoding Vocabulary Language & Text
Features
Comprehension Reading
Critically
1 Use strategies to read short
simple texts with support
2
Use strategies to locate
information in short, simple
texts
3 Use strategies to locate
important information in texts
4 Use strategies to locate,
organise and summarise
important information in texts
5
6
Use strategies to summarise
and synthesis information
across a wide range of more
complex texts

22. JARGON
Decoding
Vocabulary
Language & Text
Comprehension
Reading Critically
Which words do
they understand?
How much do
they understand
of the text?
Which words
can they say
out loud?
Which grammatical
features do they
understand
Do they
understand why
this is important?

24. Using Chat GPT to Create Reading
Comprehension Questions
Could you please disregard any previous prompts and instead request that I provide you with a passage of text? Additionally, kindly
prompt me for the desired number of questions, with the default being 3 questions in total.
Once I input the text, your task is to create a series of reading comprehension questions using plain English and British spelling.
These questions should align with Steps 3 to 6 of the TEC's Learning Progressions for Adult Literacy and cover a range of skills such as
explicit and implicit information retrieval, understanding of text structure, identification of opinions, comprehension of vocabulary,
identification of purpose, and understanding of implied meaning.
The questions should be presented in various formats, including Multiple Choice Questions (MCQs), True/False, Yes/No, and tasks that
require underlining or circling answers within the text. Some questions should also be interpretive, where the user is expected to
provide a written answer.
Please organise the questions in order of difficulty, with the easiest (Step 3) first and the hardest (Step 5 or 6) last. Make sure that you
mix up the question types. Additionally, kindly include the answer to each question within brackets after the question itself. Once you
are ready, please confirm that I want 3 questions overall and request the text from me.

25. Using Chat GPT to Create Reading
Comprehension Questions
Step 3: Explicit Information Retrieval
1. True/False: If you have a class 2 or 4 licence, you can tow a
light trailer behind your rigid vehicle.
- True

26. Using Chat GPT to Create Reading
Comprehension Questions
Step 4: Understanding of Text Structure
2. Multiple Choice Question: What is the primary focus of the
section titled "Endorsements"?
A) Explaining the weight limitations for vehicles
B) Describing the types of vehicles you can drive
C) Discussing additional requirements for operating special
vehicles
D) Providing information on overseas licences
- (C) Discussing additional requirements for operating special
vehicles

27. Using Chat GPT to Create Reading
Comprehension Questions
Step 5/6: Identification of Purpose and Understanding of Implied Meaning
3. Interpretive Question: What can you infer about the role of endorsements in
the New Zealand driver licensing system? Provide evidence from the text to
support your answer.
- Endorsements appear to serve as additional qualifications that are required to
operate certain kinds of vehicles and services. The text states, "You will need a
current endorsement, as well as a driver licence class, to operate some kinds of
vehicles and services," suggesting that an endorsement is an extra layer of
certification on top of the basic licence class