Resource 1.1 Career Readiness Certificate (CRC) Requirements

Resource 1.1 Career Readiness Certificate (CRC) Requirements

Resource 2.1 Basic Writing Scoring Rubric Category CONTENT relevance; adequacy; clarity; support; elaboration Weightage X5 Addresses task effectively. Developed ideas and clear focus. Ideas are well stated, clearly expressed and supported with concrete, relevant detail. Requires no inference. Score 5 4 3 2 1 0 Addresses task effectively, but some ideas are not well stated. Contains some relevant detail. May require minimum inference. Responds adequately to overall task. Many ideas may not be well stated. Lacks appropriate or sufficient detail or clear focus. May require some inference. Responds generally to task but may have major gaps. Some relation to the prompt is evident. May be unfocused or unclear. Little or no supporting detail. May require some inference. Task minimally addressed, and/or minimal amount written, and/or limited relationship to topic, or general meaning unclear. May require a substantial degree of inference. Incomprehensi ble (more than half), or irrelevant, or no response. ORGANISATION X3 Well-organised and well-developed. Contains effective transitions. Writing is cohesive throughout. Clear overall structure. May contain effective paragraphs. Generally cohesive. Basic overall structure is evident. May be organised into simple paragraphs with related sentences. Some structuring of content is evident, but cohesion is limited. Contains some related sentences. Disorganized, and/or minimal amount written. May contain unrelated phrases or sentences. WORD CHOICE appropriate use; richness of expression X3 Appropriate word choice. Almost no circumlocutions. Richness of expression. Mostly appropriate word choice. May have some circumlocutions. Some richness of expression. Some inappropriate, and/or limited word choice. May have some variety of expression. Some significant errors, and/or very limited word choice. May have little variety of expression Frequent significant errors and extremely limited word choice, and/or minimal amount written. GRAMMAR & SENTENCE STRUCTURE X2 Almost no grammatical errors. Sentence structure is varied, appropriate and may be complex. Minor erors that do not distract the reader. Some variety in sentence structure. Some errors that distract the reader. Limited variety in sentence structure. Many errors that may require the reader to infer meaning. Sentence structure may be simple. Almost no control of grammar or sentence structure, and/or minimal amount written. SPELLING CAPITALISATION PUNCTUATION X1 Few or no errors. Requires minimum of 3 in CONTENT. Some minor errors. Requires minimum of 3 in CONTENT. Some errors that distract the reader. Requires minimum of 2 in CONTENT. Many errors, or some serious errors that interferes with meaning. Almost no control of spelling, and/or capitalisation, and/or punctuation, and/or minimal amount written.

Resource 2.2 Advanced Writing Scoring Rubric 5 4 3 2 1 HIGHLY EFFECTIVE RESPONSE TO TASK Superior essay with highly developed ideas and support skillfully presented with a strong introduction and conclusion; may contain a distinctive sylte. Exceptional range and richenss of word choice. Varied and complex sentence structure. Almost no errors in grammar and mechanics. EFFECTIVE RESPONSE TO TASK Thesis or main idea is clearly stated and developed with relevant details and examples. Ideas are well-organised and well-developed with effective transitions Word choice demonstrates variety and richness of expression. May have minor errors in grammar and mechanics, with variety and some complexity of sentence structure. ADEQUATE RESPONSE TO TASK Thesis or main idea show some support and relevant detail, although some ideas may not be well stated and may require inference. Generally cohesive with some effective transitions. Few word choice errors and some variety and richenss of expression. Errors in grammar and mechanics generally do not interfere with the reader's understanding. Some variety in sentence structure. WEAK RESPONSE TO TASK Contains a thesis or main idea with little support, and my be unfocused or unclear. Many ideas may not be well stated. A basic organisational structure is evident with some sequencing of ideas. There may be some errors in word choice with some variety of expression. May contain distracting errors in grammar and mechanics that may interfere with the reader's understanding. Sentence structure may be simple. MINIMAL OR POOR RESPONSE TO TASK Minimal response to task, or writing lacks a thesis or main idea and may require a substantial degree of inference. Cohesion is limited, but contains some related sentences. Word choice errors may require the reader to infer meaning. Serious errors in grammar or mechanics that may interfere with the reader's understanding.

Resource 2.3 Basic Speaking Scoring Rubric Comprehension and Communication of Meaning (Clarity and Scale Completeness) No response; or the response does not answer the question 0 correctly; or the response is not comprehensible Answers the question in terms of content but requires inference; or 1 gives a partial answer to the question. 2 Answer the question AND entire meaning is clear.

Resource 2.4 Advanced Speaking Scoring Rubric 6 LEVEL Advanced Low Communication of ideas Addresses all parts of completeness some questions support/ elaboration clarity of meaning organization Language Use Expresses ideas with detail on some topics Conveys ideas but meaning is not clear on some topics Connections between ideas are evident, but some responses require inference Vocabulary generally expresses intended meaning, but a few words vocabulary may not be used accurately. May lack variety in word choice Control of complex grammar grammar with some errors Delivery and Fluency Some spontaneity and fluency but delivery often shows effort Some pauses may be long. Delivery may be disjointed or rushed in some instances some distracting errors in pronunciation, stress and/or intonation 7 Advanced High Addresses all parts of most questions Expresses ideas with detail on most topics Conveys ideas clearly on most topics Connections between ideas are evident. A few responses may require inference Vocabulary used accurately to express intended meaning Control of complex grammar with few errors Spontaneous and fluent but delivery occasionally shows effort Usually pauses appropriately, but delivery may be disjointed or rushed in a few instances A few distracting errors in pronunciation, stress and/or intonation 8 Proficient Addresses all parts of most questions Expresses ideas with elaboration and detail. Extends ideas through evaluation and/or analysis Conveys ideas clearly. Easily conveys nuances of meaning Logical connections between ideas. No inference is required Extensive, precise vocabulary used accurately Almost no noticeable grammar issues Smooth, effortless delivery. Sustained and connected discourse Pauses appropriately between thoughts Variations in pronunciation, stress or intonation do not distract the listener

Resource 2.5 Workplace Literacy and Numeracy (WPLN) WSQ Level Descriptors Level Employability Receptive Skills Productive Skills Reading Listening Speaking Writing Numeracy L8 Proficient Can meet work demands with confidence, interact with the public, and follow written instructions in work manuals. Scale Score: Above 255 Can handle most reading and related to life roles; can read and interpret most nonsimplified materials; can interpret routine charts, graphs and labels. Scale Score: Above 245 Can participate effectively in social and familiar work situations; can understand and participate in practical and social conversations and in technical discussions in own field. Scale Score: NA (Holistic Scoring) Participates effectively in most social and work situations; participates in practical and social conversations and in technical discussions in own field. Can meet work demands with confidence, and interact with the public including negotiating and compromising. Scale Score: NA (Holistic Scoring) Scale Score: Above 255 Can use maths in the workplace, such as interpreting work-related budget, and basic statistical data and graphs. L7 High Advanced Understands routine work-related conversations. Can handle work that involves following oral and simple written instructions and interact with the public. Can perform reading and writing tasks, such as most logs, reports, forms, with reasonable accuracy to meet work needs. Scale Score: 246-255 Can read and interpret nonsimplified materials on everyday subjects; can interpret routine charts, graphs and labels Scale Score: 239-245 Can function independently in survival and social and work situations. Scale Score: NA (Holistic Scoring) Functions independently in everyday community, social and work situations except when under tension or pressure. Clarifies general meaning using a variety of strategies. Gives an oral report on a research topic. Takes a position on an issue and argues that position. Speaks with fluency on familiar technical subjects or special fields of interest. Expresses personal values and judgments. Engages in problem solving discussions including predicting consequences of actions. Scale Score: NA (Holistic Scoring) Scale Score: 246-255 Can use maths in business, such as calculating discounts; can create and use tables and graphs. L6 Advanced Can handle jobs and jobs training situations that involve following oral and simple written instructions and multistep diagrams and limited public contact. Can read a simple employee handbook. Scale Score: 236-245 Can read and interpret simplified and some nonsimplified materials on familiar topics. Can interpret simple charts, graphs, and labels; interpret a payroll stub. Scale Score: 230-238 Can satisfy most survival needs and social demands. Has some ability to understand and communicate on the telephone on familiar topics. Scale Score: NA (Holistic Scoring) Functions effectively in most survival, social and work situations. Participates in conversations and communicates on the telephone on a variety of topics using a variety of complex structures. Clarifies meaning through strategies such as paraphrasing. Gives sequential oral directions to complete a complex task that involves multiple steps. Participates in group discussions of current issues in the news in a social or work setting. Adjusts language used according to the level of formality required by the situation. Demonstrates control of basic grammar. Scale Score: NA (Holistic Scoring) Scale Score: 236-245 Can interpret routine charts and graphs; interpret a payroll stub; complete an order form and do calculations; compute tips; reconcile a bank statement. Scale Score: 221-235 Scale Score: 221-229 Scale Score: 225-234 Scale Score: 243-260 Scale Score: 221-235 L5 High Intermediate Can handle job and/or training that involve following basic oral and written instructions and diagrams if they can be clarified orally. Can read and interpret simplified and some authentic material on familiar subjects. Can satisfy basic survival needs and limited social demands; can follow oral directions in familiar contexts. Has limited ability to understand on the telephone. Understands learned phrases easily and new phrases containing familiar vocabulary. Functions independently in most familiar personal and work situations. Participates in face-to-face conversations on topics beyond immediate survival needs. Clarifies meaning by rewording or repeating. Uses some spontaneity and creativity in producing language not previously learned or memorized. Demonstrates increasing but inconsistent control of grammar. Retells a story or gives a short oral report in a personal, school or work-related context. Participates in problem-solving activities. Writes short routine work memos or reports. Other skills may include: writing e-mail messages; filling out basic medical forms and job applications; describing basic work procedures in writing; completing incident report forms; making log entries to document work activities; taking notes and phone messages; writing personal notes or letters. Can interpret simple charts and graphs; interpret a basic payroll stub; complete a simple order form and do calculations. Copyright@2012 All Rights Reserved. Singapore Workforce Development Agency. This document is provided as information resource for the sole use and guidance of parties approved by WDA. Any other use of this document or parts thereof, including reproduction, publication, distribution, transmission, re-transmission or public showing, or storage in a retrieval system in any form, electronic or otherwise, is strictly prohibited without the express permission of WDA.

Scale Score: 211-220 Scale Score: 211-220 Scale Score: 215-224 Sale Score: 226-242 Scale Score: 211-220 L4 Low Intermediate Can handle entry-level jobs that involve some simple oral and written communication but in which tasks can also be demonstrated and/or clarified orally. Can read and interpret simple material on familiar topics. Able to read and interpret simple directions, schedules, signs, maps and menus. Can satisfy basic survival needs and very routine social demands. Understands simple learned phrases easily and some new simple phrases containing familiar vocabulary, spoken slowly with frequent repetition. Functions satisfactorily in basic survival and very routine social and work situations. Gives oral directions to do a familiar personal or workrelated task of several steps. Participates in simple telephone conversations. Makes statements, asks and answers questions in the simple present, past and future tenses on familiar topics. Writes letters, numbers and a limited number of basic sight words and simple sentences related to immediate needs. Other skills may include: filling in basic personal information on simplified forms including signature and date. Can handle only the most basic written communication in English in routine entry-level jobs in which all tasks can be demonstrated. Can calculate a single simple operation when numbers are given, and make simple change. Scale Score: 201-210 Scale Score: 201-210 Scale Score: 205-214 Scale Score: 201-225 Scale Score: 201-210 L3 High Beginning Can handle routine entrylevel jobs that involve only the most basic oral or written communication in English and in which all tasks can be demonstrated. Reads letters and numbers and a limited number of basic sight words and simple phrases related to immediate needs. Functions with some difficulty in situations related to immediate needs. Functions with some difficulty in situations related to immediate needs. Answers and asks simple questions related to basic personal or work needs using previously learned phrases or simple sentences. Gives simple oral directions for finding a specific location. Communicates simple personal information on the telephone. Has some control of basic grammar including the present, past and future tenses. Writes letters and numbers and simple phrases related to immediate needs. Can write basic personal information on simplified forms. Can read numbers associated with size, quantity, and other basic measurement; can add and subtract two-digit numbers; can recognize correct change in transactions; can calculate with time; can perform most single-digit multiplication. Scale Score: 191-200 Scale Score: 191-200 Scale Score: 195-204 Scale Score: 146-200 Scale Score: 191-200 L2 Beginning Can handle only routine entry-level jobs that do not require oral or written communication in English and in which all tasks are easily demonstrated. Recognises letters and numbers and reads and understand common sight words. Functions in a very limited way in situations related to immediate needs. Functions in a very limited way in situations related to immediate needs. Provides basic personal information and responds to simple learned phrases spoken slowly and repeated often. Asks simple questions. Makes statements related to basic needs using previously learned words and phrases. Recognizes and writes letters and numbers. Writes and signs own name. Writes own address and date correctly. Fills in basic personal information forms with some assistance. Writes simple lists of familiar items (e.g., telephone numbers, shopping lists). Writes simple phrases based on familiar vocabulary. Can read and write numbers associated with personal identification; can read three-digit numbers and simple money amounts; can read time; can add and subtract single-digit and some two-digit numbers; has some ability to perform basic multiplication. L1 Pre- Beginning Can handle very routine entry-level jobs that do not require oral or written communication in English and in which all tasks are easily demonstrated. Employment choices would be extremely limited. Scale Score: 181-190 May not be literate in English. Scale Score: 181-190 Functions minimally, if at all, in English. Recognises gestures and a few isolated words. Scale Score: 185-194 Functions minimally in English. Communicates only through gestures and a few isolated words. Provides limited personal information (e.g. name, country of birth). Answers simple familiar questions with yes, no, or one-word responses. Scale Score: 136-145 Copies letters and numbers. Copies basic personal identification information onto a form with assistance. Copies lists of familiar words. May not be literate in any language. No writing ability whatsoever. Scale Score: 181-190 Has little or no recognition of written numbers; has simple counting skills; has minimal ability to perform simple operations, such as adding and subtracting single-digit numbers. Copyright@2012 All Rights Reserved. Singapore Workforce Development Agency. This document is provided as information resource for the sole use and guidance of parties approved by WDA. Any other use of this document or parts thereof, including reproduction, publication, distribution, transmission, re-transmission or public showing, or storage in a retrieval system in any form, electronic or otherwise, is strictly prohibited without the express permission of WDA.

WPLN Class Transfer Checklist For Trainers Only Transfer Request Type of WPL Programme 90 hours 45 hours Trainer/Learner requests for transfer by 9th hour by 6th hour Trainer evaluates request, recommends placement & submit request to CES by 18th hour by 9th hour CES to approve and effect transfer by 24th hour by 12th hour Please complete the trainee s particulars. All blanks in the form are to be filled in. Put N.A. where not applicable. To facilitate the trainer s review and recommendation regarding the transfer request, the trainee s WPLN Assessment score is available upon request. Kindly fax to 6471 7106 or email the completed documents to Shirlin_lim@wda.gov.sg (Attn: Shirlin Lim) for information on a trainee s WPLN Assessment scores. Submit only pages 1 and 6 to the Centre for Employability Skills at 141 Redhill Road through your Management Representative. To close the case, the Management Representative will submit a progress report of the trainee in the new class not later than a fortnight after the transfer is effected. Name of Trainee : WPLN Assessment Scale Score & SOA level 1 st attempt 2 nd attempt (if applicable) 3 rd attempt (if applicable) Reading Listening Speaking Writing Numeracy Recommended Level of Training: Level of Training Requested: Course Title : Class / Date of Attendance: No. of Training Classes Attended: Trainer s Name: Management Representative: Training Organisation: Copyright@2012 All Rights Reserved. Singapore Workforce Development Agency

Rationale for the Checklist Part I focuses on the trainee s ability to follow class instructions. The ability to listen and follow instructions is a basic competency that underpins the employability skills as referenced from the CASAS competencies. In the checklist, the ability to follow spoken instructions is listed as the most basic level, followed by written instructions. At the higher levels, a trainee who is requesting for a change of class, particularly to the intermediate or advanced will need to display an ability, not just to follow but to articulate and explain accurately the teacher s (trainer s) instructions to fellow trainees or group members. At the highest level will be the ability to lead in group discussions or any other form of group task, as such ability reflects confidence in the use of language and literacy skills. Part II relates to the trainee s attitude to training, as reflected in observable outcomes such as participation in class, groups and individual written work. Part III requires the trainer to conduct a one on one interview with the trainee to ascertain if the request will be beneficial to the latter. Part IV is a review by the trainer of the trainee s general performance in the class observations and interview with the trainee before making the final recommendation on behalf of the trainee to the Centre for Employability Skills. The trainee s WPLN Assessment scale scores will be a useful consideration for the trainer making the final recommendation, particularly if the trainee s WPLN Assessment scale scores are at the upper or lower band of the original recommended level of training. Copyright@2012 All Rights Reserved. Singapore Workforce Development Agency

PART I) ABILITY TO FOLLOW INSTRUCTIONS No. Observation Yes / No ( - yes, x no) 1.1 Can carry out oral instructions given by the teacher Instances (Please provide instances to support your observation) 1.2 Can carry out written instructions given by the teacher 1.3 Can help to explain teacher s instructions to other classmates 1.4 Can lead in group tasks Copyright@2012 All Rights Reserved. Singapore Workforce Development Agency

PART II) OTHER COMMENTS RELATED TO TRAINEE S CLASS PARTICIPATION AND WORK (Highlight the quality of work and general attitude towards learning activities in the class) Copyright@2012 All Rights Reserved. Singapore Workforce Development Agency

Part III: INTERVIEW Suggested Questions These questions are to elicit responses from trainees who asked for a change of class, either to a higher or a lower level class. Trainers may include additional questions of their own to facilitate the final decision. 1. Are you able to follow the teacher s lesson in class? 2. What are some areas that are difficult / too easy for you? 3. How do you think the lesson can be changed to make it more suitable for your level? 4. Are you very certain you need to change class? 5. What makes you so certain that changing class will benefit you? Do you know anybody in the new class the teacher / trainees? Copyright@2012 All Rights Reserved. Singapore Workforce Development Agency

PART IV REVIEW AND RECOMMENDATION(S) THE END Copyright@2012 All Rights Reserved. Singapore Workforce Development Agency

Resource 3.1a Workplace Literacy Competency Statements CASAS CODE WPLN WSQ CODE 0.1.2 EL1 0.1.3 EL2 COMPETENCY STATEMENT Listening Speaking Reading Writing Understand or use appropriate language for informational purposes (eg to identify, describe, ask for information, state needs, command, agree or disagree, ask permission) Understand or use appropriate language to influence or persuade (eg to caution, request, advise, persuade, negotiate) X X X X X X X X Understand or use appropriate language in general social X X X X 0.1.4 EL3 situations (eg to greet, introduce, thank, apologise, compliment, express pleasure or regret) 0.1.6 EL4 Clarify or request clarification X X X X 0.1.7 EL5 Understand, follow or give instructions, including commands X X X X and polite requests (e.g., Do this; Will you do this?) 0.1.8 EL6 Understand or use appropriate language to express emotions X X X X and states of being (e.g., happy, hungry, upset) 0.2.1 EL7 Respond appropriately to common personal information X X X X questions 0.2.2 EL8 Complete a personal information form X X 0.2.4 EL9 Converse about daily and leisure activities and personal X X interests 1.2.1 EL10 Interpret advertisements, labels, charts and price tags in X X X X selecting goods and services 1.2.5m EL11 Interpret letters, articles and information about work-related X X X X topics 1.2.7 EL12 Interpret information or directions to locate merchandise X X X Interpret the procedures and forms associated with financial X X 1.8.1 EL13 services including writing cheques, making electronic bill payments, direct deposit, debit card purchasing, and online banking 2.1.7 EL14 Take and interpret telephone messages, leave messages on X X X X answering machines and interpret recorded messages 2.1.8m EL15 Demonstrate effective telephone techniques X X X 2.2.1 EL16 Read, interpret and follow directions found on public signs and X X X building directions 2.2.1m EL17 Ask for, give or clarify directions X X X X 2.2.3 EL18 Identify or use different types of transportation in the X X X community, and interpret traffic information 2.2.4 EL19 Interpret transportation schedules and fares X X X 2.2.5 EL20 Interpret and use maps (eg in relation to travel needs) X X X including Internet-based map systems 2.3.1 EL21 Interpret clock time X X X 2.3.2 EL22 Identify the months of the year and the days of the week X X Follow procedures for applying for a job, including interpreting X X X 4.1.2 EL23 and completing job applications, resumes, and letters of application 4.1.6m EL24 Interpret general work-related vocabulary (eg experience, work X X X X shift) 4.2.4 EL25 Interpret employee handbooks, personnel policies, and job X X manuals 4.4.3m EL26 Interpret job-related signs, charts, diagrams, forms and X X X X procedures 4.4.3m EL27 Record information on forms, charts and checklists X X 4.4.8 EL28 Interpret job-related technical information, such as from service X X X manuals and training classes 4.6.1 EL29 Follow, clarify, give or provide feedback to instructions; give X X X X and respond appropriately to criticism 4.6.2m EL30 Interpret work-related correspondence, including notes, X memos, letters and e-mail 4.6.2m EL31 Write work-related correspondence, including notes, memos, X letters and e-mail 4.6.3 EL32 Interpret oral and written workplace announcements and X X X notices 4.6.4 EL33 Report progress on activities, status of assigned tasks and X X X X problems and other situations affecting job completion 4.6.5m EL34 Select and analyse work-related information for a given X X X X purpose and communicate it to others orally 4.6.5m EL35 Select and analyse work-related information for a given X X X X purpose and communicate it to others orally and in writing 5.4.5 EL36 Interpret permit and license requirements X X 7.2.5m EL37 State an opinion and support it with specific details and X X examples orally or in writing 7.3.1 m EL38 Describe incidents orally and in writing, including cause and X X effect situations 7.4.2 EL39 Take notes or write a summary or an outline X X 7.4.8 EL40 Interpret visual representations, such as symbols, blueprints, X X X flowcharts and schematics Copyright 2003-2012, Singapore Workforce Development Agency. All rights reserved. This document is provided as information resource for the sole use and guidance of parties approved by WDA. Any other use of this document or parts thereof, including reproduction, publication, distribution, transmission, re-transmission or public showing, or storage in a retrieval system in any form, electronic or otherwise, is strictly prohibited without the express permission of WDA.

Resource 3.1b Workplace Numeracy Competency Statements WPLN COMPETENCY STATEMENT WSQ CASAS CODE CODE 1.1.2 EN1 Use the metric system 1.1.4 EN2 Interpret, use and compute measurement for consumer-related purposes. 1.1.7 EN3 Identify product containers and interpret weight and volume 1.1.8 EN4 Compute averages 1.2.1 EN5 Interpret clothing and pattern sizes and use height and weight tables 1.2.2 EN6 Compare price or quality to determine best buys for goods and services 1.2.3 EN7 Compute discounts 1.2.4 EN8 Compute unit pricing 2.3.5 EN9 Interpret information about time zones 3.6.3m EN10 Interpret temperatures related to health and weather 4.7.1 EN11 Interpret or prepare a work-related budget, including projecting costs, keeping detailed records and tracking status of expenditures and revenue 6.0.1 EN12 Identify and classify numeric symbols 6.0.2 EN13 Count and associate numbers with quantities, including recognizing correct number sequencing 6.0.3 EN14 Identify information needed to solve a given problem 6.0.4 EN15 Determine appropriate operation to apply to a given problem 6.0.5 EN16 Demonstrate the use of a calculator 6.0.6 EN17 Interpret positive and negative numbers 6.0.7 EN18 Interpret exponents and square roots 6.1.5 EN19 Perform multiple operations using whole numbers 6.2.5 EN20 Perform multiple operations using decimal fractions 6.2.6 EN21 Convert decimal fractions to common fractions or percents 6.3.5 EN22 Perform multiple operations using common or mixed fractions 6.3.6 EN23 Convert common or mixed fractions to decimal fractions or percents 6.3.7 EN24 Identify or calculate equivalent fractions 6.4.1,/6.4.3-6.4.6 EN25 Compute with percents, rate, ratio and proportion 6.5.1-6.5.4 EN26 Apply mathematical expressions, equations and formulas 6.6.1m EN27 Convert units of Singapore standard measurement and metric system 6.6.2 EN28 Recognise, use, and measure linear dimensions, geometric shapes, or angles 6.6.3 EN29 Measure area and volume of geometric shapes 6.6.4 EN30 Use or interpret measurement instruments, such as rulers, gauges and dials 6.6.5 EN31 Interpret diagrams, illustrations and scale drawings 6.6.6 EN32 Calculate with units of time 6.6.7 EN33 Solve measurement problems in stipulated situations 6.6.8 EN34 Interpret mechanical concepts or spatial relationships 6.6.9 EN35 Use or interpret switches and controls 6.7.1-6.7.4 EN36 Interpret data given in various types of graph 6.7.5 EN37 Compute averages, median or modes 6.8.1m EN38 Interpret statistical information 6.8.2 EN39 Interpret statements of probability 6.9.1/6.9.2/6.9.3 EN40 Compute using estimation and mental arithmetic Copyright 2003-2012, Singapore Workforce Development Agency. All rights reserved. This document is provided as information resource for the sole use and guidance of parties approved by WDA. Any other use of this document or parts thereof, including reproduction, publication, distribution, transmission, re-transmission or public showing, or storage in a retrieval system in any form, electronic or otherwise, is strictly prohibited without the express permission of WDA.

Resource 3.2 WPL Reading s Categories R1 R2 R3 R4 R5 R6 R7 R8 CS# R1 Beginning literacy / Phonics Vocabulary General reading comprehension Text in format Reference materials Reading strategies Reading and thinking skills Academic-oriented skills Beginning literacy / Phonics R1.1 Identify the letters of the English alphabet (upper and lower case) R1.2 Recognize that letters make words and words make sentences R1.3 Read from left to right, top to bottom, front to back R1.4 Relate letters to sounds R1.5 Relate letters to a range of possible pronunciations, including recognizing common homonyms R1.6 Use common phonological patterns to sound out unfamiliar words (e.g., man/van) R2 Vocabulary R2.1 Interpret common symbols (e.g., restroom signs, traffic signs; #,, ) WPLN Level 1 2 3 4 5 6 7 8 CASAS Level A A A B B C D D R2.2 Read basic sight words (e.g., the, is) R2.3 Interpret common high-frequency words and phrases in everyday contexts (e.g., signs, ads, labels) R2.4 Use capitalization as a clue to interpret words (e.g., names, place names, other proper nouns) R2.5 Interpret contractions R2.6 Interpret basic abbreviations (e.g., Mr., apt., lb.) R2.7 Interpret abbreviations in specialized contexts (e.g., tsp., bnfts.) R2.8 Interpret meaning from word formations (e.g., verb endings, plurals, possessives, comparative forms) R2.9 Interpret common prefixes and suffixes to determine the meaning of words (e.g., un-happy, work-er) R2.10 Interpret less common prefixes and suffixes to determine the meaning of words (e.g., impossible, anti-war, employee) R2.11 Interpret familiar words used in a new context (e.g., enter a room, enter data on a computer) R2.12 Interpret specialized vocabulary in context (e.g., consumer, work, field of interest) R3 General reading comprehension Page 1 of 4

CS# WPLN Level 1 2 3 4 5 6 7 8 CASAS Level A A A B B C D D R3.1 Interpret common punctuation and sentence-writing conventions (e.g., capitalized first word) R3.2 Read and understand simple sentences that contain familiar vocabulary R3.3 Read and understand simple texts on familiar topics (e.g., short narratives, basic consumer materials) R3.4 Read and understand moderately complex texts (e.g., general informational materials, common workplace materials) R3.5 Read and understand complex texts (e.g., newspaper and magazine articles, technical materials, literature) R3.6 Interpret simple written instructions R3.7 Interpret detailed instructions (e.g., workplace procedures, operating instructions, consumer materials) R3.8 Interpret basic sentence structure and grammar (e.g., statements, questions, negatives; adjectives modifying nouns) R3.9 Interpret complex sentence structure and grammar (e.g., relative clauses, perfect tenses) R3.10 Follow pronoun references within a text (e.g., Ms. Smith she; This is important.) R3.11 Make connections between related information across different sections of a text R3.12 Use supporting illustrations to interpret text R3.13 Use contextual clues to determine the meaning of words and phrases (e.g., Save $10 on your next purchase.) R3.14 Interpret signal words as clues to the organization and content of a text (e.g., first then; however; it s important that ) R3.15 Interpret idioms and collocations from context R3.16 Interpret figurative meanings of words from context (e.g., flooded with calls) R3.17 Interpret the connotative meaning of a word (e.g., inexpensive vs. cheap) R3.18 Interpret analogies in familiar contexts R3.19 Interpret meaning of metaphors and similes in context R4 Text in format R4.1 Read numbers R4.2 Read clock times R4.3 Read dates R4.4 Read money amounts R4.5 Read simple handwriting R4.6 Interpret simple forms (e.g., appointment sign-in sheet, class registration) R4.7 Interpret complex forms (e.g., rental, insurance, pay statements) R4.8 Interpret information in charts and tables (e.g., bus schedules) Page 2 of 4

CS# WPLN Level 1 2 3 4 5 6 7 8 CASAS Level A A A B B C D D R4.9 Interpret maps, diagrams, and graphs R4.10 Interpret written materials using formatting clues (e.g., headings, captions, bullets, print features such as bold) R5 Reference materials R5.1 Find a word or number in an alphabetical, numeric, or other ordered listing (e.g., telephone directory, list of part numbers) R5.2 Locate information using an index or table of contents (e.g., of a book, manual, computer application help feature) R5.3 Locate information organized in groups or categories (e.g., in a department directory, catalog, on a web page) R5.4 Use a picture dictionary R5.5 Use a simplified dictionary or glossary R5.6 Use a standard dictionary to distinguish between multiple meanings of a word R5.7 Use reference tools such as a print or online encyclopedia R6 Reading strategies R6.1 Predict the content of a text from title, pictures, type of material R6.2 Scan simple text (e.g., ads, schedules, forms, paragraphs) to find specific information R6.3 Scan complex or extended text (e.g., web pages, documents, narratives) to find specific information R6.4 Skim simple text for general meaning R6.5 Skim complex text for general meaning or to determine subject matter or organization R6.6 Use appropriate reading strategy (e.g., skimming, scanning, predicting, inferring) to understand content of unfamiliar material or specialized information R6.7 Increase reading fluency (accuracy, speed) R7 Reading and thinking skills R7.1 Identify the main idea of a simple paragraph R7.2 Identify the main idea of a multi-paragraph text R7.3 Identify supporting points or details for a statement, position or argument on a familiar topic R7.4 Determine the sequence of events in a simple narrative R7.5 Determine the sequence of events in a complex narrative R7.6 Paraphrase information R7.7 Summarize a text R7.8 Make inferences and draw conclusions from simple text R7.9 Make inferences and draw conclusions from complex text R7.10 Differentiate fact from opinion in a written text R7.11 Identify the writer, audience, and purpose of a text R7.12 Determine a writer s point of view Page 3 of 4

CS# WPLN Level 1 2 3 4 5 6 7 8 CASAS Level A A A B B C D D R7.13 Compare related information from various sources (e.g., consumer ads) R7.14 Verify and clarify facts in written information (e.g., advertising claims) R8 Academic-oriented skills R8.1 Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings R8.2 Analyze both the features and the rhetorical devices of different types of public documents (e.g., policy statements, speeches, debates, platforms) and the way in which authors use those features and devices) R8.3 Critique the power, validity, and truthfulness of arguments set forth in public documents; their appeal to both friendly and hostile audiences; and the extent to which the arguments anticipate and address reader concerns and counterclaims (e.g., appeal to reason, to authority, to pathos and emotion) R8.4 Generate relevant questions about readings on issues that can be researched R8.5 Prepare a bibliography of reference materials for a report using a variety of consumer, workplace, and public documents R8.6 Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration R8.7 Make warranted and reasonable assertions about the author s arguments by using elements of the text to defend and clarify interpretations R8.8 Evaluate the credibility of an author s argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author s intent affects the structure and tone of the text (e.g., professional journals, editorials, political speeches, primary source materials) R8.9 Analyze an author s implicit and explicit philosophical assumptions and beliefs about a subject R8.10 Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension R8.11 Analyze the way in which clarity of meaning is affected by the patterns of organization, hierarchical structures, repetition of the main ideas, syntax, and the word choice in the text Page 4 of 4

Resource 3.3 WPL Listening s Categories L1 Phonology L2 Vocabulary L3 Grammar L4 General Discourse L5 Informational Discourse L6 Strategies and Critical Thinking CS# WPLN Level 1 2 3 4 5 6 7 8 CASAS Level A A A B B C D D L1 Phonology L1.1 Recognize and distinguish between the various sounds of English (e.g., vowels, consonants, minimal pairs, rhymes) L1.2 Recognize words and sounds when they are modified by adjacent sounds (e.g., final s : walks [s] vs. plays [z]; final -ed : walked [t] vs. played [d]) L1.3 Distinguish individual words in connected speech L1.4 Distinguish basic stress and intonation patterns in English words and sentences (e.g., rising intonation for yes/no questions, emphasis) L1.5 Recognize reduced forms of words and phrases (e.g., gonna, gimme; Did you/didja, twenty/twenny) L1.6 Recognize location of stress in multi-syllable words (e.g., My áddress is 312 Date Street. vs. Please addréss this envelope.) L1.7 Recognize moods, emotions, and attitudes conveyed by pronunciation and stress patterns (e.g., Stress and intonation can change I don t believe it! from an expression of skepticism to an exclamation of surprise.) L2 Vocabulary L2.1 Comprehend simple words and phrases in basic communication in familiar contexts (e.g., basic courtesies, personal information, survival, emergency) L2.2 Recognize letters of the alphabet, letters in words, and numbers when spelled or dictated

CS# WPLN Level 1 2 3 4 5 6 7 8 CASAS Level A A A B B C D D L2.3 Comprehend high frequency words, phrases, phrasal verbs and simple idioms used in a variety of everyday contexts (e.g., everyday conversations, simple descriptions, directions) L2.4 Comprehend simple words, phrases, and idioms drawn from functional life skill topics (e.g., shopping, housing, health, transportation, employment) L 2.5 Comprehend homonyms in context (e.g., There s a hole in the bag. / Get a whole bag.) L2.6 Comprehend words changed by prefixes, suffixes, etc. (e.g., happy/unhappy; govern, government) L2.7 Comprehend speech that contains unfamiliar vocabulary using contextual clues L2.8 Comprehend a wide range of vocabulary such as synonyms (e.g., doctor vs. physician), precise terminology (e.g., home vs. duplex apartment), phrasal verbs and idioms (e.g., to be late vs. running behind schedule) on a variety of topics L2.9 Comprehend specialized vocabulary (e.g., technical, L3 academic) Grammar L3.1 Comprehend basic grammar and structures with present tense verbs and modals of high-frequency usage (e.g., to be, to do, to need, to have, can) L3.2 Recognize pronouns and follow pronouns across a statement (e.g., Carlos lives with his mother.) L3.3 Recognize contracted forms L3.4 Recognize imperative constructions L3.5 Recognize negative constructions L3.6 Distinguish between simple questions (e.g., WH- & yes/no) and statements L3.7 Recognize noun plurals L3.8 Recognize the possessive form of nouns and pronouns L3.9 Comprehend intermediate level grammar and structures (e.g., simple past, modals, real conditional, present perfect, compound simple sentences) L3.10 Comprehend comparative forms of adjectives (e.g., faster, fastest)

CS# WPLN Level 1 2 3 4 5 6 7 8 CASAS Level A A A B B C D D L3.11 Recognize signal words and cohesive devices that give clues to organization and content of message (e.g., first, then, however, it s important that, well, anyway, that being said, etc.) L3.12 Comprehend comparative forms of adverbs (e.g., more quickly, the most quickly) L3.13 Comprehend advanced grammar and structures (e.g., complex tenses, all conditionals (real and unreal), passive voice, reported speech, compound/complex sentences) L3.14 Recognize a range of question types (e.g., embedded questions, tag questions) L4 General Discourse L4.1 Comprehend simple learned social exchanges L4.2 Comprehend simple conversations L4.3 Comprehend simply expressed states and feelings L4.4 Comprehend abbreviated forms of speech (e.g., Want some?) L4.5 Comprehend brief non-face-to-face communication (e.g., short phone calls, personal messages) L4.6 Comprehend extended conversations L4.7 Comprehend extended social narrative (e.g., a description of weekend activities) L4.8 Recognize fillers and place holders in speech (e.g., Um, You know, Like) L4.9 Comprehend communicative function of speech (e.g., polite disagreement: Do you really think so?) L4.10 Comprehend media messages with visual support (e.g., TV news, weather reports, and movies) L4.11 Comprehend extended or detailed non-face-to-face communication (e.g., phone calls, messages, announcements, radio broadcasts) L4.12 Understand humor, jokes, irony L5 Informational Discourse L5.1 Comprehend short emergency warnings and commands (e.g., Stop! Wait!) L5.2 Comprehend brief messages (e.g., Your husband called. Ms. Garcia wants to see you right away.) L5.3 Comprehend brief non-face-to-face messages or announcements (e.g., The store will close in ten minutes.)

CS# WPLN Level 1 2 3 4 5 6 7 8 CASAS Level A A A B B C D D L5.4 Comprehend simple single-step instructions, explanations, and directions (e.g., Turn off the lights. Put the boxes in the back.) L5.5 Comprehend multi-step instructions and directions (e.g., Turn off the lights when you leave and lock the door.) L5.6 Comprehend detailed instructions, explanations and directions in a range of contexts (e.g., specialized contexts such as workplace procedures, operating instructions) L5.7 Comprehend instructions or requests given tentatively or indirectly (e.g., Why don t you...? You may want to ) L5.8 Comprehend essential points of topics of special interest (e.g., lectures, speeches, presentations in order to summarize or take notes) L5.9 Comprehend details of descriptive and factual material in narrative form (e.g., lectures, business presentations) L5.10 Comprehend detailed non-face-to-face communication in a wide range of contexts (e.g., teleconferences, recorded lectures, workplace instructions) L6 Strategies and Critical Thinking L6.1 Identify the topic, main idea, or gist of brief discourse or information L6.2 Listen for simple specific details of brief discourse (e.g., What time will the train leave?) L6.3 Make inferences from simple statements or conversation L6.4 Use non-language-based clues to guess meaning (e.g., gestures, situation, relationships, etc.) L6.5 Predict content of discourse types/genre that follow common patterns (e.g., doctor talking to patient, narratives, instructions) L6.6 Demonstrate understanding of hypothetical situations (e.g., You are a patient. What do you say to the doctor?) L6.7 Determine when clarification is necessary L6.8 Identify the main idea or topic of extended discourse L6.9 Listen for complex detail or several details in extended discourse (e.g., What are the reasons for the company s new policy?) L6.10 Make inferences and predictions and draw conclusions from lengthy or complex information

CS# WPLN Level 1 2 3 4 5 6 7 8 CASAS Level A A A B B C D D L6.11 Differentiate fact from opinion L6.12 Detect a speaker s direct or indirect purpose or bias (e.g., advertisements, persuasive arguments, political speeches) L6.13 Listen critically in order to make informed decisions or formulate opinions

Resource 3.4 WPL Speaking s Categories S1 S2 S3 S4 S5 S6 CS# S1 Phonology/ Pronunciation Vocabulary Grammar General Discourse Informational Discourse Strategies and Critical Thinking Phonology / Pronunciation WPLN Level 1 2 3 4 5 6 7 8 CASAS Level A A A B B C D D S1.1 Demonstrate accurate pronunciation of the various sounds of English (e.g., vowels, consonants, minimal pairs, rhymes) S1.2 Demonstrate accurate pronunciation of words and sounds when they are modified by adjacent sounds (e.g., final s : walks [s] vs. plays [z]; final -ed : walked [t] vs. played [d]) S1.3 Pronounce the eight regular morphological inflections (plural, possessive, third-person singular present tense, past tense, present participle, past participle, comparative degree, and superlative degree). S1.4 Demonstrate accurate pronunciation of words in connected speech S1.5 Use basic stress and intonation patterns in English words and sentences accurately (e.g., rising intonation for yes/no questions, emphasis) S1.6 Use reduced forms in high-frequency expressions (e.g., gonna) S1.7 Stress the accurate syllable in a poly-syllabic word (re cord vs record, photograph, pho tographers) S1.8 Use pronunciation and stress patterns (e.g., Stress and intonation can change I don t believe it! from an expression of skepticism to an exclamation of surprise) to convey moods, emotions and attitudes S2 Vocabulary S2.1 Recite letters of alphabet, letters in words, and numbers when reading aloud from a text or sign S2.2 Use simple words and phrases in basic communication in familiar contexts (e.g., basic courtesies, personal information, survival, emergency) S2.3 Use high frequency words, phrases, phrasal verbs and simple idioms used in a variety of everyday contexts (e.g., everyday conversations, simple descriptions, directions) S2.4 Use simple words, phrases, and idioms drawn from functional life skill topics (e.g., shopping, housing, health, transportation, employment) S2.5 Use homonyms in context (e.g., There s a hole in the bag. / Get a whole bag.)

WPLN Level CS# 1 2 3 4 5 6 7 8 CASAS Level A A A B B C D D S2.6 Use words changed by prefixes, suffixes, etc. (e.g., happy/unhappy; govern, government) S2.7 Demonstrate the ability to use standard and nonstandard forms appropriately (going to vs gonna, use of la etc) S2.8 Use a wide range of vocabulary such as synonyms (e.g., doctor vs. physician), antonyms (e.g., concern vs. indifference), precise terminology (e.g., home vs. condominium), phrasal verbs and idioms (e.g., to be late vs. running behind schedule) on a variety of topics S2.9 Use specialized vocabulary (e.g., technical, academic) S3 Grammar S3.1 Use basic grammar and structures with present tense verbs and modals of high-frequency usage (e.g., to be, to do, to need, to have, can) S3.2 Use pronouns and follow pronouns across a statement (e.g., John lives with his mother.) S3.3 Use contracted forms S3.4 Use imperative constructions S3.5 Use negative constructions S3.6 Produce simple questions (e.g., WH- & yes/no) and statements S3.7 Use noun plurals S3.8 Use the possessive form of nouns and pronouns S3.9 Use intermediate level grammar and structures (e.g., simple past, modals, real conditional, present perfect, compound simple sentences) S3.10 Use comparative forms of adjectives (e.g., faster, fastest) S3.11 Use comparative forms of adverbs (e.g., more quickly, the most quickly) S3.12 Use signal words and cohesive devices that give clues to organization and content of message (e.g., first, then, however, it s important that, well, anyway, that being said etc.) S3.13 Use advanced grammar and structures (e.g., complex tenses, all conditionals (real and unreal), passive voice, reported speech, compound/complex sentences) S3.14 Use a range of question types (e.g., embedded questions, tag questions) S4 General Discourse S4.1 Identify the context, audience, and purpose of speaking (consider listener s perspective, cultural influences, social norms etc). Take into account purpose, perspective, and cultural influence of the listener while speaking S4.2 Use format and structure suitable for purpose and audience